King Fahd University of Petroleum and Minerals College of Engineering Sciences
A Aeerroossppaaccee EEnnggiinneeeerriinngg D meenntt Deeppaarrttm
Self-Assessment Report Prepared By Self-Assessment Team
AE FACULTY
Submitted to
The Program Assessment Center Deanship of Academic Development King Fahd University of Petroleum and Minerals
Dhual-Qa’dah 1425 H January 2005 G
PREFACE "In the Name of Allah (God), Most Gracious, Most Merciful. Read, in the Name of thy Lord and Cherisher, Who created. Created man from a [leech-like] clot. Read, and thy Lord is Most Bountiful. He Who taught [the use of] the pen. Taught man that which he knew not. Nay, but man doth transgress all bounds. In that he looketh upon himself as self-sufficient. Verily, to the Lord is the return [of all] ". (The Holy QU’RAN, Surah # 96) And secondly, may peace be upon His Prophet, Mohammad (Sala Allah Alihe Wasalam). The Department of Aerospace Engineering (AE) at King Fahd University of Petroleum and Minerals (KFUPM) is the only full-fledged AE Department in the Kingdom of Saudi Arabia (KSA) and the Arabian Gulf and Peninsula region. Its B.S. Program was established in 1419H (1998G). The Department has focused to secure outstanding academic achievements, manifested by commitment to excellence in teaching, pursuance of high caliber research and community services. This document includes a report of self-assessment of the AE B.S. Program. The report has been developed by the Self-Assessment Team. The AE B.S. Program is comparable to many similar Programs offered in reputable U.S. universities. The AE B.S. Program provides essential Aerospace Engineering knowledge and skills needed for the aerospace engineers in the Kingdom of Saudi Arabia (KSA), and the Arabian Gulf and Peninsula region. The total man hours spent on preparing and developing this Program have been over 2000 hours. Thanks are also due to many professionals from industry, many students and the academic departments of KFUPM for their constructive comments and support. The AE Self-Assessment Team consists of the following members:
AE Self Assessment Team Dr. Ahmed Al-Garni Dr. Abdullah Al-Garni Dr. Ayman Kassem Dr. Farooq Saeed Dr. Hanafy Omar Mr. Ahmad Jamal Mr. Mueyyet Tozan Mr. Ayman Abdullah
(Chairman) (Member) (Member) (Member) (Member) (Member) (Member) (Member)
ii
Table of Contents List of Tables……………………………………………………..………………………...Viii Introduction………………………………………………………………………….……… 1 Criterion 1 – Program Mission, Objectives and Outcomes 1.
Introduction…………………………………………………………………….……… 4 1.1. Mission of King Fahd University of Petroleum and Minerals……………………………… 4 1.2. Mission of College of Engineering Sciences and Applied Engineering…….……………… 4 1.3. Vision and Mission of AE Department………………………………….……………..…… 4 1.4. Program Educational Objectives…………………………………………………….…....... 5 1.5. Alignment of Program Objectives with Department, College and University Missions………………………………………………………………..…………………… 6 1.6. Strategic Plan…………………………………………………………….….……………… 7 1.6.1. The Mission of AE Program………….…………………………….………………...... 7 1.6.2. Strategic Goals, Objectives, Strategies and Metrics………………………………….…7 1.7. AE Program Assessment…...….………………………………………….……………… 15 1.8. AE Program Educational Objectives Assessment…..………………………………..….....16 1.9. Program Outcomes………………………………………….………………..…………… 19 1.10. AE program Outcomes Assessment…….……………………………………………….…19 1.11. AE Program Outcomes Assessment Results…………………………….…………………23 1.11.1. Observations and Recommendations Related to Graduating Students Survey……... 23 1.11.2. Observations and Recommendations Related to Alumni Survey………………….... 26 1.11.3. Observations and Recommendations Related to Graduating Employer Survey……. 27 1.12. Analysis of Assessment Results…………………………………………………….….......28 1.12.1. Strong Aspect of AE Program…………………………………………………..…... 28 1.11.2. AE Program Areas with Opportunity for Further Improvement…….…………….... 28 1.13. Recommended Improvement Actions and Future AE Program Development Plans..….… 29 1.13.1. Recommendations Concerning Experimentation Skill, Analyzing and Interpreting Data, and Hands-on-Experience...…………………….……………….. 29 1.13.2. Recommendations Concerning Communication Skills …………………..………... 30 1.13.3. Recommendations Concerning Computer Usage Skill…………………… ………...31 1.13.4. Recommendations Concerning More Industry-Oriented Courses, Connection iii
between Classroom and Real World, and Practical Applications………...……….... 34 1.13.5. Recommendations Concerning Awareness of Environmental Issues……………….. 35 1.14. Performance Measures……………………………………………….….………………… 35 1.14.1. Educational Activities ………………………………………………………………. 35 1.14.2. Employer Satisfaction ………………………………………………………………. 37 1.14.3. Research …………………………………………………………….………………. 37 1.14.4. Community Services …………………………………………………………….…. 37 1.14.5. Administrative Services……………………………………………………………... 38
Criterion 2a – Curriculum Design and Organization: AE (Science Option) 2a. Introduction…………………………………………………….…………………..… 40 2a.1. Title of Degree Program…………………………………..………………………………. 40 2a.2. Definition of Credit Hour…………………………………………............………………. 40 2a.3. Degree Plan……………………...………………………………………………………… 40 2a.4. Curriculum Breakdown…………………............................................................................ 40 2a.5. Currently Approved Course Syllabi…….…………….……………………………………40 2a.6. Assessment of AE Curriculum……………….………………………………………….....46 2a.7. Course Composition…………………..……………………………………………………48 2a.8. IT Component of AE Curriculum......................................................................................... 53 2a.9. Communication Skills…….…………….……………………………………………….…56 2a.9.1. Objectives of Prep Year Program (PYP)…………………………………………..... 57 2a.9.2. The Reading Component …………………………………………………………….57 2a.9.3. The Vocabulary Component…………………………………………........................ 57 2a.9.4. The Listening Component ………………………………………………………..… 57 2a.9.5. The Grammer Component…………………………………………........................... 58 2a.9.6. The Oral Component ………………………………………………………………... 58 2a.10. Objectives of the University English Program (UEP)………………………………….....58 2a. 10.1. English Composition I………………………………………………………….......58 2a. 10.2. English Composition II …………………………………………………………….58 2a.11. Technical Report Writing……………. …………………………………………………59 2a.12. Aerospace Engineering Junior and Senior Course……………………………………..…59
Criterion 2b – Curriculum Design and Organization: AE (Applied Option) 2b. Introduction…………………………………………………….…………………..… 61 2b.1. Title of Degree Program…………………………………..………………………………. 61 iv
2b.2. Definition of Credit Hour…………………………………………............………………. 61 2b.3. Degree Plan……………………...………………………………………………………… 61 2b.4. Curriculum Breakdown…………………............................................................................ 61 2b.5. Currently Approved Course Syllabi…….…………….……………………………………61 2b.6. Assessment of AE Curriculum……………….………………………………………….....67 2b.7. Course Composition…………………..……………………………………………………69 2b.8. IT Component of AE Curriculum......................................................................................... 74 2b.9. Communication Skills…….…………….……………………………………………….…76 2b.9.1. Objectives of Prep Year Program (PYP)…………………………………………..... 77 2b.9.2. The Reading Component …………………………………………………………….77 2b.9.3. The Vocabulary Component…………………………………………........................ 78 2b.9.4. The Listening Component ………………………………………………………..… 78 2b.9.5. The Grammer Component…………………………………………........................... 78 2b.9.6. The Oral Component ………………………………………………………………...78 2b.10. Objectives of the University English Program (UEP)………………………………….....78 2b.10.1. English Composition I…………………………………………………………....... 79 2b.10.2. English Composition II ……………………………………………………………. 79 2b.11. Technical Report Writing……………. …………………………………………………79 2b.12. Aerospace Engineering Junior and Senior Course……………………………………..…79
Criterion 3 – Laboratories and Computing Facilities 3.
Introduction……………………………….………………………………................. 82 3.1. Assessment of AE Labs…………………………………………………...…………….… 88 3.2. Comparison with Similar Departments in Reputable Institutions…………………...….… 90 3.2.1. Texas A&M University ……………………………………………………………….90 3.2.2. University of Texas at Austin………………………………………………………….91 3.2.3. University of Illinois at Urbana Champaign………………………….………………. 91 3.2.4. Auburn University ………..…………………………………………………………. 91 3.2.5. Iowa State University………………………………………………………………….91 3.2.6. University of Alabama………………………….…………………….………………. 92 3.2.7. West Virginia University……………………….…………………….………………. 92
Criterion 4 – Student Support and Advising 4.
Introduction………………………………………….…..…………………………... 94 4.1. Course Offering…………………………………………………...…………………….… 94 v
4.2. Core Courses…………………...………………………………………………………..… 94 4.3. Elective Courses…………………………………………………...…………………….…95 4.4. AE Required Courses Offered by Other Departments…………………………………..… 95 4.5. Guidance to Students……………………………………………...…………………….… 95 4.6. Student Advising System…...…………………………………………………………....... 96 4.7. Student Counseling System……………………………………...………………………... 96 4.8. Student Interaction with Practitioners…………………………………………………….. 96
Criterion 5 - Faculty 5.
Introduction………………………………………….…..…………………………... 99 5.1. Full Time Faculty……...……………………………………………………………….… 99 5.2. Faculty Development………...………………………………………………………...… 100 5.3. Faculty Recruitment……………………………………………...…………………….… 101 5.4. Faculty Promotion Process………………………………………………………………. 102 5.5. Faculty Motivation……………………………………………...…………………….… 102
Criterion 6 – Process Control 6.
Introduction………………………………………….…..………………………….. 105 6.1. Student Admission Process…………………………………………………………….… 105 6.2. Policies for Program/Credit Transfer…………………………………………………..… 106 6.2.1. Transfer from Outside the University……………………………………………….. 106 6.2.2. Transfer to the Program from Another College Inside the University……………….107 6.2.3. Transfer to the Program from Another Major within the College….……………….. 107 6.3. Registration Process……………………………………………...…………………….… 108 6.4. Teaching………………………………………………………………………………….. 110 6.5. Graduation Process……………………………………………...……………………..… 114 6.6. Process for Curriculum/Course, Textbook, and Lab Update and Development……….…114 6.6.1. Curriculum/Course Update and Development………………………………………. 115 6.6.2. Textbook Update and Development………………………………………………… 116 6.6.3. Lab Update and Development………….…………………………………………… 116
Criterion 7 – Institutional Facilities 7.
Introduction………………………………………….…..………………………….. 118 7.1. Infrastructure…………………………………………………………………………..… 118 7.2. The KFUPM Library…………………………………………………………………..… 119 7.2.1. The Technical Collection……………………………………………………………. 119 vi
7.2.2. Support Rendered by the Library……………………………………………………. 120 7.3. Classrooms and Faculty Offices……………………………...………………………..… 123 7.3.1. Classrooms…………………………………………………………………………... 123 7.3.2. Faculty Offices…………………………………………………….
124
Criterion 8 – Institutional Support 8.
Introduction………………………………………….…..………………………..… 126 8.1. Support and Financial Resources………………………………………………………… 126 8.1.1. Research Support……………………………………………………………………. 126 8.1.1.1. Other Professional Support…………………………………………….... 127 8.1.2. Financial Resources…………………………………………………………………. 127 8.1.2.1. Conference Attendance and Participation in Meetings…………….......... 127 8.1.2.2. Salary package……………....................................................................... 127 8.1.3. Teaching Support……………………………………………………………………. 128 8.1.4. Secretarial Support…………………………………………………………………... 128 8.1.5. Technical Support………………………………………………………………….... 128 8.1.6. Office Equipment……………………………………………………………………. 128 8.2. Graduate Students and Research Assistants…………………………………………..… 128 8.3. Financial Resources ……………………………...……………………………………… 129 8.3.1. Library Resources…………………………………………………………………... 129 8.3.2. Laboratory Resources……………………………………………………………….. 129 8.3.3. Computing Resources……………………………………………………………….. 130
Conclusion………………………………………………………………………….…..… 131 Appendix A Graduating Students, Employers, Alumni and Faculty Survey Results……………………………………………………………………… 136 Appendix B Syllabus of AE Undergraduate Course in ABET Format..…….............. 167 Appendix C Labs Safety Regulations……………………....……………………………230 Appendix D Faculty Resumes……………………………………................................... 237 Appendix E Textbook Forms………………………………………………………….... 279 References………………………………………………………………………….…..… 284
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List of Tables
1.1.
AE Program Objectives Assessment
18
1.2.
Mapping of AE Program Objectives to AE Program Outcomes
20
1.3.
Mapping of Assessment Tools to the AE Program Outcomes
23
1.4.
Areas, which are Suggested for Improvements in Assessment Cycle and Respective Outcomes
29
1.5.
AE Program Outcome Assessment
32
1.6.
Students’ Enrollment in AE Department
35
1.7.
Student Faculty Ratio
35
1.8.
Average Graduating GPA
36
2a.1.
Requirements for the Aerospace Engineering Degree (Science Option)
42
2a.2.
The Degree Plan of the Aerospace Engineering Degree (Science Option)
43
2a.3.
Curriculum Course Content for Aerospace Engineering Science (Science Option)
44
2a.4.
List of Elective Courses in Aerospace Engineering (Science Option)
45
2a.5.
Relationship between Courses and Program Outcomes for AE Program
47
2a.6.
AE Courses Categorized According to the Three Course Elements
49
2a.7.
Design Contents in Required Courses
50
2a.8.
Design Contents in Elective Courses
51
2a.9.
Information Technology Component in Required Courses
53
2a.10. Information Technology Component in Elective Courses
55
2a.11. Communication Skills Enhancement Courses
56
2b.1.
Requirements for the Aerospace Engineering Degree (Applied Option)
63
2b.2.
The Degree Plan of the Aerospace Engineering Degree (Applied Option)
64
2b.3.
Curriculum Course Content for Aerospace Engineering Science (Applied Option)
65
2b.4.
List of Elective Courses in Aerospace Engineering (Applied Option)
66
2b.5.
Relationship between Courses and Program Outcomes for AE Program
68
2b.6.
AE Courses Categorized According to the Three Course Elements
70
2b.7. Design Contents in Required Courses
71
2b.8.
Design Contents in Elective Courses
72
2b.9.
Information Technology Component in Required Courses
74
2b.10. Information Technology Component in Elective Courses
75
2b.11. Communication Skills Enhancement Courses
77
viii
3.1.
Laboratories Sessions Taken by Aerospace Engineering Students
82
3.2.
Aerospace Engineering Laboratories
82
3.3.
Laboratories Equipment and Their Purpose
88
4.1.
Regular Course Offering
94
5.1.
Faculty Distribution by Program’s Areas
99
7.1.
KFUPM Library Resources and Services
122
8.1.
Research Facilities in AE Department
126
8.2.
Research Projects in AE Department
127
8.3.
Number of Graduate Students and Faculty/Student Ratio
129
8.4.
AE Laboratories Annual Expenditure
130
Appendix A Graduating Students Survey Results
143
Alumni Survey Results
152
Employer Survey Results
158
Faculty Survey Results
164
Senior Project Presentation Evaluation Form
165
Coop Presentation Evaluation Form
166
Appendix E Evaluation of Proposed Textbook
280
Textbook Evaluation and Request Form
282
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Introduction The Department of Aerospace Engineering (AE) at King Fahd University of Petroleum and Minerals (KFUPM) is the only full-fledged AE Department in the Kingdom of Saudi Arabia (KSA) and the Arabian Gulf and Peninsula region. The AE undergraduate Program has been developed over the course of many years (about 20 years) through three stages (AE option, AE Program and finally AE Department establishment in 1423 H (2002G)). The Program focuses on academic excellence as well as the professional development of students, rather than just completing a prescribed set of courses. Aerospace engineering is one of the most strategic fields for a country. The importance of aerospace engineering can be thought of as a vital factor in national security. Control of skies is essential to the well-being of any country. The aerospace engineering enterprise is also a major economic factor that contributes substantially to the national economy. Beyond these aspects, the advances in aerospace engineering turn into useful applications in other fields and become a driving force for other technologies in the country. AE Department strives to provide high quality education at international level in aerospace engineering, well grounded in engineering fundamentals. The Department conducts and promotes productive scientific research for the advancement of aerospace technologies. AE Department also participates effectively in community services to serve the needs of the society and has close relations with the local industry. An example of this strong cooperation is a "Memorandum of Understanding", which KFUPM signed with Royal Saudi Air Force (RSAF). There is also a cooperation agreement with Saudi Aramco Aviation Department. The Department of Aerospace Engineering awards Bachelor of Science (B.S.) and Master of Science (M.S.) degree in aerospace engineering. The Department has two undergraduate options, one in Aerospace Engineering (Science Option) (AE) and other in Aerospace Engineering (Applied Option) (AAE). The philosophical difference between these two options is that the applied option (AAE) is oriented towards obtaining practical training in industry during a 28 week coop period between the junior and senior years while the science option (AE) is more inclined towards research and design. The AE program science option provides a strong base in the main areas of Aerospace Engineering with a well-established balance between theory and application during the four years of study. The curriculum consists of general education requirements, core requirements, and electives. The AE science option provides students with the opportunity to choose appropriate elective courses in the area of aerospace engineering in which he would like to specialize. These areas are Aerodynamics and Gas Dynamics, Flight Dynamics and Control, Flight Structures, and Flight Propulsion. The program also contains a required course in Engineering Economics (ECON 403), since economic aspects are very important to Aerospace Engineers. On the other hand, the Applied Aerospace Engineering (AAE) option is designed to cover all fundamental aspects of aerospace engineering. The curriculum contains general education courses in the areas of Mathematics, Chemistry, Physics, Engineering, Computer Science, Islamic and Arabic Studies, English, and Physical Education similar to the AE Science option. In addition, the AAE curriculum places additional emphasis on courses of practical importance such as AE 351 (Cooperative Work). The industrial experience gained from the cooperative program has great value since it provides students with skills that bridge the gap between the theoretical and practical aspects of the aerospace engineering profession. The AE Department also offers a variety of practical-oriented elective courses which include Aerospace System Maintenance, Aerospace Avionics, Astronautics, Flight Traffic Control, and Safety.
To continually pursue its commitment of providing a high quality education in Aerospace Engineering, the AE Department recognizes the need for a regular review and update of its curriculum to further improve the quality of the AE program. The improvements to the program are driven by the assessment data collected and interpreted at regular intervals from its constituencies (students, alumni, employers, and faculty), industry demands for skills in specific areas, and rapid changes in aerospace technologies. AE Department has recognized the immediate need to formalize, document, and upgrade a continuous assessment process for the AE program in compliance with the University requirement and ABET criteria. Hence after dedicated and competent works in which all constituencies were actively involved, the Department has established a continuous improvement process for AE program through outcome assessment to ensure that our graduates achieve the program outcomes, to assess the level of achievements, and to continually improve program curriculum. This report will explain the process that is now in place and how the process is enabling the Department to assess the achievements in the program objectives and outcomes. It is also a sound basis for continuous program improvement. This report contains the results of the first self-assessment study of AE Program in a separate AE Department. The report contains eight sections which reflect the assessment of the eight criteria and their associated standards as provided by the Deanship of Academic Development (DAD). Section 1 describes the program mission, objectives, and outcomes in AE Department. In addition, the assessment process and the results of AE program assessment are also given in this section. Section 2 addresses the issues related to AE and AAE curricula design and organization, and course requirements. Section 3 focuses on the adequacy of laboratories and computing facilities while Section 4 deals with the student support and advising throughout the program. Section 5 elaborates issues related to AE faculty members to provide stability and continuity to cover AE curricula adequately and effectively, and to allow scholarly activities. Section 6 contains detailed description of processes by which major activities of the Department are delivered and how they are controlled. Institutional facilities, such as libraries, computing facilities, classrooms, and offices to support the objectives of AE program are covered in Section 7. Section 8 discusses the institution's support and financial resources for the AE program. Finally, the report ends with some of the important conclusions of this study.
4
Criterion 1: Program Mission, Objectives and Outcomes
5
1. Introduction The self assessment of AE program is based on several criteria. These criteria are intended to assure quality and to foster the systematic pursuit of improvements in the quality of education provided by the AE Department that satisfies the needs of its constituencies in a dynamic and competitive environment. To meet each criterion, a number of standards must be satisfied. This section describes how the standards of criterion 1 which is dealing with program mission, objectives, and outcomes are met by AE program.
Standard 1-1: The program must have documented measurable objectives that support college and institution mission statements.
1.1. Mission of King Fahd University of Petroleum and Minerals KFUPM is a leading educational organization for science and education. The University has adopted advanced training in the field of science, engineering and management as one of its goals in order to promote leadership and service in the Kingdom's industries. The University also furthers knowledge through research in these fields. 1.2. Mission of College of Engineering Sciences and Applied Engineering The mission of the College of Engineering Sciences and Applied Engineering is to educate professionals in engineering, to create and disseminate knowledge and technology through original research, to develop technology as a service to the needs of society; and to benefit the public through industry, government, and engineering profession (www.kfupm.edu.sa/ces/mission.htm). 1.3. Vision and Mission of AE Department The vision of the AE Department is to position KFUPM into a "leading and guiding" institution by developing a full range of Aerospace Degrees (undergraduate, graduate, and associate degrees) and conducting original research programs of the highest quality for meeting the Kingdom’s and region’s needs for education, manpower, and technical expertise in Aerospace Engineering and related fields. The sole purpose of the AE Program is to serve the University, the country, the region, and international community. The AE Program aims at acquiring, establishing and expanding the base of engineering and scientific knowledge through advanced education, productive research, and serving the society according to its needs by enabling it to develop new technology through collaborative research with the industry. The mission of the Department is also shown graphically in Fig. 1.1. Education (Program) Mission To provide high quality education at international level in Aerospace Engineering, well grounded in the fundamental principles of engineering, in order to inspire and prepare the students for leadership positions with the understanding of the strategic value of their work, 6
so they can effectively participate in the development and operation of the aerospace industries and achieve successful careers in other engineering fields to serve the Kingdom and the region. Research Mission To conduct and promote scientific research and its application for the advancement of aerospace industry, disseminate new knowledge through publications, conferences, seminars and workshops. Community Services Mission To participate effectively in community services and provide a source of leadership and professional expertise for KFUPM, the Kingdom and the region through continuing education programs, short courses, and consulting services by establishing close partnerships with the industry, government, and other academia in order to develop and support economic well-being.
EDUCATION
MISSION OF AEROSPACE ENGINEERING DEPARTMENT
COMMUNITY SERVICE
RESARCH
Figure 1.1. Mission of Aerospace Engineering Department
To meet this mission, AE department emphasizes standards of the highest quality in education, research, and community services. 1.4. Program Educational Objectives: The educational objectives of the Aerospace Engineering Program are three-fold: Objective #1: Fundamentals and knowledge students will have To provide students with a strong foundation in basic sciences, mathematics, and engineering fundamentals; in-depth knowledge of Aerodynamics and Gas Dynamics, Flight Dynamics and Control, Flight Propulsion, Flight Structures and Astrodynamics as well as Aviation Sciences and Technologies. Objective #2: Skills and abilities students will possess To prepare students for professional careers in Aerospace Engineering or related fields by developing skills and abilities pertinent to: 7
a. Design and Integration To educate students in the methodology and tools of design, fundamentals of the open-ended design process including synthesis and integration of information from fundamental and interdisciplinary area necessary to carry out the design of aerospace and related multidisciplinary systems. b. Experiment To provide students with the necessary skills to use experimental and data analysis techniques required for aerospace applications. c. Analysis To develop skills in methods of analysis and problem solving including mathematical and computational skills and use of contemporary software and information technology tools. d. Multidisciplinary Teamwork and Leadership To prepare students with the skills required for successful participation on multi-disciplinary teams and for leadership positions. e. Communication To develop skills for oral and written communication including use of the multimedia tools. f. Pursuit of Advanced Degrees To expose the students to theory and advances in engineering practice and research as preparation for pursuit of advanced degrees in aerospace engineering and other fields. Objective #3: Professional ethics and attitudes students will hold To instill in the students an understanding of the role and importance of life-long learning, professional responsibility, and engineering ethics with awareness of the impact of the engineering on societal and global issues. 1.5. Alignment of Program Objectives with Department, College, and University Missions The mission of the Aerospace Engineering Department was developed to be consistent with and support KFUPM's and College's missions. The AE program objectives stated above are quite consistent with the Department, and hence College and University mission. The first objective is aimed at providing a strong foundation in basic sciences, fundamental principles of engineering, and aerospace engineering and aviation sciences, which is aligned with the Department first mission to provide high quality education. The second objective addresses the skills and tools that the students will possess in design and integration, experimental and data analysis techniques, information technology, teamwork, professional communication, pursuing advanced degrees, and transition to careers in other fields. This objective is also tied quite closely to the Department first and second missions. The third and the last objective focus on professional ethics, attitudes and responsibilities, social and global awareness, passion for life-long learning that the graduates will hold. This last objective is aligned with the Department mission that addresses the needs of the local industry and society, through graduating aerospace engineers who are not only technically competent, but also ethically and professionally capable of developing strategic aerospace industries and markets in the 8
Kingdom of Saudi Arabia and in the region. Hence, in conclusion, it can be stated that the AE program objectives are well aligned with the Department, College and University mission. 1.6. Strategic Plan The Aerospace Engineering Department has developed its strategic plan for the purpose of guiding the Department over the next five years. The plan includes carefully selected goals and objectives that support Department mission. This strategic plan is conceived in response to local industry needs and major developments over the past few years and continuing changes in all aspects of aerospace engineering, in an effort to anticipate future developments and grasp new opportunities. The plan is reviewed and evaluated continuously, so that it is can assist the Department in transition from present to future. Its intent is to develop long term vision and goals for the Aerospace Engineering Department, in order to make it one of the leading aerospace engineering institutions in KSA, the Arabian Gulf and Peninsula region. Envisioned is a department providing excellent education for its students, contributing to science and technology through vibrant research programs, and enjoying enhanced interactions with other departments at this and other universities, as well as with local and national industry. The plan includes vision and mission of AE Department, which are given in section 1.3, AE Program mission, and strategic goals of the Department. Its main elements are summarized below. 1.6.1. The Mission of AE Program The AE Program mission has been established in the light of University mission, College mission, and AE Department vision and mission as: To provide high quality education at international level in Aerospace Engineering, well grounded in the fundamentals encompassing theoretical, experimental, practical, and computational aspects of aerospace science and applied engineering. To inspire and prepare the students for leadership positions with the understanding of the strategic value of their work, so they can effectively contribute towards the development and operations of aerospace industries, related to aerospace or other engineering fields, and achieve successful careers that serve the Kingdom and the region. 1.6.2. Strategic Goals, Objectives, Strategies, and Metrics The Strategic goals are divided into five primary categories. • Education programs - Undergraduate program - Graduate program - Associate degree • Research • Outreach & Engagement • People (student, faculty & staff) • Facilities These goals will guide the Department while it pursues its vision and they are summarized below with their relevant objectives, strategies, and metrics.
9
Goal #1 - Excellence in Undergraduate Education Provide first-class undergraduate education to the students by developing a multidisciplinary, systems-oriented aerospace engineering program well grounded in engineering fundamentals. Objectives •
Establish excellence in AE undergraduate academic program to ensure that students develop abilities in critical thinking, problem solving, written and oral communication, quantitative analysis, leadership and teamwork, ethics, and value awareness.
•
Build a solid mastery of fundamentals in the cornerstone aerospace engineering disciplines, including Aerodynamics and Gas Dynamics, Flight Control and Dynamics, Flight Structures Flight Propulsion, and Astrodynamics as well as Aviation Technologies and Sciences, and their applications (Such as aircraft maintenance, avionics, flight safety, air traffic control, helicopter, etc.).
•
Provide an undergraduate curriculum that enables the students to acquire knowledge and skill to engage in engineering design process in aerospace and related fields.
•
Develop a comprehensive program with a strong systems perspective, emphasizing the interactions among traditional and emerging relevant disciplines, and their integration into complex aerospace systems.
•
Expose the students to other disciplines beyond the aerospace field.
•
Provide an aerospace engineering education to include experiential hands-on learning and application of Information Technology (IT) tools as an integral part of the education process.
•
Prepare students to enter graduate schools in aerospace engineering or closely related fields.
•
Provide students with broad educational background and analytical problem solving skills for successful transitions to careers in other fields.
•
Expand the educational environment by developing collaborative relationships with academia, industry, government, and the community.
Strategies •
Assure that the AE Program meets or exceeds a level of quality eligible for attaining full term accreditation by ABET and the graduates achieve program educational objectives.
•
Periodically review the AE Program in view of continually evolving needs of local, regional, and global industry and incorporate emerging aerospace related technologies in the Program.
•
Add more elements of avionics, maintenance, safety and system disciplines (including integration, optimization, reliability, and management of complex aerospace systems) to the Aerospace Engineering curriculum in order to address complexities of current and future aerospace systems.
10
•
Involve undergraduate students in state-of-the-art research, and integrate and highlight recent aerospace engineering research advances at all levels of the curriculum.
•
Combine elements of organization, business, economics, ethics, and regulation with students' multi-disciplinary design experience and with operation of aerospace systems.
•
Develop state-of-the-art labs with supporting manufacturing and computational capabilities.
•
Raise the awareness and value of graduate study and encourage top undergraduate students to pursue graduate study.
•
Attract and retain highly qualified students.
•
Hire and retain high quality, productive faculty and support staff.
•
Expose students to industry through visiting lecturers, increased participation in coop program and internships, and industry participation in design projects.
Metrics (Critical success factors in next five years) •
Increase undergraduate student enrollment by 25%.
•
Generate external sponsorship and/or funding for 10% of the undergraduate students.
•
Secure allocation of minimum SR 2,500,000 per year for upgrading of existing labs and developing new labs and workshop.
•
Attain ABET accreditation
•
Use Outcome Exam (along with the existing assessment tools including graduating seniors survey, alumni survey, employers survey) to assess the ability of AE graduates to achieve program educational objectives and respective outcomes.
•
Strengthen the AE undergraduate program to meet industry demand in aerospace engineering fundamental disciplines, and in areas such as aircraft maintenance, avionics, flight safety, air traffic control, helicopter, astronautics and space systems.
•
Annually, the top 10% of the graduated students enrolls in graduate study.
•
Increase the number of graduated students who have research experience by 20%.
•
Establish alliance and/or sign Memorandum of Understanding (MOU) with private/government sector organizations in the field of aerospace.
Goal #2 - Excellence in Graduate Education Provide the highest quality of graduate education which will equip students with more depth of knowledge in his chosen area of specialization, to teach the student to apply this knowledge to new challenges and to communicate the outcomes of these processes effectively to peers and the general public.
11
Objectives •
Provide a rich selection of graduate courses covering fundamentals, design, systems, and management aspects of Aerospace Engineering.
•
Work in collaboration with other departments and local industry to ensure Department's ability to respond to new technologies and new challenges as they arise.
•
Build endowments for support of graduate student fellowships.
•
Provide a research environment conducive for carrying out basic and applied research.
Strategies •
Enhance competitive support systems to allow the Department to recruit the best international and domestic MS and Ph.D. students.
•
Revise the admission criteria and the time to degree completion of MS degree program.
•
Develop PhD program.
•
Introduce new strategic research areas in aerospace engineering.
•
Promote graduate education and research opportunities at the Department to senior class by utilizing the web, publications, and other methods.
•
Improve research infrastructure in order to enhance research opportunities in the AE Department.
•
Develop joint MS programs with other departments at the University.
•
Support conference attendance.
Metrics (Critical success factors in next five years) •
Achieve graduate student enrolment of 12.
•
Annually, discuss the value and opportunities for graduate study with the top 25% of senior students.
•
Strengthen the AE graduate program to meet industry demand in aerospace engineering fundamental disciplines and in areas such as aircraft maintenance, avionics, flight safety, air traffic control, helicopter, astronautics and space systems.
•
Revise the current graduate admission policy to make it compatible with internationally accepted norms.
•
Pursue new strategic research areas such as aircraft design, propulsion system design, helicopters, satellite vehicle design, etc.
•
Generate external funding to support stipends for 15% of research / graduate assistantships.
•
Increase research/graduate assistantship salaries and use this to attract better quality MS and Ph.D. students.
12
Goal#3-Excellence in Research Establish centers of excellence by undertaking basic and exploratory research, and emphasize applied research and multidisciplinary approaches to problem solving for aerospace and aviation, and related areas.
Objectives •
Develop internationally reputed research programs and actively influence the developments of local, national, regional, and international policies for future aerospace technologies.
•
Encourage development of collaborative interdisciplinary research, which addresses strategic needs of industry, government, and society.
•
Attract and retain internationally recognized scholars and researchers.
Strategies •
Develop fundraising plans and strategies to ensure diversified, secure funding for research programs, and for the construction and enhancement of research facilities.
•
Encourage faculty as well as undergraduate and graduate students to work collaboratively on applied and basic research, to publish in trend-setting journals, and patent inventions.
•
Seek new methods for collaborative and interdisciplinary research opportunities within KFUPM, as well as with other universities, industry and government.
•
Encourage and support the faculty to attend national/international conference or workshop in their areas of specialization.
•
Encourage and support the involvement of AE faculty in professional organizations (i.e. AIAA) and help them attain the most prestigious level of membership (i.e. Fellows) in those organizations.
Metrics (Critical success factors in next five years) •
10 % of faculty participates in professional organizations in the form of officers in editorial boards of international/regional journals in their disciplines.
•
Each faculty member annually participates in at least one conference or workshop.
•
Attain a journal publication level of at least two refereed papers per faculty of which one should be in reputed journal.
Goal#4-Expanded Local, Regional, and Global Outreach Position the AE Department into a leading and guiding institution for supporting and fostering the technological advancement and economical growth of the local, regional, and global industry and society.
13
Objectives •
Establish close and long-term partnership with industry and government in order to maintain and update Department's education and research programs to keep up with their needs and priorities in aerospace engineering and aviation.
•
Provide more Coop and senior design experiences in industry for undergraduate students.
•
Work with industry to develop continuing education programs that meet their needs.
•
Collaborate with other departments through such experiences as common design or research projects, as well as graduate and undergraduate student exchanges.
•
Encourage faculty to be actively involved in professional activities of industry and government agencies, and to bring that experience into the curriculum.
•
Contribute to developing a knowledgeable state citizenry that understands the aerospace technology challenges and opportunities ahead, and the strategic value of the aerospace industry to our nation, and the future.
•
Cultivate an active network of involved and supportive alumni.
•
Develop public relations for promotion of the Department through web-based and written publications, marketing opportunities, and targeted outreach.
Strategies •
Explore ways to meet industry's need for the continuing education of its workforce.
•
Collaborate with industry to create off-campus educational lab experiences.
•
Develop a distinguished invited guests program and a faculty-industry exchange program.
•
Maintain a current database with information regarding alumni, their places of residence, careers, and achievements.
•
Utilize the Internet and World Wide Web for promotion of the Department, outreach, linking, and fundraising.
•
Explore industry opportunities to enhance student recruitment and placement of Bachelor's and Master's graduates.
•
Develop and deliver promotional and informational presentations to a variety of audiences in matters related to aeronautics and astronautics.
•
Continue to seek research funding from local and national industry and government organizations.
Metrics (Critical success factors in next five years) •
Generate external research funding of SR 150 000 / year.
•
Have at least one part-time faculty/industry personnel exchange every semester.
•
Increase the accepted research proposals by 25 %.
•
Establish one endowed chair in the field of aerospace. 14
•
Host at least 3 short courses per year on a topic of interest to the Department's constituents.
•
Reach the public by making at least one public presentation in each year to advocate for the value of the aerospace industry and the opportunities it provides.
•
Establish Web links with other academic and industry sites.
Goal#5-Development of a pool of highly qualified student, faculty and staff Attract and retain superbly qualified students, faculty and staff, mentor them for success, value their contributions, and reward excellence and teamwork as well as offer them opportunities for professional developments.
Objectives •
Recruit and retain high-caliber undergraduate and graduate students.
•
Encourage student teamwork in collaborative and supportive atmosphere.
•
Recruit and retain faculty members and staff of excellent quality.
•
Encourage and promote professional development of faculty and staff.
•
Emphasize excellence in research, scholarship, and teaching in the reward system of faculty.
•
Compensate the faculty and staff fairly and equally according to individual performance and the professional standards within higher education.
Strategies •
Utilize publications, career fairs, the web, media, and other outreach methods to recruit high caliber undergraduate and graduate students.
•
Enhance competitive support systems to allow the Department to recruit the best graduate students.
•
Encourage students to join and be active in a professional society.
•
Provide competitive salaries, benefits, and start up packages to recruit new and retain existing faculty.
•
Recruit faculty with diverse backgrounds, professional and educational experience and solid competence in departmental interest areas.
•
Encourage and support faculty to learn modern techniques and methods to enhance research and instructional capabilities.
•
Provide opportunities for staff training and development to improve and expand their job skills.
•
Increase the number of staff for proper operation of laboratories and administrative processes.
15
Metrics (Critical success factors in next five year) •
5% of our students join and become active in the professional society of their choice.
•
Improve process for evaluating performance and awarding promotions at all levels.
•
Establish benchmark salaries by ranks for both faculty and staff.
•
100% of the faculty use Web CT in teaching.
•
Student representatives are invited to at least 2 departmental meetings in a year.
•
Recruit one faculty member in each of the AE fields.
•
Recruit 2 administrative secretaries and 2 lab technicians.
Goal#6: Effective infrastructure to accomplish the mission, vision, and objectives Provide a technologically advanced physical environment by integrating state-of-the-art technologies, advanced instrumentation, and high-tech multimedia tools into new or renovated premier facilities that uniquely enhance the aerospace engineering environment for learning, research, and engagement.
Objectives •
Develop state-of-the-art labs with supporting manufacturing and computational capabilities.
•
Provide adequate space for faculty, staff and student offices.
•
Integrate and expand the use of evolving information and education technologies in the delivery of academic and training programs, research activities, and student services.
Strategies •
Acquire sufficient lab/office/library space to overcome lab/office shortages.
•
Renovate and upgrade existing labs.
•
Establish new labs for teaching and research with advanced data acquisition equipments.
•
Use new educational technologies effectively to enhance student learning.
Metrics (critical success factors in next five years) •
Increase the amount of space for educational lab and research facilities by 1200 m2.
•
Upgrade faculty offices to provide a space of at least 12 m2 per faculty.
•
Upgrade Aerodynamics Lab, Flight Dynamics and Control Lab, Flight Structure Lab, and Wind Tunnel Lab.
•
Establish Flight Propulsion Lab.
•
Establish supersonic wind tunnel laboratory for research 16
•
Develop one more modern PC lab with at least 20 PCs supported by essential software.
•
Provide suitable desk spaces for all graduate and research assistants in the AE Department.
•
Publish 100% of AE courses on the WebCT.
1.7. AE Program Assessment The Aerospace Engineering Program was established as a separate department in 1423 H (2002G) at KFUPM. Before this, AE program has been offered within the ME Department. Even at that time, continuous studies were conducted in various formats and forums to improve the quality of AE education. However, as AE became a separate department to offer a full-fledged AE program, the faculty has recognized the immediate need to formalize, upgrade, and document a continuous assessment process for the AE program in compliance with the University requirement and ABET criteria. Hence after vigorous, dedicated and competent work and effort in which all constituencies were actively involved, the Department has established a continuous improvement process for AE program through outcome assessment. The milestones of these efforts to develop the assessment process for AE program are: • • • • •
Establishment of AE program educational objectives Translation of AE program objectives into measurable AE program outcomes and establishment of quantitative indicators to measure the achievement of outcomes. Embedding program outcomes into the AE curriculum through the course objectives and outcomes (measurable outcomes for each course objectives and related assessment methods are described in the syllabi of all courses in Appendix B) Development of assessment tools at program level Application of assessment results for further development and improvement of AE program.
AE program objectives have been formulated to meet the needs of the constituencies (students, employers, alumni, faculty) of the program, and determined in a collaborative effort. The objectives were established by AE faculty. The input from industry was extensively used during the development of the program objectives through a survey which was conducted in 1423H (2002G) in AE industry in KSA. In addition, the missions of KFUPM, College of Engineering, and the Department were taken into consideration in establishing the AE program objectives. AE program objectives describe the expected accomplishments of AE graduates during their first few years after graduation. These objectives are strongly related to program outcomes which describe what our students are expected to know, and are able to do, by the time of graduation. The expected outcomes are thus crucial to, and closely tied to, achieving educational objectives. For that reason, AE department has established a program assessment system which operates through two sub-cycles as shown in Figure 1.2. • •
Educational objectives assessment cycle Program outcomes assessment cycle
As it can be seen, the overall assessment process is a closed-loop, continuous process, provides involvement of all constituencies, and based on assessment of the educational objectives through assessment of program outcomes.
17
Establish educational objectives in consultation with constituents
Establish outcomes consistent with the objectives Determine quantitative indicators
Annually evaluate objectives and assess outcomes based on the results from assessment instruments
Perform comprehensive review of objectives once every five years with constituents (faculty, students, Industrial Advisory Committee )
Examine indicators 1. Grad. Students, alumni, employer satisfaction about achievement of outcomes (3.6 out of 5) 2. 20% of Alumni/grad. Students plan to pursue graduate work or continuing education
Develop /modify the curriculum
Each semester collect input from faculty, graduating students. Every two years collect input from alumni, employers
Figure 1.2. Overall AE program assessment process
AE Department has also established the following quantitative indicators for the achievements of program outcomes. These indicators were determined in consideration of desired high level achievements of AE program objectives and similar indicators used in other reputable universities. Regarding the skills/abilities needed to succeed in the profession, the graduating students and alumni will rate themselves, and employer will rate our graduates at 3.6 or more on a scale of 1 to 5. (The scale used at Georgia Tech University is 3.2 out of 4; at Oklahoma State University is 3 out of 5, and at West Virginia University is 3.5 out of 5). These indicators are being used to monitor three program objectives and thirteen program outcomes 1.8. AE Program Educational Objectives Assessment The function of the educational objectives assessment cycle is to review program educational objectives, assess the achievement and effectiveness of these objectives and direct further program development accordingly. AE Department has developed its plan and mechanism for comprehensive evaluation of the educational objectives periodically once every five years. The Department has decided 5-year cycle for comprehensive evaluation of the objectives because of the following reasons: • The program objectives are tied quite closely to the College of Engineering and University mission statements which reflect the long range target. Consequently, we do not anticipate changes in these statements over the short term. • This time period is compatible with the self-assessment cycle conducted at KFUPM. • In addition, educational objectives deal with long-term issues. The general period of time for comprehensive evaluation of the educational objectives is between 3-6 years in most of the other universities (Georgia Institute of Technology: 5 years; University of Michigan: 6 years; Auburn University: 3 years). However, AE Department will monitor educational objectives annually for the next 2-3 years in order to fully institute and improve the assessment system and also to develop strong interactions with its constituents. If necessary, minor changes to the program are going to be made to ensure that the objectives are being achieved based on this annual assessment. It is 18
anticipated that beyond the first few years a formal, comprehensive review and evaluation of objectives conducted once every 5 years will be sufficient. As it is discussed before, AE educational objectives are strongly related to AE program outcomes. Achievement of the AE educational objectives comes primarily through the satisfaction of the AE program outcomes, which are achieved through AE program curriculum. The relationship between the AE program outcomes and their supporting AE courses is given in Section 2. The AE program outcomes are assessed periodically by using various tools and surveys. The results of the program outcomes assessment cycle are used in evaluating and updating the educational objectives with inclusion of constituencies. Any changes to the educational objectives result in changes to the program outcomes which, in turn, require curriculum changes. Since the evaluation of program educational objectives are based on measurement and assessment of program outcomes, these assessment tools are described in detail in next section which covers assessment of program outcomes. However, they are mentioned here for a brief introduction. The following measurement tools are used by AE Department for assessment of program outcomes and, hence, program objectives: • • •
Surveys (graduating students, employers, alumni) Course portfolios Senior design/coop presentations
In addition to feedback obtained through the surveys and other tools listed above, AE Department has also the following methods which provide direct interaction and active constituent participation in the overall assessment plan. • • •
Industry Advisory Committee Involvement of student representatives in Departmental Council Meetings Faculty inputs
The additional input that will come through above instruments will ensure that constituencies' needs are effectively acknowledged and addressed in AE program objectives evaluation. As supplement to various assessment tools mentioned above, AE Department also closely monitor the employment data of its graduates. It is worth to mention here that employment of our graduates is very good. The statistical employment data collected from our alumni shows that all of our graduates had one or more offers for employment. The AE program objectives assessment process and some improvements made are summarized in Table 1.1.
19
Table 1.1. AE Program Objectives Assessment Performance
Objective #1
Assessment tools Direct
Indirect
Constituencies involved
Knowledge in basic sciences, math, engineering fundamentals
-
Surveys
Alumni/Employer
Every two years
No improvement is recommended
Knowledge in Aerodynamics & Gas dynamics, Flight Dynamics and Control, Flight Structures, Flight Propulsion, Astrodynamics, Aviation Sciences and Technologies
-
Surveys
Alumni/Employer
Every two years
No improvement is recommended
Design & integration
-
Surveys
Alumni/Employer
Every two years
No improvement is recommended
Experiment
-
Surveys
Alumni/Employer
Every two years
Lab upgrading and new labs
Objectives
criteria
Time of data collection
Actions for improvement
Computer lab Analysis
-
Surveys
Alumni/Employer
Every two years
Multidisciplinary teamwork
-
Surveys
Alumni/Employer
Every two years
No improvement is recommended
Communication
-
Surveys
Alumni/Employer
Every two years
More emphasis on comm. skills
Pursuit of advanced degrees
-
Surveys
Alumni/Employer
Every two years
No improvement is recommended
Objective #2
Objective #3
Engineering ethics and awareness
-
Surveys
Alumni/Employer
Every two years
More practical examples
Emphasis on environmental issues in design. Seminars
Life-long learning
-
Surveys
Alumni/Employer
Every two years
No improvement
is recommended * SD – Senior Design
19
Standard 1-2: The program must have documented outcomes for graduating students. It must be demonstrated that the outcomes support the Program objectives and that graduating students are capable of performing these outcomes.
1.9. Program Outcomes AE Program outcomes are derived from program educational objectives. It is expected that the graduates of Aerospace Engineering program will exhibit the following outcomes at the time of graduation: 1. 2. 3. 4. 5. 6. 7.
An ability to apply knowledge of mathematics, science, and fundamental engineering. An ability to design and conduct experiments, as well as to analyze and interpret data. An ability to design a system, component, and process to meet desired needs. An ability to work effectively in multidisciplinary teams. An ability to identify, formulate and solve engineering problems. An understanding of professional and ethical responsibility. An ability to communicate effectively in written, oral, and graphical forms, including the use of high-quality visual aids. 8. The broad education necessary to understand the impact of engineering solutions in a global and societal context. 9. A recognition of the need for, and an ability to engage in life-long learning. 10. A knowledge of contemporary issues. 11. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. 12. A knowledge of Aerodynamics and Gas Dynamics, Flight Dynamics and Control, Flight Structures, Flight Propulsion, and Astrodynamics as well as Aviation Sciences and Technologies 13. An ability to integrate aerospace sciences and engineering topics and their application in the design of aerospace systems.
The outcomes listed above were chosen as a set that encompassed the outcomes required by ABET, and were consistent with the Program educational objectives. Each of the first 11 program outcomes corresponds directly to one of the ABET Criterion 3 required outcomes. Outcomes 12 and 13 encompasses the outcomes specific to an aerospace program. The mapping of the program outcomes to the educational objectives is shown in Table 1.2. 1.10. AE Program Outcomes Assessment The purpose of the AE program outcomes assessment cycle is to ensure that our graduates achieve the program outcomes, to assess the level of achievements, and to continually improve program curriculum in order to achieve our educational objectives. AE program outcomes assessment process depends heavily on monitoring and analyzing the performance of students and graduates via both qualitative and quantitative measures. It should be noted here that although various studies aimed at improving the quality of AE education have been conducted in the past, this is the first time that the AE Department has participated in a formal self-assessment study through its newly developed assessment process described in Section 1.8. Thus certain quantitative data may be considered statistically insignificant.
19
However it is anticipated that this assessment process will evolve as the Department gains more experience with the process. AE Department uses following tools for collecting input from its constituencies periodically to measure achievements of program outcomes and, in turn, evaluate the program objectives.
Table 1.2. Mapping of AE Program Objectives to AE Program Outcomes ( indicates substantial contribution to the objective and indicates moderate contribution to the objective)
AE Program Outcomes
AE Program Objectives 1
2.a
2.b
2.c
An ability to apply knowledge of mathematics, science, and fundamental engineering
2
An ability to design and conduct experiments, to analyze and interpret data
3
An ability to design a system, component, and process to meet desired needs
4
An ability to work effectively in multidisciplinary teams
5
An ability to identify, formulate, and solve engineering problems
1
An understanding of professional and ethical responsibility
7
An ability to communicate effectively in written, oral, and graphical forms
8
The broad education necessary to understand the impact of engineering solutions in a global and societal context
9
A recognition of the need for, and an ability to engage in life-long learning
10
A knowledge of contemporary issues
11
An ability to use the techniques, skills, and modern engineering tools necessary for engineering
6
2.d
2.e
2.f
3
20
practice
12
13
A knowledge of Aerodynamics & Gas dynamics, Flight Dynamics & Control, Flight Structures, Flight Propulsion, Astrodynamics, Aviation Sciences & Technologies
An ability to integrate aerospace sciences and engineering topics and their application in the design of aerospace systems
Students : • • • • • •
Graduating student survey (every semester) Students' course/instructor evaluation (A supplementary tool) Outcome exam (under construction) Involvement of student representatives in Department Council Meetings Senior design project/coop presentation Course portfolios
Alumni : •
Alumni survey (every two years)
Employers: • •
Employer survey (every two years) Industrial Advisory Committee
These assessment tools are highlighted below. Graduating Student survey: The graduating student surveys have been administered periodically by AE Department every semester since its establishment. The questions are based on the AE program outcomes. The survey is designed to seek the graduating students' input on the quality of education and the level of preparation they received in the AE program. The students are also asked to rate the service they received from the AE Department and the University. The main observations from the latest surveys and recommendation for improvements will be discussed in next sections. A sample copy of graduating student survey is provided in Appendix A. Student Course/Instructor Evaluations: These evaluations are carried out for each course each semester. The evaluations are performed using the University standardized form. Through this survey, students can comment on method of course delivery, suggestions for improving the course presentation, etc. The survey results are returned to faculty member teaching the course and used for enhancement of the course and its delivery method. Overall average instruction rating for AE faculty for the last year is given in following sections. Outcome Exam: 21
Outcome exam is one of the best sources for quantitative feedback. The process is under preparation by the University. Involvement of students in Department Council Meeting: The AE Department also began to invite 2-3 student representatives in departmental council meetings. The first application of this initiative occurred at departmental council meeting-041 where two AE students attended this meeting. The purpose of this initiative is to seek the opinion of the students concerning aerospace engineering educational objectives, effectiveness of advising process, and curriculum contents. Senior Design Project/Coop Presentations: AE Department uses students' senior design project/coop presentations as a supplemental tool for assessment of some AE program outcomes. During presentations, faculty members ask carefully prepared questions to the students related to specific outcomes (i.e. knowledge on fundamental engineering, knowledge on basic aerospace engineering topics, communication skill, design skill, etc.).The philosophy underlying this assessment tool is to measure the "permanent knowledge" (the knowledge that resides with the students long after they have completed their basic coursework) of each graduating student in basic concepts of the fundamental areas of aerospace engineering. In addition, students' skill in communication and design are also evaluated in these presentations. The department's senior design project /coop evaluation forms are prepared to reflect this idea. Sample copies of these forms are given in Appendix A. Course portfolios: Multiple student work samples are collected for every course in AE program to provide continuity (independent of instructor) and to obtain materials necessary for the assessment of the achievements of relevant program outcomes. It is organized in a format that contains several materials such as copies of the best, average, and lowest performance in each homework, exam, quiz, project, a CD which includes all course material and powerpoint/multimedia presentation, etc. The course portfolio essentially characterizes the contribution of the course to student learning and program outcomes. It is used to evaluate and improve the course, and also to evaluate and improve the course contributions to the program outcomes. AE faculty examines the coursework to determine if the students are learning the skills spelled out in the expected outcomes. Appropriate improvements are made to the assignments and course contents based on these evaluations. Alumni survey: Alumni survey is conducted every two years. The survey is aimed at providing feedback concerning how well our graduates were trained for industrial settings: multidisciplinary teamwork, communication skills, lifelong learning, ethical responsibilities, and design and problem formulation. The alumni are also asked to rate the service they received as students from the department. The main observations from the latest survey and suggested improvement actions will be discussed in next sections. A sample copy of alumni survey is provided in Appendix A. Employer survey: Employer survey is conducted every two years and requests employers to evaluate our graduates on their academic background and their performance on the job. The main 22
observations from the latest survey and suggested improvement actions will be discussed in next sections. A sample copy of employer survey is provided in Appendix A. Industrial Advisory Committee: AE Department has also established an Industrial Advisory Committee (IAC) in academic year 1424-1425H (2003-2004G) which consists of leading representatives from academia, industry and government organizations in KSA. They are also future employers of our graduates. IAC is aimed at providing valuable feedback to the Department about the current status of the aerospace industry and future trends in the Kingdom. The Committee also enhances collective efforts and supports for co-op program, summer training program, senior design projects, short courses, and research activities in the AE Department as well as employment opportunities for our graduates. The meetings with IAC members provide a platform for exchanging ideas and information about the development and tailoring of AE curriculum for the needs of industry.
Standard 1-3: The result of Program’s assessment and the extent to which they are used to improve the program must be documented.
1.11. AE Program Outcomes Assessment Results As it is discussed in the previous section, AE Department uses multiple measurement tools (direct and indirect) for program assessment to reduce biasing and increase the accuracy of the assessment. The Table 1.3 indicates the mapping of assessment tools to the program outcomes. The surveys are the most important measurement tools that allow AE Department to assess the achievement of program outcomes and objectives. AE Department conducts mainly three surveys for this purpose; graduating students' survey, alumni survey, and employer survey. The surveys provide an opportunity for constituents to critique the AE program, suggest improvements, and comment on the program outcomes. The main observations from graduating students' survey, alumni survey, and employer survey are given in following sections: 1.11.1. Observations and Recommendations Related to Graduating Students Survey: A total number of 10 graduating students responded to this survey. The detailed results are given in Appendix A. The main observations from this survey are given below under seven headlines. Table 1.3. Mapping of Assessment Tools to the AE Program Outcomes AE Program Outcomes
Assessment Tools Direct methods Course portfolios
Senior design/coop presentations
23
Indirect methods Grad. Student survey
Alumni survey
Employer survey
1
An ability to apply knowledge of mathematics, science, and fundamental engineering
3
2
An ability to design and conduct experiments, to analyze and interpret data by using laboratory instruments and computers
3
3
An ability to design a system, component, and process to meet desired needs
3
4
An ability to work effectively in multidisciplinary teams
5
An ability to identify, formulate, and solve engineering problems
6
An understanding of professional and ethical responsibility
7
An ability to communicate effectively in written, oral, and graphical forms
8
9
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
The broad education necessary to understand the impact of engineering solutions in a global and societal context
3
3
A recognition of the need for, and an ability to engage in life-long learning
3
3
3
3
3
3
3
10 A knowledge of contemporary issues
11 An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
12 A knowledge of aerodynamics, aerospace materials, structures, aircraft and rocket propulsion, flight mechanics, aircraft stability and control
13 An ability to integrate aerospace sciences and engineering topics and their application in the design of aerospace systems
a) AE Faculty Contribution to Student's Learning and Development 24
Majority of the students responded positively regarding faculty contribution in their learning and development. Overall average rating is 3.64/5.00 which is higher than established indicator of 3.60/5.00. However, further refinement in faculty contribution to students learning can be considered in emphasizing and encouraging teamwork more effectively as a part of the learning process (weighted average rating 3.50/5.00). b) AE Program Outcomes and Skills The responses from graduating students regarding AE program outcomes and skills indicate that the students are highly satisfied with the AE education that they received in the AE undergraduate program (overall average rating 3.89/5.00). Their rating is above the indicator that was set by the Department. The students' responses to questions regarding program outcomes and skills point out that the students are satisfied with their preparation in mathematics, sciences, general engineering fundamentals, and aerospace engineering. They also feel that AE program provides them with ability in formulating and solving engineering problems, developing analytical and engineering skills. The results also indicate that more emphasis can be placed on following areas to achieve higher level of quality in AE curricula. • Communication skill (weighted average rating 3.40/5.00) • Experimentation skill (weighted average ratings 3.30/5.00) • Computer knowledge and skill (weighted average rating 3.50/5.00) c) Student Professional skills: The overall average of 3.77/5.00 indicates graduating students feel that AE program provides them with good professional skills. All skills pertinent to this category are rated at or above 3.60/5.00. d) Departmental aspects (Including Coop/senior training) With an overall weighted average of 4.00 out of 5.00, the students are highly satisfied with the administration and learning climate provided by the Department including coop and summer training programs. Only item, which is rated below established indicator is the ability to work with individuals from diverse background (weighted average 3.50/5.00) which is recommended for further improvements. e) AE Department Facilities The overall average rating of AE facilities is 3.20/5.00, which is below our target value of 3.60/5.00. This is mainly due to shortage of laboratories in the Department. The graduating students have rated computer lab as 2.80/5.00. In fact, there is no computer lab in AE Department. Students are needed to use ME computer lab for this purpose. It is clear that this situation considerably limits the access of students to the computing facilities as it is reflected by the responses of students. In addition, students' rate for secretarial personnel is 2.40/5.00. This is due to the fact that the AE Department has no secretary at AE Department. Currently the Department has only one Arabic typist; the secretarial duties are conducted by a technician. Results also indicate that students feel that improvements should be made in Department labs and in prep-year workshop. f) KFUPM Facilities
25
The survey reveals that students are generally satisfied with University facilities (overall average is 3.87/5.00). However housing, food service, and parking service are the areas recommended for improvements. g) General Comments In surveys, the students' inputs are also sought through following open-ended questions about AE program. What are the best aspects of your department and program? The primary comments about the best aspect of the AE Department and program are as follows: • • • •
Strategic importance of the program for the country Quality of faculty members Usage of modern instructional methods in delivery of courses Variety of electives
What aspects of your department and program could be improved? The main points raised by the students are focused on the following issues: • • • • • •
Shortage of laboratories affects the teaching and research More connection between "classroom theory" and "real world" problems More "hands on" experience There is no secretarial facility in the Department Final examination scheduling is not adequate Computer application laboratory is needed.
1.11.2. Observations and Recommendations Related to Alumni Survey: AE Department conducted last alumni survey at academic semester 041. Total 21 responses were collected. The detailed result of this survey is given Appendix A. Through this survey, alumni provided information to assist in our overall assessment of the success and shortcomings of the Aerospace Engineering Program. The main observations from this survey are summarized below in six headings. a) Knowledge and skills With an average overall rating of 3.77/5.00 (above the indicator value) the alumni feel that they are well trained in this area. However they think that further improvements could be made in the following areas: • • • •
Ability to design and conduct experiments (3.33/5.00) Data collection, analysis and interpretation skills (3.43/5.00) Ability to plan resources (3.57/5.00) Effective usage of computer (3.52/5.00)
b) Communication skills The average overall rating of communication skill from the alumni is 3.60/5.00. They rated their oral communication skill 3.57/5.00, their writing skill 3.48/5.00, and their presentation
26
skill 3.76/5.00.These results indicate they feel that some improvements are needed in this area. c) Interpersonal skills: Interpersonal skill has an average overall rating of 3.81/5.00 from the alumni. Among the skills relevant to this area, independent thinking, and awareness to issues related to safety and environment are the lowest with rating of 3.52/5.00. d) Work skills: Work skills were rated at average of 3.75/5.00 by the alumni. They feel they have very good judgment and discipline skills (3.90/5.00 and 3.86/5.00, respectively). Time management skill which is rated at 3.48/5.00 is the lowest in this category. e) Program administration and learning environment: The responses (average overall rating 3.98/5.00) indicate that the alumni are well satisfied with program administration and learning environment offered by the AE Department. Particularly they are strongly agreed that B.S. program in Aerospace Engineering has prepared them well for the entry positions in aerospace industry (average rating 4.24/5.00). The lowest rated characteristic in this category is program workload (3.67/5.00). d) Comments and suggestions Favorable comments from alumni about the AE program are as follows: • Elective courses are well selected and organized • AE program keeps up with the modern technologies in the field of aerospace. The alumni also provided following suggestions to further strengthen the AE program: • • • •
More industry-oriented elective courses are needed. More exposure to lab works throughout the program Strengthen the usage of software tools Stronger emphasis on real world, practical problems in the courses
1.11.3. Observations and Recommendations Related to Employer Survey AE Department carried out employer survey in academic year 1425-1426H (2004-2005G) along with the alumni survey. There were 11 responses from the employers. The results of survey are given in detail in Appendix A. Main observations from this survey are summarized below four headings. a) On-job performance: With an average overall rating of 3.87/5.00, the employers indicate that they are well satisfied with the performance of AE graduates on the job. The lowest ratings in this category were given to the performance of communicating ideas and technical information effectively, and adequacy of their English. (Average ratings are 3.55/5.00 and 3.64/5.00, respectively. b) Knowledge and skills: The overall average rating of 3.77/5.00 indicates that employers think our graduates possess sufficient knowledge and skills to conduct the engineering tasks. However, they feel that there would be opportunities for further improvements in the following areas: 27
• Collect, analyze, and interpret data (3.45/5.00) • Ability to use computer knowledge and skills effectively (3.55/5.00) • Oral communication skill (3.55/5.00) c) Management skills The overall average of employers' ratings regarding AE graduates' management skills is 3.75/5.00 which is above the indicator value. Employers feel that further improvements can be considered in the issues related to awareness of safety and environment, and time management skills, which are rated 3.55/5.00. d) Comments and suggestions The employers made the following favorable comments about the program: • AE is a very important field; thus AE program should be supported by industry and the Government • AE program graduates are well prepared for professional careers. • AE program is well designed to account for the needs of the industry. Employers also suggested the following for further improvement of the Program: • More practical experience focused on real problems • More electives in areas such as maintenance, air traffic control, etc. • More exposure to commercial computer codes 1.12. Analysis of Assessment Results Analysis of assessment results indicates that AE program has the following strength and shortcomings: 1.12.1. Strong Aspects of AE Program The input obtained from graduating students, alumni and employers through surveys indicates that AE Program has the following strong aspects. a) Importance of AE Field Graduating students, alumni, and employers feel that AE is a very important field and AE Program serves for this strategic field, which directly contributes to national security and economy. b) Variety of Electives The responses and comments received by surveys indicate that AE Program is very good in offering variety of elective courses. The AE Department will continue to offer elective courses and develop new ones, which provide flexibility to accommodate the needs of the industry. c) Strong Faculty The results of survey indicate that another strong aspect of AE Program is qualified faculty body. In fact, the teaching and research records of AE faculty members are impressive. They also use modern methods and technologies in delivery of the courses to increase the level of students’ learning. 28
d) Connection of the AE Program with the Industry The inputs from alumni and employers indicate that AE Program is well designed to account for the needs of industry. AE Program is highly integrated into the community, which it serves. There is a very close and strong interaction and cooperation between the Department and local industry, which provides AE Program with the opportunity to develop and grow through dealing with the needs of the industry and society. 1.12.2. AE Program Areas with Opportunity for Further Improvements Graduating students' surveys, alumni surveys, employer surveys and evaluation of course portfolios/senior design and coop presentations all indicate that AE Department has made good progress in achieving program objectives. However these surveys and studies also indicate that there are still some areas with opportunities for further improvement in AE program. These areas of concern and suggestions that have arisen from the results of assessment tools are summarized in Table 1.4 with relevant outcomes.
1.13. Recommended Development Plans
Improvement
Actions
and
Future
AE
Program
In response to the above concerns and suggestions for further improvements, AE Department has formulated recommendations which are summarized in Table 1.5 and discussed in following section to address those issues and improve the achievements of program outcomes and objectives.
Table 1.4. Areas, which are suggested for improvements in assessment cycle and respective outcomes Area of concerns and suggestions
Source
Ability to design and - Grad. Stud. survey conduct experiments - Alumni Survey Data collection analysis skills
& - Alumni survey
Related Outcome An ability to design and conduct experiments, as well as to analyze and interpret data (Outcome #2)
- Employer Survey
More exposure to - Grad. Stud. survey "hands-on" experience - Alumni survey - Employer Survey Oral & written - Grad. Stud. survey Communication skill - Alumni survey - Employer survey
An ability to communicate effectively in written, oral, and graphical forms, including the use of high-quality visual aids (Outcome #7)
- SDP* and Coop Pres. - Coursework Awareness to issues - Alumni survey related to safety & - Employer survey environment
The broad education necessary to understand the impact of engineering solutions in a global and societal context 29
(Outcome #8) Computer/software usage skill
- Grad. Stud. survey - Alumni survey, - Employer survey
An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice (Outcome #11)
More industry oriented - Grad. Stud. survey courses, connection - Alumni survey, between classroom and real world, - Employer survey emphasis on practical, real world problems in the courses * SDP – Senior Design project
1.13.1. Recommendations Concerning Experimentation Interpreting Data, and Hands-on-Experience
Skill,
Analyzing
and
A key element of AE program is the laboratory experience, which is used to complement the concepts studied in classroom and to introduce the student to a variety of experimental techniques and modern instrumentation. Laboratory work is also a unique way to provide the students with hands-on experience and to introduce them to various diagnostic techniques used for various aircraft and avionics systems. Since AE is a new department, there is a shortage in laboratories which negatively affects the teaching and research activities in the Department. AE Department has already recognized this problem and prepared a comprehensive 5- year plan which includes upgrading and modernization of current laboratory equipment and facilities as well as establishment of new laboratories. The plan foresees the renovation and upgrading of the Aerodynamic Lab, Flight Dynamics and Control Lab, and Flight Structure Lab. In addition, new Flight Propulsion Lab and Computer Lab will be established under this plan. These labs will be a major asset to our academic program, allowing the Department to utilize them at all levels of the program. AE Department works closely with the University administration to ensure financial support for these labs as needed. Regarding the concerns about laboratories and experimental skill the Department developed the following recommendations: a. AE Department should be supported with sufficient financial allocations and given high priority in development of its lab facilities. b. Implementation of the AE laboratory development plan will also require experienced technicians for maintaining and supporting the AE labs and facilities. For this purpose, attractive salary package should be available for hiring qualified Saudi technicians or expatriate technicians. c. Other aspect related to the lab facilities is the available space for them. AE Department has major problems with regard to lab space as well as office space. Additional spaces are needed to accommodate new laboratories. Hence AE Department should be allocated enough space to accommodate its laboratories and faculty. d. New methods should be explored in order to improve the students' experimental skills beyond the available labs. AE Department has been collaborating with industry/government organizations to provide the students with off-campus educational lab experiences. One application of this approach is the usage of Saudi Aramco Aviation facilities where students perform a real, hands-on weight and balance calculation for an 30
aircraft. The Department should continue these efforts to provide AE students with more experimental opportunities at aviation facilities in close proximity. e. Students should be encouraged to conduct experiment by themselves to gain hands-on experience if the resources and safety conditions permit. f. In all laboratories, the students should be made aware of potential hazards. Moreover, importance of safety should be emphasized. g. In laboratory courses, students should be encouraged to conduct data analysis and interpretation and/or perform uncertainty and error analysis of data related to experiment under supervision of the lab instructor. This would require a few PCs in each laboratory supported with appropriate printers. 1.13.2. Recommendations Concerning Communication Skills Concerns about the communication skills have been raised in the surveys. The periodic review of students' coursework and senior project/coop presentations evaluations also indicate that there is a need for further improvement in this area which was also addressed by the faculty in some informal discussions. All our lab courses require written report while senior design course and coop work require written report and oral presentation. While these measures have been helpful, AE Department has developed further recommendations in response to this issue as follows: a. The number of students in ENGL 101, ENGL 102, and ENG 214 classes needs to be reduced to increase interactions of instructor and student, and to provide students with more opportunities to make oral presentations in class. Close coordination between the College of Engineering Science (CES) and English Language Center (ELC) is needed in this regard. b. In laboratory courses, students should be given opportunity for oral discussions and responding questions. For this purpose, students may be asked to make short oral presentation to the class, describing the experiment or measurement method. The audience should be encouraged to ask questions. c. The standard format in technical lab reports including objectives, experiment description, results, discussion, and conclusion should be enforced and graded accordingly. The reports should include descriptive writing rather than filling the tables or plotting results. d. The students should be required to prepare lab and project reports by using computer (word processing programs) to improve their typing skills. e. Students should be encouraged to attend seminars and actively participate in discussions regarding the subject area in these seminars. f. In senior project and coop presentations symbolic "best report" and "best presentation" awards at departmental level may be established to motivate students for better report writing and presentations. g. Grammar usage should be emphasized in lab report/assignments grading. h. AE Department will continue to explore other means such as organizing undergraduate lectures by experts in this area in consultation and collaboration with AE students in order to improve communication and presentation skills of the students. 1.13.3. Recommendations Concerning Computer Usage Skill
31
Exposing AE students to modern engineering tools is something that AE Department works on continuously. Computer packages are the essential tools for an engineer to solve realword, practical engineering problems. In order to improve students' ability to use modern software packages, AE Department encourages the use of computer throughout the curriculum. For this purpose, computer assignments/projects are given to students in various courses as it can be seen in course syllabus in Appendix B. Unfortunately, the shortage of computer lab in the Department limits the computer application practices and causes problems in achieving our objectives in this regard. The AE students use the ME computer labs. This situation limits the access of AE students and faculty to the computing facilities. In addition, the software packages in these labs are mostly oriented for the need of ME curriculum and courses, and towards the research strategies of the same department. The specialized aerospace engineering software packages are limited in these labs and this restricts the exposure of students to modern design and analysis tools and hinders the research activities of AE faculty. Followings are the recommendations for further improvements in computer usage skill of AE students. a. As discussed before, AE Department has already a plan to establish a computer laboratory which will improve the access of the students to modern computing facilities throughout the curriculum and also provide a platform for student teams to work together on a project. The lab will support a suite of software that is appropriate to the program and research objectives of the AE Department including specialized software for supporting classes in computational structural analysis, computational fluid dynamics, simulations, geometric modeling, and multimedia creation and presentation. Thus, the Department should be supported by sufficient financial allocations to acquire necessary hardware and software to establish this computer lab as soon as possible. b. In addition to the computer lab in the AE Department, a separate/centralized computer center with high-end workstations and engineering application software common to various departments may be established under the CES.
32
Table 1.5. AE Program Outcomes Assessment Outcomes
Performance
Assessment tools
criteria
1
An ability to apply knowledge of mathematics, science, and fundamental engineering An ability to design and conduct experiment; analyze and interpret data
Direct Portfolios
Indirect Surveys
Constituencies involved
Time of data collection
Students
Every semester
Alumni/Employer
Every two years
Students
Every semester
Actions for improvement
No improvement is recommended
SD/Coop P. Portfolios
Surveys
• Upgrade existing labs • Establish new labs
Alumni/Employer
2
Every two years
• Obtain space and technicians for labs • Use industry facilities to enhance lab experience of students
3
4
5
6
An ability to design a system, component, and process
An ability to work in multidisciplinary team
An ability to identify, formulate, and solve engineering problems An understanding of professional and ethical responsibility
Portfolios
Surveys
Students
Every semester
Alumni/Employer
Every two years
Students
Every semester
Alumni/Employer
Every two years
Students
Every semester
Alumni/Employer
Every two years
Alumni/Employer
Every two years
No improvement is recommended
SD/Coop P. Portfolios
Surveys
No improvement is recommended
SD/Coop P. Portfolios
Surveys
No improvement is recommended
SD/Coop P. -
Surveys
No improvement is recommended
An ability to communicate effectively in written, oral, and graphical forms
Portfolios
Surveys
Students
Every semester
• Decrease number of students in English classes
Alumni/Employer
Every two years
• More emphasis on grammar, report writing & oral presentations
SD/Coop P.
7
• Encourage students for discussions in class
Outcomes
Performance criteria
Assessment tools
Direct
Indirect
Constituencies involved
Time of data collection
Actions for improvement
Alumni/Employer
Every two years
• Incorporate environmental and safety issues in design works
Understanding the impact of engineering solutions in global and societal context
Surveys
A recognition of the need for, an ability to engage life long learning
Surveys
Alumni/Employer
Every two years
No improvement is recommended
Surveys
Alumni/Employer
Every two years
No improvement is recommended
10
A knowledge of contemporary issues
Surveys
Students
Every semester
• Establish a computer lab
11
An ability to use techniques, skills, and modern engineering tools necessary for engineering practice
Every two years
• Introduce new electives needed by industry
8
9
• Seminar on environmental issues
Portfolios SD/Coop P.
Alumni/Employer
• Provide more flexible program • Develop project assignments based on industry scenarios
34
• Enhance field trips • Invited speakers from industry Portfolios
12
A knowledge of Aerodynamics and Gas Dynamics, Flight Dynamics and Control, Flight Structure, Flight Propulsion, and Astrodynamics as well as Aviation Sciences and Techn.
Portfolios
13
An ability to integrate aerospace sciences and engineering topics and their application in the design of aerospace system
Surveys
Students
Every semester
Alumni/Employer
Every two years
Students
Every semester
Alumni/Employer
Every two years
No improvement is recommended
SD/Coop P.
Surveys
SD/Coop P.
35
No improvement is recommended
1.13.4. Recommendations Concerning More Industry-Oriented Courses, Connection between Classroom and Real World, and Practical Applications Industry is a very important constituent in enhancing AE program towards the areas of specialization required by the local aerospace industry. Close collaboration with industry allows it to develop courses tailored to the need of the industry and to integrate real-world case studies or design problems/projects into AE curriculum. In response to the industry demand, AE Department has developed practice-oriented courses such as AE 401 Aerospace System Maintenance, AE 402 Aerospace Avionics, and AE 414 Flight Traffic Control and Safety, AE 499 Fundamentals of Helicopter Flight which are strongly needed by local industry. In order to respond to further demands for increasing the number of industry oriented courses as indicated by the surveys, the Department has developed following recommendations: a. AE Department should continue to introduce new elective courses in the areas of demand (such as fundamental disciplines in aerospace engineering, aerospace maintenance, avionics, flight safety, air traffic control, etc.) by local industry which will allow the Department to develop and grow through dealing with the needs of the community, which it serves. b. In order to provide flexibility in the program, some required courses (such as PHYS 212, STAT 319, etc) can be made strongly recommended electives and students can be allowed to take more electives throughout the curriculum. c. The students should be supervised by their advisors to select elective courses in a "building block approach" so that they will have comprehensive exposure to the fundamentals, practice, and skills necessary in the field of specialization that they choose. d. Opportunities should be provided for a faculty-industry exchange program which will allow AE faculty to bring their experiences in industry into curriculum by realistic and challenging design/research projects and case studies relevant to local industry needs. e. The courses in AE program should be reviewed continuously in accordance with AE program objectives and outcomes to eliminate obsolete subjects, reduce overlapping, and integrate modern topics in the areas of demand by today's aerospace engineering environment. f. Field trip is another important element in AE curriculum to expose the students to practical world of industry. The field trips are conducted in many courses such as AE 220, AE 401, AE 402, AE 414, and AE 499.These field trips should continue and be expanded with inclusion of new local aerospace/aviation facilities. g. Projects assignments based on industry scenarios should be used in AE courses as a means to turn theory into practice and to enable students to gain hands-on experience. h. Collaboration with industry can also be encouraged by inviting guest speakers from industry for selected courses. It is anticipated that these lectures would broad the understanding of the students on the subject and motivate them towards their future career. i. The activities in AE club should be encouraged and expanded. These activities train AE students to recognize, analyze and solve practical engineering problems, while also implement knowledge acquired in theoretical courses and work effectively in multi-function teams. In order to further encourage the students and faculty participation in this activity, allocation of financial and time resources to the students and faculty should be considered. 1.13.5. Recommendations Concerning Awareness of Environmental Issues a. A concerted effort in the Department should be made to incorporate the broader aspects of design such as economics, safety considerations, ethics and environmental issues (such as design for
reduced energy consumption, design for reduced environmental contamination, alternate fuels, etc.) into curriculum. This will help training of students on the societal impact of their engineering design and engineering solutions. b. An undergraduate seminar can be organized where professionals from industry address this important issue.
Standard 1-4: The department must assess its overall performance periodically using quantifiable measures.
1.14. Performance Measures 1.14.1. Educational Activities The total numbers of undergraduate and graduate students enrolled in the AE Program for the last three academic years are given in Table 1.6. It should be noted that the enrolment data for 1423H (2002G) indicates the number of students in AE program when it was offered in ME Department before it becomes a separate, full-fledge department. It can be seen from the table that, when the Department began to offer full-fledge AE program the enrolments increased from 53 to 71 (an increase of 34%). It continues to increase in 2004. This is a clear indication that justifies the need of a separate, full-fledge AE program at KFUPM. Since AE Department started its graduate program in 2004, no enrolment is shown in Table 1.6 before this year. In the first year of its starting, AE graduate program has successfully managed to attract 5 students for the program. It is strongly anticipated that this number will increase year by year because of the growing need for graduate degree holders for leadership positions in AE industry, government, and as well as in academia in the Kingdom. Table 1.6. Students' enrollment in AE Department AE Programs
1423H (2002G)
1424H(2003G)
1425 H (2004G)
Undergraduate
53
71
78
-
-
5
M.S.
Currently, AE Department has 5 professorial ranks and 2 lecturers. Most of these faculty members joined the AE Department in 1424H (2003G), therefore, the student-professorial faculty ratio in Table 1.7 is given for the last two years. Table 1.7. Student faculty ratio AE Programs Undergraduate M.S.
1424H(2003G)
1425H(2004G)
14.2
15.6
-
1.0
40
In order to have a better understanding about the student-faculty ratio given in Table 1.7, it will be useful to benchmark it with the student-professorial faculty ratios at other AE departments at reputable universities. Figure1.3 indicates the benchmarking of student-professorial faculty ratio in AE Department at KFUPM with other reputable aerospace engineering departments in 1424H (2003G).
25
20
15
10
5
0 Georgia Tech
Penn Illinois
MIT
Michigan
KFUPM
State
Texas Purdue
Texas
A&M
Figure 1.3. AE Student faculty ratio benchmarking
As it can be seen from Fig. 1.3, the student-faculty ratio in AE Department at KFUPM is higher than the student -faculty ratios in AE departments at MIT, University of Michigan, Georgia Tech, Texas, Texas A&M. The average graduating GPA of AE students with the percentage of honors students are given in Table1.8 for last two years. Data for 1426H (2004G) were not available yet during the preparation of this report. Table 1.8. Average graduating GPA Year
Average graduating GPA
Percentage of honors students
1423-1424 H (2002-2003G)
2.57
09 %
1424-1425 H (2003-2004G)
2.63
22 %
41
The average students' evaluation of faculty for all courses offered by AE Department is 9.21 for term 022 and 9.01 for the academic year 1424-1425H (2003-2004G). Data for 2004 were not available yet during the preparation of this report. The Department considers annual score to be very good; however every effort will be exerted for further improvements. 1.14.2. Employer Satisfaction The employer survey indicates that employers are satisfied with the performance of our graduates on job which was rated 3.96/5.00. The employers also feel that our graduates possess sufficient knowledge and skills (Overall rating is 3.75/5.00). Furthermore, employers are also satisfied with the overall management skills of our graduates (overall rating is 3.79/5.00). Employers have also made several suggestions to further improve the quality and performance of our graduates which were already discussed in previous section. 1.14.3. Research AE faculty members are actively involved in basic and applied research in terms of publications, patents, and research projects. Their research expertise covers a wide range of field such as • • • • • • • •
Aerodynamics& Gas Dynamics Flight Dynamics and Control Flight Structure Flight Propulsion Astrodynamics Guidance and navigation Aerospace maintenance Computational fluid dynamics
The AE Department faculty have on their credit several research awards such as Distinguished Researcher award at KFUPM, Distinguished Engineering Scientist Award in KSA and American Romanian Academy of Arts and Science Book Award. The AE faculty have many publications in the top leading reputable journals in AE, such as AIAA (published in 6 out of 6 major AIAA journals), British, Canadian and Japanese leading journals in the areas of Aerodynamics, Flight Dynamics and Control, Propulsion, Aerospace Structures, and other areas. The faculty members of AE Department have by far the highest percentage of publications in the AE field in the whole Arabian region with over 160 publications (most of them are in reputable international journals). The number of publications in year 1424-1425H (20032004G) is 31 and the average number of publications per faculty is 4.42. The AE Department also actively encourages the faculty to participate in conferences. In semester 041 four faculty members attended "3rd Aircraft Engineering Symposium" and presented their papers to the audiences from the national and international aerospace industry. The Department is also involved in research projects funded by KFUPM. Currently AE faculty members are working in 4 funded projects. Hence the number of funded projects per professorial rank faculty is 0.80. 1.14.4. Community Services The AE Department is also actively engaged in community services through short courses and seminars. Although it is newly established, the Department launched an "Aerospace Engineering Sciences and Technology" short course in last year. The course was very successful and highly
42
attended. Thus the number of short courses per professorial faculty is 0.20. The Department has been preparing new short courses to address the needs of the AE industry which it serves. The Department also holds monthly seminars delivered by AE faculty as well as invited speakers. These seminars provide an excellent platform for exchange of expertise and innovative ideas. In academic year 1424-1425H (2003-2004G), AE faculty gave 7 seminars. 1.14.5. Administrative Services The administrative services of the Department and the University are evaluated through faculty and students surveys. The faculty rated departmental administrative services 4.11/5.00; while students' rated 4.00/5.00 as it is mentioned in previous section. The students overall rating for services provided by KFUPM is 3.87/5.00. However housing (3.50/5.00), food services (3.40/5.00) and parking services (3.40/5.00) are the areas recommended for improvements.
43
Criterion 2a: Curriculum Design and Organization: AE (Science Option)
44
2a. Introduction The Aerospace Engineering Department at KFUPM offers a curriculum, which is designed to give the student a thorough understanding of the fundamental principles of science and to simultaneously stimulate and develop creative thinking, professional attitude, economic judgment and environmental consciousness. The aim is to develop the student’s potential to prepare him for outstanding performance as an aerospace engineer, and to develop the student’s Aerospace Engineering concepts to such an extent necessary for pursuing advanced study in different areas of Aerospace Engineering. 2a.1. Title of Degree Program The title of the program appearing on the degree is: Bachelor of Science in Aerospace Engineering (Science Option). 2a.2. Definition of Credit Hour One semester credit hour represents one class hour or three laboratory hours per week. An academic year has two semesters. Each semester is exactly fifteen weeks of classes. That makes 30 weeks of classes per academic year (ABET’s requirement is at least 28 weeks), exclusive of the period for final exams. 2a.3. Degree Plan The Aerospace Engineering curriculum flowchart and course content for the AE Program is given in Fig. 2a.1, Table 2a.1 and Table 2a.2, respectively. Table 2a.1 shows the required and/or elective courses classified in appropriate categories as core, electives, general education and other requirements. Table 2a.2 provides the degree plan for Aerospace Engineering (Science option). 2a.4. Curriculum Breakdown Table 2a.3 provides the curriculum course content for Aerospace Engineering (Science option). In this table, the required and elective courses are listed and classified in their appropriate ABET categories. The curriculum content is expressed in terms of the “years of study” in which one half year of study is about 17 semester hours. The categorized contents are compared to ABET requirements at the end of the table. Table 2a.4 provides the list of Aerospace Engineering elective courses. 2a.5. Currently Approved Course Syllabi For each required course and each elective course credited towards meeting the ABET criteria requirement, the course description according to the ABET format is provided in Appendix B.
45
AE CURRICULUM FLOWCHART Freshman 1st Semester
CHEM 101
MATH 101
PHYS 101
Sophomore
2nd Semester
1st Semester
ICS 101
Junior
2nd Semester
ME 215
MATH 102
MATH 201
MATH 202
PHYS 102
ME 203
ME 201
CE 201
CE 203
ME 210
AE 220
PHYS 212
IAS 211
IAS 111 IAS 101
ENG 102
ENG 102
PE 102
PE 102
ENG 214
1st Semester
2nd Semester
Summer session
1 Semester AE 420
SE 301
STAT 319
AE 325
MATH 301
XX XXX
ME 311
AE 333
EE 204
Senior st
AE 399 **
2nd Semester XX XXX
AE 421 ** ME 413
XX XXX
ECON 403
AE 450
AE 411
AE 412
IAS 301
IAS 4XX
AE 422 **
AE 427 **
AE 328
IAS 201 IAS 322
XXXXX= T .Electives I, II, III Indicates co-requisites ** Senior standing / Approval of the department
Fig. 2a.1. Flow Chart of AE B.S. Program (Science Option)
AE 426
Table 2a.1. Requirements for the Aerospace Engineering Degree (Science Option) Sr. No. (a)
(b)
(c)
Title
Course #
General Education Requirements (78 Credit Hours) Computer Programming ICS 101 English ENGL 101, 102, 214 General Studies ECON 403 Engineering Courses CE 201, 203; EE 204; SE 301 Islamic & Arabic Studies IAS 101, 111, 201, 211, 301, 322, 4xx Mathematics MATH 101, 102, 201, 202, 301 Probability & Statistics for Engineers STAT 319 & Scientists Physical Education PE 101, 102 Sciences CHEM 101; PHYS 101, 102, 212 Core Requirements (46 Credit Hours) ME Drawing & Graphics Dynamics & Control Thermodynamics Materials Science Fluid Mechanics Introduction to Aerospace Engineering Gas Dynamics Flight Structures Aerodynamics Aerospace Engineering Labs Flight Propulsion Flight Dynamics Aerospace System Design Computational Methods for AE Senior Design Project
ME 210 ME 201, 413 ME 203 ME 215 ME 311 AE 220 AE 325 AE 328 AE 333 AE 420, 421 AE 422 AE 426 AE 427 AE 450 AE 411, 412
Credit Hours 3 9 3 12 14 17 3 2 15 78 3 6 3 4 3 3 3 3 3 2 3 3 3 1 3 46
Electives (9 Credit Hours) Technical Electives
Any technical elective course from AE or other departments after the approval of AE Department
9 9
(d)
(e)
Summer Training (Pass/Fail grade; 0 credit hours) Each student must participate in an eight week program of industrial experience and submit a formal report at the end of the training period. Total Requirements (133 Credit Hours) The total requirement for the undergraduate degree in Aerospace Engineering Science
0
133
Table 2a.2. The Degree Plan of the Aerospace Engineering Degree (Science Option) Important Note: Usually there are total of 12-16 AE undergraduate required and elective courses offered every academic year, and out of these courses, 6-8 courses are offered in one semester and the other 6-8 courses are offered in the next semester, therefore, a total of 3-4 faculties are required to teach these undergraduate AE courses in each semester.
FIRST YEAR (PREPARATORY YEAR) Semester I Course ENGL MATH ME PE
001 001 001 001
Title Preparatory English I Preparatory Math I Preparatory Graphics Prep. Physical Educ. I
CHEM ENGL MATH PHYS IAS PE
101 101 101 101 111 101
General Chemistry I English Composition I Calculus I General Physics I Belief & its Conseq. Physical Education I
ENLG MATH CE ME ME PHYS
214 201 201 203 210 212
Tech. Report Writing Calculus III Statics Thermodynamics I ME Drawing & Graph. Modern Physics
EE MATH
204 301
STAT
319
ME SE IAS
311 301 201
Fund. of Electric Circ. Method of Appl. Math Prob. & Stat. for Eng. & Scientists Fluid Mechanics Numerical Methods Objective Writing
ME AE AE AE AE ECON IAS
413 411 420 422 426 403 301
Semester II LT LB CR Course Title 15 5 8 ENGL 002 Preparatory English II 3 1 4 MATH 002 Preparatory Math II 0 2 1 ME 002 Preparatory Workshop 0 2 1 PE 002 Prep. Physical Educ. II 18 10 14 SECOND YEAR (FRESHMAN) 3 4 4 ENGL 102 English Composition II 3 0 3 MATH 102 Calculus II 4 0 4 PHYS 102 General Physics II 3 3 4 ICS 101 Computer Programming 2 0 2 IAS 101 Practical Grammar 0 2 1 PE 102 Physical Education II 15 9 18 THIRD YEAR (SOPHOMORE) 3 0 3 ME 201 Dynamics 3 0 3 MATH 202 Elements of Diff. Equations 3 0 3 CE 203 Structural Mechanics I 3 0 3 ME 215 Mat. Sc. For ME 2 3 3 AE 220 Introduction to AE 3 0 3 IAS 211 Ethics in Islam 17 3 18
2 3 2
FOURTH YEAR (JUNIOR) 3 3 AE 325 Gas Dynamics I 0 3 AE 328 Flight Structure I 3
3
AE
333
Aerodynamics I
3 0 3 IAS 322 Human Rights in Islam 3 0 3 XX(2) xxx T. Elective I 2 0 2 15 6 17 FOURTH YEAR (SUMMER): AE 399 SUMMER TRAINING (0-0-0)(1) FIFTH YEAR (SENIOR) System Dyn. & Control 2 3 3 AE 412 Sr. Design Proj, II Sr. Design Project I 1 0 1 AE 421 AE Lab II AE Lab I 0 3 1 AE 427 Aerospace Sysm. Design Flight Propulsion I 3 0 3 AE 450 Compl. Method for AE Flight Dynamics I 3 0 3 XX(2) xxx T. Elective II Eng. Economics 3 0 3 XX(2) xxx T. Elective III Literary Styles 2 0 2 IAS 4xx Islamic Elective 14 6 16 TOTAL CREDITS REQUIRED: 133
LT 15 3 0 0 18
LB 5 1 2 2 10
CR 8 4 1 1 14
3 4 3 2 2 0 14
0 0 3 3 0 2 8
3 4 4 3 2 1 17
3 3 3 3 3 2 17
0 0 0 3 0 0 3
3 3 3 4 3 2 18
3 3
0 0
3 3
3
0
3
2 3 14
0 0 0
2 3 14
2 0 3 0 3 3 2 13
0 3 0 3 0 0 0 6
2 1 3 1 3 3 2 15
Notes: (1) One summer must be spent in industry. (2) The T. Electives will include AE Electives/Technical Electives from other departments with the approval of AE Department.
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Table 2a.3. Curriculum Course Content for Aerospace Engineering (Science Option) Course Semester
First Freshman Semester
Second Freshman Semester
First Sophomore Semester
Second Sophomore Semester
First Junior Semester
Second
Course Number CHEM
101
ENGL
101
MATH PHYS
101 101
IAS
111
PE
101
ENGL
102
MATH PHYS
102 102
ICS
101
IAS PE
101 102
ENGL
214
MATH CE ME
201 201 203
ME
210
PHYS ME
212 201
MATH
202
CE
203
ME
215
AE IAS
220 211
EE
204
MATH
301
STAT
319
ME SE IAS AE
311 301 201 325
Title General Chemistry I English Composition I Calculus I General Physics I Belief and its Consequences Physical Education I English Composition II Calculus II General Physics II Computer Programming Practical Grammar Physical Education II Technical Report Writing Calculus III Statics Thermodynamics I ME Drawing & Graphics Modern Physics Dynamics Elements of Differential Equations Structural Mechanics I Materials Science for ME Introduction to AE Ethics in Islam Fundamentals of Electric Circuits Method of Applied Math Probability and Statistics for Engineers and Scientists Fluid Mechanics Numerical Methods Objective writing Gas Dynamics I
Maths and Basic Sciences 4.0
Category (Credit Hours) Engineering Topics Humanitie s and Engineering Engineering Social Science Design Sciences
Other s
3.0 4.0 4.0 2.0 1.0 3.0 4.0 4.0 3.0 2.0 1.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 4.0 2.0
1.0 2.0
3.0 3.0
3.0 3.0 3.0 2.0 2.0
62
1.0
Junior Semester
AE AE
328 333
IAS
322
XX
xxx
Flight Structure I Aerodynamics I Human Rights in Islam Technical Elective I
2.0 2.0
1.0 1.0 2.0
2.0
63
1.0
System Dynamics and Control Senior Design AE 411 Project I First AE 420 AE Lab I Senior AE 422 Flight Propulsion I Semester AE 426 Flight Dynamics I Engineering ECON 403 Economics IAS 301 Literary Styles Senior Design AE 412 Project II AE 421 AE Lab II Aerospace System AE 427 Second Design Senior Computational AE 450 Semester Methods of AE XX xxx Technical Elective II Technical Elective XX xxx III IAS 4xx Islamic Elective Overall Total for AE Degree Total Basic-Level AE Program Requirements Total Percent of Total Curriculum Credit Hours ME
Must Satisfy one Set of Conditions
413
2.0
1.0
0.5
0.5
0.5 2.0 2.0
0.5 1.0 1.0 3.0 2.0 2.0
0.5
0.5 3.0
1.0 2.0
1.0
2.0
1.0 2.0
32 32 24.1
35.7
Minimum Semester credit Hours (ABET Requirement)
32
36
Minimum Percentage
25
133.0 16.5
47.5
12.4
17.0 17.0 12.8
20.0 20.0 15.0
12
16
16
16
16
12.5
12.5
64
32
48 28.1
9.4
Table 2a.4. List of Elective Courses in Aerospace Engineering (Science Option) Course # AE 401 AE 402 AE 410 AE 414 AE 428 AE 429 AE 433 AE 442 AE 446 AE 499
Title LT LB CR Aerospace System Maintenance 2 3 3 Aerospace Avionics 2 3 3 Astronautics 3 0 3 Flight Traffic Control and Safety 3 0 3 Flight Structures II 3 0 3 Gas Dynamics II 3 0 3 Aerodynamics II 3 0 3 Flight Propulsion II 3 0 3 Flight Dynamics II 3 0 3 Special Topics in AE 3 0 3
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Standard 2-1: The curriculum must be consistent and supports the program’s documented objectives.
2a.6. Assessment of AE Curriculum The AE curriculum is designed in such a way to equip the students with the necessary knowledge, skills and tools useful in their future professional career. For this purpose all aspects of education are considered adequately. The following sections describe how the program contents satisfy the Program educational objectives: Objective 1 The first objective of the AE Program is to provide students with a strong foundation in basic sciences, mathematics, and engineering fundamentals; in-depth knowledge of Aerodynamics and Gas Dynamics, Flight Dynamics and Control, Flight Propulsion, Aerospace Structures and Astrodynamics as well as Aviation Sciences and Technologies. It is clear that the current program listed in Tables 2a.1 and 2a.2 meets this objective with 32, 12 and 46 semester credit hours for mathematics plus basic sciences, basic engineering and core engineering courses, respectively. Hence, the Program meets the ABET minimum criteria for mathematics plus basic sciences and engineering courses. The mathematics course requirements with 17 credit hours include three semesters of Calculus, and a semester of ordinary and partial differential equations. The basic science requirements with 15 credit hours include a semester of Chemistry, three semesters of Physics including modern Physics. For Technical electives, they are given the opportunity to choose a minimum of 9 credits from many AE and other electives. The AE electives cover all the areas of Aerospace Engineering including, Aerodynamics and Gas Dynamics, Flight Dynamics and Control, Propulsion, Aerospace Structures, Flight Traffic Control and Safety, Aerospace System Maintenance, Astronautics, etc. Students have a free hand in choosing the electives after consultation with their advisors. However, the students must complete 12 credit hours of basic engineering courses in three semesters including statics, structural mechanics, basic electrical circuits and numerical methods. Moreover, the Aerospace Engineering Program provides 64 credit hours of engineering topics, which is well above the 48 hours of ABET minimum requirements. Objective 2 The second objective is related to the skills and tools with which the graduated students should be equipped including designing, critical thinking, conducting experiments, analyzing data, working efficiently in multi disciplinary teams, communicating effectively and working proficiently with computers. These skills are developed in the students to some degree in all the AE undergraduate courses. Courses covering a total of 64 credit hours of engineering science and engineering design are outlined in Tables 2a.1, 2a.2 and 2a.3. Engineering Sciences and Design are incorporated in the basic engineering, AE core and elective courses. The students are engaged in term projects and assignments that include design components. In their final year, the students are required to take a capstone design courses (AE 411 & 412), which provide the students with a major design experience. Moreover, upper division AE courses, i.e., 400-level courses have significant design content and provides the students with the opportunity to sharpen their skills in communication,
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working with multi-disciplinary teams and critical thinking. Hence, the capstone design projects, undergraduate labs, elective courses in design and laboratory courses are all contribute to prepare students to pursue careers in AE and related multi-disciplinary fields. Objective 3 The third objective requires from the students to develop an understanding of the role and importance of life-long learning, professional responsibility and engineering ethics with awareness of the impact of the engineering on social and global issues. In order to satisfy this objective, the AE curriculum requires 37 credit hours of humanities/social sciences and other courses. These cover Islamic, Arabic studies, English language courses and computer courses. In addition, statistics and economic considerations are addressed in courses such as STAT 319 and ECON 403, respectively. The metrics shown in Table 2a.5 linking courses to program outcomes shows that the AE curriculum is consistent in supporting the Program’s documented outcomes. Table 2a.5. Relationship between Courses and Program Outcomes for AE Program ( indicates substantial contribution to the outcomes and indicates moderate contribution to the outcomes) Course Title
Course #
General Education Requirements Computer ICS 101 Programming ENGL 101, English 102, 214 General Studies ECON 403 CE 201, 203; Basic Engineering EE 204; SE Courses 301 IAS 101, 111, Islamic and Arabic 201, 211, 301, Studies 322, 4xx MATH 101, Mathematics 102, 201, 202, 301 Probability and STAT 319 Statistics Physical Education PE 101, 102 CHEM 101, Sciences PHYS 101, 102, 212, Core Requirements Dynamics ME 201 Thermodynamics I ME 203 ME Drawing & ME 210 Graphics Material Science for ME 215
1
2
3
4
5
Outcomes 6 7 8
9
10 11 12
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13
ME Fluid Mechanics ME 311 System Dynamics & ME 413 Control Introduction to AE AE 220 Gas Dynamics I AE 325 Flight Structure I AE 328 Aerodynamics I AE 333 Summer Training AE 399 Senior Design AE 411 Project I Senior Design AE 412 Project II AE Lab I AE 420 AE Lab II AE 421 Flight Propulsion I AE 422 Flight Dynamics I AE 426 Aerospace System AE 427 Design Computational AE 450 Methods for AE AE Elective Courses Aerospace System AE 401 Maintenance Aerospace Avionics AE 402 Astronautics AE 410 Flight Traffic AE 414 Control and Safety Flight Structures II AE 428 Gas Dynamics II AE 429 Aerodynamics II AE 433 Flight Propulsion II AE 442 Flight Dynamics II AE 446 Special Topics in AE AE 499
Depends on the special course offered
Standard 2-2: Theoretical Background, problems analysis and solution design must be stressed within the program’s core material.
2a.7. Course Composition The courses containing a significant portion (30 % or more) of the elements in standard 2-2 within the Program’s core material are as shown below:
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Table 2a.6. AE Courses Categorized According to the Three Course Elements Elements Theoretical Background Problem Analysis Solution Design
Courses AE 220, AE 325, AE 333, AE 401, AE 402, AE 410, AE 411, AE 412, AE 414, AE 422, AE 426, AE 442, AE 499 AE 220, AE 325, AE 328, AE 333, AE 399, AE 401, AE 402, AE 410, AE 411, AE 412, AE 420, AE 421, AE 422, AE 426, AE 427, AE 428, AE 429, AE 433, AE 442, AE 446, AE 450, AE 499 AE 325, AE 328, AE 333, AE 399, AE 410, AE 411, AE 412, AE 426, AE 427, AE 428, AE 429, AE 433, AE 446, AE 450, AE 499,
Standard 2-3: The curriculum must satisfy the mathematics and basic science requirements for the program, as specified by the respective accreditation body.
The AE curriculum satisfies the mathematics and basic sciences requirements for the program, as specified by the ABET. The ABET requirement is 32 credits, which is satisfied by the AE Program at KFUPM having 32 credits for mathematics and basic sciences as shown in Table 2a.3.
Standard 2-4: The curriculum must satisfy the major requirements for the program as specified by the respective accreditation body.
The ABET minimum requirements for engineering courses is 48 semester credit hours and it must have a minimum of 12 design credit hours. As presented earlier in Table 2a.3, the AE Program has 64 semester credit hours for engineering courses including 16.5 design credit hours. Therefore, the curriculum of the Aerospace Engineering Program at KFUPM satisfies the major requirements for the Program as specified in Standard 2-4. Details of the design contents in the required and elective courses are briefly described in Tables 2a.7 and 2a.8, respectively.
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Table 2a.7. Design Contents in Required Courses
Course No.
Course Title
Design Contents
Introduction to AE
Several term projects are assigned. The final term project is intended to introduce design to the students with the approval of the instructor
AE 325
Gas Dynamics I
Students are exposed to some design oriented problems as well as some flow variables that are important in determining the performance of variable area nozzles or supersonic airfoils. These are given as homework/term project assignments. The final project is intended to have more design in problem selected by a student(s) with the approval of the instructor
AE 328
Flight Structures I
The final project is intended to have depth knowledge in subject selected by a student(s) with approval of the instructor
AE 333
Aerodynamics I
A design project is proposed by the instructor. The project focuses on relating all various topics in the course to solve real-life problems
AE 399
Summer Training
Most students get involved in design activities during the training period
AE 411
Senior Design Project I
This course is entirely based on design practice. This may include designing a system, a component, studying a phenomenon, and developing parts related to Aerospace Engineering
AE 412
Senior Design Project II
This is a design course, which is the continuation of AE 411 in which a design problem is defined and the student work on the solution of the design problem
AE 420
Aerospace Engineering Lab I
One design term project is assigned to the students, which can be related to aerodynamics and gas dynamics, flight dynamics or propulsion. The design component is emphasized in the project
AE 421
Aerospace Engineering Lab II
A design term project is assigned to each student, which can be related to aerodynamics and gas dynamics or flight dynamics. The design component is emphasized in the project
AE 220
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AE 422
AE 426
AE 427
A design project is proposed by the instructor. The Flight propulsion I project focuses on relating all various topics in the course to design a conceptual propulsion system
Flight Dynamics I
Aerospace Systems Design
To enhance learning, the students are required to do a project, or more, involving some design aspects on a certain airplane selected by the students and approved by the instructor Depending upon enrollment in this course, teams of 8-10 students are assigned a single design project. The details of the design specifications based on customer and operational lifecycle value requirements are provided. Each student team is required to deliver oral and written versions of the design study as a Request for Proposal (RFP) that includes: design drivers and decisions; aircraft attributes and subsystems; basic systems engineering; cost and weight estimation; basic aircraft performance; safety and reliability; lifecycle topics; aircraft subsystems; risk analysis and management; and system integration and realization
AE 450
Computational Methods for Aerospace Engineering
Different programming projects will be assigned for this course. Projects will focus on applying numerical algorithms to aerospace applications. The programming is highly recommended to be done in MATLAB
Table 2a.8. Design Contents in Elective Courses Course No.
AE 401
AE 402
AE 410
Course Title
Design Contents
Aerospace System Maintenance
A number of term projects are assigned which allows the students to broaden their understanding on aircraft systems and their maintenance
Aerospace Avionics
A number of term projects are assigned which allows the students to broaden their understanding on avionic systems and their maintenance
Astronautics
To enhance learning, the students are required to do a project, or more, involving some design aspects on a certain rocket or a satellite selected by the students and approved by the instructor
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AE 414
AE 428
AE 429
AE 433
AE 442
AE 446
AE 499
A number of term projects are assigned which allows the students to Flight Traffic Control and Safety broaden their understanding on aviation safety
Flight Structures II
The final project is intended to have depth knowledge in subject selected by a student(s) with approval of the instructor
Gas Dynamics II
Students are exposed to some design oriented problems as well as some flow variables that are important in determining the performance of variable area nozzles or supersonic airfoils. These are given as homework/term project assignments. The final project is intended to have more design in problem selected by a student(s) with approval of the instructor
Aerodynamics II
A design project is proposed by the instructor. The project focuses on relating various topics in the course to solve real-life problems
Flight Propulsion II
Students are exposed to some design oriented problems as well as some design variables that are important in determining the performance of an aerospace propulsion system. These are given as homework/term project assignments. The final project is intended to have more design in problem selected by a student(s) with the approval of the instructor
Flight Dynamics II
To enhance learning, the students are required to do a project, or more, involving control design aspects on a certain airplane or satellite selected by the students and approved by the instructor
Special Topics in AE
Project(s) are assigned. The project is intended to have more design in problem selected by student(s) with the approval of the instructor
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Standard 2-5: The Curriculum must satisfy general education, arts and professional and other discipline requirements for the program, as specified by the respective accreditation body.
As indicated in Table 2a.3, the ABET requirements of a minimum of 16 credits for breadth and depth in humanities and social sciences is met. The Aerospace Engineering Program requires a total of 17 semester credit hours, including 8 credit hours of humanities from the Islamic and Arabic studies Department, and 9 semester credit hours from the English Language Department. The students are taught and trained in these courses in social communication, including speech, report writing, and the spirit of teamwork and collaboration.
Standard 2-6: Information Technology component of the curriculum must be integrated throughout the program.
2a.8. IT Component of AE Curriculum The University administration has been very supportive by enhancing and upgrading the computational facilities at KFUPM and providing Internet and other state-of-the-art Information Technology (IT) facilities through Information Technology Center (ITC). Currently, the Department adopts a policy of encouraging students to use PCs for their home works and lab reports. This issue has been emphasized and conveyed to the students in order to demonstrate the skills gained by utilizing computers in the course work. Regarding computer utilization in the curriculum, most of the students in the Colleges of Engineering Sciences take an introductory course in computer programming (ICS 101). This course provides an overview of computer components and their functions and programming in FORTRAN. Computers are utilized throughout the curriculum using numerous general and specialized software packages. Among other software, MATLAB is encouraged to be used in almost all the AE core and elective courses for solving many assignments and problems. Details of the computer experience in the required courses and elective courses involving IT are presented in Tables 2a.9 and 2a.10, respectively.
Table 2a.9. Information Technology Component in Required Courses
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Course No.
Course Title
IT Contents
Introduction to AE
Computer is utilized by the students for their assignment calculations and some basic problems in the field (e.g., calculation of standard atmosphere and performance of airplane)
AE 325
Gas Dynamics I
Some homework assignments involve computeraided computation, and a term project that involves computations using MATLAB, JAVA applets or state-of-the-art software (COMPROP) and numerical techniques in compressible fluid flow
AE 328
Flight Structures I
Computer assignments involve stress and strain calculations for the aircraft structures
Aerodynamics I
Computer assignments involve some aerodynamic calculations of airfoils and wings in addition to the use of CFD packages
Summer Training
Almost all students deal with computers daily during their training period. The level of involvement varies according to the type of assignment
Senior Design Project I
In different projects, students might use special packages that are available in the Department to carry out their project simulations or to process their experimental data. Some of the simulation programs that are available at the Department are used by the senior design project students are FLUENT, ANSYS, MATLAB and others
AE 412
Senior Design Project II
In different projects, students might use special packages that are available in the department to carry out their project simulations or to process their experimental data. Some of the simulation programs that are available at the Department and used by the Senior Project students are; FLUENT, MATLAB, ANSYS and others. Progress reports, drawings and final reports should be all computer generated. An oral presentation would be conducted via computer using different software
AE 420
Aerospace Engineering Lab I
The experiment calculations and preparation of the laboratory reports involve computer. The laboratory design project also requires computations using computer software such as MATLAB, FLUENT, etc
Aerospace Engineering Lab II
The experiment calculations and preparation of the laboratory reports involve computer. The laboratory design project also requires computations using computer software such as MATLAB, Foilsim, FLUENT, etc
AE 220
AE 333
AE 399
AE 411
AE 421
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Flight propulsion I
Computer assignment will involve analysis of some propulsion systems and its components
Flight Dynamics I
Some homework assignments and the term project involve computer-aided computation. The MATLAB software is the main commercial software used in this class. Students submit, edit, and receive work electronically. They learn to distribute documents to group members electronically
AE 427
Aerospace Systems Design
Most homework assignments as well as design project involve computer-aided computation using MATLAB, JAVA applets or state-of-the-art aerospace system design related software in addition to graphical software such as AUTOCAD for technical illustrations and drawings
AE 450
Computational Methods for Aerospace Engineering
Some homework assignments and projects involve computer-aided computation. The MATLAB software is the main commercial software used in this class. Students submit, edit, and receive work electronically. They learn to distribute documents to group members electronically
AE 422
AE 426
Table 2a.10. Information Technology Component in Elective Courses Course No.
Course Title
IT Contents
AE 401
Aerospace System Maintenance
The students are encouraged to use computer through term projects, home works and presentations
AE 402
Aerospace Avionics
The students are encouraged to use computer through term projects, home works and presentations
AE 410
Astronautics
Some homework assignments and the term project involve computer-aided computation. The MATLAB software is the main commercial software used in this class. Students submit, edit, and receive work electronically. They learn to distribute documents to group members electronically
AE 414
Flight Traffic Control
The students are encouraged to use computer
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and Safety
through term projects, home works and presentations
Flight Structures II
Some homework assignments involve computeraided computations such as MATLAB. Word processing and PowerPoint software can be used to prepare and present the students’ projects in a professional way
AE 429
Gas Dynamics II
Some homework assignments involve computeraided computation, and a term project that involves computations using MATLAB, JAVA applets or state-of-the-art software (COMPROP) and numerical techniques in compressible fluid flow
AE 433
Aerodynamics II
Computer assignments involve some aerodynamic calculations of airfoils and wings in addition to the use of CFD packages
Flight Propulsion II
Some homework assignments involve computeraided computation, and a term project that involves computations using MATLAB, JAVA applets or state-of-the-art software and numerical techniques in compressible fluid flow
Flight Dynamics II
Some homework assignments and the term project involve computer-aided computation. The MATLAB software is the main commercial software used in this class. Students submit, edit, and receive work electronically. They learn to distribute documents to group members electronically
Special Topics in AE
Some homework assignments involve computeraided computation and analysis, and a term project that involves computations using relevant software and/or numerical solution techniques
AE 428
AE 442
AE 446
AE 499
Standard 2-7: Oral and written communication skills of the student must be developed and applied in the program.
2a.9. Communication Skills The Aerospace Engineering Program assures the development of competence in oral and written communication in the English language of Aerospace Engineering students by the following courses during three academic stages.
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Table 2a.11. Communication skills enhancement courses
Sr. #
Academic Stage
1
Courses #
Course Title
ENGL 001
Preparatory English I
ENGL 002
Preparatory English II
ENGL 101
English Composition I
Prep Year Program (PYP)
University English Program (UEP)
2
ENGL 102 ENGL 214 AE 399 AE 411
Aerospace Engineering Junior and Senior Courses
3
AE 412 AE 420 AE 421 AE 427
English Composition II Technical Report Writing Summer Training Senior Design Project I Senior Design Project II Aerospace Engineering Lab I Aerospace Engineering Lab II Aerospace System Design
Year of Study 1st Semester – Preparatory Year 2nd Semester – Preparatory Year 1st Semester – Freshman 2nd Semester – Freshman 1st Semester – Sophomore Summer Semester – Junior 1st Semester – Senior 2nd Semester – Senior 1st Semester – Senior 2nd Semester – Senior 2nd Semester – Senior
English courses in both programs, i.e., PYP and UEP, are taught by the English Language Center that is responsible for developing the English proficiency since English is the medium of instruction at the University. But unfortunately, the University students, in general, do not have perfect written and oral communication skills. The AE Department is putting a lot of effort to remedy this situation by giving an important weight to the English written and oral communication skills through emphasis on quality of reports and presentations in Senior Projects, Coop, Summer Training and course projects. The objectives of all the three programs are as follows: 2a.9.1. Objectives of Prep Year Program (PYP) The PYP seeks to improve the English proficiency of students to a level that enables them to begin their college studies in technical fields. This involves: • • •
Building an adequate core of technical and sub-technical vocabulary. Developing the necessary skills in reading, listening, writing and speaking. Of special relevance to technical students is the “use of non-prose materials (e.g., charts and diagrams) to anticipate and interpret written materials”. Developing and improving grammatical competence.
These objectives are achieved by the several components of the program.
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2a.9.2. The Reading Component The reading component is the pivot upon which the program turns. This reflects the view that reading is the most important need of our students, which requires greatest attention. Reading also acts as a cohesive agent, providing a semantic thread, which to some extent integrates elements taught by different teachers. The reading activities fall into several categories: 1. One core passage per week to be studied intensively in class, with an emphasis on teacher guidance and the development of reading strategies and skills. 2. One passage, topically related to the core passage, in which the student is expected to apply the skills learned in core reading lessons. These can be tested or reviewed in class. 3. Speed and time limited reading passage to be read in the class with minimal teacher guidance. 4. Timed reading exercise and core passage quizzes in the Computer-Assisted Language Lab. 2a.9.3. The Vocabulary Component Each unit has two parts, “A” and “B”. The word list for each part is divided into headwords and related words. Lists range from 30 to 60 words. The “A” list is tested in the language lab, while the “B” list is tested in the reading class. Teachers typically preview the words in class before the quiz and review them afterwards. 2a.9.4. The Listening Component The listening component is taught in the ELC’s state-of-the-art listening laboratories and video labs. The aim of the course is to develop students’ aural skills, particularly to identify the main themes in a sub-technical lecture. As the course progresses, the initial aids (sentence fragments, close passages, etc.) are removed. The students are later expected to be able to take notes on blank paper and answer detailed multiple-choice questions on the lecture. Although the prime function of the listening component is to develop a student’s aural and notetaking skills, the listening component is integrated with other skill areas where possible. For example, language and video labs provide ideal settings for developing a student’s aural ability; in listening classes, the emphasis is on effective communication rather than grammatical correctness. 2a.9.5. The Grammar Component Grammar forms a separately scheduled four-hour-per-week component. The grammar exercises initially develop basic sentence patterns and often follow themes in core reading passages. This component aims to make students aware of the structures used and the contribution that they make for clear understanding of English needed for their studies. 2a.9.6. The Oral Component The grammar component requires the controlled generation of sentences, not merely drills or passive reception of the teachers’ explanations. Exercises in the listening and reading courses are also designed to stimulate discussion. Also, compositions can be composed orally before writing. The voluntary answering of questions in class or free conversation is not considered enough. 2a.10. Objectives of the University English Program (UEP)
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Only those students who pass the English courses in PYP with a minimum grade of C in each course are allowed to continue Freshman level in the University. The students then undergo a threesemester sequence of English courses in the UEP, which is a part of the Aerospace Engineering curriculum. These courses are English Composition I, English Composition II and Technical Report Writing. The objectives of UEP Program are: • •
Instruction and practice in writing expository prose Writing reports on individually selected projects
A brief description of each one is given below. 2a.10.1. English Composition I This course, English 101, is the bridge between the reading and writing skills taught in the PYP and the research report skills that are taught in Composition II and Technical Report Writing. The course focuses on three areas: composition, reading, and dictionary use. The composition element is organized by the principal methods of exposition (comparison, cause and effect, etc.) at the level of the sentence, paragraph and composition. Students are taught methods of organizing, sequencing and paragraphing. The reading element focuses on ways to improve student reading of technical-oriented textbooks and short periodical articles of a general nature. Finally, a significant part of the course attempts to teach students how to make full use of the dictionary, The American Heritage Dictionary. 2a.10.2. English Composition II Composition II, English 102, focuses on the production of a 600- to 800-word term paper on an assigned topic. The general objective of the course is to provide the student with the skills to write this paper. The course starts with paraphrase and the synthesis of ideas from several different sources. Library skills follow. Students are familiarized with the University Library’s circulation and reference sections. They are taught how to locate printed materials by using indexes and the card and computer catalogs. They are also introduced to the Library’s microfilm/microfiche facilities. Other basic research skills taught include the writing of bibliographies and the use of documentation. Finally, students are instructed in narrowing a topic, taking notes from sources, and formatting a term paper. 2a.11. Technical Report Writing This course, English 214, centers on a library research report of between 1,000 and 1,200 words. Students choose and narrow down a research topic within their major field of study and use the resources of the University Library to find books and articles related to their topic. They must use at least six recent sources to write the report, and they must provide a bibliography and references. Before writing their reports, students write descriptive and informative abstracts, short reports requiring the integration of material from several sources, and an academic proposal relating to their research reports. They are expected to use logical, concise, precise, and objective technical English to write the report, and they are given basic instruction in this. At the end of the course, they learn the content, the strategy, and the style appropriate to five kinds of business letters, in addition to resume and memorandum format. 2a.12. Aerospace Engineering Junior and Senior Courses
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The core objectives of the junior and senior level AE courses with respect to English proficiency are: • • • •
Development of competence in oral and written English in the required engineering courses. Development of professional writing skills. Enhance confidence in students to present and communicate well with others. To comprehend very well the technical/engineering research literature.
Communication skills are monitored and evaluated through grading procedures followed by the Aerospace Engineering faculty for the following written reports and oral presentations: • • • • •
Laboratory reports (AE 420, AE 421 & AE 450). Senior Design Project report and presentations (AE 411 & AE 412). Summer Training report (AE 399). Home works Term project reports required by all AE junior and senior courses (e.g., AE 220, AE 325, AE 328, AE 333, AE 401, AE 402, AE 414, AE 422, AE 426, AE 427, etc.)
The AE Program Outcome 7 states that students shall have an ability to communicate effectively in written, oral and graphical forms, including the use of professional quality visual aids. Table 2a.5 indicates that most of the required and elective AE courses support this outcome.
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Criterion 2b: Curriculum Design and Organization: AE (Applied Option)
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2b. Introduction The Aerospace Engineering Program (Applied Option) is designed to cover all fundamental aspects of Aerospace Engineering. The program places additional emphasis on courses of practical importance. The industrial experience gained from the cooperative work is of immense value since it provides its students with an important link between the theoretical and practical aspects of the aerospace Engineering profession. To complete the cooperative work, the student must spend 28 weeks in an industrial setting after which he presents a seminar and submits a comprehensive technical report. 2b.1.Title of Degree Program The title of the program appearing on the degree is: Bachelor of Science in Aerospace Engineering (Applied Option). 2b.2. Definition of Credit Hour One semester credit hour represents one class hour or three laboratory hours per week. An academic year has two semesters. Each semester is exactly fifteen weeks of classes. That makes 30 weeks of classes per academic year (ABET’s requirement is at least 28 weeks), exclusive of the period for final exams. 2b.3. Degree Plan The Aerospace Engineering curriculum flowchart and course content for the AE Program is given in Fig. 2b.1, Table 2b.1 and Table 2b.2, respectively. Table 2b.1 shows the required and/or elective courses classified in appropriate categories as core, electives, general education and other requirements. Table 2b.2 provides the degree plan for Aerospace Engineering (Applied Option). 2b.4. Curriculum Breakdown Table 2b.3 provides the curriculum course content for Aerospace Engineering (Applied option). In this table, the required and elective courses are listed and classified in their appropriate ABET categories. The curriculum content is expressed in terms of the “years of study” in which one half year of study equals 17 semester hours. The categorized contents are compared to ABET requirements at the end of the table. Table 2b.4 provides the list of Aerospace Engineering elective courses. 2b.5. Currently Approved Course Syllabi For each required course and each elective course credited towards meeting the ABET criteria requirement, the course description according to the ABET format is provided in Appendix B.
81
AE CURRICULUM FLOWCHART Freshman 1st Semester
CHEM 101
MATH 101
PHYS 101
Sophomore
2nd Semester
1st Semester
ICS 101
Junior
2nd Semester
ME 215
1st Semester
2nd Semester
PHYS 102
IAS 111 IAS 101
ENG 101
ENG 102
PE 101
PE 102
MATH 201
MATH 202
ME 203
ME 201
CE 201
CE 203
ME 210
AE 220
PHYS 212
IAS 211
ENG 214
Senior st
1 Semester AE 351
SE 301
STAT 319 MATH 102
Summer session
AE 325
2nd Semester AE 413
AE 350 AE 422
MATH 301
XX XXX
ME 311
AE 333
EE 204
IAS 201
AE 328
ECON 403 AE 426
AE 421
IAS 301
AE 450
AE 420
IAS 4XX
IAS 322
AE 427
XXXXX= T .Electives I, II, III Indicates co-requisites ** Senior standing / Approval of the department
Fig. 2b.1. Flow Chart of AE B.S. Program (Applied Option)
Table 2b.1. Requirements for the Aerospace Engineering Degree (Applied Option) Sr. No. (a)
(b)
(c)
Title
Course #
General Education Requirements (78 Credit Hours) Computer Programming ICS 101 English ENGL 101, 102, 214 General Studies ECON 403 Engineering Courses CE 201, 203; EE 204; SE 301 Islamic & Arabic Studies IAS 101, 111, 201, 211, 301, 322, 4xx Mathematics MATH 101, 102, 201, 202, 301 Probability & Statistics for Engineers STAT 319 Physical Education PE 101, 102 Sciences CHEM 101; PHYS 101, 102, 212 Core Requirements (43 Credit Hours) ME Drawing & Graphics Dynamics & Control Thermodynamics Materials Science Fluid Mechanics Introduction to Aerospace Engineering Gas Dynamics Flight Structures Aerodynamics Aerospace Engineering Labs Flight Propulsion Flight Dynamics Aerospace System Design Computational Methods for AE
ME 210 ME 201, 413 ME 203 ME 215 ME 311 AE 220 AE 325 AE 328 AE 333 AE 420, 421 AE 422 AE 426 AE 427 AE 450
Credit Hours 3 9 3 12 14 17 3 2 15 78 3 6 3 4 3 3 3 3 3 2 3 3 3 1 43
Electives (3 Credit Hours) Technical Electives
Any technical elective course from AE or other departments after the approval of AE Department
3 3
(d)
Cooperative work requirements (9 credit hours) Each student must participate in a 28 week program of industrial experience and submit a report: AE 350 & 351, “Applied Aerospace Engineering Cooperative Work” Total Requirements (133 Credit Hours) The total requirement for the undergraduate degree in Applied Aerospace Engineering
9
133
Table 2b.2. The Degree Plan of the Aerospace Engineering Degree (Applied Option) Important Note: Usually there are total of 12-16 AE undergraduate required and elective courses offered every academic year, and out of these courses, 6-8 courses are offered in one semester and the other 6-8 courses are offered in the next semester, therefore, a total of 3-4 faculties are required to teach these undergraduate AE courses in each semester.
FIRST YEAR (PREPARATORY YEAR) Semester I Course ENGL MATH ME PE
001 001 001
Title Preparatory English I Preparatory Math I Preparatory Graphics Prep. Physical Educ. I
CHEM ENGL MATH PHYS IAS PE
101 101 101 101 111 101
General Chemistry I English Composition I Calculus I General Physics I Belief & Conseq. Physical Education I
ENLG MATH CE ME ME PHYS
214 201 201 203 210 212
Tech. Report Writing Calculus III Statics Thermodynamics I ME Drawing & Graph. Modern Physics
EE MATH
204 301
STAT
319
ME SE IAS
311 301 201
Fund. of Electric Circ. Methods of Appl. Math Prob. & Statistics for Eng. & Scientists Fluid Mechanics Numerical Methods Objective Writing
AE
001
351
LT 15 3 0 0 18
LB 5 1 2 2 10
CR 8 4 1 1 14
Course ENGL MATH ME PE
002 002 002 002
Semester II Title Preparatory English II Preparatory Math II Preparatory Workshop Prep. Physical Educ. II
SECOND YEAR (FRESHMAN) 3 4 4 ENGL 102 English Composition II 3 0 3 MATH 102 Calculus II 4 0 4 PHYS 102 General Physics II 3 3 4 ICS 101 Computer Programming 2 0 2 IAS 101 Practical Grammer 0 2 1 PE 102 Physical Education II 15 9 18 THIRD YEAR (SOPHOMORE) 3 0 3 ME 201 Dynamics 3 0 3 MATH 202 Elements of Diff. Equations 3 0 3 CE 203 Structural Mechanics I 3 0 3 ME 215 Mat. Sc. For ME 2 3 3 AE 220 Introduction to AE 3 0 3 IAS 211 Ethics in Islam 17 3 18
2 3
FOURTH YEAR (JUNIOR) 3 3 AE 325 Gas Dynamics I 0 3 AE 328 Flight Structure I
LT 15 3 0 0 18
LB 5 1 2 2 10
CR 8 4 1 1 14
3 4 3 2 2 0 14
0 0 3 3 0 2 8
3 4 4 3 2 1 17
3 3 3 3 3 2 17
0 0 0 3 0 0 3
3 3 3 4 3 2 18
3 3
0 0
3 3
2
3
3
AE
333
Aerodynamics I
3
0
3
3 3 2 15
0 0 0 6
3 3 2 17
AE IAS IAS XX(1)
420 301 322 xxx
AE Lab I Literary Styles Human Rights in Islam T. Elective I
0 2 2 3 16
3 0 0 0 3
1 2 2 3 17
3 0 3 0 3 2 2 3 16
0 3 0 3 0 3 0 0 9
3 1 3 1 3 3 2 3 19
FOURTH YEAR (SUMMER): AE 350 AE Cooperative Work (0-0-0) FIFTH YEAR (SENIOR) AE Coop Work 0 0 9 AE 422 Flight Propulsion I AE 421 AE Lab II AE 427 Aerospace Sysm. Design AE 450 Compl. Method for AE AE 426 Flight Dynamics I ME 413 System Dyn. & Control IAS 4xx Islamic Elective ECON 403 Eng. Economics 0 0 9 TOTAL CREDITS REQUIRED: 133
Notes: (1) The T. Elective I will include AE Electives/Technical Electives from other departments with the approval of AE Department.
84
Table 2b.3. Curriculum Course Content for Aerospace Engineering (Applied Option)
Course Semester
First Freshman Semester
Second Freshman Semester
First Sophomore Semester
Second Sophomore Semester
First Junior Semester
Course Number CHEM
101
ENGL
101
MATH PHYS
101 101
IAS
111
PE
101
ENGL
102
MATH PHYS
102 102
ICS
101
IAS
101
PE
102
ENGL
214
MATH CE ME
201 201 203
ME
210
PHYS ME
212 201
MATH
202
CE
203
ME
215
AE IAS
220 211
EE
204
MATH
301
STAT
319
ME SE IAS
311 301 201
Title General Chemistry I English Composition I Calculus I General Physics I Belief and its Consequences Physical Education I English Composition II Calculus II General Physics II Computer Programming Practical Grammar Physical Education II Technical Report Writing Calculus III Statics Thermodynamics I ME Drawing & Graphics Modern Physics Dynamics Elements of Differential Equations Structural Mechanics I Materials Science for ME Introduction to AE Ethics in Islam Fundamentals of Electric Circuits Method of Applied Math Probability and Statistics for Engineers and Scientists Fluid Mechanics Numerical Methods Objective writing
Maths and Basic Sciences 4.0
Category (Credit Hours) Engineering Topics Humanities Engineering Engineering and Social Sciences Science Design
Others
3.0 4.0 4.0 2.0 1.0 3.0 4.0 4.0 3.0 2.0 1.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 3.0 4.0 2.0
1.0 2.0
3.0 3.0
3.0 3.0 3.0 2.0
85
AE AE AE AE IAS
Gas Dynamics I Flight Structure I Aerodynamics I Second AE Lab I Junior Literary Styles Semester Human Rights in IAS 322 Islam XX Xxx Technical Elective I Summer AE Cooperative AE 350 Session Work First Senior AE Cooperative AE 351 Semester Work AE 421 AE Lab II AE 422 Flight Propulsion I AE 426 Flight Dynamics I Aerospace System AE 427 Design Second Computational Senior AE 450 Methods of AE Semester System Dynamics ME 413 and Control IAS 4xx Islamic Elective Engineering ECON 403 Economics Overall Total for AE Degree Total Basic-Level AE Program Requirements Total Percent of Total Curriculum Credit Hours
Must Satisfy one Set of Conditions
325 328 333 420 301
Minimum Semester credit Hours (ABET Requirement) Minimum Percentage
2.0 2.0 2.0 0.5
1.0 1.0 1.0 0.5 2.0 2.0
2.0
1.0
0.0
0.0
6.0
3.0
0.5 2.0 2.0
0.5 1.0 1.0 3.0
1.0 2.0
1.0 2.0 3.0
32.0 32 24.1
36.8
32
36
133.0 15.0
49.0
11.3
17.0 17 12.8
20.0 20 15.0
12
16
16
16
16
12.5
12.5
64
32
48
25
28.1
9.4
Table 2b.4. List of Elective Courses in Aerospace Engineering (Applied Option) Course # AE 401 AE 402 AE 410 AE 414 AE 428 AE 429 AE 433 AE 442 AE 446 AE 499
Title LT LB CR Aerospace System Maintenance 2 3 3 Aerospace Avionics 2 3 3 Astronautics 3 0 3 Flight Traffic Control and Safety 3 0 3 Flight Structures II 3 0 3 Gas Dynamics II 3 0 3 Aerodynamics II 3 0 3 Flight Propulsion II 3 0 3 Flight Dynamics II 3 0 3 Special Topics in AE 3 0 3
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Standard 2-1: The curriculum must be consistent and supports the program’s documented objectives.
2b.6. Assessment of AE Curriculum The AE curriculum is designed in such a way to equip the students with the necessary knowledge, skills and tools useful in their future professional career. For this purpose all aspects of education are considered adequately. The following sections describe how the program contents satisfy the Program educational objectives: Objective 1 The first objective of the AE Program is to provide students with a strong foundation in basic sciences, mathematics, and engineering fundamentals; in-depth knowledge of Aerodynamics and Gas Dynamics, Flight Dynamics and Control, Flight Propulsion, Aerospace Structures and Astrodynamics as well as Aviation Sciences and Technologies. It is clear that the current program listed in Tables 2a.1 and 2a.2 meets this objective with 32, 12 and 43 semester credit hours for mathematics plus basic sciences, basic engineering and core engineering courses, respectively. Hence, the Program meets the ABET minimum criteria for mathematics plus basic sciences and engineering courses. The mathematics course requirements with 17 credit hours include three semesters of Calculus, and a semester of ordinary and partial differential equations. The basic science requirements with 15 credit hours include a semester of Chemistry, three semesters of Physics including modern Physics. For Technical electives, they are given the opportunity to choose a minimum of 3 credits from many AE and other electives. The AE electives cover all the areas of Aerospace Engineering including, Aerodynamics and Gas Dynamics, Flight Dynamics and Control, Propulsion, Aerospace Structures, Flight Traffic Control and Safety, Aerospace System Maintenance, Astronautics, etc. Students have a free hand in choosing the electives after consultation with their advisors. However, the students must complete 12 credit hours of basic engineering courses in three semesters including statics, structural mechanics, basic electrical circuits and numerical methods. Moreover, the Aerospace Engineering Program provides 64 credit hours of engineering topics, which is well above the 48 hours of ABET minimum requirements. Objective 2 The second objective is related to the skills and tools with which the graduated students should be equipped with including designing, critical thinking, conducting experiments, analyzing data, working efficiently in multi disciplinary teams, communicating effectively and working proficiently with computers. These skills are developed in the students to some degree in all the AE undergraduate program courses. Courses covering a total of 64 credit hours of engineering science and engineering design are outlined in Tables 2a.1, 2a.2 and 2a.3. Engineering Sciences and Design are incorporated in the basic engineering, AE core and elective courses. The students are engaged in term projects and assignments that include design components. Before the final semester, the students are required to spend 28 weeks in industry for their Cooperative work (AE 351) where they experience industrial work and design practices. The Cooperative work, i.e., AE 351 also provides the students an 87
opportunity to sharpen their skills in communication, working with multi-disciplinary teams and critical thinking. Moreover, upper division AE courses, i.e., 400-level courses have significant design content and provides the students an opportunity to sharpen their skills in communication and critical thinking. Hence, the cooperative work, undergraduate labs, elective courses in design and laboratory courses all contribute to prepare students to pursue careers in AE and related multi-disciplinary fields. Objective 3 The third objective requires from the students to develop an understanding of the role and importance of life-long learning, professional responsibility and engineering ethics with awareness of the impact of the engineering on social and global issues. In order to satisfy this objective, the AE curriculum requires 37 credit hours of humanities/social sciences other courses. These cover Islamic, Arabic studies, English language courses and computer courses. In addition, statistics and economic considerations are addressed in courses such as STAT 319 and ECON 403, respectively. The metrics shown in Table 2b.5 linking courses to program outcomes shows that the AE curriculum is consistent in supporting the Program’s documented outcomes. Table 2b.5. Relationship Between Courses and Program Outcomes for AE Program ( indicates substantial contribution to the outcomes and indicates moderate contribution to the outcomes) Course Title
Course #
General Education Requirements Computer ICS 101 Programming ENGL 101, English 102, 214 General Studies ECON 403 CE 201, 203; Basic Engineering EE 204; SE Courses 301 IAS 101, 111, Islamic and Arabic 201, 211, 301, Studies 322, 4xx MATH 101, Mathematics 102, 201, 202, 301 Probability and STAT 319 Statistics Physical Education PE 101, 102 CHEM 101, Sciences PHYS 101, 102, 212, Core Requirements Dynamics ME 201 Thermodynamics I ME 203
1
2
3
4
5
Outcomes 6 7 8
9
10 11 12 13
88
ME Drawing & ME 210 Graphics Material Science for ME 215 ME Fluid Mechanics ME 311 System Dynamics & ME 413 Control Introduction to AE AE 220 Gas Dynamics I AE 325 Flight Structure I AE 328 Aerodynamics I AE 333 AE Cooperative AE 351 Work AE Lab I AE 420 AE Lab II AE 421 Flight Propulsion I AE 422 Flight Dynamics I AE 426 Aerospace System AE 427 Design Computational AE 450 Methods for AE AE Elective Courses Aerospace System AE 401 Maintenance Aerospace Avionics AE 402 Astronautics AE 410 Flight Traffic AE 414 Control and Safety Flight Structures II AE 428 Gas Dynamics II AE 429 Aerodynamics II AE 433 Flight Propulsion II AE 442 Flight Dynamics II AE 446 Special Topics in AE AE 499
Depends on the special course offered
Standard 2-2: Theoretical Background, problems analysis and solution design must be stressed within the program’s core material.
2b.7. Course Composition The courses containing a significant portion (30 % or more) of the elements in standard 2-2 within the Program’s core material are as shown below: 89
Table 2b.6. AE Courses Categorized According to the Three Course Elements Elements Theoretical Background Problem Analysis Solution Design
Courses AE 220, AE 325, AE 333, AE 351, AE 401, AE 402, AE 410, AE 414, AE 422, AE 426, AE 442, AE 499 AE 220, AE 325, AE 328, AE 333, AE 351, AE 401, AE 402, AE 410, AE 420, AE 421, AE 422, AE 426, AE 427, AE 428, AE 429, AE 433, AE 442, AE 446, AE 450, AE 499 AE 325, AE 328, AE 333, AE 351, AE 410, AE 426, AE 427, AE 428, AE 429, AE 433, AE 446, AE 450, AE 499,
Standard 2-3: The curriculum must satisfy the mathematics and basic science requirements for the program, as specified by the respective accreditation body.
The AE curriculum satisfies the mathematics and basic sciences requirements for the program, as specified by the ABET. The ABET requirement is 32 credits, which is satisfied by the AE Program at KFUPM having 32 credits for mathematics and basic sciences as shown in Table 2b.3.
Standard 2-4: The curriculum must satisfy the major requirements for the program as specified by the respective accreditation body.
The ABET minimum requirements for engineering courses is 48 semester credit hours and it must have a minimum of 12 design credit hours. As presented earlier in Table 2b.3, the AE Program has 64 semester credit hours for engineering courses including 15 design credit hours. Therefore, the curriculum of the Aerospace Engineering Program at KFUPM satisfies the major requirements for the Program as specified in Standard 2-4. Details of the design contents in the required and elective courses are briefly described in Tables 2b.7 and 2b.8, respectively.
90
Table 2b.7. Design Contents in Required Courses
Course No.
Course Title
Design Contents
Introduction to AE
Several term projects are assigned. The final term project is intended to introduce design to the students with the approval of the instructor
AE 325
Gas Dynamics I
Students are exposed to some design oriented problems as well as some flow variables that are important in determining the performance of variable area nozzles or supersonic airfoils. These are given as homework/term project assignments. The final project is intended to have more design in problem selected by a student(s) with the approval of the instructor
AE 328
Flight Structures I
The final project is intended to have depth knowledge in subject selected by a student(s) with approval of the instructor
Aerodynamics I
A design project is proposed by the instructor. The project focuses on relating all various topics in the course to solve real-life problems
AE Cooperative Work
Each student has to include a design problem in his Coop work, which is suggested and guided by the Coop advisor. This may be related to the nature of work at the student’s work place in the company or any other topic closely relevant to his area of interest
Aerospace Engineering Lab I
One design term project is assigned to the students, which can be related to aerodynamics and gas dynamics, flight dynamics or propulsion. The design component is emphasized in the project
Aerospace Engineering Lab II
A design term project is assigned to each student, which can be related to aerodynamics and gas dynamics or flight dynamics. The design component is emphasized in the project
Flight propulsion I
A design project is proposed by the instructor. The project focuses on relating all various topics in the course to design a conceptual propulsion system
AE 220
AE 333
AE 351
AE 420
AE 421
AE 422
91
AE 426
AE 427
Flight Dynamics I
Aerospace Systems Design
To enhance learning, the students are required to do a project, or more, involving some design aspects on a certain airplane selected by the students and approved by the instructor Depending upon enrollment in this course, teams of 8-10 students are assigned a single design project. The details of the design specifications based on customer and operational lifecycle value requirements are provided. Each student team is required to deliver oral and written versions of the design study as a Request for Proposal (RFP) that includes: design drivers and decisions; aircraft attributes and subsystems; basic systems engineering; cost and weight estimation; basic aircraft performance; safety and reliability; lifecycle topics; aircraft subsystems; risk analysis and management; and system integration and realization
AE 450
Computational Methods for Aerospace Engineering
Different programming projects will be assigned for this course. Projects will focus on applying numerical algorithms to aerospace applications. The programming is highly recommended to be done in MATLAB
Table 2b.8. Design Contents in Elective Courses Course No.
Course Title
Design Contents
Aerospace System Maintenance
A number of term projects are assigned which allows the students to broaden their understanding on aircraft systems and their maintenance
Aerospace Avionics
A number of term projects are assigned which allows the students to broaden their understanding on avionic systems and their maintenance
AE 410
Astronautics
To enhance learning, the students are required to do a project, or more, involving some design aspects on a certain rocket or a satellite selected by the students and approved by the instructor
AE 414
Flight Traffic Control and Safety
A number of term projects are assigned which allows the students to broaden their understanding on aviation safety
AE 428
Flight Structures II
The final project is intended to have depth knowledge in subject selected by a student(s)
AE 401
AE 402
92
with approval of the instructor
AE 429
AE 433
AE 442
AE 446
AE 499
Gas Dynamics II
Students are exposed to some design oriented problems as well as some flow variables that are important in determining the performance of variable area nozzles or supersonic airfoils. These are given as homework/term project assignments. The final project is intended to have more design in problem selected by a student(s) with approval of the instructor
Aerodynamics II
A design project is proposed by the instructor. The project focuses on relating various topics in the course to solve real-life problems
Flight Propulsion II
Students are exposed to some design oriented problems as well as some design variables that are important in determining the performance of an aerospace propulsion system. These are given as homework/term project assignments. The final project is intended to have more design in problem selected by a student(s) with the approval of the instructor
Flight Dynamics II
To enhance learning, the students are required to do a project, or more, involving control design aspects on a certain airplane or satellite selected by the students and approved by the instructor
Special Topics in AE
Project(s) are assigned. The project is intended to have more design in problem selected by student(s) with the approval of the instructor
Standard 2-5: The Curriculum must satisfy general education, arts and professional and other discipline requirements for the program, as specified by the respective accreditation body.
As indicated in Table 2b.3, the ABET requirements of a minimum of 16 credits for breadth and depth in humanities and social sciences is met. The Aerospace Engineering Program requires a total of 17 semester credit hours, including fourteen 8 credit hours of humanities from the Islamic and Arabic studies Department, and 9 semester credit hours from the English Language Department. The students are taught and trained in these courses in social 93
communication, including speech, report writing, and the spirit of teamwork and collaboration.
Standard 2-6: Information Technology component of the curriculum must be integrated throughout the program.
2b.8. IT Component of AE Curriculum The University administration has been very supportive by enhancing and upgrading the computational facilities at KFUPM and providing Internet and other state-of-the-art Information Technology (IT) facilities through ITC. Currently, the Department adopts a policy of encouraging students to use PCs for their home works and lab reports. This issue has been emphasized and conveyed to the students in order to demonstrate the skills gained by utilizing computers in the course work. Regarding computer utilization in the curriculum, most of the students in the Colleges of Applied Engineering take an introductory course in computer programming (ICS 101). This course provides an overview of computer components and their functions and programming in FORTRAN. Computers are utilized throughout the curriculum using numerous general and specialized software packages. Among other software, MATLAB is encouraged to be used in almost all the AE core and elective courses for solving many assignments and problems. Details of the computer experience in the required courses and elective courses involving IT are presented in Tables 2b.9 and 2b.10, respectively.
Table 2b.9. Information Technology Component in Required Courses Course No.
Course Title
IT Contents
Introduction to AE
Computer is utilized by the students for their assignment calculations and some basic problems in the field (e.g., calculation of standard atmosphere and performance of airplane)
AE 325
Gas Dynamics I
Some homework assignments involve computeraided computation, and a term project that involves computations using MATLAB, JAVA applets or state-of-the-art software (COMPROP) and numerical techniques in compressible fluid flow
AE 328
Flight Structures I
AE 333
Aerodynamics I
AE 220
Computer assignments involve stress and strain calculations for the aircraft structures Computer assignments involve some aerodynamic calculations of airfoils and wings in addition to the use of CFD packages
94
AE Cooperative Work
It is highly recommended to use computers during the Coop work. The design problem/component demands substantial usage of specialized computer software, e.g., MATLAB, FLUENT, ANSYS, Mathematica, etc. The preparation of the Coop report and the presentation involve computer
Aerospace Engineering Lab I
The experiment calculations and preparation of the laboratory reports involve computer. The laboratory design project also requires computations using computer software such as MATLAB, FLUENT, etc
AE 421
Aerospace Engineering Lab II
The experiment calculations and preparation of the laboratory reports involve computer. The laboratory design project also requires computations using computer software such as MATLAB, Foilsim, FLUENT, etc
AE 422
Flight propulsion I
Computer assignment will involve analysis of some propulsion systems and its components
Flight Dynamics I
Some homework assignments and the term project involve computer-aided computation. The MATLAB software is the main commercial software used in this class. Students submit, edit, and receive work electronically. They learn to distribute documents to group members electronically
Aerospace Systems Design
Most homework assignments as well as design project involve computer-aided computation using MATLAB, JAVA applets or state-of-theart aerospace system design related software in addition to graphical software such as AUTOCAD for technical illustrations and drawings
Computational Methods for Aerospace Engineering
Some homework assignments and projects involve computer-aided computation. The MATLAB software is the main commercial software used in this class. Students submit, edit, and receive work electronically. They learn to distribute documents to group members electronically
AE 351
AE 420
AE 426
AE 427
AE 450
Table 2b.10. Information Technology Component in Elective Courses Course No. AE 401
Course Title Aerospace System
IT Contents The students are encouraged to use computer 95
Maintenance
through term projects, home works and presentations
Aerospace Avionics
The students are encouraged to use computer through term projects, home works and presentations
AE 410
Astronautics
Some homework assignments and the term project involve computer-aided computation. The MATLAB software is the main commercial software used in this class. Students submit, edit, and receive work electronically. They learn to distribute documents to group members electronically
AE 414
Flight Traffic Control and Safety
The students are encouraged to use computer through term projects, home works and presentations
Flight Structures II
Some homework assignments involve computer-aided computations such as MATLAB. Word processing and PowerPoint software can be used to prepare and present the students’ projects in a professional way
AE 429
Gas Dynamics II
Some homework assignments involve computer-aided computation, and a term project that involves computations using MATLAB, JAVA applets or state-of-the-art software (COMPROP) and numerical techniques in compressible fluid flow
AE 433
Aerodynamics II
Computer assignments involve some aerodynamic calculations of airfoils and wings in addition to the use of CFD packages
Flight Propulsion II
Some homework assignments involve computer-aided computation, and a term projects that involves computations using MATLAB, JAVA applets or state-of-the-art software and numerical techniques in compressible fluid flow
Flight Dynamics II
Some homework assignments and the term project involve computer-aided computation. The MATLAB software is the main commercial software used in this class. Students submit, edit, and receive work electronically. They learn to distribute documents to group members electronically
Special Topics in AE
Some homework assignments involve computer-aided computation and analysis, and a term project that involves computations using relevant software and/or numerical solution techniques
AE 402
AE 428
AE 442
AE 446
AE 499
96
Standard 2-7: Oral and written communication skills of the student must be developed and applied in the program.
2b.9. Communication Skills The Aerospace Engineering Program assures the development of competence in oral and written communication in the English language of Aerospace Engineering students by the following courses during three academic stages.
Table 2b.11. Communication Skills Enhancement Courses Sr. #
Academic Stage
Courses # ENGL 001
1
Prep Year Program (PYP) ENGL 002 ENGL 101
2
University English Program (UEP)
ENGL 102 ENGL 214 AE 351
3
Aerospace Engineering Junior and Senior Courses
AE 420 AE 421 AE 427
Course Title
Year of Study
Preparatory English I Preparatory English II English Composition I English Composition II Technical Report Writing Aerospace Engineering Cooperative Work Aerospace Engineering Lab I Aerospace Engineering Lab II Aerospace System Design
1st Semester – Preparatory Year 2nd Semester – Preparatory Year 1st Semester – Freshman nd 2 Semester – Freshman st 1 Semester – Sophomore Summer Session & 1st Semester – Senior st 1 Semester – Senior nd 2 Semester – Senior nd 2 Semester – Senior
English courses in both programs, i.e., PYP and UEP, are taught by the English Language Center that is responsible for developing the English proficiency since English is the medium of instruction at the University. But unfortunately, the University students, in general, do not 97
have perfect written and oral communication skills. The AE Department is putting a lot of effort to remedy this situation by giving an important weight to the English written and oral communication skills through emphasis on quality of reports and presentations in Senior Projects, Coop, Summer Training and course projects. The objectives of all the three programs are as follows: 2b.9.1. Objectives of Prep Year Program (PYP) The PYP seeks to improve the English proficiency of students to a level that enables them to begin their college studies in technical fields. This involves: • • •
Building an adequate core of technical and sub-technical vocabulary. Developing the necessary skills in reading, listening, writing and speaking. Of special relevance to technical students is the “use of non-prose materials (e.g., charts and diagrams) to anticipate and interpret written materials”. Developing and improving grammatical competence.
These objectives are achieved by the several components of the program. 2b.9.2. The Reading Component The reading component is the pivot upon which the program turns. This reflects the view that reading is the most important need of our students and, which requires greatest attention. Reading also acts as a cohesive agent, providing a semantic thread, which to some extent integrates elements, taught by different teachers. The reading activities fall into several categories: 5. One core passage per week to be studied intensively in class, with an emphasis on teacher guidance and the development of reading strategies and skills. 6. One passage, topically related to the core passage, in which the student is expected to apply the skills learned in core reading lessons. These can be tested or reviewed in class. 7. Speed and time limited reading passage to be read in the class with minimal teacher guidance. 8. Timed reading exercise and core passage quizzes in the Computer-Assisted Language Lab. 2b.9.3. The Vocabulary Component Each unit has two parts, “A” and “B”. The word list for each part is divided into headwords and related words. Lists range from 30 to 60 words. The “A” list is tested in the language lab, while the “B” list is tested in the reading class. Teachers typically preview the words in class before the quiz and review them afterwards. 2b.9.4. The Listening Component The listening component is taught in the ELC’s state-of-the –art listening laboratories and video labs. The aim of the course is to develop students’ aural skills, particularly to identify the main themes in a sub-technical lecture. As the course progresses, the initial aids (sentence fragments, close passages, etc.) are removed. The students are later expected to be able to take notes on blank paper and answer detailed multiple-choice questions on the lecture. Although the prime function of the listening component is to develop a student’s aural and note-taking skills, the listening component is integrated with other skill areas where possible. 98
For example, language and video labs provide ideal settings for developing a student’s aural ability; in listening classes, the emphasis is on effective communication rather than grammatical correctness. 2b.9.5. The Grammar Component Grammar forms a separately scheduled four-hour-per-week component. The grammar exercises initially develop basic sentence patterns and often follow themes in core reading passages. This component aims to make students aware of the structures used and the contribution that they make for clear understanding of English needed for their studies. 2b.9.6. The Oral Component The grammar component requires the controlled generation of sentences, not merely drills or passive reception of the teachers’ explanations. Exercises in the listening and reading courses are also designed to stimulate discussion. Also, compositions can be composed orally before writing. The voluntary answering of questions in class or free conversation is not considered enough. 2b.10. Objectives of the University English Program (UEP) Only those students who pass the English courses in PYP with a minimum grade of C in each course are allowed to continue Freshman level in the University. The students then undergo a three semester sequence of English courses in the UEP, which is a part of the Aerospace Engineering curriculum. These courses are English Composition I, English Composition II and Technical Report Writing. The objectives of UEP Program are: • •
Instruction and practice in writing expository prose Writing reports on individually selected projects
A brief description of each one is given below. 2b.10.1. English Composition I This course, English 101, is the bridge between the reading and writing skills taught in the PYP and the research report skills that are taught in Composition II and Technical Report Writing. The course focuses on three areas: composition, reading, and dictionary use. The composition element is organized by the principal methods of exposition (comparison, cause and effect, etc.) at the level of the sentence, paragraph and composition. Students are taught methods of organizing, sequencing and paragraphing. The reading element focuses on ways to improve student reading of technical-oriented textbooks and short periodical articles of a general nature. Finally, a significant part of the course attempts to teach students how to make full use of the dictionary, The American Heritage Dictionary. 2b.10.2. English Composition II Composition II, English 102, focuses on the production of a 600- to 800-word term paper on an assigned topic. The general objective of the course is to provide the student with the skills to write this paper. The course starts with paraphrase and the synthesis of ideas from several different sources. Library skills follow. Students are familiarized with the University Library’s circulation and reference sections. They are taught how to locate printed materials by using indexes and the card and computer catalogs. They are also introduced to the Library’s microfilm/microfiche 99
facilities. Other basic research skills taught include the writing of bibliographies and the use of documentation. Finally, students are instructed in narrowing a topic, taking notes from sources, and formatting a term paper. 2b.11. Technical Report Writing This course, English 214, centers on a library research report of between 1,000 and 1,200 words. Students choose and narrow down a research topic within their major field of study and use the resources of the University Library to find books and articles related to their topic. They must use at least six recent sources to write the report, and they must provide a bibliography and references. Before writing their reports, students write descriptive and informative abstracts, short reports requiring the integration of material from several sources, and an academic proposal relating to their research reports. They are expected to use logical, concise, precise, and objective technical English to write the report, and they are given basic instruction in this. At the end of the course, they learn the content, the strategy, and the style appropriate to five kinds of business letters, in addition to resume and memorandum format. 2b.12. Aerospace Engineering Junior and Senior Courses The core objectives of the junior and senior level AE courses with respect to English proficiency are: • • • •
Development of competence in oral and written English in the required engineering courses. Development of professional writing skills. Enhance confidence in students to present and communicate well with others. To comprehend very well the technical/engineering research literature.
Communication skills are monitored and evaluated through grading procedures followed by the Aerospace Engineering faculty for the following written reports and oral presentations: • • • •
Laboratory reports (AE 420, AE 421 & AE 450). AE Cooperative Work report and presentations (AE 351). Homework Term project reports required by all AE junior and senior courses (e.g., AE 220, AE 325, AE 328, AE 333, AE 401, AE 402, AE 414, AE 422, AE 426, AE 427, etc.)
The AE Program Outcome 7 states that students shall have an ability to communicate effectively in written, oral and graphical forms, including the use of professional quality visual aids. Table 2b.5 indicates that most of the required and elective AE courses support this outcome.
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Criterion 3: Laboratories and Computing Facilities
101
3. Introduction B.S. in Aerospace Engineering requires a strong laboratory support not only to conduct various lab sections as required by some courses but also to provide an opportunity to its students to explore various ideas and to have hands-on-experience at their convenience. Table 3.1 contains all the courses taken by Aerospace Engineering students, which require a physical laboratory or a computer laboratory for both options (Science and Applied) in the program. Each laboratory session of 3 hours is worth one credit hour.
Table 3.1. Laboratories Sessions Taken by Aerospace Engineering Students
Basic Sciences Laboratories CHEM 101: General Chemistry I PHYS 101: General Physics I
Aerospace Engineering Laboratories AE 420: Aerospace Engineering Lab I AE 421: Aerospace Engineering Lab II AE 450: Computational Methods for Aerospace Engineering AE 401: Aerospace System Maintenance (Elective) AE 402: Aerospace Avionics (Elective)
PHYS 102: General Physics II ICS 101: Computer Programming
Other Engineering Laboratories ME 215: Material Science for ME EE 204: Fundamentals of Electric circuits
These laboratories combine elements of theory and practice through experimental work, except for ICS 101 and AE 450 which utilize computer laboratories. All laboratories provide hands-on experimental work in their respective courses. Safety instructions are emphasized in the first class of each lab. The AE Department is one of the fastest growing Departments in terms of student enrollment in the University. Presently, it has 4 laboratories for teaching and research. Table 3.2 is used in conjunction with these instructions. The Departmental laboratories described later are equipped with instruments of the quality that ensure the effective functioning of each laboratory.
Table 3.2. Aerospace Engineering Laboratories
1.Aerodynamics Laboratory Lab Title: Location and Area:
Aerodynamics Laboratory 22-224 – 80 m2
Objectives:
Hands-on-experience of various Aerodynamics, Flight Dynamics, Fluid Mechanics and Propulsion principles with adequate consideration to designing.
Adequacy for Instruction:
Excellent 102
Courses Taught: Software Available
Major Apparatus & Equipment
Safety Regulations
AE 351, AE 401, AE 402, AE 411, AE 412, AE 420, AE 421 MATLAB, Foilsim, MS Office, FORTRAN, FLUENT The laboratory is equipped with several small-scale sub-sonic wind tunnels and is primarily used to complement the concepts covered in Aerospace Engineering courses. The lab can be used for teaching and research in many aspects such as measurements of lift and drag for an airfoil, smoke visualization of flow over variously shaped bodies, and static pressure measurements. The lab also has a pulse jet test unit to study the concepts of jet propulsion and reaction power and a wind tunnel to demonstrate flight simulation Design • Automatic fire and explosion detector equipment should be installed. • Special provision should be made for the handling, storage and disposal of flammable liquids. • Fire extinguisher, fire blanket and first aid kit must be provided. • Laboratory must have at least two exits. • Laboratory hoods should be equipped with safety glass sash. • Safety centers, where electrical, gas, steam, air and other utilities can be shut off, should be located outside the laboratory. Fire • Keep the corridors clean and the floor free from tripping hazards. • Keep fire doors closed all times. • Know the location of the fire blankets. • Know the operation of the fire extinguishers. • Do not return empty or partially used extinguisher to its rack. Eye protection • Wear protective glasses during the work in the laboratory. Heating equipment • Asbestos gloves and tongs must be used when placing or removing samples into or from oven. • All exposed metal parts should be electrically grounded. Electronic equipment • Equipment should have fuse and have voltage protection in event of partial power failure. • Digital thermometers should be provided to monitor the temperature so that over heating can be prevented. Ventilation • While selecting duct material for hood exhaust, a corrosion-resistant material must be used. • The exhaust should not be allowed to return to the laboratory through door or windows. Compressed gas cylinders • Do not remove the identification tag from the empty cylinders. • Do not use cylinders without a regulator. • Never attempt to refill a cylinder. • Close valves on empty cylinders and mark the cylinder “empty”. 103
Cryogenic safety • Cryogenic fluids must be stored in a double-wall evacuated containers. • During transfer, the fluid should not become trapped between valves or closed section of the line. Contamination of water • Have a periodic examination of water supply. • Check plumbing and plumbing fixtures periodically. Work habit • Preparation, storage or consumption of food or drinks should not be encouraged. • Smoking is strictly prohibited in all laboratories. • All injuries should be immediately reported. • Users of laboratory must wear safety glasses, aprons and protection sleeves.
2.Wind Tunnel Laboratory Lab Title: Location and Area:
AOB – 120 m2
Objectives:
Conduct teaching and research in various fields of AE such as Aerodynamics and Flight Dynamics.
Adequacy for Instruction: Courses Taught: Software Available
Major Apparatus & Equipment
Safety Regulations
Wind Tunnel Laboratory
Excellent AE 351, AE 401, AE 402, AE 411, AE 412, AE 421 Labview, MS Office The laboratory is primarily designed to carry out both fundamental and applied research in shear flows, aerodynamics of streamlined and bluff bodies, super-sonic flow, etc. The laboratory has a sub-sonic wind tunnel with a 0.8 m x 1.1 m test-section with a maximum flow speed of 40 m/s, an internal six-component wind tunnel strain gauge balance, with attitude mechanisms, computerized software operation & calculation and graphical analysis; a shock tube and a Ludwig-tube supersonic-tunnel capable of producing a jet of a Mach number 2.57; measurement equipment includes a multi-channel hot-wire anemometer system, an intelligent flow analyzer, frequency analyzers, filters, correlators, a data acquisition and storage system, a remote controlled traverse system, load cells, oscilloscopes, manometers, scanivalves and a flow visualization system with a laser light source. Design • Automatic fire and explosion detector equipment should be installed. • Special provision should be made for the handling, storage and disposal of flammable liquids. • Fire extinguisher, fire blanket and first aid kit must be provided. • Laboratory must have at least two exits. • Laboratory hoods should be equipped with safety glass sash. • Safety centers, where electrical, gas, steam, air and other utilities can be shut off, should be located outside the laboratory. 104
Fire • Keep the corridors clean and the floor free from tripping hazards. • Keep fire doors closed all times. • Know the location of the fire blankets. • Know the operation of the fire extinguishers. • Do not return empty or partially used extinguisher to its rack. Eye protection • Wear protective glasses during the work in the laboratory. Heating equipment • Asbestos gloves and tongs must be used when placing or removing samples into or from oven. • All exposed metal parts should be electrically grounded. Electronic equipment • Equipment should have fuse and have voltage protection in event of partial power failure. • Digital thermometers should be provided to monitor the temperature so that over heating can be prevented. Ventilation • While selecting duct material for hood exhaust, a corrosion-resistant material must be used. • The exhaust should not be allowed to return to the laboratory through door or windows. Compressed gas cylinders • Do not remove the identification tag from the empty cylinders. • Do not use cylinders without a regulator. • Never attempt to refill a cylinder. • Close valves on empty cylinders and mark the cylinder “empty”. Cryogenic safety • Cryogenic fluids must be stored in a double-wall evacuated containers. • During transfer, the fluid should not become trapped between valves or closed section of the line. Contamination of water • Have a periodic examination of water supply. • Check plumbing and plumbing fixtures periodically. Work habit • Preparation, storage or consumption of food or drinks should not be encouraged. • Smoking is strictly prohibited in all laboratories. • All injuries should be immediately reported. • Users of laboratory must wear safety glasses, aprons and protection sleeves.
3. Airplane Laboratory Lab Title: Location and Area: Objectives:
Airplane Laboratory Near Building 24 – 60 m2 Demonstrate the aircraft flight operational, avionics and navigation systems in the cockpit, and functioning of control surfaces. Moreover, allow all the students to do airplane dimensions calculations to have good idea of the 105
aircraft measurements. Adequacy for Instruction: Courses Taught: Software Available
Excellent AE 351, AE 401, AE 402, AE 411, AE 412, AE 421 None.
Major Apparatus & Equipment
This laboratory consists of BAC 64 Strike Master, which is a trainer jet aircraft donated by Royal Saudi Air Force (RSAF). It is equipped with all the instruments and dials in the cockpit necessary to demonstrate aircraft flight operation systems. The aircraft also houses its jet engine.
Safety Regulations
Cockpit • Avoid pulling the ejection seat handle. • Do not wear loose clothes while entering into the cockpit. • Do not try to close the canopy while inside. • Safety gloves should be worn before going inside the cockpit. Outside the airplane • Do not move over the wings near its tips. • Do not try to move the control surfaces with hand. • Do not go under the fuselage of the airplane. • Safety gloves should be worn while taking the measurements of the airplane. • Put the measuring instruments against the airplane with care. Airplane safety • Make sure that the airplane has anti corrosion paint. • Keep it under shade and do not expose it continuously to sunlight. • Check whether the tires of the airplane are in good condition. • Keep the airplane clean and covered with a protective sheet. • The external moving parts, which facilitate the functioning of the control surfaces should be properly lubricated.
4. Aerospace Structures and Materials Laboratory Lab Title: Location and Area: Objectives: Adequacy for Instruction: Courses Taught: Software Available Major Apparatus & Equipment
Safety Regulations
Aerospace Structures and Materials Laboratory 1-111 – 100 m2 Conduct research and experiments of aircraft structure and materials. Excellent AE 401, AE 411, AE 412 ANSYS, MS Word, MS Excel. This laboratory contains several equipments such as different structures of various materials, engine, landing gears and other aircraft parts that are used for demonstration, inspection and experimental purposes. Design • Automatic fire and explosion detector equipment should be installed. • Special provision should be made for the handling, storage and disposal of flammable liquids. • Fire extinguisher, fire blanket and first aid kit must be provided. 106
• • •
Laboratory must have at least two exits. Laboratory hoods should be equipped with safety glass sash. Safety centers, where electrical, gas, steam, air and other utilities can be shut off, should be located outside the laboratory.
Fire • Keep the corridors clean and the floor free from tripping hazards. • Keep fire doors closed all times. • Know the location of the fire blankets. • Know the operation of the fire extinguishers. • Do not return empty or partially used extinguisher to its rack. Eye protection • Wear protective glasses during the work in the laboratory. Heating equipment • Asbestos gloves and tongs must be used when placing or removing samples into or from oven. • All exposed metal parts should be electrically grounded. Electronic equipment • Equipment should have fuse and have voltage protection in event of partial power failure. • Digital thermometers should be provided to monitor the temperature so that over heating can be prevented. Ventilation • While selecting duct material for hood exhaust, a corrosion-resistant material must be used. • The exhaust should not be allowed to return to the laboratory through door or windows. Compressed gas cylinders • Do not remove the identification tag from the empty cylinders. • Do not use cylinders without a regulator. • Never attempt to refill a cylinder. • Close valves on empty cylinders and mark the cylinder “empty”. Cryogenic safety • Cryogenic fluids must be stored in a double-wall evacuated containers. • During transfer, the fluid should not become trapped between valves or closed section of the line. Contamination of water • Have a periodic examination of water supply. • Check plumbing and plumbing fixtures periodically. Work habit • Preparation, storage or consumption of food or drinks should not be encouraged. • Smoking is strictly prohibited in all laboratories. • All injuries should be immediately reported. • Users of laboratory must wear safety glasses, aprons and protection sleeves.
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Standard
3-1: Lab manuals/documentations/instructions for experiments must be available and readily accessible to faculty and students.
3.1. Assessment of AE Labs Laboratories manuals are key factors in carrying out experimental works and hence special attention was given to this issue. For every lab, there is a lab manual that is designed to be in alignment with material covered in lectures. Experiments are designed to enhance student understanding of course materials with clear and easy instructions. Hard copies of the laboratory manuals for the lab courses AE 420 and AE 421 are available and accessible to all faculty and students. These manuals have instructions pertaining to all experiments conducted in the laboratory sessions. Soft copies (PDF files) of these manuals are available and accessible through the Department web page. The AE laboratories, i.e., Aerodynamics Laboratory, Wind Tunnel Laboratory and Aerospace Structures and Materials Laboratory are utilized for teaching and research. The following equipment is used: Table 3.3. Laboratories Equipment and their purpose No.
Equipment
Laboratory
Purpose
1
Flight Simulator Wind Tunnel
Aerodynamics Laboratory
Teaching
2
Educational Wind Tunnel
Aerodynamics Laboratory
Teaching
3
Air Flow Bench
Aerodynamics Laboratory
Teaching
4
Sub-Sonic Wind Tunnel
Wind Tunnel Laboratory
Research/Teaching
5
6-Component Balance
Wind Tunnel Laboratory
Research/Teaching
6
Oscilloscope
Wind Tunnel Laboratory
Research/Teaching
7
Models of Different Shapes
Wind Tunnel Laboratory/ Aerodynamics Laboratory
Research/Teaching
8
Different Airfoils
Wind Tunnel Laboratory/ Aerodynamics Laboratory
Research/Teaching
108
Course AE 411, AE 412, AE 421 AE 411, AE 412, AE 420 AE 411, AE 412, AE 420, AE 421 AE 411, AE 412, AE 421 AE 411, AE 412 AE 411, AE 412 AE 411, AE 412, AE 420, AE 421 AE 411, AE 412, AE 420,
AE 421
The labs space for teaching and research is not adequate as more equipment is being acquired and more space is required to accommodate that equipment. Furthermore, the AE Department has also plans to develop more labs for teaching and research purposes. This includes Flight Dynamics and Control Laboratory, Propulsion Laboratory, Flight Simulator laboratory, and Computer laboratory with multimedia facilities. The maintenance facilities and supplies are satisfactory. All the existing labs have well-established safety regulations and are presented in Appendix C.
Standard 3-2: There must be adequate support personnel for instruction and maintaining the laboratories.
There is very limited lab support in terms of personnel. There is one lab engineer and one lab technician in the AE Department. They have additional duties towards administration. As a result, only 20 % of their time is devoted for the AE lab support, which is inadequate. This support is mainly in the form of maintenance, inventory management and inventory control. As the AE Department is undergoing up-gradation of the existing labs with new equipment and new labs development, more technical assistance in terms of skilled technicians and engineers is needed with the allocation of new labs space and institutional support for maintenance and supplies of essential lab items such as safety, first aid and other necessary equipment. Hence, for the Department labs to achieve their goals within the program objectives, adequate personnel support must be provided. This means that there should be one lab engineer per lab in addition to general maintenance engineer/technician for all the labs.
Standard 3-3: The University computing infrastructure and facilities must be adequate to support Program’s objectives.
The Aerospace Engineering Department strives to provide AE students with a strong academic base. One of the important elements in the establishment of that base is to provide them with hands-on experience in various computational applications and to keep them updated with the latest computing capabilities and software packages (relevant to various courses) in order to improve their problem solving skills. The objectives of the PC labs can be summarized as follows: •
Providing the students with knowledge and skills required for using various computational tools that may be very instrumental in their future professional careers. This may help in achieving a smooth transition from academic studies to actual work environment. 109
• •
Coping with the dynamic development of the curriculum to include new/revised course contents where the dependence on computational facilities is continuously increasing. Keeping up with the increasing needs to have better hardware and latest software applications for various research activities.
The AE students can work on MATLAB, ANSYS, FLUENT, AutoCAD, Foilsim, Mathematica, and MS Office to solve their computational problems in different AE 300 level and 400-level courses. Unfortunately, AE Department does not have any computer lab for teaching or research. The AE students presently utilize 4 general purpose labs in the Information Technology Center (ITC) and some ME computer labs. The names of the ME labs are: • • • • • •
Computer Utilization Lab A Computer Utilization Lab B CAD Lab Computer Graphics/Utilization Lab Computer Applications Lab A Computer Applications Lab B
In addition to the above mentioned labs, the Prep Year Lab also exist and the details are given as: Lab Title: Location and Area: Objectives: Adequacy for Instructions: Courses Taught in the Lab: Software Available in the Lab: Major Equipment: Safety Regulations:
CAD Lab Prep year graphics room, area 80 m2 Teaching Engineering Graphics (Drawing) Area of the lab is more than enough. It has 25 computers to be used by undergraduate students Prep Year Graphics Office Applications, AutoCAD 25 computers (Pentium III, 600 MHZ), two heavy duty printers The lab is equipped with a fire extinguisher and first aid kit
Also AE students use chemistry and physics laboratories in their basic science courses such as CHEM 101, PHYS 101 and PHYS 102. The AE Department has a plan to establish a computer lab equipped with at least 20 latest and high-tech computers and a laser printer for AE students that will satisfy all the students’ needs and serve the faculty research. This lab facility will be provided to students and faculty round the clock. 3.2. Comparison with Similar Departments in Reputable Institutions The main features of the computing facilities at 7 reputable institutions (Texas A&M University, University of Texas at Austin, University of Illinois at Urbana Champaign, Auburn University, Iowa State University, University of Alabama and West Virginia University) are listed below. 3.2.1.
Texas A&M University
The Aerospace Department at Texas A&M University has a separate computer lab for undergraduate students. It houses: 110
• • • •
32 Pentium IV 1.7 GHz Windows 2000 PC’s 19 Pentium III 733 MHz Windows 2000 PC’s 8 Pentium IV 2.4 GHz Windows 2000 PC’s Windows 2000 on network with 200 servers
All necessary software are available in the computers as well as given to AE students upon request. 3.2.2. University of Texas at Austin The Aerospace Engineering and Engineering Mechanics Department at the University of Texas at Austin has a well-developed computer lab known as Learning Resource Center (LRC) specifically for the Department students. The hardware details are: • • • • •
8 power Macs running Mac OS 9 49 Pentium III or Pentium IV PCs running Windows 2000 4 Digital Alpha Workstations running Tru64 Unix 4.0F 21 Dell Precision Workstation 360 with 21 inch flat panel displays 2 Dell Power-Edge 2650 Linux systems
The software installed in these computers include: • • • • • • • •
AutoCAD 2004 Compaq Visual FORTRAN 6.6 MATLAB 6.5 Statics Lab Labview 7 MathCAD 2001 Mathematica 5 Simulink 4.1.1
3.2.3. University of Illinois at Urbana Champaign The Aerospace Engineering Department at the University of Illinois at Urbana Champaign has good computer facilities serving both undergraduate and graduate students. The hardware is: • • • •
24 Workstations 18 windows Computers 4 Macintosh G5 Computers 2 Dual processor Linux Computers
The computer lab is used extensively for senior design projects where Unigraphics and Pro/Engineer CAD programs are used. In addition, MATLAB, Mathematica, Labview, Satellite Toolkit, Tecplot and other software packages are provided for use in the undergraduate and graduate courses. 3.2.4. Auburn University The aerospace computational lab provides 16 Pentium PCs for students to use while on campus. The software installed in these computers is: • •
MATLAB SolidEdge
111
3.2.5. Iowa State University The Aerospace Engineering Department at Iowa State University has three computer labs. The hardware details are: • • • • •
18 SGI O2 workstations 21 SGI Indy computers HP laser printer 6 DEC AlphaStations 27 MS Windows workstations
The software available on these systems include: • • • • • •
ANSYS and Mechanica – finite elements Star-CD, Fluent – computational fluid dynamics Pro-Engineer – 3D modeling and CAD Matlab/Simulink – controls, simulation, symbolic mathematics, graphics Techplot – visualization C, C++, Java, Fortran 77, Fortran 90 – compilers
There are approximately 75 PC’s on this network and it is expanding into various laboratory areas. 3.2.6. University of Alabama All students in the College of Engineering, including the students of Aerospace Engineering, have access to a number of computational laboratories. These labs contain the following hardware: • • •
125 PCs 83 RS 6000 workstations adequate number of various types of printers
All machines are loaded with MS Word, FORTRAN, RISA and MATLAB. All RS 6000 workstations are connected to the IBM 3090 mainframe. In addition to these college facilities, the Department of Aerospace Engineering and Mechanics has 7 networked PCS (IBM, IBM compatibles, and Macintosh) and printers. The PCs are loaded with the following software: • • • • •
MS Windows Word for windows Excel FORTRAN, C, Quick Basic Mathcad
3.2.7. West Virginia University The West Virginia University, under the management of Office of Information Technology (OIT), has a computer lab with 100 computer stations. This lab is accessible to all students. In addition to this, the College of Engineering maintains an undergraduate computer laboratory having 61 computers. The details are as follows: • •
Pentium II 233 MHz, 32 MB RAM, 3 GB HD, CD-ROM (30 computers) Pentium II 400 MHz, 64 MB RAM, 6 GB HD, CD-ROM (30 computers) 112
• Pentium III 1 GHz, 128 MB RAM, 20 GB HD, CD-ROM (1 computer) The following software is installed in these computers: • • • • •
AutoCAD 2000 Microsoft word and Excel Turbo C++ 3.1 Netscape Internet explorer
113
Criterion 4: Student Support and Advising
114
4. Introduction One basic principle that governs our case and support measures for AE students is the provision of the best possible academic advising. The University publishes the Undergraduate Bulletin every two years describing all the departments and their programs of every college. In addition to this, the AE Department has prepared the Department Booklet, which includes mission and vision, objectives, curriculum, courses, pre-requisite requirements, and template degree plans for both Science and Applied Options. Although students can early register as well as drop and add courses without their academic advisors, yet they are highly encouraged to consult them for clarifications and expert opinions on curriculum matters. The AE faculty members dedicate extra office hours during registration period for students’ help and guidance. The Department also holds a student-faculty gathering once every year during which students and faculty can exchange views about the AE field, its importance and the curriculum matters in a relaxed environment.
Standard 4-1: Courses must be offered with sufficient frequency and number for students to complete the program in a timely manner.
4.1. Course Offering The strategy of the AE Department in offering core and elective courses is to ensure that students’ graduation is never delayed on the basis of non-availability of the courses in any given semester. The following sections present the offering of AE core and elective courses: 4.2. Core Courses AE undergraduate core courses are offered every regular semester. The number of sections offered is based on statistics of enrollment in the particular course for the previous semesters. Table 4.1 shows the courses offering. Table 4.1. Regular Course Offering Course No. AE 351 AE 411 AE 412 AE 220 AE 325 AE 328 AE 333 AE 420 AE 426 AE 421 AE 422 AE 427
Course Title AE Cooperative Work Senior Design Project I Senior Design Project II Introduction to AE Gas Dynamics I Flight Structures I Aerodynamics I AE Lab I Flight Dynamics I Aerospace Engineering Lab II Flight Propulsion Aerospace System Design 115
Offering Fall, Spring & Summer Fall / Spring
AE 450
Computational Methods for Aerospace Engineering
4.3. Elective Courses AE elective courses are frequently offered depending on three main factors. • •
Local industry need and higher education goals. Student demand.
Courses such as AE 401, AE 402, AE 414 and AE 499 are offered every year. 4.4. AE Required Courses Offered by Other Departments AE required courses outside the Department are offered according to the plan of the program. Certain courses are offered every semester like MATH 101, MATH 102, PHYS 101 and PHYS 102. Other required courses are offered based on the pre-registration period and the number of students who made an early registration for the required courses. The AE required courses from other departments are:
Category Computer Courses Engineering Courses English Courses General and Statistics Courses Islamic and Arabic Courses Mathematics Courses Physical Education Courses Sciences Courses
: : : : : : : :
Courses ICS 101 CE 201, 203; EE 204; SE 301 ENGL 101, 102, 214 ECON 403; STAT 319 IAS 101, 111, 201, 211, 301, 311, 4xx MATH 101, 102, 201, 202, 301 PE 101, 102 CHEM 101; PHYS 101, 102, 212
Standard 4-2: Guidance on how to complete the program must be available to all students and access to qualified advising must be available to make course decisions and career choices.
4.5. Guidance to Students Students at KFUPM are encouraged to be responsible for knowing their own academic standing and requirements in reference to University and College standards, regulations, and degree requirements. The University publishes the Undergraduate Bulletin (UB) every two years describing all University, College and the AE Program requirements. The mission, objectives, course requirements and course options for the Science and Applied Options offered by the AE Department are provided in the Bulletin. The Department has also provides the Department Booklet, web page and bulletin boards, which provide the students with necessary curriculum information including the admission requirement, flow chart for the required courses and pre-requisites for each program, list of AE elective courses. In addition to this, the office of the registrar maintains a software package and a database, which contains: 116
1. 2. 3. 4. 5.
The latest approved curriculum. The pre-requisite structure of the courses. The list of AE elective courses. The list of acceptable technical electives. The list of humanities/social science courses.
This computerized system generates a report for each student entitled: Analysis of Academic Progress. This report contains the list of courses already taken along with the respective grade, a list of courses yet to be taken, and the list 3, 4 and 5 above. 4.6. Student Advising System The advising system at KFUPM has been in transition in the past couple of years from advisor-dependent towards student-dependent system. Students now can perform early registration, registration, drop and add without the need to consult their respective academic advisors. In certain specific circumstances, students have to consult their respective advisors and obtain approval for special requests such as increasing the course load limit. However, in all circumstances students are strongly encouraged to consult their respective advisors during early registration and registration time for clarification and seeking expert advice. The faculty members in the Department are asked to provide extra office hours during these activities. Furthermore, the Advising & Student Affairs Committee in the Department organizes lectures and social meetings in each academic year where students and faculty can exchange concerns and have informal discussion forum. It should be mentioned that the advising system has been fully transformed from advisor-dependent to student-dependent system in the academic year 2002-2003. 4.7. Student Counseling System The following can be said about the student counseling system and how students receive professional counseling when needed. • •
• •
The University has established a special office called Counseling and Advising Center (CAAC) (http://www.kfupm.edu.sa/caac/) under the Deanship of Student Affairs for this purpose. The center provides the following counseling services: o Individual counseling: A student meets with a counselor on a one-to-one basis to work through personal concerns. o Group counseling: Counseling in groups offers a broad range of insight and support from peers and professional counselors. o Couples counseling: Couples counseling works towards alleviating the strains in a close relationship. In such cases, one of the relatives, usually the father or a brother, are contacted and asked to visit the center. Counseling is a collaborative process, which involves the development of a unique, confidential help-oriented relationship. The CAAC treats all of its contacts with students in a highly confidential manner. The CAAC has a number of professionals specialized in social counseling.
4.8. Student Interaction with Practitioners The following points summarize the opportunities available for students to interact with practitioners, and to have membership in technical and professional societies. 117
1. Career day. a. Held once a year during the second semester. b. Career day is an annual four-day event organized by the University in which companies and institutions are invited to exhibit their field of activity, offer their employment/training opportunities, and become acquainted with the University and its range of specialization. 2. Open day. a. The Open day is an annual event organized by the Department during the first term of the year that extends for couple of days in which the Department exhibits the projects undertaken by students and faculty. It also provides opportunity for the students who have not selected their major to decide. They can ask questions about the discipline and the future prospects with the faculty and the Department administration. 3. Cooperative Program. a. Cooperative education is a structured educational program, integrating theoretical knowledge learned in the classrooms and laboratories with real world experiences. b. Coop students are required to spend 28 weeks of practical work in a relevant field in an industry. 4. Summer Training Program. a. The Summer Training Program is similar to the Cooperative Program in its objectives except that it lasts for 8 weeks. 5. AIAA. a. The American Institute of Aeronautics and Astronautics (AIAA) is the world leading society to address all the aspects (such as research, technical advancement, workshops, seminars, training programs, etc) of Aerospace Engineering field. Students can join this society, with reduced student rates, by direct contact with the elected society officers and benefit from it in educational and research areas.
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Criterion 5: Faculty
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5. Introduction All faculty members, except only two, in the Aerospace Engineering Department have Ph.D. degrees from well-reputed universities in North America. All faculty members are quite current and active in their discipline and have the necessary technical depth and breadth to support the two options (Science and Applied) of B.S. program as well as M.S. program. There are enough faculty members to provide continuity and stability, to cover the curricula adequately and effectively, and to allow for scholarly activities. All faculty members have acquired high levels of competence in their areas of specialty through their academic work experience.
Standard 5-1: There must be enough full time faculty who are committed to the program to provide adequate coverage of the program areas/courses, continuity and stability. The interests and qualifications of all faculty members must be sufficient to teach all courses, plan, modify and update courses and curricula. All faculty members must have a level of competence that would normally be obtained through graduate work in the discipline. The majority of the faculty must hold a Ph.D. in the discipline.
5.1. Full Time Faculty Table 5.1 provides an overview of the extent to which Standard 5-1 is followed. In particular it provides data on: • • •
Average number of sections of a course offered every year. Number of faculty members available to teach courses in an area. Number of faculty with Ph.D., teaching courses in a specific area.
Table 5.1. Faculty Distribution by Program’s Areas
Program Area of Specialization
Aerodynamics and Gas Dynamics Flight Dynamics and Control Flight Structures
Courses in the Area and Average number of sections Per Year Average Number of Courses* Sections Per Year*
Number of Faculty Members in each Area**
Number of Faculty with Ph.D. Degree**
17
7
5
3
13
6
4
3
12
5
2
2
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Flight Propulsion Other Fields (e.g., Aerospace Maintenance, Astronautics, Computational etc.)
11
6
2
2
11
5
5
3
* Some courses may be classified in more than one area. ** Some faculty members may be classified in more than one area.
The percentage of AE faculty members holding a Ph.D. is 71.4 % of the total faculty. The distribution of faculty ranks is as follows: There is presently 1 professor, 4 assistant professors and 2 lecturers. The student-faculty ratio in the Department is approximately 15.6:1 for all undergraduate students. AE faculty members have a wide range of responsibilities (teaching and other student-faculty interaction, advising and counseling, service, professional development, and interactions with industry) that comprise their overall academic effort. The average teaching load of each faculty member in the AE Department is 3.7 course sections per year. By examining information given in Table 5.1 and the information provided in the faculty members’ resumes (Appendix D), it can be clearly seen that Standard 5-1 is fully validated. The high level of competency of the Aerospace faculty members is one of the strengths of the Program.
Standard 5-2: All faculty members must remain current in the discipline and sufficient time must be provided for scholarly activities and professional development. Also, effective programs for faculty development must be in place.
5.2. Faculty Development The AE faculty is deemed current and competent in their discipline due to the following factors: • • • • • •
Education: Most of the faculty members have Ph.D. degrees. Diversity of background: There is good diversity in aspects such as previous experience, theoretical or practical orientation, age, and industrial experience. Engineering experience: The AE faculty members have good exposure to industrial environment. This has been extremely helpful in bringing the real world of engineering into the classroom and project environments. Teaching experience: The range of experience in the AE specialization areas is wide enough to cover the AE areas such as aerodynamics, flight dynamics and control, aerospace structures, propulsion, etc. Ability to communicate: AE faculty members are all effective communicators, as demonstrated by their teaching evaluations and their strong inter-personal skills necessary to stimulate and motivate student learning. Enthusiasm for developing more effective programs: This is demonstrated by the regular revision of the undergraduate curriculum to remove redundancies and to accommodate a wider range of student interests. 121
•
Scholarship: In 2003-2004, AE faculty had a total of 31 peer-reviewed publications, of which 9 were journal articles and 22 were conference papers. Many others are in preparation. The intensity of scholarly activity among faculty varies widely; the most significant factor is that essentially all faculty members are engaged in imparting undergraduate education with most recent and effective teaching techniques.
Full time AE faculty members have sufficient time for scholarly and professional development due to their interest and the current faculty load. On the average, each faculty has: • • •
About 1 – 2 courses per semester as teaching load. Serve in 3 committees on average at Departmental, College and University level. 1 Senior Project student on average + 1 Coop student + ½ M.S. student.
KFUPM offers its faculty many opportunities for professional development. The University provides faculty members with funds for travel to national and international conferences to present scholarly and creative work. Other supports are available for book writing. The University awards outstanding faculty performance through the (1) Excellence in Teaching and Advising Award and (2) Excellence in Research Award. The college also has similar awards. A number of research and teaching centers have been established on campus to foster academic growth and development as well as community involvement of the faculty members. The Research Institute (RI) provides an interface for proposing and managing contractual research. The Deanship of Academic Development (DAD) organizes short courses for faculty to promote their teaching qualifications and advances in curriculum development. Faculty members also have the opportunity to apply for University-funded onesemester sabbatical leave of absence. Faculty development programs at the Department, College and University levels are evaluated through the evaluation of each activity being carried out in this regard. Evaluation forms for each activity are completed by the participants and the results are analyzed and used as a feedback to improve all the aspects of such activities. These activities always cover the latest developments in the areas of teaching and research at the University level. Also, the Department uses the productivity of its faculty members in attending local and international conferences and in journal publications to assess the level of its faculty development.
Standard 5-3: The process of recruiting and retaining highly qualified faculty members must be in place and clearly documented. Also processes and procedures for faculty evaluation, promotion must be consistent with institution mission statement. These processes must be periodically evaluated to ensure that it is meeting its objectives.
5.3. Faculty Recruitment KFUPM is the leading University in the field of Science and Engineering in the whole Arabian Gulf and Peninsula region. Therefore, excellent faculty is inducted in KFUPM that matches its high standards. The induction process starts with the application form and the 122
related supporting documents being submitted by a Ph.D./M.S. The file is first reviewed in the concerned department and recommendations are sent to the dean of that department. Finally, the University inducts the person based on the strong need and feedback of the concerned department. 5.4. Faculty Promotion Process The University research committee also regulates the process of faculty promotion to professorial ranks and encourages faculty to apply for promotion. The University faculty promotion guidelines follow the international standard in the education profession. Faculty promotion is based on peer evaluation done by three external reviewers. There are several mechanisms in place for faculty to contribute to the formulation of policies, practices, and governance at all levels such as through Department, College and University committees. 5.5. Faculty Motivation Programs and processes in place for faculty motivation include: • • • • • • • • • • •
Good basic salaries and transportation allowance for 12 months per year – all nontaxable. Termination allowance (1 month salary for each year served up to a maximum sum of SR 100,000). Well furnished free housing on campus with free utilities and maintenance. Free medical care at the University clinic. An SR 25,000 educational assistance grant for children in grade schools. Four airline tickets to the point of origin on the national air carrier. Recreation center where a variety of social and sports activities can be conducted. Reasonable teaching load and class size. Every faculty member is provided with a PC and Internet connection in his office. Outstanding research opportunities and environment. The services the faculty members receive from the faculty services office.
The faculty input on programs for faculty motivation and job satisfaction has been solicited through the faculty survey form (Appendix A). 7 faculty members out of 7 completed the 15item survey form. The 7 evaluators included 1 professor, 4 assistant professors and 2 lecturers. Analyzing the responses to items 1 through 13 of the survey form indicated that 100 % of the faculty members are satisfied with all the items addressed in the survey. The results of the survey analysis are shown in Appendix A. The faculty members’ responses to items 14 and 15 regarding programs/factors available for faculty motivation and job satisfaction and suggestions for further improvement are summarized as follows: Item 14: What are the best program/factors currently available in your department that enhance your motivation and job satisfaction? Teaching: • • •
Teaching assignments and course loads are very reasonable. Selection of the courses to be taught is very effective. Academic program is excellent.
Research: 123
• • •
There is sufficient amount of time for creative study. Externally funded research projects are available. Research facilities are sufficient.
University services: • • • •
Support of the Chairman is the best factor. Cooperation among faculty members is good. Campus life is very good. There is an excellent and highly professional environment.
Item 15: Suggest programs/factors that could improve your motivation and job satisfaction. Teaching: • • • •
More interaction with other universities is needed in order to improve teaching and research. Lab development must be supported to a great extent. Discover the need of local industrial community and use that as guidelines to improve the Department Program. Labs directorship should be circulated every two years.
Research: • • • •
Provide faculty members with access to local industry and allow them to do consulting work that can benefit both academia and industry. Graduate program must be expanded by increasing the number of Research Assistant (RA) by at least twice. Improve the support of attending international conferences. Improve the opportunities in client projects.
University services: • • • • • • •
Provide adequate administrative support. Minimize the internal memos and letters. A viable retirement program, such as ensuring after service benefits and protection against major illness, is needed. Provide more activities that enhance the communication between faculty members. Encourage the collaboration between new and senior faculty members. Support the methods and programs that enhance students’ motivations. The University should make the textbook adaptation process more efficient.
Programs for faculty motivation are very effective. Measures of its effectiveness include: • • •
The high productivity of the faculty members in both teaching and research. The excellent results of the faculty survey forms. The active participation in the committee and other administrative works
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Criterion 6: Process Control
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6. Introduction The sixth criterion in self assessment study is process control. This criterion addresses the processes by which major functions of the AE program are conducted. These processes include student admission, student registration, teaching, graduation, and curriculum/course, textbook and lab update procedures. The criterion set standards which require that these processes must be controlled, periodically reviewed, evaluated and continuously monitored and improved. This section describes how the standards of process control are met by AE undergraduate program.
Standard 6-1: The process by which students are admitted to the AE program must be based on quantitative and qualitative criteria and clearly documented. This process must be periodically evaluated to ensure that it is meeting its objectives.
6.1. Student Admission Process The admission of students to the AE program is implemented with a process based on both quantitative and qualitative criteria and clearly documented by the Deanship of Admission and Registration. The process is evaluated regularly every semester to ensure that it is meeting its objectives. The process consists of well-structured procedures and steps carried out at the university, college, and departmental levels. Based on the recommendations of the College Council and other concerned bodies of the University, the University Council determines the number of new students to be admitted in the following academic year. Each admitted student is assigned a unique identification number that reveals the year of his admission. Applicants having Saudi secondary school certificate must have majored in natural, or technological sciences, or the administrative and social sciences. If the applicant earned his secondary school certificate from outside the Kingdom, equivalent requirements apply. An applicant for admission to the University must satisfy the following conditions: • Obtain the secondary school certificate in a period less than 5 years prior to the date of application; • Have a record of good conduct; • Have successfully passed examinations or personal interviews as determined by the University Council; • Have physical fitness and good health; • Obtain the approval of his employer in case he is employed. Admission is granted to applicants who satisfy all admission requirements. Admission is based on applicant's grade on the following: • Secondary school exams • Admission exams Only students who have satisfied all the admission requirements with the highest scores and most diverse records are enrolled. The names of the students along with their identification numbers, total scores of the secondary school certificate with the scores of the science and English subjects, scores of the admission exams are sorted electronically. 126
All newly admitted students are required to enroll in the preparatory year program in the University before starting their undergraduate program. Preparatory year program is aimed at preparing students for undergraduate study. The duration of the preparatory year program is one year. It is divided into two regular semesters and a summer session, if necessary. The courses covered in the two-semester preparatory year are English, Mathematics, Graphics, Workshop, and Physical Education. Students may be exempted from the entire Preparatory Year Program (PYP) if their proficiency in English and mathematics in the promotion exam are established. Students who pass the requirements of either English or mathematics part, are partially promoted to the next academic level, but are required to fulfill the remaining requirement in the same year. The preparatory year requirement is fulfilled by completing all the required courses with grade C or better in the first and the second level courses of English and grade C or better in the first or the second level course of mathematics. The Deanship of Admission and Registration and the colleges in the University coordinate with each other in the matter of determining the majors of the students who are completing the preparatory year program. The student may select any of the majors offered by the University provided that the required criterion of the major is satisfied. Students select their majors immediately after they complete the preparatory year program; qualified students are admitted directly into the selected majors of the undergraduate program as freshmen. Lists of new freshmen students of each major are communicated to the concerned departments at the beginning of each semester by the Deanship of Admission and Registration. The academic department in which the student is enrolled after completion of preparatory year assigns an academic advisor to each student to assist him in matters related to his academic progress. Students are required to earn a minimum grade of C in each course of English and mathematics of the first and second levels of the preparatory year to select majors in the Colleges of Engineering Sciences and Applied Engineering. AE Department continuously reviews and evaluates the admission policy to the Departments in the Colleges of Engineering Sciences and Applied Engineering. The Department develops suggestions for the purpose of increasing enrollment in any department that will allow the University to use its resources more efficiently and economically as well as to produce a workforce in disciplines directly related to the need of the country. 6.2. Policies for Program/Credit Transfer The following university-wide transfer guidelines are applied in this regard. 6.2.1. Transfer from Outside the University a) The transfer of a student from outside the University may be accepted under the following conditions: 1. The student should have been enrolled at a recognized college or university. 2. The student must not have been dismissed from that university for disciplinary reasons. 3. The student must satisfy the transfer provisions as determined by the University Council. All transfer applications are submitted to the Admission and Academic Standing Committee which studies the application and ensures that the applicant fulfills the requirements in (a), in addition to any other provisions the Committee deems necessary, in coordination with the colleges concerned. 127
b) The Council of the College of Engineering Sciences shall review the courses taken by the student outside the University based on the recommendations of the department which offer equivalent courses. The courses are usually evaluated by the Curriculum Committee or Academic Committee in the department and approved by the Chairman before making a recommendation if equivalency of the course is awarded. The courses evaluated as equivalent will be transferred to the student’s record but will not be included in the calculation of his cumulative GPA. In order to get transfer of credit for any course taken outside the University, the student should: 1. Have obtained a grade of C or higher in that course; 2. Have taken the course at a recognized college or university; 3. Have taken a course equivalent in all respects to one of the courses which are included in the KFUPM degree requirements. The grade earned by the student in the course is not included in the student’s cumulative GPA. c) If, after his transfer, it is discovered that a student had been dismissed from his previous university for disciplinary reasons, his enrollment will be considered canceled as from the date of acceptance of his transfer to the University. d) The transfer of a student from one university to another during any semester takes place in accordance with the procedures and the dates announced by the university to which the student is transferring, under the general transfer rules. 6.2.2. Transfers to the Program from Another College Inside the University A student may be transferred from another college to the program inside the University in accordance with University Council rules as follows: 1. A student may transfer from one college to the program within the University before he completes the sixth academic level. 2. The student should continue to study all the courses registered for at the level preceding the transfer, in compliance with the adding and dropping rules. 3. The transfer from one college to another will be recorded in the academic record of the student in the semester following his transfer. 4. A student is allowed a maximum of two transfers from one college to another. 5. The academic record of a student transferred from one college to another includes all the courses he has studied together with the grades and the semester and cumulative GPA’s obtained throughout his period of study at the University. 6.2.3. Transfer to the Program from Another Major within the College a) With the approval of the Dean of the College of Engineering Sciences, a student may transfer from one major to the program within the college according to the following rules: 1. A student may transfer from one major to the program at any time before he completes the sixth academic level. The Council of the College of Engineering Sciences may consider exceptional cases where students have already completed the sixth level. 2. The transfer will be recorded in the academic record of the student at the beginning of the semester following the transfer. 3. A student is allowed a maximum of two transfers from one major to another within the same college. The college council may consider exceptional cases. 128
b) The academic record of a student transferring from one major to another will include all the courses the student has taken, including the grades and the semester and cumulative GPA’s obtained throughout his period of study at the University. The detailed policies and regulations regarding credit transfer of students are described in KFUPM Undergraduate Study and Examinations Regulations, and the Rules of Implementation Booklet. AE Department policies in this regard are the same as the College of Engineering Sciences. The Department role is to evaluate the courses which need to be transferred and to make recommendations to the College Council on the equivalence of these courses.
Standard 6-2: The process by which students are registered in the program and monitoring of students progress to ensure timely completion of the program must be documented. This process must be periodically evaluated to ensure that it is meeting its objectives.
6.3. Registration Process Near the middle of the first semester (Fall), early registration is held in AE Department for courses to be taken during the second (Spring) semester. In the middle of the second semester, students early-register for both the following summer session and the first semester of the next academic year. Early registration is required of all enrolled students who intend to continue their studies at the University during the following semesters. All students who early register for a particular semester are also required to make formal registration on the scheduled registration days for that semester. A student is only allowed to change his earlyregistration with the approval of his academic advisor. Students perform their early registration and confirmation on line using the Deanship of Admission and Registration (DAR) website: http://regweb.kfupm.edu.sa through the internet. The students are allowed to make all the necessary registration changes directly on line. They are fully responsible to ensure that both pre-requisite and co-requisite requirements for the courses registered have been met. The use of on-line registration in the last two years has produced effective results in reducing the time and effort spent in the registration process. All faculty members and active students can access the DAR website using their individual pin numbers and passwords. The registration process and its control are conducted on line through the following web-pages of DAR website: a) Registration Information Web-Page This web-page contains followings: • All information needed to guide the students in conducting the registration process is provided in details in this web-page. • The registration instructions for advisors are also provided. • The course schedule, timing and location. • Registration procedure. • Steps for adding and dropping courses, and changing section. The following rules are applied for the course loads:
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Minimum and maximum course load limit in a regular semester for students on good academic standing: For students on good academic standing status, the minimum course load is 12 credit hours during a regular semester, provided that the total number of credit hours registered by a student in any two consecutive semesters is not less than 28. This condition is relaxed in the last semester before graduation. The maximum course load is 19 credit hours. A student is permitted to register for 21 credit hours with the approval of the department chairman, if the student has maintained a minimum cumulative GPA of 3.00 out of 4.00 in all works undertaken during the preceding semesters in which he earned his last 28 credit hours. Minimum and maximum course load limit in a regular semester for students not on good academic standing: For students not on good status, the minimum course load is 12 credit hours and the maximum course load is 13 credit hours in each regular semester. Students who have earlyregistered in more than 13 credit hours and their academic status are not on good standing should drop course(s) to bring the course load within 13 credit hours. Otherwise, their course(s) will be dropped after the last day of adding. Students who are promoted to freshman level and whose cumulative GPA is less than 2.00 in preparatory year program, their course load should not exceed 13 credit hours. The registrar frequently updates the bylaws and procedures concerning this matter. b) Student Web-Page This page allows the students to perform their registration by themselves. Moreover, each student can view his degree plan, academic record, registered courses, course drop status, course withdrawal status, mid-term warning grades and final grades. In addition, his advisor's name is provided. In addition to this, the information on the page is continuously updated. c) Class Schedule During the early registration of each semester, the class schedule of the course program of the coming semester is displayed along with the rest of the courses. The course schedule is prepared by the department and submitted to the Registrar. The timing, location and the name of the instructor of each course are provided as well. d) Final Exam Schedule The page displays the dates, timings and locations of final exams of all the courses offered. e) Academic Violations During the early registration and regular registration, students who registered courses without satisfying the pre-and co-requisites will receive warning to replace the courses otherwise these courses will be dropped. f) Academic Calendar The official dates of the registration and early registration for the academic year are provided in addition to the other deadline dates such as the last day for late registration, last day for adding/dropping courses, mid-term grade reports and final exams. DAR web-site has also following facilities for monitoring the students' academic progress. 130
a) Faculty Web-Page The advisees of each faculty can collect their web pins from their advisors, which are provided through the faculty web-page. The faculty can view the names of his advisees with all their academic records, degree plans, and the active registered courses using secure, password protected process. This allows the advisors to verify that his advisees are following their degree plans closely. In addition, the instructor of each course submits the mid-term warning grades of his students, who have low performance in the mid-term exams or insufficient attendance, to the registrar. These warnings are communicated to these students. The warning does not affect students' GPA, or appear on the transcript; but does give an early indication of how the student is doing in the studies. The advisor views his advisees' names along with the courses with mid-term warning grades in order to meet and advise them. After the faculty submits the final grades of his courses to the Registrar's Office, he must check and confirm those grades on line through the web-page. The advisee lists and degree plans are updated every semester from the official transcripts of the students by the Registrar's Office. b) Chairman Web-Page The Chairman monitors all the records of the students, courses offered for registration, number of students registered in each course, list of advisors and their advisees. He also views the mid-term warnings and the confirmed final grades that are submitted by the instructors. The on-line information of student registration facilitates in controlling the registration process such as opening and closing courses/sections and changing the sizes of the sections. c) Dean Web-Page All the activities related to the registration processes occurring in the departments of the college are monitored by the Dean. d) Administration Web-Page The registration processes are monitored and controlled by the upper administration.
Standard 6-3: The process and procedures used to ensure that teaching and delivery of course material to the students emphasizes active learning and that course learning outcomes are met. The process must be periodically evaluated to ensure that it is meeting its objectives.
6.4. Teaching AE Department is committed to achieve excellence in teaching and learning of all courses in the program. In order to implement state-of-the-art education and ensure that courses' outcomes are met, the Department regularly monitors and evaluates teaching and learning processes. Furthermore, the Department also encourages the faculty members to integrate evolving technologies including multimedia, audio-visual, simulators, computer applications, and models in the delivery of academic programs. Elements of active learning are practiced in all of the courses through fostering instructor-student interaction in and out of the class; homework and assignments, and student presentations tailored for enhancement of active 131
learning. On top of that, the faculty members are encouraged to attend the short courses and seminars that will help them improve their teaching skills. AE Department implements the following practices and procedures to ensure that teaching and delivery of course material are effective and focuses on students learning: a) Chairman’s Role The chairman office acts as a center which coordinates, enforces, and monitors all teaching practices and procedures within the Department through the following processes: At the beginning of each academic year, the teaching assignment and course schedule for the following two semesters are prepared. At the beginning of each semester, the chairman approves the faculty teaching assignments after making the necessary adjustments with consideration of other assigned administrative tasks and research activities. He actively involves in teaching and also assists and guides new faculty in their teaching and course developments. In order to run the teaching process smoothly and ensure that the various teaching functions are conducted in harmony with the required standard and quality, he appoints the following coordinators to be in charge of these functions: Coop program coordinator, summer training coordinator, senior design project coordinator, seminar coordinator. He also appoints directors for the teaching and research laboratories, graders for homework assignment, and advisors for all the students in the program, in addition to the department standing committees and ad-hoc committees. Faculty teaching evaluations by students provides the chairman with an effective mean to monitor and improve teaching quality and serve as guidance for future teaching assignments. Before approving the final grades, the Chairman reviews and discusses the course files with each instructor to ensure that the course material is fully covered and the grades of the students reflect their performance on course outcomes stated in the course syllabus. From the instructor's input, students' feedback and course files, the Chairman verifies that the contents and objectives of the actual teaching experience are well aligned with the syllabi of the courses. The resulting grade point average of each course is carefully analyzed and compared with established averages of the course to determine if there is any important inconsistency. b) Teaching Assignment Each semester, faculty teaching assignment and course schedule is prepared and implemented after approval of the Chairman. Usually instructors are carefully assigned to courses with respect to their experience and field of expertise. The elective courses to be offered are determined based on the student needs and demands from industry in each area. Faculty members' input regarding their preferences in teaching is also considered in teaching assignment. c) Instructors All AE instructors are required to prepare a course file for each course they teach and submit it to the Chairman at the end of each semester. Instructors are advised to consult the course files and adhere to the course syllabus to ensure that they are delivering the courses in consistent with the expected outcomes. Teaching performance evaluations results are used to serve and guide instructors to enhance their teaching proficiency. Moreover use of Web-CT, multimedia and computer applications is encouraged to improve the quality of instruction delivery. 132
d) Course Files A course file is assembled for every AE course in which all the relevant material is organized in pre-determined format. The file contains instructor’s report, grader evaluation, syllabus, copies of all quizzes and exams, homework assignments, copies of term projects, and copies of the highest, average, and lowest graded final exams. e) Coop Coordinator The Coop coordinator monitors and documents the progress of students' participating in coop program and keeps all relevant records. The coordinator ensures that all the coop requirements have been satisfied before he assigns the Coop grades of the students. He meets regularly with coop students and processes the progress reports and company evaluations of the students. The coop coordinator also arranges for the students oral presentations and examining committees. f) Summer Training Coordinator The summer training coordinator monitors and documents the progress of students participating in summer training and keeps all relevant records. The coordinator ensures that all the summer training requirements have been satisfied before he assigns the grades. He also coordinates the process of evaluating the students' final reports. g) Seminar Coordinator AE Department recognizes seminars as an effective tool to enhance the academic environment and to update the faculty members’ knowledge. The seminars are also used as a means to assist students to develop their knowledge on contemporary issues and to understand the impact of engineering solutions on societal and global context. The seminars also serve as a platform in developing communication skills of both students and junior faculty members. A Seminar is presented by each AE faculty member every month. Graduate students are required to attend these seminars. h) Senior Design Project Coordinator The senior design project coordinator assigns the topics of senior design projects every semester. These design projects are normally proposed by the AE faculty and occasionally proposed by the industry. The coordinator keeps track of all students’ records and also their progress. The coordinator ensures that all the senior design project requirements have been satisfied before reporting the final grades. He also coordinates the students' oral presentations and exam committees. i) Students Supervision Every student has an academic advisor to assist him in matters related to his academic progress. The role of the advisor includes, but is not limited to, the followings: • Assist his advisees to select the courses according to their degree plans • Assist the student to interpret and understand the academic regulations • Monitor the student's academic progress and performance in courses through the midterm warning grades and final grades. In addition, an Advising and Student Affairs Committee is appointed every academic year to closely monitor the performances of AE students on probation and to advice, help, and encourage them to improve their academic status. The committee works in close cooperation 133
with the student advisor. Students who are in need of extra help are identified every semester and guided to campus resources for further help. j) Teaching Record A record-keeping system for faculty teaching performance evaluations, course files, and student feedback is maintained in the Department to guide and assist with short- and longrange planning, modification and improving teaching and learning process. k) Curriculum and Course Syllabus Achievement of course learning outcomes and effectiveness of teaching is ensured through utilization of standard course syllabi (see Appendix B) for every AE course. These syllabi are prepared by AE faculty members who have taught the particular courses. The content and objectives of every AE courses are clearly stated in these syllabi and the course objectives are linked to the appropriate learning outcomes. In addition, the assessment tools to be used for each outcome are defined. These course syllabi act as a roadmap for instructor to ensure the consistency in course content from instructor to instructor and provide a baseline to evaluate students' performance in accordance with the outcomes. l) Office Hours Faculty members are requested to allocate a significant amount of time for teaching and meeting their students and advisees. A minimum of 5 hours weekly are scheduled at times convenient to students, distributed over the days of the week. The schedule of the office hours is posted at the instructor's office and a copy is provided to the department. m) Examinations and Grade Generally, student performance in courses are evaluated by a combination of oral and written examinations, seminars, term projects, homework assignments, laboratory or field work, and final exams depending on the nature of the course. All the examinations, except the finals, are scheduled by the instructors themselves. The final examinations are mandatory for all courses and scheduled by the Deanship of Admission and Registration. The duration of the written final examinations are between one and three hours. n) Textbooks The adopted textbooks for teaching are frequently evaluated by the course instructors and disciplinary groups. The process of adoption of textbook is discussed in detail in Section 6.7. Those procedures are not static and continuously reviewed and evaluated for further improvements.
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Standard 6-4: The process that ensures that graduates have completed the requirements of the program must be based on standards, effective procedures and clearly documented. This process must be periodically evaluated to ensure that it is meeting its objectives.
6.5. Graduation Process At the end of each semester, the Registrar sends a list of candidates for graduation along with their degree audits and transcripts. Each of these graduating students, in consultation with his academic advisor, fills out a graduation declaration form. The Chairman reviews the student records and ensures that all program degree requirements for graduation have been completed. The Chairman then signs the graduation forms and sends them to the Registrar. The Registrar makes a final check and approves the graduation. The requirements of AE B.S. (Science Option) students to qualify for graduation are: 1. Completion of all specified and elective courses according the degree plan of the program (133 credit hours minimum) with a cumulative GPA of 2.00 or better; 2. Achievement of a GPA of 2.00 or better for all courses offered by and taken in the AE Department; and 3. Spending eight weeks in one summer working in industry. For the AE B.S. (Applied Option) students, the requirements for graduation are: 1. Completion of all specified and elective courses according to the degree plan of the program (133 credit hours minimum) with a cumulative GPA of 2.00 or better; 2. Achievement of a GPA of 2.00 or better for all courses offered by and taken in the AE Department; and 3. Completing successfully, after the third year a 28-week, cooperative program working in industry.
Standard 6-5: The process and procedures of curriculum/course, textbook and lab update and development must be effective and clearly documented.
6.6. Processes for Curriculum/Course, Textbook, and Lab Update and Development AE Department regularly reviews and updates the curriculum, courses, labs, and textbooks to further improve the quality of the AE Program. The improvements to the program are driven by the assessment data collected and interpreted at regular intervals, the industry demands for skills in specific areas, and rapid changes in aerospace technologies. The Department has established systematic and well-structured processes for curriculum, course, lab and textbook review and update to ensure that educational improvement efforts are not ad-hoc, but are continuous and effective. These processes are carried out through a structured committee system which is supported by ad-hoc committees and individual faculty members in the relevant area of expertise. The processes that are used to update and develop curriculum,
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courses, labs, and textbooks are elaborated in the following sections. It is shown that these processes are in place and effectively used and documented by the Department. 6.6.1. Curriculum/Course Update and Development The curriculum is the primary means by which the AE program educational objectives and outcomes are achieved. As a part of our commitment to develop and improve the AE program, the curriculum and courses are periodically reviewed and updated. Curriculum/course update process is conducted as a part of overall program evaluation process described in Section 1 and it is based on program outcomes. For this purpose, AE Department has established an Academic & Research Committee. This is a standing committee, responsible for all concerns regarding the undergraduate aerospace curriculum, including quality and assessment of the program. The committee works in close collaboration with the faculty and is supported by several ad-hoc committees in performing its functions. a. Curriculum Improvement Process Curriculum level improvement process includes two functions: Upgrading of curriculum and streamlining the curriculum. Curriculum update process is conducted to equip the students with state-of-the-art technical knowledge and skills compatible with modern aerospace engineering practices in the areas demanded by the industry. This process contains activities such as introduction of new courses to the curriculum. Curriculum streamlining process is carried out in order to maximize the efficiency and the value of education in the AE program, by reducing redundancies or overlaps between different courses, reviewing and modifying the co-requisites and pre-requisites for the courses. b. Course Improvement Process The achievement of the educational objectives and program outcomes by the curriculum is ensured through carefully designed courses. The course improvement process establishes the foundation of overall program improvement process. This process is used to evaluate and update course content and/or course presentation, or develop new courses in order to enhance quality in the coverage of defined program outcomes. As it is discussed before, AE faculty members prepared or reviewed and updated every AE course syllabi including course objectives and course topics and linked these objectives to the appropriate program outcomes in the last two years. These course syllabi are used in the course improvement process as a baseline for judging whether or not outcomes were adequately addressed. Course improvement process includes the following activities in which the faculty assistance is extensively used: • Revision and updating of existing courses • Development of new courses Revision and updating of existing courses: Respective instructors examine course syllabus to determine the contribution of course objectives to the program outcomes and review the coursework to ensure that students possess the skills and abilities stated in course syllabus. Appropriate improvements are recommended for the course content (elimination of obsolete topics and integration of modern ones), assignments, and/or course presentation technique. 136
Development of new courses: In case assessment results and/or input from constituents indicate a need for introducing a new course into curriculum, the faculty member(s) in respective field is (are) assigned by the Chairman to develop the course syllabus and encouraged to interact with industry to enhance technology side of the course. Upon completion of this process, an ad-hoc committee formed by the Chairman studies the case in detail and prepares recommendation and presents it to faculty in the Departmental Council meeting for discussion and approval as it is documented in minutes of departmental council meetings. 6.6.2. Textbook Update and Development In parallel to the improvements made in the AE curriculum and courses, the textbooks are also regularly reviewed and new textbook are adopted if needed. AE Department has a well established process for textbook update and development as outlined below. The adoption of new textbook, either as a replacement for an existing one or as a new addition for a course, is initiated by the instructors who teach the course. The instructor is required to follow a standard checklist in this process. This checklist includes information about the course and recommended textbook, major points in favor of the recommended textbook, other books considered in evaluation, and comments about the recommended textbook. In addition, the faculty is also required to fill out a Textbook Evaluation and Request Form. The copies of the Book adoption Checklist and Textbook Evaluation and Request Form are given in Appendix E. The proponent submits the checklist and the form with a copy of the proposed textbook to the ad-hoc textbook committee assigned by the Chairman. The ad-hoc committee evaluates the proposed book by using a standard Evaluation of Proposed Book Form (see Appendix E) and prepares its recommendation with justifications. The recommendation of the textbook committee is presented to the faculty in the Departmental Council meeting for discussion and approval. All these process are clearly documented as evidenced by the minutes and copies of the respective forms. 6.6.3. Lab Update and Development AE Department has prepared a five-year plan for renovation of existing laboratories and developing new laboratories with an estimated total cost of 12 million SR in order to overcome inadequacies in educational and research lab facilities. This plan is prepared by the common work of Academic and Research Committee and Lab and Safety Committee under supervision of the Chairman. The input from the respective faculty member is also used in its preparation. The five-year plan includes; • List and description of all instruments, equipments, trainers/simulators (in the order of priority) • Expected price of each equipment • Justification for the acquisition of equipments with the AE courses and/or projects in which the equipments are going to be utilized. The plan serves as a blueprint for the lab upgrading and development process in the Department. The process for acquisition of equipments is conducted by the rules set by the University administration.
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Criterion 7: Institutional Facilities
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7. Introduction The administration at KFUPM has always been very active in acquiring and establishing world-class educational infrastructure and facilities. Today, the majority of the classrooms have network-connected computers with in-focus projectors, and some with plotters. All the PCs are networked and connected to inter and intra-net allowing direct downloading of material needed during class time. The location of the labs, the available software, and the quality of the PCs and servers can be rated as very adequate for the support of new trends in learning. The University main library caters for the needs of all the departments in the University. In addition, the library subscribes to the full package of digital libraries offered by the Association of Computing Machinery and IEEE. Many on-line search databases are also available to the users. Search and some other services are offered to the users through the University web page. Hence, the technical collection of the main library can be considered as very adequate for the AE Program.
Standard 7-1: The institution must have the infrastructure to support new trends in learning such as e-learning.
5.6. Infrastructure All the classes of AE Program are taught in buildings 22, 23 and 24. 14 classrooms in building 24 and all of buildings 22 and 23 classrooms have network-connected computers with in-focus projectors for assistance in delivering presentations. These are referred to as “Smart Classrooms”. Some of these classrooms are used in AE courses. The computer projector systems are utilized to teach course material through power point presentations and to enhance learning by showing animations, video clips and solid models to the students. These learning aids are either developed by faculty or provided by the AE Department. In some cases, learning aids are downloaded directly from internet or intranet. The computer systems in the above-described classrooms include the following applications: Microsoft Office, Project, Adobe Acrobat, MATLAB and FORTRAN. The University has licenses a popular learning management system (LMS) namely, Web CT. This LMS contains a rich set of tools for managing course contents and students, as well as tools for tracking and evaluating students’ progress in the course. Moreover, the following information can be included. • • • •
Course syllabus. Course material notes, primarily lectures that students can consult anytime. Homework and solutions. Grades and feedback on exams.
All students have regular computer access and Web CT accounts where course information is posted by some of the faculty. To our knowledge, this is among the latest tools of its kind in market and our Department is making heavy use of it to enhance course delivery. There are no AE computer labs in the AE Department presently. However, the AE students can use 4 general-purpose PC labs that are directly administered by the KFUPM Information 139
Technology Center (ITC). These labs have an average of 30-networked PCs. These facilities are located in four different buildings: 4, 9, 14 and students’ dorms. Adequacy of classrooms is determined through various factors: number of available seats, lighting, availability of working audiovisual aid equipment, and availability of working network computer with projection facility. The Department requests all faculty members to report any problem related to these classrooms facilities to the Department office promptly. These problems are addressed as early as possible through the various departments that are responsible for managing the respective facilities. Adequacy of the LMS can be measured in the level of support provided in using these systems. The Deanship of Academic Development (DAD) has been offering hands on workshops, four workshops per year on average, for the past two years. The workshops become necessary because of the increasing adoption of these systems for teaching by faculty. Adequacy of labs is determined by the available hardware and software for the offered courses. The number of students per section for a lab is determined by the available computers (or hardware) in the lab. The software can be downloaded through network from the ITC servers. The number of smart classrooms should be increased to allow the instructor to efficiently utilize multimedia in teaching; however, the classical chalk-type blackboards should not be removed from these classrooms. Faculty members should be encouraged to develop more online courses. The support of the AE Department and DAD in this effort are of utmost importance.
Standard 7-2: The library must possess and up-to-date technical collection relevant to the program and must be adequately staffed with professional personnel.
5.7. The KFUPM Library 5.7.1. The Technical Collection The KFUPM main library is well established with contemporary online computer search and other facilities. The library is basically a science and engineering library and about 80 % of its collection is related to the fields of science and engineering. The collection includes books periodicals, proceedings, theses, reports, maps, charts, electronic resources, and audiovisual material. The details of the collection are as follows:
Items Monographs Periodicals (Bound) Periodicals titles Electronic Journals Electronic Documents Electronic Databases Microfilms 140
Quantity 314,189 vols. 70,000 vols. 1,190 450 365 24 37,585 reels
Microfiche Films Other Media
486,923 2,516 23,947
pieces
Further to the collection described above, the KFUPM library, during the last few years, has focused its attention to supplement printed texts with electronic formats. The pace of development of electronic resources was accelerated and many of the printed journals, subscribed by the library, are now available through the library web site. These are in addition to the internet access of many databases like (1) ACM Digital Library, which includes access to the Association of Computing Machinery journals and conference proceedings (2) MathSci Net, which provides access to American Mathematical Society’s journals and Mathematical Reviews (3) Online Information Library (OIL), which provides access and download to more than 30,000 technical papers from the society of Petroleum Engineers Library (4) ABI/INFORM, which provides access to Business Periodicals (5) Society for Industrial & Applied Mathematics (SIAM), and others. The KFUPM library is currently subscribing to 11 full-text databases, which provide access to full length articles in a total 2140 of journals covering almost all aspects of engineering, including aerospace engineering related journals such as AIAA Journal, Journal of Aerospace Engineering, Journal of spacecraft and Rockets, etc. Additional access to 585 electronic journals against print copy subscriptions is available through the library web site for ejournals. The online abstracts of most of published Aerospace Engineering papers and conferences are also available through databases such as Compendex. In summary, the technical collection of the library can be considered as adequate for the AE Program. However, there is a need to reconsider the subscription to some of the important periodicals that have been discontinued to further improve the scope of teaching and research in AE field. 5.7.2. Support Rendered by the Library The support rendered by the KFUPM library can be described by: 1. Access to Resources on the Internet: 14 out of the 24 databases subscribed by the library can be reached through desktop of the users’ PCs. 2. Library Web site: The integrated library web site through the University intranet system, in addition to online services such as the KFUPM Online Catalog, WebPAC, …., etc, allows also access to electronic journals, databases, encyclopedias,……., etc. 3. Audiovisual Support: Besides in-library services concerning microfilms, video tapes and slides, the library has an auditorium facility that can be used for lectures with multimedia presentations. 4. Online Searching: Currently, the library has online access through the internet to more than 600 international databases covering science and engineering, and social sciences and humanities. 5. Interlibrary Loan: Since 1984, the personal computer is used to organize the growing demand for inter-library loans (ILLs), to transmit ILL requests abroad, to automate day-to-day activities related to the processing and monitoring of ILLs, and to reduce the work related to manual ILL record keeping. All inter-library loan functions currently are automated. To facilitate the smooth and continuing supply of ILLs, the KFUPM library has opened deposit accounts with various lending institutions worldwide: 141
a. b. c. d. e. f.
Brithish Library Document Supply (BLDS) Center, UK. Centrale Bibliotheek Technishche (CBT) Hogeschool, the Netherlands. Engineering Societies Library, USA. Universitats Bibliothek und Til, Germany. Indian National Scientific Documentation Center, India. GCC University Libraries.
In order to cut down the turn around time, the library has decided to source the photocopy requests in electronic format (PDF files) from the British Library, CBT, and other lending institutions. As a first step using BLDS Ariel Services has already been started. 6. Circulation, Reference, Reserve and Information Services: Circulation services provide assistance in check-in, check-out, renewals, searching of material not available on the shelf, holds and recalls. Book reserves, and photocopy services. Reference and information services consist of several inter-related activities which include reference and readers’ advisory services, interlibrary loan, online searching, assistance in searching of the internet and intranet databases, reference collection development, and library orientation and instruction. They explain how to use the library, identify location of various library facilities, provide assistance in using library resources including the computer catalog, and assist in obtaining information from the collection within the library and outside the KFUPM library. The library allows each faculty member to have a total of 15 books issued. Students are allowed a total of 10 books. Faculty members are allowed to check out 3 journals at a time for photocopying. The library has a good collection of reference sources, which consist of encyclopedias, dictionaries, manuals guides, directories, yearbooks, almanacs, etc. and full-text databases, internet resources, and CD-ROM and traditional databases of indexes and abstracts. 7. Library Orientation Programs and Publications: To familiarize new students and faculty members with the library services and promotion of library use, the Reference & Information Department of the library gives orientation programs, bibliographic instructions, and organizes library tours and library awareness days and seminars. Library instructions on searching of OPAC and internet/CD-ROM databases are also given to students and research assistants. One to one and point of use instruction is also available for all types of users throughout the year. In addition, the library conducts promotional activities and produces publications on its services and systems. The publications include: library newsletter, library handbook, bibliographic guides, a comprehensive guide to the online catalog, etc. 8. Selection and Acquisition of Materials: The library coordinates selection of appropriate engineering books, periodicals, and other related materials on the basis of anticipated user needs and expressed faculty members’ requests. Subject profiles have been set up with reputable vendors and publishers for receiving updated information on new publications. These resources are scanned by the qualified librarians, and selected titles are sent to the academic departments for their input. Electronic resources like Global Books in Print, Ulrich, and Amazon (online database) are also used for selection. Orders are placed online/e-mail to the vendors/publishers. 9. Physical Facilities, Staff and Organization: • Equipment: (a) Terminals – 33 (b) Microcomputers – 107 142
• • •
•
(c) Microfilm reader printers – 7 (d) Photocopiers – 4 (e) Other: 3 televisions, 4 video players, 1 film projector, 1 slide projector Seating capacity: 267 persons. Library hours: The library is open for about 15 hours on regular working days and for about 11 hours and 6 hours on Thursday and Friday, respectively. These periods are extended during examination weeks. Library staff and organizational structure: The Deanship of Library Affairs is organized with (1) the Collections Development Division (2) the Cataloging Operations Division, and (3) the User Services Division. Each division is managed by the senior managers, who report to the Dean of Library Affairs. The library has 22 professional staff and 12 para professional staff with recognized library service training and support staff of 25. The staff extends help to the faculty members and students to meet their academic and research needs. Arrangement of collections: Library of Congress Classification scheme is followed for arrangement of collection on the shelves. Online Public Access Catalog is available for searching the collection of the library. The functions of the library are fully automated. An integrated Dobis/Libis online system had been used for all library functions until few months ago. However, a new state-of-theart library system, known as Horizon, has just been introduced. All types of data from Dobis/Libis have now been converted to this more user friendly Horizon system. Old books and periodicals are available on 3rd and 4th floors, while current periodicals, newspapers, new books, and reference material are located on the plateau level. Microfilms are located in the microfilms cabinets on the 3rd floor, which are arranged numerically. The complete directory of library services and resources are as follows:
Table 7.1. KFUPM Library Resources and Services KFUPM Library Services 1. Cataloging Services 2. Collection Development Services 3. Collection Use Services 4. Reference and Information Services Services and Resources Directory Plateau Level Collection Use Services Circulation Current periodicals Islamic and Middle East collection (BP, DS-DT, PJ-PK) Newspapers and magazines New arrivals Photocopy services Reserve books Reference and Information Services 143
Arabic reference collection CD-ROM Lab Computer catalog terminal Interlibrary loans Microform reader/printers Online search Reference and information Reference collection Special collection Second Floor Administration Collection development Dean’s office Cataloging operations/Library systems office Third Floor Books and periodicals (A-PZ, except BP, DS-DT, PJ-PK) Computer catalog terminal and printer Conference rooms Microform collection Microform reader/printers Prayer area Fourth Floor Computer catalog terminal Books and periodicals (Q-Z) Basement Audio-visual material Auditorium Transparencies
From the above description of the library services, it can be concluded that the KFUPM library has all the necessary facilities and human resources to provide quality support to the students and faculty members of the AE program. However, some more flexibility in subscribing to some important periodicals is recommended.
Standard 7-3: Classrooms must be adequately equipped and offices must be adequate to enable faculty to carry out their responsibilities.
5.8. Classrooms and Faculty Offices 5.8.1. Classrooms Aerospace Engineering lecture courses are taught in buildings 22, 23 and 24. Building 22 has 4 classrooms, building 23 has only 2 classrooms while building 24 houses 31 classrooms. Building 22 classrooms have capacities ranging from 35 to 70 seats (chair with tablet); all classrooms are furnished with computer-in-focus projector system whereas, the seating 144
capacity of building 23 classrooms is 25-40 seats and also equipped with multimedia facilities. The size of the classrooms in building 24 ranges from 22 to 60 seats. About one half of the classrooms (15) can accomodate up to 40 students. Two classrooms have 60 seats and 5 classrooms have about 25 seats. The rest have capacities of about 35 seats. In addition to the above, building 24 houses four 50-seat auditoriums and two large 106-seat auditoriums. These two large auditoriums have regular movie projection systems with large screens and can be joined for multi-section exams. 14 of the classrooms and all of the auditoriums in building 24 are equipped with a computer-in-focus projector system. All classrooms in buildings 22, 23 and 24 are provided with 4-m blackboards. Most of the classrooms of building 22, 23 and 24 have an average number of seats per square meter ranging from 1 to 1.5. The rooms have sufficient lighting, and the space is adequate for most of the AE classes. It is recommended to maintain the Ministry of Higher Education Standard which is 2 to 2.4 m2 per student. 5.8.2. Faculty Offices All the faculty offices are housed in building 22. Most of the professorial rank faculty offices have adequate space, lighting and air conditioning. The average surface area of most of the offices is on average 12 m2. This space is considered to be adequate according to “Office Space and Guidelines” established by the Government of Northwest Territories of Canada in 2003. It should be mentioned however, that some of these offices have insufficient space. Very few offices have natural lighting. Two lecturer-rank faculty members often share a single small office. As far as the office equipment is concerned, it can be assessed as adequate. All offices are furnished with desks, chairs, and sufficient bookshelves. Each faculty member is provided with a PC system with network connection. The AE Department has 1 laptop and 1 portable in-focus video projectors for occasional use by faculty members in classes for audio-visual and multi-media applications. Regarding office and related facilities, the faculty had the following observations: • • •
Every faculty member (including lecturers) should have a separate, unshared office with enough room for holding discussions with up to 2 to 3 students. Printers, CD writers and scanners should be provided in each office. Faculty office furniture needs to be replaced/upgraded.
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Criterion 8: Institutional Support
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8. Introduction The Ministry of Higher Education has always been supportive and generous in securing sufficient financial resources for the educational programs in the Saudi universities. KFUPM has been very successful in securing sufficient support and financial resources to attract excellent faculty and provide the means to maintain competence as teachers and scholars. Although the AE Department is a new department and the M.S. Program started one semester ago (041), there are a good number of graduate students. There is a need for increasing the financial resources allocated to acquire and maintain library holdings, laboratories, and computing facilities.
Standard 8-1: There must be sufficient support and financial resources to attract and retain high quality faculty and provide the means for them to maintain competence as teachers and scholars.
8.1. Support and Financial Resources The need to attract, hire and retain high quality faculty is a real challenge for every academic institute in the world and the AE Department is not an exception. The outstanding support and financial resources that are made available to the University for attracting and maintaining high quality faculty and providing means of scholarly development are manifested in the following sections. 8.1.1. Research Support The Aerospace Engineering Department gives new faculty, in particular, a relatively low teaching load so that faculty can have sufficient time to undertake scholarly work. The Department supports research with the following research facilities. Some more equipment and facilities need to be acquired for further enhancement in research and teaching capabilities.
Table 8.1. Research Facilities in AE Department Name of the Major Research Facility
Location
Subsonic Wind Tunnel
Wind Tunnel Lab near OAB
6-component Balance
Wind Tunnel Lab near OAB
Multi-Channel Hot-Wire Anemometer System
Wind Tunnel Lab near OAB
Flow Visualization System with Laser Light Source Wind Tunnel Lab near OAB Manometers
Wind Tunnel Lab near OAB
Oscilloscope and Attachments
Wind Tunnel Lab near OAB 147
Flow Analyzer and Flow Visualization System
Wind Tunnel Lab near OAB
Data Acquisition and Storage Analyzer
Wind Tunnel Lab near OAB
Frequency Analyzers
Wind Tunnel Lab near OAB
Subsonic Small Test Section Wind Tunnel
22-224
Flight Simulator Wind Tunnel
22-224
Educational Wind Tunnel
22-224
Pulse Jet Unit
22-224
Air Flow Bench
22-224
Flow Visualization Apparatus
22-224
8.1.1.1. Other Professional Support The University and the Department encourages the faculty members to publish scientific papers by financing academic research projects. The University also encourages them to join scientific societies and be members of editorial bodies of these societies. Moreover, the University grants sabbatical leaves to qualified faculty members. 8.1.2. Financial Resources Faculty members can submit research proposals for funded research projects. Beside other sources, the research funding is available through KACST and University funded research grants. The following is a list of funded research projects in the past 2 years.
Table 8.2. Research Projects in AE Department Sr. #
Names of PI and Co-PI
Title of the Project
Agency
Status
Amount
Aerodynamic performance and longitudinal stability analyses of delta- and double delta wing configurations
KFUPM
On-going
59,900 SR
Numerical modeling and analysis of an aircraft hot air anti-icing system
KFUPM
Submitted
56,400 SR
Abdullah M. Al-Garni (PI)
Drag reduction of an airfoil using riblets
KFUPM
Submitted
50,000 SR
Hanafy M. Omar (PI)
Designing an optimal attitude fuzzy logic controller for three-axis stabilized satellite using genetic algorithms
KFUPM
Submitted
25,500 SR
Ahmed Z. Al-Garni (PI) 1
Farooq Saeed (Co-PI-1) Abdullah M. Al-Garni (Co-PI-2)
2
4
3
Farooq Saeed (PI) Ahmed Z. Al-Garni (Co-PI)
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8.1.2.1.
Conference Attendance and Participation in Meetings
The faculty members can apply for conference attendance once a year based on a paper presentation at the conference or a published paper in an internationally reputable journal. They can also attend a regional conference once a year. Faculty members can also apply for release time for one semester and a summer after 5 years of continuous service at the University. It is worth mentioning that the existing research facilities available in the AE Department needs to be further improved. 8.1.2.2.
Salary Package
The University offers competitive packages to its faculty members that include good salaries, free comfortable housing, free medical consultation and children’s school tuition. The University also rewards outstanding faculty, through department chairmen, by giving them competitive salary increments at the end of each contract period. 8.1.3. Teaching Support The Department operates 4 laboratories devoted to teaching and research. Some of these laboratories are used for regular Aerospace Engineering courses and senior projects carried out by students. The laboratories and their equipment are already described in criterion 3. 8.1.4. Secretarial Support The level of secretarial support for faculty and the Department is inadequate. Due to this fact, much of the secretarial work of the Department is done by the faculty members with the support of staff that amounts to consuming a good percentage of the precious time of them. This is quite contrary to the general practice in reputed universities where the faculty members are involved in more intellectual pursuits rather than undertaking secretarial assignments. 8.1.5. Technical Support The technical staff for teaching laboratories and research appears to be inadequate. There is a need to hire more technical staff that can be utilized for the AE labs and instrumentation facilities. Specifically for research, the Department assigns Research Assistants to faculty members to help in conducting scientific research. 8.1.6. Office Equipment The Department has one photocopying machine for faculty and Departmental use, which is located in the common area outside the secretary office. It is sufficiently handling the workload in the Department. Even though office equipment is in good working condition, increasing use, due to the growing number of students in the Department, sometimes results in higher frequency of maintenance calls.
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Standard 8-2: There must be an adequate number of high quality graduate students, research assistants and Ph.D. students.
8.2.
Graduate Students and Research Assistants
The AE Department does not have the record for the graduate students enrollment for the past three years because the AE M.S. Program started in the academic year 2004-2005 (041). Presently, it does not have the Ph.D. Program. Table 8.3 below shows the number of graduate students, research Assistants, Graduate Assistants in the semester 041. The AE Department foresees the total number of graduate students to increase. However, the faculty to graduate student ratio needs to be further improved.
Table 8.3. Number of Graduate Students and Faculty/Student Ratio
Academic Graduate Research Graduate Semester Total Faculty Year Students Assistants Assistants 20042005
041
1
3
1
5
Faculty to Graduate Student Ratio
5
1
As seen from this table, more graduate students need to be recruited to support the graduate program in the Department and to help the faculty members in research.
Standard 8-3: Financial resources must be provided to acquire and maintain library holdings, laboratories and computing facilities.
8.3.
Financial Resources
8.3.1. Library Resources
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Presently, the Aerospace Engineering Department does not have its own library and depends entirely on the University Central Library. The University library is centrally located within the University campus. The library is funded fully by the University authorities in accordance with the needs and available resources. In addition, a part of income from the short courses offered by the AE Department is also utilized to improve the Library resources for engineering science in general and aerospace engineering in particular. The University librarian circulate a list of journals and books, from time to time, requesting faculty to indicate the ones directly related to their area of interest so that the library may buy them or subscribe to them. This provides an excellent opportunity for faculty members to contribute in enriching the library with state-of-the-art resources in their research and/or subject area. 8.3.2.
Laboratory Resources
The Aerospace Engineering Department laboratory financial resources come from the University budget. The AE laboratories are equipped with state-of-the-art equipment. However, there is need to upgrade the AE labs by procuring new equipment. Human resources in terms of lab engineers and technicians need improvement through recruitment and skill building training programs. Building resources also need to be augmented, as more space is needed for the establishment of new research laboratories. Table 8.4 shows the annual expenditure of the AE laboratories in support of the teaching and research activities during the last 2 years (2002-2004). Table 8.4. AE Laboratories Annual Expenditure
Period Cost (SR) Year 2002 (1423-1424) 40,000 Year 2003 (1424-1425) 45,000 Year 2004 (1425) 46,000
8.3.3.
Computing Resources
The AE Department has presently no computer laboratory for teaching and research. Apart from this, the Information Technology Center (ITC) is the primary computing facility at KFUPM. It provides computing support for education, research and administrative applications to the University community. ITC operates a full-scale Enterprise Network where all University servers, PC laboratories, workstation laboratories and office PCs are inter-connected. The AE Department’s requests related to computing facilities are processed by ITC. The AE laboratories are also linked with the ITC facilities.
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Conclusion The AE Department is dedicated to providing the students with high quality AE education through strong, well-balanced and contemporary programs. In pursuit of the high quality education in Aerospace Engineering, the Department recognizes the need for a regular review and update of its curriculum to further improve the quality of the AE programs in order to keep up with the ever changing needs and priorities of its constituencies. The AE Department acknowledges that self-assessment that assists in achieving the objectives and outcomes of AE program is a dynamic process of obtaining feedback, reviewing objectives and program outcomes, and implementing changes consistently guided by the quest to prepare students with the skills required in the modern AE engineering practices. This report presents the results of the first self-assessment study in accordance with the criteria set by the Deanship of Academic Development. In this process the input from students, alumni, and employer through surveys is extensively used. Furthermore, faculty surveys (through evaluation of course portfolios and senior design/coop presentations) are also obtained. The input from the above surveys ensure that constituencies' needs are effectively acknowledged and addressed in AE program objectives and outcomes evaluation. The first criterion in self-assessment addresses the AE program mission, objectives and outcomes. The Department has conducted Graduating Students' Survey, Alumni Survey, and Employer Survey to obtain the feedback in these regards. In addition, faculty input based on course portfolios and senior project/coop presentations were also sought for assessing achievements of programs outcomes and determine the areas which need further improvements. Although the assessment data collected through the instruments described above indicate a very high level of achievement of AE program outcomes and objectives, in this conclusion section only the areas with the opportunity for further improvements are highlighted. Those areas with a room for further improvements are (i) Lab facilities (experimentation and hands-on skills) (ii) Communication skill, (iii) Computer usage (iv) Practical applications and more practice oriented courses, (v) Awareness of environmental issues. In response to above concerns and suggestions for further improvements, AE Department has developed recommendations, which are listed in Table 1.5 to address those issues and improve the achievements of program outcomes and objectives. The second criterion deals with the curriculum design and organization. Analysis of mapping courses to program outcomes indicated that both of the AE curricula are consistent and support the program outcomes. The ABET requirement for mathematics and basic sciences is 32 credits, which is satisfied by the Aerospace Engineering (Science Option) at KFUPM having 32 credit hours and the Aerospace Engineering (applied Option) has 32 for the same. ABET's minimum requirement for engineering courses is 48 credit hours of which a minimum of 12 credit hours must be for design. Aerospace Engineering (Science Option) has 64 credit hours for engineering courses that include 16.5 design credit hours. Aerospace Engineering (Applied Option) has also 64 credit hours for engineering courses and 15 design credit hours. Hence both programs exceed the requirements set by the ABET. ABET also specifies a minimum requirement of 16 credits for humanities and social sciences. This criterion is also met by the current AE Science and Applied options with 17 credit hours for the breadth and depth in these courses. The Aerospace Engineering undergraduate curricula are designed to make extensive use of computers. A strong emphasis is placed on the use of computers for solving engineering problem and not merely for abstract “programming” exercises. Students are expected to learn, simulate and analyze engineering systems, acquire and process experimental data, design and synthesize aerospace systems, and present problem solutions in peer review 152
settings using computers and appropriate audio/visual (A/V) facilities. Laboratory and project reports are required to be computer-prepared (either printed or submitted electronically), and presentations are made using contemporary A/V equipment. A number of courses incorporate computer assignments, term projects, and design projects to enhance the students' skills in contemporary computer hardware and software. In addition, textbooks are reviewed and updated continuously with the ones which include more computer applications with practical, and real-world examples. However, as it is explained in the Section 3, those efforts for exposing the students to use of modern computer hardware and software packages are restricted with the available physical computing facilities and capabilities in the Department. Currently, AE students have to use ME Department computer labs, which significantly limit the access of students and faculty to these facilities. This situation negatively affects the level of students' skill in utilization of modern computer and software as it is reflected in the surveys as well as research activities of the faculty. The Department urgently needs a computer lab in order to further improve the computer aspects of its programs. AE and AAE curricula also incorporate courses throughout the program to provide students with many opportunities to acquire and improve their communication capabilities-both oral and written. Most of the opportunities for communication occur in laboratory courses, augmented by project reports in courses, and culminating in the senior design course and coop work. While these tools have been helpful, AE Department has developed further recommendations in response to this issue such as: Encouraging the students to attend seminars and actively involve in class discussions, more emphasis on grammar usage, etc. to further develop their communication skills. The third criterion addresses the adequacy of laboratories and computing facilities. The AE Department has Aerodynamics Lab, Aerospace Structures and Materials Lab, and Airplane Lab for teaching purposes. The Department also has a wind tunnel lab for research and teaching. In addition, the facilities of industry (such as Saudi Aramco) are used to enhance students' experimental and hands-on skills. The Department recognizes that the laboratories are a key part of AE Program used to complement the concepts studied in the classroom, to introduce the student to a variety of experimental techniques and modern instrumentation, to provide students with hands-on experience, and to enhance work-based learning through modern aviation simulators and trainers. On the other hand, there are some shortcomings regarding both educational and research laboratories. AE Department has prepared a comprehensive 5-year plan for upgrading and modernization of current laboratory equipments and facilities as well as for establishment of new laboratories in order to overcome inadequacies in department's educational and research lab facilities. The plan requires upgrading existing Aerodynamics Lab, Aerospace Structures and Materials Lab, and Wind Tunnel Lab as well as establishment of new Flight Propulsion and Computer Labs. Implementation of this plan will also require experienced support technicians and suitable space for the equipments. It is anticipated that the University will continue to support AE Department for implementing this plan by devoting sufficient resources. The fourth criterion addresses student support and advising. The AE Department works in close collaboration with the Deanship of Admission and Registration in achieving high-level of standards for supporting and guiding AE students. The University publishes the Undergraduate Bulletin every two years which describes all University, College, and Program requirements. The flowcharts for the required courses and prerequisites for each option (AE and AAE) are also prepared by the Department. Students can perform functions such as early-registration, registration, add and drop courses online. All core courses are offered every semester to enable students to complete their program in time. In addition, 153
required courses outside the Department are usually offered every semester. The Department offers elective courses quite frequently. The faculty-student interaction is encouraged by the Department by applying several effective measures. Classes are made of small groups. The students are encouraged to contact faculty in office hours that are scheduled on one-hour-perday basis and by appointments if required. The Department also invites student representatives in departmental council meetings to exchange ideas about curriculum and advising matters. The students are required to attend their classes regularly and on time. More than 20% unexcused absences of a student in any course result in a denial (DN) grade. In addition, the Student Affairs at the University offers students a variety of academic and nonacademic services from the date of joining until graduation. Student Affairs also offer student services through the Counseling and Advising Center, where individual student or group of special-need students can have professional academic, social counseling, or personal skills improvement programs. The fifth criterion deals with the faculty. The faculty is the other strong element of AE programs. It is noted that the AE faculty have broad interdisciplinary interests and qualifications to plan, teach, modify and update all offered courses in AE curricula. The AE faculty presents an impressive level of competence in their respective areas of expertise through their academic and industrial work experiences. All faculty members in the Department meet the quality standard set by the program and maintain the status of "current" both in teaching and research according to the stated criteria. The AE faculty members have many publications in the top leading reputable journals in AE, such as AIAA (published in 6 out of 6 major AIAA journals), British, Canadian and Japanese leading journals in the areas of Aerodynamics, Aerospace Structures, Flight Dynamics and Control, Propulsion and other areas. The faculty members of AE Department have by far the highest percentage of publications in the AE field in the whole Arabian region with over 160 publications (most of them are in reputable international journals). The teaching load of faculty is adequate, and faculty-student ratio is close to the ratio in reputable universities as it is indicated by benchmarking. Faculty professional development is achieved through participation in the technical seminars, and workshops/symposia organized by the Department. In addition, the Deanship of Academic Development (DAD) at KFUPM organizes a number of short courses, workshops and forums in issues related to faculty development such as effective teaching, use of instructional technology in teaching, peer consultation and effective research. Also, DAD offers grants and fellowships for research on activities that assist in enhancing teaching and student learning and grants of developing online courses. Faculty Development programs at the Department and University levels are evaluated, wherein evaluation forms for each activity are completed by the participants and the results are analyzed and used as a feedback to improve all the aspects pertinent to faculty professional development and job satisfaction. The Department encourages the faculty development through mentoring of junior faculty. Moreover, the Department utilizes the activities of its faculty members in attending local and international conferences and in journal publications to assess the level of its faculty development. One of the main strengths of the AE programs is the recruitment and retaining of highly qualified and experienced faculty. Most of the faculty members in the Department hold Ph.D. degrees and have graduated from reputed universities with diverse backgrounds of academic and non-academic experiences. The regulating policy for faculty recruitment, selection and mentoring is applied for all the applications. The applications are reviewed by the concerned committees in the Department. Faculty appointments are generally made from candidates of outstanding technical competence and on the basis of demonstrated achievement in teaching, research and industrial experience. The same recruitment procedure is normally applied to all faculty
154
positions that include professorial ranks, instructors, lecturers, lecturer-B's, research assistants, and graduate assistants. The sixth criterion addresses process control. The processes describe the execution of the major functions of the AE department which include student admission, student registration, teaching, graduation, and update and development of curriculum/courses, textbooks and labs. These processes are controlled, periodically reviewed, evaluated and continuously monitored and improved. The process of admitting students to the program is carried out on a quantitative and qualitative basis and clearly documented by the Deanship of Admission and Registration. The process is evaluated regularly every semester to ensure that it is meeting its objectives. Regarding students’ registration to the AE programs, early registration is required for all enrolled students who intend to continue their studies at the University during the following terms. Students who early register for a particular semester are also required to register formally on the scheduled registration days for that semester. The early registration and confirmation of the registration are performed by the student himself online using the Deanship of Admission and Registration (DAR) website. All the information needed to guide and help the students to conduct the registration process are provided in detail in this website. Achieving excellence in teaching and learning is the major focus area of the Department. In order to achieve this goal, evaluation and process control of teaching and learning are conducted regularly. Moreover, the Department emphasizes improvement in the method of instruction by recommending the instructors to utilize the current modern technologies such as multimedia, audio-visual facility, computer animations, and models. In addition, faculty members are encouraged to attend relevant short courses, workshops, and seminars to enhance their teaching effectiveness. AE Department regularly reviews and updates the curriculum, courses, labs, and textbooks to further improve the quality of the AE Program. The improvements to the program are driven by assessment data collected and interpreted at regular intervals, the industry demands for skills in specific areas, and rapid changes in aerospace technologies. The Department has established systematic and well-structured processes for curriculum, course, lab and textbook review and update to ensure that educational improvement efforts are not ad hoc, but are continuous and effective. These processes are carried out through a standing committee system which is supported by ad-hoc committees and individual faculty member in the relevant area of expertise. The institutional facilities and institutional support are the subjects of the seventh and eighth criteria, respectively. It is worth mentioning that KFUPM maintains an infrastructure with state-of-the art academic facilities that are comparable to that of the leading universities in the industrialized world. Majority of the classrooms have network-connected computers with in-focus projectors for assistance in delivering presentations. These computers are kept up to date with commonly used Microsoft and engineering related software applications. The AE faculty members have access to the computers, internet connections, and a significant repository of Microsoft and engineering related software. On the other hand, the access of AE students is limited to those resources due to lack of the computer lab in the Department. Photocopy facility is also available in the Department. The technical collection of the main library can be considered adequate for the AE programs; but there is still opportunity to further expand the variety of collection. In addition, the Library has an efficient catalog search system for looking up publication titles in its database. Faculty members can also recommend books for the library collection. The University has been successful in securing sufficient support and financial resources to fulfill its mission of providing leadership in engineering education and research which is devoted to serve the society and industry within the Kingdom, the Arabian Gulf and Peninsula region.
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Appendices
Appendix A: Graduating Students, Employer, Alumni and Faculty Survey Results
137
Graduating Students Survey This survey seeks the graduating students’ input on the quality of education and the level of preparation they received in the AE program. The main purpose of this survey is to assess the quality of the academic program and plan future improvements based on your valuable input. We seek your help in completing this survey and the information provided will be kept in confidence. Please indicate your opinion regarding the following statements on the scale given below: A: Strongly agree I.
1.
Set high expectations for you as a student
(B)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
Provide advising and consulting in your major (A)
(B)
II.
1.
(C)
Encourage student-faculty interactions, in and outside the classroom (A)
7.
(E)
Incorporate teamwork as part of the learning process (A)
6.
(D)
Capable of explaining critical concepts and ideas (A)
5.
(C)
Use different approaches (models, computer, labs, etc) to explain important concepts (A)
4.
(B)
Encourage you to be active in learning (A)
3.
E: Strongly disagree
AE Faculty Contributions in Your Learning and Development
(A) 2.
B: Agree C: Neutral D: Disagree
(C)
(D)
(E)
Program outcomes and skills
The mathematical content of the program is adequate for pursuing the advanced courses in the program (A)
(B)
(C)
138
(D)
(E)
2.
The program developed my science and engineering skills (A)
3.
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
The program enhances time management skills (A)
12.
(B)
The course offering in the program is adequate to meet students’ needs (A)
11.
(E)
The Program enables to understand technology applications relevant to your field of study (A)
10.
(D)
The program enhances the skills for developing performance measures and standards (A)
9.
(C)
The program is effective in developing data collection, analysis and interpretation abilities (A)
8.
(B)
The Program develops Experimentation skills (A)
7.
(E)
The program is effective in developing problem formulation and problem solving skills (A)
6.
(D)
The Program develops the ability to think critically and logically (A)
5.
(C)
The program is effective in developing analytic skills (A)
4.
(B)
(B)
(C)
(D)
(E)
The program is effective in developing computer knowledge and skills (A)
(B)
(C)
139
(D)
(E)
13.
The program is effective in developing oral and written communication skills (A)
14.
(B)
(B)
III.
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
The program enhances the ability to participate in projects (A)
9.
(C)
The program is effective in enhancing multi-disciplinary team working abilities (A)
8.
(B)
The program is effective in developing independent thinking (A)
7.
Students Professional Skills
The program enhances the skills for evaluating the quality and reliability of systems (A)
6.
(E)
The program is effective in developing the abilities to apply process control and improvement techniques (A)
5.
(D)
The program is effective in developing planning abilities (A)
4.
(C)
The program contributes in understanding the role of your discipline in the local industry (A)
3.
(E)
The program is effective in developing system or process design skills (A)
2.
(D)
The program is effective in developing presentation skills (A)
1.
(C)
(B)
(C)
(D)
(E)
The program is effective in making students aware of ethical and professional growth
140
(A) 10.
IV.
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
The faculty members within the Department are highly accessible (A)
10.
(B)
The quality of support from the administration and staff is adequate (A)
9.
Departmental Aspect (Including Coop/Summer Training)
The program administration is effective in supporting learning (A)
8.
(E)
The program develops the ability to work with individuals from diverse backgrounds (A)
7.
(D)
The program develops the ability to carry out tasks independently (A)
6.
(C)
The learning environment within the department is challenging and stimulating (A)
5.
(B)
The Coop or Summer training advising within the program is very effective (A)
4.
(E)
The academic advising in the program is highly adequate in supporting students’ needs (A)
3.
(D)
The workload in the program is reasonable and induces a fair level of pressure (A)
2.
(C)
The program enables to continue professional development, self-improvement and life-long learning (A)
1.
(B)
(B)
(C)
(D)
(E)
The Program helps you to identify your academic strengths and weaknesses (A)
(B)
(C) 141
(D)
(E)
V. A: Excellent
AE Facilities
B: Very good
C: Good
D: Fair E: Poor
Facility
Rating
Computer lab Prep-year workshop Aerodynamics and Flight Dynamics lab Wind tunnel lab Airplane lab Aerospace Structures and materials lab Support from technical staff Secretarial personnel
VI. A: Excellent
KFUPM Facilities
B: Very good C: Good
D: Fair E: Poor
Facility
Rating
Class rooms Counseling and advising center Library Internet access Local networking Sports facilities Housing Food services Health services Parking services Security services VII.
1.
General Comments
What are the best aspects of your Department and programs?
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------2.
What aspects of your Department and Programs could be improved?
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
142
3.
Please make any additional comments or suggestions, which you think would help strengthen our programs for the preparation of future engineers with a high competence level.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
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GRADUATING STUDENTS SURVEY RESULTS Total 10 responses were received from graduating students in academic year 1424-1425 H (2003-2004G). Following tables presents the results of the survey in terms of number and percentage of responses and weighted average out of five. The following scale is used in calculation of weighted average: Strongly agree=5; Agree=4; Neutral=3; Disagree=2; Strongly disagree=1. Our established indicator for the achievement of each outcome or characteristic is 3.6 out of 5.
I) AE Faculty contributions in your learning and development Faculty contributions
Strongly Agree (5) 2 (20%)
Agree
Neutral
Disagree (2) 1 (10%)
Strongly disagree (1) 0 (0%)
Weighted average (out of 5) 3.60
(4) 3 (30%)
(3) 4 (40%)
Encouragement for active learning
2 (20%)
4 (40%)
3 (30%)
1 (10%)
0 (0%)
3.70
Usage of different approach to explain important concepts
2 (20%)
4 (40%)
4 (40%)
0 (0%)
0 (0%)
3.80
Explaining critical concepts and ideas
2 (20%)
3 (30%)
4 (40%)
1 (10%)
0 (0%)
3.60
Incorporate teamwork in learning
1 (10%)
4 (40%)
4 (40%)
1 (10%)
0 (0%)
3.50
Encouragement of faculty-student interaction
2 (20%)
4 (40%)
3 (30%)
1 (10%)
0 (0%)
3.70
Advising and consulting you in your major
2 (20%)
3 (30%)
4 (40%)
1 (10%)
0 (0%)
3.60
Setting high expectations for you
Overall weighted average
3.64
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II) Program outcomes and skills Outcomes & skills Mathematical content of program Science and engineering skill Analytic skill Critical and logical thinking Problem formulation and solving skill Experimentation skill Data collection, analysis, interpretation abilities Developing performance measures & standards Understand technology applications Adequacy of courses Time management skills Developing computer knowledge & skill Oral & written communication Presentation skill
Strongly agree (5) 3 (30%)
Agree
Neutral
Disagree
(4) 5 (50%)
(3) 2 (20%)
(2) 0 (0%)
3 (30%) 3 (30%) 3 (30%) 3 (30%)
4 (40%) 6 (60%) 4 (40%) 5 (50%)
3 (30%) 1 (10%) 3 (30%) 2 (20%)
0 (0%) 0 (0%) 0 (0%) 0 (0%)
0 (0%) 0 (0%) 0 (0%) 0 (0%)
4.00
2 (20%) 1 (10%)
3 (30%) 5 (50%)
3 (30%) 4 (40%)
2 (20%) 0 (0%)
0 (0%) 0 (0%)
3.30
3 (30%)
5 (50%)
2 (20%)
0 (0%)
0 (0%)
4.10
4 (40%)
3 (30%)
3 (30%)
0 (0%)
0 (0%)
4.10
4 (40%) 4 (40%)
4 (40%) 3 (30%)
2 (20%) 2 (20%)
0 (0%) 1 (10%)
0 (0%) 0 (0%)
4.20
1 (10%)
4 (40%)
4 (40%)
1 (10%)
0 (0%)
3.50
1 (10%)
3 (30%)
5 (50%)
1 (10%)
0 (0%)
3.40
2 (20%)
3 (30%)
4 (40%)
1 (10%)
0 (0%)
3.60
Overall weighted average
Strongly Weighted disagree Average (1) (out of 5) 0 4.10 (0%)
4.20 4.00 4.10
3.70
4.00
3.89
145
III) Students professional skills Skills
Strongly agree (5) 1 (10%)
Agree
Neutral
Disagree (2) 0 (0%)
Strongly disagree (1) 0 (0%)
Weighted Average (out of 5) 3.60
(4) 4 (40%)
(3) 5 (50%)
2 (20%)
4 (40%)
4 (40%)
0 (0%)
0 (0%)
3.80
2 (20%)
4 (40%)
4 (40%)
0 (0%)
0 (0%)
3.80
Process control and improvement Evaluating quality & reliability of systems Independent thinking
3 (30%)
3 (30%)
4 (40%)
0 (0%)
0 (0%)
3.90
2 (20%)
4 (40%)
3 (30%)
1 (10%)
0 (0%)
3.70
2 (20%)
4 (40%)
3 (30%)
1 (10%)
0 (0%)
3.70
Multidisciplinary team working Participate in projects
1 (10%)
5 (50%)
4 (40%)
0 (0%)
0 (0%)
3.70
2 (20%)
4 (40%)
4 (40%)
0 (0%)
0 (0%)
3.80
Ethical awareness
3 (30%)
3 (30%)
4 (40%)
0 (0%)
0 (0%)
3.90
Life-long learning
3 (30%)
3 (30%)
3 (30%)
1 (10%)
0 (0%)
3.80
Developing system or process design Understanding role of AE in local industry Planning abilities
Overall weighted average
3.77
146
IV. Departmental aspect (including Coop/Summer Training) Aspects
Program workload is reasonable Academic advising is highly adequate Coop or summer training advising is very effective Learning environment is stimulating Program helps to develop ability to carry out tasks independently Program develops ability to work with individuals from diverse background Program administration supports learning Support from administration and staff is adequate Faculty members are highly accessible Identifying your academic strength and weakness
Strongly agree (5) 2 (20%)
Agree
Neutral
Disagree (2) 0 (0%)
Strongly disagree (1) 0 (0%)
Weighted Average (out of 5) 3.90
(4) 5 (50%)
(3) 3 (30%)
4 (40%)
4 (40%)
2 (20%)
0 (0%)
0 (0%)
4.20
4 (40%)
4 (40%)
1 (10%)
1 (10%)
0 (0%)
4.10
4 (40%)
4 (40%)
2 (20%)
0 (0%)
0 (0%)
4.20
2 (20%)
5 (50%)
3 (30%)
0 (0%)
0 (0%)
3.90
1 (10%)
3 (30%)
6 (60%)
0 (0%)
0 (0%)
3.50
3 (30%)
5 (50%)
2 (20%)
0 (0%)
0 (0%)
4.10
2 (20%)
6 (60%)
2 (20%)
0 (0%)
0 (0%)
4.00
5 (50%)
3 (30%)
1 (10%)
1 (10%)
0 (0%)
4.20
3 (30%)
3 (30%)
4 (40%)
0 (0%)
0 (0%)
3.90
Overall weighted average
4.00
147
V. AE facilities Facility
Excellent (5) 0 (0%) 0 (0%) 2 (20%) 1 (10%) 1 (10%) 0 (0%) 0 (0%) 0 (0%)
Computer Lab Prep-year Workshop Aerodynamics & Flight Dynamics Lab Wind Tunnel Lab Aircraft Lab Flight Structures Lab Support from technical staff Secretarial personnel
Very good (4) 0 (0%) 3 (30%) 5 (50%) 5 (50%) 5 (50%) 2 (20%) 5 (50%) 0 (0%)
Good
Fair
Poor
(3) 1 (10%) 5 (50%) 2 (20%) 2 (20%) 3 (30%) 6 (60%) 4 (40%) 5 (50%)
(2) 6 (60%) 2 (20%) 1 (10%) 2 (20%) 1 (10%) 2 (20%) 1 (10%) 4 (40%)
(1) 3 (30%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 1 (10%)
Overall weighted average
Weighted Average (out of 5) 2.80 3.10 3.80 3.50 3.60 3.00 3.40 2.40
3.20
VI. KFUPM Facilities Facility
Excellent
(5) 5 (50%) Counseling & 4 advising center (40%) Library 5 (50%) Internet access 1 (10%) Local networking 3 (30%) Sports facilities 3 (30%) Housing 2 (20%) Food services 1 (10%) Health services 2 (20%) Parking services 1 (10%) Security services 1 (10%) Overall weighted average Class rooms
Very good (4) 4 (40%) 4 (40%) 4 (40%) 5 (50%) 4 (40%) 6 (60%) 2 (20%) 4 (40%) 4 (40%) 3 (30%) 5 (50%)
Good
Fair
Poor
(3) 1 (10%) 2 (20%) 1 (10%) 3 (30%) 3 (30%) 1 (10%) 5 (50%) 3 (30%) 4 (40%) 5 (50%) 4 (40%)
(2) 0 (0%) 0 (0%) 0 (0%) 1 (10%) 0 (0%) 0 (0%) 1 (10%) 2 (20%) 0 (0%) 1 (10%) 0 (0%)
(1) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)
Weighted Average (out of 5) 4.40 4.20 4.40 3.60 4.00 4.20 3.50 3.40 3.80 3.40 3.70 3.87
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Alumni Survey The purpose of this survey is to obtain alumni input on the quality of education they received and the level of preparation they had at the Department of Aerospace Engineering, King Fahd University of Petroleum and Minerals. The purpose of this survey is to assess if the academic program objectives are met. We seek your help in completing this survey. I.
Alumni Information
1.
Name of alumnus: ---------------------------------------------------------
2.
Name of organization: ---------------------------------------------------
3.
Department: ----------------------------------------------------------------
4.
Position in organization: -------------------------------------------------
5.
Year of graduation: --------------------------------------------------------
Please rate the extent to which the Aerospace Engineering program helped you to develop the following abilities and skills on the scale given below: A: Excellent
B: Very good C: Good
II.
1.
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
Ability to plan and improve utilization of resources (A)
6.
(D)
Data collection analysis and interpretation skills (A)
5.
(C)
Ability to design and conduct experiments (A)
4.
(B)
Apply Aerospace Engineering principles to formulate and solve the practical problems (A)
3.
Knowledge and Skills
Apply knowledge of Math and Science (A)
2.
D: Fair E: Poor
(B)
(C)
(D)
(E)
Apply optimal decision making in company projects using quantitative tools (A)
(B)
(C)
149
(D)
(E)
7.
Ability to identify, examine, stabilize and control processes (A)
8.
(C)
(B)
(C)
(B)
(C)
III.
(B)
(B)
(B)
IV.
(D)
(E)
(C)
(D)
(E)
(C)
(D)
(E)
Interpersonal skills
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(D)
(E)
Motivation and inspirational abilities (A)
5.
(C)
Leadership (A)
4.
Communication skills
Ability to work in multi-disciplinary teams (A)
3.
(E)
Independent thinking (A)
2.
(D)
Presentation skills (A)
1.
(E)
Report writing skills (A)
3.
(D)
Oral communication skills (A)
2.
(E)
Effective use of computer knowledge and skills (A)
1.
(D)
Ability to design an Aerospace system consistent with the desired specifications (A)
9.
(B)
(B)
(C)
Awareness to issues related to Safety and environment (A)
(B)
(C) 150
(D)
(E)
6.
Appreciation of the legal, ethical and professional values (A)
7.
(B)
(C)
(B)
(C)
V.
(E)
Work skills
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
Judgment (A)
3.
(D)
Time management skills (A)
2.
(E)
Continuing professional development, self-improvement, and lifelong learning (A)
1.
(D)
Discipline (A)
Please rate the Program administration and learning environment on the scale given below: A: Strongly agree VI.
1.
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
The learning environment within the department is challenging and stimulating (A)
4.
Program Administration and Learning Environment
The program administration is effective in supporting learning (A)
3.
E: Strongly disagree
The workload in the program is reasonable and induces a fair level of pressure (A)
2.
B: Agree C: Neutral D: Disagree
(B)
(C)
(D)
(E)
The academic advising in the program is adequate in supporting students’ needs (A)
(B)
(C)
151
(D)
(E)
5.
The Coop and Senior project advising within the program is very effective (A)
6.
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
The quality of support from the administration and staff is adequate (A)
9.
(D)
The faculty members within the Department are highly accessible and cooperative (A)
8.
(C)
The course offering in the program is adequate to meet student’s needs (A)
7.
(B)
(B)
(C)
(D)
(E)
The B.S. in Aerospace Engineering has prepared me well for an entry position in Aerospace industry (A)
(B)
(C)
VII.
(D)
(E)
General Comments
Please make any additional comments or suggestions, which you think would help strengthen our programs for the preparation of future engineers with a high competence level. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
152
ALUMNI SURVEY RESULTS Total 21 responses were received from alumni in semester 041. Following tables present the results of the survey in terms of number and percentage of responses and weighted average out of five. The following scale is used in calculation of weighted averages: Excellent=5; Very good=4; Good=3; Fair=2; Poor=1; Unobserved=No mark. Our established indicator for the achievement of each outcome or characteristic is 3.60 out of 5.
I. Knowledge and Skills Knowledge & Skills
Knowledge of math and science Apply AE principles to practical problems Ability to design & conduct experiments Data collection & analysis Ability to plan resources Decision making Ability identify, control processes Ability to design system & process Computer usage
Excellent
Good
Fair
Poor
Unobserved
(5)
Very Good (4)
(3)
(2)
(1)
(No mark)
9 (42.9%)
7 (33.3%)
4 (19.0%)
1 (4.8%)
0 (0%)
0 (0%)
4.14
8 (38.1%)
8 (38.1%)
3 (14.3%)
2 (9.5 %)
0 (0%)
0 (0%)
4.05
2 (9.5%)
7 (33.3%)
8 (38.1%)
4 (19.0%)
0 (0%)
0 (0%)
3.33
3 (14.3%)
6 (28.6%)
9 (42.9%)
3 (14.3 %)
0 (0%)
0 (0%)
3.43
4 (19.0%)
7 (33.3%)
7 (33.3%)
3 (14.3%)
0 (0%)
0 (0%)
3.57
8 (38.1%)
10 (47.6%)
3 (14.3%)
0 (0%)
0 (0%)
0 (0%)
4.24
5 (23.8%)
11 (52.4%)
4 (19.0%)
1 (4.8%)
0 (0%)
0 (0%)
3.95
4 (19.0%)
9 (42.9%)
5 (23.8%)
3 (14.3 %)
0 (0%)
0 (0%)
3.67
3 (14.3 %)
7 (33.3%)
9 (42.9%)
2 (9.5 %)
0 (0%)
0 (0%)
3.52
Overall weighted average
153
Weighted average (out of 5)
3.77
II. Communication Skills Excellent
Very Good Good (4) (3) 11 5 (52.4%) (23.8%) 6 10 (28.6%) (47.6%) 7 8 (33.3%) (38.1%)
Skills
Oral com. skill Written com. skill Presentation skills
(5) 2 (9.5 %) 3 (14.3%) 5 (23.8 %)
Fair
Poor
Unobserved
(2) 3 (14.3 %) 2 (9.5%) 1 (4.8%)
(1) 0 (0%) 0 (0%) 0 (0%)
(No mark) 0 (0%) 0 (0%) 0 (0%)
Overall weighted average
Weighted average (out of 5) 3.57 3.48 3.76
3.60
III. Interpersonal Skills Excellent Skills (5)
Independent thinking Working in Multidisciplinary team Leadership Motivation & inspiration Awareness to safety & environmental issues Ethics, professional values Life-long learning
Very Good (4)
Good
Fair
Poor
Unobserved
(3)
(2)
(1)
(No mark)
Weighted average (out of 5)
4 (19.0 %)
6 8 3 (28.6%) (38.1%) (14.3%)
0 (0%)
0 (0%)
3.52
6 (28.6 %)
8 5 (38.1%) (23.8%)
2 (9.5%)
0 (0%)
0 (0%)
3.86
5 (23.8 %) 7 (33.3 %)
10 5 (47.6%) (23.8%) 9 4 (42.9%) (19.0%)
1 (4.8%) 1 (4.8%)
0 (0%) 0 (0%)
0 (0%) 0 (0%)
2 (9.5 %)
10 6 3 (47.6%) (28.6%) (14.3%)
0 (0%)
0 (0%)
3.52
6 (28.6 %)
9 6 (42.9%) (28.6%)
0 (0%)
0 (0%)
4.00
6 (28.6 %)
8 4 3 (38.1%) (19.0%) (14.3%)
0 (0%)
0 (0%)
3.81
0 (0%)
Overall weighted average
154
3.90 4.05
3.81
IV. Work Skills Excellent Skills
Time management Judgment Discipline
(5) 3 (14.3 %) 5 (23.8 %) 6 (28.6 %)
Very Good Fair Good (4) (3) (2) 8 6 4 (38.1%) (28.6%) (19.0%) 10 5 1 (47.6%) (23.8%) (4.8%) 8 5 2 (38.1%) (23.8%) (9.5%)
Poor (1) 0 (0%) 0 (0%) 0 (0%)
Unobserved Weighted average (No mark) (out of 5) 0 3.48 (0%) 0 3.90 (0%) 0 3.86 (0%)
Overall weighted average
3.75
V. Program administration and learning environment Characteristics
Program workload Program administration Learning environment Academic advising Coop & senior project advising Course offerings Faculty accessibility Administration & support staff AE program prepared me well for entry positions in AE industry
Strongly agree (5)
Agree
Neutral
Disagree
(4)
(3)
(2)
Strongly disagree (1)
5 (23.8 %) 8 (38.1 %) 6 (28.6 %) 8 (38.1 %) 6 (28.6 %) 5 (23.8 %) 6 (28.6 %) 6 (28.6 %)
6 (28.6%) 6 (28.6%) 7 (33.3%) 8 (38.1%) 10 (47.6%) 11 (52.4%) 7 (33.3%) 9 (42.9%)
8 (38.1%) 7 (33.3%) 7 (33.3%) 5 (23.8%) 5 (23.8%) 5 (23.8%) 7 (33.3%) 5 (23.8%)
2 (9.5%) 0 (0%) 1 (4.8%) 0 (0%) 0 (0%) 0 (0%) 1 (4.8%) 1 (4.8%)
0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)
8 (38.1 %)
10 (47.6%)
3 (27.3%)
0 (0%)
0 (0%)
Overall weighted average
155
Weighted average (out of 5)
3.67 4.05 3.86 4.14 4.05 4.00 3.86 3.95
4.24
3.98
Employer Survey The purpose of this survey is to obtain employers’ input on the quality of graduates of the Aerospace Engineering Department at King Fahd University of Petroleum and Minerals and to assess if the academic program objectives are met. We seek your help in completing this survey.
I.
Information About Organization 1.
Name of organization: ---------------------------------------------------------
2.
Type of Business: ---------------------------------------------------
3.
Organization Size (Number of employeses): --------------------------
4.
Number of AE Graduates in your Organization: ----------------------------
5.
Name Department where AE graduates are employed: ----------------------------
-----------------------------------------------------------------------------------------6.
Salary range for AE graduates: -------------------------------------------------
Please rate the abilities of our graduates on the scale given below: A: Excellent
II.
B:Very good
C:Good
D: Fair
E: Poor F: Unobserved
On–Job Performance 10.
Can appropriately apply acquired knowledge (A)
11.
(F)
(B)
(C)
(D)
(E)
(F)
(B)
(C)
(D)
(E)
(F)
(B)
(C)
(D)
(E)
(F)
(D)
(E)
(F)
(D)
(E)
(F)
Have adequate English proficiency (A)
15.
(E)
Continue to learn and improve on-job performance (A)
14.
(D)
Can effectively communicate ideas and technical information (A)
13.
(C)
Interact well with other people (A)
12.
(B)
(B)
(C)
Are well prepared as engineers (A)
(B)
(C) 156
III.
Knowledge and Skills 1.
Apply knowledge of mathematics and science (A)
2.
(B)
(E)
(F)
(D)
(E)
(F)
(D)
(E)
(F)
(D)
(E)
(F)
(D)
(E)
(F)
(C)
(D)
(E)
(F)
(C)
(D)
(E)
(F)
(E)
(F)
(C)
(D)
(B)
(C)
(B)
(C)
(B)
(C)
(B)
(C)
(B)
(B)
Possess professional working habits and ethics (A)
11.
(F)
Quality of Presentation skills (A)
10.
(E)
Possess Written Communication skills (A)
9.
(D)
(C)
Possess Oral Communication skills (A)
8.
(B)
Ability to use computer knowledge and skills effectively (A)
7.
(F)
Collect, Analyze and interpret Data (A)
6.
(E)
Design components and systems related to AE (A)
5.
(D)
Apply AE principles to solve practical problems (A)
4.
(C)
Acquire knowledge of AE principles (A)
3.
(B)
(B)
(C)
(D)
Continue professional development, self-improvement, and lifelong learning (A)
(B)
(C)
157
(D)
(E)
(F)
IV.
Management Skills 1.
Ability to Plan and improve utilization of resources (A)
2.
(B)
(C)
(D)
(E)
(F)
(B)
(C)
(D)
(E)
(F)
(B)
(C)
(E)
(F)
(D)
(E)
(F)
(D)
(E)
(F)
(D)
(B)
(C)
Practice time management skills (A)
V.
(F)
Awareness to issues related to safety and the environment (A)
6.
(E)
Work actively in groups and in multi-disciplinary teams (A)
5.
(D)
Independent thinking and ability to work under little supervision (A)
4.
(C)
Apply optimal decision making in company projects using quantitative tools (A)
3.
(B)
(B)
(C)
General comments Please make any additional comments or suggestions, which you think would help strengthen our programs for the preparation of future engineers with a high competence level. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
158
EMPLOYER SURVEY RESULTS Total 11 responses were received from employers in this survey. Following tables present the results of the survey in terms of number and percentage of responses and weighted average out of 5. The following scale is used in calculation of weighted averages: Excellent=5; Very good=4; Good=3; Fair=2; Poor=1; Unobserved=No mark. Our established indicator for the achievement of each outcome or characteristic is 3.6 out of 5.
I. On-Job Performance of our graduates Excellent
Good
Fair
Poor
Unobserved
(5)
Very Good (4)
(3)
(2)
(1)
(No mark)
1 (9.1%)
7 (63.6%)
3 (27.3%)
0 (0%)
0 (0%)
0 (0%)
3.82
3 (27.3%)
5 (45.4%)
3 (27.2%)
0 (0%)
0 (0%)
0 (0%)
4.00
1 (9.1%)
5 (45.4%)
4 (36.3%)
1 (9.1%)
0 (0%)
0 (0%)
3.55
3 (27.3%)
4 (36.3%)
3 (27.3%)
1 (9.1%)
0 (0%)
0 (0%)
3.82
1 (9.1%)
6 (54.5%)
3 (27.3%)
1 (9.1%)
0 (0%)
0 (0%)
3.64
6 (54.5%)
3 (36.3%)
2 (18.2%)
0 (0%)
0 (0%)
0 (0%)
4.37
Abilities
Appropriately apply acquired knowledge Interact well with other people Communicate effectively Continue to learn Adequate English proficiency Well prepared as engineers
Overall weighted average
159
Weighted average (out of 5)
3.87
II. Knowledge and skills Good
Fair
Poor
Unobserved
(5)
Very Good (4)
(3)
(2)
(1)
(No Mark)
4 (36.3%)
3 (27.3%)
3 (27.3%)
1 (9.1%)
0 (0%)
0 (0%)
3.91
3 (27.3%)
4 (36.3%)
3 (27.3%)
1 (9.1%)
0 (0%)
0 (0%)
3.82
2 (18.2%)
5 (45.4%)
3 (27.3%)
1 (9.1%)
0 (0%)
0 (0%)
3.73
2 (18.2%)
4 (36.3%)
5 (45.4%)
0 (0%)
0 (0%)
0 (0%)
3.73
1 (9.1%)
4 (36.3%)
5 (45.4%)
1 (9.1%)
0 (0%)
0 (0%)
3.45
Computer knowledge & skill
1 (9.1%)
5 (45.4%)
4 (36.3%)
1 (9.1%)
0 (0%)
0 (0%)
3.55
Oral communication skill
1 (9.1%)
5 (45.4%)
4 (36.3%)
1 (9.1%)
0 (0%)
0 (0%)
3.55
Written communication skill
2 (18.2%)
4 (36.3%)
4 (36.3%)
1 (9.1%)
0 (0%)
0 (0%)
3.64
Professional working habits & ethics
5 (45.4%)
3 (27.3%)
3 (27.3%)
0 (0%)
0 (0%)
0 (0%)
4.18
4 (36.3%)
4 (36.3%)
3 (27.3%)
0 (0%)
0 (0%)
0 (0%)
4.10
Knowledge & skills
Knowledge of math and science Knowledge of AE principles Apply AE principles Design components& systems Collect & analyze data
Life-long learning
Excellent
Overall weighted average
160
Weighted average (out of 5)
3.77
III. Management skills Excellent Skills (5)
Ability to plan & improve utilization of resources
Very Good (4)
Good
Fair
Poor
Unobserved
(3)
(2)
(1)
(No mark)
Weighted average (out of 5)
2 (18.2%)
5 3 (45.4%) (27.3%)
1 (9.1%)
0 (0%)
0 (0%)
3.73
3 (27.3%)
5 3 (45.4%) (27.3%)
0 (0%)
0 (0%)
0 (0%)
4.00
3 (27.3%)
3 4 (27.3%) (36.3%)
1 (9.1%)
0 (0%)
0 (0%)
3.73
Work in multidisciplinary teams
3 (27.3%)
5 2 (45.4%) (18.2%)
1 (9.1%)
0 (0%)
0 (0%)
3.91
Safety & environmental awareness
1 (9.1%)
5 4 (45.4%) (36.3%)
1 (9.1%)
0 (0%)
0 (0%)
3.55
Time management skills
2 (18.2%)
4 3 2 (36.3%) (27.3%) (18.2%)
0 (0%)
0 (0%)
3.55
Apply optimal decision making in company projects Independent thinking
Overall weighted average
161
3.75
Faculty Survey The purpose of this survey is to assess faculty members, satisfaction level and the effectiveness of programs in place to help them progress and excel in their profession. We seek your help in completing this survey and the information provided will be kept in confidence. Indicate how satisfied are you with each of the following aspects of you situation at your department? A: Very satisfied 1.
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
(B)
(C)
(D)
(E)
Providing clarity about the faculty promotion process (A)
9.
(C)
Administrative support from the department (A)
8.
(B)
The mentoring available to you (A)
7.
(E)
Cooperation you receive from colleagues (A)
6.
(D)
Your interaction with students (A)
5.
(C)
Type of teaching/research you currently do (A)
4.
(B)
The intellectual stimulation of your work (A)
3.
C: Neutral D: Dissatisfied E: Very dissatisfied
Your mix of teaching, research and community service (A)
2.
B: Satisfied
(B)
(C)
(D)
(E)
Your prospects for advancement and progress through ranks (A)
(B)
(C)
(D)
(E)
(D)
(E)
10. Salary and compensation package (A)
(B)
(C)
162
11. Job security and stability at the Department (A)
(B)
(C)
(D)
(E)
12. Amount of time you have for yourself and family (A)
(B)
(C)
(D)
(E)
(D)
(E)
13. The over all climate at the Department (A) 14.
(B)
(C)
What are the best programs/factors currently available in your department enhance your motivation and job satisfaction?
that
Regarding Teaching: --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Regarding Research: --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Regarding University Services: --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------15. Suggest programs/factors that could improve your motivation and job satisfaction Regarding Teaching: ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Regarding Research: -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
163
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Regarding University Services: --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Imformation about faculty member
1.
Academic rank:
A: Professor B: Associate Prof. C: Assistant Prof. D: Instructor E: Lecturer 2.
Years of service:
A: 1-5
B: 6-10
C: 11-15
D: 16-20
164
E: > 20
FACULTY SURVEY RESULTS Faculty survey was administered in semester 041. Seven faculty members responded to the questions. The results are as follows:
Aspects
Very satisfied
Satisfied (4)
Neutral
Dissatisfi ed
Very dissatisfied
(3) (5)
Weighted average (out of 5)
(2)
(1)
Your mix of teaching, research & community services The intellectual simulation Type of teaching/research Interaction with students Cooperation from colleagues Mentoring available
2 (28.6%)
4 (57.1%)
1 (14.3%)
0 (0%)
0 (0%)
4.14
2 (28.6%) 2 (28.6%) 2 (28.6%) 2 (28.6%) 3 (42.9%)
2 (28.6%) 4 (57.1%) 3 (42.9%) 4 (57.1%) 3 (42.9%)
0 (0 %) 0 (0%) 0 (0 %) 0 (0%) 0 (0%)
0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)
3.86
Administrative support Clarity of faculty promotion process Your prospects for advancements Salary & compensation packages Job security
3 (42.9%) 2 (28.6%) 2 (28.6%) 1 (14.3%)
4 (57.1%) 4 (42.9%) 3 (42.9%) 4 (57.1%)
3 (42.9%) 1 (14.3%) 2 (28.6%) 1 (14.3%) 1 (14.3 %) 0 (0%) 1 (14.3%) 2 (28.6%) 2 (28.6%)
0 (0%) 0 (8 %) 0 (0%) 0 (0%)
0 (0%) 0 (0%) 0 (0%) 0 (0%)
4.42
2 (28.6%) 2 (28.6%) 3 (42.9%)
4 (57.1%) 3 (42.9%) 4 (57.1%)
1 (14.3%) 2 (28.6%) 0 (0%)
0 (0%) 0 (0%) 0 (0%)
0 (0%) 0 (0%) 0 (0%)
4.14
Amount of time available for yourself The overall climate at the Department
Overall weighted average
4.14 4.00 4.14 4.28
4.14 4.00 3.86
4.00 4.42
4.11
165
King Fahd U
niversity of Petroleum & Minerals Aerospace Engineering Department AE 411/412 (Senior Project) Presentation Evaluation Dear Instructor: Please fill the following grading table, a column for each student. Then the committee chairman would kindly submit all the forms to Dr. Ahmed Z. Al-Garni (22-158) ASAP. Keep a copy of the student report if you can nominate his project and report for the best Senior Design Project Report Award. Student Name Student ID No. Stating the objective clearly.
10
Presentation performance and clarity (Language, Clarity, Style, Illustrations, i.e. graphs, models, multimedia, etc.).
20
Quality of presented material
10
General appearance of the final report.
10
Knowledge of the subject and response to questions. Effort put in and experience gained from the project/Coop training. Stating the conclusion. Total Grade
20 20 10 100
Letter Grade Average of the Committee
The grade will be considered as the following: (A+ ≥ 93%), (90% ≤ A < 93%), (85% ≤ B+ 90%), (80% ≤ B < 85%)(75% ≤ C+ < 80%), (70% ≤ C < 75%), (65% ≤ D+ < 70%), (60% ≤ D < 65%), (F < 60%). Committee Chairman Instructor Name: __________________________ Name: _____________________________ Signature : ___________________________ Signature: __________________________ Date : ___________________________ Date: ______________________________
King Fahd University of Petroleum & Minerals Aerospace Engineering Department AE 351 (AE Cooperative Work) Presentation Evaluation Dear Instructor: Please fill the following grading table, a column for each student. Then the committee chairman would kindly submit all the forms to Dr. Ahmed Z. Al-Garni (22-158) ASAP. Keep a copy of the student report if you can nominate his project and report for the best Senior Design Project Report Award. Student Name Student ID No. Stating the objective clearly.
10
Presentation performance and clarity (Language, Clarity, Style, Illustrations, i.e. graphs, models, multimedia, etc.).
20
Quality of presented material
10
General appearance of the final report.
10
Knowledge of the subject and response to questions. Effort put in and experience gained from the project/Coop training. Stating the conclusion. Total Grade
20 20 10 100
Letter Grade Average of the Committee
The grade will be considered as the following: (A+ ≥ 93%), (90% ≤ A < 93%), (85% ≤ B+ 90%), (80% ≤ B < 85%)(75% ≤ C+ < 80%), (70% ≤ C < 75%), (65% ≤ D+ < 70%), (60% ≤ D < 65%), (F < 60%). Committee Chairman Instructor Name: __________________________ Name: _____________________________ Signature : ___________________________ Signature: __________________________ Date : ___________________________ Date: ______________________________
137
Appendix B: Syllabus of AE Undergraduate Courses in ABET Format
AE 220 – Introduction to Aerospace Engineering
Catalog Data:
AE 220: Introduction to Aerospace Engineering. Credit 3. Introduction to overview of Aerospace Engineering, airplane, and the atmosphere. Basic aerodynamics and gas dynamics of incompressible flows, airfoils and wings, lift, drag, moments, circulation, boundary layers, and skin friction. Performance of aircraft, level flight, climb, range, endurance, and take-off and landing. Introduction to stability and control; structures and materials; propulsion of flight vehicles; and space flight (astronautics). Prerequisite: PHYS 102
Textbook:
J. D. Anderson, Jr., Introduction to Flight, 4th Edition, McGraw-Hill Company, 2000.
References:
Richard S. Shevel, Fundamental of Flight, 2nd Edition, Prentice Hall, 1989.
Coordinator:
Dr. Ahmed Z. Al-Garni, Professor of AE.
Course Objectives: 1. To introduce the Aerospace Engineering students to the science and engineering flight. 2. To introduce major fields of AE (aerodynamics, gas dynamics, flight dynamics, flight structure and materials, propulsion, and astronautics). Prerequisites by Topic: 1. The three laws of motion. 2. Basic continuity, momentum, and energy principles. Topical Outline:
No. Topics 1 2 3 4 5 6 7 8
Classes
Introduction to the overview of aerospace engineering (courses and objectives), anatomy of airplanes, fundamental thoughts, and the standard atmosphere. One-dimensional basic incompressible, compressible, inviscid, viscous, laminar, and turbulent flows. Airfoils, wing, and other aerodynamic shapes. Flight performance. Stability and control. Structure materials. Propulsion. Hypersonic and space flight.
168
3 6 6 6 6 3 6 6
Design Projects: Several term projects are assigned. The final term project is intended to introduce design to the students with the approval of the instructor. Computer Usage: Computer is utilized by the students for their assignment calculations and some basic problems in the field (e.g., calculation of standard atmosphere and performance of airplane). Evaluation Methods (EM): 1. Homework 2. Projects 3. Major Exams 4. Final Exam Students Learning Outcomes: For Course Objective 1 1. Students will demonstrate a basic understanding of Aerospace Engineering. [EM: 1-4] For Course Objective 2 1. Students will demonstrate their knowledge about the basic incompressible, compressible, inviscid, viscous, laminar, and turbulent flows of an aircraft. [EM: 1, 2] 2. Students will demonstrate ability on flight performance, stability, and control. [EM: 1, 2] 3. Students will demonstrate ability on propulsion and structure material. [EM: 1, 2] 4. Students will demonstrate ability on hypersonic flight and astronautics. [EM: 1, 2] 5. Students will demonstrate ability to give a professional and well-organized presentation of term projects and analysis through the use of written and oral reports. [EM: 2] Laboratory Projects:
(None)
ABET Category Content: Engineering Science: Engineering Design: Prepared by:
2 Credits 1 Credit
Dr. Ahmed Z. Al-Garni
Date:
169
22/11/1425H. (02/01/2005G.)
AE 325 – Gas Dynamics I
Catalog Data:
AE 325: Gas Dynamics I. Credit 3. Fundamentals of compressible fluid flow (gas dynamics) in relation to effects of area change (nozzles and diffusers), friction and heat interaction (Fanno, Rayleigh line, and isothermal flow), combustion waves (deflagration, explosion, and detonation waves), normal and oblique shock waves, expansion fans (Prandtl-Meyer waves) and their effects on flow properties (extended diffusers and supersonic airfoils). Applications to flow through pipelines, subsonic, sonic, and supersonic flights, turbo machinery and combustion. Numerical methods in compressible fluid flow. Prerequisite: AE 220
Textbook:
Patrick H. Oosthuizen and William E. Carscallen, Compressible Fluid Flow, McGraw-Hill International Editions, 1997.
References:
1) John D. Anderson, Jr., Modern Compressible Flow with Historical Perspective, 3rd Edition, McGraw-Hill, 2003. 2) Michel A. Saad, Compressible Fluid Flow, (2nd Ed.), Prentice Hall, 1993.
Coordinator:
Dr. Farooq Saeed, Assistant Professor of AE.
Course objectives: 1. To equip students with state-of-the-art knowledge and techniques to enable them to formulate, design, integrate and solve problems involving compressible fluid flow. 2. To provide students with an opportunity to implement numerical as well as computational fluid dynamic techniques for the analysis and design of aerodynamic related subjects dealing with compressible (subsonic/supersonic) flow through ducts, nozzles, airfoils and bodies 3. To enable students to develop high communication skills and the ability to function well in multidisciplinary teams. Prerequisites by Topic: 1. Understanding of the fundamental concepts in aerodynamics and gas dynamics. 2. Understanding of basic principles of thermodynamics. 3. Ability to write small computer code in programming language (FORTRAN, C, C++, etc.) or use the computer software (MATLAB, MS Excel, etc.).
Topical Outline: No. Topic 1 Review of compressible flow fundamentals (CH.1-3, textbook) 2 One-dimensional isentropic flow (CH.4, textbook) 170
Weeks 3 1
3 4 5 6 7 8 9 10 11
Normal shock wave (CH.5, textbook) Oblique shock wave (CH.6, textbook) Expansion waves: Prandtl-Meyer Flow (CH.7, textbook) Variable area flow (CH.8, textbook) Adiabatic flow in a duct with friction: Fanno Flow (CH.9, textbook) Flow with heat addition or removal: Raleigh Flow (CH.10, textbook) Combustion waves (deflagration, explosion, and detonation waves) (CH.10, textbook) Numerical analysis of one-dimensional flow (CH.12, textbook) Introduction to two-dimensional compressible flow (CH.13, textbook)
1 1 1 2 1 1 1 2 1
Design/Term Projects: Students are exposed to some design oriented problems as well as some flow variables that are important in determining the performance of variable area nozzles or supersonic airfoils. These are given as homework/term project assignments. The final project is intended to have more design in problem selected by a student(s) with approval of the instructor. Computer Usage: Some homework assignments involve computer-aided computation, and a term projects that involves computations using MATLAB, JAVA applets or state-of-the-art software (COMPROP) and numerical techniques in compressible fluid flow. Evaluation Methods (EM): 1. Homework 2. Small computer projects (programming exercise using FORTRAN, MATLAB, MS Excel, etc.) 3. Major Exams 4. Term Project 5. Final Exam Students Learning Outcomes: For Course Objective 1 1. Explain the fundamentals of compressible fluid flow such as compressibility, mach number, mach waves as well as the underlying assumptions. [EM: 1-5] 2. Derive and formulate the equations of compressible fluid flow through ducts, nozzles, around supersonic airfoils and geometries. [EM: 1-5] 3. Derive fundamental relations for flow properties across shock waves (normal and oblique) and expansion waves, and nozzles. [EM: 1-5] 4. Determine flow properties with the aid of tabular or graphical compressible flow data such as compressible flow tables or charts. [EM: 1-5] 5. Explain the mechanism of flow through convergent-divergent ducts. [EM: 1-5] 6. Determine lift and drag of supersonic airfoils. [EM: 1-5] 171
For Course Objective 2 1. Use a programming language (FORTRAN, C++, MATLAB, etc.) to solve compressible fluid flow problems. [EM: 1, 2, 4] 2. Use modern computational fluid dynamics techniques to solve compressible fluid flow problems. [EM: 1, 2, 4] 3. Apply finite-difference and time-marching schemes or use state-of-the-art computational software (such as COMPROP, JAVA applets) to solve design problems related to compressible fluid flow. [EM: 1, 2, 4] For Course Objective 3 1. Ability to analyze results and draw meaningful conclusions. [EM: 1-5] 2. Function well in team projects through mutual organization, coordination and integration. [EM: 2, 4] 3. Ability to effectively express and apply various ideas and techniques. [EM: 1, 2, 4] 4. Improved communication and organizational skills through high level of professional presentation and a well organized written project report. [EM: 4] Laboratory Projects:
(None)
ABET Category Content: Engineering Science: Engineering Design:
Prepared by:
2 credits 1 credit
Date: 1/11/1425H. (12/12/2004G.)
Dr. Farooq Saeed
172
AE 328– Flight Structure I Catalog Data:
Statistically determinate and indeterminate structures; aerodynamics and inertia loads, load factors, stresses in beams, shear flow in thin webs, closed section box beams; deflection analysis of structural systems; introduction to buckling; application to wing and fuselage stress analysis; Rayleigh-Ritz and introduction to the finite element method; elasticity of structures stress-strain relationships; vehicle materials; fatigue; strength-weight comparisons of materials; and sandwich construction including composite materials. Not to be taken for credit with ME 428
Prerequisite: CE 203, AE220 Textbook: H.D. Curtis, Aircraft Structural Analysis, 1st Edition, McGraw-Hill, 1996. References: 1) T.H Megson, Aircraft Structures for Engineering Students, 3rd Edition, Butterworth Heinenmann, 2001. 2) D.J. Peery and J.J. Azar, Aircraft Structures, McGraw-Hill, 1982 Coordinator: Dr. Hanafy Omar, Assistant professor Course Objectives: 1. To provide the students with the fundamental knowledge and techniques to analyze and design the structural components of the aircraft. 2. To enable the students to have high communication skills and to function well in multi-disciplinary teams. Prerequisites by Topic: 1. Fundamental knowledge of statics, mechanics of materials, and calculus. 2. Fundamental understanding of energy concept, stress, bending moment diagrams, and deflection of beams. Topical Outline: No. 1. 2. 3. 4. 5. 6. 7. 8.
Topics Introduction (Ch. 1-text book) Statically determinate structures (Ch. 2-text book) Fundamentals of elasticity (Ch. 3-text book) Box beam stress analysis (Ch. 4 -text book) Load transfer in stiffened panel structures (Ch. 5-text book) Energy methods in structural analysis (Ch. 4- R1) Introduction to finite element method. (Ch. 10-textbook) Introduction to structural stability (Ch. 12 – text book)
Weeks 1 2 3 3 1.5 2 1.5 1
Design Projects: The final project is intended to have depth knowledge in subject selected by a student(s) with approval of the instructor 173
Computer Usage: Computer assignments involve stress and strain calculations for the aircraft structures Evaluation Methods (EM): 1. Homework 2. Quizzes 3. Major Exams 4. Projects 5. Final Exam Students Learning Outcomes: For Course Objective 1 1. Analyze and design the plain and space trusses, frames, beams and shear panels [EM: 1-5] 2. Apply the theory of elasticity to determine an analytical solutions for the basic plan stress problems [EM: 1-5] 3. Analyze the thin-walled structures and stiffened shear panels used in aircraft structural components (wing and fuselage) . [EM: 1-5] 4. Apply the work-energy principles and finite element method to solve basic structural problems. [EM: 1-5] 5. Determine the stability of columns [EM:1-5]. 6. Students will demonstrate the ability to use Matlab as a tool for aircraft structural analysis. [EM 1, 4] For Course Objective 2 1. Function well in team projects. [EM: 4] 2. Give a professional presentation with high communication skills and well organized written project report. [EM: 4] Laboratory Projects:
(None)
ABET Category Content: Engineering Science: Engineering Design:
Prepared by:
2 credits 1 credit
Date: 1/11/1425H. (12/12/2004G.)
Dr. Hanafy Omar
174
AE 333 – Aerodynamics I
Catalog Data:
AE 333: Aerodynamics I. Credits 3. General fluid flow equation, potential parallel flow theory with some applications of aerodynamics, thin airfoil theory and finite wing in incompressible inviscid flow. Introduction to viscous flow and boundary layers. Prerequisite: AE 220
Textbook:
John D. Anderson Jr., Fundamentals of Aerodynamics, (3rd) McGraw Hill, 2001.
References:
1) A.M. Kuethe and C-Y Chow, Foundation of Aerodynamics, John Wiley & Sons, 1998. 2) Bertin and Smith, Aerodynamics for Engineers, Prentice Hall, inc.1979.
Coordinator:
Dr. Ahmed Z. Al-Garni, Professor of AE.
Course Objectives: This course deals with flow of air around objects. While most of the applications in this course are wings and aircraft, a wide variety of applications are also considered in this course i.e. flow around cylinder or sphere. Therefore, this course has a set of objectives that you need to keep in mind during the semester. These objectives will help you keep in track of your learning as the semester progresses. 1. To introduce basic concepts and governing equations of aerodynamics. 2. To provide a clear understanding of the fundamental concepts and theories of incompressible and inviscid aerodynamics. 3. To use mathematical theories (thin airfoil and finite wing theories) to provide approximations to some actual aerodynamic problems we are attempting to solve. 4. To provide a comparison between theory’s results and experimental (actual) results. 5. To introduce viscous flow and boundary layer concepts and the difference between inviscid flow and viscous flow treatments. 6. To enable students to design and execute computational and experimental aerodynamic analysis and design together with members of a team. Prerequisites by Topics: 1. Vectors, differentiation of functions of several variables, multi-variable surface, and volume-integration. 2. Introduction to flight and its terminology and basic fluid. 3. Ability to program and use computer to compute related equations and parameters.
175
Topical Outline: Topics Classes No. 1. Review of some Aerodynamics terms. 1 2. Introduction to some aerodynamic variables, forces and moments, 5 dimensional analysis, flow similarity, and fluid statics. 3. Fundamental aerodynamic principles and equations: review of some vector relations; control volumes and fluid elements; continuity, momentum and 9 energy equations; substantial derivatives; path-lines, streamlines, angular velocity, circulation, stream functions and velocity potential. 4. Fundamentals of inviscid and incompressible flow: Bernoulli’s equation, incompressible flow in a duct (e.g., wind tunnel), Pitot tube and pressure coefficient; governing equation of irrotational and incompressible flow 9 (Laplace’s equation), uniform flow, source flow, doublet flow, non-lifting flow over a circular cylinder, vortex flow and lifting flow over a cylinder; Kutta-Joukowski theorem. 5. Incompressible flow over airfoils: vortex sheet, Kutta condition, Kelvin’s circulation, starting vortex, classical thin airfoil theory, symmetric and 7 cambered airfoil and vortex panel method. 6. Incompressible flow over finite wings: downwash and induced drag, vortex filament, Biot-Savert Law, Helmholtz’s Vortex theorems; Prandtl’s classical 7 lifting line theory, elliptical and general lift distributions and effect of aspect ratio. 7. Three-dimensional incompressible flow: 3-D source, doublet, flow around 3 sphere and general panel technique. 8. Introduction to viscous flow, and boundary layer theory. 4
Design Projects: A design project will be proposed by the instructor. The project will focus on relating all various topics in the course to solve real-life problems. Computer Usage: Computer assignment will involve some aerodynamic calculations of airfoils and wings in addition to the use of CFD packages. Evaluation Methods: 1. Homeworks 2. Major Exams 3. Projects (include numerical calculation, design and use of CFD packages) 4. Final Exams Student Learning Outcome: 1. Students should demonstrate understanding of basic equations of Aerodynamics and related terminology including circulation, stream function, velocity potential, and vorticity. [EM: 1, 2, 4]
176
2. Students should be able to use flow similarity theory to find a set of nondimensional coefficients i.e. lift and drag coefficients and non-dimensional parameters i.e. Mach and Reynolds numbers to model realistic aerodynamic problems. 3. Students should be able to analyze inviscid flow problems using Bernoulli’s equation. [EM:1-4] 4. Students should be able to use potential flow theory to model basic flows including uniform flow, source flow, doublet flow, flow over cylinder. [EM: 1-4] 5. Students should have a clear understanding of incompressible flow over infinite (2D) and finite (3D) wings. [EM: 1-4] 6. Students should have some basic understanding of viscous flow and boundary layers. [EM: 1-4] 7. Students should be able to use the available software to design, analyze airfoils, wings and other geometries i.e. cylinder or sphere. Laboratory Projects:
None
ABET Category Content: Engineering Science 2 Credits Engineering Design 1 Credits
Prepared by: Dr. Ahmed Z. Al-Garni
Date: 1/11/1425H (13/12/2004G)
177
AE 351 – Aerospace Engineering Cooperative Work
Catalog Data:
AE 351: Aerospace Engineering Cooperative Work. Credit 9. A period of 28 weeks of industrial employment for Aerospace Engineering students to work in appropriate industries or firms. Students are evaluated on their performance on the job and are required to submit an extensive formal report on their experience. Prerequisite: ENGL 214, AE 220 and Approval from the Department.
Textbook:
None.
References:
Company Reference Manuals.
Coordinator:
Dr. Abdullah M. Al-Garni, Assistant Professor of AE.
Course Objectives: 1. To integrate classroom studies with learning through productive work experience in a field related to student’s academic or career goals. 2. To prepare students for successful careers. 3. To instill in students the understanding of professional and ethical responsibilities. Prerequisites by Topic: 1. Understanding the equations of motion. 2. Some basic knowledge of aerodynamics and gas dynamics, flight dynamics, propulsion, and aerospace structures. Topical Outline:
As decided by the concerned company.
Design Component: Each student has to include a design problem in his Coop work, which is suggested and guided by the Coop advisor. This may be related to the nature of work at the student’s work place in the company or any other topic closely relevant to his area of interest. Computer Usage: It is highly recommended to use computers during the Coop work. The design problem/component demands substantial usage of specialized computer software, e.g., MATLAB, FLUENT, ANSYS, Mathematica, etc. The preparation of the Coop report and the presentation involve computer.
Evaluation Methods (EM): 1. Progress Reports 2. Company Evaluations 178
3. Final Report 4. Presentation Students Learning Outcomes: For Course Objective 1 1. An ability to relate classroom learning to work experience. [EM: 1, 3, 4] 2. An ability to select the right combination of electives. [EM: 2] 3. Enhancing relationship between the department and the industry. [EM: 1-4 ] For Course Objective 2 1. An ability to function in multi-disciplinary teams. [EM: 2-4] 2. An ability to communicate effectively. [EM: 2, 4] For Course Objective 3 1. An understanding of professional and ethical responsibility. [EM: 1-3]
Laboratory Projects: None ABET Category Content: Engineering Science: Engineering Design:
Prepared by:
6 credits 3 credits
Date: 05/09/1425H. (19/10/2004G.)
Dr. Ahmed Z. Al-Garni Dr. Abdullah M. Al-Garni
179
AE 399 – Summer Training
Catalog Data:
AE 399: Summer Training. Credit 0. A continuous period of 8 weeks of summer training spent in the industry working in any of the fields of Aerospace Engineering. The training should be carried out in an organization with an interest in one or more of these fields. On completion of the program, the student is required to submit a formal written report of his work. Prerequisite: ENGL 214 and Approval of the Department
Textbook:
None.
References:
None.
Coordinator:
Dr. Ahmed Z. Al-Garni, Professor of AE.
Course Objectives: 1. To expose the students to the applied engineering environment. 2. To prepare students to successful careers. 3. To instill in students an understanding of professional and ethical responsibilities. Prerequisites by Topic: None
Topical Outline:
None
Design Projects: Most students get involved in design activities during the training period. Computer Usage: Almost all students deal with computers daily during their training period. The level of involvement varies according to the type of assignment. Evaluation Methods (EM): 1. Progress and Final Reports 2. Company Evaluation Students Learning Outcomes: For Course Objective 1 1. An ability to relate classroom learning to work experiences. [EM: 1, 2] For Course Objective 2 1. An ability to function in multi-disciplinary teams. [EM: 2]
180
2. An ability to communicate effectively. [EM: 2] For Course Objective 3 1. An understanding of professional and ethical responsibility. [EM: 1, 2] 2. Enhancing relationship between the Department and the industry. [EM: 2] Laboratory Projects:
(None)
ABET Category Content: Engineering Science: Engineering Design:
Prepared by:
0 Credit 0 Credit
Date: 22/11/1425H. (02/01/2005G.)
Dr. Ahmed Z. Al-Garni
181
AE 401- Aerospace System Maintenance Catalog Data:
AE 401 Aerospace System Maintenance. Credit 3. Aviation maintenance regulations, records and documents. Servicing procedures and ground operation. Aviation material. Hydraulic, electrical, avionic, environmental and fuel systems. Engine, overhaul, installation and repair, heat exchangers. Inspection and testing. Weight and balance. Aerospace maintenance management with economic considerations, including visits to the field. Prerequisite : ME 215 or equivalent
Text Book:
Handouts
References:
1) U. S. Department of Transportation, Federal Aviation Regulations, Aviation Supplies & Academics, 1999 2) U.S. Department of Transportation, Airframe & Power plant General Handbook, Aviation Supplies & Academics,1976 3) U.S. Department of Transportation, Airframe Handbook, Jeppesen Sanderson Training Product, 1979 4) I. Moir and A.Seabridge, Aircraft Systems, Professional Engineering Publishing, 2001, 2nd Edition 5) D. Lombardo, Advanced Aircraft Systems, TAB Books,1993 6) C. H. Friend, Aircraft Maintenance Management, Longman Scientific & Technical, 1992
Coordinator:
Dr.Ahmed Z.Al-Garni, Professor of AE
Course Objectives: 1. To familiarize students with the basic working principles, functions, major components and technologies of aircraft systems and their integration into overall system. 2. To provide students with a comprehensive knowledge of regulations, safety rules, procedures, methods about maintenance and servicing of aircraft systems with economic and managerial considerations and enable them to use this knowledge in practice. 3. To enable students to have high communication and team working skills Prerequisites by Topic: 1.
Have a basic knowledge of materials and structure
2. Ability to use computer for basic statistical analysis Topical Outline: No. 1. 2.
Topics Maintenance Publications, Regulations, and Records Ground Operation, and Servicing 182
Classes 2 1
3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
Aviation material, and Corrosion Aircraft Hydraulic, and Pneumatic Systems Aircraft Flight Control Systems Aircraft Landing Gear Systems Aircraft Fuel / fire protection Systems Aircraft Electrical Systems Aircraft Instrument Systems Aircraft Communication, and Navigation Systems Aircraft Environmental Systems Aircraft Weight, and Balance Aircraft Engines Inspection Fundamentals Economics of Maintenance Statistical reliability, and Maintenance management
2 2 2 2 2 2 2 2 2 1 2 2 2 2
Term Projects: A number of term projects are assigned which allows the students to broaden their understanding on aircraft systems and their maintenance. Computer Usage: The students are encouraged to use computer through term projects, home works and presentations.
Evaluation Methods (EM): 1. Home works 2. Term projects 3. Quizzes/major exams 4. Laboratory works 5. Final Exam Student Learning Outcomes: For Course Objective 1 1. Demonstrate a basic understanding of information contained in manufacturers' aircraft maintenance specifications, manuals, publications and related Federal Aviation Regulations, Airworthiness Directives, and advisory material. [EM:1-5] 2. Demonstrate a basic understanding of safety rules, ground servicing procedures and typical ground operation hazards. [EM:1, 3-5] 3. Demonstrate a basic knowledge of the safety rules and regulations to be respected in maintenance activities. [EM:1, 3-5] 4. Demonstrate a basic understanding of principle aircraft materials and, forms and mechanisms of corrosion found on aircraft structure. [EM:1, 3, 5] 5. Demonstrate a basic understanding of the working principles, functions, major components, maintenance practices related to aircraft hydraulic, pneumatic, flight 183
control, landing gear, fuel, fire control, electrical, instrument, communication, navigation, and environmental systems and their integration to the overall system. [EM:1-5] 6. Demonstrate a basic understanding of constitution and working principles of turbine engines. [EM:1-5] 7. Demonstrate a basic understanding of non-destructive testing methods. [EM:1-3, 5] 8. Demonstrate a basic knowledge of economical factors in maintenance management. [EM:1, 2, 5] 9. Demonstrate a basic understanding of reliability-centered maintenance. [EM:1, 2, 5] For Course Objective 2 1. Demonstrate ability to read and comprehend information contained in manufacturers' aircraft maintenance specifications, manuals, publications and related Federal Aviation Regulations, Airworthiness Directives, and advisory material. [EM:1-5] 2. Demonstrate ability to identify and explain the major components of aircraft hydraulic, pneumatic, flight control, landing gear, fuel, fire control, electrical, instrument, communication, navigation, environmental system. [EM:1-5] 3. Demonstrate ability to read and explain aircraft electrical, hydraulic, pneumatic, fuel, environmental systems' diagrams. [EM:1-5] 4. Demonstrate ability to select correct non-destructive test method for a given material. [EM:1, 3, 5] 5. Demonstrate ability to use reliability methods in maintenance planning. [EM:1-5] For Course Objective 3 1. Demonstrate ability to communicate effectively and work in teams through assignments on aircraft systems and maintenance planning. [EM:1, 2, 4] Laboratory Projects: 1. Practices on aircraft 2. Field trips 3. Audio-visual shows 4. Students' presentations
ABET Category Content: Engineering Science: 3 Credits Engineering Design : 0 Credit
Prepared by: Dr. Ahmed Z. Al-Garni
Date: 10/09/1425H (26/10/2004G)
Mr. Mueyyet Tozan
184
AE 402-Aerospace Avionics Catalog data:
AE 402: Aerospace Avionics. Credits 3. Theory of operation and utilization of various types of avionic equipments. Radio wave propagation. VHF communication and VOR navigation system. Instrument landing system, ADF, DME and transponders. Weather radar. Area navigation systems. Avionic system integration and flight control. Avionic equipments troubleshooting and repair, including visits to the field. Prerequisite: EE 204 or equivalent
Text Book:
Handouts
References:
1) U.S.Department of Transportation, Airframe Handbook, Jeppesen Sanderson Training Product,1979 2) Middleton, D.H., Avionic Systems, Longman Scientific and Technical, 1989 3) IAP, Avionics Fundamentals, IAP,Inc., 1987 4) Kendal,B., Manuals of Avionics, Blackwell Scientific Publications,1993 5) Powell,J., Aircraft Radio Systems, Pitman Pub. Ltd., 1981 6) Hand,P.W. and Williams, G., Basic Electronics, Glencoe Publishing Co.,1980
Coordinator:
Dr.Ahmed Z.Al-Garni, Professor of AE.
Course Objectives: 1. To provide students with the understanding of basic principles, theory and operation of modern avionics systems and their implementation with current technology for both civil and military aircraft. 2. To enable students to effectively use the principles covered in analyzing and testing the performance of avionics. 3. To provide students with high communication and team working skills. Prerequisites by Topic: 1. A basic knowledge of electrical circuit 2. Ability to use computer for relevant calculations and presentations. Topical Outline: No. 1. 2. 3. 4. 5.
Topics Basic electronics Radio Wave principles Audio and Communication Systems Navigation Principles VOR Navigation Systems 185
Classes 2 2 2 2 2
6. 7. 8. 9. 10. 11. 12. 13.
Instrument Landing System Automatic Direction Finder Distance Measuring Equipment Radio Beacon Transponder Airborne Weather Radar /radar altimeter/EW Area Navigation Hazard Avoidance Systems Avionics Integration and Flight Control Systems
2 2 2 2 5 3 2 2
Term Projects: A number of term projects will be assigned which allows the students to broaden their understanding on avionic systems and their maintenance. Computer Usage: The students will be encouraged to use computer through term projects, home works and presentations. Evaluation Methods (EM): 1. Home works 2. Term projects 3. Quizzes/major exams 4. Laboratory works 5. Final Exam Student Learning Outcomes: For Course Objective 1 1. Demonstrate a basic understanding of the nature and propagation of radio waves. [EM:1-3, 5] 2. Demonstrate a basic understanding of the underlying theory of transmission and reception of radio waves. [EM:1-5] 3. Demonstrate a basic understanding of the working principles and operation of aircraft audio and communication systems. [EM:1-5] 4. Demonstrate a basic understanding of the working principles and operation of aircraft navigation systems and their integration to the overall system. [EM:1-5] 5. Demonstrate a basic understanding of working principles and operation of radar systems. [EM: 1, 2, 5] 6. Demonstrate a basic understanding of working principles and operation of aircraft flight control and management system and its relation to the other systems. [EM:1-5] 7. Demonstrate the knowledge of contemporary issues related to aircraft avionics. [EM:1, 2] For Course Objective 2 186
1. Demonstrate ability to identify, differentiate and describe aircraft antennas. [EM:1-5] 2. Demonstrate ability to define and describe the major components of aircraft audio and communications system ad their functions. [EM:1-5] 3. Demonstrate ability to identify and explain the major components of aircraft navigation systems and their functions. [EM:1-5] 4. Demonstrate ability to analyze the performance of navigation systems and radar. [EM:1-5] 5. Demonstrate ability to describe basic tests methods for avionics equipments. [EM:1, 2, 4] For Course Objective 3 1. Demonstrate ability to communicate effectively and work in teams through assignments on avionics systems. [EM:1, 2, 4] Laboratory Projects: 1. Practices on aircraft 2. Field trips 3. Audio-visual shows 4. Students' presentations
ABET Category Content: Engineering Science: Engineering Design:
3 Credits 0 Credit
Date: 10/09/1425H (26/10/2004G)
Prepared by: Mr. Mueyyet Tozan
187
AE 410: Astronautics
Catalog Data:
AE410: Astronautics (3 credits) Solar system; rocket propulsion and staging of power trajectories; dynamics and control of spacecraft; satellite altitude control; astrodynamics; lunar and interplanetary trajectories; re-entry and heating consideration; aerospace plane. Prerequisites: Phys 102 Wiesel, William, Spaceflight Dynamics, 2nd Edition, McGraw-Hill Book Co., 1997.
Textbook:
References:
Marshall H. Kaplan, Modern Spacecraft Dynamics and Control, , John Wiley & Sons, 1976.
Coordinator:
Dr. Ahmed Z. Al-Garni, professor of AE.
Course Objectives: 1. To enable students to use the basic equations of motion to calculate orbital and attitude motions of a spacecraft. 2. To introduce students to ascending and re-entry trajectories. 3. To introduce students to orbit and trajectory design. Prerequisites by topic: 1. Dynamics. 2. Ordinary differential equations. 3. Ability to use a computer to do numerical calculations.
No.
Topic
Weeks (approx.)
1 2 3 4 5 6
Introduction Orbit dynamics and control Rocket equation and staging Spacecraft equations of motion Spacecraft attitude control Hypersonic flow heating and Aerospace plane
1 2-5 6-7 8-9 10-12 13-15
Design Project: To enhance learning, the students are required to do a project, or more, involving some design aspects on a certain rocket or a satellite selected by the students and approved by the instructor. Computer Usage: Some homework assignments and the term project involve computer-aided computation. The MATLAB software is the main commercial software used in this class. Students 188
will submit, edit, and receive work electronically. They will learn to distribute documents to group members electronically. Evaluation Methods: 1. Homework 2. Midterm exams 3. Project 4. Final Exam Students measurable Outcomes: For Course Objective 1 1. Students will demonstrate a good understanding of space flight and orbital dynamics. [ EM: 1-4] 2. Students will apply Laplace transform and state space modeling techniques to derive and simulate the equation of motion of a spacecraft. [ EM: 1-4] 3. Students will apply classical and modern control techniques to satellite attitude control problems. [ EM: 1-4] For Course Objective 2 1. Students will demonstrate a good understanding of ascending and re-entry trajectories. [ EM: 1-4] 2. Students will demonstrate the ability to use MATLAB as a tool for simulating ascending and re-entry trajectory. [ EM: 1, 3] For Course Objective 3 1. Students will demonstrate the ability to use MATLAB as a tool for designing orbits and trajectories. [ EM: 1, 3] 2. Students will demonstrate the ability to work as a team, give a professional PowerPoint presentation and write a technical document. [ EM: 3]
ABET Category Content: Engineering Science:
2 credits
Engineering Design:
1 credit
Date: 10/09/1425H (26/10/2004G)
Prepared by: Dr. Ahmed Z. Al-Garni Dr. Ayman H. Kassem
189
AE 411 – Senior Design Project I
Catalog Data:
AE 411: Senior Design Project I. Credit 1. A course that integrates various components of the curriculum in comprehensive engineering experience so that the basic sciences, mathematics, and engineering sciences, which the student has learned in his Freshman-to-Senior years of study can be applied. It considers design of a complete project or system including establishment of objectives and criteria, formulation of the problem statements, preparation of specifications, consideration of alternative solutions, feasibility considerations, and detailed engineering designs. The design should take into consideration appropriate constraints such as economic factors, safety, reliability, ethics and environmental and social impact. Submission of a written report is an essential requirement for completion of the course. Team design projects, where appropriate, are highly encouraged. Prerequisite: Senior standing and Approval of the Department.
Textbook:
None.
References:
1) A. Ertas and J. C. Jones, The Engineering Design Process, John Wiley, 1993. 2) F. L. Harrison, Advanced Project Management, 3rd Edition, Gower, 1992. 3) S. F. Love, Planning and Creating successful Engineering Design, Advanced Professional Development, 1992. 4) Advisor suggested books.
Coordinator:
Dr. Ahmed Z. Al-Garni, Professor of AE.
Course Objectives: 1. To integrate knowledge acquired from the various courses of the undergraduate curriculum to an open-ended design effort and apply the knowledge gained to the solution of a contemporary engineering problem. 2. To make the student able to write a problem statement with clear objectives. 3. To make the student able to generate alternative solutions and select among them. 4. To gain a familiarity with available technical literature. 5. To experience the life cycle of a design project within a team environment. 6. To improve oral and written communication skills. Prerequisites by Topic: This is a capstone design course. So, there is no specific pre-requisite for this course other than senior standing and approval of the department. However, specific prerequisites might be added for some projects as per the requisite of the project proponent. 190
Topical Outline: This course is designed to be conducted in two parts. Part I The first part consists of lectures that are conducted by the course coordinator once weekly. The purpose of these lectures is to highlight some topics that would assist the student to carry out his project in light of the course objectives. The topics that are discussed within these lectures and its time distribution are: No. 1 2
3 4 5 6
7 8 9
Topic Weeks Introduction and distribution of projects list with a brief discussion about each 1–2 project. Clarifying the objectives 3 (a) Problem statement (b) Detailing the objectives (this include brain storming) (c) Objective tree Gathering information 1 Generating alternative solutions (this include brain storming) 1 Time management 1 Planning and scheduling 2 (a) Bar chart and logic network (b) The critical path method How to write a proposal 1 How to make a presentation 1 Oral presentation by individual students 3-4
Part II
The second part is conducted under the supervision of one or more of the AE faculty members with whom the student(s) select their senior design project. Weekly meetings are held between the student(s) and the respective advisor(s). The purpose of the meetings is to prepare the students to conduct a detailed engineering design taking into consideration appropriate constraints such as economic factors, safety, reliability, ethics, environmental and social impact. Design Component: This course is entirely based on design practice. This may include designing a system, a component, studying a phenomenon, and developing parts related to Aerospace Engineering. Computer Usage: Part I All home works would be computer generated. This would require the use of word processing software as well as graphic software. Some home work require the use of electronic databases and/or the internet. Moreover, oral presentations are mainly conducted via the computers using different software. 191
Part II In different projects, students might use special packages that are available in the Department to carry out their project simulations or to process their experimental data. Some of the simulation programs that are available at the Department are used by the senior project students are MATLAB, FLUENT, Mathematica, and others. Evaluation Methods (EM): Part I (to be evaluated by the course coordinator) 1. Home work 2. Attendance and participation in class discussion 3. Oral presentation Part II (to be evaluated by the project advisor) 4. Weekly progress assessment 5. Progress report at the midterm 6. Written proposal at the end of the semester Students Learning Outcomes: For Course Objective 1 1. Ability to apply knowledge acquired from the various courses of the undergraduate curriculum to prepare the proper approach of solution to his project problem. [EM: 4, 5, 6] For Course Objective 2 1. Ability to clarify the objectives of his project and write a problem statement with detailed objectives. [EM: 1, 3-6] For Course Objective 3 1. Ability to generate alternative solution, compare them and select the optimum of them. [EM: 4-6] For Course Objective 4 1. Familiar with the technical available literature pertinent to his project topic. [EM: 1, 4-6] For Course Objective 5 1. Ability to practice all phases of design in a team. [EM: 4-6] For Course Objective 6 1. Ability to communicate his results, findings and design ideas by proper drawings, writing technical reports and making oral presentations. [EM: 3, 5, 6] Laboratory Projects: None 192
ABET Category Content: Engineering Science: Engineering Design:
Prepared by:
0.5 credit 0.5 credit
Dr. Ahmed Z. Al-Garni
Date: 05/09/1425H. (19/10/2004G.)
Mr. Ahmad Jamal
193
AE 412 – Senior Design Project II
Catalog Data:
AE 412: Senior Design Project II. Credit 2. Continuation and completion of project started in AE 411. Public oral presentation and submission of final written report of the design project are essential requirements for the completion of the course. Prerequisite: AE 411.
Textbook:
None.
References:
The student with consultation of his project advisor should make use of all the available literature relevant to his project.
Coordinator:
Dr. Ahmed Z. Al-Garni, Professor of AE.
Course Objectives: 1. To integrate knowledge acquired from the various courses of the undergraduate curriculum to an open-ended design effort and apply the knowledge gained to the solution of a contemporary engineering problem. 2. To experience the life cycle of a design project within a group environment. 3. To improve oral and written communication skills.
Prerequisites by Topic: This is the second course of Senior Design Project. In the first course (AE 411), the student is expected to have produced a full proposal for his design project as topic pre-requisite for AE 412. Topical Outline: This course is a continuation of the project selected during AE 411 under the supervision of the same project advisor(s). In this regard, weekly meetings are held between the students (project team) and their respective advisor(s). The purpose of the meetings is to discuss and analyze the progress and problems faced by the project team while conducting their design project. In the last week of the semester, the student should submit a final written report of his design project that include all detailed work through the two semesters of AE 411 and AE 412. The student will also make a public oral presentation in which he would defend his design project in front of examining committee. Design Component: This is a design course in which a design problem is defined and the student work on the solution of the design problem. Computer Usage:
194
In different projects, students might use special packages that are available in the department to carry out their project simulations or to process their experimental data. Some of the simulation programs that are available at the Department and used by the Senior Project students are MATLAB, FLUENT, Mathematica, and others. Progress reports, drawings and final reports should be all computer generated. An oral presentation would be conducted via computer using different software. Evaluation Methods (EM): 1. Technical Progress Reports and Final Reports are to be Evaluated by the Project Advisor 2. Public Oral Presentation to be Evaluated by Examiner Committee that is Consisted of Three Faculty Members Students Learning Outcomes: For Course Objective 1 1. Complete design and analysis of the project he selected during AE 411 under the supervision of the same advisor(s). The student should be able to apply knowledge acquired from the various courses of the undergraduate curriculum to completely conduct his design project. The student should provide a detailed design, complete analysis, drawings, discussions and conclusions. [EM: 1, 2] For Course Objective 2 1. Able to practice all phases of design in a team. [EM: 2] For Course Objective 3 1. Communicate his results, findings and design ideas via public oral presentations. [EM: 2] Laboratory Projects: None
ABET Category Content: Engineering Science: Engineering Design:
Prepared by:
0 credit 2 credits
Dr. Ahmed Z. Al-Garni
Date: 05/09/1425H. (19/10/2004G.)
195
AE 414- Flight Traffic Control & Safety Catalog Data:
AE 414 Flight Traffic Control & Safety. Credit 3. Air traffic control system, inter-relationships between en-route terminal, tower flight service functions. Interface between man and machine which affects the safety of flight, and human factors. Accident prevention and investigation; including visits to the field. Prerequisite : EE 204 or equivalent
Text Book:
Alexander Wells, Commercial Aviation Safety, 3rd Edition, McGrawHill, 2001.
References:
1) Micheal S. Nolan, Fundamentals of Air Traffic Control, 2nd edition, Wadsworth Publishing, 1994. 2) Patrick D.T. O’Connor, Practical Reliability Engineering, 3rd edition, John-Wiley, 1995.
Coordinator:
Dr.Ahmed Z.Al-Garni, Professor of AE
Course Objectives: 1. To provide students with comprehensive knowledge in basic principles, theories, and concepts of aviation safety, functions and elements of air traffic control system, human factors in aviation safety, and aircraft accident prevention and investigation. 2. To develop the ability to use various methodologies and techniques to carry out proactive safety programs by combining the many interrelated components of aviation safety and security. 3. To enable students to have high communication skill. Prerequisites by Topic: 1. Have a basic knowledge of electrical circuits 2.
Ability to use computer for data analysis
Topical Outline: No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Topics Regulatory Framework Safety statistics and Data analysis Measuring Air Transportation Safety The Nature of Accident Human Factors in Aviation Safety Air Traffic Control System Aircraft Technologies Airline Safety & Security Accident Investigations Reliability and Failure Prevention 196
Classes 3 3 3 3 6 6 3 6 6 6
Term Projects: A number of term projects will be assigned which allows the students to broaden their understanding on aviation safety. Computer Usage: The students will be encouraged to use computer through term projects, home works and presentations. Evaluation Methods (EM): 1. Home works 2. Term projects 3. Quizzes/major exams 4. Final Exam Student Learning Outcomes: For Course Objective 1 1. Demonstrate a basic understanding of theories of accident causes in examining the nature of accidents, and accident and incident reporting. [EM:1-4] 2. Demonstrate a basic understanding of human factors, human performance, and human relationships in aviation safety. [EM:1-4] 3. Demonstrate a basic knowledge of the operation and functions of air traffic control system. [EM:1-4] 4. Demonstrate a basic knowledge of the new aviation technologies in relation to the safety. [EM:1-4] 5. Demonstrate a basic understanding of air carrier security programs with changing security needs and measures. [EM:1-4] 6. Demonstrate a basic understanding of all aspects of aircraft accident investigations including applicable rules and regulations through investigation technology, analysis and reports. [EM:1-4] 7. Demonstrate a basic understanding of reliability and failure analysis. [EM:1-4] For Course Objective 2 1. Demonstrate ability to understand, discuss, and analyze aviation accident data. [EM:1-4] 2. Demonstrate ability to apply the tool of human factors analysis and classifications in improving aviation safety. [EM:1-4] 3. Demonstrate ability to carry out an aircraft accident investigation process and prepared well to participate in future investigations. [EM:1-4] For course objective 3 197
1. Communicate effectively using oral, written, graphical and electronic formats. [EM:1, 2] Laboratory Projects: (None) ABET Category Content: Engineering Science: Engineering Design :
3 Credits 0 Credit
Prepared by: Dr. Ahmed Z. Al-Garni
Date: 10/09/1425H (26/10/2004G)
Mr. Mueyyet Tozan
198
AE 420 – Aerospace Engineering Lab I
Catalog Data:
AE 420: Aerospace Engineering Lab I. Credit 1. Laboratory experiments related to aerospace fields including wind tunnel and other equipment testing to demonstrate various phenomena, such as pressure distribution, and lift and drag measurement on different bodies. The course will include three parts, i.e., Fluid Dynamics, Aerodynamics and Gas Dynamics, and propulsion. Prerequisite: AE 220.
Textbook:
A. Z. Al-Garni, Experimental Manual, KFUPM, 2002. 1) J. D. Anderson, Jr., Introduction to Flight, 4th Edition, McGraw-Hill Company, 2000.
References:
2) J. A. Roberson and C. T. Crowe, Engineering Fluid Mechanics, Houghton Miffin Comapny, 1985. 3) J. D. Anderson, Jr., Fundamentals of Aerodynamics, McGraw-Hill Company, 1984. 4) M. A. Saad, Compressible Fluid Flow, Prentice Hall, 1985. 5) Hill and Peterson, Mechanics and Thermodynamics of Propulsion, 2nd Edition, Addison-Wesley, 1992.
Coordinator:
Dr. Ahmed Z. Al-Garni, Professor of AE.
Course Objectives: 1. To provide the Aerospace Engineering students the knowledge of equipment and measurement devices of aerodynamics and gas dynamics, and propulsion, including wind tunnel with some experimental work in the field. 2. To provide students with the necessary skills to conduct experiments, collect data, perform analysis and interpret results to draw valid conclusions. 3. To enhance oral, written and multimedia communication skills in the students. Prerequisites by Topic: 3. Basic laws of motion. 4. Basic fluid dynamics principles. 5. Some basic knowledge of aerodynamics and gas dynamics, and propulsion.
Topical Outline: No. Topic 1 Introduction to Aerospace Laboratory I (e.g., guidelines, equipments, etc.) PART I – Fluid Dynamics 199
Weeks 1
1 Viscosity Measurement of a Liquid 2 Calibration of Bourdon Tube Pressure Gauge 3 Flow Visualization and Reynolds Experiment 4 Pitot-Static Tube and Flow Through an Orifice 5 Venturi Meter and Orifice Meter 6 Impact of a Jet PART II – Aerodynamics and Gas Dynamics 1 Calibration of the Wind Tunnel 2 Flow Round a Bend in a Duct 3 Measurement of Lift and Drag for an Airfoil Section 4 Measurement of Drag on Different Shape of Bodies 5 Boundary Layer over a Flat Plate 6 Pressure Distribution on a Circular Cylinder 7 Pressure Distribution on an Airfoil PART III – Propulsion
1 1 1 1 1 1 1 1 1 1 1 1 1 1
Design Projects: (None) Computer Usage: The experiment calculations and preparation of the laboratory reports involve computer. The laboratory design project also requires computations using computer software such as MATLAB, FLUENT, etc. Evaluation Methods (EM): 1. Lab Reports 2. Quizzes 3. Major Exams 4. Laboratory Design Project (using Matlab and other packages) 5. Final Exam Students Learning Outcomes: For Course Objective 1 1. Ability to demonstrate a good understanding about AE lab. [EM: 1- 3, 5] 2. Capable to illustrate their ability on experimental processes of AE lab. [EM: 1-5] For Course Objective 2 1. Calibrate different aerospace instruments such as wind tunnel, pressure gages, etc. [EM: 1] 2. Use statistical tools to calculate required parameters and model various phenomena. [EM: 1-5] For Course Objective 3 1. Give professional presentation with high communication skills and well-organized written design project report. [EM: 4] 200
2. Function well in team projects. [EM: 4]
Laboratory Projects: One design term project is assigned to the students, which can be related to aerodynamics and gas dynamics, flight dynamics or propulsion. The design component is emphasized in the project.
ABET Category Content: Engineering Science: Engineering Design:
Prepared by:
0.5 credit 0.5 credit
Dr. Ahmed Z. Al-Garni
Date: 05/09/1425H. (19/10/2004G.)
Mr. Ahmad Jamal
201
AE 421 – Aerospace Engineering Lab II
Catalog Data:
AE 421: Aerospace Engineering Lab II. Credit 1. Laboratory experiments related to two parts of aerospace flight: flight structures and materials; and flight dynamics and control, including demonstration and familiarization with basic components of the airframe construction (e.g., landing gear mechanism, aircraft wing, parts of fuselage), and flight simulator model performance stability (e.g., lift and drag measurement and neutral point location and trim curves). The course includes films and visits to the industries in aerospace fields. Prerequisite: Senior Standing and AE 220.
Textbook: References:
A. Z. Al-Garni, Experimental Manual, KFUPM, 2002. 1) J. D. Anderson, Jr., Introduction to Flight, 4th Edition, McGraw-Hill Company, 2000. 2) J. D. Anderson, Jr., Fundamentals of Aerodynamics, McGraw-Hill Company, 1984. 3) D. J. Peery and J. J. Azar, Aircraft Structures, McGraw-Hill, 1982. 4) R. C. Nelson, Flight Stability and Automatic Control, McGraw-Hill, 1989.
Coordinator:
Dr. Ahmed Z. Al-Garni, Professor of AE.
Course Objectives: 1. To provide Aerospace Engineering students with the knowledge of equipment and measurement devices of flight structure and materials, flight dynamics and control with some experimental work in the field. 2. To provide students with the necessary skills to conduct experiments, collect data, perform analysis and interpret results to draw valid conclusions. 3. To enhance oral, written and multimedia communication skills in the students. Prerequisites by Topic: 1. Basic laws of motion. 2. Some basic knowledge of aerodynamics and gas dynamics, and flight dynamics.
Topical Outline: No. Topic 1 Introduction (a) General Introduction to lab (b) Statistics in experimental methods 2 Flight Demonstration Wind Tunnel 202
Weeks 1 1
3
4
5
(a) Introduction to flight demonstration wind tunnel (b) Calibration of flight demonstration wind tunnel (c) Measurement of Reynolds number (d) Relation between lift force and angle of attack (e) Neutral point location and trim curves plot Subsonic Wind Tunnel (a) Introduction to wind tunnel (b) Flow visualization using tufts and smoke wire technique Aircraft Parts and Airplane (a) The anatomy of aircraft (e.g. landing gear, wing, fuselage, cockpit, controls) (b) Measurements on aircraft (e.g. wing, tail) (c) Introduction to cockpit Films and Visits to Industries in Aerospace Fields (a) Saudi Aramco aviation visit (b) Weight and balance calculations for an aircraft
1 1 1 1 1 1 1 1 1 1 1 2
Design Term Projects: (None) Computer Usage: The experiment calculations and preparation of the laboratory reports involve computer. The laboratory design project also requires computations using computer software such as MATLAB, Foilsim, FLUENT, etc. Evaluation Methods (EM): 1. Lab Reports 2. Quizzes 3. Major Exams 4. Laboratory Design Project (using Matlab and other packages) 5. Final Exams Students Learning Outcomes: For Course Objective 1 1. Ability to demonstrate a good understanding about AE lab. [EM: 1-3, 5] 2. Capable to illustrate their ability on experimental processes of AE lab. [EM: 1-5] For Course Objective 2 1. Calibrate Flight Demonstration Wind Tunnel. [EM: 1] 2. Use statistical tools to calculate required parameters. [EM: 1-5] For Course Objective 3 1. Give professional presentation with high communication skills and well-organized written design project report. [EM: 4] 2. Function well in team projects. [EM: 4] 203
Laboratory Projects: A design term project is assigned to each student, which can be related to aerodynamics and gas dynamics or flight dynamics. The design component is emphasized in the project.
ABET Category Content: Engineering Science: Engineering Design:
Prepared by:
0.5 credit 0.5 credit
Dr. Ahmed Z. Al-Garni
Date: 05/09/1425H. (19/10/2004G.)
204
AE 422 – Flight Propulsion Catalog Data:
AE 422: Flight Propulsion I. Credits 3. Introduction to Brayton cycle. Aerothermodynamics of aerospace vehicle engines, combustion, thrust and efficiency. Gas turbine engines: turbojet, turbofan, turboprop, ramjet typical engine performance. Aerothermodynamics of inlets, combustors and nozzles. Introduction to turbo-compressors and turbines. Introduction to rockets and performances of rocket vehicle engines. Chemical and electrical driven rocket engines. Prerequisite: AE 220
Textbook:
P. Hill and C. Peterson, Mechanics and Thermodynamics of Propulsion Systems, Addison-Wesley Publishing Ltd., 1992.
References: 1) D. G. Shepherd, Aerospace Propulsion, American Elsevier Pub, 1972. 2) G. P. Sutton , Rocket Propulsion Elements, Wiley, 1986. 3) G. C. Oates, Aerothermodynamics of Gas Turbine and Rocket Propulsion, AIAA Education Series, 1988. 4) R. D. Archer and M. Saarlas, An Introduction to Aerospace Propulsion, Prentice Hall Publisher, 1996. Coordinator:
Dr. Abdullah M. Al-Garni, Assistant Professor of AE.
Course Objectives: This course deals with different propulsion systems used in aircraft and spacecraft. A wide range of propulsion systems are currently used in aerospace applications. However, this course will focus on some of the most widely used propulsion systems. This course has a set of objectives that you need to keep in mind during the course of the semester. These objectives are as follows: 1. To provide students of aerospace engineering with a deep understanding of different propulsion systems used in aircraft and spacecraft. 2. To allow students to study the performance of different propulsion systems and ways to improve them. 3. To enable students to carry out conceptual design of a propulsion system and its components and evaluate its performance. Prerequisites by Topics: 1. First law of thermodynamics. 2. Multi-variable surface- and volume-integration. 3. Introduction to flight and its terminology 4. Ability to program and use computer to compute related equations and parameters.
205
Topical Outline: No. Topic Classes 1. Mechanics and thermodynamics of fluid flow: fundamental equations, 4 thermodynamics of gasses, equilibrium combustion. 2. Thermodynamics of aircraft jet engines: thrust and efficiency, ramjet, 6 turbojet, turbofan, turboprop and turboshaft engines. 3. Inlets, combustors, nozzle: subsonic and supersonic inlets, gas turbine 4 combustors, afterburners and ramjet combustors, nozzles. 4. Axial compressors: work and compression, performance of a single stage and multistage compressor axial compressor, compressor efficiency, degree of 9 reaction, radial equilibrium, design of subsonic axial compressor. 5. Axial turbines: axial turbine stage, stage efficiency, blade cooling, turbine 7 performance, turbine and compressor matching, turbine stage design. 6. Performance of rocket vehicles: static performance, vehicle acceleration, 6 single stage and multistage chemical rockets and electrical rocket vehicles. 7. Chemical rocket thrust chamber: performance characteristics, nozzles. 3 8. Chemical rocket propellants: liquid propellants, equilibrium composition, liquid propellant combustion chambers, solid propellants, solid propellants 5 combustion chambers, electrical rockets.
Design Projects: Design project is proposed by the instructor. The project focuses on relating all various topics in the course to design a conceptual propulsion system. Computer Usage: Computer assignments involve analysis of some propulsion systems and its components. Evaluation Methods: 1. Homeworks 2. Major Exams 3. Projects 4. Final Exams Student Learning Outcome: 1. Demonstrate understanding of the different types of air breathing engines used in aircraft. [EM: 1, 2, 4] 2. Carry out analysis of propulsion efficiency, cycle performance, rational for various types of turbine engines. [EM:1-4] 3. Perform the analysis of inlets, burners, nozzles, compressors and turbines in such a way that successful flow behavior can be obtained. [EM: 1-4] 4. Be aware of the different types of rocket propulsion systems. [EM: 1-4]
206
5. Demonstrate understanding of liquid- and solid-propellant rockets, their combustion chambers and nozzles. [EM: 1, 2, 4] 6. Enable students to design and execute numerical and experimental propulsion analysis and design together with members of a team. [EM: 1, 3] Laboratory Projects:
None
ABET Category Content: Engineering Science 2 Credits Engineering Design 1 Credits
Date: 7/11/1425H (19/12/2004G)
Prepared by: Dr. Abdullah M. Al-Garni
207
AE 426: Flight Dynamics
Catalog Data:
AE426: Flight Dynamics (3 credits) Flight performance. Static and dynamic flight stability and control of flight vehicle. Rocket trajectories and satellite orbits. Prerequisites: AE 220 or equivalent
Textbook:
Nelson, R. C., Flight Stability and Automatic Control, 2nd Ed., McGraw-Hill Co., 1998
References:
1) Perkins and Hage, Airplane Performance Stability and Control, John Wiley & Sons, 1976. 2) H. Kaplan, Modern Spacecraft Dynamics and Control, John Wiley & Sons, 1976. 3) Vinh, Busemann, and Culp, Hypersonic and Planetary Entry Flight Mechanics, The University of Michigan Press, 1980. 4) Etkin, B., and Reid, L. D., Dynamics of Flight: Stability and Control, 3rd Ed., John Wiley & Sons, 1996.
Coordinator:
Dr. Ahmed Z. Al-Garni, Professor of AE.
Course Objectives: 1. To introduce students to the fundamental concepts of atmospheric flight dynamics. 2. To allow students to analytically estimate static and dynamic stability derivatives. 3. To enable students to study and predict aircraft performance. 4. To allow students to study the stability of longitudinal and lateral motions using the linearized equations of motion. 5. To enable students to control aircraft performance using control theory techniques. Prerequisites by topic: 1. Dynamics. 2. Introduction to flight, its terminology and the atmosphere. 3. Ability to program and use the computer for calculation and integration of the equation of flight motion and other related parameters. Topical Outline No. 1 2 3 4
Topic
Weeks (approx.)
Introduction Static Stability Aircraft Equations of Motion Aircraft Performance
1 2-4 5-6 7-8 208
5 6 7 8
Longitudinal Motion Lateral Motion Introduction to Control Theory Aircraft Autopilot Design Using Control Theory
9-10 11-12 13 14-15
Design Project: To enhance learning, the students are required to do a project, or more, involving some design aspects on a certain airplane selected by the students and approved by the instructor. Computer Usage: Some homework assignments and the design project involve computer-aided computation. The MATLAB software is the main commercial software used in this class. Students will submit, edit, and receive work electronically. They will learn to distribute documents to group members electronically. Evaluation Methods: 1. Homework 2. Major exams 3. Design Project 4. Final Exam Students Measurable Outcomes: 1. Students will demonstrate a good understanding of flight dynamics. [EM: 1-4] 2. Students will apply Laplace transform and state space modeling techniques to derive and simulate the equation of motion of a flying vehicle. [EM: 1-4] 3. Students will apply the root locus technique to stability augmentation and autopilot design problems. [EM: 1-4] 4. Students will demonstrate the ability to use MATLAB as a tool for matrix manipulations and dynamic simulation. [EM: 1, 3] 5. Students will demonstrate the ability to work as a team, give a professional PowerPoint presentation and write a technical document. [EM: 3]
ABET Category Content: Engineering Science:
2 credits
Engineering Design:
1 credit
Prepared by:
Dr. Ahmed Z. Al-Garni
Date: 22/11/1425H. (02/01/2005G.)
209
AE 427 – Aerospace System Design
Catalog Data: AE 427: Aerospace System Design. Credit 3. This is an integrated aerospace design course, which includes theory, background, and methods of aerospace system (e.g., aircraft, rockets, and space craft) design; including requirements and specifications of design, integration of aerodynamics, structure, propulsion, and flight dynamics and control; performance analysis and prediction; and complete integration of aerospace system. Prerequisite: Senior Standing and AE 220 Textbook:
None.
References:
1) Daniel P. Raymer, Aircraft Design: A Conceptual Approach, AIAA Education Series, USA, 1989. 2) J. Raskam, Airplane Design, Aviation Engineering Corporation, 1989. 3) R. Whitford, Design for Air Combat, Jane’s Publishing Inc., USA, 1987. 4) E. Torenbeek, Synthesis of Subsonic Airplane Design, Delft University Press, Nijgh-Wolters-Noordhoff Universitaire Uitgevers B. V., Rotterdam, The Netherlands, 1976. 5) K. D. Wood, Aerospace Vehicle Design, Vol. 1, 3rd Edition, Johnson Publishing Company, Boulder, Colorado, USA, 1968. 6) M. Griffin and J. French, Space Vehicle Design, AIAA Education Series, USA, 1991. 7) James R. Wertz and Wiley J. Larson (editors), Space Mission Analysis and Design, third Edition, Microcosm Press and Kluwer Academic Publishers, 1999.
Coordinator: Dr. Ahmed Z. Al-Garni, Professor of AE. Course Objectives: 1. To equip students with state-of-the-art knowledge and techniques to enable them to formulate, design, integrate and solve problems involving aerospace system design. 2. To provide students with an opportunity to the use of software programs specific to aerospace system design as well as devise and implement their own numerical techniques for the analysis and design of an aerospace system. 3. To enable students to develop high communication skills and the ability to function well in multidisciplinary teams. Prerequisites by Topic: 1. Understanding of the fundamental concepts in aerodynamics, gas dynamics, flight dynamics and control, flight structure and flight propulsion. 2. Ability to effectively and efficiently program problems in a programming language (FORTRAN, etc.) or use the computer software in solving problems related to design calculations. 210
Topical Outline: No. 1 2 3 4 5 6 7 8 9 10 11
Topic Overview of the design process (CH.1-2, textbook) Initial sizing from a conceptual sketch (CH.3-6, textbook) Configuration and subsystems layout (CH.7-11, textbook) Aerodynamic lift and drag estimation (CH.12, textbook) Component weight and structural loads estimation (CH.14-15, textbook) Stability, control and handling qualities (CH.16, textbook) Performance and flight mechanics (CH.17, textbook) Cost analysis (CH.17, textbook) Refined Sizing and Trade Studies (CH.17, textbook) Spacecraft mission analysis and design (Ref. 5 and 6) Design case studies (CH.20-21, textbook)
Weeks 1 2 2 1 1 1 1 1 1 2 2
Design Project: Depending upon enrollment in this course, teams of 4-5 students are assigned a single design project. The details of the design specifications based on customer and operational lifecycle value requirements are provided. Each student team is required to deliver oral and written versions of the design study as a Request for Proposal (RFP) that includes: design drivers and decisions; aircraft attributes and subsystems; basic systems engineering; cost and weight estimation; basic aircraft performance; safety and reliability; life cycle topics; aircraft subsystems; risk analysis and management; and
.
system integration and realization
Computer Usage: Most homework assignments as well as design project involve computer-aided computation using MATLAB, JAVA applets or state-of-the-art aerospace system design related software in addition to graphical software such as AUTOCAD for technical illustrations and drawings. Evaluation Methods (EM): 1. Homework 2. Design Project 3. Final Design Report Students Learning Outcomes: For Course Objective 1 1. Apply their knowledge of aerodynamics and astrodynamics related fields in the conceptual design of an aerospace system. [EM: 1-3] 2. Make intelligent and informed decisions based on available choices in design that help realize a conceptual design. [EM: 1-3] 3. Ability to perform trade studies using state-of-the-art techniques such as carpet plots and sizing matrix. [EM: 1-3] 4. Ability to analyze results and draw meaningful conclusions within a team framework. [EM: 2, 3] 211
For Course Objective 2 1. Use a programming language (MATLAB, FORTRAN, C++, etc.) to accomplish various design issues. [EM: 1-3] 2. Ability to use state-of-the-art software programs specific to aerospace system design as well as their own numerical techniques to solve design related problems. [EM: 1-3] For Course Objective 3 1. Function well in team projects through mutual organization, coordination and integration. [EM: 2, 3] 2. Ability to effectively express and apply various ideas and techniques. [EM: 1-3] 3. Improved communication and organizational skills through high level of professional presentation and a well-organized written project report. [EM: 2, 3]
Laboratory Projects:
(None)
ABET Category Content: Engineering Science: Engineering Design:
Prepared by:
0 Credit 3 Credits
Dr. Ahmed Z. Al-Garni
Date: 22/11/1425H. (02/01/2005G.)
212
AE 428– Flight Structure II Catalog Data:
Theory and analysis of structures of flight vehicles, Plate theory, thermal stresses, buckling and failure, introduction to structural dynamics; analysis of aero-elastic phenomena and flutter; composite materials; crack-growth calculation and wear out models.
Prerequisite:
AE 328 or equivalent
Textbook:
Handouts.
References: 1) T.H. Megson, Aircraft Structures for Engineering Students, 3rd Edition, Butterworth Heinenmann, 2001. 2) N, Noda, Thermal Stresses, 2nd Edition, Lastran Corp, 2002 3) R.M. Jones, Mechanics of Composite Materials, Taylor and Francis, 1998. 4) D. Hodges, Introduction to Structural Dynamics and Aeroelasticity, Cambridge Aerospace Series, 2002. 5) H.D. Curtis, Aircraft Structural Analysis, 1st Edition, McGraw-Hill, 1996 Coordinator:
Dr. Hanafy Omar, Assistant professor
Course Objectives: 1. To provide the students with the advanced knowledge and techniques to analyze and design the structural components of the aircraft. 2. To enable the students to have high communication skills and to function well in multidisciplinary teams. Prerequisites by Topic: 1. Have the fundamentals knowledge of statics, mechanics of materials, dynamics, and calculus. 2. Understand the principles of elasticity. 3. Ability to use the computer in writing a report and presenting the final project in a professional way. Topical Outline: No. Topic 1. Review the principles of elasticity (Chapter 1, R1) 2. Theory of Plates (Ch 5-R1) 3. Thermal stresses (Ch 4-R2) 4. Buckling and failure (Ch 6-R1) 5. Composite materials (Ch 1-R4) 6. Crack-growth calculation and wear out models. (Ch 3-R5, section 3.18) 7. Introduction to structural dynamics (Ch 2, R4) 8. Analysis of aero-elastic phenomena and flutters (Ch 13 –R1) 213
Weeks 2 3 2 2 1 1 2 2
Design Projects: The final project is intended to have depth knowledge in subject selected by a student(s) with approval of the instructor. Computer Usage: Some homework assignments involve computer aided computations such as Matlab and ANSYS. Word processing and PowerPoint software will be used to prepare and present the students’ projects in a professional way. Evaluation Methods (EM): 1. Homework 2. Quizzes 3. Major Exams 4. Projects 5. Final Exam Students Learning Outcomes: For course Objective 1 1. Determine the stresses in plates. [EM: 1-5] 2. Design a safe aircraft with regard to crack propagation. [EM: 1-5] 3. Analyze the aircraft structures when subjected to thermal loads. [EM: 1-5] 4. Analyze the aircraft structures made of composite materials. [EM: 1-5] 5. Apply the principles of aero-elasticity to determine speed limits of the aircrafts and the effectiveness of the control surfaces [EM: 1-5] 6. Students will demonstrate the ability to use MATLAB and ANSYS for aircraft structural analysis. [EM 1, 4] For course Objective 2 1. Function well in team projects. [EM: 4] 2. Give a professional presentation with high communication skills and well organized written project report. [EM: 4] Laboratory Projects:
(None)
ABET Category Content: Engineering Science: Engineering Design:
Prepared by:
2 credits 1 credit
Date: 22/11/1425H. (02/01/2005G.)
Dr. Hanafy M. Omar 214
AE 429 – Gas Dynamics II
Catalog Data:
AE 429: Gas Dynamics II. Credit 3. Review of compressible inviscid gas dynamics. Governing equations; Unsteady wave motion; Linearized flow; Conical flow; Numerical techniques for steady supersonic flow; Three-dimensional flow; Transonic flow; Hypersonic flow; High-temperature flow; and Experimental methods in gas dynamics. Prerequisite: AE 325 or Equivalent.
Textbook:
John D. Anderson, Jr., Modern Compressible Flow with Historical Perspective, 3rd Edition, McGraw-Hill, 2003.
References:
1) Patrick H. Oosthuizen and William E. Carscallen, Compressible Fluid Flow, McGraw-Hill, 1997. 2) John D. Anderson, Jr., Computational Fluid Dynamics, 1st Edition, McGraw-Hill, 1995.
Coordinator:
Dr. Farooq Saeed, Assistant Professor of AE.
Course Objectives: 1. To equip students with state-of-the-art knowledge and techniques to enable them to formulate, design, integrate and solve problems involving compressible fluid flow. 2. To provide students with an opportunity to implement numerical as well as computational fluid dynamic techniques for the analysis and design of aerodynamic related subjects dealing with compressible (subsonic/supersonic) flow through ducts, nozzles, airfoils and bodies 3. To enable students to develop high communication skills and the ability to function well in multidisciplinary teams. Prerequisites by Topic: 1. Understanding of the fundamental concepts in aerodynamics and gas dynamics. 2. Understanding of basic principles of thermodynamics. 3. Ability to program problems in a programming language (FORTRAN, C, C++, etc.) or use the computer software (MATLAB, MS Excel, etc.) in solving problems related to gas dynamics. Topical Outline: No. 1 2 3 4
Topic
Weeks
Review of compressible inviscid flow (CH.1-5, textbook) Governing equations for two- and three-dimensional inviscid compressible flow (CH.6 and 8, textbook) Unsteady wave motion (CH.7, textbook) Linearized flow (CH.9, textbook) 215
3 1 1 1
5 6 7 8 9 10 11
Conical flow (CH.10, textbook) Numerical techniques for steady supersonic flow, e.g. method of characteristics (CH.11, textbook) Introduction to computational fluid dynamics, e.g. finitedifference methods, discretization, stability analysis, grid generation, etc. (CH.12 and Appendix B, textbook) Three-dimensional flow (CH.13, textbook) Transonic flow (CH.14, textbook) Hypersonic flow (CH.15, textbook) High-temperature flow (CH.16-17, textbook)
1 2 2 1 1 1 1
Design/Term Projects: Students will be exposed to some design oriented problems as well as some flow variables that are important in determining the performance of variable area nozzles or supersonic airfoils. These will be given as homework/term project assignments. The final project is intended to have more design in problem selected by a student(s) with the approval of the instructor. Computer Usage: Some homework assignments involve computer-aided computation, and a term projects that involves computations using MATLAB, JAVA applets or state-of-the-art software (COMPROP) and numerical techniques in compressible fluid flow. Evaluation Methods (EM): 1. Homework 2. Computer projects (programming exercise using FORTRAN, MATLAB etc.) 3. Major Exams 4. Projects 5. Final Exam Students Learning Outcomes: For Course Objective 1 1. Derive and formulate the equations of compressible fluid flow through ducts, nozzles, around supersonic airfoils and geometries. [EM: 1-5] 2. Design, integrate and solve compressible fluid flow problems using classical as well as modern computational fluid dynamics techniques. [EM: 1-5] 3. Apply the techniques of linearized flow and method of characteristics in supersonic flow design and analysis problems. [EM: 1-5] 4. Apply finite-difference and time-marching schemes or use state-of-the-art computational tools (such as Matlab) to solve design problems related to supersonic blunt bodies and nozzles. [EM: 1, 2, 4] 5. Ability to analyze results and draw meaningful conclusions. [EM: 1-5]
216
For Course Objective 2 1. Use a programming language (MATLAB, FORTRAN, C++, etc.) to solve compressible fluid flow problems. [EM: 1, 2, 4] 2. Use modern computational fluid dynamics techniques to solve compressible fluid flow problems. [EM: 1, 2, 4] 3. Apply finite-difference and time-marching schemes or use state-of-the-art computational software (such as COMPROP, JAVA applets) to solve design problems related to compressible fluid flow. [EM: 1, 2, 4] For Course Objective 3 1. Function well in team projects through mutual organization, coordination and integration. [EM: 2, 4] 2. Ability to effectively express and apply various ideas and techniques. [EM: 1, 2, 4] 3. Improved communication and organizational skills through high level of professional presentation and a well organized written project report. [EM: 4] Laboratory Projects:
(None)
ABET Category Content: Engineering Science: Engineering Design:
Prepared by:
2 credits 1 credit
Dr. Farooq Saeed
Date: 1/11/1425H. (12/12/2004G.)
217
AE 433 – Aerodynamics II
Catalog Data:
AE 433: Aerodynamics II. Credits 3. Viscous flow and Navier-Stokes equations, laminar and turbulent boundary layer, unsteady flows, flow instabilities, high speed aerodynamics and aerodynamic heating. Introduction to hypersonic flow. Experimental methods in aerodynamics. Prerequisite: AE 333 or equivalent
Textbook:
A.M. Kuethe and C-Y Chow, Foundation of Aerodynamics, John Wiley & Sons, 1998.
References: 1) Frank M. White, Viscous Fluid Flow, 2nd ed., McGraw-Hill, 1991. 2) H. Schlichting, Boundary Layer Theory 8th ed., Springer Verlag, 1999. 3) John D. Anderson Jr., Fundamentals of Aerodynamics, 3rd ed., McGraw Hill, 2001. Coordinator:
Dr. Abdullah M. Al-Garni, Assistant Professor of AE.
Course Objectives: This course covers advanced subjects in aerodynamics such as viscous flows and high speed aerodynamics. While most of the applications in this course are wings and aircraft, a wide variety of applications are also considered in this course, i.e., flow around cylinder or sphere. Therefore, this course has a set of objectives that you need to keep in mind during the semester. These objectives will help you keep on track of learning as the semester progresses. 1. To provide students with state-of-the-art knowledge and techniques for the formulation, implementation, analysis and design of aerodynamic related systems associated with viscous flows. 2. To enable students to develop excellent communication skills by providing a multidisciplinary team oriented work environment. Prerequisites by Topics: 1. Understanding of conservation laws of fluid flow 2. Multi-variable surface- and volume-integration. 3. Understanding of laminar flow. 4. Ability to program and use computer to compute related equations and parameters. Topical Outline: No. 1. 2.
Topics The dynamics of viscous fluids: no-slip condition, viscous boundary layer, viscous stresses, similarity in incompressible flows. Incompressible laminar flow and boundary layers: laminar flow in a tube, 218
Classes 3 9
3.
4.
5.
6.
laminar boundary layer over a flat plate, effects of pressure gradients, flow separation, the Karman integral relation. Laminar boundary layer in compressible flow: conservation of energy, rotation and entropy gradient in compressible boundary layer, similarity considerations for compressible boundary layer, solutions of the energy equation for Pr = 1, temperature recovery factor, heat transfer versus skin friction, effects of pressure gradient. Flow instabilities and transition from laminar to turbulent flow: gross effects, Tollmien-Schilighting instability and transition, factors affecting instability and transition, natural laminar flow and laminar flow control, stability of vortex sheets, the transition phenomenon, flow around spheres and circular cylinder. Turbulent flows: description of turbulent field, statistical properties, conservative equations, laminar sublayer, fully developed flow in tubes and channels, constant pressure turbulent boundary layer, turbulent drag reduction, effects of pressure gradient, effects of compressibility on skin friction, free turbulent shear flows. Airfoil design, multiple surfaces, vortex lift, secondary flows, viscous effects: airfoil design for high Clmax, multiple lifting surfaces, circulation control, streamwise vorticity, secondary flows, vortex lift, flow around 3D bodies, unsteady lift.
10
7
10
6
Design Projects: A design project will be proposed by the instructor. The project will focus on various topics in the course to solve real-life problems. Computer Usage: Computer assignment will involve some aerodynamic calculations of airfoils and wings in addition to the use of CFD packages. Evaluation Methods: 1. Homeworks 2. Major Exams 3. Projects (include numerical calculation, design and use of CFD packages) 4. Final Exams Student Learning Outcome: 1. Students should have clear understanding of the role played by viscosity in determining the flow of fluids. [EM: 1, 2, 4] 2. Students should demonstrate understanding of laminar flow and laminar boundary layer in incompressible and compressible viscous flow. [EM: 1, 2, 4] 3. Students should explain flow instabilities and circumstances under which a steady laminar flow becomes unstable and develops in unsteady turbulent flows. [EM: 1, 2, 4]
219
4. Students should have a qualitative understanding of the physical processes that characterize many engineering turbulent flows. [EM: 1, 2, 4] 5. Students should apply some of the principles in this course to design airfoil for maximum lift coefficient. [EM:2, 4] Laboratory Projects:
None
ABET Category Content: Engineering Science 2 Credits Engineering Design 1 Credits
Date: 10/11/1425 (22/12/2004)
Prepared by: Dr. Abdullah M. Al-Garni
220
AE 442 – Flight Propulsion II
Catalog Data:
AE 442: Flight Propulsion II. Credit 3. Rocket and power plants, performance, dynamics, and control of turbo-engines. RAM/SCRAM jets engines. Blade element theory for propellers, turbo-compressors, and turbines. Introduction to space propulsion systems. Chemical, nuclear, and electrical propulsion rockets. Prerequisite: AE 422 or Equivalent.
Textbook:
Philip G. Hill and Carl R. Peterson, Mechanics and Thermodynamics of Propulsion, Addison-Wesley Publishing Company, Inc., 1992.
References: Hill, 1996.
1) Jack D. Mattingly, Elements of Gas Turbine Propulsion, McGraw2) George P. Sutton, Rocket Propulsion Elements, 6th Edition, JohnWiley & Sons, Inc., 1992. 3) Gordon C. Yates, Aerothermodynamics of Gas Turbine and Rocket Propulsion, Revised and Enlarged Edition, AIAA Education Series, AIAA Inc., 1988.
Coordinator:
Dr. Farooq Saeed, Assistant Professor of AE.
Course Objectives: 1. To equip students with state-of-the-art knowledge and techniques to enable them to formulate, design, analyze, integrate and solve complex problems involving aerospace (aircraft and spacecraft) propulsion systems. 2. To provide students with an opportunity to implement numerical as well as computational fluid dynamics techniques for the performance analysis and conceptual design of various aerospace (aircraft and spacecraft) propulsion systems. 3. To enable students to develop high communication skills and the ability to function well in multidisciplinary teams. Prerequisites by Topic: 1. The topics covered in AE 442 focus on revolving around some of the advanced concepts in aerospace (aircraft and spacecraft) propulsion systems and their application to a wide variety of practical aerospace applications encountered in practice. The students are advised to have a first course in aerospace (aircraft and spacecraft) propulsion systems before attempting this more advanced subject. 2. Understanding of the fundamental concepts in aerodynamics. 3. Understanding of the fundamental concepts in gas dynamics. 4. Understanding of basic and principles of thermodynamics. 5. Ability to effectively and efficiently program problems in a programming language (FORTRAN, C, C++, etc.) or use the computer software (MATLAB, MS Excel, etc.) in solving problems related to gas dynamics. 221
Topical Outline: Topic No. 1. Jet propulsion basics (CH.1, textbook) 2. Review of fluid mechanics and thermodynamics (CH.2, textbook) 3. Review of one-dimensional flow of a perfect gas (CH.3, textbook) Review of boundary-layer mechanics and heat transfer (CH.4, 4. textbook) 5. Thermodynamics of air-breathing (jet) engines (CH.5, textbook) Blade element theory for propellers, turbo-compressors, and turbines 6. (Selected from references) 7. Aerodynamics of inlets, combustors and nozzles (CH.6, textbook) Preliminary design of axial compressors (CH.7 and Appendices IV & 8. V, textbook) Preliminary design of axial turbines (CH.8 and Appendix VI, 9. textbook) Preliminary design of centrifugal compressors (CH.9 and Appendices 10. VII, textbook) Review of rocket engines and rocket vehicle performance (CH.10, 11. textbook) Chemical rockets - propellants (liquid/solid), performance (CH.11-12, 12. textbook) 13. Turbo-machinery (CH.13, textbook) Electric and nuclear propulsion systems (CH.14, textbook and other 14. references)
Weeks 1 1 1 1 1 1 1 2 1 1 1 1 1 1
Design/Term Projects: Students will be exposed to some design oriented problems as well as some design variables that are important in determining the performance of an aerospace propulsion system. These will be given as homework/term project assignments. The final project is intended to have more design in problem selected by a student(s) with the approval of the instructor. Computer Usage: Some homework assignments involve computer-aided computation, and a term projects that involves computations using MATLAB, JAVA applets or state-of-the-art software and numerical techniques in compressible fluid flow. Evaluation Methods (EM): 1. Homework 2. Computer projects (programming exercise using FORTRAN, MATLAB etc.) 3. Major Exams 4. Projects 5. Final Exam
222
Students Learning Outcomes: For Course Objective 1 1. Derive and formulate the equations for thrust due to flow through rocket or jet nozzle exits. [EM: 1-5] 2. Demonstrate understanding of the different types of air-breathing engines used in aircraft. [EM: 1-5] 3. Demonstrate analysis of propulsion efficiency, cycle performance, rational for various types of turbine engines. [EM: 1-5] 4. Apply blade element theory for propellers, turbo-compressors, and turbines in the design and analysis related problems. [EM: 1-5] 5. Apply the knowledge of thermodynamics of air-breathing engines, and aerodynamics of inlets, combustors and nozzles in the design and analysis of propulsion related problems. [EM: 1-5] 6. Design, analyze, integrate and solve aerospace propulsion system problems using classical as well as numerical techniques or through the use of state-of-the-art computational tools (such as MATLAB, etc.) to solve design related problems. [EM: 1, 2, 4] 7. Demonstrate understanding of rocket propulsion, types, performance and associated turbo-machinery. [EM: 1-5] 8. Ability to analyze results and draw meaningful conclusions. [EM: 1-5] For Course Objective 2 1. Use a programming language (MATLAB, FORTRAN, C++, etc.) to solve and analyze problems. [EM: 1, 2, 4] 2. Use numerical techniques to solve and/or analyze propulsion related problems. [EM: 1, 2, 4] 3. Use state-of-the-art software to solve design problems related to aircraft and spacecraft propulsion. [EM: 1, 2, 4] For Course Objective 3 1. Function well in team projects through mutual organization, coordination and integration. [EM: 2, 4] 2. Ability to effectively express and apply various ideas and techniques. [EM: 1, 2, 4] 3. Improved communication and organizational skills through high level of professional presentation and a well organized written project report. [EM: 4] Laboratory Projects:
(None)
ABET Category Content: Engineering Science: Engineering Design: Prepared by:
2 credits 1 credit
Dr. Farooq Saeed
Date: 1/11/1425H. (12/12/2004G.) 223
AE 446: Flight Dynamics II
Catalog Data:
AE446: Flight Dynamics II (3 credits) Fundamentals of atmospheric flight; stability and control analysis; matrix approach to the general motion and transfer function; elastic flight vehicle; automatic flight control. Introduction to space flight dynamics; application to missile, spacecraft, and satellite attitude controls Prerequisites: AE 426 or equivalent
Textbook:
Nelson, R. C., Flight Stability and Automatic Control, 2nd Ed., McGraw-Hill Co., 1998
References:
1) Etkin, B., and Reid, L. D., Dynamics of Flight: Stability and Control, 3rd Ed., John Wiley & Sons, 1996 2) Wiesel, William, Spaceflight Dynamics, 2nd Edition, McGrawHill Book Co., 1997.
Coordinator:
Dr. Ayman Kassem, Assistant Professor of AE.
Course Objectives: 1. To allow students to develop conceptual understanding and technical insight into flight dynamics and flight control systems. 2. To allow students to simulate and predict complex dynamic behavior of vehicles such as projectiles, aircraft, and spacecraft. 3. To introduce students to advanced flight control concepts. Prerequisites by Topic: 1. Flight and atmosphere terminology. 2. Ordinary differential equations. 3. Dynamics. 4. Flight stability, performance and control concepts. Topical Outline: No.
Topic
Weeks
1 2 3 4 5 6 7
Introduction Rigid aircraft Equations of Motion Elasticity effect on vehicle equations of motion Spacecraft equations of motion Rocket equation Aircraft control Spacecraft control
1 2-4 5-6 7-8 9 10-12 13-15
224
Design Project: To enhance learning, the students are required to do a project, or more, involving control design aspects on a certain airplane or satellite selected by the students and approved by the instructor. Computer Usage: Some homework assignments and the term project involve computer-aided computation. The MATLAB software is the main commercial software used in this class. Students submit, edit, and receive work electronically. They learn to distribute documents to group members electronically. Evaluation Methods: 1. Homework 2. Midterm exams 3. Project 4. Final Exam Students Learning Outcomes: 1. Students will demonstrate a good understanding of flight dynamics. [EM: 1-4] 2. Students will apply Laplace transform and state space modeling techniques to derive and simulate the equation of motion of a flying vehicle. [EM: 1, 3] 3. Students will apply classical and modern control techniques to aircraft autopilot design, and satellite attitude control problems. [EM: 1, 3] 4. Students will demonstrate the ability to use MATLAB as a tool for matrix manipulations and dynamics and control. [EM: 1, 3] 5. Students will demonstrate the ability to work as a team, give a professional PowerPoint presentation and write a technical document. [EM: 3] ABET Category Content:
Engineering Science:
2 credits
Engineering Design:
1 credit
Prepared by:
Dr. Ayman Kassem
Date: 1/11/1425H. (12/12/2004G.)
225
AE 450: Computational Methods for Aerospace Engineering
Catalog Data:
AE450: Computational Methods for Aerospace Engineering (1 credit) Solution of systems of algebraic equations; numerical solution of ordinary differential equations, Computer aided aerospace design and analysis. Introduction to finite difference methods and computational fluid dynamics. Prerequisite: AE 328 or equivalent AE 333 or equivalent and SE 301 or equivalent.
Textbook:
P.V.O’Neil, Advanced Engineering Mathematics, Brooks/Cole Publishing Company, 4th Edition, 1995, New York.
References:
Carl M. Bender, Steven A. Orszag, Advanced Mathematical Methods for Scientists and Engineers, Mcgraw-Hill, 1978
Coordinator:
Dr. Ahmed Z. Al-Garni, Professor of AE.
Course Objectives: 1. To provide students with a conceptual understanding of computational methods commonly used for analysis and design of aerospace systems. 2. To provide students with a working knowledge of computational methods including experience implementing them for model problems drawn from aerospace engineering applications. 3. To provide students with a basic foundation in theoretical techniques to analyze the behavior of computational methods. Prerequisites by topic: 1. Ordinary and partial differential equations. 2. Aerodynamics knowledge (thin airfoil theory and finite wing in incompressible inviscid flow). 3. Ability to use a computer to do numerical calculations. Topical Outline No.
Topic
Weeks (approx.)
1 2 3 4 5 6
Introduction Numerical linear algebra Numerical solution of ordinary differential equations Introduction to finite difference methods Introduction to finite element methods Optimization
1 2-4 5-6 7-9 10-12 13-15
226
Design Project: Different programming projects will be assigned for this course. Projects will focus on applying numerical algorithms to aerospace applications. The programming is highly recommended to be done in MATLAB. Computer Usage: Some homework assignments and projects involve computer-aided computation. The MATLAB software is the main commercial software used in this class. Students will submit, edit, and receive work electronically. They will learn to distribute documents to group members electronically. Evaluation Methods: 1. Homework 2. Midterm exams 3. Projects 4. Final Exam Students Learning Outcomes: For Course Objective 1, 2 1. Students will demonstrate a good understanding of Computational Mathematics. [EM: 1-4] 2. Students will apply modern Computational methods for the solution of static and dynamic problems in aerospace engineering. [EM: 1, 3] For Course Objective 3 1. Students will demonstrate the ability to use MATLAB as a tool for matrix manipulations and dynamic computations. [EM: 1, 3] 2.
Students will demonstrate the ability to work as a team, give a professional PowerPoint presentation and write a technical document. [EM: 3]
ABET Category Content:
Engineering Science:
1 credit
Engineering Design:
0 credit
Prepared by:
Dr. Ahmed Z. Al-Garni
Date: 1/11/1425H. (12/12/2004G.)
227
AE 499 – Special Topics in Aerospace Engineering
Catalog Data:
AE 499: Special Topics in Aerospace Engineering. Credit 3. Topics are selected from the broad area of Aerospace Engineering to provide students with the knowledge of recent advancements in the analysis and design in Aerospace Engineering and in aviation including optimization of Aerospace System Design, Aerodynamics, Gas Dynamics, Aerospace Structures and Materials, Flight Dynamics and Control, Propulsion, Helicopter Flight, Avionics, Navigation and Guidance, Aircraft Maintenance, Flight and Aviation Safety, Air Traffic Control, Aviation Law, Astronautics, and other related fields such as Marine Engineering. Prerequisite: To be set by the Department
Textbook:
(To be decided for each special topic)
References:
(To be decided for each special topic)
Coordinator:
Dr. Ahmed Z. Al-Garni, Professor of AE.
Course Objectives: 1. To provide students with the necessary knowledge and ability to formulate, design analyze, integrate and solve AE problems in the special topic in areas of Aerospace Engineering, Aviation and other related fields which are not covered in regular courses. 2. To enable students to have excellent communication skills and to function well in multi-disciplinary teams. Prerequisites by Topic: The pre-requisites will be announced one semester before offering. Topical Outline: The contents of the course will be announced in detail one semester before offering. Design Projects: Project(s) is/are assigned. The project is intended to have more design in problem selected by student(s) with approval of the instructor. Computer Usage: Some homework assignments involve computer-aided computation and analysis, and a term project that involves computations using relevant software and/or numerical solution techniques. Evaluation Methods (EM): 1. Homework 228
2. Computer projects 3. Major Exams 4. Projects 5. Final Exam Students Learning Outcomes: For Course Objective 1 1. Demonstrate a comprehensive understanding of the knowledge of the theory, principles, and techniques including mathematical and computational methods relevant to topics covered. [EM: 1-5] 2. Apply the knowledge gained efficiently and effectively to analyze, formulate, and solve problems and/or to design systems, components or processes in the relevant field. [EM: 1-5] For Course Objective 2 1. Function well in team projects. [EM: 2, 4] 2. Give a professional presentation with excellent communication skills and well organized written design project report. [EM: 4]
Laboratory Projects:
(None)
ABET Category Content: (To be decided for each special topic)
Prepared by:
Dr. Ahmed Z. Al-Garni
Date: 20/7/1424H. (17/9/2003G.)
229
Appendix C: Labs Safety Regulations
230
C. Safety Methods C.1. Elements of Safe Laboratory Environment •
Adequately designed and maintained ventilation system including fume-hood with sash and adequate velocity.
•
Fire protection for chemicals and inflammable materials.
•
Fire extinguishers adequate and appropriate to the hazard.
•
Eye wash fountain and safety shower.
•
Self-contained air masks near the laboratory for rescue purpose.
•
Two means of egress as far as possible.
•
Safe methods for disposal of waste chemicals and materials.
•
Adequate storage and bench space for the need of work.
•
Means of prevention of fire from one room to another room and from one floor to another floor.
C.2. Design •
Automatic fire and explosion detector equipment should be installed in those areas of all laboratory buildings which present special hazards.
•
Special provision should be made for the handling, storage and disposal of flammable liquids, compressed gas cylinders and hazardous materials.
•
Each laboratory must be provided with at least one fire blanket, fire extinguisher and first-aid kit.
•
Each laboratory should have at least two exists as removed from each other as possible; laboratory benches and other equipment should be arranged to facilitate egress and visibility from the corridor with small-wired glass panels.
•
Laboratory hoods should be equipped with safety glass sash, horizontal sliding panels, no wider than 16 inches.
•
Safety centers where electrical, gas, steam, air and other utilities can be shut off should be located outside the laboratory room
•
Valves for gas, steam and air should be of the type that indicate at a glance if the valve is open.
•
Adequate lighting must be provided in confirmation with the following recommendations:
Laboratory Stairways Shops Welding Area Machine Area
…. …. …. …. ….
100 foot candles 200 foot candles 100 foot candles 100 foot candles 100 foot candles
231
•
Consideration should be given to providing an emergency water supply wherever pressure failure would create failure.
•
Walls, doors and windows between laboratories and corridors should have a minimum fire resistance of 3/4 hour as determined by fire test rating.
•
Desks and fire cabinets must be protected by fire retarding paints. Insulating filing device must be used for records and containers.
C.3. Fire For prevention of fire: •
Emergency exits must be provided in the laboratories.
•
In addition to carbon dioxide fire extinguishers usually provided in the laboratories, there should be dry chemical extinguishers, sodium or potassium bicarbonate, for fighting flammable fires which cannot be controlled by carbon dioxide. Water-type extinguishers are needed for basket fires and fires in the wood, cloth and other ordinary combustibles. Special purpose extinguishers should be available for controlling fires in electronic equipment requiring special extinguishing agents.
C.3.1. Handling a Fire The following practice is recommended for handling the fires: •
Keep the corridors clear and the floor free from tripping hazards.
•
Keep fire doors closed all times (Make sure there are fire doors in the laboratory).
•
Know the location of the fire blankets.
•
Know the operation of the fire extinguishers.
•
Remove the fire extinguishers from the rack and extinguish the fire.
•
If your clothing catches fire, stay calm, don’t run, quickly get under shower and keep the water running. You can also wrap yourself in a fire blanket. Shout for help. Use emergency telephone in the laboratory and ask someone to ring the alarm if the fire is not controlled.
•
Do not return empty or partially used extinguisher to its rack.
C.3.2. Eye Protection Since the most series eye injuries in laboratories seem to have resulted from explosions, the basic eye protection should be able to stop flying objects from the front and from the site. Spectacles with side shields seem to be the best basic protection against flying objects and to afford a reasonable degree of protection against droplets which may be splashed. Glass lenses must be able to resist fracture by a 7/8 inch steel ball dropped from a height of 50 inches and must be retained in the form when subjected to the same impact. C.4. Instrument Hazards C.4.1. Heating Equipment •
Asbestos gloves and tongs must be used when placing or removing samples into or from oven, furnaces and hot plates. Thermostatic controls must be reliable. 232
•
All exposed metal or parts should be electrically grounded.
•
Hot plate wiring should not be exposed.
•
Electrical controls on mantles should have thermostat to prevent excessive heating.
•
Bright indicator light on heating equipment with time switches should be shown when equipment has been set to turn on later.
C.4.2 Electronic Equipment •
Equipment should be fused and have under voltage protection in event of a partial power failure.
•
Lamp holders and switch terminal insulators should be ceramic, particularly because of high humidity in Dhahran area.
•
Temperature limits witches should be provided to prevent over-heating.
C.4.3. Precautions •
Never touch an electrical switch, outlet, plug or other item of electrical equipment whenever the hands are wet, when you are standing in water, or when you are touching water faucets or other grounded metal fittings. Rubber gloves provide an excellent protection.
•
Static electricity presents a common laboratory hazard. Static charges can develop when compressed gases are rapidly released from a cylinder. These can ignite flammable gases.
C.5. Ventilation •
While selecting duct material for hood exhaust, a corrosion-resistant material must be used. Fire should not be able to spread from one duct to another.
•
A transport velocity of 2000 ft/min for vapors and gas and 2500-3000 ft/min for condensed moisture is suggested. Fans for the laboratory exhaust systems should be heavy-duty equipment with corrosion-resistant impellers.
•
The exhaust should be discharged above any parapet and beyond the building eddy zone so that the exhaust does not enter a fresh air intake.
•
The exhaust should now be allowed to return to the laboratory through door or windows.
C.6. Compressed Gas Cylinders Compressed gas is one having a pressure in the container of 40 psi or greater at 21°C (70°F) or having an absolute pressure of 104 psi at 54°C (100°F). C.6.1. Rules for Use •
The contents of the cylinder must be completely determined. If the contents are unidentified it should be marked as “unidentified” and should not be used unless the contents are accurately determined.
233
•
Do not remove the identification tag from the empty cylinders.
•
Do not rely on color codes as they will differ from one supplier to another.
•
Knowledge of the properties of cylinder contents is essential for laboratory operators. Not only should the flammability, corrosiveness or oxidation potential be known but their physiological properties must be known, such as toxic, anesthetic or irritating qualities. This information must be made known to the users.
•
Storage: Store cylinders in ventilated area away from heat or ignition sources. Store flammable away from other gases. Limit the quantity stored in one location. Don’t allow a large volume of gas to be released at once. Fasten cylinder securely in use or storage. Never leave a cylinder unfastened. If a cylinder falls off, the valve could shear off and the cylinder might “rocket” like a projectile due to release of pressure.
•
Transport: Transport large cylinders only on a wheeled cart. Never slice or roll them since it is easy to lose control of a cylinder while rolling or dragging, no matter how much practice a man may have. Mishandling may cause pulled muscles and back injuries. In pulling the protection cap may pull off and strike in the face.
•
Never temper with any part of a valve, such as the safety nut or stem packing nut.
•
Use cylinders only with equipment suitable for the contents and do not force the connection and use adopters.
•
Do not use cylinders without a regulator.
•
Close valves on empty cylinders and mark the cylinder “empty.”
•
Never attempt to refill a cylinder.
•
Do not stop the gas flow from cylinders overnight by backing off on the regulators. Even the best of regulators can develop seal leaks and allow excessive pressures to develop in using equipment.
C.7. Cryogenic Safety Cryogenic fluids are characterized by extreme low temperatures, ranging from a boiling point of -109.3°F for carbon dioxide to -453.8°F for helium. •
Cryogenic fluids must be stored in a double-wall evacuated containers. The containers may be metal or glass.
•
Transfer of liquids from the metal dewar vessels should be accompanied with special transfer tubes and specially designed pumps for particular application.
•
During transfer, the fluid should not become trapped between valves or closed section of the line.
•
Equipment and systems should be kept scrupulously clean to avoid contaminating material which may create a hazardous condition upon contact with the cryogenic fluids or gases used in the system.
C.8. Contamination of Water •
Have a periodic examination of water supply.
•
Never connect a non-potable system to a potable system. 234
•
Check plumbing and pluming fixtures periodically.
C.9. Safety Procedures for Laboratory Technicians •
Ensure safety and security in the laboratory by daily inspection of equipment, services and the general area.
•
Check if the fire fighting appliances are charged and in the proper places.
•
Report any discrepancy of (1) and (2) to the appropriate persons or department for remedial action.
•
Check the laboratory and equipment for potential hazard before use by other persons and isolate the equipment or area until hazard is neutralized.
•
Be in attendance at any time the laboratory is in use.
•
Ensure correct and safe use of tools and equipment by other persons using the laboratory. Report any unsafe practice to the appropriate person.
•
In the event of a hazard arising (e.g., fire, flood, electrical exposure), take remedial action as required or dictated by the event (e.g., isolate electrical supply or other services, contain fire with extinguishers, order evacuation of area, if necessary).
•
If a serious hazard arises, order evacuation, shut-off services, if possible, and close the doors to contain the hazard. Activate fire alarm, phone security and proceed as per the fire regulations.
•
Before daily departure, check all equipment is secured in “off” condition. Carry out a visual inspection of the area for potential hazard. Ensure all persons have left and secure the area.
These safety regulations and safety measures have been outlined for Mechanical Engineering department laboratories. C.10. Working Alone To work alone, the following minimum safety criteria must be met: •
The researcher’s presence is known to a second researcher located on the same floor within calling distance.
•
There is a little potential for serious injuries which render the researcher helpless to call for assistance by voice, telephone, etc.
•
That the researcher shall call the second person on the floor hourly and that the second person shall contact the lone worker immediately in the event he fails to call at the agreed time.
•
The lone researcher should inform the second researcher when the takes the lift.
•
Under no circumstances an undergraduate must be allowed to work alone in the laboratory.
•
Except for regularly scheduled courses, all researchers and faculty members must obtain authorization from the Lab Director to work after University hours. The authorization must be shown to security officers on being asked.
235
•
The worker should include in his experimental design provision for a possible utility failure which could cause an unsafe condition to develop. For instance, loss of cooling water and loss of power to vacuum pumps can cause serious damage, unless the operating procedures are carefully planned to meet such an eventuality.
•
In the event of loss of power or a critical utility, the workers should terminate his experiment and evacuate the laboratory.
C.11. Unattended Experiments •
Experiments are not to be left unattended unless automatic safety devices have been installed to effect shutdown in the event of power or utility failures.
•
All unattended operations must be approved by the Lab Director and the Chairman of the Department. Another researcher present in the building must be informed of the unattended operation with agreement to check it periodically.
C.12. Work Habit •
Preparation, storage or consumption of food or drinks should not be encouraged.
•
Smoking is strictly prohibited in all laboratories.
•
Refrigerators used for chemicals are not to be used food or drinks.
•
A person observing any unsafe act, practice or situation should call it to the attention of Lab Director or Chairman of the Department.
•
All injuries should be immediately reported.
•
Users of laboratory must wear safety glasses, aprons and protection sleeves.
•
Evacuation drills must be conducted at least twice a year.
•
The Lab Director must ensure that all undergraduate students, researchers and graduate students understand safety regulations and safety procedures.
236
Appendix D: Faculty Resumes
237
Ahmed Zafer Al-Garni
1. Academic Rank: Professor 2. Education:
[The first in KSA to earn four degrees in AE]
1407-1412 (1987-1991)
Ph.D., in Aerospace Engineering (Flight Dynamics and Control in the Atmosphere and Space). The University of Maryland, College Park, Maryland, U.S.A. (The Ph.D. dissertation field was the first of its kind in the world)
1405-1407 (1985-1987)
M.S., in Aerospace Engineering (Flight Dynamics & Control and Astrodynamics), The University of Michigan, Ann Arbor, Michigan, U.S.A.
1401-1404 (1981-1983)
M.S., in Aerospace Engineering (Flight Dynamics & Control and Aerodynamics), The University of Arizona, Tucson, Arizona, U.S.A.
1396-1401 (1976-1981)
B.S., in Aerospace Engineering (General AE), The University of Arizona, Tucson, Arizona, U.S.A.
3. Career Objectives and Major Research Interests: Career Objectives: To make significant contribution to the development and dissemination in the field of Aerospace Engineering, through the following: teach, conduct research, provide consultation, do translation, give public lectures/talks, write articles/books, and develop the field of Aerospace Engineering in the region. Research Interest: Applied and fundamental areas of Aerospace Engineering, using analytical, numerical, and experimental methods. The research activities can be categorized in three areas: •
Flight dynamics and control in atmosphere and space; including aerodynamics and aerodynamic heating.
•
Modeling and simulation of AE systems, including control and optimization. Interdisciplinary problems in Aerospace Engineering and other areas (AE Education, Laser application in materials, system and energy modeling).
4. Employment History: 1423-Present (2002-Present)
Professor & Chairman of Aerospace Engineering (AE) Department
1421-1423 (2001-2002)
Professor of Aerospace Engineering (AE) at Mechanical Engineering (ME) Department, KFUPM, Dhahran, KSA.
1419-Present (1998-Present)
Aerospace Engineering (AE) Program Director
238
1417-1421 (1996-Present)
Associate Professor of AE at ME Department, KFUPM, Dhahran, KSA
1412-1417 (1991-1996)
Assistant Professor of AE at ME Department, KFUPM, Dhahran, KSA
1404-1412 (1984-1991)
Lecturer of AE at ME Department, KFUPM, Dhahran, KSA. (This includes the years I was a student in my second M. S. and Ph.D.)
1395-1404 (1975-1984)
Aerospace Engineer (Student and Employee) at the Royal Saudi Air Force (RSAF), KSA. (This include the years I was a student in my B.S., and first M.S., and also my work as a Graduate Student and Researcher at the University of Arizona and the National Aeronautics and Space Administration [NASA], Ames, U.S.A.)
5. Teaching and Other Activities: •
Taught many required and elective courses in undergraduate and graduate programs at different university levels, with average student evaluation over 9 out of 10 in over 12 years, and many positive comments and appreciation from the students. The courses taught are: Course #
Course Title
Credit-Contact (Hours)
AE 220
Introduction to Aerospace Engineering
3-3
AE 350
Aerospace Engg. Cooperative Work
9-Coordination
AE 411, AE 412
Aerospace Engg. Senior Project
3-Coordination
AE 426
Flight Dynamics I
3-3
AE 427
Aerospace Engineering System Design
3-3
AE 599
Seminar
0
AE 610
Thesis
6-Thesis
ME 201
Dynamics
3-3
ME 203
Thermodynamics I
3-3
ME 301
Fluid Mechanics (Lab)
1-3
ME 320
Introduction to Aeronautics
3-3
ME 433
Introduction to Aerodynamics
3-3
ME 426
Flight Mechanics
2-2
ME 426
Flight Mechanics (Lab)
1-3
ME 433
Introduction to Aerodynamics
3-3
ME 520
Fundamentals of Astronautics
3-3
ME 610
Thesis
6-Thesis
SE 001
Math Analysis
3-3 239
•
Supervised over 100 Senior Projects and Co-op students, and evaluated many Summer Training Reports.
•
Advised, on an average, over 30 undergraduate students every semester including all AE students for over 12 years.
•
Supervised/Committee member of over 10 M.S. and Ph.D. students.
•
Aeronautics/Aerospace Group Coordinator, from1412 (1992)-Present. The primary purpose of the group activities is to improve research, teaching, and other related activities in the ME Department, KFUPM.
•
Heavily involved in courses, labs, curriculum, and programs development, especially for the Aerospace Engineering program, in the last twenty years.
•
Proposed and initiated a short- and long-plan to develop the AE field and to open AE Department in 1404 (1984).
•
In 1413-1414 (1993-1994), studied and proposed a comprehensive program for AE and its department. The study includes the need and job opportunity in KSA and the region, student enthusiasm and enrollment, cost, facilities, faculty, and curriculum. This study gave the breath of the Aerospace Engineering Program in 1419 (1998), with the following new/modified 24 courses: AE 220
Introduction to Aerospace Engineering
AE 325
Gas Dynamics I
AE 328
Flight Structures I
AE 333
Aerodynamics I
AE 350/351
Aerospace Engineering Cooperative Work
AE 399
Summer Training
AE 401
Aerospace System Maintenance
AE 402
Aerospace Avionics
AE 410
Astronautics
AE 411
Senior Design Projects I
AE 412
Senior Design Projects II
AE 414
Flight Traffic Control and Safety
AE 420
Aerospace Engineering Lab I
AE 421
Aerospace Engineering Lab II
AE 422
Flight Propulsion I
AE 426
Flight Dynamics I
AE 427
Aerospace System Design
AE 428
Flight Structures II
AE 429
Gas Dynamics II
AE 433
Aerodynamics II
AE 442
Flight Propulsion II
AE 446
Flight Dynamics II 240
AE 450
Computational Methods for Aerospace Engineering
AE 499
Special Topics in Aerospace Engineering (Helicopter)
•
Among the group who initiated, proposed, and established the Aeronautical Engineering Option at ME-KFUPM in 1406 (1986).
•
Initiated and established the 1st M.S. in Aerospace Engineering in KSA with 19 courses. AE 520
Aerodynamics of Compressible Flow
AE 524
Aerodynamics of Viscous Flow
AE 530
Aerospace Structures I
AE 534
Aerospace Structures II
AE 540
Flight Dynamics and Control I
AE 544
Flight Dynamics and Control II
AE 550
Aircraft Propulsion
AE 554
Rocket Propulsion
AE 528
Aerospace Computational Fluid Dynamics
AE 546
Fundamentals of Helicopter Flight
AE 548
Aerospace Avionics, Navigation and Guidance
AE 560
Aerospace and Aviation Maintenance
AE 564
Air Traffic Control
AE 566
Flight and Aviation Safety
AE 568
Flight and Aviation Law
AE 570
Fundamentals of Astronautics
AE 590
Special Topics
AE 599
Seminar
AE 610
M.S. Thesis
•
Initiated, taught and developed AE 220/ME 320 (Introduction to AE/Introduction to Aeronautics) and ME 520 (Fundamentals of Astronautics), and AE 427 (Aerospace System Design) for the first time in KSA, and suggested many textbooks/references.
•
Established the first AE Program and the first AE Department in the region.
•
During 1412-1416 (1992-1996): Prepared and developed two Laboratory Manuals for ME 426 (Flight Mechanics) and ME 433 (Introduction to Aerodynamics). Preparing two more Laboratory Manuals for AE 420 (AE Lab I) and AE 421 (AE Lab II) for the new AE program courses.
•
Initiated and ordered a Rollab (I6B312) internal six component strain gauge balance, to measure the force and moment systems on wind tunnel models with the balance an altitude mechanism (ATM 312) and a software for the system allows the 241
display of many features, such as a digital readout of the instantaneous angle of attack and calculation of lift, drag, forces and moments coefficient. Participated in the development of the system, specially the software program, which has been highly appreciated by both Rollab Company (of Sweden) and Helsinki University of Technology (of Finland). The process for ordering the complete system of the balance, with installation and testing started since 1412 (1991) and is continuing till present. •
Supervised the design, fabrication, and manufacture of several wind tunnel models, such as delta wing, two Boeing airplane, vertical axis wind energy system, airfoil, and missiles. Some of them were used in the wind tunnel balance for teaching and research purposes.
•
As the Aero-Laboratory Director, since 1419 (1998)-present, involved in the management of the two labs affairs. They are: (1) Aerodynamic and Flight Dynamic Lab, which is used mainly for teaching ME 426, ME 433, ME 420, AE 420, AE 421 and some other projects. (2) Wind Tunnel Lab, which is meant mainly for research. At the same time, working to extend the Aero Lab to have a new four Aerospace Engineering Labs (including advance aerodynamics lab, flight dynamics and control, aerospace structure and maintenance, and propulsion).
•
Initiated and participated in the construction of the new Aerospace Engineering Laboratory. This include two parts:
•
Supervised the construction of a base to accommodate an airplane, which has been donated by H. R. H. Prince Sultan Ibn Abdul’Aziz, to the Aerospace Engineering Program in KFUPM.
•
Supervised the construction of a Lab to house the new Aerospace equipments (e.g., landing gears, airplane’s major and minor parts, which have been obtained from the AE industries).
•
Initiated, ordered and supervised the assembly of many aircraft kit models which fly by remote control and are used in teaching in Aeronautics Engineering Option and Aerospace Engineering Program courses, such as ME 426/AE 426.
•
Initiated and supervised a project for the reduction of the test section in the Wind Tunnel in order to increase the free stream speed by about 40%, and to fit some needed projects for M. S. thesis and other research.
•
Supervised Sagger Al-Jazera program to build and opoerate student projects (e.g., hang-gliders, remote controlled airplanes, submarines, missiles, and solar energy car).
•
Gave many consultations (e.g., Royal Saudi Air Force, Space Research Institute KACST), and reviewed many articles for leading journals and conferences (such as, AIAA, ASME).
•
Working with the local aerospace and engineering industries (e.g., Royal Saudi Air Force, Saudi Aramco aviation Department) to develop the AE Lab.
•
Initiated/suggested the ordering of hundreds references (books, journals, proceedings, papers and manuals) for Aerospace Engineering subjects to the library.
•
Involved in the development of the ME curriculum, especially zero-base and ABET course files preparation, textbooks evaluation and searching ME undergraduate/graduate programs developments. 242
o Participated in teaching over 10 short courses. o Offered and coordinated the first short course of the AE Department titled, “Aerospace Engineering Science and Technology”, held in 1425 H (2004 G) •
Invited to give many lectures and talks about AE and other fields, which were received with appreciation to both the KFUPM and myself, and participated in many TV and Radio program.
•
Heavily involved in committees work, with an average of 10 committees per year and served in over 100 committees in the last 13 years such as: o o o o
Islamic studies Committee. Arabic Book Authorship & Translation Committee. First workshop on Patenting of Intellectual Property presentation Committee. Academic Committee.
•
Provide professional consultation to Royal Saudi Air Force (RSAF) and Saudi Armed Forces in various Aerospace Engineering Activities.
•
Contributed in holding the first workshop on patenting of Intellectual Property committee
•
Member of the editorial board of the Civil Aviation.
•
Over 400 citations of my research publications.
6. Honors, Recognition and Achievement:
• Received King Abdul Aziz Al-Saud Legion of Honor Medal for the first degree for Scientific patent, based on the Royal Directive Decision Patronized by H.R.H. Prince Abdullah Bin Abdul Aziz in 1425H (2004G) •
Received appreciation/letter of appreciation from many leading personalities (e.g., H.R.H. Prince Sultan Bin Abdul Aziz, H.R.H. Prince Abdulmajid Bin Abdul Aziz and H.R.H. Prince Mohammed Bin Fahd Bin Abdul Aziz).
•
Received Distinguished Engineering Scientist Award Patronized by H.R.H. Prince Ahmad Bin Abdul Aziz in 1424 H (2003G). The award was supervised by KACST. (The first in KSA to receive this award).
•
Received Award for Scientific Patent 2003-04 from KFUPM for “Movable Surface Plane” on Wing, KFUPM 1425 H (2004 G).
•
Received Award for Distinguished in Teaching & Academic Advising in KFUPM, 1425 H (2004 G).
•
Received the Distinguished Researcher Award from the King Fahd University of Petroleum & Minerals, academic year 1418-1419 H (1998-1999 G).
•
Received Distinguished evaluation for the overall performance (in teaching, research, and community service) for all the years at KFUPM, since 1412-1413 H (1992-1993 G) to present.
•
Received Certificate in appreciation of twenty years of service to KFUPM, 1425H(2004 G).
•
One of a small group in the world to publish in 5 out of 6 Journals of AIAA (the 243
most prestigious institution in the world for AE). Published about 80 papers in international Journals and Conferences. Have a Patent registered in American Patent and Trademark Office. •
Appointed/Elected to leading positions related to AE field at KFUPM, such as, the first chairman of Aerospace Engineering department, first Director of Aerospace Engineering Program, Aero-Lab Director, Aerospace Engineering Program Committee Chairman, Aerospace Group Coordinator, first coordinator for Aeronautics Group, since 1412-1413 H (1992-1993 G)-present.
•
Appointed on the Editorial Advisory Board for the Civil Aviation Magazine, issued by the Ministry of Defense & Aviation, KSA, 1418 H (1998 G)-present.
•
Listed in the leading biographies, such as 5th Edition of Who’s Who in Science and Engineering; 16th and 17th Editions of Who’s Who in the World; 6th Edition of ABI International Directory of Distinguished Leadership.
•
Established a national and international recognition in the AE field, such as, received many invitations to give speeches; consultation at many occasions, review research papers for AIAA and ASME and others; chosen by the American People-to-People Program from the region as a member of an International Aerospace Engineering Education Delegation to visit Russian Aerospace Program, and received many plaques and certificates and letters of appreciation (from KFUPM, Ministry of Higher Education, RSAF, Saudi Arabia Airlines, and others), since 1412 (1991)-present. Established the first AE program and Department in the region.
•
J. H. School and H. School Honors, 1390-1395 H (1970-1975 G); and B.S. Honors, the University of Arizona Honors, 1401 (1981).
o Membership of Professional Societies: •
American Institute of Aeronautics and Astronautics (AIAA), as a Senior Member.
•
International Association for Hydrogen Energy.
o Research and Publications: (a)
Refereed Journals (one of a small group in the world to publish in 5 out of 6 AIAA Journals, the most prestigious institute for AE in the world).
(2.)
A. Z. Al-Garni, “Analytical Solution for Controls, Heats and States of Flight Trajectories,” AIAA - Journal of Spacecraft and Rockets, Vol. 31, No. 5 (1994), pp.924-928 (Technical Note) (1414 H).
(3.)
A. Z. Sahin, B. S. Yilbas, and A. Z. Al-Garni, “Transient Heat Conduction in a Slab During Direct Resistance and Induction Heating,” International Communication in Heat and Mass Transfer Journal, Vol. 21, No. 2 (1994), pp.199-206 (1414 H).
(4.)
A. Z. Al-Garni, S.M. Zubair, and J. S. Nizami, “A Regression Model for Electric Energy Consumption Forecasting in Eastern Saudi Arabia,” Energy - The International Journal, Vol. 19, No. 10 (1994), pp.1043-1049 (1414 H).
(5.)
A. Z. Al-Garni, A. Z. Sahin, B. S. Yilbas, and S. A. Ahmed, “Cooling of Aerospace Plane Using Liquid Hydrogen and Methane,” AIAA - Journal of Aircraft, Vol. 32, No. 3 (1995),pp.539-546 (1415 H). 244
(6.)
B. S. Yilbas, A. Z. Sahin, N. Kahraman, and A. Z. Al-Garni, “Friction Welding of St-Al and Al-Cu Materials,” Journal of Materials Processing Technology, Vol. 49 (1995), pp.431-443 (1415 H).
(7.)
S. A. Ahmed, A. S. Nejad, and A. Z. Al-Garni, “A Comparative Study of the Effects of LDV Velocity Bias in the Near Field of a Turbulent Free Jet,” Canadian Aeronautics and Space Journal, Vol. 41, No. 4 (1995), pp.179-184 (1415 H).
(8.)
A. Z. Al-Garni, K. A. F. Moustafa, and S. S. A. K. J. Nizami, “Optimal Control of Overhead Cranes,” Control Engineering Practice (A Journal of IFAC - The International Federation of Automatic Control Engineering), Vol. 3, No. 9 (1995), pp.1277-1284 (1415 H).
(9.)
S. S. A. K. Javeed Nizami, and A. Z. Al-Garni, “Forecasting Electric Energy Consumption Using Neural Networks,” Energy Policy, Vol. 23, No. 12 (1995), pp.1097-1104 (1415 H).
(10.)
A. Z. Al-Garni, and A. Z. Sahin, “Designing a Cooling System for an Aerospace Plane Using H2, CH4, NH3, Kr and Xe,” Canadian Aeronautics and Space Journal, Vol. 41, No. 4 (1995), 193-201 (1415 H).
(11.)
A. Z. Al-Garni, and J. B. Barlow, “Aerospace Plane Ascending Trajectories with Heat Consideration,” IMechE - Part G: Journal of Aerospace Engineering, Vol. 210 (1996), pp.231-245 (1416 H).
(12.)
A. Z. Sahin, B. S. Yilbas, and A. Z. Al-Garni, “Friction Welding of Al-Al, AlSteel, and Steel-Steel Samples,” Journal of Materials Engineering and Performance, Vol. 5, No. 1 (1996), pp.89-99 (1416 H).
(13.)
A. Z. Al-Garni, A. Z. Sahin, and B. S. Yilbas, “Active Cooling of a Hypersonic Plane Using Hydrogen, Methane, Oxygen and Fluorine,” IMechE - Part G: Journal of Aerospace Engineering, Vol. 210 (1996), pp.9-17 (1416 H).
(14.)
B. S. Yilbas, A. Z. Sahin, A. Z. Al-Garni, S. A. M. Said, Z. Ahmad, B. J. Abdul Aleem, and M. Sami, “Plasma Nitriding of Ti-6 Al-4 V Alloy to Improve Some Tribological Properties,” Surface and Coatings Technology, Vol. 80, No. 3 (1996), pp.287-292 (1416 H).
(15.)
A. Z. Al-Garni, “Comparison of H2, CH4 and H2O for Cooling Aerospace Planes,” International Journal of Hydrogen Energy, Vol. 21, No. 3 (1996), pp.229-237 (1416H).
(16.)
A. K. Sheikh, A. Z. Al-Garni, and M. A. Bader, “Reliability Analysis of Airplane Tires,” International Journal of Quality and Reliability Management, Vol. 13, No. 8 (1996), pp.28-38 (1416 H).
(17.)
S. A. Ahmed, A. S. Nejad, and A. Z. Al-Garni, “Near-Field Study of a Turbulent Free jet and Velocity Bias Effects,” AIAA - Journal of Propulsion and Power, Vol. 12, No. 1 (1996), pp.155-157 (1416 H).
(18.)
A. Z. Al-Garni, “Closed-Form Control and State Solutions for Flight with Equality Constraints,” Transactions of the Japan Society for Aeronautical and Space Sciences (Journal), Vol. 39, No. 124 (1996), pp.231-247 (1416 H).
(19.)
B. S. Yilbas, A. Z. Al-Garni, and A. Z. Sahin, “Study into a Small Scale Water Driven Domestic heat Pump: Design and Performance Analysis,” Energy Sources (Journal), Vol. 18, No. 8 (1996), pp.951-963 (1416 H). 245
(20.)
B. S. Yilbas and A. Z. Al-Garni, “Some Aspects of Laser Heating of Engineering Materials,” Journal of Laser Applications, 8(4) (1996), pp.197-204 (1416 H).
(21.)
A. Z. Al-Garni, “Aerospace Plane Cooling with H2, CH4, He, Ne, N2 and Ar,” AIAA - Journal of Thermo physics and Heat Transfer, Vol. 39, No. 16 (1996), pp.3431-3439 (1416 H).
(22.)
S. M. Zubair, A. Z. Al-Garni, and J. S. Nizami, “The Optimal Dimensions of Circular Fins with Variable Profile and Temperature-Dependent Thermal Conductivity,” International Journal of Heat Mass Transfer, Vol. 39, No. 16 (1996), pp.3431-3439 (1416 H).
(23.)
A. Z. Al-Garni, “Comparison of Aircraft Tire Replacement Policy at Saudi Aviation Facility to the International standards,” Journal of Quality in Maintenance Engineering, Vol. 2, No. 4 (1996), pp.71-80 (1416 H).
(24.)
A. Z. Al-Garni, Y. N. Al-Nassar, S. M. Zubair, and A. Al-Shehri, “Model for Electric Energy Consumption in Eastern Saudi Arabia,” Energy Sources, Vol. 19, No. 4 (1997), pp.325-334 (1417 H).
(25.)
A. Z. Al-Garni, A. Z. Sahin, and A. A. Al-Farayedhi, “A Reliability Study of Fokker F-27 Airplane Brakes,” Reliability Engineering and System Safety (Journal affiliated with ASME), Vol. 56, No. 2 (1997), pp.143-150 (1417 H).
(26.)
R. E. Abdel-Aal, A. Z. Al-Garni, and Y. N. Al-Nassar, “Modeling and Forecasting Monthly Electric Energy in Eastern Saudi Arabia Using Abductive Networks,” Energy - The International Journal, Vol. 22, No. 9 (1997), pp.911-921 (1417 H).
(27.)
A. Z. Al-Garni, “Neural Network-Based Failure Rate for Boeing-737 Tires,” AIAA - Journal of Aircraft, Vol. 34, No. 6 (1997), pp.771-777 (1417 H).
(28.)
R. E. Abdel-Aal, and A. Z. Al-Garni, “Forecasting Monthly Electric Energy Consumption in Eastern Saudi Arabia Using Univariate Time-Series Analysis,” Energy - The International Journal, Vol. 22, No. 9 (1997), pp.1059-1069 (1417 H).
(29.)
A. Z. Al-Garni, “Closed-Form Solutions for Flight Vehicles with High Thrust Angle,” Canadian Aeronautics and Space Journal, Vol. 43, No. 3 (1997), pp.160168 (1417 H).
(30.)
A. Z. Sahin, and A. Z. Al-Garni, “Transient Temperature Analysis of Airplane Carbon Composite Disk Brakes,” AIAA - Journal of Thermo physics and Heat Transfer, Vol. 12, No. 2 (1997), pp.283-285. (Technical Note) (1417 H)
(31.)
A. Z. Al-Garni, “Hawle Elm Al-Harakah va Al-Taqueem ... (Arabic, which means: In Science of Motion, Timing and Calendar),” Journal of Imam Muhammad Ibn Saudi Islamic University, No. 20 (1998), pp.533-564. (In Arabic) (1418 H).
(32.)
A. Z. Al-Garni, S. A. Ahmed, and M. Siddique, “Modeling Failure Rate for Fokker F-27 Tires Using Neural Network,” Transactions of the Japan Society for Aeronautical and Space Sciences, Vol. 41, No. 131 (1998), pp.29-37 (1418 H).
(33.)
A. Z. Al-Garni, A. Z. Sahin, A. Al-Ghamdi, and S. A. Al-Kaabi, “Reliability Analysis of Airplane Brakes,” Quality and Reliability Engineering International, Vol. 15 (1999), pp.143-150 (1419 H).
(34.)
S. A. Ahmed, and A. Z. Al-Garni, “Budgets of Turbulent Kinetic Energy in an Abruptly Expanding Circular Duct,” Transactions of the Japan Society for 246
Aeronautical and Space Sciences, Vol. 42, No. 135 (1999), pp.1-8 (1419 H). (35.)
A. Z. Al-Garni, A. Z. Sahin, and A. A. Al-Farayedhi, “Modeling of Weather Characteristics and Wind Power in the Eastern Saudi Arabia,” International Journal of Energy Research, 23 (1999), pp.805-812 (1419 H).
(36.)
A. Kharab, and A. Z. Al-Garni, “Use of a Spreadsheet Program in Aerospace Plane Trajectory,” IASTED - International Journal of Modeling and Simulation, Vol. 19, No. 3, (1999) (1419 H).
(37.)
S. A. Ahmed, A. Z. Al-Garni, and K. B. Abidogun, “The Flow Field Characteristics of a Confined Highly Swirling Turbulent Flow,” Canadian Aeronautics and Space Journal, Vol. 45, No. 4 (1999), pp.323-334 (1420 H).
(38.)
A. M. Al-Qutub, and A. Z. Al-Garni, “Comparison Between Neural Network and Weibull Models for Failure of Boeing 737 Engines,” Transactions of the Japan Society for Aeronautics and Space Sciences, Vol. 42, No. 137 (1999), pp.128-134 (1420 H).
(39.)
A. Z. Sahin, A. Z. Al-Garni, M. Sunar, and R. Kahraman, “Thermal Analysis of Antiskid Aircraft Brake System,” Transactions of the Japan Society for Aeronautical and Space Sciences, Vol. 42, No. 138 (2000), pp.153-158 (1421 H).
(40.)
A. Z. Al-Garni, A. M. Al-Garni, S. A. Ahmed, and A. Z. Sahin, “Flow Control for an Airfoil having Leading-Edge Rotation: An Experimental Study,” AIAA Journal of Aircraft, Vol. 37, No. 4 (2000), pp.617-622 (1421 H).
(41.)
Y. N. Al-Nassar, M. Siddique, and A. Z. Al-Garni, “Artificial Neural Networks in Vibration Control of Rotor Bearing Systems,” Simulation Practice and Theory, 7 (2000), pp.729-740 (1421 H).
(42.)
A. Z. Sahin, S. M. Zubair, A. Z. Al-Garni, and R. Kahraman, “Effect of Fouling on the Operational Cost in Pipe Flow Due to Entropy generation,” Energy Conversion and Management, 41 (2000), pp.1485-1496 (1421 H).
(43.)
A. Z. Sahin, A. Z. Al-Garni, and A. A. Al-Farayedhi, “Analysis of a Small Horizontal Axis Wind Turbine Performance,” accepted by International Journal of Energy Research (2000) (1421 H).
(44.)
M. Sunar, A. Z. Al-Garni, M. H. Ali, and R. Kahraman, “Finite Element Modeling of Thermo-piezomagnetic Smart Structures,” AIAA - Journal, Vol. 40, No. 9, Sept. 2002G (1423H).
(45.)
A. Al-Garni, S.A. Ahmed, A. Z. Sahin and A. M. Al-Garni, “Experimental study of a 65 degree-delta wing with different pitching rates”, Canadian Aeronautics and Space Journal, Vol. 47, No. 2, June 2001G (1422H), pp. 85-93.
(46.)
A. Z. Sahin and A. Z. Al-Garni, “Environmental Impact of Hydrogen Energy Use”, Renewable Energy-UNESCO, 2003G (1424H), pp. 93-95.
(47.)
A. Saad, A. Z. Sahin, and A. Al-Garni, “Measurements in the radial vaneless diffuser of a centrifugal blower”, Submitted to Transactions of the Japan Society for Aeronautical and Space Sciences, 2001G (1422H).
(48.)
A. Z. Al-Garni, “Comparison between Neural Network and Polynomial Fit in Forecasting Passenger Air-Traffic,” Operational Research Society, submitted for publication.
(49.)
A. Z. Al-Garni, “A Comparable Aerospace Engineering Program,” The 247
International Journal of Mechanical Engineering Education, submitted for publication. (50.)
(b)
A. Z. Al-Garni, “The Weather Effects on Aviation at Dhahran Airport,” Journal of Wind Engineering and Industrial Aerodynamics, submitted for publication. Refereed Conferences
(51.)
J. Barlow, and A. Z. Al-Garni, “Ascending Trajectories Performance and Control to Minimize heat Load for the Transatmospheric Aero-Space Planes,” AIAA Atmospheric Flight Dynamics Conference, Portland, Oregon, U.S.A., AIAA-902828-CP, August (1990), pp.1-11 (1411 H).
(52.)
M. Reyhanoglu, A. Z. Al-Garni, and S. S. A. K. J. Nizami, “Time-Optimal Control of Rolling Motion,” Al-Azhar Engineering Third International Conference, Cairo, Egypt, Vol. 8, December 18-21 (1993), pp.284-295 (1414 H).
(53.)
J. S. Nizami, and A. Z. Al-Garni, “Optimization of aerospace Plane Trajectories to Minimize Heat Load Using a Neural Controller,” The International Association of Science and Technology for Development (IASTED) - International Conference on Applied Modeling and Simulation, Lugano, Switzerland, June 20-22 (1994). (On the basis of Abstract review.) (1414 H).
(54.)
A. Z. Al-Garni, S. M. Zubair, and J. S. Nizami, “Modeling Electric Energy Consumption in Eastern Province of Saudi Arabia,” The Second Saudi Symposium on Energy, Utilization and Conservation, KFUPM, Dhahran, Saudi Arabia, November1994 (1415)
(55.)
B. S. Yilbas, A. Z. Al-Garni, and A. Z. Sahin, “Study into a Small Scale Water Driven Domestic Heat Pump Design Performance Analysis,” The Second Saudi Symposium on Energy, Utilization and Conservation, KFUPM, Dhahran, Saudi Arabia, November 1994 (1415 H).
(56.)
A. Z. Al-Garni, A. Z. Sahin, and B. S. Yilbas, “Heat Minimization on an Aerospace Plane,” The First Symposium on Aerospace and Advanced Technologies, Istanbul Technical University, Istanbul, Turkey, March 8-10 (1995) (1415 H).
(57.)
B. S. Yilbas, M. Sami, A. Z. Sahin, A. Z. Al-Garni, and A. Coban, “Heat Transfer Mechanisms in Relation to Laser Surface Melting of Nitraded Steel,” Proceedings of the Third International Conference on Advanced Computational Methods in Heat Transfer, Heat Transfer ‘94, Southampton, U. K., August 22-24 (1994), pp.201-208 (1415 H).
(58.)
A. Z. Al-Garni, A. Z. Sahin, B. S. Yilbas, and S. A. Ahmed, "Active Cooling of Aerospace Plane Using H2, CH4 and Xe,” AIAA - Atmospheric Flight Mechanics Conference, Baltimore, Maryland, U. S. A. AIAA-95-3475, August 7-9 (1995), pp.435-442 (1416 H).
(59.)
A. Z. Al-Garni, “Aerospace Engineering Program in Saudi Arabia,” Presented at the Regional Workshop on New Approaches to Engineering Education, United Arab Emirates (U.A.E.) University, Al-Ain, U.A.E., April (1995) (1415 H).
(60.)
A. Z. Al-Garni, “Heat Minimization on an Aerospace Plane,” Presented at the First KFUPM Mini-Symposium on Optimization Theory and Applications, May 30 (1995) (1415 H). 248
(61.)
A. Z. Al-Garni, A. Z. Sahin, B. S. Yilbas, and S. A. Ahmed, “Comparison of Hydrogen and Methane for Cooling Hypersonic Aerospace Plane,” The Joint ASME/JSME Fluid Engineering Conference, Hilton Head, South Carolina, U.S.A., August 13-18 (1995) (1416 H).
(62.)
A. Z. Al-Garni, “The Need for Full Aerospace Engineering Program,” The Fourth Saudi Engineering Conference, KAU, Jeddah, Saudi Arabia, Vol. I, November 5-8 (1995), pp.119-124 (1416 H).
(63.)
A. Z. Al-Garni, A. K. Sheikh, and M. A. Bader, “Failure Statistics of Airplane Tires and a Reliability-Based Forecasting Strategies,” The Fourth Saudi Engineering Conference, KAU, Jeddah, Saudi Arabia, Vol. IV, November 5-8 (1995). Pp.463-469 (1416 H).
(64.)
A. Z. Al-Garni, Y. N. Al-Nassar, S. M. Zubair, and J. S. Nizami, “On Regression Modeling of Electric-Consumption Data in Eastern Province,” The Fourth Saudi Engineering Conference, KAU, Jeddah, Saudi Arabia, Vol. V, November 5-8 (1995), pp.361-367 (1416 H).
(65.)
A. Z. Al-Garni, “The Aerospace Plane,” The International Airline Industry Conference, Jeddah, Saudi Arabia, Track-2, November 21-23 (1995) (1416 H).
(66.)
A. Z. Al-Garni, and A. Z. Sahin, “Brake Reliability Analysis for Fokker F-27 Airplane,” AIAA/ASME/ASCE/AHS/ASC 38th Structures, Structural Dynamics, and Materials Conference, Kissimmee, Florida, U.S.A., AIAA-97-1105, April 710 (1997) (1416 H).
(67.)
A. Z. Sahin, and A. Z. Al-Garni, “Transient Temperature Analysis of Airplane Carbon Composite Disk Brakes,” 32nd AIAA-Thermo physics Conference, Atlanta, Georgia, U.S.A., AIAA-97-2491, June 23-25 (1997) (1418 H).
(68.)
A. Z. Al-Garni, A. Z. Sahin, and A. M. Al-Qutub, “Cooling Aerospace Plane Using Hydrogen Ammonia and Kripton,” 32nd AIAA-Thermo physics Conference, Atlanta, Georgia, U.S.A., AIAA-97-2491, June 23-25 (1997) (1418 H).
(69.)
A. Z. Al-Garni, “Aerospace Engineering at King Fahd University of Petroleum & Minerals, “The Fourth Asia-Pacific Conference on Multilateral Cooperation in Space Technology and Applications, University of Bahrain, Bahrain, December 14 (1997). (On the basis of abstract reviews.) (1418 H)
(70.)
Y. N. Al-Nassar, M. Siddique, and A. Z. Al-Garni, “Modeling Vibration Control of Rotor Bearing Systems Using Neural Networks,” The Fifth Saudi Engineering Conference, Umm Al-Qura University, Makkah Al-Mukaramah, Saudi Arabia, February (1999) (1419 H).
(71.)
A. Z. Sahin, and A. Z. Al-Garni, “Thermal Analysis of Airplane Composite Disk Brake Systems,” The Fifth Saudi Engineering Conference, Umm Al-Qura University, Makkah Al-Mukaramah, Saudi Arabia, February (1999) (1419 H).
(72.)
A. Z. Sahin, S. M. Zubair, A. Z. Al-Garni, and R. Kahraman, “Effect of Fouling on the Entropy Generation in Heat Exchanger Tubes,” The Fifth Saudi Engineering Conference, Umm Al-Qura University, Makkah Al-Mukaramah, Saudi Arabia, D-039, March (1999) (1419 H).
(73.)
A. Z. Al-Garni, A. M. Al-Garni, S. A. Ahmed, and A. Z. Sahin, “An Experimental investigation of an Airfoil with a Leading-Edge Rotating Cylinder for Boundary-Layer Control,” Workshop on Energy Conservation in Industrial 249
Applications, WEC 2000, Dhahran, Saudi Arabia, February 12-14 (2000) (1420 H), pp.423-427. (74.)
A. Al-Garni, “Optimal control of aerospace plane”, Accepted by Al-Azhar engineering 7th international conference, April 2003G (1424H).
(75.)
A. Z. Sahin and A. Al-Garni, “Environmental impact assessment of hydrogen use”, Accepted by the World renewable energy congress VII, Cologne, Germany, 29 June -05 July 2003G (1423H).
(76.)
A. Z. Sahin and A. Al-Garni, “Environmental, safety, Efficiency, Versatility and economic aspects of hydrogen energy utilization”, Invited paper for publication on a book by renewable energy 2003, UK, Dec. 2003 (1423H).
(77.)
A. Z. Al-Garni, F. Saeed, and A. M. Al-Garni, “Experimental and Numerical Investigation of 65-degree Delta and 65-45-degree Doulble Delta Wing,” 43rd AIAA Aerospace Science Meeting and Exhibition, Reno, Navada USA, 10-13 Jan 2005 (1426H).
(78.)
F. Saeed, A. Al-Garni, A. Jamal, and M. Tozan “Computational Simulation of 65-Degree Delta Wing with Spanwise Suction”, 43rd AIAA Aerospace Science Meeting and Exhibit, Reno, Navada, USA, 10-13 Jan 2005(1426H).
(79.)
A. Z. Al-Garni, M. Tozan, A. Kassem and S. Farooq, “ Reliability Analysis of Aircraft Air Conditioning Packs”, 3rd Aircraft Engineering Symposium, Jeddah, Saudi Arabia, Nov. 2004 (1425H).
(80.)
A. Z. Al-Garni, M. Tozan, A. M. Al-Garni, and A. Jamal,“ Failure Data Analysis for Aircraft Maintenance Planning”, 3rd Aircraft Engineering Symposium, Jeddah, Saudi Arabia, Nov. 2004 (1425H).
(81.)
A. Z. Al-Garni, M. Tozan, A. Maqsood, A. M. Al-Garni, and A. Jamal,“ Comparision Between Neural Network and Weibull Models for Failure Rate of De Havilland Dash-8 Tires”, 3rd Aircraft Engineering Symposium, Jeddah, Saudi Arabia, Nov. 2004 (1425H).
(82.)
A. Z. Al-Garni and Ayman H. Kassem,“ Optimizing Aerospace plane Ascent Trajectory with Thermal Constraints Using Genetic Algorithms ”, AIAA/CIRA 13th International Space Planes and Hypersonic Systems and Technologies Conference, Capua, Italy, 16-20 May 2005 (1426H).
(c)
Reports and Dissertation •
A. Z. Al-Garni, “Vortex Modeling of the Discrete Winds Encountered in Severe Clean-Air Turbulence,” Master Report, University of Arizona (Tucson), September (1983) (1404 H).
•
A. Z. Al-Garni, “Optimal Trajectories in Flight Dynamics,” Master Report, University of Michigan (Ann Arbor), August (1987) (1407 H).
•
A. Z. Al-Garni, “Performance and Control of Ascending Trajectories to Minimize Heat Load for Transatmospheric Aerospace Planes,” Ph.D. Dissertation, University of Maryland (College Park), August (1991) (1412 H).
•
B. S. Yilbas, A. Z. Sahin, A. Z. Al-Garni, S. A. M. Said, Z. Ahmad, and M. Sami, “Surface Treatment of a Ti-Alloy Laser Surface Melting,” Funded Research Project # ME/SURFTREAT/157, Proposal Report, KFUPM, June (1993) (1413 H). 250
•
B. S. Yilbas, A. Z. Sahin, A. Z. Al-Garni, S. A. M. Said, Z. Ahmad, and M. Sami, “Surface Treatment of a Ti-Alloy Laser Surface Melting,” Funded Research Project # ME/SURFTREAT/157, Report # 1, KFUPM, December (1993) (1414 H).
•
B. S. Yilbas, A. Z. Sahin, A. Z. Al-Garni, S. A. M. Said, Z. Ahmad, and M. Sami, “Surface Treatment of a Ti-Alloy Laser Surface Melting,” Funded Research Project # ME/SURFTREAT/157, Report # 2, KFUPM, July (1994) (1414 H).
•
B. S. Yilbas, A. Z. Sahin, A. Z. Al-Garni, S. A. M. Said, Z. Ahmad, and M. Sami, “Surface Treatment of a Ti-Alloy Laser Surface Melting,” Funded Research Project # ME/SURFTREAT/157, Report # 3, KFUPM, January (1995) (1415 H).
•
B. S. Yilbas, A. Z. Sahin, A. Z. Al-Garni, S. A. M. Said, Z. Ahmad, and M. Sami, “Surface Treatment of a Ti-Alloy Laser Surface Melting,” Funded Research Project # ME/SURFTREAT/157, Final Report, KFUPM, July (1996) (1416 H).
•
S. A. Ahmed, A. Z. Al-Garni, B. S. Yilbas, and H. I. Abualhamayel, “An Experimental Investigation of Unsteady Flow in the Vaneless Diffusers of Radial Flow Compressors and Blowers,” Funded Research Project # ME/RADIALFLOW/181, Proposal Report, KFUPM, November (1994) (1415 H).
•
S. A. Ahmed, A. Z. Al-Garni, B. S. Yilbas, and H. I. Abualhamayel, “An Experimental Investigation of Unsteady Flow in the Vaneless Diffusers of Radial Flow Compressors and Blowers,” Funded Research Project # ME/RADIALFLOW/181, Report # 1, KFUPM, August (1997) (1417 H).
•
S. A. Ahmed, A. Z. Al-Garni, B. S. Yilbas, and H. I. Abualhamayel, “An Experimental Investigation of Unsteady Flow in the Vaneless Diffusers of Radial Flow Compressors and Blowers,” Funded Research Project # ME/RADIALFLOW/181, Report # 2, KFUPM, April (1998) (1418 H).
•
S. A. Ahmed, A. Z. Al-Garni, B. S. Yilbas, and H. I. Abualhamayel, “An Experimental Investigation of Unsteady Flow in the Vaneless Diffusers of Radial Flow Compressors and Blowers,” Funded Research Project # ME/RADIALFLOW/181, Report # 3, KFUPM, August (1998) (1419 H).
•
S. A. Ahmed, A. Z. Al-Garni, B. S. Yilbas, and H. I. Abualhamayel, “An Experimental Investigation of Unsteady Flow in the Vaneless Diffusers of Radial Flow Compressors and Blowers,” Funded Research Project # ME/RADIALFLOW/181, Report # 4, KFUPM, March (1999) (1419 H).
(d)
Funded Research Projects •
Al-Garni, Principal Investigator, “Aerodynamic performance and longitudinal stability, analysis of delta and double delta wing configurations”. Approved by KFUPM Fast Track, 1425H (2004G).
•
Al-Garni, Principal Investigator, “An experimental investigation of a leading rotation for aircraft operation at high incidence”. Approved by KFUPM 1423H (2002G).
•
Al-Garni, Principal Investigator, “Optimal control for Aerospace plane using closedform and numerical solutions”. Applied to KFUPM, 1423H (2003G).
•
Al-Garni, Principal Investigator, “An experimental investigation of a 65 degree double-delta wing with different pitching rates”. Applied to KACST, 1424H (2003G).
•
Al-Garni, Co-investigator in the project # ME/SURFTREAT/157, “Surface treatment 251
of a TI alloy by Laser surface melting”. Funded by KFUPM, for 3 years starting 1413H (July, 1993G). •
(e)
Al-Garni, Co-investigator in the project “An experimental investigation of unsteady flow in the vaneless diffusers of radial flow compressors and blowers”. Proposed to KFUPM for 3 years starting 1406H (July, 1996G). Books/Manuals
•
A. Z. Al-Garni, Science and Faith in Flight and Space, Dar-Al-Sharif for Publication and Distribution, Riyadh, 1998 (1418 H). (Book in Arabic) (The first book of its kind)
•
A. Z. Al-Garni, From Desert Camel to Space Flight, Al-Homaidhi Printing Press, Riyadh, 2000 (1420 H). (Book in Arabic). Reviewed by higher qualified persons from the Ministry of Information, as well as the Ministry of Defense & Aviation, the first book to cover Flight and Aviation history for civil aviation, air forces, aerospace education and scientific establishments in K.S.A.
•
Others: (Prepared 8 small Books/Manuals). o Prepared Four small books for the Royal Saudi Air Force (RSAF), to teach Aerodynamics Math/Physics, Pup-up’s, and Delivery Analysis, RSAF, 1984. (Classified), by A. Z. Al-Garni (1404 H). o Prepared two Laboratory Manuals for AE option courses - ME 426 (Flight Mechanics), and ME 433 (Introduction to Aerodynamics), KFUPM, 1993. (Unpublished), by A. Z. Al-Garni, and M. Tozan (1413 H). o Prepared two Laboratory manuals for AE program – AE 420 (Aerospace Lab I),1423H (2002G) & AE 421 (Aerospace Lab II), 1424H (2003G) by A. Z. AlGarni.
9. M.S. and Ph.D. Supervision: Participated in over 10 M.S. and Ph.D dissertations as advisor / committee member. 10. Work Reviewed and Consultation: •
Reviewed many publications for leading journals and conferences, (e.g., AIAA – top in AE field; ASME – top in ME field).
•
Gave many consultations for various industries in the Kingdom.
11. Patent/Invention: •
“Movable Surface Plane” on wing, the invention is related to the control of airfoils and wings, which can be used in the control aircraft, missiles, spacecraft, submarine, and other applications.(supported by KFUPM and approved by U.S. Patent and Trademark Office-PTO) No. 6622973 issued Sept. 23, 2003 G (1424 H).
•
US Patent pending, “Hybrid Cooling System and Method for Cooling Electronic Devices” Submitted to KFUPM & US patent office, 2003 G (1424 H).
•
US Patent, “A Submarine for Water Purification, Filtration and Environmental Study”, submitted to KFUPM & US patent office, 2004 G (1425 H).
•
US Patent, “A Low Cost Air Conditioning System for Open Area”, submitted to 252
KFUPM, 2004 G (1425 H). •
US Patent preparing a patent paper, “Aerospace System Cooling by Means of Moving Surfaces”, 2004 G (1425 H).
12. Committees and Other Activities: •
Served as committee member in several engineering and scientific conferences and served in over 100 committee as chairman/member during the last 12 years.
•
Associate Editor for “The Journal of Engineering Research” Sultan Qaboos University, 1424 H (2003 G).
•
Among other activities, wrote many articles for trade journals and magazines.
•
Gave many seminars and presentations.
•
Participated in T.V. and Radio programs inside and outside KSA.
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Abdullah M. Al-Garni 1. Academic Rank: Assistant Professor 2. Education: • B.Sc. •
M.Sc.
•
Ph.D
Mechanical Engineering with emphasis on Aerospace Engineering, KFUPM, Dhahran, Saudi Arabia, 1417 H (1996). Mechanical Engineering with emphasis on Aerospace Engineering, KFUPM, Dhahran, Saudi Arabia, 1420 H (1999). Aerospace Engineering, University of Michigan, Ann Arbor, USA, 1424 H (2003).
3. Area of Expertise/Interest: Low speed aerodynamics, wake flows, flow field measurements. 4. Employment History: • 2003-Present • 2002-2003 • 1999-2002 •
1996-1999
Assistant Professor, Dept. of Aerospace Engineering, KFUPM. Lecturer, Dept. of Aerospace Engineering,, KFUPM. Lecturer, Dept. of Mechanical Engineering, Aerospace Engineering Program, KFUPM. Graduate Assistant, Dept. of Mechanical Engineering, Aerospace Engineering Program, KFUPM.
5. Teaching Activities: a) Courses and Labs Term/Year
Course#
031/2003 032/2004 041/2004
AE 333 AE 422 AE 333
Title Introd. to Aerodynamics Flight Propulsion Introd. to Aerodynamics
Level Und. Und. Und.
b) Other Teaching Related Activities •
Short Course on “Aerospace Engineering Science & Technology”, 2004.
6. Research Activities and Publications: a) Refereed Journal/Conference Papers: 1. Al-Garni, Ahmed Z. Al-Garni, Abdullah M. Al-Garni, Saad A. Ahmed and Ahmet Z. Sahin, “Flow Control for an Airfoil with Leading-Edge Rotation: An Experimental Study,” J. of Aircraft, Vol. 37 No.4, 2000, pp. 617-622. 2. Ahmed Z. Al-Garni, Saad A. Ahmed, Ahmet Z. Sahin, Abdullah M. Al-Garni, “An experimental study of a 65-degree delta wing with different pitching rates,” Canadian Aeron. & Space J., Vol. 47 No.2 , 2001 pp. 85-93. 254
3. Abdullah M. Al-Garni, Luis P. Bernal and Bahram Khalighi, “Experimental Study of the flow around Pick-up Truck,” to be submitted for Journal Publication. 4. Abdullah M. Al-Garni, Luis P. Bernal and Bahram Khalighi, “SUV Aerodynamics: an Experimental Study,” to be submitted for Journal Publication. 5. Abdullah M. Al-Garni, Luis P. Bernal and Bahram Khalighi, “Experimental Investigation of the Near Wake of a Pick-up Truck,” SAE Paper 2003-01-0651. 6. Abdullah M. Al-Garni, Luis P. Bernal and Bahram Khalighi, “Experimental investigation of the flow around a generic SUV,” SAE Paper 2004-01-0228. 7. Luis P. Bernal, Abdullah M Al-Garni, “PIV Study of the Near Wake of a Pickup Truck” the aerodynamics of heavy vehicles: trucks, buses and trains. December 2002, Monterey-Pacific Grove, California. 8. Luis P. Bernal, Abdullah M. Al-Garni and Bahram Khalighi, “Cross-Flow Velocity Field in the Near Wake of a Pickup Truck,” 2004 ASME Heat Transfer/Fluids Engineering Summer Conference, ASME Paper HT-FED200456659. 9. Ahmed Z. Al-Garni, Farooq Saeed and Abdullah M. Al-Garni, “Experimental and Numerical Investigation of 65-deg Delta and 65/40-deg Double Delta Wing” Extended Abstract submitted for 43rd AIAA Aerospace Science Meeting and Exhibit , Reno, NV, USA, 10-13 Jan. 2005. 10. A. Z. Al-Garni, A. Jamal, A. Maqsood, A M. Al-Garni and M. Tozan “Tire Failure Rate Analysis of Dash-8 Airplane using Neural Network” To be submitted for Conference Publications. b) Technical Reports: 1. Luis P. Bernal, Szabolzs O. Balkanyi and Abdullah M Al-Garni 2001 High Reynolds Number Performance of Drag Reduction Devices. Report no. N00213901, Department of Aerospace Engineering, University of Michigan-Ann Arbor. 2. Abdullah M. Al-Garni and L. P. Bernal 2002 Unsteady Pressure Measurements in a Pickup Truck Model. Report no. N002139-02, Department of Aerospace Engineering, University of Michigan. 3. Abdullah M. Al-Garni and L. P. Bernal 2003 Velocity Field Measurements in a Pickup Truck Model. Report no. N002139-03, Department of Aerospace Engineering, University of Michigan. 4. Abdullah M. Al-Garni and L. P. Bernal 2003 PIV Measurements of Cross-Flow Velocity Field in the Near Wake of a Pickup Truck. Report no. N002139-04, Department of Aerospace Engineering, University of Michigan.
255
5. Abdullah M. Al-Garni and L. P. Bernal 2003 Experimental Investigation of the Near Wake of a Sport Utility Vehicle Report no. N002139-05, Department of Aerospace Engineering, University of Michigan. c) Funded Projects: 2/2004-2/2004
“Aerodynamic performance and longitudinal stability analyses of delta- and double-delta wing configurations” (CI)
d) Seminars and Conference Presentations: Date 2/01/1424 (5-03-2003)
Title Experimental Investigation of the Near Wake of a Pickup Truck
Organizer/Place 2003 SAE Conference/ Detroit, USA
13/02/1424 (15-04-2003)
PIV Measurements in the Near Wake of a Pickup Truck
Mech. Eng. Dept. /Univ. of Michigan, Ann Arbor, USA
16/02/1425 (6-04-2004)
Fundamental Investigation of Road Vehicle Aerodynamics
Aero. Eng. Dept. /KFUPM Dhahran, Saudi Arabia
7. List of Academic and Administrative Tasks: • • • • • • • • • • • • • • • • • • •
Develop AE-333 course. (031/041) Develop AE-422 course. (032) Develop AE-524 course. (041/042) Translated the MS courses’ description and Program requirements to Arabic. (031/032) Supervisor of the AE club. (031-Present) Ad-hoc committee for Self Assessment Input. (031) Chaired the department’s committee for teaching and advising award. (032) Member of the college’s committee for teaching and advising award. (032) Chairman of department’s Advising and Student Affairs committee. (031-Present) Develop the Wind tunnel lab. MS Program final Report Committee. (031-032) Department Committee for Double listed Courses. (032) Self Assessment Input Committee. (041-Present) Senior Project Examination Committee. (032) Member in College’s special functions committee. (041-Present) Member in Academic and Admission Committee. (041-Pesent) Chairman of department’s Industry and Public Relation committee. (041-Present) Department’s research coordinator. (041-Present) Coop Coordinator. (041-Present)
8. Honor And Awards
256
•
Mechanical Engineering Best Senior Project Award 1996. The project titled “Conceptual Design of an Aircraft” was nominated for H.R.H. Prince Mohammad bin Fahd Award.
257
Dr. Ayman Hamdy Kassem Academic Rank: Assistant Professor Education: - Ph.D., AEROSPACE ENGINEERING Old Dominion University, Norfolk, VA, USA, August 1998. -
M. Sc. COMPUTER SCIENCE The American University in Cairo, June 2002.
- M. Sc., MECHANICAL ENGINEERING (from Aerospace Engineering dept.) Cairo University, Cairo, Egypt, June 1993. - B. SC., AEROSPACE ENGINEERING Cairo University, Cairo, Egypt, July 1990. RESEARCH INTEREST Flight Dynamics, Astrodynamics, Flight Structures, Constrained and unconstrained Optimization, Simulation, Modeling, Dynamics, Control Theory, Orbit dynamics, satellite attitude Control, , Vibration, Biomechanics, Robotics, and Real-time Control. EXPERTISE Fourteen years experience in modeling, simulation, control and optimization of linear and nonlinear systems with emphasis on flexible flying vehicles, flight dynamics Guidance, navigation and vibration. Over five years experience in teaching undergraduate and graduate courses. Strong background in various controls areas such as Optimal Control, Robust Control, Adaptive Control, Digital Control, Fuzzy Control and System Identification. Handson experience in real-time control complemented by extensive computer programming and numerical analysis skills. PROFESSIONAL EXPERIENCE - RESEARCH ASSOCIATE 8/90 - 1/94 Aerospace Engineering Department, Cairo University, Egypt Conducted the following graduation projects 1- Design and implementation of infra-red tracking system. 2- Design of aircraft autopilots (longitudinal, lateral, landing, etc.) 3- Design of guidance loop using command and homing strategies. Assist teaching the following courses: 1- Modeling of Dynamic Systems (2nd year Aerospace Engineering). 2- Classical & Modern Control Theories (3rd year Aerospace Engineering). 3- Flight Stability and Automatic Control (3rd year Aerospace Engineering). 4- Digital Control Theory (4th year Aerospace Engineering). 5- Instrumentation and Computer Interfacing (4th year Aerospace Engineering). - RESEACH ASSOCIATE
1/94 – 8/98 258
Aerospace Engineering Department, Old Dominion University, VA, USA Research work: 1- Design of an optimal longitudinal autopilot for High Speed Civil Transport (HSCT) (NASA grant). 2- Design and hardware implementation of swing-up inverted pendulum optimal real-time control. 3- 2D and 3D simulation of airplanes and rockets with earth gravity models and rotating earth effects. - ASSISTANT PROFESSOR 9/98 - Present Aerospace Engineering Department, Cairo University, Egypt. Teaching: 1- Numerical Analysis and optimization techniques (1st year Aerospace Engineering). 2- Introduction to Computers (1st year Aerospace Engineering). 3- Flight Stability and Automatic Control (3rd year Aerospace Engineering). 4- Classical Control Systems (3rd year Aerospace Engineering). 5- Classical Control Systems (4th year aeronautical Engineering, Institute of Aviation and Engineering Technology). 6- Automatic Flight controls (4th year aeronautical Engineering, Institute of Aviation and Engineering Technology). 7- Modern Control Systems (3rd year Aerospace Engineering). 8- Digital Control Systems (4th year Aerospace Engineering). 9- Autopilot Design. (4th year Aerospace Engineering). 10- Orbital Dynamics and optimization. (4th year Aerospace Engineering). 11- Digital Image Processing. (4th year Aerospace Engineering). 12- Orbital Dynamics and Attitude Control (Master level Aerospace Engineering). 13- Advanced Control Systems (Master level Aerospace Engineering). 14- Systems and Knowledge Engineering (Master level Aerospace Engineering). 15- Genetic Algorithms and its optimization Applications in Dynamics and Control (Master level Aerospace Engineering).
16- Flight Dynamic ((4th year Aerospace Engineering, KFUPM). 17- Flight Dynamic and control ((Master level Aerospace Engineering, KFUPM). Research Projects: "Orbit and attitude dynamics and control for low earth orbit satellite". A project funded by the Egyptian National Research Foundation (1998-2004). "Mission Analysis and System Engineering for low earth orbit satellites". A project funded by the Egyptian National Research Foundation (1998-2004). "3D modeling of human spine for simulation". A project funded by the US National Science Foundation (2000-2004). Conducted the following graduation projects: 1- "Orbit Design and Simulation Using Delphi", Year 1998-1999. 2- "Satellite Preliminary Design Toolbox for MATLAB", Year 1999-2000. 3- "Design and implementation of an experimental Moon sensor for the attitude control of small satellites", Year 2000-2001. 4- "Design and implementation of an attitude control system using cold gases", Year 2000-2001. 5- "Tele-operating Robot", Year 2000-2001 (in Computer Science Dept., AUC). 6- "XYZ Robot playing chess", Year 2000-2001 (in Computer Science Dept., AUC). 7- “Design and Implementation of Environmental testing Room”, Year 2001-2002. 8- “Using experimentation and Virtual Reality in teaching automatic control”, Year 2002-2003. 9- "Preliminary Design of Surface to Air Missiles", Year 2002-2003.
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10- “Design and implementation of 6DOF flight simulator using Stewart manipulator”, Year 20032004. Completed Master Thesis Supervision: 1- " Satellite Orbit and Attitude Control Using GPS", June 2003. 2- " Gyro-Free Navigator & Autopilot Design ", May 2004. 3- " Longitudinal Control of High Speed Civil Transport", October 2004.
COMPUTER SKILLS Systems: SUN , PC, MAC. OS : UNIX, DOS/Windows. Languages: C/C++, Fortran, Pascal, Delphi, Visual Basic, Java Script, VHDL. Software : Matlab, Simulink, Maple, MathCAD, Mathematica, MS-Office, Visual Nastran, Functional familiarity with Finite element software FLUENT, and ANSYS. AWARDS AND SCHOLARSHIPS Phi-Kappa-Phi. AIAA member. AIAA Graduate student of the year 1998 (ODU Chapter). Research assistantship, Old Dominion University (1994-1998). Research assistantship, Cairo University (1990-1990). Undergraduate assistantship, Cairo University (1985-1990). PUBLICATIONS 1- "Analytical Expressions For Linear Quadratic Aeroelastic Flight Control Eigenvalues," Newman and A. Kassem, AIAA Nonlinear Dynamical Systems Symposium, January 1997, Reno,Nevada, AIAA-97-0457 2- "Analytical Relationships for Optimal Aeroelastic Flight Control Eigenvalues," B. Newman and A. Kassem, AIAA Guidance, Navigation, and Control Conference, August 1997, New Orleans, Louisiana, AIAA-97-3621 3- "Analytical Relationships For Linear Quadratic Aeroelastic Flight Control Eigenvalues," B. Newman and A. Kassem, AIAA-Journal of Guidance, Control and Dynamics, Vol. 20, No. 6, 1997. 4- "Optimal Closed-Loop Analytic Relationships via Cost Function Imbedding," A. Kassem and B. Newman, , AIAA Guidance, Navigation, and Control Conference, August 1999, Portland, Oregon. 5- "Investigation of Inner Loop Flight Control Strategies for High-Speed Research," Brett Newman and A. Kassem, NASA Technical Report CR-1999-209522, December 1999. 6- “Using Genetic Algorithms to Solve The Maximum Destruction Problem,” A. Kassem, A. Afifi, A. Rafea, The tenth International Conference on Artificial Intelligence Applications, Cairo, Egypt, February 6-9, 2002. 7- “A Spring-Dashpot-String Element For Modeling Spinal Column Dynamics,” A. Kassem, Ahmed Sameh, and Karim Abdel-Malek, ISCA 17th International Conference on Computers and Their Applications, Boston MA, July 18-20, 2002.
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8- “A Fast Technique For Modeling and Control of Dynamic Systems,” A. Kassem, Ahmed Sameh, ISCA 17th International Conference on Computers and Their Applications, Boston MA, July 18-20, 2002. 9- “Artificial Neural Network Suitability For Pipelines Leak Detection And Location,” Ihab G. Adam and A. Kassem, RETBE’02(Role of Engineering Towards a Better Environment, 4th International Conference) Alexandria, Egypt, 21 - 23 December 2002. 10- " Modeling and simulation of lumbar spine dynamics," A. Kassem, Ahmed Sameh, and Keller TS, the 15th IASTED International Conference on modeling and simulation, Marina del Rey, CA, USA March 1-3, 2004. 11- "Optimizing neural networks for modeling leak monitoring in pipelines," A. Kassem, and Ihab G. Adam, ASME pressure vessels and piping Conference, San Diego, CA, July 2004. 12- “ Reliability analysis of aircraft air conditioning packs,” A. Z. Al-Garni, M. Tozan, A. Kassem, S. Farooq, 3rd Aircraft Engineering Symposium, Jeddah, Saudi Arabia, Nov. 2004. 13- “Fault Diagnosis of Hydraulic Variable-Displacement-Swash-Plate Axial–Piston Pump Using Neural Network,” M.S. Ahmed, A. H. Kassem, M. S. Bayoumi, G.M. El Bayoumi, 11th International Conference On Applied Mechanics and Mechanical Engineering (AMME), November 23-25, 2004. 14- “Fault Diagnosis of Hydraulic cylinder Circuit Using Neural Network,” M.S. Ahmed, A. H. Kassem, M. S. Bayoumi, G.M. El Bayoumi, 11th International Conference On Applied Mechanics and Mechanical Engineering (AMME), November 23-25, 2004. 15- “A Heuristic Approach for a Minimum Time Dispatch Problem,” A. Kassem, 43rd Aerospace Sciences Meeting and Exhibit, AIAA-2005-1133, Reno, Nevada, 10-13 Jan2005. 16- “GPS-based small satellite position and attitude determination simulator," T.M. Habib, A. Kassem and G. M. El-Bayoumi, Cairo Journal of Science and Engineering, February 2005. 17- “Optimizing Space plane Ascent Trajectory with Thermal Constraints Using Genetic Algorithms,” Ahmed Al-Garni and A. Kassem, AIAA/CIRA
13th International Space Planes and Hypersonic Systems and Technologies Conference, Capua, Italy, 16 - 20 May 2005. Contact me at: Dr. Ayman H. Kassem Aerospace Engineering Department King Fahd University of Petroleum & Minerals Dhahran 31261, Saudi Arabia Giza 12613, Egypt
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Tel: 860-5851[H], 860-1234 [O]. E-mail:
[email protected]
Farooq Saeed 1. Academic Rank: Assistant Professor 2. Degrees: • B.E. Aerospace Engineering, N. E. D. (Nadir Ali Edelgi Dinshaw) University, Karachi, Pakistan, April 1987. • M Sc. Aeronautical and Astronautical Engineering, University of Illinois at Urbana-Champaign, Urbana-Champaign, Illinois, USA, August 1993. • Ph.D. Aeronautical and Astronautical Engineering, University of Illinois at Urbana-Champaign, Urbana-Champaign, Illinois, USA, May 1999. Certificate: • Certificate of Aviation Aircraft Maintenance, Army Aviation School, Dhamial, Pakistan, September 1989. • Private pilot with instrument rating, Federal Aviation Authority, UrbanaChampaign, USA, 1997. 3. Areas of Expertise/Interest • Aerodynamics, Flight dynamics and Flight Structures • Aerodynamic design and analysis (airfoils, aircraft, spacecraft) • Aerodynamic testing (wind tunnels) • Aircraft/spacecraft propulsion • Wind energy systems design and analysis • Laminar flow/boundary layer control (LFC and BLC) • Aircraft icing/anti-icing simulation/system design 4. Employment History • 1987-1989 Aviation Maintenance Supervisor, Pakistan Army • 1989-1990 Aviation Maintenance Instructor, Pakistan Army • 1993-1998 Graduate Research/Teaching Assistant, University of Urbana-Champaign, USA • 1998-2003 Research Associate to Bombardier Aeronautical Chair at Ecole Polytechnique, Montreal, Canada 5. Teaching Activities for the Last Five Years a) Courses And Labs Term/Year Courses# 031 AE 326 032 AE 426 041 AE 326 041 AE 520
Title Gas Dynamics I Aerospace System Design Gas Dynamics I Aerodynamics of Compressible Flows
Level Und, Day, Lec Und, Day, Lec Und, Day, Lec Grad, Day, Lec
b) Other Teaching Related Activities • Contribution in the Short Course on “Aerospace Engineering Sciences and Technology,” 2004 262
6. Research Activities and Publications in the Last Five Years a). Editor 1. Proceedings of the 26th Annual Congress of the American Romanian Academy of Arts and Sciences (ARA), Saeed F., and Surugiu, L., (Editors), Polytechnique International Press, Montréal, Québec, Canada, 2003, ISBN: 2-553-00988-7. b). Contribution in Books 1. Technical translation of the book, Aérodynamique Subsonique, by Paraschivoiu, I., available as, Subsonic Aerodynamics, by Paraschivoiu, I., 575 pages, including 307 technical illustrations, Polytechnique International Press, Montréal, Québec, Canada, 2003, ISBN: 2-553-01130-X. 2. Technical translation of the book, Recueil D'exercices D'Aérodynamique Subsonique, by Paraschivoiu, I., available as, Subsonic Aerodynamics – Collection of Exercises, by Paraschivoiu, I., 260 pages including 55 technical illustrations, Polytechnique International Press, Montréal, Québec, Canada, 2003, ISBN: 2-553-01131-8. 3. Technical illustrations for the book, Recueil D'exercices D'Aérodynamique Subsonique, by Paraschivoiu, I., 55 technical illustrations, Polytechnique International Press, Montréal, Québec, Canada, 2003, ISBN: 2-553-01036-2. 4. Technical illustrations in, Wind Turbine Design - With Emphasis on Darrieus Concept, by Paraschivoiu, I., 275 technical illustrations and 36 tables, Polytechnique International Press, Montréal, Québec, Canada, 2002, ISBN: 2553-00931-3. c). Paper in Refereed Journals 1. Saeed, F., Gouttebroze, S., and Paraschivoiu, I., “Modified CANICE for Improved Prediction of Ice Accretion,” accepted for publication in the AIAA Journal of Aircraft, Sept. 2004. 2. Yu, J., Saeed, F., and Paraschivoiu, I., “An Iterative Inverse Design Method Based on Aerodynamic Streamline Equations,” AIAA Paper 2003-0214, AIAA Journal of Aircraft, Vol. 41, No. 3, July—August 2004. 3. Saeed, F., “Numerical Models for Boundary-Layer Analysis on Rough Surfaces,” ARA Journal, Vol. 2003, No. 27, pp. 180-185, May 2004. 4. Fregeau, M., Saeed, F., and Paraschivoiu, I., “Numerical Correlations for Heat Transfer From an Array of Hot-Air Jets Impinging on a 3D Concave Surface,” AIAA Paper 2003-3403, accepted and revised for publication in the AIAA Journal of Aircraft, May 2004. 5. Fregeau, M., Gabr, M., Saeed, F., and Paraschivoiu, I., “Numerical Simulation of Heat Transfer From an Array of Hot-Air Jets Impinging on a 3D Concave 263
Surface,” presented at the Canadian Air and Space Institute (CASI) 50th Annual General Meeting and Conference, Montreal, accepted and revised for publication in the Canadian Aeronautics and Space Journal, May 2004. 6. Saeed, F., “State-of-the-Art Aircraft Icing and Anti-Icing Simulation,” Journal, Vol. 2000-2002, No. 25-26, pp. 106-113, June 2003.
ARA
7. Saeed, F., Lutz, C., Paraschivoiu, I., Kerevanian, G.-K., Sidorenko, A., Bernard, E., Cooper, R. K., and Raghunathan, R. S., “A Comparison of Skin Friction and Heat Transfer Prediction by Various Roughness Models,” accepted for publication in the AIAA Journal of Aircraft, Oct. 2002. 8. Saeed, F., Selig, M. S., and Bragg, M. B., “Hybrid Airfoil Design Procedure Validation for Full-Scale Ice Accretion Simulation,” AIAA Journal of Aircraft, Vol. 36, No. 5, Sept.--Oct. 1999. d). Paper in Refereed Conference Proceedings 1. Al-Garni, A. Z., Saeed, F., and Al-Garni, A. M., “Experimental and Numerical Investigation of 65-deg Delta and 65/40-deg Double-Delta Wings,” accepted for presentation at 43rd AIAA Aerospace Sciences Meeting and Exhibit, Reno, Nevada, USA, 10-13 June 2005. 2. Fregeau, M., Saeed, F., and Paraschivoiu, I., “Surface Heat Transfer Study for Ice Accretion and Anti-Icing Prediction in Three Dimension,” AIAA Paper 20040063, presented at the 42nd AIAA Aerospace Sciences Meeting and Exhibit, Reno, Nevada, USA, Jan. 2004. 3. Fregeau, M., Saeed, F., and Paraschivoiu, I., “Numerical Correlations for Heat Transfer From an Array of Hot-Air Jets Impinging on a 3D Concave Surface,” AIAA Paper 2003-3403, presented at the 21st AIAA Applied Aerodynamics Conference, Orlando, Florida, USA, June 2003. 4. Fregeau, M., Gabr, M., Saeed, F., and Paraschivoiu, I., “Numerical Simulation of Heat Transfer From an Array of Hot-Air Jets Impinging on a 3D Concave Surface,” presented at the Canadian Aeronautics and Space Institute (CASI): 50th Annual General Meeting and Conference, to be published in the Proceedings of the conference, Montreal, Apr. 2003. 5. Yu, J., Saeed, F., and Paraschivoiu, I., “An Iterative Inverse Design Method Based on Aerodynamic Streamline Equations,” AIAA Paper 2003-0214, presented at the 41st Aerospace Sciences Meeting & Exhibit, Jan. 2003, Reno, NV, USA. 6. Staelens, Y., Saeed, F., and Paraschivoiu, I., “A Straight-Bladed Variable-Pitch VAWT Concept For Improved Power Generation,” AIAA Paper 2003-0524, presented at the at the 22nd ASME Wind Energy Symposium held in conjunction with the 41st Aerospace Sciences Meeting & Exhibit, Jan. 2003, Reno, NV, USA. 7. Kerevanian, G.-K., Sidorenko, A., Bernard, E., Cooper, R. K., Raghunathan, R. S., Saeed, F., Paraschivoiu, I., and Kafyeke, F., “Effect of Density and Height of Roughness Elements on Turbulent Boundary Layers,” AIAA Paper 2003-0645, presented at the 41st Aerospace Sciences Meeting & Exhibit, Jan. 2003, Reno, NV, USA. 264
8. Yu, J., Saeed, F., and Paraschivoiu, I., “Efficient Optimized Airfoil Parameterization,” AIAA Paper 2003-0725, presented at the 41st Aerospace Sciences Meeting & Exhibit, Jan. 2003, Reno, NV, USA. 9. Saeed, F., and Paraschivoiu, I., “Optimization of a Hot-Air Anti-Icing System,” AIAA Paper 2003-0733, presented at the 41st Aerospace Sciences Meeting & Exhibit, Jan. 2003, Reno, NV, USA. 10. Paraschivoiu, I., Saeed, F., and Desobry, V., “Prediction Capabilities in VerticalAxis Wind Turbine Aerodynamics,” paper presented at the World Wind Energy Conference and Exhibition, Berlin, Germany, 2-6 July 2002. 11. Havugimana, P.-C., Lutz, C., Saeed, F., Paraschivoiu, I., Kerevanian, G.-K., Sidorenko, A., Bernard, E., Cooper, R. K., and Raghunathan, R. S., “A Comparison of Skin Friction and Heat Transfer Prediction by Various Roughness Models,” AIAA Paper 2002-3052, presented at the 20th AIAA Applied Aerodynamics Conference, 24—27 June 2002, St. Louis, Missouri, USA. 12. Kerevanian, G.-K., Sidorenko, A., Benard, E., Cooper, R. K., Raghunathan, R. S., Saeed, F., Lutz C., Paraschivoiu, I. and Kafyeke, F., “Effect of Regular Roughness On Turbulent Boundary Layer,” CEAS Aerospace Aerodynamics Research Conference of the Royal Aeronautical Society, Cambridge, England, June 10—13, 2002. 13. Saeed, F., “Numerical Models For Boundary-Layer Analysis On Rough Surfaces,” Proceedings of the 27th Annual Congress of the American Romanian Academy of Arts and Sciences (ARA), May 29—June 2, 2002, Oradea, Romania, pp. 359—363. 14. Paraschivoiu, I., and Saeed, F., “Ice Accretion Simulation Code CANICE,” Proceedings of the International Aerospace Symposium “Carafoli 2001,” Oct. 19—20, 2001, Bucharest, Romania, pp. 81—86. 15. Saeed, F., “Joukowski Airfoils with Slot Suction,” Proceedings of the 26th Annual Congress of the American Romanian Academy of Arts and Sciences (ARA), July 25—29, 2001, Montreal, Canada, pp. 359—363. 16. Saeed, F., Gouttebroze, S., and Paraschivoiu, I., “Modified CANICE for Improved Prediction of Airfoil Ice Accretion,” Proceedings of the 48th Annual Conference and the 8th Aerodynamics Symposium of the Canadian Aeronautics and Space Institute (CASI), Apr. 29—May 2, 2001, Toronto, ON, Canada, pp. 283—289. 17. Gouttebroze, S., Saeed, F., and Paraschivoiu, I., “CANICE—Capabilities and Current Status,” NATO/RTO Workshop, Assessment of Icing Code Prediction Capabilities, at CIRA in Capua, Italy, Dec. 6—7, 2000. 18. Saeed, F., “Aircraft Icing and Anti-Icing Simulation,” Proceedings of the 25th Annual Congress of the American Romanian Academy of Arts and Sciences (ARA), July 12—16, 2000, Cleveland, OH, USA. 19. Saeed, F., and Paraschivoiu, I., “Numerical Correlation for Local Nusselt Number Distribution for Hot-Air Jet Impingement on Concave Surfaces,” Proceedings of the 8th Annual Conference of the CFD Society of Canada, CFD2K, Montreal, Canada, June 11—13, 2000, Vol. 2, pp. 897—904.
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20. Saeed, F., Morency, F.B., and Paraschivoiu, I., “Numerical Simulation of a HotAir Anti-Icing System,” AIAA Paper 2000-0630, presented at the 38th Aerospace Sciences Meeting & Exhibit, Jan. 2000, Reno, NV, USA. 21. Morency, F.B., Tessier, P., Saeed, F., and Paraschivoiu, I., “Anti-Icing System Simulation on Multielement Airfoil,” Proceedings of the 46th Annual Conference of Canadian Aeronautics and Space Institute, pp. 463—470, May 1999, Montreal, Canada.
e). Selected Technical Reports 1. Saeed, F., “CANICEGA & OPTIFLUX: Optimization Codes for an Improved Design of Aircraft Anti-Icing System,” Technical Manual for Bombardier Aerospace, Montreal, Canada, March 2002. 2. Saeed, F., “SANDGRN & DISCRETEL: Roughness Prediction Codes Based on the Equivalent Sand-Grain Roughness and Discrete-Element Roughness Models,” Technical Manual for Bombardier Aerospace, Montreal, Canada, March 2002. 3. Saeed, F., “CANICE: A User’s Manual,” Technical Manual for Bombardier Aerospace, Montreal, Canada, March 2000. 4. Saeed, F., “CANICE: A Code for Improved Ice Accretion and Hot-Air Anti-Icing Simulation,” Technical Manual for Bombardier Aerospace, Montreal, Canada, March 2000. 5. Saeed, F., “HYBRID: A Program for the Design and Analysis of Hybrid Airfoils for Ice Accretion Simulation,” for NASA Glenn Research Center, Cleveland, Ohio, May. 1999. 6. Saeed, F., “User's Manual for PROFOIL: A Program for the Multipoint Inverse Design and Analysis of Isolated Airfoils for Various Applications,” for NASA Glenn Research Center, Cleveland, Ohio, Jan. 1999. 7. Saeed, F., “SUCTION: A Program for the Multipoint Inverse Design of SlotSuction Airfoils,” Technical Manual, Aeronautical and Astronautical Engineering Department, University of Illinois at Urbana-Champaign, USA. f). Funded Projects at KFUPM 1. Co-Investigator in Project titled, “Aerodynamic Performance and Longitudinal Stability Analyses of Delta and Double-Delta Wing Configurations,” Sept. 2004 – Sept. 2005.
g). Conference and Seminar Presentations
Date
Title of Presentation
Organizer/Place
Dec. 2003
Multipoint Inverse Airfoil Design
AE-KFUPM/ KFUPM, Dhahran, Saudi Arabia.
May 2003
Bombardier Aeronautical Chair
Bombardier Aerospace
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Research Activities 2002-2003 Proposals for Research Activity For the Next Mandate
Montreal, Canada
May 2002
Bombardier Aeronautical Chair Research Activities 2001-2002
Bombardier Aerospace Montreal, Canada
May 2001
Bombardier Aeronautical Chair Research Activities 2000-2001
Bombardier Aerospace Montreal, Canada
Dec. 2000
CANICE—Capabilities and Current Status
NATO/RTO Workshop at CIRA, Capua, Italy
Oct. 2000
Aircraft Icing
Ecole Polytechnique de Montreal, Canada
May 2000
Bombardier Aeronautical Chair Research Activities 1999-2002
Bombardier Aerospace Montreal, Canada
Mar. 2000
Aircraft Icing Research at Ecole Polytechnique de Montreal
Institute of Aerospace Research, National Research Center Ottawa, Canada
h). M Sc. Thesis
Student Name
Thesis Title
Role
Status
Mathieu Fregeau
Icing and Anti-icing Simulation in 3D
Member
Completed
Sylvain Goettbroze
Improved Capabilities of CANICE
Member
Completed
i). Ph D Thesis
Student Name Thesis Title Francois Morency Anti-icing Simulation using CANICE
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Role Status Member Completed
Hanafy M. Omar Academic Rank: Assistant Professor Degrees: Ph. D. Engineering Science and Mechanics, Virginia Tech, , USA, 2003 M. S. Aerospace Engineering, Cairo University, Cairo, Egypt, 1997 B. S. Aerospace Engineering, Cairo University, Cairo, Egypt, 1994 Area of Expertise/Interest Flight Dynamics, Automatic Control, Guidance and Navigation, Intelligent Control, Active Vibration Control, and Flight Structure. Employment History 2003-present 1999-2003 1998-1999 1994-1998
Assistant Professor, Aerospace Dept., KFUPM, Saudi Arabia Research Assistant, Engineering Science and Mechanics Dept., Virginia Tech, USA Research Assistant, Aerospace Dept., Old Dominion University, USA Lecturer, Aerospace Department, Cairo University, Egypt.
Teaching Activities for the Last Five Years (a) Courses and Labs Term/Year Spring 2003 Fall 2003 Spring 2004 Fall 2004
Course# AE 414 AE 426 AE 499 AE 328
Title Air Traffic Control & Safety Flight Dynamics Fundamentals of Helicopter Flight Structure I
(b) Other Teaching Related Activities 1. Short Course on “Aerospace Engineering Sciences & Technology”, March, 2004. 2. Supervising a senior project about designing an autopilot for surface to air missile, 2004. 3. Supervising a senior project about designing and attitude control of spacecraft using reaction wheel, 2004. 4. Supervising a project supported by the Aerospace Club about building an experiment for spacecraft attitude control using reaction wheel, 2004. Research Activities and Publications in the Last Five Years (a) Papers in Referred Journals 1. Omar H. M and Nayfeh A. H., “Gain Scheduling Feedback Control for Tower Cranes," Journal of Vibration and Control, Vol. 9, Nos. 3-4, 2003, pp. 399-418. 2. Saguanrum, S., Kunz, D.L. and Omar, H. M., " Numerical Simulations of Cantilever Beam Response with Saturation Control and Full Modal Coupling," Journal of Computer and Structures, June, Vol. 81, No. 14, pp 1499 – 1510, June 2003. 268
3. Omar H. M. and Nayfeh A. H., “Gain Scheduling Feedback Control of Tower Cranes with Friction Compensation," Journal of Vibration and Control, Vol. 10, No. 2, 2004, pp. 269-289. 4. Omar, H. M., Nayfeh, A. H. “Gantry Cranes Gain Scheduling Feedback Control with Friction Compensation”, accepted for publication in the Journal of Sound and Vibration. 5. Omar, H. M., Nayfeh, A. H. “Anti-Swing Control of Gantry and Tower Cranes Using Fuzzy and Time-Delayed Feedback with Friction Compensation”, accepted for publication in Journal of Shock and Vibration. 6. Omar, H. M., and Kunz, D. L., "Nonlinear Active Vibration Control of a Forced Catilever Beam Using Saturation and Fuzzy Controllers,” submitted to Journal of Engineering Research 7. Omar H. M., Hassan S. D. , and El-Bayoumi,G .E., “Application of Self Adaptive Controllers to Spacecraft Attitude Control”, under preparation (b) Papers in Referred Conference Proceedings 1. Hassan S. D. , El-Bayoumi,G .E., Omar H. M. “Adaptation of the Classical PID and Fuzzy Controllers,”, 6th conference on theoretical and applied mechanics, Cairo, Egypt, 1999, pp. 225-241. 2. Hassan S. D. , El-Bayoumi, G. E., Omar H M “Application of Fuzzy Logic Control to the Spacecraft Attitude Control,” 6th conference on theoretical and applied mechanics, Cairo, Egypt, 1999, pp. 242-2258. 3. Omar, H. M., and Kunz, D. L., "A Comparison Study of the Performance of a Saturation Absorber and Classical Vibration Control Methods," CEAS/AIAA/ICASE/NASA Langley International Forum on Aeroelasticity and Structural Dynamics 1999, Williamsburg, Virginia, June 1999. 4. Omar, H. M., Nayfeh, A. H. “A Simple Adaptive Feedback Controller for Tower Cranes,” ASME 2001 Design Engineering Technical Conference and Computers and Information in Engineering Conference Pittsburgh, PA, September 9-12, DETC2001/VIB-21606,2001 5. Saguanrum, S., Kunz, D.L. and Omar, H. M., "Numerical Simulations of Cantilever Beam Response with Saturation Control and Full Piezoelectric Coupling," AIAA Paper No. 2002-1624, 10th AIAA/ASME/AHS Adaptive Structures Conference, Denver, Colorado, April 2002. 6. Omar H. M. and Nayfeh A. H., “Gantry Cranes Gain Scheduling Control with Friction Compensation," 39th Annual Techncial Meeting of the Society of Engineering Science, Penn State University, PA, October 13-16, 2002. 7. Omar, H. M. and Nayfeh, A. H “Gantry Cranes Gain Scheduling Feedback Control with Friction Compensation,”., 44th AIAA Structures, Structural Dynamics, and Materials Conference, Norfolk, April 2003, AIAA-2003-1868.
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8. Omar H. M., Hassan S. D. , and El-Bayoumi, G .E., “Application of Self Organizing Fuzzy Logic Controllers to Spacecraft Attitude Control,”, submitted to the remote sensing conference, KACST, Riyadh, December 2004 (c) Technical Reports Omar, H. M. “Parameter Optimization of Nonlinear Dynamic Systems”, Aerospace Department, October 2003. (d) Conference and Seminar Presentations Date 1999
2000 2001
Title of Presentation A Comparison Study of the Performance of a Saturation Absorber and Classical Vibration Control Methods A Simple Adaptive Feedback Controller for Tower Cranes A Simple Adaptive Feedback Controller for Tower Cranes
2002
Gantry Cranes Gain Scheduling Control with Friction Compensation
2003
Gantry Cranes Gain Scheduling Feedback Control with Friction Compensation Application of Self-Organizing Fuzzy Logic Controllers to Spacecraft Attitude Control
May 2004
Organization/Place Aerospace Department, Old Dominion University/Norfolk, VA, USA Muri Meeting, Blacksburg, VA, USA. ASME 2001 Design Engineering Technical Conference and Computers and Information in Engineering Conference Pittsburgh, PA, 39th Annual Technical Meeting of the Society of Engineering Science, Penn State University, PA, USA 44th AIAA Structures, Structural Dynamics, and Materials Conference, Norfolk, USA. Aerospace Dept., KFUPM
(e) Faculty Academic and Administrative Achievements Sr. No. 1
2 3 4 5
Task Designed the course description for three master courses (f AE564:Air Traffic Control, AE566: Flight and Aviation Safety, AE 568:Flight and Aviation Law Developed a new course (AE414: Air Traffic Control & Safety” Developed a new course (AE499: Fundamentals of Helicopter” Developed the course material for AE426 using a new textbook Helping the department in preparing 270
Nature
Sem.
Duration
Ac
031
two weeks
Ac
022 4 months
Ac
032 4 months
Ac
031 4 months
Ad
031
one
Commen ts
and analyzing a survey about publishing Arabic books supported by the university 6 Prepared suggestions for solving the low enrolment problem in the aerospace Dept. 7 Preparing a list for the Canadian universities which offer MSc and Ph.D programs 8 Helping in preparing an article about suggestion for establishing a Saudi S pace Agency
271
month
Ad
031 one week
Ad
031
two weeks
Ad
032
two weeks
Ahmad Jamal
1. Academic Rank: Lecturer 2. Degrees: •
B.S. Mechanical Engineering, University of Engineering & Technology, Lahore, Pakistan, 1998.
•
M.S. Mechanical Engineering, King Fahd University of Petroleum and Minerals, Dhahran, Saudi Arabia, 2002.
3. Area of Expertise/Interest: • • • •
Aerodynamics Gas Dynamics Fluid Dynamics Heat Transfer
4. Employment History: • • • •
2003-Present 2000-2002 1999-2000 1998-1999
Lecturer, AE Dept., KFUPM, Dhahran, KSA Research Assistant, ME Dept., KFUPM, Dhahran, KSA Shift Incharge, Tetra Pak Ltd., Lahore, Pakistan Production Incharge, Rackson Engineering, Lahore, Pakistan
5. Teaching Activities for the Last Five Years: a) Courses and Labs
Term/Year 021 / 2002-2003
Course # AE 421
032 / 2003-2004
AE 450
041 / 2004-2005
AE 420
Title Aerospace Engineering Lab II Computational Methods for Aerospace Engineering Aerospace Engineering Lab I
Level UG, Day. Lab UG, Day, Lab UG, Day, Lab
b) Other Teaching Related Activities •
Short Course on “ Aerospace Engineering Sciences and Technology”, Muharram 29 – Safar 3, 1425 (March 20 – 24, 2004), KFUPM, Dhahran, KSA
272
6. Research Activities and Publications in the Last Five Years: a. Books •
Aerospace Engineering Lab II Manual, Al-Garni, A. Z., Tozan, M., Al-Garni, A., Asghar, A., Mahmood M. and Jamal, A., KFUPM, 2002.
b. Paper in Refereed Journals •
Khan, O. U., Jamal, A., Arshad, G. M., Arif, A. F. M. and Zubair, S. M., “Thermal Analysis of a Cold Rolling Process – A Numerical Approach”, Numerical Heat Transfer, Part A, Vol. 46, pp. 613-632, 2004.
•
El-Shaarawi, M. A. I., Mokheimer, E. M. A. and Jamal, A., “Conjugate Effects on Steady Laminar Natural Convection Heat Transfer in Vertical Eccentric Annuli”, International Journal of Heat and Mass Transfer, Submitted 2003.
•
Mokheimer, E. M. A., El-Shaarawi, M. A. I. And Jamal, A., “Geometry Effects on Steady Laminar Natural Convection Heat Transfer in Vertical Eccentric Annuli”, Under Preparation, 2003-.
•
Mokheimer, E. M. A., El-Shaarawi, M. A. I. And Jamal, A., “Geometry Effects on Critical Conductivity Ratio and Critical Wall Thickness for Steady Conjugate Laminar Natural Convection Heat Transfer in Verical Eccentric Annuli”, Under Preparation, 2003-.
•
Al-Garni, A. Z., Daffua, S., Jamal, A. and Tozan, M., “Educational Outcome Based Study for Aerospace Engineering”, Under Preparation, 2003-.
•
Al-Garni, A. Z., Jamal, A., Maqsood, A., Al-Garni, A. M. and Tozan, M., “Tires Failure Rate Analysis of Dash-8 Airplane using Neural Network”, Under Preparation, 2004-.
•
El-Shaarawi, M. A. I., Mokheimer, E. M. A., Jamal, A., “Numerical Investigation of Conjugate Natural Convection Heat Transfer in Vertical Eccentric Annuli”, Under Preparation, 2004-.
c. Paper in Refereed Conference Proceedings •
Saeed, F., Al-Garni, A. Z., Jamal, A. and Tozan, M., “Computational Simulation on a 65-degree Delta Wing with Spanwise Suction”, Under Preparation for the 23rd AIAA Applied Aerodynamics Conference, Toronto, Cnada, 6-9 June, 2005.
•
Al-Garni, A. Z., Jamal, A., Maqsood, A., Al-Garni, A. M. and Tozan, M., “Comparison between Neural Network and Weibull Models for Failure Rate of De Havilland Dash-8 Tires”, Under Preparation for International Conference on Applied Simulation and Modeling ASM, Spain, 15-17 June, 2005.
•
El-Shaarawi, M. A. I., Mokheimer, E. M. A. and Jamal, A., “Numerical Investigation of Conjugate Natural Convection Heat Transfer in Vertical Eccentric Annuli”, Accepted for Fourth International Conference on Computational Heat and Mass Transfer, Paris, France, 17-20 May, 2005. 273
d. Conference and Seminar Presentations
Date 22 Rabi’I, 1425 H
11 May, 2004 G
Title of Presentation Conjugate Free Convection Heat Transfer in Vertical Eccentric Annuli
Organizer/Place AE – KFUPM, Dhahran, Saudi Arabia
7. Computer Skills: 1. Operating Systems • MS DOS • MS Windows 2. Languages • FORTRAN • MATLAB 3. Other Softwares • Gambit • FLUENT • Mathematica • Tech plot • Grapher • Surfer • MS Office
8. Academic/Administrative Development: • • •
Participated in the curriculum development of AE M.S. Program. Participated in preparing the self-assessment forms for the AE Department at KFUPM. Participated in designing and preparing the AE Department Booklet and AE Graduate Bulletin at KFUPM.
9. Others: • •
Evaluated a total of 14 AE Senior Project Students. Evaluated 2 AE Coop Students.
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Müeyyet TOZAN
Academic Rank
: Lecturer
Degrees : • B.Sc., Aviation Sciences, Lieutant, Air Force Academy,Istanbul,Turkey,1973 • B.Sc., Mechanical Engineering (Aeronautical option), Bosphorous University Istanbul,Turkey,1977 • M.Sc., Aeronautical Engineering ,Bosphorous University, Istanbul,Turkey,1980 Attended Courses : •
F-16 Aircraft Systems and Avionics Course , 1999, Ankara,Turkey
•
F-4 / F-5 Aircraft Maintenance Refreshment Course,1991,Eskisehir,Turkey
• Coordination of Maintenance and Logistic Exercises,1998, NATO, Izmir,Turkey
• • • • •
Academic Instructor Course ,1987,Izmir,Turkey F-4 Aircraft Systems & Maintenance Course,1985,Eskisehir,Turkey F-5 Aircraft Systems & Maintenance Course, 1977, Bandirma,Turkey Aircraft Maintenance Officer Core Course,1974, Izmir,Turkey Flight Training –I ,1970, Eskisehir, Turkey
Area of Expertise/Interest : Aircraft systems & maintenance,Flight Safety, Aerodynamics, Flight Dynamics Employment History : 2003-Present
Lecturer, Aerospace Engineering Department,King Fahd University of Petroleum and Minerals,Dhahran,Saudi Arabia.
2002-2003
Assistant Director of Center for Academic Development, Turkish Air Force Advanced Training Command, Izmir, Turkey.
1999-2002
Instructor and Course Coordinator, Turkish Air Force Institute of Aviation Sciences, Istanbul,Turkey.
1997-1999
Liason Officer and Coordinator For Turkish Air Force in Turkish Aerospace Industries Inc.,Eskisehir,Turkey.
1992-1997
Lecturer, Mechanical Engineering Department, King Fahd University of Petroleum and Minerals,Dhahran, Saudi Arabia.
1987-1992
Acting Chairman and Instructor, Department of Aviation Sciences,Turkish Air Force Academy,Istanbul,Turkey.
1985-1987
Chief of Aircraft Modernization Department,Air Force1st Depot Level Maintenance and Logistic Center,Eskisehir, Turkey.
1980-1985
Instructor, Turkish Air Force Academy, Istanbul, Turkey. 275
1974-1975 Air
Chief Officer, F-5 Aircraft Airframe Maintenance Shop, 9th Base Command, Balikesir,Turkey.
Teaching Activities : a) Course and Labs tought in the last five years Term/year 032 032 031 031 022 022
Course # AE 401 AE 401 AE 402 AE 402 AE 401 AE 401
Course Title Aerospace System Maintenance Aerospace System Maintenance Aerospace Avionics Aerospace Avionics Aerospace System Maintenance Aerospace System Maintenance
Level Und.,Lec. Und.,Lab. Und.,Lec. Und.,Lab. Und.,Lec. Und.,Lab.
b) Other teaching related activities: • Short Course on "Aerospace Engineering Sciences and Technology", 2004 • Supervising Senior Design Projects • Supervising Co-op work • Participating in preparing laboratory manuals
Research Activities and Publications : Technical Reports 1. Acar, H., Tozan,M. and Ucar,N., " Optimum Locationt of RAPIER Anti-aircraft Missile Batteries Around A Base for Full Aerial Defence Coverage", Turkish Air Force Institude of Aviation Sciences, THKHBI-0122, Istanbul,Turkey, 2001 2. Tozan, M. and Inalhan, A., " The effect of installation of new-generation avionics on combat performance of Phantom F-4 aircraft", Turkish Air Force 1st Depot Level Maintenance and Logistic Center, THKEB-0161, Eskisehir,Turkey, 1999 3. Tozan,M. and Inalhan,A., " Development of a Structural Monitoring Program for Fighters in TUAF Inventory", Turkish Air Force 1st Depot Level Maintenance and Logistic Center, THKEB-0117,Eskisehir,Turkey, 1998
Conference & Seminar Presentation 1. F.Saeed, A.Z.Al-Garni, A.Jamal, and M. Tozan, "Computational Simulation of 65Degree Delta Wing with Spanwise Suction", 43rd AIAA Aerospace Science Meeting and Exhibit, Reno,Navada,USA, 10-13 Jan 2005 (1426H)
276
2. A. Z. Al-Garni, M. Tozan, A. Kassem and S. Farooq, " Relaibility Analysis of Aircraft Air Conditioning Packs" , 3rd Aircraft Engineering Symposium, Jeddah, Saudi Arabia, Nov. 2004 (1425H) 3. M. Tozan, A. Z. Al-Garni, A. M. Al-Garni, and A. Jamal, " Failure Data Analysis for Aircraft Maintenance Planning", 3rd Aircraft Engineering Symposium, Jeddah, Saudi Arabia, Nov. 2004 (1425H) 4. A.Z.Al-Garni, A.Jamal, A.Maqsood, A.M. Al-Garni and M.Tozan, "Comparison Between Neural Network and Weibull Models for Failure Rate of De Havilland Dash8 Tires" , 3rd Aircraft Engineering Symposium, Jeddah,Saudi Arabia, Nov. 2004 (1425H) 5. M.Tozan, "Aircraft Corrosion Maintenance", KFUPM, Dhahran, Saudi Arabia, Dec. 2003 (1424H) 6. M.Tozan, "Performance of a New Wind Tunnel”, AGARD-NATO Aerodynamic Measurments Conference , Ankara,Turkey, Aug. 2002 (1423H)
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Ayman Muhammad Abdallah 1. Academic Rank: Graduate Assistant 2. Degrees: • •
B.Sc. Aerospace Engineering, King Fahd University of Petroleum and Minerals, Dhahran, Saudi Arabia, 2002. Expected - M.Sc. Aerospace Engineering, King Fahd University of Petroleum and Minerals, Dhahran, Saudi Arabia, 2005.
3. Area of Expertise/Interest: • •
Flight Dynamics and Control Aerodynamics
4. Employment History: •
2003-Present Graduate Assistant, AE Dept., KFUPM, Dhahran, KSA
5. Teaching Activities for the Last Five Years: a) Courses and Labs Term/Year 031 / 2002-2003 032 / 2004-2005
Course # Title AE 420 Aerospace Engineering Lab I AE 421 Aerospace Engineering Lab II
Level UG, Day, Lab UG, Day, Lab
6. Research Activities and Publications in the Last Five Years:
a. Funded Projects at KFUPM 1. "Aerodynamic Performance and Longitudinal Stability Analysis of Delta and Double-Delta Wing Configuration," SABIC / Fast Track.
278
Salman Imsari Al-Fifi 1. Academic Rank: Graduate Assistant 2. Degrees: •
B.Sc. Aerospace Engineering, KFUPM, 2004.
3. Area of Expertise/Interest 5. 6. 7. 8.
Aerodynamics Gas Dynamics Fluid Dynamics Gas Propulsion
4. Employment History • •
2005-Present Graduate Assistant, AE Dept., KFUPM, Dhahran, KSA 2004 Research Assistant, AE Dept., KFUPM, Dhahran, KSA
5. Activities for the Last Five Years • • • • • •
A member in Aerospace Engineering club, KFUPM, Dhahran, KSA Lectures presented to preparatory year students in KFUPM about aerospace engineering and its applications in the region. Developed aerospace engineering advising program. Academic advising to students in aerospace engineering department. Course projects leader with a group of students (AE 220, AE 427, AE 450). Spent two months in Aramco Aviation Department as trained student.
6. Interests • • •
Reading books. Research activities. Playing football.
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Appendix E: Textbook Forms
280
EVALUATION OF PROPOSED TEXTBOOK* Part I (Proposed Text book and Proposer/Reviewer): Proposed Textbook(s): Yr./Ed.
Author(s): Course:
Name of Proposer/Reviewer:
How many times did he teach this course? (a) At KFUPM
(b) Outside KFUPM
How many other books were reviewed? Part II: (Current and Proposed Textbooks): Rate the current and proposed textbook(s) in terms of: Dimensions
Current textbook
Proposed textbook
1) Level
High
Adequate
Low
High
Adequate
Low
2) Presentation
Clear
Adequate
Unclear
Clear
Adequate
Unclear
3) Readability
Clear
Adequate
Unclear
Clear
Adequate
Unclear
4) Examples
Numerous
Sufficient
Few
Numerous
Sufficient
Few
5) Exercises
Numerous
Sufficient
Few
Numerous
Few
6) Availability of solution manual
Available
Not available
Sufficient Not available
Good
Poor
Available
7) Availability of other supporting material 8) Percentage coverage according to course catalogue description 9) Overall rating 10) The usage of the text for
%
Excellent
%
Good
Poor
Excellent %
more than one course 11) Complaints about the textbook from students 12) Complaints about the textbook from past instructors 13) Positive aspects of the textbook from students 14) Positive aspects of the text book from past instructors. 15) Number of current textbooks used 16) Number of students pre-registered
In this Column, please Answer Questions 11 - 14 if the
17) Number of remaining copies
proposed textbook has been used before
of the current textbook 18) Approximate cost of textbook Proposer/reviewer signature : Part III: (Recommendation of Textbook Committee)
SR.
SR. Date:
1) Based on the proponent's and reviewer's input, and the texbook committee's evaluation, the proposed textbook(s) is/are: Excellent
Very Good
Good
Poor
2) Certified that the above proposed textbook(s) has (have) been reviewed by the department textbook committee, and found it
281
(them) academically suitable in all aspects. Furthermore, it (they) does (do) not contain any materials which are contrary to Islamic religion and cultural social values of Saudi If "No", indicate the number of Arabia : Yes No page(s). Name and signature of the textbook committee chairman : Comments on item # 17 of part II : Department chairman signature : * Provide a separate sheet for extra information pertaining to any item.
Date :
p.s. The proposer(s) has/have to submit this form, with a copy of the proposed textbook, to the department textbook committee chairman.
282
Aerospace Engineering Department TEXTBOOK EVALUATION AND REQUEST FORM [ ] New [ ] Change A. Course number and title Course #:
Course Title:
B. Current textbook Title: Author:
C. Recommended textbook Title: Author: Date of Latest Edition: Publisher: ISBN #
D. Comparison of current book and proposed book Points (10)
Others
Coverage
Availability
CURRENT BOOK Book
[ ] Available
Solution manual
[ ] Available
Computer software
[
Solved problems
[ ] Available
[ ] Not Available [ ] Not Available [ ] Not Available [ ] Not Available
] Available
[ ] Not Available [ ] Not Available [ ] Not Available [ ] Not Available
[ ] Available [ ] Available [ ] Available [ ] Available
Exercise/Homework problems Design aspects
[ ] Enough
[ ] Not Enough
[ ] Yes
[ ] No
[ ] Yes
[ ] No
Engineering applications
[ ] Yes
[ ] No
[ ] Yes
[ ] No
Computer usage
[ ] Yes
[ ] No
[ ] Yes
[ ] No
Up-to-date material
[ ] Yes
[ ] No
[ ] Yes
[ ] No
Overall percentage coverage
%
Points (10)
PROPOSED BOOK
[ ] Enough
%
[ ] Not Enough
%
%
Organization of the material
[ ] Good
[ ] Poor
[ ] Good
[ ] Poor
Language level
[ ] Easy
[ ] Difficult
[ ] Easy
[ ] Difficult
Usage for another course
[ ] Possible [ ] Not Significant
[ ] Not Possible
[ ] Possible [ ] Not Significant
[ ] Not Possible
Amount of any errors
[ ] Significant
Overall Rating (out of 10) E. List of books considered for the review 1. 2. 3. 4. 5.
F. Major points in favor of the recommended book (justifications) 1 2
283
[ ] Significant
3 4 5 6 7 8 9 10 11 12 13 14 15 Name and signature of the proponent/reviewer Date :
284
References
285
1. Accreditation Board for Engineering and Technology, "Criteria for Accrediting Engineering Programs, 2000", www.abet.org/EAC/eac2000.html, 2003 2. Auburn University, "Self-Study Report for review of Engineering Programs", www.eng.auburn.edu/files/file227.pdf, 2004 3. Deanship of Academic Development, "Guidelines for Self-Assessment of Undergraduate Programs at KFUPM, 2004 4. Deanship of Academic Development, Introduction to Outcome-Based Program and Course Assessment, Workshop Notes, KFUPM, 2003 5. Deanship of Academic Development, "Outcome-Based Program Assessment, Workshop Notes, KFUPM, 2004 6. Embry-Riddle Aeronautical htpp://spa.erau.edu, 2001
University,
"Strategic
Plan
2000-2010",
7. Georgia Institute of Technology, " Program Self Study for Aerospace Engineering, www.ae.gatech.edu/~Isankar/ABET2002, 2002 8. Georgia Institute of Technology, "Strategic Plan of The School of Aerospace Engineering",www.ae.gatech.edu/~Isankar/ABET2002/AE.strategicplan.htm, 2002 9. Massachusetts Institute of Technology, " Program Educational Objectives and Outcomes for Department of Aeronautics and Astronautics", http://web.mit.edu/aeroastro/www/academics/mission.html, 2004 10. Prus, J. and Johnson, R., "Assessment and Testing Myths and Realities", New Directions for Community Colleges, No.88, 1994 11. Purdue University, "Strategic Plan of the School of Aerospace Engineering", http://engineering.purdue.edu/AAE/aae_strategic_plan, 2003 12. Richard,M.F. and Rebecca,B., " Designing and Teaching Courses to Satisfy ABET Engineering Criteria", Journal of Engineering Education, Vol.84, pp.7-25, 2003 13. San Diego State University, "Self-Study Report for BS Aerospace Engineering Program", http://wasc.sdsu.edu/standards-evidence-items/AE_1.pdf, 2003 14. University of Alabama, "Aerospace Engineering Program Self-Study Report", www.coe.eng.ua.edu, 2001 15. University of Arizona, "BS Aerospace engineering", http: // academic.eng. arizona.edu/engradmin/programassessment/AME/BSAE/INDEX.htm, 2002 16. University of California at San Diego, "Jacops School of Engineering Aerospace Engineering ABET 2000", http://locutus.ucsd.edu/abet/ aerospace_engineering, 2003 17. University of Michigan, " Aerospace Engineering Program Outcomes", www.provost.umich.edu/reports/slfstudy/ir/pdfs/assess/eng01.pdf, 2004 18. University of Washington, "Strategic Plan of Department of Aeronautics and Astronautics", www.aa.washington.edu/strategicplan, 2000 19. Utah University, "Department of Mechanical and Aerospace Engineering ABET SelfStudy Report", www.mae.usu.edu/mae/documents/abetreport.pdf, 2002 286
20. West Virginia University, "Engineering Criteria 2000: Self-Study Report Aerospace Engineering Program", www.mae.wvu.edu/abet/ EC%202000%20AE.pdf, 2003 21. Texas A & M University, “Computing http://aero.tamu.edu/research/computer_labs/index.php
Facilities”,
22. University of Texas at Austin, “Computing http://www.ae.uteas.edu/lrc/station.cgi?PC_hardware
Facilities”,
23. University of Illinois at Urbana Champaign, http://www.ae.uiuc.edu/index.php?dir=labs
Facilities”,
“Computing
24. Auburn University, “Computing http://eng.auburn.edu/admin/ens/labs/index.html
Facilities”,
25. Iowa State University, “Computing http://www.aere.iastate.edu/computer.asp
Facilities”,
26. University of Alabama, “Computing Facilities”, http://aem.eng.ua.edu/research/laboratories.asp#computational 27. West Virginia University, http://labs.wvu.edu/Software.cfm
287
“Computing
Facilities”,
