‫‫guidelines for creating new academic programs by Imam Abdulrahman Bin Faisal University

Vice President Office for Academic Affairs Department of Curriculum and Academic Programs

Guidelines for Creating New Academic Programs

1438H - 2017

ď&#x201A;ˇ This manual was approved by University Council, meeting no. 53, dated 02/02/1438 H.

Preface Imam Abdulrahman Bin Faisal University (IAU) strivcs to offer high quality educational programs, provide students with an exceptional learning experience, and turn out graduates who possess the skills they need to meet the demands of the job market. The University ensures that the programs offered conform to the standards of the Saudi Educational Evaluation Commission (EEC) and to those of international accreditation bodies. IAUâ&#x20AC;&#x2122;s Standing Committee Curriculum & Academic Systems has designed this guide with the aim of unifying the procedures involved in creating new academic programs across all faculties. We trust that this curriculum guide will aid our educational leaders in designing new and scientifically rigorous academic programs.

Dr. Ghazi Abdurrahman Alotaibi Vice President for Academic Affairs

Content Topic

Page

Creating New Academic Programs

First Step: The New Program Feasibility Study

First: Surveying for Similar Programs at the local, Regional and International Universities

Second: Estimate the Need of the Employmnet Jop for the graduates of the New Program

Third: 1st submission to SCCAS (Presenting the feasability study & initial program proposal to SCCAS)

Second Step: Designing Study Plan and Program Specifications

First: Defining Program Learning Outcomes

Second: Forming Program Map

Third: Creating Program Study Plan

Fourth: Comparing with Similar programs

Fifth: Writing Program Specification

Sixth: 2

submission to SCCAS

Third Step: Course Design and Specification

22 25

First: Constructing Course Mapping

Second: Writing Course Specification

Fourth Step: The New Program Operational Plan

Fifth Step: The Procedures of the Final Approval for Creating a New Program

First: Revisions and the Approvals from department and college Councils

Second: Technical Review DCAP

Third: 3rd Presentation to SCCAP

Sources and References

Forms

41- 107

Form (1) Request to Create New Academic Program

Form (2) Feasibility Study for Creating a New Academic Program

2-1 Distribution of credit units according to the university, college, and department requirements

2-2 Community services in the new study plan

2-3 Distribution of courses according to the level of study 2-4 Course prerequisites flowchart

2-5 Academic load for students and faculty

Form (3) Program Specifications

Form (4) Courses Short Descriptions

Form (5) External Reviewer

Form (6) Course Specifications

Form (7) Field Experience Specifications

Form (8) Operational Plan Requirements of the Program

101

8.1 Human Resources 8.2 Physical and logistic requirements 8.3 Program Learning Resources and References 8.4 Checklist for Basic Level of e-learning 8,4 Standards for Designing E-Courses at Basic Level

Appendix

102 104 105 106 107 108- 128

Appendix (1) External Reviewer From

109

Appendix (2) Checklists

111

Appendix 2-1: Checklist for the Standing Committee of Curriculum and Academic System during 1st presentation to SCCAS of the proposed program

112

Appendix

2-2: Checklist for the department of Curriculum and Academic Programs for 2nd presentation to SCCAS

114

Appendix 2-3: Checklist for the Standing Committee of Curriculum and Academic System during 2nd presentation of the proposed program

115

Appendix 2-4: Checklist for the department of Curriculum and Academic Programs

117

Appendix 2-5: Checklist for the Standing Committee of Curriculum and Academic System during 3rd presentation of the proposed program

119

This document, prepared by the Standing Committee

for Curriculum &

Academic Systems (SCCAS), presents guidelines for creating academic programs at Imam Abdulrahman bin Faisal University for the award of bachelor’s degrees and academic diplomas. IAU introduces new academic programs for the following reasons: A) To achieve the strategic objectives and vision of the University. B) To meet the needs of the employment market on a continual basis. C) To Keep up with new educational and professional developments and skills in the subject areas of the intended programs. D) To fulfill the University’s obligations in contributing toward national development. E) To ensure that the University’s growth trajectory is consistent with the Kingdom of Saudi Arabia's Vision 2030.

To design new programs that help the University achieve these goals, the faculty or the department are advised to follow the procedures listed below: 1. Submit a preliminary request to SCCAS with regard to creating a new academic program (Form-1, p. 42). Attach to this form the basic information of the program, its goals, and justification. 2. Upon obtaining the initial approval of SCCAS, the faculty forms a ‘New Program Establishment Committee’ staffed with experienced people in the field of curriculum design, quality assurance, and academic accreditation. Some members of the committee, should the needs so warrant, may be chosen from university members and experienced personnel from outside the faculty or the university. The New Program Establishment Committee starts the process by carrying out a feasibility study of the new program (following the first step of this guide). Chart 1 shows the steps of creating a new academic program.

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Steps of Creating New Academic Programs Request for Creating New Program (Form1, p42)

Start

Submit to the SCCAS with information about importance of the new program, reasons, and goals.

Program Feasibility Study Not approved

Committee Decision

Program Feasibility Study is approved

Third Step

Operation al Plan

Courses Specification

Approved Move to next step

Seek feedback from external reviewers

Second Step

First Step

Designing the Study Plan and Program Specification

New Program Feasibility Study

Second Presentation to SCCAS

Committee Decision

Feedback from SCCAS. Some changes required by SCCAS

Guidelines for Creating New Academic Programs

Move to the next step

Fourth Step

Feasibility study is approved.

Final Approval from relevant committees

First Presentation to SCCAS

Need more Study on the Feasibility of the New Program

Fifth Step

Committee Decision

Not approved: The New Program is not Feasible

Guidelines for Creating New Academic Programs

The Steps Creating New Academic Programs

First Step: Feasibility Study for Creating a New Academic Program

The first step of creating new academic programs is to submit a preliminary study of the feasibility of the program in relation to the needs of the labor market.

1. 2. 3.

Inspection and Informational Surveys of Similar Programs in the Local, Regional and International Universities Estimating the Work Market Need of the Outcomes of the New Program 1st submission to SCCAS (The First Presentation to the Permanent Committee of Planning and Curriculum SCCAS)

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

First: Surveying for

Similar Programs at the local, Regional and International Universties.

The Procedure is worked out as follows: 1. Check for similar programs at the local, regional and international universities. If there is a similar program, especially in a Saudi university, the following points must be clarified: -

Statistics and information about the similar program that include: o Start date of the program. o Number of the admitted students in the program annually during the previous 3-5 years. o The total number of students enrolled in the program.

Obtain information about the study plan and the content of the similar program that includes: o Vision, mission and the general objectives of the programs. o Learning outcomes of the programs. o Study plans of the programs (total number of study units and courses)

2. Obtain information about employment rates among similar graduate- programs in Saudi Arabia. 3. Identify the strengths of similar programs to make use of them and identify the weaknesses to avoid them. 4. Find the expected unique features of the newly created program that can make a difference in preparing students compared to other similar programs in the Kingdom, or in the regional and international universities. 5. Identify the development in the knowledge that demands creating the program.

Guidelines for Creating New Academic Programs

Second: Estimate the Need of Jop market for the graduates of the New Program. This procedure aims at evaluating the need of the society for the new program. It also determines the expected career destinations, job quality standards and the expected job opprtunities for future graduates of the proposed program through the following actions: 1. Collecting statistics and information from parties such as: -

Governmenal agencies and ministries related to the new program Ministry of Civil Service:Finding if the the specialty of the program is included in the classifications of this Ministry Ministry of Labour Ministry of Economy and Planning Chamber of Commerce and Industry General Administration of Statistics of the Kingdom Bulletins issued by the local professional parties

2. Probe into the opinions of employers and the beneficiaries from the specialty of the program to find out about: -

The need of the current jop market to the specialty offered by the new program. The expectations of the market need of employmnet for the next 5-10 years The qualities (skills) of the graduates. The vision, mission and general objectives of the new program. The expected future job opportunities for graduates from the proposed program.

The feasibility study of creating a new program should include the following: 1. Information gathered from surveying of comparable programs at local, regional, and international universities 2. Reasons/justifications for creating the new program (economic, social, and cultural reasons) 3. A potential employer list. 4. A list of potential stakeholders who could be counted upon to support the new program 5. The required qualities (skills) of graduates for the employmnet market

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

6. Vision, mission and objectives of the proposed new program 7. The name of the program in English and Arabic 8. The language instructions to be used for the new program.

Third: 1st submission to SCCAS (Presenting the feasability study & initial program proposal to SCCAS) The results of the first step shall be presented to SCCAS in the presence of the dean or the vice-dean of the concerned college to consider the followings: 1. An account of the procedures and steps that the faculty followed in preparing feasibility study of creating the program. 2. The results of the informational survey. 3. Reports of the needs of the current and the future labor market. 4. SCCAS shall recommend one of the following: -

Approval: Follow the steps of creating a new program in accordance with this guidebook.

Conditional Approval: Make some changes in the study procedures to provide more convincing reasons for establishing the program,and resubmit to the committee.

Disapproval: Creating the program is not feasible.

5. If the committee approves the initial propsal, a period of 12-18 months shall be given for the completion of creating and adopting the program.

Guidelines for Creating New Academic Programs

Second Step: Designing the Study Plan and Program Specification

Designing the Study Plan and Program Specification of the New Academic Program requires following the steps listed below 1. Defining Program Learning Outcomes 2. Forming Program Map 3. Creating Program Study Plan 4. Comparing with Similar programs 5. Writing Program Specification 6. 2nd submission to SCCAS

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

First: Definig Program Learning Outcomes The general objectives of the program should provide an outlines of learning outcomes. The expected outcomes reflect the vision of the program and the desired learning outcomes. The learning outcomes of the acadamic program are statemnets that define what students are expected to know, undersatnd or do after completeing the academic program.The outcomes are defined in accordance with the academic and professional standards. Creating learning outcomes for an academic program goes through the following three stages:



Defining context



Brainstorming



Examination

Guidelines for Creating New Academic Programs

Stage 1 Defining the Context. This procedure defines the learning outcomes of the proposed acaademic program in accordance with: A. The vision, mission and the objectives of the university and the college. B. The vision, mission and the objectives of the program. C. The qualities of the graduates of Imam Abdurrahman Bin Faisal University. D. The current and future needs of the job market for the graduates of the proposed program. E. The vocational abilities (for vocational majors) required for the graduates. F. The national framework of qualifications and standards of accreditation programs. G. The international accreditation standards of the discplline. H. The specialty standards set by profestional associations, and organizations I. Targeted learning outcomes for similar local, regional, international academic programs.

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Stage 2 Brainstorming. This involves holding workshops and discussions where all specialized and experienced faculty members participate, along with stakholders of the program. Members of the advisory group (if any), representatives of the employers in the community, and a number of prominent thinkers who are interested in the proposed program. Brainstorming sessions in

the discussions and workshops should focus on

ascertaining to what extent the programâ&#x20AC;&#x2122;s outcomes may be fulfilled with regard to: -

The expected roles of graduates of the program in various positions they may take up after graduation.

Knowledge, skills, and qualities needed by employers.

The necessary knowledge, skills, and qualities needed for passing this program successfully.

ď &#x2020;

The desired qualities that shape up students.

Brainstorming sessions should result in an initial list of learning outcomes of the new proposed program.

Guidelines for Creating New Academic Programs

Stage 3 Review of Preliminary Learning Oucomes.



This process aims at reviewing the primary list prepared in the previous stage to determine the followings: - Purpose of each learning outcome. - To what extent the learning outcomes of the program allign with the mission and the vision of the university,

the college and

the

department - The learning outcomes of the program in relation to the knowledge needed for the Specialty. - The learning outcomes of the program in relation to the skills and qualities sought by potential employers and organizations.



Exclude any learning outcome that does not meet any of the previous points.



The total number of learning outcomes for an academic program should be between 12 and 20, and can be higher for vocational programs.



The review process results in the developing of the primary list of the learning outcomes of the proposed program after excluding unsuitable points. Following this step, the list will be rewriten taking into consideration the following points:

The list of outcomes should be inclusive of the different areas of learning in accordance with the national qualifications framework.

It should articulate the mission and general objectives of the program.

Program learning outcomes (PLO's) should be general, so that they can be coverd by several courses.

PLO's level of competency should be suitable to program degree (deploma or Bacheloar).

It should be suitable for the period of the proposed program (deploma or Bacheloar).

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Second: Forming Program Map. Program mapping is a process of transferring learning outcomes onto courses. It is a matrix that clearly shows the relations between program objectives and the targeted learning outcomes. It also clarifies where every learning outcome is presented in the various courses of the program. Mapping is also useful in filling any gaps in the courses and in avoiding redundancy of learning outcomes. This chart outlines the process of transforming learning outcomes of the program to a matrix of courses.

Program learning outcomes (PLO's) that fullfil the general objectives of the program.

Determine the suitable contets that acheive PLO's

Determine courses that cover the content and acheive the targeted learnig outcomes The matrix of proposed courses is formed, as shown in table 1.

Review of the program map and course matrix

Guidelines for Creating New Academic Programs

(1)

(1-1)



(1-2)



(2-2) (2-4)

 





Course 6 

 

  



(4-1) (4-2)



(3-3) (4)



 

(3-2)

(3)



(2-3) (3-1)



(2-1) (2)

Course 5



(1-3)

Course 4

Content that achieves the learning outcomes

Course 3

Learning Outcomes of the Program

Course 2

General Objectives of the Program

Suggested courses that cover the content and fulfill the learning outcomes

Course 1

The message of the Program and its Goal

Table 1 Transforming Learning Outcomes into a matrix of courses

 

When examining the program map and the course matrix, the following points should be taken into consideration: Every learning outcome must be achieved at least by one course. Thus the learning outcomes must be linked with courses of the program. If there is a learning outcome without a course in the program, it should be merged with another existing course, or to create a new course that acheive that outcome. Each course in the program must contribute to acheiving a learning outcome. Any course that does not contribute to a learning outcome should be excluded. To ensure that the courses are integrated, take into consideration overlapping points between them. Seek cooperation among all teaching staff members with the same specialty and (inter-disciplinary) when creating the matrix of the proposed courses.

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Third: Creating Program Study Plan The previous step produces a list of courses (Table 1) that achevie the learning outcomes of the academic program. Structure of the study plan for the new program shall be designed according to the following rules: (A)

Study Plan Components: The components of a study plan differ from one program to another based on

certain issues related to the objectives of the programs and colleges as well as the differences between specialties. In general, when creating a study plan, the following points are considered: 1. Study Plan generally consists of four basic requirements (Form: 2-1, p. 45):  University Requirements:

They are mandatory requirements (courses) that must be studied by all students from different specialties in the university. For names, codes and numbers of these courses, the Deanship of Admission and Registration must be contacted.  - College Requirements:

They are mandatory requirements (courses) that are studied by the students of the concerned college that has multiple programs, regardless of the departments. Each faculty determines its own requirements based on the nature of its programs, specialties and the competencies required from the graduates.  Program and Specialty Requirements:

These are courses related directly to the studied program (or spesialty). They should cover contents that achieve program gools & objectives.  Optional Courses:

These are courses from which students can choose what they need to develop their skills and meet their educational preferences.

Guidelines for Creating New Academic Programs

2. Set a framework to organize the courses in the study plan according to scope and sequence matrix. 'Scope' is the process of expanding the content of the curriculum at a certain level of knowledge in the course(s).'Sequence' is the process of arranging courses, titles of the content, the concepts and the skills of the plan through the duration the program. 3. Keep balance between 'scope' and 'sequence'. It is not only to focus on the scientific content but to consider the students' progress during the academic years. The level of difficulty or (complexity) should be taken into consideration when creating program study plan. 4. Define the pre-requite courses. (Form: 2-4, p. 54). 5. Write short courses description (Form: 4, p. 76).

(B)

Rules of Numbering and Coding: Every course needs to have a number and a code. The code refers to the subject

area, and the numbers refers to the academic year where the course is taught. The serial number of the course is determined as follows: - The course code consists of 3 to 4 characters that refer to the subject area of the course. The subject area is not related to the department that presents the course, the scientific degree or the specialty. o Example 1: Department of Anatomy teaches courses in the following areas: Course

Subject Area

Anatomy

ANAT

Embryology

EMBR

Histology

HIST

o Example (2): Computers: (Comp), Education (Edu).

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

- Numbering and coding always use English alphabet. The name of the course shall be in Arabic and English. Example: Stat 101 Principles of Statistics –‫ مبادئ اإلحصاء‬-. - Numbers consist of 3 digits. The hundreds refer to the year of the course. The ones and tens refer to the sequence of the course in the plan. For example: (ARAB 315) means the following: The letters ARAB refers to the subject area (Arabic language). The number 3 shows that this course is taught in the third year of the program. The number 15 shows the sequence of course in the curriculum. Check the following table: Hundreds

Tens

Ones

Year

Code Arab

Sequence

- The coding for the hundreds is related to the academic year as follows:

(C)

Year

Code

Year

Code

First Year (Preparatory)

Fourth Year

Second Year

Fifth Year

Third Year

Sixth Year

General Rules of Creating a Study Plan

The plan shall be prepared according to the following stipulations: 1. Number of study units in each semester should be within 15 to 18. 2. Total number of study units for a two-year diploma Program is not less than 60, and it is no less than 90 units for a three-year program. 3. Total number of study units for the bachelor degree (including the requirements of the college and the university) is from 120 to 144 in the college that grant this degree in four academic years. 4. If the program is more than 4 years, the number of study units shall increase from 15 to 18 for every semester after the fourth year.

Guidelines for Creating New Academic Programs

5. The study load for the students shall not exceed 30 hours a week (Form 2.5 p.56) 6. The plan shall define the study units for each course and the allocated hours for the practical and field sessions (if any). The study unit for lectures is equivalent to 50 minutes a week. The study unit for practical lesson (in the lab) is from 100 to 120 minutes a week, and for field training from 100-180 minutes a week. 7. When creating study plans, the departments shall take into consideration certain determinants like the pre-requsists and co-requsits (form:2.4, p.54) and the distribution of

the contact hours on different academic activities (lecture,

practical sessions and field training) 8. Consider appropriate order and sequences of the courses. 9. The study plan must include optional courses that students can study. 10. The overall curriculum must include learning activities in the form of projects or researches. 11. The study plan must include a course or part of courses that link content to community services. 12. Avoid redundancies between the university and college requirements and the requirements of the proposed subjects. 13. Basic level of e-learning program must be activated upon introducing the new curriculum. The Basic level e-learning program must at least cover all courses of the second year (the first year of the academic program. A list of procedures must be completed as per the e-learning criteria (Form 8-4, Page 106) which are approved by the Deanship of the E-Learning. (Please see Page 107).

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Fourth: Comparing with Similar programs 1. Review the study plan of the new program and compare it with other programs within the same major. The comparison is to be conducted in 10 different international, national and local universities, and cover the following aspects: a) Vision, mission and goals of the new program. b) Learning objectives expected from the program. c) Total number of the study units/modules of the program. d) List of courses per level and year, and number of contact hours (theoretical and practical). e) Educational projects and practical courses. 2. All comparisons are to be organized in tables for each comparative aspect as mentioned above; then the results need to be concluded so they can be used to amend and develop the proposed study plan.

Guidelines for Creating New Academic Programs

Fifth: Writing Program Specification. The following notes shall be taken into consideration when writing program specification. 1) General notes: - The latest form, approved by the EEC, shall be used. - Program specification shall be prepared in accordance with the instructions and the requirements of the EEC. - Program specification shall be examined by at least an external reviewer with experience in the field of study. - All tables and fields of the form shall be filled out with necessary infomotion. - Special attention should paid to differentiate between study units and contact hours 2) Learning Domain - Program specifications shall cover all the learning outcomes according to the national qualifications framework. - All Learning domains shall cover all the courses of the program 3) The General Mission and Goal of the Program - The General Mission and Goal of the Program shall be briefly phrased in the form of a statement and not bullet points. 4) Program Learning Outcomes: -

Avoid explaining the learning outcomes.

- Consider the difference between the program general goal and its learning outcomes. - Follow the guidelines given by the EEC.

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

5) Teaching Strategies and Assessment Methods - Plan teaching and learning strategies that fulfill the intended learning outcomes - Do not explain teaching and assessment strategies, just mention them - Use a variety of teaching methods - Use a variety of assessment methods - -Assessment methods shall be alligned with teaching methodologies to acheive the intended learning outcomes - Assessment methods shall be objective and comprehensive and they shall fulfill learning outcomes - Evaluating assessment methods and their objectivity shall be stated (marker counterpart, external evaluator). - The following aspects (scientific content, learning objectives, teaching strategies, assessment methods and modern learning stratiges and resources) shall be integrated and correlated. 6) Learning Resources - Using the latest techniques of learning and e-learning - Selecting the learning resources that meet the needs of the course and the program. - Using up-to-date books and learning resources.

Guidelines for Creating New Academic Programs

The third step of this guidebook should lead to the following two documents:

Documnet:  Process of creating the New Program

Documnet: Program Specificaton

• Detailed descrption of the methodolgies and the mechanisms used by the college to create the program study plan.

• Structure of the new study plan (Form:2, p44-56) • Full description of the new program according to the EEC (Form3, p57) • Short description of courses (Form 4,p76) • List of external reviewers (Form 5,p77)

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Sixth: 2nd Submission to SCCAS The second submission considers the study plan structure and courses description according to the EEC form. This ensures a well-structured plan before moving to the next step of course specifications of the program. This procedure includes the following: 1. The concerned department submits a request to consider the study plan structure and program specifications. It shall be attached with the approval of the concerned department council that executes the program. It also includes names of 5 external reviewers, suggested by the department council or the curriculum committee in the college, according to the following standards: -

The reviewer shall be an associate professor, at least, or with an equivalent position.

The reviewer is a specialized academic in the scientific field of the program with at least 5 years of experience.

The reviewer has experience in teaching and program development in universities and higher education institutions.

The reviewer does not, in any way, have a contribution to the proposed program.

2. Directorate of Curiculam & Academic Program (DCAP) makes sure that the request has all the required forms and follows the procedures needed for the second presentation to the SCCAS (Appendix 2.2, p114) 3. DCAP informs the concerned college about any missing requirements in order to complete the request in a maximum period of two weeks.

Guidelines for Creating New Academic Programs

4. When all the requirements are met, the application shall be discussed by the SCCAS in the presence of the concerned college dean, or his/her representative, to consider initial approval of the study plan and to consider the following points (Appendix 2.3, p 115):

 The procedures followed by the college in creating the program study plan shall include the following points:

o List of the final learning outcomes o The final learning outcomes alligned with the mission and the goal of the program o Report comparing the proposed program with similar programs at the local, regional and international universities. o Outcomes of the new program meet the theoretical and practical requirements of job market.

 The application should reflect proper structuring of the curriculum and the

study load for students and the departments, and discuss the following points: o The total number of program study units. o Learning outcomes are consistent with the mission and goal of the program o Distributing courses as per academic levels. o Course prerequisites. o Aspects of community service in the study plan.

 The final Program Specification.  Assigning three external reviewers. 5. The SCCAS takes one of the following recommendations: - Give feedback, the department makes necessary changes and re-submit to SCCAS.

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

- Approve the request: 1. Follow the steps of creating a new academic program according to this guidebook (course descriptions and the requirements of the operational plan). 2. Communicate with external reviews to provide feedback on the study plan, the new program specification and the short course description forms. After receiving feedback and recommendations, the following steps shall be followed: o The concerned department board or the â&#x20AC;&#x2DC;new program establishment committeeâ&#x20AC;&#x2122;, studies the recommendations of the external reviews and makes the necessary changes. o The concerned department board or the new program establishment committee can show disagreement with some of the recommendations or the changes suggested by the external reviewers. o The concerned department board or the new program establishment committee writes the final report including responses based on the recommendations of the external reviews within a period of two weeks. o The dean submits the report to the vice president office of academic affairs.

Guidelines for Creating New Academic Programs

The Third Step: Course Design and Specification

After approving the study plan by SCCAS, the College starts writing course specifications according to the following steps:

1. Constructing Course Mapping

2. Writing Course Specifications

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

First: Constructing Course Mapping Course mapping is a tool used to consolidate the learning outcomes of the course. It shows the relationship between the objectives and outcomes, where every learning outcome is presented in the course. Course mapping is formed as follows:

Identify the intended course learning outcomes

Indentify the suitable content that fullfil/cover the learning outcomes for every unit or session

Construct Course mapping as shown in table 2.

Review course mapping

Identify the intended course learning outcomes. The intended course learning outcomes are expressions that describe what students are expected to learn, understand and perform after passing the course. In other words, they describe the knowledge and skills that students have after completing the course. The outcomes are determined as follows:

ď&#x201A;ˇ

Identifying learning outcomes that students can achieve through the course (resulting from the analysis of the program learning outcomes).

ď&#x201A;ˇ

The differences between course intended learning outcomes and intended program learning outcomes shall be taken into consideration. These differences are presented in the following table:

Guidelines for Creating New Academic Programs

Course Intended learning Outcomes Program Intended learning Outcomes (CILOs) (PILOs)  Expected from students  Expected from graduates  Limited to the course  Inclusive of the program  Can be assessed after studying the  Achievable course Phrasing Phrasing - Depending on the performance - Ambitious expressions - More specific - More general - Including different learning aspects - Integrated with the intended learning outcomes of other courses - Taking into consideration the specified time for course study 

Divide each general learning outcome into different sublearning outcomes, which means breaking each learning outcome into 4-5 sublearning outcomes and into measurable performance indicators for each study unit in order to: -

Select suitable learning and educational strategies to achieve learning outcomes

Identify learning resources for each educational and behavioral objective

Prepare learning activities for each learning outcome/educational and behavioral objective.

Select appropriate assessment tools for each learning outcome/ educational and behavioral objective.

learning

outcome/

Identifying Learning Content and Course Mapping Table 2 shows the mechanism of identifying the content for each learning outcome and for course mapping.

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Assessment methods of learner's performance

Performance Indicators

Sub-Intended learning outcomes of the course

Course content to achieve learning outcomes

Learning and Teaching strategies

Activities and resources of learning and teaching

General learning outcomes of the course

Department of Curriculum and Academic Programs

(1-1) (1-2) (1-3) (1-4) (2-1) (2-2) (2-3) (3-1) (3-2) (4-1) (4-2) (4-3) Examining Course Mapping:

To examine course mapping the following shall be taken into consideration: - Each learning outcome shall be achieved by one study unit at least. So, all leanings outcomes should be connected with the covered study units. - If there is a learning outcome without a study unit, it is required to merge the outcome with a study unit that has already acheived that outcome or create a new study unit to achieve it. - Each study unit shall contribute to the course learning outcomes. Any study unit that does not fulfill this requirement shall be excluded. - Consider any redundancies or contradictions between the topics and learning outcomes of the course.

Guidelines for Creating New Academic Programs

Second: Writing Course specification When course specifications are finalized, the following points shall be taken into consideration: 1) General notes - Courses specification shall be prepared according to the latest forms of the EEC and its requirements and instructions. - Tables or fields of course specification shall not be left blank. If there are any blanks in the tables or the fields, notes of explanation shall be provided. - Study units and contact hours shall be clearly differentiated. - Course specifications shall be presented in one file and shall be arranged according to their occurrence in the curriculum and its tracks, (if any). - Field experience, if any, shall be described according to the special forms approved by the EEC. 2) Learning Domain - Course specifications shall cover all the learning outcomes according to the national qualifications framework. - All Learning domains shall cover all the course study units. 3) Main Purpose/Objectives - The general goal of the course shall be phrased briefly in the form of a statement and not bullet points. 4) Course Learning Outcomes -

Avoid explaining learning outcomes

- Consider the differences between course objectives and learning outcomes - Follow the guidelines given by the EEC - Course learning outcomes must be alligned with program learning outcomes.

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

5) Teaching Strategies and Assessment Methods - Do not explain teaching and assessment strategies, just mention them. - Use a variety of teaching methods. - Use a variety of assessment methods. - Choose the learning and teaching strategies that make students as the main focus of the teaching process. - Assessment methods shall be consistent with teaching methodologies used so as to reach the intended learning outcomes - Assessment methods shall be, objective, and comprehensive and they shall help students achieve learning outcomes. 6) Learning Resources. - The course specification shall comprise a variety of scientific references and learning resources, including multimedia and periodicals (written and electronic). - The course specification shall use the latest version recommended by the EEC. - The course specification shall utilize e-learning techniques in course activities to facilitate teaching and learning. The third step of this guidebook should result in following document:

Guidelines for Creating New Academic Programs

Fourth Step: The New Program Operational Plan

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

The fourth step requires preparing a plan for the current and future program requirements. The procedure is as follows: 1. Preparing an exhaustive study to identify the human resources and the supplies needed to set up the new academic program. The study includes the following points (Form:8-1, p 102): (A)

Identify the infrastructure. 

(B)

Identify the necessary plan to obtain the unavailable facilities.   

(C)

Current (needed now) Near future Long term

Identify teaching staff and technicians , taking into account the following points: 

    (D)

Buildings and infrastructure (lecture halls, laboratories, teaching staff offices. etc.), Determine what is available and what should be provided before carrying out the new program.

Identify number of teaching staff needed to start the proposed program, present their academic qualifications and teaching experience, and whether they are from the same faculty’s departments or from other university faculties Identify courses that a staff member can co-teach or teach individually Identify the area of specialties and sub-specialties required to carry out the proposed program Identify the program’s need for technicians. Identify the number of administrative staff.

Prepare a comprehensive list of up-to-date learning resources, (academic references, e-books, computer programs, educational internet programs and websites, paper or electronic scientific periodicals and journals …). This list shall be made after finishing course specifications (Form: 8-3, p. 105).

Document:  New program Operational plan

Guidelines for Creating New Academic Programs

• Identifying the needs for human resources, basic infrastructure and teaching and learning resources (Form:8-1,p 102)

Guidelines for Creating New Academic Programs

Fifth Step Final Approvals of the New Program

The college submits the documents of the new program in its final form after the approval of the college council to the SCCAS according to the following steps: 1. Revisions and the Approvals from department and college Councils 2. Technical Review by the DCAP 3. 3rd Presentation to SCCAS

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

First: Revisions and the Approvals from department and college Councils 1.

Approval of department council.

Approval of college council.

Upon receipt of approvals, all documents of the new program are sent to vice president office for Academic Affairs.

The new program documents must be submitted in the form of a hard copy as well as a soft copy (PDF/WORD), and arranged as follow: Content 1. The steps followed by the college to create the program including the following:

First Document

(A) Report on of the feasibility study of creating the program (B) Final list of program learning outcomes. (C) Alignment of the program with the vision and mission of the college and university (D) A report on the comparison of the study plan with the local, regional and international universities

Second Document

2. The structure of the study plan for the proposed program

1. The new program specification according to EEC forms

2. Short course descriptions.

Guidelines for Creating New Academic Programs

Third Document Fourth Document

1. The full course specifications according to EEC forms. 2. Field experience specification, if any

ď&#x201A;ˇ Operational plan for the new academic program

Second: Technical Review by the DCAP. After the initial approval by the SCCAS for the new program study plan, the following procedures are carried out: 1. Technical review of program and courses specifications. 2. Communicate with the concerned department about comments and suggestions on program & course specifications. 3. The concerned department should make the required changes and address comments, & suggestions of the DCAP. 4. Resubmission to the DCAP, after making the required changes.

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Third: 3rd Presentation to SCCAS The third presentation is made to the SCCAS in the presence of the college dean of the faculty, or any of his/her representatives. 1. The SCCAS examines all the final documents of the new academic program, and discusses with the representative of the college the following points (See Appendix: 2-5, p. 119.): (A)

The technical review done by the DCAP, and how the department responded to these observations.

(B)

Courses Specification (Document: 3) including: - Learning objectives - Course learning outcomes - Teaching and learning strategies - Assessment strategies.

(C)

Review of operational plan for the new academic program: - Infrastructure - Equipment and Laberotaories. - Human resources - Teaching and e-learning requirements.

2. The recommendations of the SCCAS concerning the new academic program shall be submitted to the University Council to take suitable decisions. Chart (2) shows the steps of approving a new program:

Guidelines for Creating New Academic Programs

Approval Process of Creating a New Academic Program NO

Fifth Step:

Send back to college

Do all necessary documents available and complete?

Submit to the vice president office for Academic Affairs

Approvals by department and college Councils

Yes

Final Approvals of the New Program

Technical review by DCAP

The college: makes necessary modification on program and course specifications

DCAP examines changes made by the college based on the technical review report.

All documents meet DCAP requirements

Yes 3rd Presentation to SCCAS

Approval by SCCAS, and Submission it to University Council

The end

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Sources and References -

Dammam University: The University Strategic Curriculum.

Dammam University: Guide to Creating and Evaluating Academic Programs for University Level.

Dammam University: A Manual Guide for Creating, Developing and Applying PostGraduation Programs.

Al-Majmaa University: A Guide to Developing Academic Bachelor Programs and Curriculums.

King Saud University: A Guide to Managing Academic Curriculums and Programs at University Level.

King Abd Al-Aziz University: The Structure of Academic Curriculum at the Bachelor Level (A Program Guide).

Tabuk University: An Operational Guide to Academic Curriculums and Programs.

King Fahd University for Petroleum and Minerals: A Guide to Academic Curriculums.

A Guide of the National Authority for Assessment and Accreditation.

Arizona University. Creating a New Academic Program; https://www.registrar.arizona.edu/programs/HTML/newprog.html

Board of Regents state of Louisiana. Proposals for New Academic Programs;

http://www.regents.la.gov/page/academic-affairs-policy-205 -

California State University. New Program Development; http://www.calstate.edu/app/

Kennesaw State University. Guidelines for new academic programs;

http://upcc.kennesaw.edu/procedures/guidelines.php -

Marquette University. Academic Program Guidelines; http://www.marquette.edu/provost/program-guidelines.php

McMaster University. Policy On Academic Program Reviews ; http://www.mcmaster.ca/policy/AdminAcad/AcadAdmin/AcademicProgramReview.pdf

Northeastern University. New Academic Program Set-up Guidelines and Detailed Checklist;

http://www.northwestern.edu/provost/docs/new-academic-programs-guidelines.pdf

Oregon State University. Academic Programs, Assessment & Accreditation; http://oregonstate.edu/admin/aa/apaa/

Rochester Institute of Technology. Academic Program and Curriculum Management; http://www.rit.edu/academicaffairs/academicprogrammgmnt/

South Carolina University. Creation and Revision of Academic Programs; http://www.sc.edu/policies/ppm/acaf200.pdf .

Guidelines for Creating New Academic Programs

State University of New York. Guide to Academic Program Planning;

http://system.suny.edu/media/suny/content-assets/documents/academicaffairs/SUNY-Guide-to-Academic-Program-Planning.pdf -

Stony brook University. Guidelines For The Creation, Modification, Combination, Or Closure Of Academic Programs; http://www.stonybrook.edu/frrpc/academic_unitschanges/guidelines_for_creation_modification_combination_or_closure-academic_units-2011-1207.pdf

The California State University. New program development; https://www.calstate.edu/app/program_dev.shtml

Tufts University. Guidelines for Proposing new Degree and Certificate Programs; http://provost.tufts.edu/wp-content/uploads/Guidelines-Prop-New-DegrProg_Revision_08032012.pdf

University of Adelaide. Program Development & Approval; http://www.adelaide.edu.au/learning/program-approval/

University of California Riverside. Process and Guidelines for Establishment of New Undergraduate Academic Programs; http://senate.ucr.edu/committee/10/CEP%20Guidelines%20for%20Establishment% 20of%20New%20UG%20Programs%20-%20CEP%20Updated%204-3-15.pdf

University of Hawaii. New Degree Proposal;

https://manoa.hawaii.edu/ovcaa/planning_approval/degree_proposal.html -

University System of Ohio. Guidelines & Procedures for Academic Program Review; https://www.ohiohighered.org/sites/ohiohighered.org/files/Academic-ProgramReview-Guidelines_FINAL_042915.pdf

Wayne State University. Guidelines for Preparing New Undergraduate Program Proposals; http://provost.wayne.edu/undergrad/new-undergraduate-programguidelines.php

Biggs, J. B., & Collis, K. F. (2014). Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome). Academic Press. Bowe, B., & Fitzmaurice, M. (2011). Guide to Writing Learning Outcomes. Creamer, D. G., & Janosik, S. M. (1999). Academic Program Approval and Review Practices. education policy analysis archives, 7, (23). Harden, R. M., Crosby, J. R., & Davis, M. H. (1999). Part 1 An introduction to outcome-based education. no. 14, Medical teacher, 21,(1). Patsy Paxton & Carol Wright (2002) The Peer Review Process for the Approval of New Programs in New Zealand Universities: The experiences of one university, Journal of Higher Education Policy and Management, 24, (1), P. 101-116

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Guidelines for Creating New Academic Programs

Department of Curriculum and Academic Programs

Guidelines for Creating New Academic Programs

FORMS        

Form (1): Request to Create New Academic Program Form (2): New program study plan Form (3): Program Specifications (PS) Form (4): Courses Short Descriptions Form (5): External Reviewer Form (6): Course Specifications (CS) Form (7): Field Experience Specification (FES) Form (8): Operational Plan of the Program

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Form (1) Request to Create New Academic Program 1. General information College

Department

Name of the Academic Program Degree Awarded

2. Changes in the Academic Program List briefly changes you want to do in the academic program.

Guidelines for Creating New Academic Programs

3. Reasons for Changes in the Academic Program Scientific:

Educational:

Social:

Economic:

Others:

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Form (2) New program study plan

2-1

Distribution of credit units according to the university, college, and department requirements

2-2

Community services in the new study plan

2-3

Distribution of courses according to the level of study

2-4

Course prerequisites flowchart

2-5

Academic load for students and faculty

Guidelines for Creating New Academic Programs

2-1 Distribution of credit units according university, college, and department requirements.

Requirements

Type

Credit Units

Compulsory University Requirements Optional Compulsory College Requirements Optional Compulsory Optional Program requirements Graduation project (if any) Field training (if any) Total credit units of the program

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

1. University Requirements. Contact Hours Course Code

Course Title

ISLM271

Islamic Creed

none

ISLM272

Islamic Social System

none

ISLM273

Islamic Economic System

none

ISLM274

Islamic Political System

none

Credit Units

Theory

Practical

Field training

Study Levels

Prerequi site

‫اسم‬ ‫املقرر‬

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

‫اسم‬ ‫املقرر‬

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

Total credit units

2. College Requirements Contact Hours #

Course Code

Course Title

Credit Units

Theory

Practical

Field training

Study Levels

Prerequi site

1 2 3 4 5 Total credit units

Guidelines for Creating New Academic Programs

3. Program Requirements  Compulsory Contact Hours #

Course Code

Course Title

Credit Units

Theory

Practical

Field training

Study Levels

Prerequi site

‫اسم‬ ‫املقرر‬

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Total credit units

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

 Electives #

Course Code

Course Title

Credit Units

Contact Hours Theory

Practical

Field training

Study Levels

Prerequi site

‫اسم‬ ‫املقرر‬

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

Study Levels

Prerequi site

‫اسم‬ ‫املقرر‬

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

Study Levels

Prerequi site

‫اسم‬ ‫املقرر‬

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

1 2 3 4 5 6 7 8 9 10 Total credit units

 Graduation Project: #

Course Code

Course Title

Credit Units

Contact Hours Theory

Practical

Field training

1 2 Total credit units

 Field (internship) Training: #

Course Code

Course Title

Credit Units

Contact Hours Theory

Practical

Field training

1 2 Total credit units

Guidelines for Creating New Academic Programs

2-2 Community services in the new study plan.

Course Code

Course Title

Credit Units

Community Service Provided Partial

Full

Study Levels

Prerequi site

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

‫اسم‬ ‫املقرر‬

1 2 3 4 5

 List extra-curricular activities planned in the program to serve the community ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

2-3 Distribution of Courses according to the Level of Study  First Year ‫املستوى األول‬

1st Level #

Course Code

Course Title

Credit Units

Contact Hours Theory

Practical

Field training

Study Levels

Prerequi sites

‫اسم‬ ‫املقرر‬

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

1 2 3 4 5 6 7 Total Credit Units

‫املستوى الثاني‬

2nd Level #

Course Code

Course Title

Credit Units

Contact Hours Theory

Practical

Field training

Study Levels

Prerequi sites

‫اسم‬ ‫املقرر‬

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

1 2 3 4 5 6 7 Total Credit Units

Guidelines for Creating New Academic Programs

 Second Year ‫املستوى الثالث‬

3rd Level #

Course Code

Course Title

Credit Units

Contact Hours Theory

Practical

Field training

Study Levels

Prer equi sites

‫اسم املقرر‬

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

1 2 3 4 5 6 7 Total Credit Units

‫املستوى الرابع‬

4th Level #

Course Code

Course Title

Credit Units

Contact Hours Theory

Practical

Field training

Study Levels

Prer equi sites

‫اسم املقرر‬

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

1 2 3 4 5 6 7 Total Credit Units

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

 Third Year 5th Level Course Code

‫املستوى اخلامس‬ Course Title

Credit Units

Contact Hours Theory

Practical

Field training

Study Levels

Prereq uisites

‫اسم املقرر‬

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

1 2 3 4 5 6 7 Total Credit Units

‫املستوى السادس‬

Level

Course Code

Course Title

Credit Units

Contact Hours Theory

Practical

Field training

Study Levels

Prerequi sites

‫اسم‬ ‫املقرر‬

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

1 2 3 4 5 6 7 Total Credit Units

Guidelines for Creating New Academic Programs

 Fourth Year ‫املستوى السابع‬

7th Level Course Code

Course Title

Credit Units

Contact Hours Theory

Practical

Field training

Study Levels

Prer equi sites

‫اسم املقرر‬

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

1 2 3 4 5 6 7 Total Credit Units

‫املستوى الثامن‬

Level

Course Code

Course Title

Credit Units

Contact Hours Theory

Practical

Field training

Study Levels

Prer equi sites

‫اسم املقرر‬

‫رقم‬ ‫املقرر‬ ‫ورمزه‬

1 2 3 4 5 6 7 Total Credit Units

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

2-4 Courses Prerequisites Flowchart: 4th Year 8th level

2nd Year

3rd Year 7th level

6th level

5th level

4th level

3rd level

COM 221 COM 333

COM …..

COM 221

COM 334 COM …..

COM 211

COM 233

COM ….. COM .

COM 335 COM ….. COM 213 COM 336

COM ….. COM …..

COM 236

COM …..

Guidelines for Creating New Academic Programs

2-5 Academic Load for Students and Faculty.

1st semester Credit Units

Contact Hours

2nd semester Credit Units

Contact Hours

1st year (preparatory) 2nd year 3rd year 4th year Total

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Guidelines for Creating New Academic Programs

Department of Curriculum and Academic Programs

Guidelines for Creating New Academic Programs

Form (3) Program Specifications (PS)

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Collage of …………………… Department of ………………….....

Program Specifications For guidance on the completion of this template, please refer to Chapter 2, of Part 2 of Handbook 2 Internal Quality Assurance Arrangement and to the Guidelines on Using the Template for a Program Specification in Attachment 2 (b).

1. Institution

Date

2. College/Department

3. Dean/Department Head

4. Insert program and college administrative flowchart

5. List all branches offering this program Branch 1. _________________________________________________________________________ Branch 2. _________________________________________________________________________ Branch 3. _________________________________________________________________________ Branch 4. ________________________________________________________________________

Guidelines for Creating New Academic Programs

A. Program Identification and General Information 1. Program title and code 2. Total credit hours needed for completion of the program 3. Award granted on completion of the program 4. Major tracks/pathways or specializations within the program (eg. transportation or structural engineering within a civil engineering program or counseling or school psychology within a psychology program)

5. Intermediate Exit Points and Awards (if any) (eg. associate degree within a bachelor degree program)

6. Professional occupations (licensed occupations, if any) for which graduates are prepared. (If there is an early exit point from the program (eg. diploma or associate degree) include professions or occupations at each exit point)

7. (a) New Program (b) Continuing Program

Planned starting date Year of most recent major program review

Organization involved in recent major review (eg. internal within the institution),

Accreditation review by _______________________? Other______________________?

8. Name of program chair or coordinator.

If a program chair or coordinator has been appointed for the female section as well as the male section, include names of both.

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

9. Date of approval by the authorized body (MoHE for private institutions and Council of

Higher Education for public institutions).

Campus Location

Approval By

Date

Main Campus: Branch 1: Branch 2: Branch 3: Branch 4:

Guidelines for Creating New Academic Programs

B. Program Context 1. Explain why the program was established. a. Summarize economic reasons, social or cultural reasons, technological developments, national policy developments or other reasons.

b. Explain the relevance of the program to the mission and goals of the institution.

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

2. Relationship (if any) to other programs offered by the institution/college/department. a. Does this program offer courses that students in other programs are required to take? Yes No If yes, what has been done to make sure those courses meet the needs of students in the other programs?

b. Does the program require students to take courses taught by other departments?

Yes No

If yes, what has been done to make sure those courses in other departments meet the needs of students in this program?

3. Do students who are likely to be enrolled in the program have any special needs or characteristics? (eg. Part time evening students, physical and academic disabilities, limited IT or language skills). Yes

4. What modifications or services are you providing for special needs applicants?

Guidelines for Creating New Academic Programs

C. Mission, Goals and Objectives 1. Program Mission Statement (insert).

2. List Program Goals (eg. long term, broad based initiatives for the program, if any)

3. List major objectives of the program within to help achieve the mission. For each measurable objective describe the measurable performance indicators to be followed and list the major strategies taken to achieve the objectives. Measurable Objectives Measurable Performance Major Strategies Indicators 1.

D. Program Structure and Organization 1. Program Description: List the core and elective program courses offered each semester from Prep Year to graduation using the below Curriculum Study Plan Table (A separate table is required for each branch IF a given branch offers a different study plan).

A program or department manual should be available for students or other stakeholders and a copy of the information relating to this program should be attached to the program specification. This information should include required and elective courses, credit hour requirements and department/college and institution requirements, and details of courses to be taken in each year or semester.

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Curriculum Study Plan Table * Prerequisite â&#x20AC;&#x201C; list course code numbers that are required prior to taking this course.

Level

Course Code

Course Title

Required or Elective

* PreRequisite Courses

Credit Hours

College or Department

Prep Year

Level 1

Level 2

Level 3

Level 4

Guidelines for Creating New Academic Programs

Level 5

Level 6

Level 7

Level 8

Include additional levels if needed (ie. summer courses).

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

2. Required Field Experience Component (if any) (Eg. internship, cooperative program, work experience) Summary of practical, clinical or internship component required in the program. Note: see Field Experience Specification

a. Brief description of field experience activity

b. At what stage or stages in the program does the field experience occur? (eg. year, semester)

c. Time allocation and scheduling arrangement. (eg. 3 days per week for 4 weeks, full time for one semester)

d. Number of credit hours (if any)

3. Project or Research Requirements (if any) Summary of any project or thesis requirement in the program. (Other than projects or assignments within individual courses) (A copy of the requirements for the project should be attached.)

a. Brief description

Guidelines for Creating New Academic Programs

b. List the major intended learning outcomes of the project or research task.

c. At what stage or stages in the program is the project or research undertaken? (eg. level)

d. Number of credit hours (if any)

e. Description of academic advising and support mechanisms provided for students to complete the project.

f. Description of assessment procedures (including mechanism for verification of standards)

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

4. Learning Outcomes in Domains of Learning, Assessment Methods and Teaching Strategy Program Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned. They are joined together as one, coherent, unity that collectively articulate a consistent agreement between student learning and teaching. The National Qualification Framework (NQF) provides five learning domains. Learning outcomes are required in the first four domains and some programs may also require the Psychomotor Domain.

On the table below are the five NQF Learning Domains, numbered in the left column. First, insert the suitable and measurable learning outcomes required in each of the learning domains. Second, insert supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods that accurately measure and evaluate the learning outcome. Each program learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching process. NQF Learning Domains and Learning Outcomes 1.0

Teaching Strategies

Assessment Methods

Knowledge

1.1 1.2 1.3 1.4 2.0

Cognitive Skills

2.1 2.2 2.3 2.4 3.0

Interpersonal Skills & Responsibility

3.1 3.2 4.0

Communication, Information Technology, Numerical

4.1 4.2 5.0

Psychomotor

5.1 5.2

Guidelines for Creating New Academic Programs

Program Learning Outcomes Mapping Matrix Identify on the table below the courses that are required to achieve the program learning outcomes. Insert the program learning outcomes, according to the level of instruction, from the above table below and indicate the courses and levels that are required to teach each one; use your programâ&#x20AC;&#x2122;s course numbers across the top and the following level scale. Levels: I = Introduction P = Proficient A = Advanced (see help icon) Course Offerings

A-112

A-111

A-110

A-109

A-108

A-107

A-106

A-105

A-104

A-103

A-102

A-101

1.0

A-100

NQF Learning Domains and Learning Outcomes

Knowledge

1.1 1.2 1.3 1.4 2.0

Cognitive Skills

2.1 2.2 2.3 2.4 3.0

Interpersonal Skills & Responsibility

3.1 3.2 4.0

Communication, Information Technology, Numerical

4.1 4.2 5.0

Psychomotor

5.1 5.2

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

5. Admission Requirements for the program

Attach handbook or bulletin description of admission requirements including any course or experience prerequisites. 6. Attendance and Completion Requirements Attach handbook or bulletin description of requirements for: a. Attendance. b. Progression from year to year. c. Program completion or graduation requirements.

E. Regulations for Student Assessment and Verification of Standards What processes will be used for verifying standards of achievement (eg., verify grading samples of tests or assignments? Independent assessment by faculty from another institution) (Processes may vary for different courses or domains of learning.)

F Student Administration and Support 1. Student Academic Counseling Describe arrangements for academic counseling and advising for students, including both scheduling of faculty office hours and advising on program planning, subject selection and career planning (which might be available at college level).

Guidelines for Creating New Academic Programs

2. Student Appeals Attach regulations for student appeals on academic matters, including processes for consideration of those appeals.

G. Learning Resources, Facilities and Equipment 1a. What processes are followed by faculty and teaching staff for planning and acquisition of textbooks, reference and other resource material including electronic and web based resources?

1b. What processes are followed by faculty and teaching staff for planning and acquisition resources for library, laboratories, and classrooms.

2. What processes are followed by faculty and teaching staff for evaluating the adequacy of textbooks, reference and other resource provisions?

3. What processes are followed by students for evaluating the adequacy of textbooks, reference and other resource provisions?

4. What processes are followed for textbook acquisition and approval?

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

H. Faculty and other Teaching Staff 1. Appointments Summarize the process of employment of new faculty and teaching staff to ensure that they are appropriately qualified and experienced for their teaching responsibilities.

2. Participation in Program Planning, Monitoring and Review

a. Explain the process for consultation with and involvement of teaching staff in monitoring program quality, annual review and planning for improvement.

b. Explain the process of the Advisory Committee (if applicable)

Guidelines for Creating New Academic Programs

3. Professional Development What arrangements are made for professional development of faculty and teaching staff for:

a. Improvement of skills in teaching and student assessment?

b. Other professional development including knowledge of research and developments in their field of teaching specialty?

4. Preparation of New Faculty and Teaching Staff Describe the process used for orientation and induction of new, visiting or part time teaching staff to ensure full understanding of the program and the role of the course(s) they teach as components within it.

5. Part Time and Visiting Faculty and Teaching Staff Provide a summary of Program/Department/ College/institution policy on appointment of part time and visiting teaching staff. (ie. Approvals required, selection process, proportion of total teaching staff etc.)

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

I. Program Evaluation and Improvement Processes 1. Effectiveness of Teaching a. What QA processes are used to evaluate and improve the strategies for developing learning outcomes in the different domains of learning?

b. What processes are used for evaluating the skills of faculty and teaching staff in using the planned strategies?

2. Overall Program Evaluation

a. What strategies are used in the program for obtaining assessments of the overall quality of the program and achievement of its intended learning outcomes:

(i) from current students and graduates of the program?

(ii) from independent advisors and/or evaluator(s)?.

(iii) from employers, Advisory Committee, and/or other stakeholders.

Guidelines for Creating New Academic Programs

Attachments:

1. Copies of regulations and other documents referred to in template preceded by a table of contents. 2. Course specifications for all program courses including field experience specification if applicable.

Authorized Signatures

Dean/Chair

Name

Title

Signature

Date

Program Dean or Program Chair Main Campus

Branch 1

Branch 2

Branch 3

Branch 4

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Form (4) Courses Short Descriptions Prerequisites

Course level

Course Description: 100 – 120 Word

Course Objectives:

Course Content:

Text Book:



Credit Units

Course title

Course code

:‫وصف املقرر‬

‫ كلمة‬021 – 011

:‫أهداف املقرر وخمرجاته‬

:‫عناصر احملتوى‬

:‫الكتاب املرجعي‬

Short descriptions should be done for all courses of the program

Guidelines for Creating New Academic Programs

Form (5) External Reviewer ď&#x201A;ˇ

Attached a list of 5 External Reviewer who should be selected according to criteria in the guidebook.

ď&#x201A;ˇ

Name

Attach CV for each reviewer separately

Job title/ Work location

Academic rank

General Specialty

Contact Details Sub-specialty E-mail

Guidelines for Creating New Academic Programs

Phone/Fax

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Form (6) Course Specifications (CS)

Guidelines for Creating New Academic Programs

Collage of …………………… Department of ………………….....

Course Specifications (CS) Institution

Date

College/Department

A. Course Identification and General Information 1. Course title and code:

2. Credit hours 3. Program(s) in which the course is offered. (If general elective available in many programs indicate this rather than list programs)

4. Name of faculty member responsible for the course

5. Level/year at which this course is offered 6. Pre-requisites for this course (if any)

7. Co-requisites for this course (if any)

8. Location if not on main campus

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

9. Mode of Instruction (mark all that apply)

a. traditional classroom

b. blended (traditional and online)

c. e-learning

d. correspondence

f. other

What percentage?

Comments:

Guidelines for Creating New Academic Programs

B. Objectives 1. What is the main purpose for this course?

2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field)

C. Course Description (Note: General description in the form used in Bulletin or handbook) Course Description:

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

1. Topics to be Covered List of Topics

No. of Weeks

Guidelines for Creating New Academic Programs

Contact hours

Guidelines for Creating New Academic Programs

2. Course components (total contact hours and credits per semester): Lecture

Tutorial

Laboratory

Practical

Other:

Total

or Studio Contact Hours Credit

3. Additional private study/learning hours expected for students per week.

4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods and Teaching Strategy On the table below are the five NQF Learning Domains, numbered in the left column. First, insert the suitable and measurable course learning outcomes required in the appropriate learning domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods that accurately measure and evaluate the learning outcome. Each course learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching process. (Courses are not required to include learning outcomes from each domain.)

Code # 1.0

NQF Learning Domains And Course Learning Outcomes

Course Teaching Strategies

Course Assessment Methods

Knowledge

1.1 1.2 2.0

Cognitive Skills

2.1 2.2

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

3.0

Department of Curriculum and Academic Programs

Interpersonal Skills & Responsibility

3.1 3.2 4.0

Communication, Information Technology, Numerical

4.1 4.2 5.0

Psychomotor

5.1 5.2

5. Map course LOs with the program LOs. (Place course LO #s in the left column and program LO #s across the top.)

Program Learning Outcomes (Use Program LO Code #s provided in the Program Specifications)

Course LOs #

1.1

1.2

2.1

3.2

4.1

1.1

2.1

Guidelines for Creating New Academic Programs

6. Schedule of Assessment Tasks for Students During the Semester

Assessment task (e.g. essay, test, group project, examination, speech, oral presentation, etc.)

Week Due

Proportion of Total Assessment

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

D. Student Academic Counseling and Support 1. Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week)

E. Learning Resources 1. List Required Textbooks

2. List Essential References Materials (Journals, Reports, etc.)

3. List Recommended Textbooks and Reference Material (Journals, Reports, etc)

4. List Electronic Materials, Web Sites, Facebook, Twitter, etc.

5. Other learning material such as computer-based programs/CD, professional standards or regulations and software.

Guidelines for Creating New Academic Programs

A. Facilities Required

Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access etc.) 1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)

2. Computing resources (AV, data show, Smart Board, software, etc.)

3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach list)

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

G Course Evaluation and Improvement Processes

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching

2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department

3 Processes for Improvement of Teaching

4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution)

Guidelines for Creating New Academic Programs

5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.

Name of Instructor: _______________________________________________________ Signature: __________________________

Date Report Completed: ____________

Name of Course Instructor: _____________________________________

Program Coordinator: _____________________________________________________ Signature: __________________________

Date Received: __________________

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Form (7) Field Experience Specification (FES)

Guidelines for Creating New Academic Programs

Collage of …………………… Department of ………………….....

Field Experience Specification For direction on the completion of this template, refer NCAAA guidebooks.

Institution

Date of Report

College

Department

Program

Track

A. Field Experience Course Identification and General Information

1. Field experience course title and code

2. Credit hours (if any)

3. Name and title of faculty or teaching staff member responsible for the field experience.

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

4. Dates and times allocation of field experience activities.

a. Dates: ______________________________________________________________________

b. Times: _____________________________________________________________________

5. Level or year of the field experience.

6. List names, addresses, and contact information for all field experience locations.

Name and Address of the Organization

Name of Contact Person

Contact Information (email address or mobile

Guidelines for Creating New Academic Programs

B. Learning Outcomes 1. Learning Outcomes for Field Experience in Domains of Learning, Assessment Methods and Teaching Strategy Program Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned. They are joined together as one, coherent, unity that collectively articulate a consistent agreement between student learning and teaching. The National Qualification Framework provides five learning domains. Learning outcomes are required in the first four domains and sometimes are also required in the Psychomotor Domain. On the table below are the five NQF Learning Domains, numbered in the left column. First, insert the suitable and measurable learning outcomes required in each of the learning domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods that accurately measure and evaluate the learning outcome. Each program learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching process.

1.0

NQF Learning Domains

Teaching

Assessment

and Learning Outcomes

Strategies

Methods

Knowledge

1.1 1.2 2.0

Cognitive Skills

2.1 2.2 3.0

Interpersonal Skills & Responsibility

3.1 3.2

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

4.0

Department of Curriculum and Academic Programs

Communication, Information Technology, Numerical

4.1 4.2 5.0

Psychomotor

5.1 5.2

C. Description of Field Experience Activity

1. Describe the major student activities taking place during the field experience.

2. List required assignments, projects, and reports. a.

Guidelines for Creating New Academic Programs

3. Follow up with students. What arrangements are made to collect student feedback?

4. Insert a field experience flowchart for responsibility and decision-making (including a provision for conflict resolution).

5. Supervisory Responsibilities. Student

Field Teaching Staff

Program Faculty and Teaching Staff

Student Activities

a. transport to and from site b. demonstrate learning outcome performance c. completion of required tasks, assignments, reports, and projects Supervision Activities

a. field site â&#x20AC;&#x201C; safety b. student learning activities c. learning resources d. administrative (attendance)

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Planning Activities

a. student activities b. learning experiences c. learning resources d. field site preparations e. student guidance and support Assessment Activities

a. student learning outcomes b. field experience c. field teaching staff d. program faulty and teaching staff e. field site f. learning resources

b. Explain the student assessment process.

c. Explain the resolution of differences process (If the field teaching staff and the program faculty and teaching staff share responsibility for student assessment, what process is followed for resolving differences between them?)

Guidelines for Creating New Academic Programs

D. Planning and Preparation 1. Identification of Field Locations List Requirements for Field Site Locations (IT, equipment, labs, rooms, housing, learning resources, clinical)

List Safety Standards

List Specialized Criteria

Explain the decision-making process used to determine appropriate field experience locations.

2. Identification of Field Staff and Supervisors List Qualifications

List Responsibilities

List Training Required

a. b. c. d. Explain the decision-making process used to determine appropriate field staff and supervisors.

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

3. Identification of Students List Pre-Requisite Requirements

List Testing Requirements

List Special Training Required

a. b. c. d. Explain the decision-making process used to determine that a student is prepared to enroll in field experience activities.

4. Safety and Risk Management. List Insurance Requirements

List Potential Risks

List Safety Precautions Taken

List Safety Training Requirements

a. b. c. d. Explain the decision-making process used to protect and minimize safety risks.

5. Resolution of Differences in Assessments. If supervising staff in the field location and faculty from the institution share responsibility for student assessment, what process is followed for resolving any differences between them?

Guidelines for Creating New Academic Programs

E. Evaluation of the Field Experience 1. Describe the evaluation process and list recommendations for improvement of field experience activities by: a. Students Describe evaluation process

List recommendations for improvement

b. Supervising staff in the field setting Describe evaluation process

List recommendations for improvement

c. Supervising faculty from the institution Describe evaluation process

List recommendations for improvement

e. Othersâ&#x20AC;&#x201D;(e.g. graduates, independent evaluator, etc.) Describe evaluation process

List recommendations for improvement

Guidelines for Creating New Academic Programs

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

2. Action Plan for Next Semester/Year Actions Recommended for Further Improvement

Intended Action Points

Start

Completion

(should be measurable)

Date

(list from E.1. above)

Person Responsi ble

a. b. c. d. e.

Name of Instructor: _______________________________________________________ Signature: ______________________________ Date Report Completed: ____________

Name of Field Experience Teaching Staff: ______________________________________

Program Coordinator: _____________________________________________________ Signature: ______________________________ Date Received: __________________

100

Guidelines for Creating New Academic Programs

100

Form (8) Operational Plan of the Program 8-1 Human Resources. 8-2 Physical and logistic requirements. 8-3 Program learning resources and references. 8-4 Checklist for basic level of e-learning. 8-5 Standards for Designing E-Courses at Basic Level.

Guidelines for Creating New Academic Programs

101

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Form (8) 8-1 Human Resources. College

Department

Program Name Degree Awarded

a. Teaching Faculty: Academic rank

Required

Currently available Male

Female

Total

Male

Female

Total

Professor Associate Prof. Assistant Prof. Lecturer Teaching Assistant Total

b. Faculty with Ph.D degree according to nationality: Ranking

Number

Ph.D holders Saudi

Non-Saudi

Non Ph.D holders Saudi

Non-Saudi

Male Female Total

102

Guidelines for Creating New Academic Programs

102

c. Administrative staff and technicians: Admin staff and technicians

Currently available Male

Female

Required Total

Male

Female

Total

Administrative technician Total

d. List of currently available teaching faculty: No

Name

Academic rank

Specialty

Academic qualification

Graduating University

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Guidelines for Creating New Academic Programs

103

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

e. Number of Students Currently Enrolled in the Program: Year/level

Male Students

Female Students

Total

Notes

2nd

Total

8-1 Physical and logistic requirements. Available number

Required number

Available equipment

Required equipment

Classrooms

Laboratories/ workrooms

Offices

104

Guidelines for Creating New Academic Programs

104

8-3 Program Learning Resources and References: References Course code

Course title Reference name

Author

Publisher

Publishing year

Guidelines for Creating New Academic Programs

(ISBN)

105

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

8-4 Checklist for Basic Level of e-learning.

Basic Information College Name Academic Program Name Total number of courses for the first year Program Information Dean Vice Dean for Academic Affairs Project Coordinator First Year Courses - First Semester

Course Name

Course ID on Bb

Faculty Members Participating in the Development

University e-mail for FMs Participating in the development

Course Coordinator

Course Coordinator University e-mail

Coordinator’s Phone

Is this course Available on Bb? Yes/No

Comments

1 2 3 4 5 …. Second Year Courses - Second Semester

Course Name

Course ID on Bb

Faculty Members Participating in the Development

University e-mail for FMs Participating in the development

Course Coordinator

Course Coordinator University email

Coordinator’s Phone

Is this course Available on Bb? Yes/No

Comments

1 2 3 4 5 ….

106

Guidelines for Creating New Academic Programs

106

5-8 Standards for Designing E-Courses at Basic Level.

Course Overview and Introduction

Learning Objectives (Competencies)

Assessment and Measurement

Instructional Materials

Learner Interaction and Engagement Course Technology Learner Support

1.1

Instructions make clear how to get started and where to find various course components.

1.2

Students are introduced to the purpose and structure of the course.

1.3

Course and/or institutional policies with which the student is expected to comply are clearly stated, or a link to current policies is provided.

2.1

The course learning objectives describe outcomes that are measurable.

2.2

The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives.

2.3

All learning objectives are stated clearly and written from the studentsâ&#x20AC;&#x2122; perspective.

2.4

Instructions to students on how to meet the learning objectives are adequate and stated clearly.

2.5

The learning objectives are appropriately designed for the level of the course

3.1

The course grading policy is stated clearly

4.1

The instructional materials contribute to the achievement of the stated course and module/unit learning objectives.

4.2

All resources and materials used in the course are appropriately cited.

4.3

The instructional materials are current.

4.4

The distinction between required and optional materials is clearly explained

5.1

Learning activities provide opportunities for interaction that support active learning.

5.2

The instructorâ&#x20AC;&#x2122;s plan for classroom response time and feedback on assignments is clearly stated.

5.3

The requirements for student interaction are clearly articulated.

6.1

Navigation throughout the online components of the course is logical, consistent, and efficient.

6.2

Students can readily access the technologies required in the course.

7.1

The course instructions articulate or link to a clear description of the technical support offered and how to access it

Guidelines for Creating New Academic Programs

107

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Appendices

108

Guidelines for Creating New Academic Programs

108

Appendix (1) External Reviewer Form Program Information College: Department: Program: Awarded degree:

Reviewer Information

Name

Job title/ Work location

Academic rank

General Specialty

Standard

Contact Details Sub-specialty E-mail

To what extent the standard has been achieved in the new curriculum? High

Program general objectives are clear

Program outcomes are appropriate for the profession

Program objectives are aligned with the goals , mission and vision of the university , the college, and the department

The program is up-to-date according to the international standards in the field of study

The program employs contemporary teaching and learning strategies

The program has different courses that cover wide range of necessary skills

Medium

Phone/Fax

Suggested changes

Low

Guidelines for Creating New Academic Programs

109

Vice President Office for Academic Affairs

110

Department of Curriculum and Academic Programs

The number of total credit units are appropriate

Each course was given an appropriate credit unit

Courses are arranged and appropriately in the program

Practical and field training are suitable

List strengths of the study plan

List weaknesses of the study plan and ways to improve them

List any additional courses that you think should be added to the program

Do you recommend merging or deleting any course?

Do you have any comments on learning and teaching strategies employed in the program?

Do you have any comments on assessment methods employed in the program?

Do you recommend other changes necessary for the program?

If you have further suggestions or comments, please add them here.

Guidelines for Creating New Academic Programs

sequenced

Guidelines for Creating New Academic Programs

110

Appendix (2) Checklists Appendix

2-1: Checklist for the Standing Committee of Curriculum and Academic System during 1st presentation to SCCAS of the proposed program

Appendix

2-2:

Appendix

2-3: Checklist for the Standing Committee of Curriculum and Academic System during 2nd presentation of the proposed program

Checklist for the department of Curriculum and Academic Programs for 2nd presentation to SCCAS

Appendix 2-4: Checklist for the department of Curriculum and Academic Programs Appendix 2-5: Checklist for the Standing Committee of Curriculum and Academic System during 3rd presentation of the proposed program

Guidelines for Creating New Academic Programs

111

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Appendix 2-1: Checklist for the Standing Committee of Curriculum and Academic Systems during 1st presentation to SCCAS of the proposed program College

Department

Program Name Degree Awarded

Items

Appro priate

Inappro priate

Notes

The feasibility study of creating the new program should include the following: 1. Reasons/justifications for creating the new program (economic, social, and cultural reasons) 2. Information gathered from surveying and inspecting similar programs at local, regional, and international universities 3. Reports on current and future needs for the progmam 4. A list of potential stakeholders of the new program. 5. List of institutions that could help/ support execusion of the program. 6. The required qualities (skills) of graduates based on job market 7. Vision, mission and objectives of the proposed new program 8. The language of teaching in the program. 9. Name of the program in Arabic and English. 10. Name of the awarded degree in Arabic and English

112

Guidelines for Creating New Academic Programs

112

Recommendations:



Approval: Follow the steps of creating a new program in accordance with this guidebook.



Conditional Approval: Make some changes in the feasibility study to provide more convincing reasons for establishing the program, and re-submit to the committee.



Disapproval: Creating the new program is not feasible.

SCCAS Meeting Meeting no. Date

Vice President for Academic Affairs SCCAS Chairman Name:

………………………………………………..

Signature:

………………………………………………..

Date:

………………………………………………..

Guidelines for Creating New Academic Programs

113

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Appendix 2-2 Checklist for the department of Curriculum and Academic Programs for 2nd presentation to SCCAS College

Department

Program Name Degree Awarded Procedure

Document # 1

Document # 2 DCAP Review

Applicable

Nonapplicable

Observa tions

Procedural steps taken by the college to create a new program study plan with the following: a. b. c.

Form

List of Learning Outcomes. Vision, mission and objectives of the proposed new program Report about similar programs.

New study plan.

Form 2

Program specification using EEC format

Form 3

Courses short descriptions

Form 4

A list of ( 5) external reviewers

Form 5

Use of correct forms and compliance with DCAP guidelines The revised study plan was approved by department board The revised study plan was approved by faculty board Department of Curriculum and Academic Programs

(DCAP Chairman) Name: Signature: Date:

114

Guidelines for Creating New Academic Programs

……………………………………………….. ……………………………………………….. ………………………………………………..

Guidelines for Creating New Academic Programs

114

Appendix 2-3: Checklist for the Standing Committee of Curriculum and Academic Systems during 2nd presentation of the proposed program College

Department

Program Name Degree Awarded

Items

Program review process followed the DCAP guidelines (Document # 2) List of the final learning outcomes Final learning outcomes alligned with the vision, mission and goals of the program Report comparing the proposed program with the similar programs at the local, regional and international university

2 3 4

Appropriate

Outcomes of the new program meet the theoretical and practical requirements of job market.

Proper structuring of the study plan and the study load for students and the departments

Total number of program study units.

Distributing courses as per academic level

Course prerequisites

Aspects of community services in the study plan

Program Specification.

Short Courses descriptions.

Inappropriate

Guidelines for Creating New Academic Programs

115

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Recommendations:



Initial approval of the proposed program. The new program is to be reviewed by the department of curriculum and academic programs (DCAP)



Send the proposed program back to the college for further work and resubmit to the Standing Committee of Curriculum and Academic Systems (SCCAS) SCCAS Meeting

Meeting no. Date

Vice President for Academic Affairs SCCAS Chairman

116

Name:

………………………………………………..

Signature:

………………………………………………..

Date:

………………………………………………..

Guidelines for Creating New Academic Programs

116

Appendix 2-4 Checklist for the department of Curriculum and Academic Programs College

Department

Program Name Degree Awarded Procedure

Document # 1

Form

Applicable

Nonapplicable

Observations

Procedural steps taken by the college to create a new program study plan with the following: a. List of Learning Outcomes. b. Vision, mission of the proposed new program aligned with IAU vision and mission. c. Report about similar programs.

Document # 3

Document # 2

Form 2

New study plan.

Program specification using EEC format

Form 3

Form 4

Courses short descriptions

Courses specification using EEC format

Form 6

Field experience specification using EEC format

Form 7

Document # 3

Operational plan of the proposed program:

1. Human Resources. 2. Physical and logistic requirements. 3. Program learning resources and references. 4. Checklist for basic level of e-learning.

Form 8

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117

DCAP review

Vice President Office for Academic Affairs

Department of Curriculum and Academic Programs

Use of correct forms and compliance with DCAP guidelines The revised study plan was approved by department board The revised study plan was approved by faculty board

Department of Curriculum and Academic Programs

(DCAP Chairman) Name: Signature: Date:

118

Guidelines for Creating New Academic Programs

……………………………………………….. ……………………………………………….. ………………………………………………..

Guidelines for Creating New Academic Programs

118

Appendix 2-5 Checklist for the Standing Committee of Curriculum and Academic Systems during 3rd presentation of the proposed program College

Department

Program Name Degree Awarded No 1

Items Technical report from DCAP on program and courses specification, and how college attended DCAP observations. Learning objective are clearly written in course specifications Learning and teaching strategies are clearly written in course specifications Assessment strategies are clearly written in course specifications Necessary physical infrastructure for implementation of the program is available Necessary human resources for implementation of the program are available E-learning at the basic level has been used for this program

2 3 4 5 6 7

Appropriate

Inappropriate

Recommendations:



Approval of the proposed program. To be sent to the University Council



Sent back to the department of curriculum and academic programs (DCAP) for further action SCCAS Meeting

No. Date

Vice President for Academic Affairs & SCCAS Chairman Name: ……………………………………………….. Signature: ……………………………………………….. Date: ………………………………………………..

Guidelines for Creating New Academic Programs

119

Vice President Office for Academic Affairs

120

Guidelines for Creating New Academic Programs

Department of Curriculum and Academic Programs

Guidelines for Creating New Academic Programs

120

Vice President Office for Academic Affairs Department of Curriculum and Academic Programs

Guidelines for Creating New Academic Programs

121