Year 2016, Volume 2 , Issue 5, Pages 181 - 192 2016-08-26

Said Ali Hassan El-Quliti1* and Neyara Radwan2 1 Prof., Department of Industrial Engineering, King Abdulaziz University

Said Ali Hassan El-Quliti [1] , Neyara Radwan [2]

Faculty of Engineering at King Abdulaziz University plans to redesign its undergraduate courses, which is required for students in 14 different programs. These courses have an annual enrolment of about 2,500 students each year. The Operations Research Teaching Area in the Department of Industrial Engineering will be presented as a case study. This area involves two core and three elective courses.

The course redesign involves preparing students for the Fundamentals of Engineering (FE) Exam requirements while coping with the best worldwide practices as benchmark. The FE Exam is a computer-based test (CBT). It is closed book with an electronic reference. Examinees have 6 hours to complete the exam, which contains multiple-choice questions. The 6-hour time also includes a tutorial and an optional scheduled break. The exam session is administered in the following seven disciplines: Chemical, Civil, Electrical and Computer, Environmental, Industrial and Systems, Mechanical, and Other Disciplines. The top ten USA Universities in Industrial/Manufacturing Engineering are used as a benchmark to reliably lead to the desired courses redesign results. Moreover, faculty experience is also utilized to enhance the process. 

Keywords: Industrial Engineering; Course design; Best practices; Benchmark; Fundamental Engineering.

Industrial Engineering, Course design, Best practices, Benchmark, Fundamental Engineering
  • Altman, H.B., and Cashin, W.E. (1992). Writing a syllabus, Report No. HE 029 193, Manhattan, KS: Kansas State University, Manhattan Center for Faculty Evaluation and Development in Higher Education; IDEA paper No. 27, ERIC Document Reproduction Service No. ED 395 539.
  • Ariovich, L. and Walker, S. A. (2015), Assessing Course Redesign: The Case of Developmental Math, Research & Practice in Assessment, pp. 54:57. Available at:
  • Bogan, C.E. and English, M.J. (1994). Bench marking for Best Practices: Winning Through Innovative Adaptation. New York: McGraw-Hill.
  • Cusson, M., (2015), Moving towards an outcomes-based curriculum, Academic Quality Assurance, Degree Level Expectations, Educational Development Centre. Available at:
  • Diamond R.M. (1998). Designing and assessing courses and curricula: a practical guide. San Francisco: Jossey-Bass; 1998. pp. 191–202.
  • Dubin, F. & Olshtain, E. (1997). Course Design: Developing Programs and Materials for Language Learning, Cambridge: Cambridge University Press.
  • Gosling, D. (2009) Learning Outcomes Debate. Accessed 12th Sept, 2009
  • Grunert J. (1997). The course syllabus: a learning-centered approach. Boston: Anker Publishing Co.
  • Habanek, D.V. (2005). An examination of the integrity of the syllabus. Col Teach. 2005; 53:62–4.
  • Hussey, T. & Smith, P (2003) The Uses of Learning Outcomes. Teaching in Higher Education, Vol. 8, No. 3, 2003, pp. 357–368
  • Hussey, T, & Smith, P. (2008) Learning Outcomes: A Conceptual Analysis. Teaching in Higher Education. 13 (1), 107-115.
  • Hutchinson, T. & Waters, A (1996). ESP A learning centered approach. Great Britain Cambridge University Press.
  • Johnson, C. (2006). Best Practices in Syllabus Writing, Contents of a Learner-Centered Syllabus, Journal Chiropractic Education, Fall; 20(2): 139–144.
  • Maher, A. (2004) Learning Outcomes in Higher Education: Implications for Curriculum Design and Student Learning. Journal of Hospitality, Leisure, Sport and Tourism Education. 3 (2) 46-54.
  • McKimm, J., (2003), Curriculum design and development, School of Medicine, Imperial College Centre for Educational Development. Available at:
  • Moreno, P. (2000) The Implications of Curriculum Design for a Graduate of the English Language Program at Universidad Veracruzana. Unpublished dissertation. Mexico.
  • National Council of Examiners for Engineering and Surveying (2016) website, visited at 9 April 2016. Available at:
  • NCEES Reference Handbook (2015), United States of America, Third printing, June 2015, Edition 9.3, ISBN 978-1-932613-67-4. Available at:
  • NCEES website (2016). Visited on 20 April 2016. Available at:
  • Neary, M. (2003). Curriculum concepts and research. In Curriculum studies in post-compulsory and adult education: A teacher’s and student teacher’s study guide. (pp33-56). Cheltenham: Nelson Thornes Ltd.
  • Nulty, D. D., (2012), Curriculum Design, Griffith Institute for Higher Education. Available at:
  • Nunan, D. (2000 ) Syllabus Design, Oxford: Oxford University Press.
  • Ornstein A.C. & Hunkins, F.P. (2009). Curriculum foundations, principles and issues. (5th ed). Boston: Allyn and Bacon.
  • Parkes J., Fix. .K., and Harris, M.B. (2003). What syllabi communicate about assessment in college classrooms, J. Excell Col Teach. 2003; 14:61–83.
  • Richards, J. (2001) Curriculum Development in Language Teaching, Cambridge: Cambridge University Press.
  • Richards, Platt and Platt (1993). Dictionary of Language Teaching & Applied Linguistics. London: Longman.
  • The Center for teaching and Learning (2004), Designing courses, Speaking of Teaching, , Stanford University, Winters 2004 Newsletter, Vol. 13, No. 2. Available at:
  • The Faculty of Engineering at King Abdulaziz University (2016). Visited on 9 April 2016. Available at:
  • The National center for Academic Reformation, (2016), Six Models for Course Redesign. Visited on 6 April 2016. Available at: Objectives-and-Outcomes.pdf
  • Twigg, C. A., (2015), An overview of course redesign, National Center for Academic Transformation. Available at:
  • US News Education. Industrial / Manufacturing Rankings (2016). Visited on 20 April 2016. Available at:
  • White, R. (1993) The ELT Curriculum, USA: Cambridge University Press.
  • Woolcock, M. J.V., (2005), Constructing a Syllabus, The Harriet W. Sheridan Center for Teaching and Learning, Brown University.
Journal Section Articles

Author: Said Ali Hassan El-Quliti

Author: Neyara Radwan


Publication Date : August 26, 2016

EndNote %0 International E-Journal of Advances in Education ASSESSING INDUSTRIAL ENGINEERING COURSES USING BENCHMARK, FACULTY EXPERIENCE AND FE REQUIREMENTS %A Said Ali Hassan El-Quliti , Neyara Radwan %T ASSESSING INDUSTRIAL ENGINEERING COURSES USING BENCHMARK, FACULTY EXPERIENCE AND FE REQUIREMENTS %D 2016 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 2 %N 5 %R doi: 10.18768/ijaedu.06621 %U 10.18768/ijaedu.06621