F O R U M - University of Sharjah

4th Engineering Education Forum 2005-2006 – College of Engineering - University of Sharjah 

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UNIVERSITY OF 

SHARJAH 

BOOK OF ABSTRACTS 

4 TH INTERNATIONAL FORUM ON 

ENGINEERING EDUCATION 

INTEGRATION OF TEACHING 

& RESEARCH WITH 

COMMUNITY SERVICE 

25-27 April 2006 

Organized by: 

College of 

Engineering 

SPONSORS 

Book of Abstracts 25-27 April, 2006 

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4 TH NTERNATIONAL FORUM ON 

ENGINEERING EDUCATION 

SPONSORS 


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University City Professional 

Network 

Background….. 

University City Professional Network (UCPN) was founded in 1999 with the aim to 

encourage, establish and create professional interests and dialogue across Sharjah, 

University City. UCPN is a non-profit group that looks after the interest of promoting 

professional development and growth across a wide spectrum of disciplines. 

The Network is represented by two representative members from each institution. The aim 

of the Network is to be ‘proactive’ and represent the interest of its members. This has so 

far been achieved by joint participation from the five educational institutions’ that are 

represented: The American University, The Police Sciences Academy, The Higher 

Colleges of Technology, Sharjah Men’s College, Sharjah Women’s College and The 

University of Sharjah. Together these institutions promote a shared a vision of supporting 

and fostering excellence for ‘learning’, ‘knowledge’, ‘training’ and ‘research’ across 

Sharjah University City and the United Arab Emirates that gives recognition to its staff, 

students and community. 

Mission…… 

UCPN aims to create a tapestry of opportunities for professionals and academics with 

common purposes to meet and establish links for the benefit of education, research and 

training. We aim at creating a high standard professional environment that will act as a 

mosaic across ministries and industries. We focus at maximising our professional skills 

and networks to enhance a better tomorrow for the local and global communities for 

present and future generations. 

Aim….. 

Then aim of UCPN is to establish professional academic associations across Sharjah 

University City and the UAE that will strengthen and contribute towards the regional and 

global communities. UCPN aim at being strategic and innovative within the current local 

and global climate. UCPN aims to: 

 

 

 

 

 

 

Promote and expand academia, research and training opportunities for 

the national, regional and international knowledge community. 

Facilitate and work towards policy guidelines for educational interest 

groups and providers. 

Establish a local and international profile of Sharjah and the UAE 

through professional associations by way of seminars and conferences. 

Establish solid partnership(s) across local and global professional 

interest groups. 

Strengthen the contribution of higher education towards the national 

infrastructure of ‘nation building’. 

Provide gateways to the intellectual richness of the national and 

international community. 


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Expo Center Sharjah 

Building Business Relationships Since ‘77 

Expo Centre Sharjah, the exhibition wing of the Sharjah Chamber of Commerce and 

Industry (SCCI), is the UAE’s first-established Trade Exhibition Centre. The venue 

became a booming centre for international trade way back in 1977. Since then it has been 

one of the region’s most popular trade exhibition venues and home of some of the Gulf's 

best attended trade shows. Since its inception, the Centre has been serving the growing 

trade interests of the entire MENA (Middle East and North Africa) region. 

In September 2002, the Middle East MICE (Meetings, Incentives, Conventions and 

Exhibitions) sector received a considerable boost when Expo Centre Sharjah moved to a 

new state of the art facility. The world class exhibition centre was inaugurated by His 

Highness Dr Sheikh Sultan bin Mohammed Al Qassimi, Member of the Supreme Council 

and Ruler of Sharjah. 

The new exhibition and meeting facility was a spectacular tribute to the growing 

importance of UAE as the commercial hub of Middle East, and the Centre soon established 

itself as a prime meetings destination that offered the perfect combination of sophisticated 

technical facilities and professional services across a broad spectrum of events. 

The visually striking Expo Centre Sharjah, a landscaped centerpiece of the planned “Expo 

City” in the Emirate, is now the most technically-advanced and user friendly exhibition, 

conference and event complex in the region that offers easy access to not only the MENA 

region but also to the whole of Indian sub-continent and the CIS countries. 

Today, Expo Centre Sharjah hosts a series of highly successful B2B, B2C, and solo 

country shows across the year, many of them being the region’s premier events. 

Expo Centre Sharjah is possibly the only trade exhibition facility in the region that caters 

to the complete requirements of the exhibitors on site. The 128,000 square metre Centre 

features four halls each of gross area 4,000 square metres, a central boulevard with built-in 

facilities including a dedicated press centre, 6,000 square metres of out-door static park, 

1,300 square meters of prime conference facility, meeting rooms, and on-site parking for 

1,600 vehicle. 

The complex has its own sophisticated waste water treatment and de-centralised airconditioning 

systems and also offers wireless data, internet and telephone connectivity 

throughout the complex thereby increasing visitor transparency. 

An extensive network of built-in floor ducts and trenches ensure easy access to utilities, 

including compressed air, data communication services, telephone and internet lines. 

Visitor registration is done through a state of the art system and entry is controlled through 

turnstiles. 


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تتمتع شركة الحنو القابضة،‏ التي تأسست قبل أكثر من ثلاثين عاما ً،‏ بمكانة متميزة في المنطقة،‏ 

وهي إحدى شركات التطوير العقاري الكبرى في الشرق الأوسط،‏ وقد تأسست في المملكة العربية 

السعودية عام 1975، ولهذه المجموعة مصالح تجارية في عدد من القطاعات المهمة ومن ضمنها 

العقارات،‏ والإنشاءات،‏ والمقاولات،‏ والتجارة العامة،‏ بينما تهتم بصفة خاصة بمشاريع البنى 

التحتية الضخمة ومشاريع التطوير العقاري في السعودية والإمارات وبقية دول مجلس التعاون 

الخليجي.‏ 

وقامت شركة ‏"الحنو القابضة"‏ بتنفيذ عدد من المشاريع الكبيرة،‏ التي تقدر قيمتها بمئات الملايين 

من الريالات،‏ ومنها مشروع مدينة الإمارات الصناعية الذي يُقام على مساحة قدرها 

قدم مربعا ً في إمارة الشارقة،‏ واستفاد المستثمرون في هذا المشروع من عوائد مالية عالية.‏ 

83 مليون 

والمشروع الآخر هو مشروع عين التخصصي،‏ الواقع في شارع التخصصي،‏ ومشروع الياسمينة 

إلى الشمال من مدينة الرياض،‏ الذي يُعد من المشاريع السكنية والتجارية المهمة،‏ ومشروع تطوير 

جزء من منطقة مطار جدة القديم على طريق الملك عبداالله،‏ وقد طورت المنطقة لتكون المنطقة 

المركزية لوسط مدينة جدة النابض.‏ وتفخر شركة الحنو القابضة بسمعتها وبفلسفتها الواضحة في 

العمل التي ت ُشجّع على الشراكات الاستراتيجية لتقاسم مراحل التخطيط والتنفيذ في مشاريعها،‏ وفي 

المقابل استفادة الشركاء من العوائد العالية المحتملة من استثماراتهم.‏ ويبرز مشروع ‏"جزر النجوم"‏ 

في الشارقة اليوم كمدينة متكاملة،‏ تحمل سمات المدينة العالمية،‏ وتوفر أسلوب الحياة الكامل لأفراد 

المجتمع الذي تضمه،‏ وهو يقام على مساحة ت ُقدّر ب 60 مليون قدم مربعا ً،‏ وباستثمارات تزيد 

على 18 مليار درهم،‏ يعد الأول من نوعه في إمارة الشارقة،‏ وقد وجد من أجل بناء مدينة 

عصرية سياحية متكاملة،‏ تحتوي على عدّة أحياء سكنية تتسع في مجملها ل 80 ألف نسمة.‏ 

Al Hanoo Holding Company is one of the leading 

real estate developers in the Middle East. 

Founded in 1975 in the Kingdom of Saudi 

Arabia, Al Hanoo Holding Company currently 

has a fully paid up capital of two hundred million 

Saudi Riyals and diverse interests in real estate 

investment and development, construction and 

trade with a focus on large-scale infrastructure 

and property development projects in Saudi 

Arabia, United Arab Emirates and other GCC 

countries 

Al Hanoo Nujoom Island In 

Sharjah 


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Tanmiyat Group 

The Beginnings…. 

The first step for Tanmiyat Group in Real-Estates works started in 1402 AH, 

(1982), using traditional ways, which was used then. It started to develop its 

Real-Estate experience and deep rooted its investment programs in Real-Estate 

market, which has witnessed massive developments in the Kingdom. The Group 

management has made sure during its working years in the field of Real-Estate, 

to build a big and essential net of relation with all people who works in the field 

of Real-Estate investment. And kept moving in the field of Real-Estate 

investment, it firmed its steps and gained a good experience and knowledge in 

this field, which it used in developing its Real-Estates investments and projects. 

Tanmiyat Group for Real-Estates Investments started to work in institutional 

distinguished method in 1417 AH, Thanks to God, we have managed to use our 

accumulative experience, which the group has gained during two decades, to buy 

lands in investments attraction areas, and then we developed it in steady positive 

steps according future vision, using all architectural experience and possibilities 

to execute distinguished Real-Estate projects with unique organizational 

components and with the standards of modern cities, which complies with the 

present needs and future prospective. 

Mission… 

Is to develop Real-Estate works according to studied methodical investment 

plans, and to raise the standards of land plans in civilized measures, and to use 

the best graphical standards used locally and internationally to serve the basic 

structure in the residential areas, and to enhance the concept of comprehensive 

development of the plans, in a comprehensive vision that take in consideration 

the building and environmental development of the residential and public places. 

Future Vision….. 

Tanmiyat launches from correct vision and a look to the future prospects, and 

looking for occupying a leading place in the field of Real-Estates development 

and investment, inside and outside Saudi Arabia according to institutional 

planning, to create the highest points in investment and create latest Real-Estate 

development components, which is distinguished by its complying to the needs, 

requirements and powers of the expected future markets, and the needs of 

constructions in the residential areas. 


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INTEGRATING TEACHING AND RESEARCH WITH 

COMMUNITY SERVICE 

Teaching, research, and community service are the main duties of universities. The purpose of 

teaching is to facilitate learning of knowledge and the purpose of research is to increase 

knowledge and identify its useful applications. The mission of universities is to serve the 

community through teaching and research. The university mission is mainly accomplished by 

the efforts of its faculty. 

The traditional career model for faculty has been to pursue all three functions; teaching, 

research and service. The service component includes university development, professional 

practice, and community service. With constantly shrinking resources, faculty find themselves 

pulled in various directions due to external and internal expectations and pressures. Students 

expect and deserve quality teaching time, both inside and outside the classroom. The public 

expects faculty to excel in teaching and to contribute to the development of the community. 

University administration demands excellence in teaching, research and service. Accreditation 

and funding agencies and reviewers also require excellence in teaching, research and service. 

Faculty members expect a fair system that is based on merit, rewards contributions, allocates 

appropriate workloads, and balances resources with expectations. 

The above are highlights of some of the issues and challenges that relate to the role of 

universities in the community and the role of academics in universities. In response to these 

changes, academia is evolving in many ways, including: 

(1) Integration of teaching, research and community service. This approach saves time and 

efforts by integrating all three functions into multi-purpose activities without 

compromising quality. 

(2) Redefining scholarship in universities. Excellence in teaching, university development, 

professional practice, and community service is being gradually recognized alongside 

research excellence. 

(3) Some universities have opted to give faculty the choice to focus efforts on one or two of 

the three university functions (teaching, research and service) and the flexibility to change 

the focus with time. This way, not all faculty are required to contribute equally well to 

all functions. Research mainly, teaching mainly or service mainly faculty positions are 

sometimes created with appropriate incentives offered in each track. 

(4) The distinction between teaching, research and service universities is being examined. 

The purpose of this forum is to discuss, from an engineering perspective, all issues relevant to 

the mission of universities in terms of teaching, research, and service, and how best to integrate 

teaching and research into community service. The forum topics are: 

Topic 1. 

Topic 2. 

Topic 3. 

Topic 4. 

Topic 5. 

Topic 6. 

Topic 7. 

Philosophies, rational and objectives for integrating teaching and research with 

community service. 

Strategies for integrating teaching and research with community service. 

Examples and case studies of successful integration of teaching and research with 


Partnership of stakeholders for successful integration. 

Incentives and rewards for integrating teaching and research with community 

service. 

Balancing teaching, research and community service. 

Other related topics. 

For the organizing committee 

Abdallah Shanableh, Ph.D. 


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TABLE OF CONTENTS 

Page 

1 

2 

Keynote Sessions 

Trends and Drivers in Biomedical Engineering Training, Research and Investment, Mostafa 

Analoui 

From Temples of Knowledge to Supermarkets of Ideas: Universities and their Third Mission in 

Search of a Role in the Community, Tariq Durrani 

Page 

Session Title: Integration Issues and Strategies 

3 ED-157 Principles of Excellence in Engineering Education, Boualem Boashash 

4 ED-35 

Strategies for integrating teaching and research with community service, H. 

Meliani and Rachid Djoudjou 

5 ED-108 

Strategies For Integrating Teaching Excellence, Scholarly Research, And 

Community Service, Boukelif Aoued 

6 ED-53 

Challenges For Integrating Teaching And Research With Community Services: 

A View From Developing Countries, Saied Ali Hassan and Seraj Yousef Abed 

7 ED-90 

A Practical Way To Integrate Teaching And Research With Community Service, 

Dr.Najeh S. Haj-Ali 

8 ED-60 

Thoughts on Integration of Teaching and Research with Community Service, 

Mamdouh T. Ghannam 

9 ED-84 

Reflections On Integrating Teaching And Research With Community Service, 

Ahmed M. Khan 

Page 

10 ED-23 

11 ED-85 

Session Title: Enhancing Community Engagement 

Flexibility And Community Engagement In The Delivery Of Engineering 

Education For Regional Australia, Steve Hall 

Relevance Of Engineering Education Service-Learning And Community Needs, 

Dr. Majid Al-Dabbagh 

13 ED-149 Enhancing University Community Engagement, S.A.M. Said 

14 ED-110 

How to Improve the Quality of Learning at Universities?, Hamid Hassanpour & 

Ebrahim Hallajian 

15 ED-160 Integrating Teaching and Community Service, Dr. Nabil Kallas 

16 ED-44 

An Experience In Community Service, M. J. Al-Khishali H. M. Daoud Z. T. 

Al-Dahan 

17 ED-114 

Teaching And Research Sharing With Community Service, Dr.Loay Tawfik Al- 

Bahrany 

Page 

18 ED-15 

19 ED-1 

20 ED-118 

21 ED-24 

22 ED-78 

23 ED-61 

Session Title: Integration Approaches from Around the World 

Optimizing Engineering Education in Arab Universities – Towards Industry- 

Oriented Outcomes, Abdallah I. Husein Malkawi & Mohammed A. Khasawneh 

Adapting Engineering Curricula Design in the Gulf Countries, Ibrahim Al 

Hammad 

Integrated Engineering Teaching, Research And Community Service In Sudan, 

Khalid A. Fattah 

Integrating Teaching And Research With Community Service – The Case For 

Australia's Cooperative Research Centers, Rudolph Frederick Stapelberg 

Factors Influencing The Success And Failure Of Quality Assurance System And 

Their Implementation In The Libyan Higher Education System, Elmehdi M. 

Elmehdi1 And Shtawa Nasr 

How Does the Arab World Compare in Engineering Education? A Comparative 

Study between the Arab World and the Rest of the World 


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Page 

24 ED-123 

26 ED-25 

27 ED-87 

28 ED-94 

29 ED-9 

30 ED-145 

32 ED-63 

Session Title: Community Needs and Service 

On The Relationship Between Research And Community Needs Among The 

Arab-Muslim Civilization Heritage: An Example In Cryptology, Atef Mermoul, 

And A. Mourad Absi 

Role of Students' Scientific Societies in Community Service, Prof. Mustahsan 

Mir 

Effective Attributes Toward A Stronger Diversified Social Fabric, Ali H. Al- 

Gadhib 

An Information Arm of University; Technology Citizen Advisor and Second 

Opinion Centers, Amir J. Majid 

Motivating the minority students to study Engineering: A LAMP-LEGO 

Experience, Dr. Uvais Qidwai 

Applying Information Technology in Measuring Changing Quality of Life 

“From Nomad to Urban", Dr. Omar Musa Amireh 

Suitability of Women as Candidates for an Environmental Education Program in 

Libya, Mansoor Saleem and Qahtan Al-Nallar 

Page 

33 ED-134 

34 ED-132 

35 ED-5 

36 ED-155 

37 ED-59 

39 ED-40 

Session Title: Faculty, Industry and Society Interactions 

Challenges Facing the Merger of Engineering Education Outcome And Industry 

Requirement in the Region, Mufid A. Samarai 

Effective Industry-Academia Cooperation, Abdelaziz Al-Khlaifat1 and Taha Al- 

Khamis 

Public Service In The State University System Of Florida: Mission And 

Practices, Salah Aziz 

Professional Development Of Faculty Through Consulting And Networking, 

Amde M. Amde & Gajanan Sabnis 

A Feedback Model To Improve The Performance Of Engineering Faculties In 

The Service Of Society , Haldun Abdullah, Abdullah Mimaroğlu, Etem 

Köklükaya, Murat Yildiz, Nükhet Sazak 

Conceptualization and implementation of a center of entrepreneurial 

development for nurturing small business in the Mena region., Tahir Ayar & M- 

Said Oukil 

Page 

Session Title: Technology & Engineering Education - I 

40 ED-125 

Technology Development in Computer and Information Technology, Dr. 

Ibrahim Kamel 

41 ED-115 The integration of technology into teaching and research, Amna H. Sirelkhatim, 

42 ED-137 

An Educational Collaborative Learning Model ECLM, Amar BALLA, 

Abdelkarim AIT HAMOUDA, El Hadj Abdelmalek ARBAOUI 

44 ED-133 

Qtel 3G Collaboration Project: A Step in Bridging the Gap between Academia 

and Workplace, Abdulaziz Fakhroo, Khalid A. Qaraqe, Mazen O. Hasna, and 

Mohamed-Slim Alouini, 

46 ED-82 

How Technical College Courses become Successfull Web-Based e-Learning 

Models Through the Integration of Teaching, Research and Community Services 

Activities, Dr Mohamed Aichouni and Soraya Benchicou 

48 ED-29 

Technology Education Using a Novel Approach in e-Learning—Towards 

Optimizing the Quality of Learning Outcomes, Mohammad I. Malkawi, SUN 

Microsystems, and Mohammed A. Khasawneh, IEEE 


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Page 

50 ED-161 

51 ED-143 

52 ED-79 

53 ED-89 

55 ED-156 

Session Title: Benchmarking & Quality 

A Comprehensive Proposal for University-Industry Collaboration, Maamar 

Bettayeb 

Benchmarking King Fahd University Community Service With Leading 

Universities, S. O. Duffuaa And U. Al-Turki 

A Comparison Study Between Local And Abroad Experiences In Knowledge 

Transfer Partnership, Dr. Amer D. Zmat 

Quality Assurance Indicators In The Engineering Education In The Gaza Strip , 

Prof Dr Mohamed A. Awad & Dr Hatem Elaydi 

Job Perspective Of Engineers In Various Private & Public Sectors And Reforms 

In Engineering Education In Pakistan, A.R Ghumman1, F. Shabbir2, Malik 

N.E.3 

Page 

Session Title: Curricula Issues 

56 ED-18 Teaching Unified Engineering at Durham University, Prof. K. H. Bennett 

57 ED-153 

Blurring the Academic boundaries at Universities: Producing Sustainable 

Competitive Advantage, Tareq Y. Al-Naffouri 

59 ED-76 

Analyzing the Depth and Breadth of the Electrical Engineering Curriculum: A 

United Arab Emirates, Qurban A Memon, Habib-ur-Rehman and Abdul Khaliq 

60 ED-49 

Restructuring the Undergraduate Engineering Education in the Arab World, 

Muhammad Taher Abuelma'atti 

61 ED-17 

Developing Transfer Engineering Diploma Programs for Community College 

Students: KAAU Experience, Abdulmalik A. Aljinaidi, Ameen Y. Noaman and 

Atiq A. Alghamdi 

Page 

62 ED-159 

Session Title: Arabic Session - I 

نحو تطوير و تأصيل مناهج التعليم الهندسي لخدمة الاحتياجات اجملتمعية في الوطن العربي , 

الأمين أبو جوخ 

محمد 

تكامل التعليم والبحث مع خدمة اجملتمع في التعليم الهندسي فوائده ، آليته ومعوقاته , محمد رحومة الحسناوي ED-131 63 

65 ED-97 

, 

تجربة وزارة النفط العراقية بآلية التعاون مع الجامعات والمعاهد الفنية,‏ 

الدباس 

الدكتور حكمت سعيد السالم 

فائق 

الجودة والاعتماد في التعليم الهندسي , عبد الحكيم بنود ED-124 66 

انماط التعليم الهندسي وعلاقتها بحاجة القطر , مظفر انور النعمه ED-22 67 

Page 

68 ED-57 

69 ED-4 

70 ED-95 

71 ED-96 

72 ED-138 

73 ED-19 

Session Title: Integration within Specific Courses - I 

Integrating Teaching with Community Service: The Design Project Case, El- 

Amin El-Kanzi1, Bassam Al-Hamad1, Shuzo Matsumura2 and Nader Al- 

Bastaki1* 

Applying the Value Management Concepts in Graduation Projects of 

Undergraduate Students at College of 

Engineering and Petroleum at Kuwait University , Fawaz S. Al-Anzi, Ph.d., 

AVS, 

Student Graduation Projects and Field Training in Serving the Community, 

Amir J. Majid 

Integration of Field Trips into Selected Electrical Engineering Courses, Kifah 

Al-ansari and Anas N. Ali 

Developing Capstone Project as a Platform Integrating Teaching, Research and 

Community Service, Fahar Hayati 

Integrating Teaching, Research and Community Service-Case Studies from 

Sharjah, UAE, A. Shanableh and M.Omar 


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Page 

Session Title: Arabic Session - II 

تدريس العلوم الهندسية باللغة العربية هل يمكن تطبيقه؟,‏ عبداالله بن إبراهيم المهيدب ED-77 74 

75 ED-27 

الذكاء الاقتصادي,‏ وسيلة لإدماج البحث و التطور ضمن منظومة الخدمات 

واقعه وآفاقه في الجزائر , 

: 

تير رضا 

تجربة جامعة العلوم والتكنولوجيا الأردنية في مجال التدريب الهندسي عمر المغيض او نوار بشابشه ED-158 76 

77 ED-102 

, 

دور الخدمات المقدمة للمجتمع في رفد الجوانب العلمية والإنسانية في قسم الهندسة الميكانيكية في جامعة الموصل,‏ 

غالب يونس القهوجي , 

موفق محمد علي الحاج يونس 

البحوث المعمارية اجملتمعية تسهم في تحقيق هنضة حضارية,‏ حفصة رمزي ألعمري ED-126 78 

79 ED-14 

تدريس مادة الميكانيكا في أقسام كلية الهندسة من وجهة نظر الطلبه,‏ 

محمد الاسدي 

محمد جاسم محمد ولي و اسماعيل باقي 

Page 

80 ED-6 

81 ED-99 

82 ED-10 

83 ED-65 

84 ED-3 

85 ED-64 

Session Title: Specific Systems & Tools 

Manufacturing A Low Cost Digital Voltmeter As Test Platform For A Basic 

Electrical Measurements Laboratory, Dr. Mohammed J. Alawi, Dr. Hamza A. 

Ghulman 

Virtual Learning Environment For Electric Machines Laboratory Application , 

E.Tanyildizi1 And A.Orhan 

Opto-Digital Holography: A Suitable Technique For Teaching, Researching And 

Industrial Testing, L. Bouamamaa, M. Bouafiaa And G. Wernickeb 

Design And Development Of A Hydraulic Circuit Bench For Education 

Purposes, A. F. Kheiralla*, O. A. Rahama, A. A. A. Saadelnoor, Dina, M. Abd- 

Alkareem, Ghada M. Nasr 

A Flexible And User-Friendly Information Theory Online-Lab Based On Java 

Technology, Thorsten Hehn, Susan Linke-Wangerow, And Johannes B. Huber 

A Microcontrollet Experiment Set For Undergraduate Students At Electrial 

Deptmt, Hasan Çimen, Mustafa Nartkaya, Ismail Yabanova, Mahmut Çinar 

Page 

86 ED-151 

87 ED-116 

89 ED-70 

90 ED-51 

Session Title: Electrical, Electronics and Computer Engineering Education 

General Guidelines for Teaching Signal Processing Basics, Karim Abed-Meraim 

and Adel Beloucuchrani 

The Integration of Signal Procesing And Multimedia Research In Undergraduate 

Teaching And Community Service At Etisalat University College, Hussain Al 

Ahamad, Mohammed Al-Mualla and Ali Al-Qayedi 

History of Engineering Education in Turkey, Todays Situation and Electrial- 

Electronics Engineering Education at Karadeniz Techincal University, Adnan 

Cora 

Using Technology for Continuous Improvement in Engineering Education: A 

Real-Time Appraoch, Dr. Elyse Bdira 

Page 

91 ED-20 

92 ED-38 

93 ED-47 

94 ED-117 

96 ED-81 


Session Title: Engineering Education and Stakeholders 

Stakeholders Integration in Higher Education: Supply Chain Approach, Umar 

Al-Turki, Salih Duffuaa and Tahir Ayar 

Bridging the Gap Between Education in the UAE and Local Industry, Mohamed 

Taki Al Kamil 

Integrating Education with Research Towards better Community Service, Anand 

Kumar, Hamad Odhabi, Senthil Nathan 

qHE 2 I- A New Mechanism to Produce Integrated Quality Teaching and Delivery 

System to Overcome the Scarcity of Quality Technical Human Resources in 

Arab World, Ali Abdulkareim Ali and Nadeem Yousuf Khan 

Enhancing the Understanding of Linkages Among Engineering Education and 

Industry, Zahid Ali 

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97 ED-39 

Cairo University –Egypt Alum Cooperation in Development of Aluminum 

Electrolysis 

Page 

Session Title: Integration within Specific Courses - II 

98 ED-100 

Establishing a method of measurement towards developing prerequisite students’ 

generic skills development, Rozeha A Rashida and Mohd Saidfudin Masodib 

99 ED-128 

Developing Technologies to Foster of University-Research-Community Service 

Interaction, Florian Techel 

100 ED-80 

Study and design of a system which improves the education of the dumb deaf 

children, TABA Mohamed Tahar 

101 ED-122 

Intro-Physics for Engineering Students: it’s difficulty versus it’s relevance and 

impact on research: a statistical survey, 1,2Elmehdi, H. M, and 2,3Pistorius, S. 

102 ED-7 

Assessment of the Heat Transfer Course taught at UAE University According to 

ABET 2000 Criteria., Dr. Ayoub Kazim 

Mechanical Engineering Workshop: A Platform to Integrate Teaching, Research 

103 ED-91 and Community Service, Anwar K. Sheikh, Faleh Al-Sulaiman and Mohiuddin 

Ahmed 

Page 

105 ED-54 

106 ED-71 

108 ED-31 

109 ED-139 

110 ED-98 

104 ED-162 

Page 

Session Title: Knowledge, Technical Education & Professional Partnerships 

Quality of Technical Education, Traditional Training and Distance Learning, Dr. 

Abdullah UZUN & Dr. Fahri VATANSEVER 

Research-led Teaching: Moving From a Push to Pull Approach, Dr. Mohammed 

Arif 

From the practice of a design knowledge to the design of new knowledge in 

architectural and urban designs, Bouzid. BOUDIAF 

Partnership with Stakeholder and Architectural Education : The Case of PARCS 

Project in Palestine., Eman Assi 

Identification of Training Requirements and Imparting Training to Community, 

Ravi Kumar Sharma 

Sharing Experience From A Senior Design Course – Converting An Old Landfill 

Into An Environmentally Friendly Residential Area, Omar Habouch 

Session Title: Civil Engineering Education 

111 ED-50 Civil Engineer Of 2020, Gajanan Sabnis & Elias B. Sayah 

112 ED-75 

Sustainability Teaching Curriculum and Its Role in Forming Architecture 

Students’ Environmental Awareness, Maha S. Al-Zubaidi 

113 ED-121 

New Trends In Civil Engineering Education And Its Role In Infrastructural 

Development, Faisal Shabbir1, Naveed Ahmad2 

114 ED-13 

The Application Of Geographic Information System (Gis) In Civil Engineering , 

Dr. Asma Thamir Ibraheem 

115 ED-104 

Community Service And Scholarship: Case Study Of The Balamand University 

Gis Center, Oussama C. Jadayel And Rita Y. Ibrahim 

ED-147 Trend in Environmental Engineering Education in Australia, Atuar Rahman 

Page 

116 

118 

119 

120 

121 

ED-48 

ED-141 

ED-55 

ED-112 

ED-111 

Session Title: Postgraduate Engineering Education 

Postgraduate Engineering Education in the Arab World: What is really needed?, 


Initiation of Postgraduate Studies in a New Private Foreign University - An 

update Case Study, Sarim N. Al-Zubaidy, George Y. B. Bakose, Waseem 

Ahmed, Zeya OO 

Global Cooperation for graduate studies in the USA, J. P. Mohsen1, Gajanan M. 

Sabnis2 and Elias B. Sayah3 

Post Graduate Chemical Engineering Education in Saudi Arabia: Integrating 

Research, Teaching and Community Service, Habib Daoud Zughbi 

How postgraduate students can be further supported: Based on interviewing the 

postgraduate students, Hamid Hassanpour 


xii


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Global Trends And Drivers In Biomedical Engineering Training, 

Research And Investment 

Mostafa Analoni 

Senior Director and Site Head for Groton/New London, 

Global Clinical Technology at Pfizer Global Research and Development in USA Connecticut, 

mostafa.analoui@pfizer.com 

Conventional educational tracks within higher education tend to draw 

educational boundaries around distinct scientific major areas, such as engineering, life 

sciences, business, and humanities. While such model has been effective in producing 

workforce for traditional industrial, educational and societal demands in the past, 

graduates and employers are increasingly facing new challenges that require a broad 

background to address them. Graduates tend to broaden their background and expertise 

through personal initiatives, on-job training and additional academic work. However, due 

to increased complexity in industrial and business models, as well as competitive 

pressure to increase productivity and unique research opportunities, there has been a 

strong shift toward a multidisciplinary training and education to prepare workforce. 

Biomedical Engineering (BME) field is one of the most rapidly evolving 

multidisciplinary areas combining engineering, life sciences, and business areas to 

address global needs in healthcare. In this presentation, background in recent trends in 

biomedical training programs, as well as research areas will be offered. Local and global 

science and business drivers in past 30 years will be described. Additionally, examples of 

educational and research trends in this area will be described, along with new 

developments in this field. Considering the regional and global opportunities and 

challenges in this field, a series of key questions will be drawn for future assessment of 

BME education and research in UAE and the region. 


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From Temples Of Knowledge To Supermarkets Of Ideas: 

Universities And Their Third Mission In Search Of 

A Role In The Community 

Tariq S Durrani 

Deputy Principal 

University of Strathclyde 

Glasgow G1 1XW Scotland UK 

e-mail: durrani@strath.ac.uk 

Traditionally academic institutions have seen their raison d’etre as sources of knowledge 

creation through research and scholarship, and as vessels for the imparting of knowledge 

and the nurturing of minds, through teaching. While dissemination of research and 

scholarship has always been achieved through national and international networks, 

tertiary education has largely been delivered as a much more localised process. Academic 

institutions have, in the main, been funded by the tax payer, and have traditionally been 

seen as a public good. More recently, with the escalating costs of higher education, there 

has been a lack of political will to continually fund institutions, and throughout Europe, 

governments are seeking ways to ameliorate this burden. 

In addition politicians perceive an increasing role for universities as catalysts, if not 

drivers, for economic growth. In response, the role of universities has been changing, 

from an isolated community of scholars, into key players in the region, supportive of the 

regional economy, and well-embedded in the local community. 

Almost all universities now see their mission as three-fold – conducting research and 

scholarship; providing teaching and learning, and maintaining a strong outreach to the 

local community. To encourage this multifarious role, governments through their funding 

agencies are supporting universities’ activities by providing grants for research, teaching 

and knowledge transfer. 

This presentation will explore how universities are addressing their role in the community 

– their Third Mission, coupled with the need for maintaining and enhancing their research 

profiles and the delivery of innovative teaching; and will assess the impact on academics 

in their efforts to meet and satisfy the demand for a multiplicity of outcomes, duties and 

responsibilities. The presentation will cover institutional approaches for engagement with 

the community through links to business and industry, provision of lifelong learning and 

continuing professional development, knowledge transfer; and the strategic role of higher 

education in regional regeneration and cultural enrichment, effected by means of 

gateways to universities’ activities and expertise. 

Through examples from UK institutions, and the use of socio-economic levers and 

financial incentives by funding organisations, illustrations will be presented on ways in 

which universities are meeting their mission, and the role that academics are playing in 

the success of universities in meeting these diverse challenges. 


2


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Principles Of Excellence In Engineering Education: Application 

To The Formulation Of A Strategic Plan For The College Of 

Engineering At The University Of Sharjah 

Professor Boualem Boashash, Fellow IEEE 

Dean, College of Engineering 

University of Sharjah 

P.O. Box 27272 Sharjah 

boualem@sharjah.ac.ae 

Engineering is one of the most important fields of education and research, as it is 

closely related to the needs of the community such as food, shelter, transport and 

communications. In other words, Community Service is one of the key areas of good 

activity within a College of Engineering, and it follows that the local culture needs to be 

taken into account in the formulation of a good Engineering program.. 

Engineering education should therefore have a focus on identifying the key 

priorities of the local community where a College of Engineering is established. 

Understanding these priorities will lead to the definition of clear direction for emphasis 

of the effort of the staff of the College. This is the objective No1 of a good Engineering 

education program. 

Having understood the priorities of the local community, there is the need next to 

establish a program of action to proceed speedily and effectively in the design and 

development of a engineering program that will ensure those needs and priorities are met, 

using the most recent technologies and principles of efficient management and decision 

making. This is the objective No 2 of a good Engineering education program. 

The two objectives described above are basic and complementary aspects of an 

engineer’s responsibility and need to be balanced in both curriculum and staff allocation 

of duties ie both teaching and research. 

Teaching allows the transfer to the students of existing knowledge which is relevant to 

the defined priorities, while research activity is used to stimulate the performance of 

academics and students by searching for new knowledge, leading to a vibrant intellectual 

and social atmosphere in the College. 

Community Service will ensure that the key relevance to the basic needs of humans is 

maintained. 

The principles for developing a plan of action to achieve the above objectives within 

the defined criteria will be described in the presentation. 


3


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Strategies For Integrating Teaching And Research With 

Community Service 

Dr H. Meliani & Dr Rachid Djoudjou 

Members of teaching staff at Al-Ahsa College of technology K.S.A 

Hofuf: P.O. Box (804) – P. code (31982) 

e-mail: melianih@hotmail.com 

External and internal expectations and pressures are increasing on universities to 

better address their community needs and student's needs through service, research, 

learning and teaching. It is common nowadays that universities set up strategic plans to 

face these pressures. Generally, these strategic plans set out the mission and core values 

of the university, along with goals, strategies and performance indicators to guide the 

decisions of the university as a whole and its staff individually. Most of these plans are 

built around four pillars: learning and teaching – research – community engagement – 

resource generation and management. It is admitted that both research and teaching 

continue to dominate the activities of most academics and their institutions, whereas 

community service is behind them and should receive more attention. 

This communication first, explains why universities should integrate education, 

research and service community to achieve its mission secondly, it explores the strategies 

of universities and how the integration has been taken into consideration in fulfilling the 

university's mission. The benefits gained by the university, students, and the community 

as a whole are cited. At the end some examples are given to emphasize on the impact of 

this integration on education, research economy and community service. 


4


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Strategies For Integrating Teaching Excellence, Scholarly 

Research, And Community Service 

Dr. Boukelif Aoued 

University of SBA 

Laboratoire : ’ Réseaux de Communication , 

Architectures et Multimédia (RCAM)‘’ 

Tel. :213 72 13 10 21 

e-mail : aboukelif@yahoo.fr 

Website: http://www.association-francemed.org/boukelif/ 

Each of the strategies ( teaching and research , teaching and service , research 

and service , ‘’service, research and teaching’’ ) blends permutations of teaching, 

research, and service. Thus, the activity is doing "double or triple duty" and, hopefully, 

saving you time and energy. 

Some universities have opted to give faculty the choice to focus efforts on one or 

two of the three university functions (teaching, research and service) and the flexibility to 

change the focus with time. 

Integrating these activities is especially appropriate for those who work in 

Doctoral-Research Intensive institutions where strong emphasis is on both teaching and 

research, and where there are often multipurpose missions. Of key importance for faculty 

evaluation is to document such activity with outcomes and products that "count." This 

way, not all faculty are required to contribute equally well to all functions. 

These strategies emphasize how teaching, research, and service are 

interdependent and how they compliment each other. By planning interrelated forms of 

scholarly work, you will feel a greater sense of the whole and be less fragmented. You 

may also better serve the students as well as meet department and institutional missions. 


5


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Challenges For Integrating Teaching And Research With 

Community Services: 

A View From Developing Countries 

Saied Ali Hassan & Seraj Yousef Abed 

Department of Industrial Engineering, 

King Abdulaziz University, Kingdom of Saudi Arabia 

Teaching, research, and community service are aiming at helping human being in 

different areas of applications to analyze, solve, control, and/or improve real life systems 

in various local, national, and international level organizations. The cultural status and 

the surrounding conditions in most of the developing countries make it difficult to set up, 

integrate, and apply scientific founding in all fields at various levels. The levels 

considered include the national, the enterprise, the team, and the individual levels. 

Challenges for the integration of teaching and research with the community service, 

relate to various factors. 

The purpose of this paper is to name, clarify, and determine the characteristics of 

different challenge factors facing the integration of teaching and research with 

community service for different considered levels. Also, to identify various measures and 

recommendations that should be taken to bridge these challenges so as to ensure rapid 

developing of the related countries. 

The challenge factors include among others: problem and reality secretion, 

attitude, environmental conditions, motivation, communication, education, training, 

immigrants isolation, foreigners complex, shortage in research and development, lack in 

software, incorrect team leader and team formation, unavailability of data, and top 

management interference. The responsibility level for each challenge factor is estimated 

and its intensity for different fields of applications is rated. Real life examples for some 

of these factors in the Egyptian / Saudi Arabian environment are stated to clarify these 

obstacles. 

Findings in this paper are based on interviews, questionnaires, and opinions of 

selected expertise in different organizations and institutions at various levels and 

specializations. 


6


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A Practical Way To Integrate Teaching And Research With 


Dr.Najeh S. Haj-Ali 

Chemical Engineering Department 

University of Jordan 

e-mail: n.hajali@ju.edu.jo 

e-mail: n_hajali@yahoo.com 

Teaching, research and community service are three primary functions of any 

engineering education institution. Each of these functions can be provided as an 

independent activity in itself. This article treats the subject of integrating the three 

elements as a process that needs development. Community needs are viewed as the 

primary target which will dictate the teaching and research required to address these 

needs. Impediments will be highlighted, remedy actions will be suggested and an 

example will be presented. 

Jordan has vast reserves of oil shale. Hydrocarbons constitute about 10% of this 

oil shale and until now, no economically proven process can be used to extract these 

hydrocarbons as a conventional fuel source. Furthermore, Jordan produces lots of olive 

oil which has a significant amount of wet solid waste called (Jift). Freshly produced Jift 

can be harmful to the environment. But when dry, Jift can be used as a solid fuel. 

According to the latest census, Jordan has a population of 5.35 million and 17.7% 

of them live in rural areas where conventional energy sources are not readily available 

or have become very expensive for such a poor community due to the recent hikes in fuel 

prices. A cheap source of energy will be of great service for such community. 

In this paper, we shall use this community need as a case study to demonstrate 

how a 3-credit hour course at the undergraduate level can be utilized effectively as a 

starting point for addressing such community service issues which require an engineered 

solution. This course is titled “practical project” and is offered as an elective course for 

individual senior level students at the chemical engineering department of the University 

of Jordan. The project allows an element of original work by each student, and a full 

report covering all aspects of the work must be submitted. The participating students will 

learn a lot about the subject issues, and they will acquire important research skills, as they 

try to come up with a practical solution to the problems of the community. Furthermore, 

their report paves the way for any future work that may be required. 


7


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Thoughts On Integration Of Teaching And Research With 


Mamdouh T. Ghannam 

Department of Chemical & Petroleum Engineering 

College of Engineering, P.O. Box 17555 

United Arab Emirates University 

Al Ain, United Arab Emirates 

Teaching and research are actively linked together, one informing and energizing 

the other. This strong interaction between teaching and research encourages faculty 

members to inspire, motivate, energize, stimulate, and promote their students to the real 

goals of student education. Due to the education process improvements and budget 

constrains, the integration of teaching and research with community service is very 

necessary for the advancement of the whole society. The efforts invested for the 

engineering education, the scientific research, and the integration of teaching & research 

with community service are not only essential for our industrial development, but are 

crucial for our life, nature, and to enhance the technological and intellectual level of the 

whole society. It is important for the engineering scientific community to address, 

discuss, and propose new ideas for the interaction of teaching and research with 

community service for the advancement of our country. Accordingly, this study focuses 

on two main points in details. The first point is to explore the benefits and challenges 

associated with the integration of teaching and research into community service. The 

second point discusses the establishment mechanism of teaching and research with the 



8


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Reflections On Integrating Teaching And Research With 


Ahmed M. Khan 

Ph. D., P.E., F.I.E., M.A.S.C.E., M.A.S.E.E. 

Civil Engineering Department 

Faculty of Engineering 

King Abdulaziz University, P.O.Box 80204, Jeddah 21589 

Kingdom of Saudi Arabia 

The faculty members involved in teaching and research, may provide valuable 

community service in different forms, and the resulting experiences are mutually 

rewarding and beneficial. The author started teaching and research at the University of 

Engineering Technology (UET), Lahore, Pakistan in 1970 and then joined King 

Abdulaziz University (KAAU), Jeddah , Saudi Arabia in 1980. The author has been 

actively involved in integrating engineering education and research with community 

service since 1970. The community services were provided in various forms which 

included: participation in reconstruction of a villages using innovative low cost 

construction materials; conducting community training of overseers under country’s 

peoples works program; media broadcasting for dissemination of technical knowledge; 

evaluation of safety and stability of public and government buildings, and providing 

consulting services. This paper presents the specific experiences of such integration and 

highlights the useful experiences over several years. 


9


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Flexibility And Community Engagement In The Delivery Of 

Engineering Education For Regional Australia 

Steve Hall 

School of Science and Engineering 

University of Ballarat 

Ballarat, Victoria 

AUSTRALIA 

s.hall@ballarat.edu.au 

Skill shortage in many areas has been identified as a significant factor limiting 

sustainable development in regional Australia. In engineering, this is impacting mining 

projects, transport and water infrastructure, and even manufacturing in regional centers. It 

is proving increasingly difficult to attract urban-bred and educated graduates into regional 

engineering careers. Many students entering University from regional Australia are from 

lower socio-economic groupings; meaning that the normal four-year Bachelor of 

Engineering program is a durational and financial barrier that many fail. The University 

of Ballarat has over the past five years moved in consultation with industry and the 

professional body (Engineers Australia) to a linked three-year Bachelor of Engineering 

Science and follow-on coursework Masters of Engineering Technology (similar to the 

European Bologna process). These programs are accredited at Engineering Technologist 

and Professional Engineer levels respectively. This structure allows the three-year 

graduates to enter the work place with a recognized award if they wish, and/or to 

continue their engineering education. Community engagement is an increasingly 

important element of the curriculum process, both in training the engineers of the future 

in this area together with leadership skills. Collaborative agreements with industry are 

also being entered into to formalize staff development through higher education programs 

on-site, on-campus and via distance delivery. This paper will discuss the structures of the 

academic programs, the modes of delivery, industry uptake of graduates, the use of single 

units for continuing education purposes and the potential for student exchange. 


10


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Relevance of Engineering Education Service-Learning and 

Community Needs 

Majid Al-Dabbagh 

School of Electrical and Computer Engineering 

RMIT University, Melbourne, Australia 

majid@rmit.edu.au 

Engineering teaching and research provide the foundation for building the 

required infrastructure representing the backbone of the economic prosperity to serve 

community needs. In this process, educators and researchers strive to design curriculum 

to meet the set objectives in considerable technical details. The developed programs are 

normally watched closely by professional institutions and the relevant government 

departments to ensure high standards are kept. It is quite possible to end up with a 

curriculum which maintains little touch on local needs and too heavily involved in pure 

technical content. There is no doubt that it is important to maintain the quality of the 

technical content. However, this would need careful design of the whole engineering 

curriculum to maintain a balance between the technical engineering content and the 

necessity to link this with community needs. During the evolution of highly specialized 

engineering sub-fields, the focus on high quality content to cover the technical topics to 

meet market demands, genuine efforts are been made to expand the curriculum to include 

other topics for maintaining the linkage of the engineering discipline and the wider issues 

concerning the community. 

In order to make engineering curriculum relevant to community needs, it is 

important to engage engineering students in community based projects during their 

engineering education. In this way, engineering students would be involved in real life 

engineering applications to address problems concerning the community. Hence, they 

will be able to apply the theoretical engineering they learn in class rooms into projects 

serving community needs. In some engineering curriculum these concepts started taking 

a real momentum through so called engineering service courses [1, 2]. This would lead 

to students been exposed to practical engineering problems, which could further attract 

them to engineering programs through their experiences in such projects. Working on 

projects for rural electrification, micro-hydro, solar, wind and hybrid embedded electrical 

systems are some of the possibilities for community based projects. In addition 

engineering students could carry out projects for disabled people which could bring a lot 

of new satisfying and rewarding experiences to students who are involved in such 

projects. Because of the inter-disciplinary aspects of such projects, students through this 

service-learning education are exposed to the wider engineering material. For this, the 

web-resources could play a key role [3]. It is important to ensure that in order to accredit 

these concepts in engineering curriculum, ethical issues must be adhered to during its 

implementation by not compromising the fundamentals of engineering concepts and 

applications [4] 

This paper will investigate the relevance and implementation of Engineering 

Education Service-Learning on Engineering Programs and the benefit it brings to 

engineering students and the service it provides to the community. 


11


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[1] http://www.compact.org/publications/SL_and_Engineering-WEB.pdf 

[2] William Oakes and et. al (2002), “Service Learning in Engineering”, Proceedings 

of ASEE/IEEE 2002 Frontiers in Education Conference 

[3] http://www.servicelearning.org/filemanager/download/174/0001558- 

SL%20in%20Engineering%20Education_4printing.pdf 

[4] http://onlineethics.org/essays/education/pritchard.html 

 


12


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Enhancing University Community Engagement 

S.A.M. Said 

King Fahd University of Petroleum & Minerals 

KFUPM Box 4, Dhahran 31261 

Kingdom of Saudi Arabia 

e-mail: samsaid@kfupm.edu.sa 

Universities have historically been places where knowledge was sought by an 

elite few, and where it was protected and passed on as seen fit to restricted communities 

of interest. Recently, communities are increasingly looking to their universities to provide 

them with skills knowledge, research and development activities, intellectual argument 

and analysis. Hence, the role of university education has been extended from purely do 

research and to educate new academics to a more integrated role that must reach out and 

be more involved in the community. Such role has been referred to as part of a 

university’s “third role”- community engagement. Universities which understand this 

third role will see judgment of their success not simply in terms of the internationally 

accepted quality of their teaching and research, but also in terms of their role in a region’s 

social, economic, and cultural development. Universities are attempting to accept this 

enhanced role in their regions. Both, universities and the community have to experience 

cultural change to satisfy the requirements of the third role. They will need to cultivate 

mutually beneficial and lasting relationships with one another based on two-way 

investments of time and resources. Universities will need to leave the 

Campus and engage with the community. 

This paper addresses the benefits and obstacles of university-community 

engagement and presents King Fahd University of Petroleum & Minerals (KFUPM) 

approach towards enhancing its engagement with the community through integrating 

teaching and research with community service. The approach involves enhancing current 

venues of interaction with the three sectors (Industry/business, Government and Society) 

of the community as well as establishing new venues. 


13


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How to Improve the Quality of Learning at Universities? 

Hamid Hassanpour & Ebrahim Hallajian 

Ghaemshar Branch, Islamic Azad University, Iran 

e-mail: h.hassanpour@nit.ac.ir 

Both students and lectures have a key role on the successes of education in a 

university. This paper point outs the remarks that students may consider to improve the 

quality of their education. The paper is the results of more than 10 years lecturing 

experience and conducting with students studying on engineering education in bachelor 

or master levels. 

During the last decade, there has been a considerable attention on effective 

teaching and learning, specifically in engineering education. In spite of the advance of 

communication technology and the use of online teaching, lecturers are still considered as 

the greatest asset of universities. In addition, face-to-face learning is still recognized as 

the best way for education in both schools and universities. These indicate that students 

and lecturers mutually affect on the quality of education. This paper point outs helpful 

remarks that students can consider to improve the quality of their education. A summary 

of the most important remarks is briefly outlined in the following points: 

• Students are recommended to be aware of different facilities available in the 

university for the students to use as early as possible. They are also 

recommended to be aware of the duty of different staff in the university so 

that when they are in need for any assistance they can find an appropriate 

person. 

• Student union is very helpful to manage the friendly relationship among 

students and to convince the university about the students’ needs for any 

service. 

• Attending in the classroom on time, before the lecturer, is strongly 

recommended. When a student come in the lecture late, he or she may not 

understand the lecture very well, the same level as the other students. 

• Reading the lecture note in advance before the lecturer at least for scanning. 

This point can remarkably help the student to better understand the outlines. 

• IF the student could not understand the lecture at any point, he or she should 

ask the lecturer for assistance. 

• Reviewing the lecture note after the lecture as soon as the student can. 

• In the attempt to find the answer of a question, the student should always 

remember that the first idea flashing out from the mind may not be the most 

suitable one. Therefore, the student should look for the second and the third 

idea to find the most suitable answer for the question. 

• The students are engaged to strengthen their knowledge on all outlines of the 

course. This is very helpful for the case that the course is a prerequisite for 

any other courses. 

• The students are recommended to study for attaining a high quality mark, but 

they should be aware that if they do not concentrate on the exam they may 

fail. 


14


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Integrating Teaching And Community Service: 

Service Learning In Engineering Education 

Nabil Kallas 

Associate Professor- Civil Engineering 


P. O. Box 27272 Sharjah 

e-mail: nabil@sharjah.ac.ae 

Service learning in engineering education is a relatively new learning strategy 

born out of the desire of engineering programs to serve the community and at the same 

time provide students with a satisfying "Real-World," hands-on learning experience that 

help develop their skills and abilities. Service learning is an educational experience in 

which students participate in an organized service activity that meets identified 

community needs and reflect on the service activity in such a way as to gain further 

understanding of the technical content of courses, a broader appreciation of the discipline, 

and an enhanced sense of civic responsibility. Students may engage in service learning at 

the freshman level and continue to be involved throughout their college years, including 

their senior design project. 

Service learning has the ingredients to address many challenging issues in 

engineering education, including compliance with ABET EC2000 criteria. Also, placing 

engineering within the local community context broadens the view of engineering for 

most students and provides the potential to attract a wider pool of students to the field, 

including women. 

In this paper, the author will address the key components of service learning and 

how it can be integrated within the requirements of an engineering program. The paper 

will also include example community projects that were successfully integrated in 

engineering courses, implemented, and recognized. 


15


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An Experience In Community Service 

M. J. AL-KHISHALI H. M. DAOUD Z. T. AL-DAHAN 

Laser & Optoelectronics Engineering Department 

College of Engineering 

Nahrain University 

Al-Jadiriya, Baghdad, Iraq 

muthanaj2005@yahoo.com 

al_joboury@hotmail.com 

ziadaldahan@invitation.sms.ac 

An experience of integrating teaching and research with community service is 

proposed here. An automatic testing system for medical and industrial samples is 

designed and constructed through a Master of Science (MSc) project. It has been used for 

defining the contents of medical samples, and suggests corrections to the fabrication of 

industrial samples, also a multipurpose optical detector laboratory is designed and 

constructed based on accumulated experience in study and research in the field and it has 

been used to define the quality of the fabricated optical detectors. 

Here we represent one side of the experience of the Laser and Optoelectronics 

Engineering department at the College of Engineering, Al-Nahrain University, and the 

first of its kind in Arab countries. The department started in 1995 and the first B.Sc. 

students were graduated in Laser engineering in 1998. In the year 2000 the first M.Sc. 

Students were graduated and first Ph.D. graduates were in 2005, all within Al-Nahrain 

University in Iraq. 

From this experience we found that the academic build-up which definitely 

started at the B.Sc. level needs to define some well comprehended aims for the scientific 

department then started in scientific research through M.Sc. and Ph.D. students as well as 

personal research and specialized colloquium. Also it has been found that community 

requirements has its effect in defining or categorizing the current research, i.e. without 

the need of the scientific centre to check the samples of its optical detectors we could not 

have the chance to build up our optical detector laboratory. 

We can conclude that all research centers in universities or in the field, cannot be 

advanced or gain experience or work within a scientific plan without the effect or the 

need to the community and its advancements such as specialized clinics or factories that 

requires advanced technology. Nevertheless researchers must always think of solving real 

problems of the country or community they live in not wasting their time in solving 

others problems. 


16


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Teaching And Research Will Be Sharing 

With Community Service 

Dr.LOAY TAWFIK AL-BAHRANY 

Power system modeling and simulation Eng. 

University of Illinois-USA 

Teacher in Daila University/college of Eng. 

Republic of IRAQ 

This paper will discuss the way in which the educational establishments 

(UNIVERSITIES) generate the three main channels teaching, research and community 

service. 

Three important parts will be observe in learning course is a learning experience 

designed to provide students with both theoretical and hands-on approaches to the 

concept of community empowerment and growth through the use of collaborative art 

activities. 

This test, the students will develop the necessary skills for working in community 

settings: problem solving, research, cross-cultural communication techniques, media 

analysis, ethical reflection techniques, simulation engineering and methods of evaluating 

accountability as well as project planning, revision and presentation. 

In this approach, students can choose to spend the test in placements with 

community partner organizations of the reciprocal university of the arts project and 

performing institutes or they find their own placements. 

The innovative approach to integrating community and university resources that 

is central to reciprocal university of the arts project will provide a unique opportunity for 

students to develop and facilitate practical and theoretical arts and recreational programs 

with local agencies. In addition to on-site placement work, class activities planned for 

this test include community research exercises, research projects, presentations, guest 

lecturers. 

This approach will consist of both regular in-class meetings and online meetings. 

We will use the online course environment for group assignment virtual 

meetings, check-ins and class discussions. All students will be expected to participate in 

class discussions, collaborative projects, and individual meetings as well participating in 

online discussions and “meetings”. Both in-class and online learning experiences will use 

a combination of collaborative and individual learning methodologies. 

Students are responsible for reading all the materials in the test Reader 

and providing quotes from them as assigned. 


17


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Optimizing Engineering Education in Arab Universities – 

Towards Industry-Oriented Outcomes 

*Mohammed A. Khasawneh & **Abdallah I. Husein Malkawi, 

*IEEE Senior Member, 

**M. ASCE, Professor & Vice President 

Jordan University of Science & Technology 

Irbid 221 10 Jordan 

Recent years have witnessed an overall downturn in the quality of delivered 

product from engineering schools throughout the Arab World. People might argue that it 

is a global downward trend, and they cherish it as excuse to the continuing decline of the 

overall quality of delivered product. Worse yet, the overall product from engineering 

colleges have even suffered from a lack of the most basic soft skills, which aides an 

engineer to move forward in a successful career. 

Moreover, engineering education has suffered from the lack of the proper 

orientation in steering its product towards fulfilling any basic industrial need in the Arab 

world. Towards this end, there has been little done towards any corrective measure to 

drive the Arab economies towards more industry-oriented economies. 

In this paper, we review the status of engineering education around the Arab world, we 

identify the staggering issues that have stood out as obstacles to any progress in related 

venues, and we propose methodologies to be pursued as corrective measures that would 

end up improving the quality of the overall engineering education at Arab universities; 

our propositions will take up the issues of linking academic curricula with market needs 

towards setting up some niche that would generate some nucleus for an Arab industry 

based on the outcomes of quality engineering education across the Arab world. 

The paper will address issues that would ultimately steer the current K – 12 

systems around Arab countries to provide outcomes more suited to engineering colleges 

in Arab countries; to this end, we will propose ideas that would bridge the divide between 

K – 12 systems and engineering education at the tertiary level. We will present detailed 

solutions that would re-design and re-tool existing engineering curricula to better suite an 

ambitious industry supporting economy. We will suggest plans that would better exploit 

student potentials to be deployed towards fulfilling the dire market needs in specific 

industrious venues; here, we will target student internships, capstones, and any potential 

coop programs all of which would ultimately move any potential for an industry-oriented 

economy forward. 

With a well designed readiness phase, that properly couples the K – 12 systems 

to the engineering tertiary system, augmented with engineering curricula that better suite 

the dire needs for aggressively industrious-oriented economies, complemented with the 

proper student co-op internship, capstone plans, we strongly believe that the dawning of a 

new era for the Arab world to become industrious is near. 


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Adapting Engineering Curricula Design 

in the Gulf Countries 

Ibrahim Al-Hammad 

Associate Professor 

King Saud University 

Faculty of Civil Engineering 

P.O.Box 800 Riyadh 11421 

The continuous debate on improving technical curricula for higher education has 

been extensively researched. By and large, the engineering curricula in the Arab Gulf 

countries are duplicate from developed countries which are a good way to start. The 

curricula are designed to serve the developed countries markets needs and 

industrialization which is different from the Gulf Countries. It is therefore the author 

advocates a 3-5 years review of the engineering curricula for junior and senior levels at 

the undergraduate schools while keeping the basic first 2-3 years studies of basic applied 

science. 

To demonstrate this point, a senior course curricula in the filed of cost 

engineering is examined. In the field of cost estimating at the colleges of Engineering in 

Saudi Arabia, most textbooks adapted were and are of American origins for historical 

reasons while practice in the engineering and contracting industry in this filed follows 

British way. Many books have been reviewed and one book is selected as a more 

suitable one. 

Several British and American textbooks in the field of cost estimating have been 

reviewed in addition to the latest literature in this field. After initial assessment of 

several textbooks, the writer selected 6 books for evaluation and recommended one of 

them as a substitute. Finally, recommendation on the continuation of this subject is 

concluded. 


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Integrated Engineering Teaching, Research And 

Community Service In Sudan 

Khalid A. Fattah 

Dean Faculty, Faculty of Engineering, Red Sea University. 

Tel: +249-9-12415151, Fax: +249-311827778, 

P.O. Box 24, Port-Sudan, Sudan. 

e-mail: khdfattah@hotmail.com 

Engineering education has a special nature, since it is directly related to social 

and economic aspects of the community and the corresponding developments. The prime 

objective of engineering faculties is to teach the essential and applied sciences and to 

facilitate learning of creation and execution of theories developed. Application of new 

theories and techniques is achieved through research, the accompanied objective of 

teaching. Community service should an important goal to be accomplished through the 

different activities of the engineering faculties. In Sudan, there are more than twenty 

engineering Faculty and University Colleges. These institutions vary in its facilities and 

work experience. Consequently, they differ from each other in there objectives. 

The oldest faculties has almost a complete teaching and research facilities and 

equipments and there teaching staff is also complete. Recently established institutions 

have some lack of staff and education facilities. Accordingly, the integration of teaching, 

research and community service in Sudanese engineering institutions varies from one to 

another. All faculties achieve the main objective of teaching engineering sciences, while 

some faculties have additional pioneer research contributions. Some of engineering 

faculties in Sudan serve the community through productive schemes of technical 

maintenance and repairs, materials testing and equipments manufacturing. Additional 

community service is represented by the feasibility and technical studies prepared by the 

teaching staff. 

In this paper, an integral module of teaching, research and community service in 

engineering faculties is explored. The mission of the faculty in terms of the objectives is 

thoroughly discussed representing the experience of the engineering faculties in Sudan. 


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Integrating Teaching And Research With Community 

Service – The Case For Australia’s Cooperative Research Centers 

Dr. Rudolph Frederick Stapelberg 

Education and Training Manager 

The Cooperative Research Centre 

for Integrated Engineering Asset Management – Australia 

The Australian Cooperative Research Centers Program is a Federal Government 

initiative that aims to capture the benefits of research by bringing industry and research 

organizations closer together. Cooperative Research Centers (CRCs) are collaborative 

ventures between government, research and industry organizations and universities. In 

addition to an existing provision of $A1.08 billion, the Federal Government will 

contribute about $A145 million per annum to the CRC Program, whereas industry has 

already made commitments of more than $640 million for the term of 63 current CRCs. 

The Cooperative Research Centre for Integrated Engineering Asset Management 

(CIEAM) was initiated in 2003, and has an overall resource base over its seven year 

tenure of $86 million, including both cash and in-kind contributions, to deliver 

capabilities and technologies for integrated and sustainable asset management to a wide 

range of Australian industries in both the public and private sectors. Asset management in 

the context of physical infrastructure and industrial assets (such as roads, bridges, water 

facilities, power utilities, and industrial process plant) is the process of organizing, 

planning and controlling the acquisition, use, care, refurbishment, and/or disposal of an 

organization's physical assets to optimize their service delivery potential and to minimize 

the related risks and costs over their entire life. Asset management is fundamentally 

based on three disciplinary areas; business management, information technology, and 

engineering, including chemical, civil, electrical, electronics, industrial, mechanical, and 

process engineering. On a national scale, the scope of asset management is extremely 

wide and complex and consequently either falls short of specific requirements, or lacks 

application of the essential principles. There is therefore an emerging need for a 

significant increase in the level of competency and technological sophistication through 

integration of asset management decision-making across all public and private sectors. 

One of the primary responsibilities of the CRC, is to develop and maintain a high level of 

knowledge and skills in all aspects of asset management technology as a service to the 

Australian community, firstly through technology transfer of the outcomes of the CRC's 

comprehensive research and development program, and secondly, by delivering quality 

integrated education and training for industry professionals and technical staff. The 

education and training ranges from masters’ courses to certificated professional skills 

training, to short workshop courses on specific topics of asset management, and provides 

information about integrated asset management for government, industry, and the 

Australian community at large. However, the reality of meeting this responsibility has 

several constraints. This paper considers the opportunities and hurdles encountered in 

integrating teaching and research with community service in the context of physical 

infrastructure and industrial asset management. 


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Factors Influencing The Success And Failure Of 

Quality Assurance System And Their Implementation 

In The Libyan Higher Education System 

*ELMEHDI M. Elmehdi & **Shtawa Nasr 

*Faculty of Engineering, University of Eljabel El-Gharbi, , Libya 

e-mail : eelmehdi@yahoo.com 

**Faculty of Engineering, University of Eljabel El-Gharbi, , Libya 

There is no doubt that universities in general and engineering departments in 

specific play an important role in society as a whole not only in educating members of 

society, but also in contributing to research and the development of society. These noble 

goals may only be achieved if and only if universities produce highly qualified graduates, 

who are effective in providing valuable consultations, very good researches, competent in 

solving technical problems, and creating new Technologies. One way to ensure that 

gradates coming out of educational institutions armed with such high qualifications, is by 

introducing a Quality Assurance system (QAS), which produces a generic statement that 

represents general expectations including the objectives and standards that used for 

measuring the performance of teaching process, and deciding whether the outcomes will 

be according to that specifications or not. The primary purposes of theses benchmarking 

statements are to assist the higher education institutions in designing and validating 

program of study, and academic reviewers and external examiner and comparing 

standards. QAS envisages that institutions will make explicit the intended learning 

outcomes of programs of study through the production of program specifications. The 

completion of a program specification and the extent to which it demonstrates the 

relationship between the program concerned and the benchmarking statements will be of 

benefit to prospective students and potential employers of the graduates from the 

program. In formulating its statements the group has drawn upon the initial guidelines on 

the production of program specifications. 

In this paper an over review of the activities pertaining to the quality of the 

higher education system in Libya will be presented. These quality attributes will be used 

as benchmark statements to provide general guidelines for articulating the learning 

outcomes associated with the educational programs in Libyan universities. This was done 

through a survey that was conducted by investigating the education program of 

engineering collage to improve the abilities, technical skills and ensure the optimum 

utilization of the resources i.e. providing high quality outcomes, and build the trust 

between the society and the organization. Even though the results of the survey are not 

complete, preliminary results show that management commitment plays the main role in 

successes and failure of the QAS activities. Also, the contributions of the influential 

individuals in the organization are needed for any corrective actions. Lack of resources 

might decrease the probability of accomplishment of QAS objectives. In our conclusion, 

we will formulate recommendations and suggestions, based on the results of our survey, 

which will assist in bridging the gab between meeting the goals of the universities and the 

demands of society in the areas of education and research. 


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How Does The Arab World Compare In Engineering 

Education? A Comparative Study Between The Arab World And 

The Rest Of The World 

Dr Abbas Berrais 

The Built Environment 

The University of Bolton 

Deane Road, Bolton BL3 5AB 

UK 

Tel: (44) 1204 903837 

Fax: (44) 1204 903441 

Email: A.Berrais@bolton.ac.uk 

According to the United Nations Development Program (UNDP) report 2004 on 

"Arab Human Development", the report, compiled by a "group of distinguished Arab 

intellectuals", with uncommon candor and a battery of statistics, the report tells a sorry 

story of two decades of failed planning and developmental decline. One of these 

development declines is in Engineering Education and its relation to the Community and 

Industry needs. Furthermore, the Arab world is in decline, especially in engineering 

education and scientific research, even relative to the developing world. In an age of 

knowledge intensity, poor knowledge acquisition, let alone its production, is a serious 

shortfall. A telling indicator of the poor level of engineering educational attainment in the 

Arab countries is the persistence of illiteracy rates that are higher, and educational 

enrollment rates that are lower, than those of dynamic less developed countries in East 

Asia and Latin America. 

Technological development is rather weak in the Arab countries. This is 

evidenced by the relative position of Arab countries on the UNDP technology 

achievement index (TAI), which referred to the late 1990s. The TAI could be calculated 

for only five Arab countries: Algeria, Egypt, Sudan, Syria, and Tunisia—another 

indication of the poverty of data on knowledge acquisition in Arab countries. 

The objective of this paper is to review the status of the Arab World in Engineering 

education as a general and its relationship with research and community services. A 

comparative investigation on the status of engineering education in the Arab world and 

the rest of the world is carried out. Then, the paper goes on investigating the main reasons 

behind the decline of engineering education in the Arab world. The paper ends by 

outlining recommendations on how to improve engineering education and scientific 

research in the Arab world. 


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On The Relationship Between Research And Community Needs 

Among The Arab-Muslim Civilization Heritage: 

An Example In Cryptology 

*Atef Mermoul, and **A. Mourad Absi 

*College of Electrical and Computer Engineering 

University of Sciences and Technology Houari Boumediene, Algiers 

P.O. Box 58, El Mouradia, Algiers, Algeria. 

Phone: (213)-21-247951, 

e-mail: ml_atef@yahoo.fr 

**Polytechnic National School, Algiers 

P.O. Box 58, El Mouradia, Algiers, Algeria. 

e-mail: a_absi@yahoo.com 

The historical background of Arab-Muslim civilization can constitute a 

significant element of inspiration in the design of an Arab approach for engineering 

education. This background shows that there were very close relationships between the 

society/state needs and the research area. A very interesting example relates to 

cryptology, a science which was, and becomes more and more, complex. 

The Arabic mastering of cryptography was stimulated by a pressing need 

expressed at the ninth century during the campaign of translation of books and 

manuscripts written in several difficult and old languages. 

Bait Al-Hikmah, founded in Baghdad during the ninth century by Al-Maamoon, 

was considered at that time as one of the most developed and well organized research 

center. The needs for translation of both manuscripts written in dead languages and 

encrypted paragraphs encountered in certain specialties like chemistry and magic gave 

rise to a new science: cryptanalysis. 

A research group (using modern terminology) worked under the supervision of 

Yakoob Ibn Isaak Al-Kindi, known as Alkindus, on decrypting the encrypted paragraphs 

in order to complete the translation process of all the submitted manuscripts. 

Head of Bait Al-Hikmah, Yakoob Ibn Isaak Al-Kindi shone in philosophy, 

medicine, astronomy, mathematics, linguistics, music and cryptology. Among the 290 

manuscripts he wrote in various fields, appears the oldest one which discovered and 

wrote down the methods of cryptanalysis: Rissalatoon fi istikhradji al moo ‘amma (a 

writing in extracting the encrypted). 

Al-Kindi founded the principles of cryptanalysis. He proposed four methods of 

decryption: quantitative techniques, qualitative techniques, probable word and letters 

combination. In his manuscript Kitaboo al-moo ‘amma (book of the encrypted), an 

important handbook of cryptology even centuries later, Al-Kindi proposed a 

classification diagram of encryption methods and their related cryptanalysis techniques. 


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Several other works including those of Sahib Al-Makalatayne, Mohamed Ibn 

Ahmed Ibn Tabataba, Ibrahim Ibn Mohamed Ibn Dounainir, Ali Afif Eddine Ibn Adlane 

and Ali Ibn Mohamed Ibn AD-Douraihim show that there were close interactions 

between research and community needs in the field of cryptology. 

Practical needs for translation of foreign manuscripts were decisive in stimulating 

Arabs to continuously develop cryptology during several centuries. 

This historical insight on the development of research among Arabic can be 

useful for us in the design of engineering in modern Arab society. Precise studies of the 

significant needs of Arabic society in various fields could lead to creating organized 

listings following sets of priorities. These priorities can be translated into plans of reorienting 

the efforts made in various fields of engineering towards only those which meet 

the pressing and significant needs of the society. These listings can be updated 

periodically. 


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Role Of Students' Scientific Societies 

In Community Service 

Mustahsan Mir 

Department of Electrical Engineering 

Ajman University of Science & Technology 

P.O. Box 346, Ajman, UAE 

e-mail: mmir@ieee.org 

In order to provide improved engineering education to meet the demands of the 

21st century, the engineering faculty must be continually involved in developing the 

courses, curriculum, and teaching methodologies with the ultimate goal of graduating 

engineers with the required skills and abilities. They must also spend considerable time in 

preparing their lectures for effective teaching and provide reasonable time in office-hours 

and laboratories to ensure that the desired outcomes are achieved. In addition, faculty 

must carry out its research activities for its own professional development and as part of 

the job requirements. With the introduction of new accreditation criteria in the 21st 

century, there is an additional load of time-consuming tasks directly related to outcomebased 

assessment. To satisfy all the above requirements and then contribute towards 

community service is a demanding task. This becomes a real challenge for universities 

that only offer undergraduate programs. In such universities, the faculty members do not 

have the option of integrating teaching, research, and to a certain extent, community 

service because they neither have sufficient research funds nor graduate students to work 

on research projects. The problem is further complicated in the case of private 

universities with limited resources and support for integrating research with community 

service. Nevertheless, providing meaningful community service is one of the main 

purposes of an educational institution and it must be achieved. 

It is quite obvious that providing meaningful community service requires active 

participation of faculty. Yet, with limited time left after taking care of their teaching, 

administrative, and research activities, the faculty members are hard pressed for 

providing meaningful community service. One partial solution to this dilemma, at least 

for engineering faculty, is to get students' scientific clubs and societies actively involved 

in community service. With proper planning, teaching could also be integrated with 

community service if many members of the scientific clubs are also taking courses that 

require at least one course project. This strategy has an added advantage for engineering 

students as it provides them a rich experience of learning through doing. The mere 

feeling of contributing to something useful for the community would increase the 

students' interest in engineering practice and expose them to the challenges of real-world 

engineering problems. 

This paper presents a strategy of offering community service through the active 

involvement of scientific clubs in an educational institution, thereby linking teaching with 

community service. It describes the activities of the Scientific Society in the Faculty of 

Engineering and the IEEE Students Branch at Ajman University of Science & 

Technology (AUST) about a specific community service project. The project is 

interdisciplinary in nature and involves students from the Electrical Engineering and 

Biomedical Engineering departments. The paper concludes by presenting some 

recommendations for further development of this strategy. 


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Effective Attributes Toward A Stronger 

Diversified Social Fabric 

Ali H. Al-Gadhib 

Department of Civil Engineering 


Dhahran 31261, Saudi Arabia 

Engineering education is an evolved and developed process which addresses 

many issues tackling various fields in engineering profession. Knowledge is for all as 

sport is for all. It is the role of the educators, researchers and academia to bring about the 

benefited knowledge and make it reachable to all sectors of the society in different forms 

and media. 

The university mission is to advance science and engineering via research and 

produce a continuum of competent engineers. Yet, the underlying vision is to benefit the 

society and bring about civilized changes and achieve a stronger social fabric. 

Knowledge has to find itself not only on minds of scholars, but more importantly is to 

have it manifested in all levels of the society. This could take place only if various sectors 

of the society recognize and interact with the service rendered by the university. There 

comes the importance of community service as a complement to the knowledge seeking 

endeavor. 

This paper will address ways and means of how one can synthesize knowledge in 

the university and tailor it to penetrate into public brains and be a discipline irrespective 

of their background. The key to an effective knowledge transfer and communication in 

general is the interpersonal rapport which will be highlighted in this paper with advocate 

examples. The author will present his experience and contribution to the community 

including conducted public lectures and published articles in the local newspapers as well 

as demonstrate the role of the professional societies activities in bridging the gap among 

various segments of the society. The author will conclude by touching upon his 

experience in the development of the Saudi Code for Buildings, a code which is adopted 

lately to serve the community as a legal document for reparation and quality control of 

construction. 


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An Information Arm of University; 

Technology Citizen Advisor and Second Opinion Centers 

Amir J. Majid 

Associate Prof 

Ajman University of Science & Technology, Abu-Dhabi 

Due to recent advances in many fields of engineering and the large number of 

home and office appliances that use latest technology, there is a need to establish 

technology citizen advisor and second opinion centers by non profit institutions such as 

universities in order to : 

1. Helping and educating the public. 

2. Developing new opportunities in business and technology. 

3. Linking with the community and getting jobs for graduates. 

4. Helping distance-learning students, similar to open universities structure. 

5. Establishing an information arm of university. 

Apart from the education and business arms of universities, these centers make 

up the information arms of universities that will help the community in resolving daily 

technical problems which are currently resolved by commercial agents and monopolies. 

Their task is also to provide specifications, power ratings and protocols of many 

applications of electronic, communication and computer engineering. In this paper, the 

mechanisms of establishing these centers are outlined with a short feasibility study. 


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Motivating the minority students to study Engineering: A 

LAMP-LEGO Experience 

Uvais A Qidwai 

Department of Computer Science and Engineering 

Qatar University, Box 2713, Doha, Qatar 

Tel: +974 485 1336 

Fax: +974 485 1794 

e-mail: uqidwai@qu.edu.qa 

In this paper, I would like to share my experience with Louisiana Alliance for 

Minority Participation Program (LAMP) in which I participates as a Faculty mentor from 

Tulane University in New Orleans, Louisiana, USA. LAMP is a comprehensive, 

statewide, coordinated program aimed at substantially increasing the number and quality 

of minority students in science, technology, engineering, and mathematics (STEM) 

disciplines. LAMP, from its design to its implementation, has adopted the 10-strand 

Systemic Mentoring Model of the Timbuktu Academy. 

Two important steps were taken to motivate the students at High school level to 

go for Engineering education specially in Computer Engineering discipline. First, a set of 

specially designed labs were organized for the students from high schools/freshman at 

community colleges or freshman in general at Tulane University. The purpose of these 

labs was to introduce the students to LEGO Mindstorm kit. This kit presents the complex 

ideas of kinetics, mechanical structures and programming in Robotics in the form of easy 

to use, step-by-step, playable fun devices. The observation was that students who have 

never used any mechanical toy-building opportunity were able to complete a reasonable 

moving robot in less than an hour! Also, the programming interface with this kit is purely 

graphical in nature and actually develops the logic-building among the beginners rather 

than intimidating them with heavy programming syntaxes. Again the observation was 

that students who have never used hardware programming were able to program their 

robot and made it move to perform certain pre-defined actions. 

Secondly, I started a summer-camp for LAMP-supported students to work with 

my Senior or even Graduate students in the lab. Students from Africa, Asia, and USA 

with diverse minority backgrounds attended this incentive and were able to produce some 

good work related to robotics, computer interfacing and design. At least one project was 

completed during summer 2003, and two were half completed during summer of 2004. 

The students working on these projects were never exposed before to computer 

interfacing and robotics (except for some of them who attended the LEGO labs) and were 

able to work on tasks like designing and building a circuit, programming in C/C++, 

building a mechanical structure, etc… As an outcome, one student was able to get a full 

scholarship from LAMP funding to complete his college education while others managed 

to obtain partial assistance to help them with their studies. 

I consider this an important experience since the students who never thought that they 

could even see a college due to the financial or social conditions they had in their 

families, or were lost in the darkness of drugs and crimes, managed to get a focus in their 

lives. The Robotics in general and LEGO in particular invoked in them a sense of 

accomplishment and raised their self-esteem which enabled them to take the next step 

towards a better career, and a better life. 


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Applying Information Technology In Measuring 

Changing Quality Of Life 

“From Nomad To Urban ” 

Dr. Omar Musa Amireh 

Associate Professor 

Department of Architecture 

Faculty of Engineering and Technology 

University of Jordan 

Integrating advanced and modern systems of teaching technologies with 

conventional systems of serving communities raises some crucial questions; what are the 

possibilities of bringing modern and conventional together? Which of them to change, to 

conventionalize technology! or to modernize communities!. 

It is obvious that under the current circumstances the pace of change in both 

systems is taking to different directions, and still moving apart. At the end any enforced 

change in their different directions would not only endangers each but would falsify and 

hybrids all. 

Tackling the above issue is now examined in one of semi urban, originally nomad, 

community at Al-Huseiniyyah, Maan, South of Jordan. 

The university of Jordan and part of integrating teaching and research with 

community services initiated a comprehensive multidisciplinary project in which to 

include all scientific and nonscientific colleges and research centers, and to cover and 

study all Al-Huseiniyyah aspect of life. In order to achieve that goal the community was 

first surveyed and studied in the conventional concept where services is considered as 

health, nutrition, education, socioeconomic, agriculture, environment, etc. Integrating all 

teacing disciplines with all community aspects with overlaps and links between them, 

prove efficient and feasible when and where community services are perceived as 

quantities and statistics. Surveys followed by conventional data managements and 

synchronized with services campaigns in health, education, urban and building 

maintenance ascertained that reasonable and progressive development in the type and 

quantities of services did not improved Al-Huseiniyyah quality of life, on the contrary 

numbers indicated wide spread complaint and unsatisfactory attitudes towards their life 

quality. 

People looking for quality in their urban life and environment encouraged the 

Architectural team, Faculty of Engineering to extend and commence their studies and 

surveys into the electronic and digital realm. Within that concept Al-Huseiniyyah was not 

only perceived as needs and services, but also in its complementary resources of safeties 

and hazards, and its qualitative facilities of esteems and belongings. 

Special teaching and training courses in advanced systems of urban surveys, 

analysis and synthesis, part of which were prepared in collaboration with the Royal 

Geographic Center, and others in the Architectural Department were implemented. GIS 

and CAD lab and studio were fully equipped and prepared for further data analysis and 

managements. Students and appointed researchers took part in; revising and applying 


30


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methodology; onsite digital survey; acquiring data from Arial and Satellite images and 

from Governmental and Nongovernmental offices and agencies. Data classifies and cover 

beside all physical aspects, people way of life, in turn evolution from nomad to urban life, 

adaptation they do to their open and built environment and at last but not least 

transformation in their social and economical structure. 


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Suitability Of Women As Candidates For An 

Environmental Education Program In Libya. 

Mansour, A. Salem & Qahtan. A.A. Al-nallar 

Environmental Sciences Department 

Sebha University 

B.O.Box: 53808 

Brack Alshati 

Libya 

e-mail. Msalem59@hotmail.com 

The paper attempt to objectively analyze the suitability of women in Libya for a 

formal environmental education program, it concerns by giving a brief introduction of 

the deteriorating and neglected environmental situation in Libya, then it proceeds into 

monitoring the effect of environmental degradation on women residing, furthermore the 

paper attempts to gang the suitability of these women as candidates for an environmental 

education program, different factors favoring such a proposal such as occupational and 

household roles and relevance of such an education are discussed supported by relevant 

data. 

All suitability factors are supported with complete implied assistance on the 

governments part, i.e. provision of all necessary resources for the educational learning to 

be of any use. Then the paper mentions the various socio cultural constraint within the 

society, recommending women to be unsuitable for an environmental education program. 

Media's role in combating these problems is stressed. The problem of opportunity cost is 

described as another factor making women unsuitable for such a learning program. It is 

proposed that this act should not be considered as an expense; rather than it should be 

treated an investment in a suitable development process. 


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Challenges Facing The Merger Of Engineering Education 

Outcome And Industry Requirement In The Region 

Mufid A. Samarai 

Director, the Central Laboratories 

University of Sharjah, P.O.Box:27272 

Telephone: +971 6 5050440 / Fax number: +971 6 5050444 

e-mail: samarai@sharjah.ac.ae 

It is a well-known fact that there is a huge gap in knowledge and technology in 

the Arabic world, which requires sound policies to merge the teaching of knowledge and 

spreading and absorbing it. It is also necessary to find the approaches, strategies and 

tactics that will identify the practical research topic that best fit needs of industry and 

provide it with the full and appropriate backing it requires. Our universities are research 

centers and are the hope and expectations, which will initiate the path to the future, and 

perhaps the best mean of facing the challenges of technologies hence supporting them 

will give us the starting point and on assured stride towards development and serving the 

ambitious of the society. 

In the civil engineering industry, if new knowledge does not find its way into 

practice, or lead to subsequent developments that do, it is of little value. In the past, new 

knowledge was relatively quickly accepted and used by the profession and codes readily 

embraced new developments. There is a problem in the way Civil Engineering at 

universities in the region is perceived and valued. There is reduction in funding which 

leads to fewer staff with less time and physical resources to do research. The need for 

support for research from industry has never been greater. In academia, researchers get 

most credit if their work is published in prestigious archival journals and little credit for 

local publications or solving industrial problems. The profession tends to subscribe to 

local publications and not to international journals. As a consequence, much research 

is not directed at and not read by the profession. In the past, conferences have provided a 

mechanism for transferring research into practice, but the papers must be of high 

quality and universities must accept them for promotion purpose. 

A modern engineer should be able to relate technical issues, problems, and 

solutions to developments in society. Moreover, engineers will often become members 

of multidisciplinary teams. Hence, engineering education programs need to be 

restructured to facilitate integrated learning. Integrated learning as opposed to discipline 

oriented learning occurs when problems from practice are utilized to structure the 

learning process. Curriculums should be redesigned so there is more design and 

creativity. Working in-groups and learn to exchange of ideas and knowledge. Students 

would like us to do more and adapt more and change more towards their needs in life 

This paper will review concerns over the gap between academia and industry and the lack 

of industry support for research. It will give solutions and recommendation so academia 

will be more involved supportive to the industry and society in general. 


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Effective Industry-Academia Cooperation 

*Abdelaziz Al-Khlaifat & **Taha Al-Khamis 

*(On sabbatical) 

Department of Chemical Engineering 

Al-Hussein Bin Talal University 

Maan-Jordan 

**Department of Chemical Engineering 

Mutah University 

Mutah-Jordan 

Email: khlaifat@ahu.edu.jo 

This work suggests a number of key issues to achieve successful cooperation 

between industry and academia in conducting research projects. To illustrate these issues, 

the authors describe how to integrate an academic research group and an industrial 

development team to generate useful research results as well as products. The joint 

research venture can be successful only by proper project preparation and implementation 

that are the main focus of this manuscript. 


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Public Service In The State University System Of Florida: 

Mission And Practices 

Salah Aziz 

Coordinator of Academic Programs 

FAMU-FSU College of Engineering 

Tallahassee, FL 32310, USA 

Traditionally, higher education institutions in the United States of America have 

aimed to prepare graduates to enter the workforce with the experience and advanced 

skills and to conduct research on topics which are interested to the local, national and/or 

international communities. Serving the local and State’s needs is obligated by the fact 

that public institutions are supported financially by the Stats’ tax-payers. Nevertheless, 

lately there have been calls for expanding the definition of the Public Service and 

integrates it with the Civic Engagement. Universities and academic programs, in general, 

and engineering programs and their faculties, in particular, are challenged by the new 

calls. This paper will review and share some definitions and practices of Public Service 

and Civic Engagement according to the State University System of Florida (SUS). 

Further, the paper will outline some options for engineering programs and faculty to 

increase their contribution to the Public Service. 

In the State of Florida, publicly-funded higher education institutions are 

obligated to document their public services which exceed teaching and research. In 

summer 2005, the Florida Board of Governors, BOGs, adopted “Promoting Excellence in 

Teaching, Research, and Public Service,” and made it part of its strategic goals to achieve 

them within the Strategic Plan for the period of 2005-2013. BOGs regulate and practice 

full control of the management of ten public universities and one public liberal arts 

college (they are referred to as SUS) in Florida. Therefore, BOGs’ check evidences on 

public services submitted by 214 Bachelor-, 265 Master-, and 144 Doctoral-programs 

within the SUS. 

The calls for Public Services for engineering programs and faculty are repeated 

by two prestigious organizations in the United States: The American Society for 

Engineering Education (ASEE) and the Accreditation Board of Engineering and 

Technology (ABET). Having public service as part of its mission, ASEE demands from 

its twelve thousand engineering-related members to fulfill it. ABET demands from the 

engineering programs to show evidences that their faculty members are qualified to 

service government agencies and industries as part of the accreditation procedure. 

This paper will review models that are developed by several universities and one 

engineering program in Florida in sponsoring to civic engagement and public services. 

Further, it will develop some options to be used by engineering programs and faculty to 

get involved in the public services. 


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Professional Development Of Faculty Through Consulting 

And Networking 

*Amde M. Made & **Gajanan M. Sabnis 

*Professor of Civil and Environmental Engineering, University of Maryland, 

College Park, MD 20742, USA 

e-mail: amde@umd.edu 

**Professor of Civil Engineering, Howard University, Washington, DC, USA 

Consultant, Silver Spring, MD, USA 

e-mail: gms@sabnis.com, 

It is a well-known fact that university professors’ salaries in the US are 

generally much less than their industry counterparts, whether in consulting or in 

manufacturing. The faculty has some freedom for consulting work, but often the 

complaint is that either such freedom is not used or, in extreme cases, misused. 

Professional development can take place by using the talents in the academic 

community in several ways. The authors’ personal experiences as faculty 

members in civil engineering at two diverse universities located in the same 

metropolitan area provide case studies of two different models for balancing and 

integrating research, teaching and service for successful professional 

development. 

The first author is at a large state supported comprehensive research 

university (UMD), while the second author is at a small private university (HU). 

UMD is one of the top state universities in the US with student population that is 

primarily white; while HU is a minority, historically black university (HBCU). 

UMD has a large PhD program including one in civil engineering. Although HU 

has PhD programs in several disciplines, the program in civil engineering only 

goes up to the MS degree and there is no PhD program as of yet in civil 

engineering. The paper compares the different career models followed by the two 

authors. The first author followed a more traditional career model for research, 

teaching and service; while the second author, in addition to research and 

teaching, was heavily involved in consulting including ownership of a successful 

small consulting firm and reached the highest levels of leadership in professional 

societies. Both authors are immigrants and received their PhD’s in the US. The 

paper also discusses the value of networking for successful professional 

development using as case studies the experiences of the two authors who have 

collaborated for more than two decades. 


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A Feedback Model To Improve The Performance Of Engineering 

Faculties In The Service Of Society 

Haldun ABDULLAH, Abdullah MİMAROĞLU, Etem KÖKLÜKAYA, 

Murat YILDIZ, Nükhet SAZAK 

halduna@sakarya.edu.tr, mimarog@sakarya.edu.tr, ekaya@sakaraya.edu.tr, 

myildiz@sakaraya.edu.tr, nsazak@sakaraya.edu.tr 

Most engineering faculties in the developing world function on an “open-ended” 

basis. There is usually no rationale in the curriculum, no compulsory accreditation 

requirement for academic programs and no feedback from engineering societies that 

would reflect on engineering curricula and laboratory practices within the engineering 

departments. Very often a clear distinction between an “engineer” and an “engineer 

candidate” is not made to engineering students during their study prior to graduation and 

many assume that they have become “engineers” right after graduation. The public 

usually expects immediate satisfactory engineering performance from these graduates 

and when they fail to do so the public start to complain and such complaints reflect upon 

the teaching curricula as more course requirements and longer years for graduation. After 

all this is done some years pass by and no improvement in the performance of graduates 

can be observed and/or measured. As a result, the public bypassing engineering societies 

usually turn to engineering staff within a university directly seeking help in community 

projects. This in turn diverts the attention of engineering staff from carrying out academic 

research in the engineering sciences and to spend more time with their graduate students 

aiming for MSc. and PhD degrees. 

In this work we propose to establish a working model for the improvement of 

engineering education where engineering societies also function as feedback agents that 

continuously observe, analyze and evaluate engineering practices through engineering 

design documents and field applications and then feedback their evaluation results to 

engineering faculties through their continued education departments. The engineering 

faculties in this work are those who graduate engineer candidates with a Bachelor of 

Science (BSc) degree. We assume that the academic programs followed by such faculties 

are substantially equivalent to curricula of engineering faculties which have ABET 

accreditation in the USA. Since “engineering” is a profession, it can only be mastered and 

perfected by practice and application. This can only be done in engineering offices 

producing engineering design documents, through an appropriate apprenticeship 

program. 

In this work we base the engineering curriculum design upon the engineering 

“profession” definition which was embedded in the ABET criteria in 1980, when ABET 

was first established [..]. This definition is stated [..] as follows: 

“Engineering is the profession in which knowledge of the mathematical and 

natural sciences gained by study, experience and practice, is applied with judgment to 

develop ways to utilize, economically, the materials and forces of nature for the benefit of 

mankind.” 


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In this definition we see that the engineering profession involves the practice of 

devising ways ( producing engineering design documents) based upon applying 

knowledge gained from the mathematical and natural sciences (physics, chemistry, 

biology, ecology[..]). 

The application of the knowledge thus gained with judgment is basically taught 

in the engineering sciences courses. The definition inherently implies that engineering 

students have to go through three different sets of courses, usually in three consecutive 

stages throughout their academic program. The first stage courses are preferably taken 

from courses offered by the faculty of sciences. These courses should be prerequisites for 

engineering science courses offered by the various departments of the faculty of 

engineering. The second stage courses should establish the necessary pre-requisite and/or 

co-requisite courses for the engineering design courses (at least 2) and projects. 

The first evaluation of the quality of teaching in the mathematical and natural 

sciences courses should be carried out by engineering faculty responsible for the teaching 

of the engineering science courses. The results of the evaluation should then be fed back 

to the faculty of sciences. The second evaluation of the quality of teaching in the 

engineering sciences courses should be done by the engineering faculty staff responsible 

for the engineering design courses and projects and the results should be fed back to the 

relevant departments for evaluation and improvement. This procedure would then 

establish the first feedback loop (Fig.1) for the improvement of the quality of teaching 

through undergraduate student performance evaluation. 

Graduate engineering students (BSc degree) would be “engineer” candidates with 

a solid knowledge of the relevant engineering science courses and a sound knowledge of 

what an engineering design document should include and preferably with the experience 

of one or two completed (simple) design projects in their field of specialization. 

Engineering graduates usually start their apprenticeship when they are employed 

by establishments that carry out engineering design as their major line of work where 

they start assisting senior engineers already qualified by engineering societies. Those 

senior engineers would be in an appropriate position to evaluate the performance of the 

newly employed engineers and feedback their findings to the engineering faculties. 

Finally, in order that the feedback processes are completed the local engineering 

societies should evaluate the performance and products of the engineering establishments 

which operate in accordance with the need of the public and the market, and feedback 

their findings to the relevant universities thus completing the outer feedback loop. 

We conclude by emphasizing that the process of continued assessments of 

feedback evaluations and modifications in the educational paradigm along with the 

teaching and research loads are already a “full-time” load for academic staff and hence 

working outside the university would certainly reduce the quality of their academic 

performance. However, engineering faculties could make use of the experience of senior 

engineers who have their own practice (or employed by other firms) on a part-time basis. 


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Conceptualization And Implementation 

Of A Center Of Entrepreneurial Development 

For Nurturing Small Business In The Mena Region 

*Tahir Ayar & **M-Said Oukil, 

* Systems Engineering Department, 

College of Computer Science and Engineering, KFUPM 

**Department of Management and Marketing 

College of Industrial Management, KFUPM 

All economies in the Middle East and North Africa (MENA) region are classified 

by international organizations as developing. Paradoxically, this is against the prevailing 

fact that capital is quite available in most of them. In the case of those producing oil, 

relevant revenues have much increased and the rush of citizens towards stock exchange 

operations, real estate operations and investments abroad clearly indicate that private 

capital is, also, in surplus. However, what is necessarily crucial to enhance their 

sustainable growth process is but entrepreneurial dynamics. 

The authors of this joint-paper argue that, for that purpose, the creation of a 

center for entrepreneurial development (CED) is of top priority. Such an entity will allow 

both public and private capital to be channeled towards productive investments projects 

that could foster those countries’ performance and competitiveness. 

The basic difference between a CED and other existing similar centers, such as 

Science and Technology (S&T) parks, incubators and business centers or institutes, 

concerns the specific mission of a CED. For, its main mission is manifold. First is to 

provide temporary resources (liquidity). Second is to influence the environment and 

policies to compensate for the short term deficiencies (optimal use). Third is to help 

improving the capacity of entrepreneur in the long term (excellence). Fourth is to create 

employment opportunities (social responsibility). Fifth and above all is to create a unique 

Islamic ethical awareness about the “right” role of entrepreneurs, managers, businessmen, 

businesswomen and factually every one to be directly or indirectly involved in the 

development and growth process. Distinctly, the mission of a CED comes prior to that of 

any other center and accompanies businesses throughout their whole life. 


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Technology Development in Computer and 

Information Technology 

Ibrahim Kamel 


Sharjah, UAE 

kamel@sharjah.ac.ae 

Technological advancement is one of the main causes for the wide gap between 

the industrial countries and the (so called) developing countries. Developing countries 

realized this fact and they are trying to bridge this gap by starting pilot programs for 

technology transfer. Unfortunately, there are not many success stories. In this paper, we 

analyze some of the reasons that caused such failure, especially in the area of computer 

and information technology. 

We discuss some of the important factors that help establishing a successful 

technology transfer program. The paper also stress the role of industry and the interplay 

between industry and academia in establishing a successful technology development 

program. Industry contributes significantly to the technology transfer and development 

programs, at the same time, it benefits from it. With the wide range of computer and 

information technology subfields, the paper argues that we should pick the computer 

security as an area of choice and direct our efforts and investment to create critical mass 

in this area. This choice is based on the fact that computer security is relatively new area 

and the fact that it is becoming strategic field. 


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The Integration Of Technology Into Teaching And 

Research 

Amna H. Sirelkhatim, 

Sudan Institute For Natural Sciences, Unit Of Research&Scientific Services, 

e-mail: amnasirelkhatim@yahoo.co.uk,tel:+249912206816(cell) 

The integration of technology into the educational processes has been an 

important issue of interest to an increasing number of higher institutions since the early 

1980s. The growth of information and communication technologies in education is a 

global phenomenon, the possibility of using information and communication technologies 

has major implications for the teaching, research and learning situation in higher 

education in both developed and developing countries. It constitutes a challenge to 

institutions worldwide to change aspects of their organization and operation. In this paper 

we discuss the integration technology in teaching, learning and research. It reviews some 

aspects of these three areas, the objectives, strategies and analyses the role of lecturers 

and students in new modes of teaching and learning through the modern technologies. 

Teaching , research and service are considered as a double or triple activity, they are 

independent but they compliment each other. Here, a discussion of this topic as a problem 

facing the development of higher education is presented. The papers also introduced an 

important integral part of teaching which is testing. It is considered as a tool of 

technology that can capture what a person learns in response to questions, whether the 

type of the test is. 


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An Educational Collaborative Learning Model 

ECLM 

*Amar Balla, **Abdelkarim Ait Hamouda, & **El Hadj Abdelmalek Arbaoui 

* Institut National d’Informatique (INI) 

BP 68M Oued-Smar, Algiers, Algeria 

a_balla@ini.dz 

** Institut National d’Informatique (INI) 

BP 68M Oued-Smar, Algiers, Algeria 

{a_aithamouda, h_arbaoui}@yahoo.fr 

Collaborative Learning is a philosophy of teaching. It is far from being a series of 

techniques designed for the teacher to have less work and intended to make students' 

lives miserable. Our purpose is to justify the role of the chosen model among various 

pedagogical models. Therefore, the model which has been suggested and justified could 

be implemented using a multi- agent technology. 

Introduction 

A learning network is a group of persons (organizations) that come together for 

collaborative learning resulting in behavioural change that creates value for each person 

(or organization). In periods of constant discontinuous change, there is a need to manage 

environmental dependencies. The goal of the learning network is to move beyond "data 

exchange", from the transaction-based sharing of personal information, towards 

interactions where new knowledge is co-created and creates value for members (or 

firms). 

An “Educational Collaborative Learning Model” (ECLM) is the model of 

instruction underlying CSCL (Computer- Supported Cooperative Learning), hence a 

remote teaching model which aims to improve the efficiency of a course by using 

computers and the Internet. 

As this is a very active research area, we will restart from the beginning, from 

generalities, by defining the terms model and learning first. The reader can get a short 

history of CL from [1] and [4] and some existing learning models in [2] and [3]. 

As regards learning, we will focus on how it occurs. Our suggestion of 

collaborative models comes from the principles and the design methods of I.S.D. 

Instructional System Design [5]; this collaborative model cannot be entirely new, 

therefore we will try to demonstrate its adaptability and usefulness to the present and 

future learning contexts, by presenting what the new learning process can be like, what 

the instructor’s profile is, and describing, as to learners, the parameterization, of their 

characteristics, styles (learning style, thinking style) and even distinguishing adults from 

younger learners, and novice from expert learners. 

It is now admitted that ECLM is unavoidable, but the reasons why Collaborative 

Learning is important are not obvious. 


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To summarize the previous paragraph, the main requirements for a tutor in an ECLM 

are: the distant learner activity perception (collection, observation), lending of his support 

to learners, and management of the activity of following up a learning process; this is the 

core of an educational collaborative learning model. 

Our model is a basis for the design of educational environments, by providing 

design methodologies and system components, and/or constraining the range of 

pedagogical contents that are available and adaptable for learners. 

References 

[1] Aimeur E., Frasson C., Duffort H. "Cooperative learning Strategies for ITS". Applied 

Artificial Intelligence. An International Journal, Vol 14(5), pp.465-490, 2000. 

[2] BALLA A. "Un modèle générique d’environnement de développement des 

hypermédias adaptatifs et dynamiques générant des activités pédagogiques ", thèse 

de doctorat d'état, INI 2005. 

[3] DEMBO M.H. "Applying Educational Psychology", New York: Longman The 

teaching learning model, 1994. 

[4] George S. "Apprentissage collectif à distance. SPLACH : un environnement 

informatique support d'une pédagogie de projet", thèse de doctorat en informatique, 

Université du Maine 2001. 

[5] McCOMBS B.L. "The instructional systems development (ISD) model: A review of 

those factors critical to its successful implementation", Educational Communications and 

Technology Journal (ECTJ), 34(2), 67-81, 1986. 


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Qtel 3G Collaboration Project: A Step In Bridging The Gap 

Between Academia And Workplace 

*Abdulaziz Fakhroo, ** Khalid A. Qaraqe, *** Mazen O. Hasna, and 

**Mohamed-Slim Alouini, 

* Qatar Telecom, Wireless Group, 

e-mail: afakhroo@qtel.com.qa 

** Department of Electrical Engineering, Texas A&M University at Qatar, 

e-mail: kqaraqe@tamu.edu 

*** Department of Electrical Engineering, Qatar University, 

e-mail: hasna@qu.edu.qa 

The primary goals of Bridging the Gap between Academia and Workplace are (i) 

to attract, train and encourage talented young scholars to pursue research careers in 

engineering, (ii) enhance the quality of undergraduate education at the universities by 

expanding undergraduate research/class opportunities and making research a integral 

component of the undergraduate educational experience, and (iii) interact with abroad 

industrial to conduct the professional systems. 

On December 20th, 2005 a memorandum of understanding was signed between 

Qatar Telecom (Qtel), Texas A&M at Qatar (TAMU-Q), University of Qatar (UQ), and 

the College of the North Atlantic Qatar (CAN-Q) to establish a mutually beneficial 

collaborative research into third generation (3G) networks, technologies and services. 

Being a network operator, Qtel is more geared towards providing new technologies as 

“products” in order to enhance customer’s experience and open their horizon to what is 

new in the wireless technologies. On the other hand, academic institutions focus on 

preparing the students for their professional career by providing them sufficient 

theoretical base but, in general, limited practical experience. The two parties (i.e., Qtel 

and the academic institutions) can bridge the gap by working together in order to train 

graduates with more hands-on experience, and this will shorten the time required for 

these graduates to be fully functional in the workplace. 

This novel project is expected to last for eighteen months, and is composed of 

three phases. In phase one, electrical engineering students from TAMU-Q, CNA-Q, and 

UQ as well as Qtel engineers have been going through training sessions in the form of 

lectures provided by faculty members and 3G specialists from Qtel. The second phase of 

the project will involve a measurements campaign conducted by the students under the 

guidance of Qtel engineers and the faculty members involved in the project. The students 

will perform various tests and measurements procedures on different functionalities to 

gain a better understanding of this new technology. The final phase of the project will 

focus on research and analysis by Ph.D. graduate students and senior undergraduate 

students from partnering institutions. Data from the second phase will be processed in 

order to develop suitable propagation models and communication techniques. 


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The project is expected to achieve the three following main goals: 

To create an opportunity for national students to get exposure to the industry and ‘realworld’ 

activity and as such further develop their abilities. Moreover, the findings of the 

project will count toward their senior graduation projects. 

To establish a collaborative relationship between Qtel and the key local academic 

engineering institutions in Qatar. In addition, Qtel will establish through this partnership 

a better understanding of the characteristics of 3G through the development and 

execution of measurements and procedures, and this is expected to lead to better 

telecommunication services to the local community. 

To provide a source of (raw and processed) data as an input to various post graduate 

research activities. Researchers will have access to real data that can be used for network 

performance evaluation. The outcomes of these research studies of the research are 

expected to be first presented in technical conferences as well as in the standardization 

meetings then to be published in high-quality peer-reviewed journals. 

The final version of this paper will include a detailed description of the scope of 

work, and will lay out the detailed tasks implemented in the three phases of the project. 


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How Technical College Courses Become Successful 

Web-Based E-Learning Models Through The 

Integration Of Teaching, Research 

And Community Services Activities 

*Mohamed Aichouni & **Soraya Benchicou 

* PhD, Assistant Professor 

** MSc in Mechanical Engineering 

PO Box : 7469, Hail, Kingdom of Saudi Arabia 

Tel : 00966 – 65317715 Ext 1356 

Fax :00966-65317303 

e-mail: m_aichouni@yahoo.co.uk 

Web site: http://aichouni.tripod.com 

One of the major characteristics of modern society is the central role of 

knowledge in the production processes, to such an extent that the most frequent qualifier 

now used is that of the knowledge society. 

We are seeing the emergence of a new economic and productive paradigm in 

which the most important factor ceases to be the availability of capital, labour, raw 

materials or energy and becomes the intensive use of knowledge and information. 

Today’s most advanced economies are based on the greatest availability of knowledge. 

This centrality makes of knowledge a pillar of the wealth and power of nations. 

The World Declaration on Higher Education states clearly that "without adequate 

higher education and research institutions providing a critical mass of skilled and 

educated people, no country can ensure genuine endogenous and sustainable 

development and, in particular, developing countries and least developed countries 

cannot reduce the gap separating them from the industrially developed ones”. The 

Declaration affirms that “the core missions and values of higher education, in particular 

the mission to contribute to the sustainable development and improvement of society as a 

whole, should be preserved, reinforced and further expanded”. The knowledge society, 

implies increasing technological capacities by combining traditional and modern 

methodologies to stimulate scientific creation and lead to sustainable human 

development. The Declaration states also that there is “an increased awareness of higher 

education’s vital importance for sociocultural and economic development, and for 

building the future”. It affirms that: “Owing to the scope and pace of change, society has 

become increasingly knowledge-based so that higher learning and research now act as 

essential components of cultural, socio-economic and environmentally sustainable 

development of individuals, communities and nations. 

UNESCO has committed its self to promote the concept of knowledge societies; 

Three strategic objectives have been set: (a) to foster digital opportunities and social 

inclusion enhancing the use of ICTs for capacity-building, empowerment, governance 

and social participation; (b) to strengthen capacities for scientific research, information 

sharing and cultural creations, performances and exchanges in knowledge societies; and 

(c) to enhance learning opportunities through access to diversified contents and delivery 


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systems. The use of Information and Communication Technologies (ICT) should be 

encouraged as a means of empowering communities and help them contribute to the 

building of knowledge society. ICTs should contribute to enhancing the quality of 

teaching and learning, the sharing of knowledge and information. ICTs have the potential 

to introduce in the educational process a higher degree of flexibility in response to 

societal needs. The potential of ICTs to lower the cost of education and to improve 

internal and external efficiencies of the education system should be grasped. Knowledge 

societies should offer opportunities to use ICTs as innovative and experimental tools in 

the process of renewing education. The production and dissemination of educational, 

scientific and cultural materials are regarded to be crucial elements of knowledge 

societies. Networks of specialists and of virtual interest groups should be developed, as 

they are key to efficient and effective exchanges and cooperation in knowledge societies. 

The paper is dedicated to explore in details and to present an emerging model for the 

integration of teaching, research and community services in the educational frame work. 

The model which was first proposed by McMasters (2000) at the Boeing initiated 

Industry-University-Government roundtable for enhancing engineering education 

(IUGREEE) has been used in our project to integrate teaching and cutting-edge research 

in the area of web-based learning to link technical and engineering students, faculty 

members and working engineers and managers in a successful integrated educational 

environment. Through the results it will be shown clearly the efficiency of such an 

approach to promote the concept of knowledge society in Arab countries through 

academic teaching, research and community services. A brief summary of the project and 

its achievements can be seen from the mind map presented in figure 1. 

Figure 1 – The Mind Map of the Web-Based Learning Model showing the Integration of 

Teaching, Research and Community Service 


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Technology Education Using A Novel Approach In 

E-Learning—Towards Optimizing The Quality 

Of Learning Outcomes 

*Mohammad I. Malkawi & **Mohammed A. Khasawneh 

*SUN Microsystems & 

**IEEE Senior Member, Jordan University of Science & Technology 

Irbid 221 10 Jordan 

Ever since the advent of the new era in presenting taught material in Electronic 

Form, International bodies, academic institutions, the public sectors, as well as 

specialized entities in the private sectors globally, have all persevered to exploit the 

power of Distance Learning, and e-Learning to disseminate the knowledge in Science and 

Art using the Ubiquitous World Wide Web and its supporting Internet and 

Internetworking. 

Many Science & Education-sponsoring bodies, like UNESCO, the European 

Community, the World Bank, and others, have all been keen at funding multinational 

Distance Learning projects, many of which were directed at an educated audience in 

certain technical areas. A great many countries around the Middle East have found a 

number of interested European partners to launch funding requests, and were generally 

successful in their solicitation efforts for the needed funds from these funding bodies. 

Albeit their intricacies in generating a wealth of knowledge in electronic form, many of 

the e-Learning schemas developed thus far, have only pursued their goals in the most 

conventional of ways; In essence, there had been little innovation introduced to gain 

anything, if any, above traditional classroom lecturing, other than, of course, the gained 

advantage of the simultaneous online testing and evaluation of the learned material by the 

examinees. 

In a sincere effort to change the way, once and for all, in which people will now 

on look upon the merits of e-Learning, and seek the most out of it, we shall propose a 

novel approach aimed at optimizing the learning outcomes of presented materials. In this 

paper we propose what shall henceforth be called as Iterative e-Learning. In Iterative e- 

Learning, as the name implies, a student uses some form of electronic media to access 

course material in a specific subject. At the end of each phase (Section, Chapter, Session, 

etc.) on a specific topic, the student is assessed online of how much he/she would have 

achieved before he/she would move on to the next phase. If the student fails, due to some 

delinquency on a particular topic, the online process of e-Learning would take the student 

at some more detailed and deeper level on the subject matter where he/she had failed; 

once the student bridges the gap, to this end, then the ongoing e-Learning process would 

carry him/her further up the next level of the subject matter he/she is pursuing. This 

process is carried on at all levels of learning, the section level, the chapter level, and all 

the way up to the course level. A student may not progress to the next course level before 

he/she would pass the entire course at 80% or more. If in the process of repeating some 

section, chapter, or a whole course, then the student shall be required to score a higher 

percentage than the mere 80% he was required to attain the first time around; say 5% 


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more per iteration he/she makes. Here, students going thru Iterative e-Learning shall be 

allowed to move on to the next level of learning sooner than others if the time that takes 

them to learn a particular topic is shorter than would normally require an average student 

to expend, provided, of course, they make it thru all the required assessment phases. 

Unlike the traditional ways of classroom or online lecturing, a student going thru 

Iterative e-Learning is expected to achieve a quality of learning the taught material, never 

before achieve via standard pedagogical methodologies. 

With Iterative E-Learning, it is expected that poorly accredited academic 

institutions will be able, for the first time, to produce the quality of graduates who are 

more capable of competing for highly paying jobs globally, and to be of the quality of 

contributing in more industry-supported economies. 


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A Comprehensive Proposal for University Industry Collaboration 

Maamar Bettayeb 

Electrical and Computer Engineering Department 

College of Engineering, University of Sharjah 

P.O.Box 27272, Sharjah, 

email: maamar@sharjah.ac.ae 

In this paper, a comprehensive proposal for University – Industry collaboration is 

presented. 

The proposal is based on experiences of several universities and industries in the 

region and abroad. Its main ingredients take into consideration the short term and long 

term objectives of both parties, their needs and opportunities, as well as their 

commitment to the society. It involves stakeholders at all levels, undergraduate students, 

graduate students, faculty members, university administration, and industry technical and 

administrative members. 

The collaboration starts at the early stage of freshmen students and continues 

with graduated students and alumni. Extensive collaboration between faculty members 

of the university and technical members of the industry is emphasized. This is enhanced 

by the various research and technical activities that are jointly organized in the form of 

workshops, forums, technical exchange meetings and summer stays. 


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Benchmarking King Fahd University Community Service 

With Leading Universities. 

S. O. Duffuaa and U. Al-Turki 

Department of Systems Engineering 

King Fahd University of Petroleum and Minerals 

Dhahran, 31261 Saudi Arabia 

The mission of a university encompasses three main functions. The functions are 

education, research and community service. Education deals with teaching and learning 

and its output are graduates in various disciplines. The education processes are well 

established within universities and there are clear measures for the quality of education in 

terms of quality of graduates and the skills the graduate acquire. Research deals with 

creation and dissemination of knowledge. The processes for supporting and measures for 

enhancing research are well defined. The third part of the university mission which is 

community service is a bit vague and seldom well defined processes exit to facilitate it. In 

addition measures for the quality of community services is not well established and in 

many occasions ignored. 

In this paper the experience of King Fahd University of Petroleum and Minerals 

(KFUPM) in community service will be reviewed. The review will focus on the current 

state of community service and how it is used to enhance teaching and research. The 

focus of the review process is to: 

• Obtain the definition of community service at KFUPM and the 

existing community service activities. 

• Identify the processes for delivering community service. 

• Examine how it is used to enhance teaching and learning. 

• Obtain how the quality of community services is measured. 

The state of the community service at KFUPM will benchmarked with three 

leading universities in the United States. The purpose of benchmarking is learning and 

improving community services. The selected universities for benchmarking are: 

University of Michigan at Ann Arbor, Purdue and Stanford. Three areas will be 

benchmarked: 

• Organization within the University for delivering community services. 

• Main activities of community service 

• Processes for delivering community services. 

• Use of community service to enhance teaching and research. 

• Main measures of performance for community services. 

The paper will conclude with identifying current weaknesses and strengths of 

community services at KFUPM and drafting a set of recommendations for enhancing 

community services and using it to enhance teaching and research. 


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A Comparison Study Between Local And Abroad 

Experiences In Knowledge Transfer Partnership. 

Dr. Amer D. Zmat 

College of engineering, University of Al-Qadisiya 

Diwaniya, Iraq 

Assessment of an experience for knowledge transfer partnership between some 

Iraqi universities and the industry sector was carried out. People movement was 

considered the main form of knowledge transfer. Encouraging the movement of people 

from science base into industry was emphasized. 

A comparison between two case studies experienced by the author has been 

presented. The first was witnessed abroad when he was doing postgraduate studies at the 

University of Manchester, while the second was practiced when he was leading a 

research group in the industry sector in Iraq. The comparison has revealed that a lack of 

professional panels comprising members of the academic and industrial community may 

be the main reason behind the failure of such trials in Iraq. The concluded lessons may 

contribute in emphasizing the necessity of a national organization or board that takes this 

important task and devising the proper schemes for execution. However, both 

experiences had provided an advantage to the science base from reciprocal access to 

industry facilities. 


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Quality Assurance Indicators In The Engineering 

Education In The Gaza Strip 

*Mohamed A. Awad & Dr Hatem Elaydi 

Professor, Civil Engineering 

Vice President for Information Technology Affairs 

The Gaza Strip was living under Occupation with very unpleasant political 

circumstances and difficult security situation. The Faculty of Engineering was established 

in 1992 during the period of the first Palestinian uprising. One of the goals of the 

establishment of the Engineering Faculty was to overcome the problem of travel 

restrictions imposed on the Palestinian by the Israeli occupation and to help building 

national economy based on knowledge and technology. In spite of the continuous 

difficult economic and political situation, the Faculty of Engineering kept growing in 

numbers of students and faculty members. Growing interest was obvious in the Civil and 

Electrical and Computer Engineering fields. This is due to the fact that current 

engineering activities are focused mainly on building and road constructions and due to 

the interests of youth in computers and communication systems. However, civil and 

architectural engineers have better job opportunities than electrical and computer 

engineers; this is due to the active construction sector in the Palestinian economy. 

According to IUG administration, all faculties have to implement quality 

assurance (QA) programs, which are of particular importance in times of ongoing 

structural changes in IUG educational programs. Due to current developments in the 

engineering education, the application of quality assurance methods was very highly 

recommended. In 2003, the Faculty of Engineering established a Quality Assurance Unit 

to review and follow up with the Faculty programs, student progress and graduates 

affairs. This unit is to ensure the high quality of teaching and learning activities within 

the Faculty. QA indicators measuring the quality of total educational performance can 

reflect important outcome which can significantly contribute in advancing the faculty 

curricula. The Computer Engineering program was evaluated by the UNDP in 

cooperation with the UK Quality Assurance Agency (UK-QAA), while all other 

programs were evaluated locally in 2004. General aims of the program include data 

gathering, data analysis, action, and effectiveness evaluation. The main objective was to 

support quality assurance in engineering education at IUG and to establish a fundamental 

methodology for applying quality assurance in engineering education in the Gaza Strip by 

defining basic minimum data and indicator sets for quality assurance. The project target 

was to stimulate awareness and debate towards a quality assurance approach in 

engineering education and to initiate development activities to support the quality 

assurance methodology. 

Although, it would appear that there is no general platform upon which quality 

assurance functions could be implemented in Gaza Strip, a good methodology was 

developed by UK-QAA with the objective of presenting several sets of indicators for 

improving engineering education at IUG. Several indicators for measuring total Faculty 

performance were used in this study. The indicators were divided into two groups: those 

intended to identify the faculty facilities and those intended to screen for appropriateness 

of academic curricula and staff. Quality assurance indicators in the engineering education 

focus on both technical and cognitive processes that result in a written report. The written 


53


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report serves as a source of information for quality assurance studies. Most of the 

evaluated aspects, in which appropriateness indicators were present, actually have 

managed to meet published criteria sets. However, the survey also showed that a need 

exists for further development in some educational aspects in engineering education 

within the Faculty. Enhancement seems primarily oriented towards academic curricula 

and faculty technical facilities, whereas there is room for improvement in quality 

assurance parameters. 

The graduates of the Islamic university have some advantages when compared 

with others; the educational curricula meet the needs of the Palestinian building sector, 

especially in practical areas, in more appropriate way. The graduates are very good in 

using computers, and they have reputation of high moral and good disciplines. But there 

is some deficiency in the English language skills and handling scientific research 

approaches. This paper gives a detailed description of the engineering education in the 

Gaza Strip. It shows the results of the evaluation of the engineering programs at the IUG 

and fully analyzes the produced data. Finally, it gives few recommendations and 

highlights further required steps to be taken to face the challenges that were mentioned in 

the evaluation studies. 


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Job Perspective Of Engineers In Various Private & Public 

Sectors And Reforms In Engineering Education In Pakistan 

*A.R Ghumman, **F. Shabbir, ***Malik N.E. 

University of Engineering and Technology, Taxila, Pakistan 

*Dean CED, abdulrazzaq@uettaxila.edu.pk 

**Teaching/research associate CED, faisalshabbiruet@yahoo.com 

***Teaching/research associate CED, naeemejaz_uns@hotmail.com 

This paper gives useful insight of various reforms taken up to improve the 

standard of higher education in Pakistan. In the second part, it focuses on the need 

assessment of engineering students and job opportunities in various emerging disciplines 

of engineering in public and private sectors. 

Universities world over serve as local resource canters providing training and 

support along with trained manpower. The Higher Education Commission (HEC), 

Pakistan facilitates the development of the universities of Pakistan to be world-class 

centres of education, research and development. Higher education plays a central role in 

the development of both human beings and modern societies as it enhances social, 

cultural and economic development, active citizenship and ethical values. 

The HEC aims to assist in building of a modern, progressive and tolerant society. 

Its goal is to encourage institutions to continuous improvement in the existing strengths 

in teaching and research, and in promoting beneficial collaboration. It also helps to 

address the needs of students, employers and society across local, national and 

international communities and to work towards equal opportunity of access to high 

quality higher education. 

Various reforms of Higher Education Commission (HEC) has been looked in to 

which include faculty development, higher education infrastructure development, focus 

area support, industrial linkages, higher education sector reforms and their impacts on 

UET Taxila has been evaluated. 

In second section, the job opportunities in various public and private sectors have 

also been looked in to. An extensive survey was carried out to get the job opportunities in 

various engineering organizations and aptitude of various students to work in various 

engineering sectors. It was felt that the concept of cooperative education should be 

promoted at undergraduate and post graduate levels and placement bureaus should be 

established in each university so that the students may choose the appropriate 

organization after their education. Job requirements of various sectors and reforms in 

higher education showed that engineering sector is improving day by day in Pakistan. 


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Teaching Unified Engineering at Durham University 

K. H. Bennett 

Professor, Computer Engineering 

School of Engineering, South Road 

Durham University, Durham 

DH1 3LE UK 

Tel: +44 191 334 2505 

Email: keith.bennett@durham.ac.uk 

The University of Sharjah and Durham University have recently signed a 

Memorandum of Understanding for collaboration especially in the engineering, IT and 

business fields. This paper summaries the undergraduate and postgraduate teaching in 

Engineering as a context for future collaboration. 

The School of Engineering has three key features. Firstly it adopts a unified 

approach to teaching and research in Engineering; we do not have separate degrees for 

civil, mechanical, software etc engineering. This was strongly motivated by the 

increasing need by industry for engineers with a broad education in Engineering. Thus 

students study all of the Engineering disciplines at the start of their course and then 

choosing a discipline in which to specialize in later years. This approach equips our 

graduates to tackle the range of challenges which they will encounter after leaving 

university and it enables them to lead the interdisciplinary teams required for modern 

Engineering projects. The syllabus thus includes topics such as software engineering, and 

new and renewable energy, as well as manufacturing and management. 

Secondly, the main undergraduate course leads to the qualification of Master of 

Engineering (M Eng), after four years study, rather than the usual three year B Eng. 

These four year degrees were set up in the UK at selected universities to educate the 

“high flying” engineers of the future – the leaders of the profession. Thirdly, we are 

fortunate in admitting some of the brightest and most able students in the UK, and entry 

is highly competitive. 

The School is very anxious to ensure that its courses are meeting the needs of 

industry and society; the principal mechanism is professional accreditation by the key 

professional bodies: the IEE, the I. Mech. E and the I.C.E. This poses some issues in a 

unified course which are explained in the paper. 

The School places a major stress on the importance of research, and the interplay 

between research and teaching. At the most recent RAE, the School was rated grade 5. 

We have a range of taught Masters courses, and a strong PhD program. 

We describe the range of undergraduate and postgraduate courses in the School, 

and then address how the Memorandum of Understanding can be implemented. The main 

mechanism that is proposed is through collaboration at the taught M Sc and research Ph 

D level. However, successful collaboration demands academic staff who understand the 

collaborating institution at a detailed level, so staff exchanges are seen as a key way to 

initiate a successful partnership. 


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Blurring the Academic boundaries at Universities: 

Producing Sustainable Competitive Advantage 

Tareq Y. Al-Naffouri 

Electrical Engineering Department 


Dhahran, Saudi Arabia 

naffouri@kfupm.edu.sa 

http://faculty.kfupm.edu.sa/ee/naffouri 

One source of inefficiency in academia arises from the roles played by the 

undergraduates, graduates, and professors; these roles are very rigid and the distinction 

between them is very clear. Thus, undergrads are mainly concerned with learning, 

graduate students with learning and satisfying their research requirements, and professors 

with teaching and carrying out research. This model where each member (undergrad, 

grad, and professor) assume distinct roles is quite rigid and does not lend itself to the 

growth of each member. 

In particular, the professor finds himself torn between his responsibilities as he 

tries to satisfy his teaching load while doing quality research. At the same time, students 

don’t get to appreciate the effort that the professor puts in teaching. They are less 

enthused about the material taught because they don’t have a say in designing it and so 

they are less committed to it. The grad student faces a similar situation. His concern is to 

carry out research to satisfy his degree requirement. He does not get to serve as research 

mentor for students and he does not get to go through the struggle of writing proposals 

and seek funding. 

This prevents each member (particularly the professor) from leveraging the 

efforts of the other members. It also makes the transition from one role to the next 

(undergrad to grad and grad to professor) very ambiguous and difficult, prolonging the 

associated learning curve. In fact, and since each member is ignorant of what takes place 

at the next stage, academia ends up loosing potential grad students and future professors. 

This rigid situation goes against the egalitarian tendencies of today’s organizations; 

In this paper, I suggest blur the boundaries between the various members of 

academia and create a flat structure at Universities. Thus, we adopt a softer model in 

which all members teach/learn/conduct research to varying degrees. Students and 

professors assume the same tasks (except that they do it to a varying degree). Thus, they 

all learn, communicate, teach, conduct research, and lead teams. In the following, we 

briefly explain how this sharing of tasks is done for teaching and research. More details 

will be given in the full version of the paper. 

Teaching 

Usual role is that Professor gets to teach all the material and students are passive learners 

When blurring the boundaries, students get to do part of the teaching. Some examples of 

these activities include: 


57


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1. A group of students would prepare part of the lecture as a power point 

presentation (for example, a group of students would present part of the lecture 

each week) 

2. The students can be asked to grade each others homework. 

3. Students would transcribe the lectures delivered by the professor (these notes 

would be useful to the students and to the professor when he teaches the course 

in the future) 

4. Students would be responsible for carrying out some problem sessions and would 

be available to other students during office hours. 

This model has several advantages: 

1. Relieves the Professor from teaching duties allowing instead to invest his time in 

other activities 

2. Gives the students opportunities for deeper interactive learning 

3. Gives the students more commitment to the courses as they feel more 

responsibility for its design and content 

4. Gives the students a taste of what teaching is like and thus they can decide for 

themselves if they want to pursue it. 

Research 

Just like teaching, the professor is usually fully responsible for his research, conducting 

literature review, writing code, performing simulation, writing papers, and preparing 

presentations. 

Students in their fourth and fifth year can take part in conducting research: 

1. As part of their senior projects, they can conduct literature surveys 

2. They could write part of the code required 

3. They can prepare presentations that aid the professor in his own presentations 

4. Higher level students could take more responsibility or even supervise other 

students 

This model has several advantages: 

1. It relieves the professor from some activities allowing him to invest his time 

somewhere else 

2. Gives students a taste of what research is like to help them determine if they want 

to pursue it. 

3. Prepares the students to the next stage of a possible academic career allowing 

them to hit the ground running. 

In the full version of the paper, I elaborate further on how to effectively blur the 

boundaries between various members of academia and how this helps the members, 

particularly professors, further their careers. I use examples of strategies employed in 

esteemed US schools, which I came across during my study there. I also touch upon the 

difficulties involved in introducing this new model and how to overcome them. 


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Designing the Depth and Breadth of the Electrical 

Engineering Curriculum: A United Arab Emirates Perspective 

Habib-ur-Rehman and Qurban A Memon 

EE department, College of Engineering, UAE University, UAE 

hrehman@uaeu.ac.ae; qurban.memon@uaeu.ac.ae 

Electrical engineering curricula started in the mid eighties in UAE have gone 

through an evolutionary process, and is now approaching to a maturity level. There are 

around ten universities at present offering a bachelor’s degree in the field of electrical 

engineering with various specializations. Currently, there has been no integrated 

approach in this curriculum development among these institutions. All the respective 

departments have tailored their programs based on the expertise available and the 

understanding of market needs by the respective department. This has resulted in offering 

some times a general program in electrical engineering or in some cases a specialized 

program in certain areas like communications, computer, or power engineering. Another 

aspect of these programs is that some are intensive in delivering the hands on experience 

while others are more focused on developing the strong theoretical background. The 

programs designed in such a way also affect the instruction level delivery in the areas of 

basic sciences such as Mathematics, Physics and Chemistry. As a result, as programs 

vary from institution to institution, and at the same time universities continuously revise 

their curriculum and program objectives, the flexibility and reliability to accommodate 

such changes in an integrated way has been deemed necessary for such a system to 

evolve and address academic and local industrial needs in a unified way. 

This work will focus on a comparative study of electrical engineering programs 

offered in various universities of UAE. The general and some focused programs will be 

analyzed with respect to their breadth and depth. Also the delivery of the design 

experience and hands on skills will be assessed. Finally, recommendations to address the 

local industrial needs and the challenges and demands for higher studies will be 

discussed. 


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Restructuring The Undergraduate Engineering Education 

In The Arab World 

Muhammad Taher Abuelma’atti 


Box 203 Dhahran 31261 Saudi Arabia 

mtaher@kfupm.edu.sa 

For years, industry has complained that new engineering graduates fall short on 

the practical engineering skills that would make them more productive in the real world. 

For example, major companies have to spend more than one year in retraining new 

engineering graduates at very high costs. On the other hand, in today’s world, if you have 

a customer with a problem, he does not really care if it is a physics, engineering, or 

software problem. He just wants it to be fixed. To measure up, engineering graduates 

must have at least a working knowledge of other technologies. They need to know when 

the solution to a problem can be found within a specific technology and when they must 

seek help from another area. Engineering graduates are needed in many professional 

areas like marketing, manufacturing, development, and research. 

The task of an engineering educational system in the Arab World is, therefore, 

complicated. On the one hand, it must prepare graduates with sufficient knowledge in 

basic science and technology, as well as an adequate degree of specialization to handle 

current technological problems; on the other hand, it must produce open-minded people 

who can adapt easily to a wide spectrum of jobs available in relatively small markets, and 

who can respond and progress quickly to new issues faced by society. Meanwhile, they 

have to be productive, innovative, concerned individuals, capable of bridging science 

with humanistic well-being. The system must also produce graduates who can define and 

analyze problems and/or systems, and present solutions in accordance with the logic of 

the technology and the socio-economic environment in which they live. The outputs from 

our programs go into a diverse filed of job-situations. For example, if we consider the list 

of IEEE societies, it is noted that there are around 40 active societies and at least 30 

different work descriptions given with at least 20 different principle job functions. 

Restructuring the engineering education in the Arab World is, therefore, vital for 

the prosperity of Arab countries. This paper is an attempt to present guidelines for such 

process. In the paper different approaches, including, enhancement of engineering 

programs, introducing bachelor of science and master of engineering programs, adoption 

of more flexible and specialized curricula, the introduction of industrial experience, the 

introduction of engineering technology programs and the strengthening of universityindustry-government 

relationships are discussed. While all these approaches, for 

restructuring engineering education, are applicable, it is believed that a combination that 

fits the needs of an individual country may be adopted as the need arise. 


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Developing Transfer Engineering Diploma Programs for 

Community College Students: KAAU Experience 

Abdulmalik A. Aljinaidi, Ameen Y. Noaman and Atiq A. Alghamdi 

Jeddah Community College, King Abdulaziz University, 

P O Box 80283, Jeddah 21589 

Saudi Arabia 

Fax 966-2-287-0024 

aljinaidi@yahoo.com 

This paper presents handful transfer engineering diploma programs for 

community college students. These programs are tailored to industry requirement while 

giving the chance for excellent students to transfer to engineering colleges to get a 

bachelor of science degree. The transfer is made to any local engineering college with 

minimum loss in the transfer credits. 


61


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نحو تطوير و تأصيل مناهج التعليم الهندسي 

لخدمة الاحتياجات اجملتمعية في الوطن العربي 

محمد الأمين أبو جوخ 

كلية الهندسة ‏-جامعة الخرطوم – قسم الهندسة الكيميائية 

ص 

هاتف 

. ب 321 الخرطوم 

0185 – 307018 : 

e-mail: alamhaj83@yahoo.com 

لا يخفى الدور المتعاظم للجامعات في مجتمعاهتا ، فهي مصدر القدرات التنموية 

آليات التغيير في اجملتمع 

: 

. 

علميا ً وعمليا ً ، وهي 

وكليات الهندسة في الوطن العربي معنية بذلك ، ومن الأهداف الأساسية التي 

تلتزم هبا تلك الكليات خدمة اجملتمع والتفاعل الديناميكي مع احتياجاته وقضاياه 

. 

وتركز الدراسة الحالية 

على تطوير وتأصيل مناهج التعليم الهندسي في الوطن العربي بما يحقق خدمة الاحتياجات اجملتمعية المتجددة،‏ 

وذلك عبر سبعة محاور رئيسية ، تمثلت في الآتي 

-: 

محور التطوير الأكاديمي 

. 

محور التنمية الاقتصادية من خلال مناهج التعليم والأبحاث العلمية 

. 

محور الجودة الشاملة ، وتطبيق مناهجها بما يؤمن خدمة فاعلة للمجتمع 

محور توطين المعرفة من خلال التعريب 

. 

. 

محور التفاعل الآني والديناميكي مع هموم اجملتمع وقضاياه 

محور التكامل الإقليمي ثم العالمي 

محور التأصيل 

. 

. 

. 

(1 

(2 

(3 

(4 

(5 

(6 

(7 

... 

وخلصت الدراسة إلى أن الواقع الهندسي في الوطن العربي قد شابه القصور ، وأن تأثير مناهج التعليم في 

تقدم اجملتمع ظل محدودا ً ، كما أن مناهج التعليم عامة لم تكن وثيقة الصلة بحاجات اجملتمع بما فيه الكفاية 

فمشكلة التعليم الهندسي تتمحور حول تطوير المفاهيم ، والانتقال من المفهوم الكلاسيكي التقليدي 

للتعليم إلى مفهوم حر للتعليم يواكب التقدم العلمي الهائل المتمثل في تكنولوجيا المعلومات ، والانفجارات 

المعرفية ، والثورة التكنولوجية ، إلى جانب مشاريع العولمة ، مع الاستجابة الفاعلة لاحتياجات اجملتمع 

. 

فلا بد إذن من تطوير المفاهيم ، والمعالجة الشاملة عبر المحاور السبعة التي تطرق إليها البحث الحالي جميعها ، 

هذا إذا عزمنا على ردم الفجوة ، وتحقيق الطفرة 

: 

إلى مصاف الدول الناهضة واللحاق بركب الدول المتقدمة 

. 

العلمية والتكنولوجية والاقتصادية المنشودة ، والانتقال 


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تكامل التعليم والبحث مع خدمة اجملتمع في التعليم الهندسي 

فوائده ، آليته ومعوقاته 

محمد رحومة الحسناوي 

كلية العلوم الهندسية والتقنية 

ص 

/ جامعة سبها / 

. ب 68 براك / 

ليبيا 

e-mail: mre5353@yahoo.com 

ليبيا 

تواجه اجملتمعات في هذا القرن تحديات كبيرة ، مثل اعتماد الاقتصاد إلى حد كبير على المعرفة ، 

والتطور الكبير في التقنية وانتشار تقنية المعلومات والاتصالات ، والنمو السكاني والتلوث 

هذه البيئي . 

العوامل وغيرها لها الأثر البالغ في التغير الجوهري الذي يطرأ على العالم اليوم ، والتي تتطلب تبنى طرق 

وأساليب جديدة في المسائل الاقتصادية والبيئية والاجتماعية ليتمكن أي مجتمع من مجاراة ما يحدث في العالم 

ويتمكن من يناء مستقبل زاهر ومستقر.‏ 

مما لا شك فيه أن اجملتمعات تنظر إلى الجامعات وبالذات كليات الهندسة نظرا ً لما تملكه من إمكانيات 

مادية وبشرية مؤهلة وذات خبرة عالية لتساعدها على مواجهة تحديات القرن الواحد والعشرين وبناء 

اقتصاد المعرفة الذي يتمشى مع عصر العولمة والأخذ بأسباب العلم والمعرفة والتقنية الحديثة وتستغل 

التقدم في تقنية المعلومات والاتصالات لمصلحتها وتحافظ على بيئة خالية من التلوث والأمراض.‏ 

لكى تستطيع الجامعات عامة وكليات الهندسة بصفة خاصة القيام بدورها بالصورة الصحيحة ، 

وبالذات في هذا العصر الذي صار فيه الدعم المادي للجامعات من قبل الحكومات يتقلص،‏ والذي صار 

فيه وقت ومجهود الأستاذ الجامعي مشتت بين التدريس في القاعات والقيام بالبحوث ومتابعة التطور 

السريع الذي يحدث في عالم التقنية ، والتي من نتائجها انخفاض المستوى التعليمي للطلاب وانعزال الجامعة 

عن اجملتمع ومشاكله حيث لا دراية للطلاب بما يتطلبه اجملتمع من خدمات وانعزال الأساتذة ببحوثهم في 

أبراجهم العاجية وفي كثير من الأحيان حتى هذه البحوث لا نراعي احتياجات اجملتمع.‏ نظرا ً لهذه العوامل 

ولربط ما يدرس في القاعات الدراسية بالبحث وربط ذلك باحتياجات اجملتمع،‏ على الجامعات أن تعمل 

بآلية تمكنها من رفع المستوى العلمي لطلاهبا ويكونوا قادرين على خدمة مجتمعاهتم حال تخرجهم وخلال 

دراستهم وتكون لهم القدرة على ربط النظريات بالواقع 

. 

هذه الآلية هي التكامل بين التعليم في القاعات 


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الدراسية والبحث العلمي وخدمة اجملتمع 

. 

هذا التكامل سيمكن الجامعة من الوفاء بالتزاماهتا تجاه اجملتمع 

وتحقيق الأهداف التي نشأت من أجلها ألا وهي التعليم والبحث العلمي وخدمة اجملتمع 

. 

التكامل بين التعليم والبحث وخدمة اجملتمع توفر للطالب الأرض الخصبة لاختبار النظريات التي 

يتعلمها في القاعات الدراسية بالواقع العملي وربطها من خلال البحث باحتياجات اجملتمع وتكوين شراكة 

حقيقية بين الطالب والأستاذ واجملتمع لمصلحة كل الأطراف 

. 

في هذه الورقة سيسلط الضوء على أهمية التكامل بين العملية التعليمية والبحث مع خدمة اجملتمع وكيفية 

أن تكامل هذه النشاطات يعزز تقدم المعرفة وزيادة القدرة الاستيعابية للطالب وربط بحوث الأساتذة 

باحتياجات اجملتمع من خلال شراكة الطلاب في ذلك ، وما يترتب على ذلك من فوائد للطالب والأستاذ 

. واجملتمع 

هذه الورقة أيضا ً توضح الآلية التي يتم هبا هذا التكامل وكيفية تطبيقها 

. 

كنتيجة لتطبيق هذا التكامل بين 

الأنشطة المذكورة ستظهر بعض المعوقات والتي سيكون تأثيرها يختلف باختلاف حجم وإمكانيات الجامعة 

والبيئة المتواجدة هبا الجامعة 

. 

محاولة سرد هذه المعوقات وتأثيرها على عملية التكامل بين التعليم في 

القاعات الدراسية والبحث وخدمة اجملتمع ستكون جزء من هذه الورقة أيض ًا 

. 


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تجربة وزارة النفط العراقية بآلية التعاون مع الجامعات والمعاهد الفنية 

حكمت سعيد السالم 

فائق الدباس 

تعتبر الصناعة النفطية من الصناعات المعقدة وهي في تطور دائم لتماشي السوق العالمية،‏ وهدفنا كان أن 

نواكب هذا التطور ، وبالرغم من أن الحصار المفروض على العراق حجب كل وسائل التطور عنا 

. 

- 

- 

إلا أن 

إبداعات الإنسان العراقي جعلته يستنبط طرق جديدة لإيجاد بدائل محلية بدلا عن المواد المستوردة ، وكان 

ذلك واضحا في إعمار ما دمرته الحروب في قطرنا العزيز وديمومة الإنتاج حيث كان لآلية التعاون مع 

الجامعات دورا كبيرا في التخطيط للاستفادة من الخبرات الجامعية ومكاتب الاستشارات الهندسية والعلوم 

الصرفة ، في كافة مراحل الصناعة النفطية بدءا من الاستكشاف والحفر والإنتاج والمعالجة الحقلية والضخ 

وتكرير النفط الخام ومعالجة المنتجات في المصافي وتوزيع هذه المنتجات لحين وصولها إلى المستهلك أو إعدادها 

للتصدير وتحميلها على السفن.‏ 

إن الاهتمام بموضوع زج الطاقات العلمية والإبداعية التي تحتضنها الجامعات العراقية في مجال العمليات 

الإنتاجية للقطاع الصناعي يعود إلى سنوات سابقة وبالتحديد إلى ما بعد حرب الخليج ، وكما هو معروف أن 

العدوان أدى إلى تعطيل الكثير من الأنشطة والى التخريب الذي طال جميع مرافق الحياة الاقتصادية والاجتماعية ، 

وفي إطار حملة ‏"الأعمار والهجوم المعاكس"‏ ظهرت الحاجة إلى الاستفادة من الطاقات العلمية في جامعات القطر 

‏(أثناء الدوام والعطلة الصيفية)‏ وتفعيل دورهم في حل المشاكل التي تعترض الصناعة النفطية وهذا ما تم فعلا 

وكانت وزارتنا السباقة في هذا اجملال ، وبوسائل عديدة منها:‏ 

إبرام عقود فردية لتنفيذ عمل معين أو حل مشكلة مشخصة 

. 

إبرام عقود مع المكاتب الاستشارية في الجامعات لتقديم المشورة العلمية والهندسية في تحوير أو تصميم 

منظومة.‏ 

شجعت هذه الأجواء استقطاب الأساتذة لزيارة المؤسسات والشركات النفطية للبحث عن مشاريع أو بحوث 

للدراسات العليا التي بدأت تعاني من شحها الجامعات بسبب حجب تصدير الدوريات العلمية والكتب والأجهزة 

والمواد الكيميائية وقطع الغيار للأجهزة المتوفرة لديهم إلى العراق 

. 

لذا استوجب إيجاد بحوث تتماشى مع ما تبقى 

من أجهزة عاملة لدى الجامعات وفي نفس الوقت تعالج مشكلة قائمة ، وخير خبير لتقييم الحالة وتحديد المطلوب 

هو الأستاذ الجامعي 

. 

من هنا يتضح أهمية هذه الزيارات.‏ 

وهناك عقود للدراسات العليا 

) 

ماجستير أو دكتوراه 

( 

. 

تتبناها الوزارة والشركات النفطية وتدعمها 

ماديا ، ودون وضع أية قيود على الطرف الثاني بالمقابل ، تنفذ تحت إشراف أساتذة الجامعات وغالبا ما يزج أحد 

الكوادر النفطية المتقدمة كمشرف ميداني معهم 

الشركات أو الدوائر النفطية.‏ 

تعتمد هذه العقود للدراسات أحد المشاكل التي تتقدم هبا 


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الجودة والاعتماد في التعليم الهندسي 

عبد الحكيم بنود 

عميد كلية الهندسة التقنية في جامعة حلب 

لقد انقضت الفترة التي كانت تتحقق فيها التنمية الاقتصادية بالقدر اليسير من المعرفة العلمية 

والقدرة الفنية للأفراد،‏ وأصبح الوصول إلى نفس المستوى من معدل النمو الذي تحقق سابقا ً بقدر يسير 

من التعليم العام يتطلب حاليا ً توفير قاعدة عريضة من المعرفة العلمية والتكنولوجية.‏ 

ولقد أصبحت مشاركة اجملتمع مع الدولة في توفير فرص التعليم العالي عامة ً والهندسي خاصة ً 

أمر ًا ضروريا ً في هذا العصر الذي ارتفعت فيه تكلفة التعليم الهندسي نتيجة للطبيعة التكنولوجية والمهنية 

للتعليم الهندسي.‏ 

ونتيجة لدخول القطاع الخاص وافتتاح كليات هندسية في جامعات خاصة أصبح من الضروري 

الاهتمام بالجودة والاعتماد في التعليم الهندسي.‏ 

سنعرض في ورقة العمل هذه دواعي الاهتمام بجودة التعليم الهندسي في الدول العربية،‏ ونبين 

المفاهيم الرئيسية المتعلقة بالجودة والاعتماد ومنها ضمان الجودة 

quality assurance 

وضبط الجودة 

quality control وإدارة الجودة الشاملة.‏ وسنعرض بعض نظم الاعتماد للبرامج الهندسية في الدول 

المتقدمة صناعي ًا.‏ 

ونصل في هناية الورقة لاقتراح إطار عام لتطوير التعليم الهندسي في الدول العربية.‏ 


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القطر بحاجة وعلاقتها الهندسي التعليم أنماط 

مساعد / أستاذ 

مظفر أنور النعمة 

الهندسة / كلية 

جامعة الموصل 

e-mail: mudhafaralnema@yahoo.com 

إن هدف الهندسة هو جعل الحياة أسهل وهي علم وفن واقتصاد ويتجلى فيها استخدام العقل 

والتفكير المنطقي وفي كافة الأنشطة الصناعية والزراعية والفنون وغيرها.‏ من المهم هتيئة الطلبة قبل بدء 

الدراسة في الكليات والتركيز على مادتي الرياضيات والعلوم إضافة إلى اللغة الإنكليزية وان المرحلة 

الجامعية هي مقدمة للمهندس لاكتساب مزيد من المعرفة والخبرة العملية وأن التعليم الهندسي لا يقتصر 

على هذه المرحلة بل تستمر مع الخريج طول حياته الهندسية.‏ 

إن جوهر التعليم الهندسي هو الطالب فلابد من توفير كافة السبل الكفيلة بتنمية قدراته ومواهبه 

وإبداعاته من مختبرات ومراجع ووسائل معرفية إضافة إلى الأساتذة الأكفاء.‏ 

لا يخفى على أحد بأن مسؤوليات المهندس تضاعفت في الوقت الحاضر بسبب زيادة الكثافة 

السكانية ونقص الموارد والتقدم التكنولوجي السريع في كافة مجالات الحياة.‏ 

لقد تبين من البحث بأن هناك أنماط عدة للتعليم الهندسي ولابد من إعادة النظر في نمط الدراسة 

السنوية المتبع في قطرنا وتحسينه وتطويره والتقيد بنسب الأساتذة إلى الطلاب القياسية وزيادة فرص 

المناقشة وأن لا يقتصر تقييم أداء الطلاب على الامتحانات التقليدية.‏ علم ًا بأن التدريس الجيد وتربية 

الطلاب على حب الحقيقة واحترامها وتزويد الطالب بالمعرفة والمهارة وقوة الشخصية وممارسة مهنة 

الهندسة بجدارة وثقة عاليتين.‏ 


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Integrating Teaching With Community Service: 

The Design Project Case 

*El-Amin El-Kanzi, Bassam *Al-Hamad, **Shuzo Matsumura 

and *Nader Al-Bastaki (Correspondence author) 

*Department of Chemical Engineering, College of Engineering, University of Bahrain, 

P.O. Box 32038, Kingdom of Bahrain 

** Kuwait Finance House, Manama, Bahrain 

The objective of teaching Plant Design course at the Department of Chemical 

Engineering, University of Bahrain, is to investigate both qualitatively and quantitatively 

various aspects of the development, design, technical and economic evaluation of a 

complete process for a particular chemical engineering industry; preferably of local 

nature. During the past few years, the Department has undertaken, under Plant Design 

course, such activity in collaboration with local industries, namely; BAPCO(Bahrain 

Petroleum Company) refinery and GPIC(Gulf Petrochemical Industries Company). The 

Department of Chemical Engineering usually formulates the problem of interest to 

industry, provides supervision and necessary facilities for the execution of the project. 

The industry provides an adjunct engineer to act as co-supervisor, provides necessary 

data and takes part in the evaluation of the completed design work. 

This paper highlights the case study of the Naphtha-to-Benzene Project 

Development, Bahrain. The project development team consists of Kuwait Finance House, 

Bahrain, Economic Development Board, Bahrain, Bahrain National Gas 

Company(BANAGAS) and the Department of Chemical Engineering, University of 

Bahrain. The role of the Department is to provide, through the work of the students of the 

Design Project course, a process development and alternatives, supplemental process 

material and energy balance calculations based on software simulation, a preliminary 

economic evaluation to establish economic sense to pursue further activities towards the 

realization of the proposed project and finally to build a physical model of the plant. The 

contribution of the students and faculty in the project provides them with real-life 

experiences in the development of chemical engineering plant design and exposes them 

to the industry would have a closer look into the students’ capabilities as potential 

employees. 

The paper gives details of the project, the results obtained and the evaluation of 

these results by the project adjunct consultant and the project development team. The 

students, feedback evaluation was also given. 


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في كلية الهندسة و البترول – جامعة الكويت 

Applying the Value Management Concepts in Graduation 

Projects of Undergraduate Students at College of 

Engineering and Petroleum at Kuwait University 

Fawaz S. Al-Anzi 

College of Engineering and Petroleum 

Kuwait University, P.O. Box 5969, Safat, Kuwait, Fax: +965 481 7451 

e-mail: : alanzif@eng.kuniv.edu.kw 

تعتبر الإدارة القيمية من الأدوات المفيدة للمهندسين بمختلف تخصصاهتم الهندسية لذا كان من 

المهم أن يكون المهندس ملم بمبادئ الإدارة القيمية عند انخراطه بسوق العمل ، ومن هذا المنطلق و من 

بادرة تعزيز و توطين مبادئ الإدارة والهندسة القيمية بالكويت فقد قمنا بإدخال نماذج لاستخدام و تطبيق 

الإدارة القيمية بمراحلها السبعة في مشاريع التخرج لطلبة البكالوريوس بكلية الهندسة والبترول بجامعة 

الكويت حيث نستعرض في هذه الورقة العلمية بعض الأمثلة التي يستخدمها الطلبة في تطبيق مبادئ 

الإدارة القيمية كأداة لرفع القيمة و ضبط الجودة في عملية اتخاذ القرار الفني و الإداري مثل اختيار 

البدائل في المشاريع و تشكيل الفريق الفني.‏ 

Value Management is considered one of most useful tools for engineers of all 

disciplines. Therefore, it was empirical to equip fresh graduating engineers with concepts 

of value management to be able to employ these concepts upon recruitment in the 

engineering market place. Because of that and to reinforced the expertise of value 

management and engineering in Kuwait, we have embedded value management concepts 

in the course of gradation projects of senior student at College of Engineering and 

Petroleum at Kuwait University. In this paper, we discuss our findings on how the 

students made use of the value management concepts in resolving issues and elevating 

quality of technical decision making, e.g., team formation and alternative selections. 


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Student Graduation Projects and Field Training in Serving 

the Community 

Amir J. Majid; Associate Prof 

Ajman University of Science & Technology, Abu-Dhabi 

Abac.majid.a@ajman.ac.ae 

The majority of student graduation projects are based on theoretical ideas which 

have no link to local industries and usually are ended at university laboratories and 

libraries without implementation. Most of student field training, on the other hand, are 

planned and conducted without coordination with site industries. This will not help in 

developing business industries or assisting graduates to get appropriate jobs. Therefore, 

there is a need to offer fully or partially sponsored industrial projects to students and to 

maintain links with such industries throughout. In a similar way, universities must 

sponsor field training, which are planned concisely with the site resources and needs. The 

goals of using these 2 methods are to: 

1. Serve community market. 

2. Familiar with up to date technology. 

3. Help students getting jobs. 

4. Maintain society contacts. 

This paper outlines AUST experience in this field and points out to the major 

steps in achieving these goals. 


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Integration Of Field Trips Into Selected Electrical 

Engineering Courses 

Kifah Al-ansari and Anas N. Ali 

Ajman university of Science and technology Network 

Faculty of Engineering 

Tel. +971-6- 7466666, Fax +971-6-7468888, P.O.Box 346 Amana-UAE 

E-mails: anac.kifah@ajman.ac.ae 

Anac.anas.n@ajman.ac.ae 

It is obvious that field trips are important in engineering education. Having said 

that, people working in this field are quite few. Previous studies have shown the positive 

impact of field trips on the teaching and learning process in engineering courses [1]. 

This study proposes a procedure for integrating field trips in selected electrical 

engineering courses in the Faculty of Engineering in AUST Network. The procedure is 

summarized as follows: 

• Selection of appropriate trip sites based on feedback from course instructors. 

• Student preparation and orientation prior to field trips in the form of lectures. 

• Trip documentation in the form of site brochures, video clips, and still 

photographs. 

• Student feedback on field trips through a questionnaire. 

• Student assessment via report submission and oral presentation. 

• Inclusion of field trips in course syllabus. 

In this paper, procedure details will be explained, and a case study results will be 

presented, where the procedure has been applied. Initial results clearly indicate the impact 

of such trips. However, this procedure can be further developed through more case 

studies. 

References: 

[1] Hubert Chanson, “The Importance of Field Works in the Undergraduate Teaching 

of hydraulic Engineering”, Proc. XXX IAHR Congress, Thessaloniki, Greece 

2003, Vol. E. 


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Developing Capstone Project as a Platform Integrating Teaching, 

Research and community Service 

Fahar Hayati 

Dean, Faculty of Engineering 

Ajman University of science & Technology Network 

Ajac.hayati@ajman.ac.ae 

Engineering graduation project is one of the key courses whose outcome should 

reflect most of the a-k skills defined by ABET, EC2000 Criterion. In addition to it 

being an effective learning tool, graduation project can be designed as a platform for 

enhancing faculty research and for reaching out to community. The success of the 

project in integrating teaching with research and community service depends on how 

well the course is designed and executed. The paper discusses the design criteria and the 

role of all parties involved in course. Emphasis is given to the role of the faculty. It 

suggested that the project course be used not only as a tool for assessing students, but 

also a measure for assessing the performance of the faculty. 


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Standby: Integrating Teaching, Research And Community 

Service – Case Studies From Sharjah 

A. Shanableh 

Department of Civil Engineering 

P.O.Box 27272, Sharjah, United Arab Emirates 

shanableh@sharjah.ac.ae 

Teaching, research, and service (TR&S) are the main functions of universities. 

Integration of TR&S functions into multi-purpose activities can, in many situations, 

improve outcomes through providing clear and direct links between TR&S activities and 

their purpose, relevance, and significance. The integration of TR&S can also save time, 

resources, and efforts and help faculty members intensify focus on fewer activities thus 

maximizing benefits without compromising quality. 

In this article, case studies of successful integration of TR&S activities are presented and 

discussed. The case studies are the following: (1) two community service projects 

involving solving major local environmental problems. The two projects include the 

waste disposal system in Sharjah City and marine water quality and circulation in two 

coastal lagoons in Sharjah City; (2) risk assessment for the city of Sharjah; including 

transportation routes assessment, pollution potential of water distribution systems, and 

risk due to earthquakes; and (3) development of a program for Undergraduate Research. 

The work on those projects was conducted by teams, involving students when 

appropriate, and in partnership with professionals from government, business and 

industry. The outcomes were clear and significant; including: significant benefits offered 

to the community; contributions to university reputation and development; development 

of teaching and learning; improved learning outcome; awards for students involved; 

research funding and publications; and service to the profession. The teaching and 

learning benefits included: (1) development and accumulation of resources and 

references; (2) development of project-based teaching and learning activities; (3) 

development of lecture material and handouts; (4) development of education material for 

the community and student volunteer activities; (5) increased interaction with 

professionals and site visits; and (6) involvement of professionals from outside the 

university in the teaching and learning process. The courses involved include: (1) senior 

Design Project I (undergraduate); (2) Senior Design Project II (undergraduate); (3) 

Introduction to Environmental Engineering (Undergraduate); (4) Individual Project 

(Undergraduate); (5) Special Studies in Environmental Engineering (Undergraduate); (6) 

Environmental Impact Assessment and Risk Analysis (Graduate). The research activities 

resulted in training undergraduate students in research; local and international 

publications and research grants; and scientific solutions to community problems. The 

services offered to the community are significant, including initiation of environmental 

cleanup and upgrade projects worth hundreds of millions of Dirhams. This paper 

describes the various aspects of the integration of teaching, research and community 

service achieved in the case studies described, and the benefits realized especially in 

terms of approaches and useful strategies, relevance, importance, and significant 

outcomes as well as obstacles and limitations. 


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تدريس العلوم الهندسية باللغة العربية 

: 

هل يمكن تطبيقه؟ 

د.‏ عبداالله بن إبراهيم المهيدب 

قسم الهندسة المدنية كلية الهندسة جامعة الملك سعود 

ص.‏ ب.‏ 

800 الرياض 11421 

e-mail: muhaidib@ksu.edu.sa 

اختلفت الآراء حول تدريس العلوم الهندسية باللغة العربية،‏ حيث يرى البعض أن هذه الخطوة 

قد تؤثر سلبا ً على التعليم الهندسي بحجة أن اللغة العربية غير قادرة على مواكبة النهضة العلمية في هذا 

العصر،‏ وبالتالي فإن التعريب قد يكون سببا ً في عدم التواصل مع التقدم العلمي في جميع مجالاته.‏ بينما 

يرى البعض الآخر أن تدريس العلوم الهندسية باللغة العربية ضرورة يجب الأخذ هبا في أقرب وقت وذلك 

لأن من أساسيات استقلال وتميز أي أمة من الأمم ارتباطها بلغتها الأصلية وعدم استبدالها بلغة أخرى وأن 

تقدمها العلمي يعتمد بشكل كبير على مدى قدرة أبنائها على استيعاب التقنيات الحديثة والتقدم العلمي 

السريع في جميع اجملالات العلمية.‏ كما يرون أن استعمال اللغة العربية في التعليم الجامعي يعتبر من أفضل 

الطرق وأقصرها لإيصال المعلومات إلى الطالب العربي،‏ وأسهلها لفهمه،‏ وزيادة قدرته الاستيعابية.‏ 

وهذه الورقة تحاول الإجابة على السؤال المطروح كعنوان لها من خلال التطرق إلى إمكانية 

تدريس العلوم الهندسية باللغة العربية والمعوقات التي تواجه ذلك،‏ وتطرح الحلول المقترحة للتغلب على 

هذه المعوقات.‏ كما تتناول الورقة بعض الدراسات السابقة في موضوع تعريب العلوم وموقف أعضاء هيئة 

التدريس والطلاب تجاه تعريب التعليم الجامعي.‏ كما تتطرق الورقة إلى تجارب الأمم الأخرى في تدريس 

العلوم بلغاهتا المحلية.‏ 

وفي الختام تقدم الورقة بعض التوصيات الخاصة بالبدء في عملية تعريب التعليم الجامعي.‏ 


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الذكاء الاقتصادي،‏ وسيلة لإدماج البحث و التطور ضمن منظومة الخدمات 

واقعه وآفاقه في الجزائر 

تير رضا 

مفتش مركزي بوزارة المالية الجزائر ، باحث مشارك بجامعة الجزائر 

الهاتف,‏ 

الفاكس.‏‎43‎ 00 213 21 94 19 

المتحرك.‏ 

+213 70 35 53 85 

e-mail:Redha_Tir@yahoo.com 

يحتل الذكاء الاقتصادي مكانة هامة في نشاط الحكومات و الدول و حتى الأفراد ‏.تعتمد هذه 

الطريقة المبتكرة من قبل اليابانيين على الجمع بين الوسائل العامة و الخاصة لخدمة الاقتصاد المحلي 

و . 

كانت التجربة الأمريكية في هذا الميدان لدليل على نجاعة الذكاء الاقتصادي ‏.غير أن الدول العربية في 

أغلبها لم تتمكن من هضم هذه الطريقة و دمجها ضمن نظمها الاجتماعية 

والعلمية , والاقتصادية , 

وتلعب الثقافة المحلية دورا كبيرا لضعف وتيرة إرساء نظام الذكاء الاقتصادي في هذه البلدان 

الذكاء الاقتصادي على أنه مجموعة منسقة من نشاطات البحث 

الاستراتيجية 

. 

. 

, المعالجة , 

, 

تمتد إلى اجملال الاقتصادي 

تشترك في إقامتها الدولة والمؤسسات والهيئات المختلفة 

. 

, القانوني , و التكنولوجي , العلمي , التنافسي , 

هذا 

يعرف 

النشر,‏ وحماية المعلومات 

المعلومة في بعدها الاستراتيجي 

الجيو سياسي,‏ 

. . . 

يغطي نظام الذكاء الاقتصادي والاستراتجي مجموعة نشاطات اليقظة والإنذار المبكر 

والتلخيص،‏ التأثير والتأثير المضاد لصالح أعوان خواص و عموميين 

إلى حماية التراث الوطني خاصة في بعديه التكنولوجي والصناعي 

المتعلقة به 

كما . الخ 

، الدراسة 

. 

. 

تتطرق هذه الورقة في جزءها الأول إلى تحديد مفهوم الذكاء الاقتصادي 

, 

، بالإضافة 

الذكاء الاقتصادي و الاستراتيجي 

. 

والممارسات المعروفة حاليا لدى المؤسسات 

. 

بالإضافة إلى ذلك فإنه يهدف أساسا 

بيان مختلف المفاهيم 

إلى مجالات تدخل الذكاء الاقتصادي في الحياة العامة للدولة،‏ و كيفية إقامة عمليات 

كما يهدف هذا الجزء إلى بيان مختلف أدوات الذكاء الاقتصادي 

وتم إدراج مختلف التجارب الدولية المعروفة كالنموذج الياباني ، والنموذج الأمريكي،‏ ونظيرها 

الفرنسي ، وإبراز مزاياها و بعض نقائصها 

. 

ويضم الجزء الثالث للورقة نظرة تشخيصية لواقع أنظمة المعلومات في الجزائر 

وبيان أهمية , 

بعض العناصر المتوفرة كمقومات لإقامة و إرساء نظام الذكاء الاقتصادي في الجزائر خاصة و أن هذا البلد 

يزخر بتعدد الثروات والأقاليم و الثقافات المحلية 


75 

.

د*‏ 


. 

----------------------------------------------------------------------------------------------------------------------------------------------- 

تجربة جامعة العلوم والتكنولوجيا الأردنية في مجال التدريب الهندسي 

و عمر المغيض 

‏**م.‏ نوار بشابشه 

‏*مساعد عميد كلية الهندسة 

‏**منسقة شعبة التدريب الهندسي 

كلية الهندسة - جامعة العلوم والتكنولوجيا الأردنية 

mughieda@just.edu.jo 

تقدم هذه الورقة تجربة كلية الهندسة في جامعة العلوم والتكنولوجيا الأردنية في مجال التدريب 

الهندسي حيث تم أولا ً عرض الخطوات المتبعة في تأمين فرص التدريب للطلبة في شركات ومؤسسات 

هندسية معتمدة ذات كفاءة وسمعة عالية ثم عرض الطريقة المتبعة في توزيع الطلبة على هذه المؤسسات.‏ 

كما تم بيان آلية متابعة تدريب الطالب من قبل مشرف التدريب في الجامعة وتسليم التقرير النهائي من قبل 

الطالب ونموذج التقييم من قبل المؤسسة المدربة.‏ وأخيرا ً تم استخلاص بعض النتائج والتوصيات المقدمة 

لتحسين أداء الطالب المتدرب.‏ 


76


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دور الخدمات المقدمة للمجتمع في رفد الجوانب 

في قسم الهندسة الميكانيكية في جامعة الموصل 

العلمية والإنسانية 

. 

د غالب يونس القهوجي موفق محمد علي الحاج يونس 

تدريسي/قسم الهندسة الميكانيكية 

رئيس قسم الهندسة الميكانيكية 

e-mail: muaffakyounis@yahoo.com 

تمر اجملتمعات بفترات مختلفة تتحول معها الاهتمامات وأنماط التفكير تبعا ً لمتطلبات كل مرحلة ، 

وما الجامعة إلا جزء من اجملتمع تنفعل بظروفه وتتفاعل معه سلب ًا وإيجاب ًا حسب مستوى نضوج اجملتمع وما 

تملكه هي من قدرات مادية وبشرية ، والاهم من ذلك كله ما يحمله أعضاء هيئة التدريس فيها من عمق 

علمي وحس إنساني باتجاه أداء رسالة العلم التي يتحملوهنا . 

في العراق وفي سنوات الحصار الاقتصادي والعلمي وخلال أكثر من عقد من الزمن شكل 

الحصار ضغطا ً كبيرا ً على أعضاء هيئة التدريس في كافة جامعات العراق تمثل بثلاث جوانب ترتب حسب 

أهميتها وكما يلي 

: 

الحاجة للحفاظ على أعضاء هيئة التدريس من الهجرة إلى خارج العراق من خلال دعم 

دخولهم المادي من مصادر غير المرتبات الحكومية ، وتنمية أرضية بحثية بديلة لإدامة مشاريع الدراسات 

العليا تنهض بمستوى التدريب الذي يتلقاه طالب الدراسات العليا وخاصة في اجملالات الهندسية 

، ومحاولة 

تغطية الحاجات الملحة للقطاع الصناعي الذي وصل في أحيان كثيرة إلى حد الاهنيار بسبب نقص الأدوات 

الاحتياطية وعقود التطوير في كافة اجملالات.‏ 

هتدف الورقة الحالية إلى تقديم تجربة قسم الهندسة الميكانيكية ‏/جامعة الموصل قي رقد المسارات 

الثلاثة المذكورة أعلاه أثناء فترة الحصار التي مر هبا العراق من خلال شرح الآليات التي اعتمدت في العمل 

وتقديم خلاصة للخدمات التي قدمت للمجتمع في مستوياهتا المختلفة وكيف أثرت تلك الأعمال في دعم 

هيئة التدريس والدراسات العليا والصناعة بشكل عام مدعومة بالأرقام والأمثلة المتوفرة . 


77


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البحوث المعمارية اجملتمعية تسهم في تحقيق هنضة حضارية 

جامعة الموصل 

/ دكتورة 

/ 

حفصة رمزي ألعمري 

/ كلية الهندسة 

قسم الهندسة المعمارية 

e-mail: hafsa_alomari2004@yahoo.com 

أن هدف البحث العلمي و التعليم هو خدمة اجملتمع و تطوير البيئة العمرانية 

تعاني العديد من . 

المدن العربية من فوضى عمرانية و تلوث بصري و بيئي ، ولما كان للمجتمع العربي خصوصيته فان عملية 

التطور و رفع مستوى العمران لا يتم ألا من خلال مناقشة حاجات اجملتمع مع الهيئات الاجتماعية ليحقق 

البحث العلمي الفاعلية المرجوة ، وقد تطرح هذه الهيئات قناعات عامة للمجتمع ، إن حاجات ورغبات 

الأفراد قد تشكل بطريقة غير سلمية و خاطئة بسبب إشكاليات في ثقافة بعض اجملتمعات و رسوخ بعض 

التقاليد السلبية ، و عليه فان الحوار المتواصل بين المؤسسات التعليمية و اجملتمع يسهم في رفع مستوى 

الوعي الاجتماعي و يهذب الكثير من التقاليد الخاطئة ، ومن جهة أخرى فان انفصال المؤسسات 

التعليمية و البحثية عن اجملتمع قد يسبب في طرح بحوث لا تجد سبيلها في الواقع و تبقى في رفوف 

المكتبات بعيدا عن حاجات و رغبات و مشاكل اجملتمع الذي هتدف تطويره 

. 

الموضوع في تحقيق هنضة عمرانية عربية و رفع المستوى العلمي و الثقافي للمجتمع 

. 

و هذا مما يعزز من أهمية 

تكمن مشكلة البحث في قلة البحوث المعمارية ضمن هذا التوجه ، وعليه يهدف البحث وضع 

أطار عام يتضمن الحقول المعرفية المعمارية المتنوعة التي تفتح آفاق للتفاعل مع اجملتمع 

و من ثم طرح , 

استراتيجيات و آليات لإيصال العلم إلى اجملتمع لاستبدال الكثير من الظواهر المعمارية السلبية من جهة 

وتطوير البحث العلمي اجملتمعي من جهة أخرى.‏ 

، 

يضم البحث محورين أساسين يناقش الأول البحوث المعمارية التي يمكن أن تسخر لخدمة اجملتمع 

و أبراز أهميتها في أعمار الأرض لينتهي بوضع أطار عام للبحوث اجملتمعة المعمارية التي تسهم في النهضة 

الحضارية و رفع الوعي الجمعي ، و من ثم إيضاح احد المحاور البحثية للإطار العام ، و أبراز دوره في 

تطور البيئة العمرانية ، و يتم ذلك من خلال مناقشة بعض الظواهر السلبية في بعض شوارع مدينة بغداد,‏ 

و إبراز اثر القرارات العمرانية الفردية الغير واعية و التقاليد الثقافية الخاطئة في تدهور و تلوث البيئة و 

تراكم و شيوع الفوضى العمرانية 

، 

التفاعل بين المؤسسات التعليمية و اجملتمع 

. 

و يطرح المحور الثاني الاستراتيجيات و الآليات التي تساهم في تحقيق 


78

د*‏ 


----------------------------------------------------------------------------------------------------------------------------------------------- 

تدريس مادة الميكانيكا 

في أقسام كلية الهندسة من وجهة نظر الطلب ة 

. 

محمد جاسم محمد ولي و ‏**د.‏ إسماعيل باقي محمد الأسدي 

‏*أستاذ علم النفس التجريبي في مركز البحوث التربوية والنفسية ، جامعة بغداد 

‏**أستاذ علم النفس مركز البحوث التربوية والنفسية ، جامعة بغداد 

e-mail: esmal1976@yahoo.com 

إن التعليم الهندسي لم يعد يقتصر على إكساب المعلومات أو تكوين بعض المهارات ، بل يتعداها إلى تكوين 

خبرات تعنى بجوانب الشخصية جميعا ً،كتكوين الاتجاهات والعادات،وتنمية القيم الروحية،والوطنية 

والإنسانية،لذلك فان أعداد وتأهيل التدريسي أمرا هتتم به المؤسسات التعليمية 

. 

العلمية والمادة العلمية المتعلقة بمجال اختصاصه ومتابعة ما يطرأ من تطورات مستمرة 

. 

ابتدءا من إلمامه بالناحية 

إن ضعف عضو هيئة التدريس في الكليات الهندسية يؤثر في اجملال الأدائي وإيصال المادة العلمية 

وأسلوب عملية التدريس ومدى قدرته على إيصال المعلومات الهندسية إلى الطلبة وتمكينهم من الاستيعاب 

وكيفية التعامل التربوي والنفسي 

. 

إن الجانب الهندسي والعلمي والمهني يكمل أحدهما الأخر في مجال التطبيق والممارسة،ويجب أن 

تقرن القدرة المهنية بالمادة العلمية ولهذا لابد وان يتعرف على وسائل التكنولوجية الحديثة المستخدمة في 

التدريس.إن ضعف التدريسي يؤدي إلى عدم إيصال المعلومات،وكان الجواب على السؤال الأول وهو أن 

ضعف أداء التدريسي هو السبب في كثرة الرسوب وكثرة الطلبة في القيمة الواحدة وابلغ بلغ 

وعدم توفر تقنيات هندسية تربوية متطورة 

5، طالب ًا 

. 

أما الإجابة على السؤال الثاني هل تختلف مواقع التدريب المهني باختلاف الأقسام العلمية في 

كلية الهندسة فقد تبين إن قسم الميكانيكا أكثر الأقسام استخداما ً للتقنيات التدريبية في مجال التدريس 

والتعليم حيث كانت الدلالة الإحصائية عالية في هذا الجانب يرى الباحثان إن هناك ضرورة من تقليل 

أعداد طلبة الصف الواحد في كليات الهندسة من 

60 إلى 

والأساليب التدريسية المهنية في إيصال المادة العلمية للطلبة 

. 

20 طالبة وتحسين الوسائل التكنولوجية 


79


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Manufacturing A Low Cost Digital Voltmeter As Test Platform 

for a Basic Electrical Measurements Laboratory 

Dr. Mohammed J. Alawi, Dr. Hamza A. Ghulman 

College of Engineering, Mechanical Engineering Dept 

Umm Al-Qura University 

P.O. Box 5555 Makkah, Saudi Arabia 

e-mail: hghulman@uqu.edu.sa 

In introductory level of Engineering Education in the basic circuit analysis and 

electronics laboratories students face multiple challenges. They must be able and qualify 

to measure, discover, analyze, or explain electrical phenomena or principles using test 

sets and devices that in general are not used before by them or not user friendly, and are 

limited in their data collection, and other capabilities. 

In this paper, a Digital Voltmeter (DVM) model of instrument was designed to 

measure different value of voltages. A single chip Analog to Digital Converter (ADC) 

ICL7126, RMS-to-DC converter AD636, and Light Emitted Diode (LED) display were 

employed. The model was designed to have Range Selector, ON-OFF switch, AC-DC 

switch, LED display, and Power Supply. In case of DC measurement, input analog signal 

will go directly to the single chip ADC and converted to digital signal, which will be 

displayed on LED display. In case of AC measurement, input analog signal will go to 

RMS-to-DC converter to convert AC analog signal to DC analog signal, then it will go to 

single chip ADC which converts analog signal to digital signal, that can be displayed on 

the LED display. 

Moreover, for any educational institution, the new designed basic electrical 

measurements test set represent a major acquisition investment. Finally, as a proposed 

solution, a low cost, user friendly test device has been developed. 


80


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Virtual Learning Environment For Electric Machines 

Laboratory Application 

E.TANYILDIZI* & A.ORHAN** 

* Firat University, Technical Education Faculty, 

Department of Electronic and Computer Science, Elazig/Turkey. 

Tel:+90.424.2370000/4299 

e-mail: etanyildizi@firat.edu.tr 

** Firat University, Engineering Faculty, 

Department of Electric and Electronic Engineering, , 

Tel:+90.424.2370000/5212 

Elazig/TURKEY 

e-mail: aorhan@firat.edu.tr 

Engineering education can reach the desired level if practical laboratory works 

are given together with the theory. In electrical engineering education, if foundation costs 

are considered the electrical machine labs become very important. Due to the higher and 

higher number of students accessing the university educational structures, the cost of 

laboratories for didactical electric machine applications is going to be very high. As a 

consequence, a number of software tools and environments have been developed to help 

users to share distributed laboratory resources and realize virtual experiments. 

Nevertheless, further solutions have to be explored when students must be trained and 

experienced in the instrumentation programming. 

In this study, virtual learning environment and distance education which become 

very popular compared to classical teaching methods in recent years is studied with the 

virtual lab and course works the time place problems are eliminated. For this purpose, a 

virtual electrical machine lab for electrical engineering courses is developed. 


81


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Opto-digital holography 

A suitable technique for teaching, researching and 

industrial testing 

L. Bouamama a , M. Bouafia * and G. Wernicke ** 

* Applied Optics Laboratory, Optical and Precision Mechanical Department 

Ferhat Abbas University of Setif, 19000 Setif Algeria 

Fax: (36) 92 51 34 

** Humboldt University of Berlin, Physics Institute, Coherent Optics Laboratory 

Newtonstr. 15, D-12489 Berlin Germany 

E-mail: larbi_bouamama@yahoo.fr 

Holography is a wave coherent optical technique for recording and reconstructing 

complete optical information, that means in amplitude and phase. It is based on 

interference and diffraction light phenomena. Its laboratory aspect made its use very 

limited. So laboratories equiped with several special conditions such as dark room, laser 

light source, antivibration table and suitable photo and chemical products were able to 

conduct holographic experiments. 

During the last several years, the orientation to numerical and digital techniques 

is quietly enlarged because the easy handling of the information and mainly, its quick 

processing and transfer. 

Digital holography is one of those techniques who after becoming a reality, gets a 

high evolution in parallel with that of computer, software and imaging technology. 

Two tendencies are under development: 

• Digital holography where the hologram is recorded with a CCD camera, stored in 

the host memory of the computer and the image is reconstructed at any time and 

space numerically; 

• Opto-digital holography where the hologram is also recorded with a CCD 

camera, stored in the host memory of the computer and reconstructed optically 

through a liquid crystal display (LCD). 

If the first technique is suitable for research applications in, or between specialized 

laboratories, the second one is more suitable for pedagogical and industrial testing 

applications. 

It is then possible to show practically to students on behalf of optical components (lenses, 

mirrors, beam sliters, spatial fiters, …), computer use in physical works, imaging 

products like CCD and LCD and coherent light source (laser), the basic optical 

phenomena, interference, polariasation and diffraction. 

It is also possible to show students how these phenomena are merged together in a real 

application (3-D image observation) and how it is possible to apply it in non destructive 

testing for micro displacements and deformations visualization and measurements in 

several engineering fields (holographic interferometry). 

In this work, we present the opto-digital holography as a new teaching optical 

phenomena technique and how it is possible to use the same set-up and equipments in 

involving research and industrial applications. 


82


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Design And Development Of A Hydraulic Circuit Bench 

For Education Purposes 

A. F. Kheiralla, O. A. Rahama, A. A. A. Saadelnoor, Dina, M. Abd-Alkareem, 

Ghada M. Nasr 

Department of Agricultural Engineering, 

Faculty of Engineering and Architecture, 

University of Khartoum, 321 Khartoum, Sudan 

Kheiralla65@yahoo.com 

As a response to feed back from academia and industry, the department of 

Agricultural Engineering, Faculty of Engineering and Architecture, University of 

Khartoum has successfully designed and developed an educational hydraulic circuit 

bench. Basic hydraulic system principles and components such as pumps, actuators, 

valves, hoses, reservoirs and coolers are discussed in this paper. Design formulas for 

computing the flow, torque requirement, input/output power, volumetric and power 

efficiencies of the pump and motor are also presented. The developed bench consisted of 

gear pump driven by 7 HP/3 phase electric motor, 1 unit of double acting cylinder having 

200mm stroke and 34mm cylinder bore encapsulated in spring load, 1 set of gear motor, 

2 unit of directional control valve (manual and solenoid), 1 set of manual operated valve, 

4 ways-3 position, 1 set of double solenoid valve 4 ways-3 position, hydraulic pressure 

gauge, filter and reservoir. Two sets of relief valves are used to limit the pressure in a 

hydraulic circuit to a safe level. Two sets of check valve and 2 sets of restrictor are also 

used to regulate and control the fluid rate to motor and hoses. The bench has facilities to 

measure oil hydraulic flow, pressure and temperature. The main bench testing circuit 

options include circuit to operate hydraulic pump, hydraulic motor and hydraulic cylinder 

and can be upgraded. In addition, cut-away section for various hydraulic components are 

also developed for demonstration. The developed bench is self-contained mobile unit that 

can be used wherever electrical power is available. The unit total cost is less than 8,000 

US Dollars. 


83


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A flexible and user-friendly Information Theory Online- 

Lab based on Java Technology 

Thorsten Hehn1, Susan Linke-Wangerow1, Johannes B. Huber1 

1 Chair for Information Transmission, Cauerstr. 7, 91058 Erlangen, Germany, {hehn, slinke, 

huber}@LNT.de 

Usually, information theory is regarded as being a very difficult subject by students. 

Therefore we propose a novel information theory online-lab based on Java technology, 

which allows students to conduct easy as well as advanced experiments to understand the 

fundamental concepts of information theory and thus gain insight in complicated topics 

easier. Our approach includes a novel kind of user interface applying almost no 

restrictions on the setup of an experiment. This makes it easy to analyze the behavior of 

each used component (e.g. information sources or channels) and keep track of internal 

procedures, for example the learning phase of an universal source encoder. To support 

users who are just about to do their first steps in the lab, there are an online-tutorial and a 

lot of predefined setups available. The proposed lab is flexible enough to serve students 

as well as interested visitors to immerse themselves deeply in information theory. As it 

can handle advanced topics it can also be used by researchers to get a first impression on 

how a novel idea might work, even in a whole simulation line. Due to its modular 

conception, additional components can be included in a very straightforward way. 

Notes: 

Topic 2. Strategies for integrating teaching and research with community service. 

The lab is under construction at the moment. It will not be finished but be ready for 

presentations of a lot of parts by the date of the conference. 


84


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A Microcontroller Experiment Set For 

Undergraduate Students At Electrical Departments 

Hasan ÇİMEN*, Mustafa NARTKAYA, İsmail YABANOVA, MAHMUT ÇINAR 

Afyon Kocatepe University, Technical Education Faculty, ANS Campus, Afyon, TURKEY 

*Corresponding Author: 

e-mail: hcimen@aku.edu.tr 

Microcontroller (MC) based devices and appliances are found in all aspects of 

our daily life. MCs play an important role in many areas such as motor control devices, 

domestic electrical instruments, security systems, elevator control systems, illumination 

control systems and belt conveyor systems. Therefore, teaching microcontrollers in 

Electrical departments is crucial as much as Electronic and computer departments. An 

experiment set is developed for training microcontroller subjects for students of Electrical 

Education Department in the Faculty of Technical Education at Afyon Kocatepe 

University. 

Microprocessor architecture is not learned profoundly by the students at the 

electrical department unlike students of electronic and computer departments. Therefore, 

microcontrollers should be taught students in an easy way. Requirement of technical 

teaching and industrial applications are considered when the experimental board is 

designed. Easy usage, easy instruction set, speed, flexibility and programming with 

different languages (such as assembly, pic basic and C) are also taken into account. To 

fulfill these requirements, PIC16F877 is chosen as the Microcontroller of the education 

set. 

The experimental board has a lot of components that students can come across in 

the real life applications. Many I/O units and several communication units are installed. 

These include five analog, eight digital, one counter and six buttons as inputs; eight 

digital, one analog, one PWM and LCD as outputs, a serial communication unit and a 

programming unit. Interface software is developed to communicate with computer. The 

software controls and observes I/O s and also can be used as data acquisition unit. 

Programming process is realized by a programming circuit embedded on the board. There 

is no need for any extra hardware for the programming. In addition, precautions are 

taken into account to protect I/O s for real life applications via optocouplers for inputs 

and relays for outputs. 

After basic electric and electronic courses, microcontroller course is taken at the 

4th semester. In the course, MC architecture, instruction set, programming and 

simulations with different programs are taught. Before using this set, students have 

encountered some problems to understand MCs structure and implementation of real 

cases. Appropriate problems are chosen as related with electrical applications. Some 

functional application modules are also provided such as Servo, Step, DC and AC motor, 

Lift Simulator, Belt Conveyor and Process Control modules. By means of application 

modules and project given at the end of the course, practical skills and theoretical 

background of students are improved. 

This Microcontroller Experimental set is accomplished by teaching stuff working in the 

electrical department. Demands of MC course required from student and industry would 

be satisfied with this set. 


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General Guidelines for Teaching Signal Processing Basics 

*Karim Abed-Meraim & **Adel Belouchrani 

*TSI Dept., Paris France 

e-mail: abed@tsi.enst.fr , 

** Electrical Engineering department Ecole Nationale Polytechnique, Algiers, Algeria 

e-mail: adel.belouchrani@enp.edu.dz 

This paper summarizes the authors experiences in teaching the basics of signal 

processing at their respective institutions, namely "Telecom-Paris" and "Ecole 

Polytechnic of Algiers". It provides general guidelines on how introducing the basic 

notions and important concepts of signal processing to engineering students. It describes 

first the content of the course and the way it should be organized then deals with certain 

pedagogical points related to the ways used for motivating students and those used for the 

final course assessment. 


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The Integration Of Signal Processing And Multimedia 

Research In Undergraduate Teaching And Community Service At 

Etisalat University College 

Hussain Al Ahamad, Mohammed Al-Mualla and Ali Al-Qayedi 

Multimedia Communications and Signal Processing Research Group 

Etisalat University College, 

P.O. Box 573, Sharjah, United Arab Emirates 

Tel: + (971) 65611333, Fax: + (971) 65611789, 

e-mail: {alahmad, almualla, alqayedi}@euc.ac.ae 

Web site: http://www.euc.ac.ae 

Etisalat University College was established in 1989 by the Emirates 

Telecommunication Corporation (Etisalat) to provide a national workforce in the area of 

Telecommunications and related disciplines. The College offers three engineering 

programs in Communication, Electronic and Computer Engineering. The B.Eng degrees 

at the College consist of five academic years and are based on the UK model with 

standards similar to any British University. The engineering programs are internationally 

benchmarked by the use of External Examiners and the involvement of Advisory Panels 

and Inspection Group whose membership include imminent professors from British 

Universities. The degrees at the College have been awarded accreditation by the 

Institution of Electrical Engineers (IEE). The College is the only academic institution in 

the Arab world and one of few academic institutions outside the UK to achieve this 

prestigious status. The nature of the Electronic, Communication and Computer 

Engineering degrees requires innovation in the curriculum at a pace much faster than 

other fields because of the rapid growth in the technology. Also, it needs coverage of 

wide range of topics which conventional degrees can not afford to do. The five year 

program at the College allows flexibility in introducing courses that are not normally 

covered in undergraduate programs at other places. This is done by offering specialized 

courses in the final year. 

This paper deals with case studies of integrating the results of the research 

carried out within the Multimedia and Signal Processing Research Group into the 

curriculum of the B.Eng degrees at Etisalat University College. The following are 

examples of the cases that will be presented in the paper. Research work on initialization 

processors for IIR digital filters has been incorporated in the fourth year Digital Signal 

Processing course. Research work on image watermarking and information hiding has 

been integrated in the final year multimedia course in the Electronic Engineering degree. 

Research work on network security led to the introduction of a new course called Internet 

Security in the Computer Engineering degree. The College looked at research as an 

integrating and important element to develop its Engineering programs. The College 

provided the necessary infrastructure for encouraging academic staff to pursue research. 

This was done by establishing research groups and offering academics the opportunity to 

attend and present papers at international conferences. In addition, the College started the 

first Master degree-by-research-only in the UAE. The College developed an innovative 

annual appraisal system based on the following activities: Teaching, Research, Services 

to the College, Services to the profession and Personal Qualities. The teaching 


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assessment takes into consideration, Head of department reports, student feedback, 

external and inspection group comments. In addition, staff are encouraged to present 

papers about their teaching innovation in local and international conferences. Research is 

assessed according to the quality and quantity of publications by using a points system. 

Services to the College are assessed based on the participation in the College 

administrative duties. All the academics at the college have membership of at least one 

professional organization such as IEE, IEEE, ACM and BCS. Finally, the College 

encourages team work and initiative through personal qualities assessment. This system 

helped in creating a healthy atmosphere based on competition amongst the staff in 

excelling in the five points of the appraisal system. In addition, the accumulation of 

research knowledge and expertise led to the establishment of a continuing education 

program where specialized short courses and workshops are delivered to industry. 

Examples of courses delivered at Etisalat Academy, UAE Police, and IEEE UAE section 

will be presented. 


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History Of Engineering Education In Turkey, Todays 

Situation And Electrical-Electronics Engineering Education At 

Karadeniz Technical University 

Asist. Prof. Dr. Adnan Cora 

Department of Electrical and Electronics Engineering 

Karadeniz Technical University 

61080 Trabzon-TURKEY 

cora@ktu.edu.tr 

In this paper, first the history of engineering education in Turkey will be given 

briefly by the milestones. Present situation of engineering education by numbers will 

follow this .Including accreditation works continuing both nationally under the 

observation of Turkish Accreditation Organization, Council of Engineering Deans and 

internationally such as ABET and also ERASMUS student ex-change program with the 

European Union countries Universities under the 6th Frame Program. Finally, Electrical- 

Electronics Engineering education at Karadeniz Technical University in Trabzon. 

Undergraduate and graduate programs. Curriculums, periodic innovations on 

curriculums, problems etc…, research facilities and services to society will be discussed. 

History of the engineering education goes to back to 1773. In this date Imperial 

Navy Engineering School was opened by a decree. This school is the core of today's 

Istanbul Technical University and was established to provide military engineers of the 

Ottoman Navy. In 1795 the opening of Imperial Army Engineering School followed this. 

In 1839 Ministry of Rural Affaires was set up…. 

Today there are 53 state Universities, 25 private foundation Universities and 2 

Higher Technology Institutes in the country. State Universities are distributed throughout 

the country almost. There are 71 Engineering Faculties in these Universities. 

Karadeniz Technical University is the fourth University of Turkey established in 

1955 by the special law, but commenced the education in1963. Electrical Engineering 

Department started in 1969 and gave first graduates in 1974. Over 2000 well-qualified 

electrical-electronics engineers mostly serving in the country and outside. 

Undergraduate education is a four year two semester education. Graduate programs are 

recognized by the Higher Education Council of Turkey. The Department has some about 

500 undergraduate students. One third of the courses taught in English, every student 

takes one year preparatory class unless passed a written and oral exam. Most of the 

courses are compulsory. 

Basic Electricity Lab. I, Basic Electricity Lab. II, Electronics Lab.I, Electronics 

Lab. II,(compulsory to all students)Electrical Machinery and Power System Labs. I and 

II(for Electrical and Control Option) 

Communication and Microwave Lab. Industrial electronics and Logic Lab.(for 

Electronics and Communication option). Labs are independent courses. Final year 

Project gives students to work by themselves, search freely and self confidence. 

Master and Doctorate programs contain certain number of credit courses and 

independent research work, following this presenting a dissertation. There are several 

research labs also where current projects undertaken. The Department also serves to 

society in a lot of ways… 


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Using Technology for Continuous Improvement in 

Engineering Education—a Real-Time Approach 

Elyes Bdira 



e-mail: eleyes@sharjah.ac.ae 

In many universities, the use of IT in education has been thus far limited and at 

best driven by individual initiatives of Engineering professors and lecturers. In many 

cases, it did not go beyond fancy slogans. Universities tend not to provide the necessary 

resources to make IT an ubiquitous reality in education. There is also a lot of talk about 

the dependence of the continuous improvement process in an outcome-based engineering 

education on feedback from many different parties such as the employer, the students, 

and others. However, due to the dynamic fast-changing nature of the Engineering field, 

feedback may be too slow, and any improvements made may be too late to keep up with 

the changes in the field. The necessity of immediate real-time feedback cannot be 

ignored. Here we present examples on how the use of the new information technology to 

make the education process subject to continuous “feedback control” using continuous or 

“virtual training” with industry partners during semesters. Furthermore, “real-time” 

student feedback in the classrooms improves students learning and gives constant statuschecks 

to the day-today educational process. IT tools that are required for this process is 

an intelligent classroom using smart boards, Wireless LAN’s with student laptops 

connected to the smart board, online quizzes with instantaneous feedback, online 

instantaneous surveys, and generalized use of computers in lectures that do not require 

the student to be necessarily in a physical classroom, thus allowing him/her to be in 

training during the semester while attending classes. On the counterpart, he/she may be in 

school while attending work “virtually.” Training for two to four weeks every semester 

may thus be possible and feedback by the employer may provide significant feedback 

even before the student graduates. 


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Stakeholders Integration in Higher Education: 

Supply Chain Approach 

Umar M. Al-Turki, Salih Duffuaa and Tahir Ayar 


Systems Engineering Department 

Dhahran, 31261, Saudi Arabia 

Tel: 966-3-8602968, Fax: 966-3-8602965 

Corresponding Author e-mail: alturki@ccse.kfupm.edu.sa 

Supply-Chain management principles have emerged in the last decade as a 

strategic option to meet new challenges in the global business environment. Viewing 

business environment as part of a chain of business and services starting from raw 

material suppliers to end customer passing by production stages is in the heart of supplychain 

management. Supply chain management involves coordinating and integrating the 

flow of materials, information and finance as they move in a process from suppliers to 

consumers both within and among companies. Many management principles have 

emerged for better planning and controlling this chain to the benefit of all components of 

the chain. Risk pooling and late differentiation are examples of these principles. 

Supply chain principles are developed in the manufacturing sector. Service 

sector is slow in adopting these principles due to the nature of the outcome of this 

business sector. Higher Education systems as a knowledge provider is even slower in 

adopting these concepts and principles due to the specific characteristics of the service 

provided and to the long lasting culture and values of the Higher education institutions. 

Many universities are currently adopting some practices that bring employers closer to 

the universities especially in training and program development. These practices emerged 

as the gap between the knowledge higher education institutions offering and the required 

knowledge and skills needed by the job market. Some of these practices are enforced by 

accreditation bodies as a pre requirement for accreditation. These practices are major 

steps in strengthening the supply-demand chain. However, there are still lots of lessons to 

be learned from the manufacturing sector in this regard. 

This paper explores the implications of supply-chain management principles on 

higher education. First, a supply-chain view of higher education will be described and its 

environment will be analyzed for the possibility of adopting supply-chain principles. 

Features that might be catalysts or hurdles towards these principles will be identified. 

Second, a framework for supply-chain coordination and integration in higher education 

that takes into consideration these features will be developed. Finally, existing practices 

that address supply-chain in higher education will be identified and some new practices 

representing a natural extension of supply-chain management practices will be suggested. 

A case study for implementing these concepts from a university in Saudi Arabia 

(KFUPM ) will be presented. 


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Bridging The Gap Between Education In The UAE And 

Local Industry 

Mohamed Taki Al Kamil 

Program chair for Chemical and Mechanical Engineering 

Abu Dhabi Men’s College 

Higher Colleges of Technology 

Abu Dhabi P.O Box 25035 

Tel: 4048305 

mkamil@hct.ac.ae 

Based on experience in the oil industry, teaching at university level and teaching 

in a technical college, I find it appropriate to present a critical review of the education 

system leading up to the technical placement of the graduate in industry. There has 

always been some kind of conflict between education institutions and industrial training 

centers. Industry needs more competent graduates and Universities look at competency 

from a different angle. The gap is mainly due to the fact that Universities deliver their 

programs within a frame to produce graduates fit to work in industry, to be able to 

conduct research, to be able to teach, as well as to satisfy the market demand for other 

jobs. Adopting applied degrees in Universities and Technical Colleges is one way of 

addressing the problem; however I believe that the gap can further be reduced by 

improving communications with industry and tailoring flexible programs to suit the UAE 

industrial needs. The training models in industry need also to keep the basic education 

skills alive and extend their training schemes to enable the graduate to link theory to 

practice. 

In my presentation I will outline the local Emirates industry, their human 

resources and training needs. The education system structure will be looked at and the 

most suitable model to serve the industry will be identified. I will also present eh reasons 

for the existence of a gap between education and industry. Suggestions will be given to 

bridge the gap, I will show how work placement and projects can be geared to serve the 

industrial needs and at the same time satisfy the academic requirements. 


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Integrating Education With Research Towards Better 


Anand Kumar, Hamad Odhabi & Senthil Nathan 

Higher Colleges of Technology 

Abu Dhabi Men’s College 

P.O. Box 25035 

Abu Dhabi, UAE. 

Ramachandran.kumar@hct.ac.ae 

Hamad.odhabi@hct.ac.ae 

Senthil.nathan@hct.ac.ae 

This paper will examine the role of integrating education with research in the 

UAE towards better community service. This paper will first address the motivation of 

the stakeholders of education and research i.e., government, industry and the individual 

UAE national. The role of and interplay between the three key players i.e., Academic 

Institutions, Government and Industry will be explored. 

Research and its relevance to community service will be examined. The 

relevance of various types of research (basic research, theoretical research, applied 

research, research and development) to the UAE will be discussed. The value of local 

academic institutions’ meeting consulting needs of the industry will be examined. The 

need for a close co-operation between the academia and industry in applied research will 

be studied. Proposals for structured funding mechanisms in the triangle of Government, 

Industry and Academic Institution will be made. The role of research in bringing grass 

roots technological revolution to the UAE as a key aspect of community service will be 

addressed in this paper. This paper will examine the need for local academic institutions 

to develop intellectual property rights (IPRs) and to aid in technology transfer that would 

result in diversification from oil and gas industry and that would promote true 

entrepreneurship. This paper will also address the guidelines for collaboration with 

international academic and industrial institutions in education and research. 

This paper will demonstrate the necessity of developing postgraduate education 

in the UAE and define the role of government and corporate sector in encouraging their 

employees in going on for postgraduate degrees. The paper will establish a strong link 

between postgraduate education and research. 

The paper will present case studies that integrate education, applied research and 

collaboration with internationally reputed companies and academic institutions. 


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qHE2I – A New Mechanism To Produce Integrated Quality 

Teaching And Delivery System To Overcome The Scarcity Of 

Quality Technical Human Resources In Arab World 

*Dr. Ali Abdulkareim. M. Ali & **Nadeem Yousuf Khan 

*Planning & Development Coordinator 

University College – Yanbu 

alia@rc-ynb.com 

**IT Coordinator / Project Coordinator 

University College-Yanbu 

khann@rc-ynb.com 

Arab world is mainly relying on expatriate engineers and scientist to built, 

deliver, and maintain its technological infrastructure. This is due to a severe scarcity 

quality engineering training institutions and ultimately lacking of quality engineers and 

technologists. Technical Human Resource development has significant importance in 

country's development. According to the new theories of management, more investment 

in HR gives more profits. Developing Technical Human resources requires effective 

planning and skills. The training programs at universities are either stereo-typed or outdated. 

There is an urgent need to device new systems to deliver engineering education 

and training with minimum cost and having maximum measurable benefits. It is a 

demanding task which has two major constraints: squeezed financial resources and lack 

of expert trainers. In many cases, it has become a difficult task to device highly needed 

training programs due to budgetary and logistics problems. Severe scarcity of quality 

educational institutions, particularly, in Arab World, gives a significant boost to this 

problem. In past, many alternative methods of developing Technical human resources 

have been developed. These methods were mostly technology-oriented not the human 

oriented. The use of technology to device a new system is easy but to transform the same 

effect into human development is lacking at large. 

This paper discusses the ultimate need for an alternative and disruptive training 

or delivery mechanism in engineering education which should minimize the cost & time. 

The new proposed system will be cost –effective and performance-centered. This 

proposed system will be termed as qHE2I, quality Higher Engineering Institution. The 

dynamics of the institution will be based on a new approach to deliver the best 

engineering education at affordable cost. 

In this new model, the existing resources at the universities will be doubled and 

more quality graduate will be produced within a limited span of time. The system will 

generate time & cost-savings as well as it will increase the performance. Design of an 

engineering training and learning program requires very specific understanding of the 

institution's objectives. In case of an educational institution the same philosophy will be 

applicable. It should be designed in such a way that it should meet the objectives of the 

organization by developing the technical human resources best suited for its 

requirements. 


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The new model is based on three Key Performance Indicators: 

 

 

 

Knowledge 

Skills 

Attitude 

These three KPI's will define the quality and standards of the new delivery system. The 

main theme of qHE2I is to have a delivery system which is human-centered and costeffective. 


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Enhancing The Understanding Of Linkages Among 

Engineering Education And Industry 

Zahid Ali 

B.E (civil), M.Engg (AIT, Bangkok) 

PE, M.CATBUH (HongKong) 

Deputy Director General (Technical), NISTE, Islamabad 

Integration of engineering education, research, industry and community service is 

vital for development and prosperity. A development strategy requires close collaboration 

between engineering universities generating knowledge and industry that utilize it. 

The linkages between providers of engineering education and industry be utilized 

in the areas of curriculum development, research and transfer of research results to 

industry. 

Such a partnership will provide a curriculum relevant to national development 

and needed research activity. The research on locally available low cost construction 

materials, by researchers, will naturally benefit community and will be a community 

service. The advancements in majority of engineering fields are quite rapid. Thus the 

rapid advancements both in sciences and market require relevant engineering education 

programs and curricula. The engineering education system needs to be responsive to the 

new innovations in technologies. The expertise must be exchanged between the 

engineering education and industry. The paper deliberates on integration and linkages of 

engineering education with industry / professional sector. 


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Cairo University – Egyptalum Cooperation In 

Development Of Aluminum Electrolysis 

Saad El-Raghy* & Zaki Bassiony** 

* Faculty of Engineering, Cairo University 

** Aluminum Company of Egypt (EgyptAlum), Naga Hammadi, Egypt 

The cooperation between Cairo University and EgyptAlum has developed over 

the years from short training courses to research projects and full partnership in cell 

design. Today, it is considered as one of the successful models of university-industry 

relation. Fostering mathematical models developed by faculty members with accumulated 

experience of industrialists created a new design of a prebaked cell. 

Vision of the management of the company on one side and accountability of the 

university team on the other side led to twenty years of cooperation between both sides to 

fulfill its initial objective: "Learning Aluminum". Technology digestion by both 

industrialists and academics produced an integrated package capable of optimizing a 

prebaked cell design, materialized now in a new line manufactured and operating at 

Naga Hammadi. The new line of the home-made cells, is now in operation for five years 

showing stability and low energy consumption. Current efficiency is exceeding 95%. 

Older lines of production are now replaced by the new technology for more production, 

lower cost and better working environment.. 

As a result of university involvement in the cell development, B.Sc projects, 

M.Sc and Ph.D theses have emerged in topics related to aluminum reduction 

technology. Over 30 contributions to the annual TMS meetings beside other reputable 

publications came out of this cooperation. Investment in university laboratory facilities 

and updating computational facilities were also, tangible outcome of this relation. 

The paper presents the evolution and management of this partenership with 

examples of the theoretical output of modeling leading to the conceptual cell design. 

Some comparisons between operating norms of both old and new cells will be 

discovered. 


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Establishing A Method Of Measurement Towards Developing 

Prerequisite Students’ Generic Skills Development 

*Rozeha A Rashid & **Mohd Saidfudin Masodi 

*Lecturer, Department of Telematics and Optics 

Faculty of Electrical Engineering, Universiti Teknologi Malaysia 

Tel: +607-553 5218 Fax: +607-556 6272, 

e-mail: rozeha@fke.utm.my 

**ISO QMS2000 Lead Assessor/Director 

Petrovest Sdn Bhd, Kuala Lumpur, Malaysia 

Tel/SMS : +6019 399 8884, Fax : +603-41082262 

e-mail : saidfudin@yahoo.com 

Much has been said about recent graduates readiness in making their decent entry 

into the working world. Teaching and learning processes at Higher Learning Institutions 

produce graduates. They are an output after undergoing several rigorous years of 

knowledge and skill development programs hence; human resource competency. The 

ability to produce such competent graduates is a prime determinant perceived by the 

industry of the quality of service provided by an excellent Higher Learning Institution. 

This paper is an attempt to introduce a simple but holistic method of measurement on the 

students’ competencies; otherwise called latent traits, to assess their performance. Item 

Characteristic Curve method by Rasch’s Model employed offers a new perspective to 

help define the improvements and actions required. A table recording their performance 

achievements called Generic Skill Score Card (GSSC) is developed to check on how 

well they coped with the changes and expected development, meeting the objectivity and 

specificity of the set latent qualities. The analysis can serve as a model to establish the 

students’ weaknesses to be made good hence actions for continuous improvement. This 

provides a more balanced reporting where their accomplishments are equally recognized. 

Since the discrete value of score uses Rasch’s Model ability scale, θn; this reporting 

method can therefore be used widely across the board by the education community. 


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Developing Technologies to Foster of University-Research- 

Community Service Interaction. 

Florian Techel 

Department of Architectural Engineering 



e-mail: techel@sharjah.ac.ae 

Anchorage of Universities in the awareness of the public is essential for the 

acceptance of higher education within a society. Most people understand the teaching 

aspects of a university as a vital element to provide their children with “an education”. 

What many people do not comprehend are the less visible research topics and communal 

services that universities can provide that potentially benefit the community. 

High-tech businesses have understood the necessity of allocating and allying themselves 

with reputable universities. Examples such as the linkage of Stanford University and 

Silicon Valley or Carnegie-Mellon and biotechnology are now well known and 

repeatedly published. 

As modern information technologies start to dictate an ever-accelerating pace of 

innovation the amount of time for the establishing and implementing any cooperation 

between universities and the community is shrinking dramatically. It is vital that today’s 

developments are accelerated from the point of the first idea to the implementation, 

particularly because the problems (i.e. demographic, traffic, resources, energy) are more 

pressing. 

At the transition of modern societies from the industrial era to post-industrialism 

(materialistic age to the information age), modern information infrastructures, 

particularly the Internet, play a vital role in this accelerated development. Webtechnologies 

and online interaction do not only assist in the development of modern 

learning methodologies. They are key for the development of a modern and transparent 

information infrastructure. 

The question arises how universities can best utilize modern communication 

infrastructure in order to “do good and talk about it”, that is, make their own efforts in the 

field of teaching, research and community services as transparent to the public as 

possible. 

This paper will focus on developments in the Open Source Arena. It 

compares traditional commercial applications with the potentials of the new 

generation of software that is free of charge and transparent to the users. It will 

assess its potentials in these areas. 


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Study And Design Of A System Which Improves The 

Education Of The Dumb Deaf Children 

TABA Mohamed Tahar, LAIG Laboratory, University of Guelma, Algeria 

e-mail: mttaba@yahoo.fr 

In this project which is intended to deaf children of the school of the deaf of 

Guelma. We noticed that the material used for the education of this children gives the 

same amplification of the sound for all the children, and is likely to increase the deafness 

of the children who do not have a major deafness since each child is different from others 

by the degree of deafness, and even for only one child the degree of deafness is not the 

same for the two ears. Our study consists of the design of a system which identifies each 

child and it gives him adequate amplification in order to as well as possible help it to 

assimilate the courses and to progress and improve his life. 

The diagram of the system is as follows: 

Mohamed 

Ali 

Fatima 

Salah 

Smart 

System 

Djamila 

El arabi 

Zahra 

Teacher 


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Intro-Physics For Engineering Students: It’s Difficulty 

Versus It’s Relevance And Impact On Research: A Statistical 

Survey 

1,2 Elmehdi, H. M, and 2,3 Pistorius, S. 

1 Physics Division, Faculty of Arts and Sciences, University of Sharjah, UAE. 

2 CancerCare Manitoba Foundation, Winnipeg, Manitoba, Canada 

3 University of Manitoba, Winnipeg, Manitoba, Canada, R3T 2N2. 

e-mail: hmelmehdi@sharjah.ac.ae 

Ask any non-major college freshmen about the most difficult subject he/she is 

taking and 86% of the time, the answer is Intro-Physics. Among the subjects listed in the 

survey, physics came second to none. This staggeringly high percentage is not limited to 

students of the University of Sharjah, UAE. In fact, this is a global phenomenon, where it 

is widely perceived that Intro-Physics is a difficult subject. Such false thinking is often 

used as a raison d'être for the lower than average passing percentages obtained in Intro- 

Physics. As a result, some engineering schools in the Middle East have proposed 

reducing the amount of physics courses in their curricula. 

While this may be attributed to several factors, what is alarming is that more than 

80% of the students who believe that Intro-Physics is difficult, think that it has no 

relevance to their respective fields. The fact that students cannot comprehend the 

relevance of physics to their respective fields is in itself a reason for them to think 

physics is a difficult subject. On the positive side, and more comforting to us as physics 

educators is that when the same question was put to professionals in the same fields 

(engineering and health related fields), who took physics during their freshmen or 

sophomore years, the answers were logically and completely different. Here, more than 

80% who were interviewed said that they enjoyed physics and found it very beneficial 

and interesting. 

Therefore, the critical question to be put forth is: what is the impact of such false 

thinking and as a result, the reduction of Physics content in the engineering curriculum on 

the performance of these professionals be it in their future endeavors? 

It is the aim of this paper to subjectively discuss the factors contributing to 

students’ struggle with Intro-Physics as well as present solutions, including those 

presented in the literature. In addition, a comparison between the physics component in 

engineering curriculum in the Gulf region, and other parts of the world will be presented. 

To highlight the importance of physics in engineering research, the paper will present 

several examples of architectural disasters that took place around the world in which the 

main cause was the ignorance of engineers to some basic physics concepts. 


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Assessment Of The Heat Transfer Course Taught At UAE 

University According To Abet 2000 Criteria 

Ayoub Kazim 

Department of Mechanical Engineering 

UAE University 

P.O. Box 17555 Al-Ain 

United Arab Emirates 

Email: akazim@uaeu.ac.ae 

The United Arab Emirates University (UAEU), which was established in 1978, is 

considered the oldest university in the country. Currently, the university consists of nine 

colleges namely College of Science, College of Engineering, College of Medicine, 

College of Shariah and Law, College of Business and Economics, College of Humanities 

and Social Sciences, College of Education, College of Food Systems and College of 

Information Technology, which was established in the year 2000. Approximately 18,000 

students are presently enrolled in the university with female to male ratio of roughly 3 to 

1. 

During the past five years, the university has witnessed a comprehensive 

development in the academic programs and curricula offered by all of its colleges. This 

has been done in the light of modern concepts and international standards after adapting 

them to suit the nature of the society. The university has also paid great attention to the 

quality of implementation and delivery of the programs and curricula. Interactive 

teaching methods and technologies including computers and information networks are 

emphasized to provide an environment which fosters the students' creative - thinking and 

self-learning abilities. This enables them to cope with rapidly advancing technologies. 

Recently, the Accreditation Board of Engineering and Technology (ABET) has 

adopted new accreditation standards that respond to the need for reform of engineering 

education (ABET 2000), which was in effect in the year 2000. The new standards were 

focused on student learning outcomes and educational objectives that address all 

constituencies’ needs, while calling for accountability and continuous program 

assessment and process re-engineering. Since then, the college of engineering with all of 

its five departments namely Departments of Mechanical Engineering, Electrical 

Engineering, Chemical and Petroleum Engineering and of Civil and Environmental 

Engineering and Architecture has been seriously seeking and working toward a sound 

accreditation of all of its programs through implementation of ABET 2000 criteria. 

In this paper, assessment of the heat transfer course taught in the United Arab 

Emirates University according to ABET 2000 criteria, was carried out. The approach 

aimed at delivering the course materials affectively through usage of modern educational 

methods, development of course contents and fulfilment of the course objectives. 

Furthermore, the assessment process was implemented for three consecutive years 

specifically from 2001 until 2004. The evaluation outcomes demonstrated that the 

students’ assessments proved to be the least effective method in the course assessment 

process. Conversely, course assessment form (CAF), focus group and exit exams are 

proved to be the most effective methods. 


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Mechanical Engineering Workshop: 

A Platform to Integrate Teaching, 

Research and Community Services 

Anwar K. Sheikh, Faleh Al-Sulaiman and Mohiuddin Ahmed 

Department of Mechanical Engineering, KFUPM. Dhahran 31261 

A University level workshop in Mechanical Engineering (ME) department is 

often a well equipped facility with a range of up-to-date Machining, Foundry, and 

Welding, Sheet metal, Instrumentation, Design, Quality assurance facilities and 

competent technical manpower. These facilities can provide a very conducive 

environment to integrate teaching, research and community services and act as a true 

learning factory for the university students, faculty and community at large. 

The University students learn and practice various manufacturing techniques as a 

part of their manufacturing courses and various projects. In a research and community 

support environment the students use their experience to design, plan and manufacture 

precise and intricate parts and prototypes. The engineers and technicians of a workshop 

interface with faculty and students in their research activities. The experience, skills and 

knowledge gained through research is utilized in teaching and vice versa, similarly the 

facilities developed during these teaching and research activities can be well utilized in 

service of community as well as industry 

In this paper we will highlight the strategy and experience of ME workshop at 

KFUPM to illustrate the integration of these activities. It will be shown that when the 

activities in the workshop are conducted in a careful planned, well-managed and 

calibrated manner the results are beneficial to not only to the teaching and research but 

also to the university community and local industry. 


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Sharing Experience From A Senior Design Course 

Converting An Old Landfill Into An Environmentally Friendly 

Residential Area 

Omar Habouch 

Department of Civil Engineering, University of Sharjah, 

P.O. Box 27272, Sharjah 

e-mail: habouch@sharjah.ac.ae 

A senior engineering design course team consisting of five students 

developed a proposal for converting the Sharjah old waste disposal site near the 

University City into an environmentally friendly residential area. The team 

members represented different engineering disciplines which allowed experience 

sharing among the team members in a collaborative learning manner. In the 

project, students made essential contributions in the areas of structural design, 

materials, geotechnical design, water supply, sewerage, drainage, and 

transportation. Planning involved consideration of issues such as economic 

development, demography, housing, and community development. The project 

team utilized a variety of resources, especially electronic resources, to execute the 

project. This paper introduces the project and demonstrates the collaborative 

approach used, its effects on team members, and its advantages in terms of 

enhancing learning. The use of electronic communication and internet resources 

was the main tool of this collaborative project. 


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Quality Of Technical Education, Traditional Training And 

Distance Learning 

Dr. Abdullah UZUN 

auzun@sakarya.edu.tr 

Dr. Fahri VATANSEVER 

fahriv@sakarya.edu.tr 

It has been argued that technology will promote the use of constructivist 

approaches to teaching and learning advocated by the current reform movement. Yet 

computer technology and different types of software can be used to address different 

educational goals. The internet and distance learning have created a new business and 

new teaching pedagogy. Quality and quality of technical education includes some elusive 

characteristics. It can be defined and described in various ways. Most of the time, we can 

measure it different methods. It is important to understand, identify and measure of 

quality. Teachers use constructivist approaches to teaching and learning for quality of 

education such as traditional methods, computer technologies, pedagogical orientations 

and expectations of manufacturers. The purpose of this paper about history of distance 

education and to show how data communication technologies have affected distance 

learning and help teachers and students in virtual classroom and applications of Sakarya 

University. 


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Research-Led Teaching: Moving From 

A Push To Pull Approach 

Dr. Mohammed Arif 

Lecturer, Project Management 

Institute of Engineering 

The British University In Dubai 

P.O.Box 502216 

Dubai, UAE 

Phone: 971-04-367 1952 

e-mail: mohammed.arif@buid.ac.ae 

The education system globally has moved from a Push based or producer-centric 

system to a Pull based or customer centric system. This shift has seen the emphasis of 

teaching from just imparting any knowledge to concentrating on more society relevant 

issues. This paper traces back the history of the modern Pull education where the key 

driver is the latest research and needs of consumers through four major phases of western 

education. The first being the Idealist phase where education was primarily religious and 

spiritual. The second phase is the Realist phase where applied education was first 

introduced to solve practical societal issues. The third phase being the pragmatic phase, 

where anything, that was not needed, was thrown to the back-burner. The last of these 

phases being the existentialist phase which primarily started after the Second World War 

and was needed to fuel the fires of rapid development and progress. After tracing the 

history, this paper analyzes some recent trends in education system of applying quality 

models and discusses the direction we are headed in terms of customer-centric education 

where the customer dictates what is taught and how is it taught. 


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Engineering Education Towards The Production Of 

Professional Engineer 

Prof. J. H. H. Alwash 

PhD, CEng, MIEE, MIEEE 

University of Baghdad 

Engineering education is somehow differs from the basic science education, in that 

engineering education would require the knowledge of field application of the scientific 

facts & findings, for engineering is an applied science. For that, while there exists what is 

so called theoretical scientist, there is no such case with engineering. 

Engineering education, should of necessity be backboned by practical experience 

& preferably research mentality. 

This paper deals with personal experience in engineering education for nearly 

forty years which included teaching, research, practical field experience & consulting 

work. 


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From The Practice Of A Design Knowledge To The Design 

Of New Knowledge In Architectural And Urban Designs 

Bouzid. BOUDIAF. 

Ajman University of Science and Technology ( AUST). 

b.boudiaf@caramail.com 

Urban space often evokes a multitude of pictures and concepts which can be 

divergent if not contradictory. This multitude of concepts illustrates the multidimensional 

and interdisciplinary nature of the urban space. The appreciation and the assessment of 

the quality of the urban space varies from one period to another, from one culture to 

another, from a social group to another, from one person to another. 

Most of the researches on architectural and urbanism in the Algerian case are 

concentrated on the socio economic values, the exchange and use values, while putting 

in exergue the historic measurements and/or symbolic of the urban and ethnics entities. 

The urban growth of a city like Algiers reveals a discontinuity in instruments and 

strategies. This discontinuity is the origin of the total disorganization to such a point that 

the urban project and the project of the society are reconsidered periodically. 

This communication considers how we create a relation between the University 

(in this case we will present the LGAT: Laboratoire de Geographie, d Amenagement et 

du Territoire in the U.ST.H.B.: Universite des Sciences et Technologies Haouari 

Boumediene, Algiers) and the Municipality of Algiers. 

In this paper, our aims are to orient the debate on the following questions: 

1) What is the nature of the research? 

2)How does this research help the Municipality in making decision? 

3)How does research function as a source of knowledge ( in the post-graduate studies)? 

4)What are the sources of the research? 

5)What is the relation of this research with the others in the laboratory? 

6)How do we move from theory to practice? 

7) What are the main obstacles in the development of this research: remarks and 

recommendations? 


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Partnership With Stakeholder And Architectural Education : 

The Case Of PARCS Project In Palestine. 

Eman Assi 

Associate professor 

Department of Architecture 

An-Najah national University 

Nablus, Palestine 

emanassi@hally.net 

Architecture finds itself within a political and social climate which is demanding 

more participatory democratic processes. If the profession isolates itself from its context, 

then it will soon find that it is out of touch. But movements such as inclusive Design 

show that the outside world is exerting increasing pressure on the profession and 

beginning to have an effect. These pressures are also being felt within architecture 

education. A resolution adopted by the council of Europe in 2001 sets out the 

requirement for the curricula of architects at undergraduate and postgraduate level to 

develop understanding of the need to meet human needs and develop the skills required 

to increase the usability of all their constructional creation, taking into account human 

diversity . 

This paper draw attention to the importance of adopting Participatory and 

collaborative methods in architectural education through working on real projects. It will 

focus on non traditional approach based on partnership of stakeholders and its effect in 

bringing more integration of teaching with research and community service . The 

concept of partnership in architectural education is discussed here, where students from 

the school of architecture at An-najah National University, Nablus, Palestine, work 

together with the community and funding agency to formulate conceptual designs for 

recreational parks in the West Bank and Gaza through PARCS project. PARCS project 

is funded by international agency USAID and implemented by international NGO CHF 

( community Housing Finance) aiming at improving the environmental condition of the 

Palestinian community. This paper will also talk about the process and the mechanism 

of collaboration between students and the community at different stages of design 

including site selection, needs assessment and conceptual design . 

This paper concludes that participatory approach improve the knowledge base of the 

architectural education and also plays a major role in developing collaboration and 

team working and communication skills among students. 


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Identification Of Training Requirements And Imparting 

Training To Community 

Ravi Kumar Sharma 

Coordinator Community Services, 

National Institute of Technology Hamirpur – 177005 (HP) India. 

e-mail: ravi@recham.ernet.in; rks_nith@yahoo.co.in 

NIT Hamirpur under the Technical Education Quality improvement Program 

(TEQIP) is disseminating technical knowledge and skills to appropriate sections of the 

community in the areas adjacent to the institute. The institute possesses latest machines 

and techniques related to various fields of technology to disseminate the advances in 

different technological fields. 

The training needs of community have been identified by conducting a 

comprehensive social assessment survey and involving representatives of the Panchayati 

Raj Institutions, industry and various other sections through conducting institutecommunity 

interaction workshops. Depending upon the assessment of the actual 

requirements of the community, demand-based training programs having employment 

opportunities in the industry sector are identified. The technical training programs like 

Welding Processes (Arc, Gas and TIG/MIG Welding), Web Designing, Application of 

Wood Working Machine Processes, Post-Harvest Technology, Solid-Waste Management 

and Plant protection, Refrigeration and Air Conditioning Maintenance Practice, Land use 

Planning and Management of Hill Areas, Maintenance of Industrial and Domestic 

Electrical Energy Systems, Introduction to Computer Applications, CNC Machining 

Processes, PHP, MySQL and Apache, Repair & Maintenance of Electronic Gadgets, 

Library Computerization and Automation, Community Computer Training, Boiler 

Operation and Maintenance and Organizational Behavior and Total Quality Management 

are being imparted to different sections of the community like unemployed youth, 

unorganized workforce, industrial workers and organized sector workforce under services 

to community and Industry cell. Involving all its faculty, technicians and students in 

providing services to community and industry has not only provided an exposure to reallife 

problems but has also added to their experience thus enriching the knowledgepotential 

of the institution as a whole. Aforesaid training programs have provided better 

employment avenues to the community thereby contributing to the economy of the region 

in a better way. Many of the trained workers are motivated to undertake their own 

ventures thus reducing the unemployment problem to some extent. 


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Civil Engineer of 2020 

Gajanan M. Sabnis* & Elias B. Sayah** 

*Professor of Civil Engineering, Howard University, 

Washington, DC, USA, Consultant, Silver Spring, MD, USA) 

e-mail: gms@sabnis.com 

** President, Sayah Engineering Consulting Bureau, Abu Dhabi, UAE 

e-mail: ebsayah@emirates.com.ae 

Engineering started as civil engineering over 150 years although it was practiced 

over two millenniums. On the other hand, in the last few decades more attention has been 

drawn as more under-classmen are attracted to computers due to the advances in that 

field. This drain is from all others, but has affected especially the civil engineering. IT 

has had a tremendous impact on our lives and on many fields of engineering. Civil 

Engineering in spite of being the parent engineering however has not benefited much. 

From civil engineering perspective they have not made an attempt to the extent that they 

can benefit from IT. On the other hand, there is tremendous scope for IT to benefit from 

new applications and making many unforeseen solutions possible, which they have not 

crossed over. 

In this paper, an attempt is made to demonstrate benefits in the civil engineering 

curriculum on mutual basis. In the early 1980’s the space technology was used to benefit 

civil engineering with good success. With IT, it will be even beyond expectation with 

further experience and more opportunities that we all can benefit. Some attempts are 

made in nano-technology and material science, but much more can be done in other 

specialties also in civil engineering. The civil engineer of 2020 will not have to be 

proficient in the traditional field, but also in the computer allied fields and the academic 

community will have to gear-up soon for preparing such students. In a recent reference, 

the writer has brought these thoughts so that the freshman students of civil engineering 

may be introduced to various important aspects of engineering. 


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Sustainability Teaching Curriculum And Its Role In 

Forming Architecture Students’ 

Environmental Awareness 

Maha S. Al-Zubaidi. 

University of Huddersfield /UK. 

Visiting Lecture- Ajman University of Science & Technology, UAE. 

P.O. Box 32106, Sharjah, UAE. 

Mobile: 00971 50 5971423 

e-mail: mahazubaidi@yahoo.com 

During the last two decades, a substantial body of knowledge has been 

established in sustainability, environment, and energy conservation, and a variant of 

educational resources have been developed. Nevertheless this vital aspect of sustainable 

design is not architects’ primary focus, especially in the Arab World. Sustainable 

architecture is considered as one of the key strategies for achieving sustainability because 

buildings have diverse effects on the environment during their entire life cycles. 

Buildings & construction sector consume about 40-50% of the world energy annually and 

more than 50% of material recourses taken from nature are building related. 

Although the tangible impacts are visible only after construction begins, 

decisions made on the drawing board have long-term environmental consequences. 

Because environment related design should be required and integrated part of the entire 

design process, not merely an area of specialization, accreditation should require 

environmentally sustainable design principles. To achieve environmental sustainability in 

the building sector, it is crucial to educate architecture students in environmental issues. 

Although there is a universal consensus on the importance of environmental education in 

architecture, the questions of what, when, and how to teach specific subjects related to 

environmental sustainability cannot be easily answered. One reason for this is that 

architecture covers an enormous number of disciplines ranging from art to science — 

determining the level and extent of environmental education within design, technology, 

history, theory, practice, and environmental behavior is a difficult mission. 

This paper aims to study teachings tendency in schools of architecture especially 

the environmental and sustainable architecture principles and how it may affect in 

creating architecture students’ environmental awareness. The paper methodology 

depends on descriptive approach to environment and sustainability courses curriculum in 

architecture departments in some universities in UAE as a case study. An analytical 

approach will be followed to some students’ and graduation projects to demonstrate to 

what level sustainability issues are implemented in students’ and young architects’ design 

trends. Through discussion, evaluation and analysis, the paper looks forward to set some 

recommendations and formulate a frame work to develop environment and sustainability 

teaching courses in schools of architecture in the region. This aspires to increase 

architecture students’ environmental awareness to give students the skills and knowledgebases 

to seek and find sustainable design solutions. 


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New Trends In Civil Engineering Education And Its Role In 

Infrastructural Development 

Faisal Shabbir & Naveed Ahmad 

University of Engineering and Technology, 

UET Taxila, Pakistan 

The main aim of this paper is to study the technological developments in the field 

of Civil Engineering and their practical uses in infra structural development works. Civil 

engineering design cycle involves all aspects of problem solving, from problem 

recognition to the implementation of a fully operational solution. There are growing 

expectations of the students and society from the teaching community in civil 

engineering. Consequently, civil engineers need information technology (the digital 

infrastructure and software tools) to support their endeavors through all phases of this 

cycle, so that the community problems such as over population, insufficient services, 

public safety, environmental and other human needs are properly addressed. Since it is 

impossible to predict what IT developments will become high returns on investment in 

the future, educators should serve society by ensuring sound fundamental concepts. 

For this purpose, a practical case study of an infra structural development work 

was carried out during a course at post graduate level, by using the software GIS and 

Primavera Project. The area considered for this purpose is Old Murree region which 

holds immense tourist potential. Despite the lack of adequate tourist facilities, Murree 

offers opportunities for the development of winter sports in addition to general sight 

seeing and hill station facilities. Due to heavy influx of domestic tourists in Murree and 

its inability to expand physically, the problems faced by the tourists in the area have 

grown worse. The developments at Murree have reached a saturation point and requisite 

tourist infrastructure needs to be provided in a new site in its immediate surroundings. It 

was decided that a suitable alternate site be developed in its neighborhood, which in 

addition to providing an alternate tourist resort; generate a set of new growth activities in 

the region. The professional inputs required for preparation of Detailed Master Plan for 

the Project includes data collection, topographic survey, geological & geotechnical 

investigations, GIS studies, traffic management plans, infrastructure development plans, 

area beautification plans, conceptual master plan etc. From the results, it is concluded that 

these new trends in civil engineering provide reliable and fast solutions to the community 

related problems. Since the applications of Information Technology being practiced by 

the civil engineers have been changing radically. The universities should take necessary 

measures in curricula improvements for such advancements and their practical 

applications which will ultimately lead to a better solution of community related 

problems. 


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The Application of a Geographic Information System (GIS) 

in Civil Engineering 

Asma’ Th. Ibraheem 

Lecturer in Civil Engineering, College of Engineering, 

Al-Nahrain University, Baghdad, Iraq, 

e-mail: drasmathamir@yahoo.com 

GIS started to developed during the last few decades as a result to the wide and 

extensive developments of computers and their peripheries such as digitizers display 

units printers, plotters, the wide capacity and enormous speed of processing, plotting and 

printing. GIS technology has been in use for over 25 years. It has a proven track record 

in assisting land managers to correlate and analyze large amounts of spatial and tabular 

data, resulting in scientifically sound land management decisions. As with any tool, GIS 

is not appropriate in all situations. Offices where staff are supportive of GIS technology, 

in situations where the data will be used a number of times for analysis, on-going 

management activities, planning, or research are the most logical candidates for GIS 

implementation. 

Hydrological modeling are including river network, rainfall modeling, catchments 

delineation, rainfall to runoff modeling, and hydrographic and flood modeling for flood 

depth calculations. Geology and bore log digitization, lineament and geo-morphology 

mapping, hyper-spectral imagery analysis and enterprise geo-technical software 

application are developed for the mining, pipeline, and civil engineering industries. GIS 

application is developed for natural hazard loss estimation, analysis for disaster planning 

and disaster loss mitigation, emergency preparedness, and response and recovery. GIS is 

identified for waste disposal sites as well as construction, operation, maintenance, and 

closure of the repositories. GIS data are also processed and analyses for environmental 

impact studies and assessment. International companies produced different systems in the 

field of GIS. The major component of these systems is the processing software in 

addition to the required hardware. 


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Community Service And Scholarship: 

Part-II Case Study Of The Balamand University 

GIS Center 

Oussama C. Jadayel & Rita Y. Ibrahim 

GIS Center, 

Faculty of Engineering, University of Balamand, 

P.O.Box: 100, Tripoli, Lebanon 

e-mail: oussama.jadayel@balamand.edu.lb 

rita.y.ibrahim@balamand.edu.lb 

Geographical Information Systems (GIS) have become extremely important in the 

management of modern day societies. Their applications are endless within the various 

sectors of any one nation. They range from demographics to social economics, cadastral to 

property management, environment to public health, from risk management to homeland 

security, archeology and many more. In the developed world, GIS activities are well defined 

within the private and public sectors. They also receive the well deserved attention from 

academia, both as a research tool or as a subject for research and development. Such attention 

has prompted many institutions to offer specialized courses or degrees in Geographical 

Information to prepare competent personnel to meet the demands industries and governments. 

In Lebanon, and in many other developed countries, although the potentials of GIS 

technologies are well appreciated, their market penetration has been relatively slow. Many 

reasons are contemplated for such delay, amongst which is the heavy initial investment 

associated with the acquisition of hardware, software and data. Perhaps most restrictive, 

however, is the high level of interdisciplinarity required in communicating with spatial data; 

an aspect which implies well rounded personnel capable of maintaining these systems in a 

useful form. On the other side of the spectrum are Lebanese universities, many of which have 

good GIS facilities and are homes to competent GIS academics and high caliber students. 

However, Lebanese GIS academics remain largely unsupported by external national bodies, 

simply because such bodies are incapable of their support. Accordingly, a mechanism is 

needed to break the deadlock and this is where effective community service programs could 

be of extreme help. The GIS Center at the University of Balamand was very quick to harness 

its community service program to secure many community based projects with interesting 

academic components. The Balamand University “Service Experience, Education through 

Doing” program, SEED for short, served as the perfect platform to bridge the gap between the 

University and its community. It constituted a win/win model which provided students with 

an opportunity to get professional experience by working for a community partner, get free 

academic credit and learn new skills. It also provided a community partner with expert 

support to realize projects, otherwise impossible without involving the academic resource. 

Additionally, academic faculty became exposed to the real requirements of the nation. Such a 

framework permitted Balamand academics and community partners to work together towards 

a common goal and allowed each to fulfill their institutional objectives. Admittedly, such 

efforts required considerable sacrifice in the initial stages and necessitated new work cultures 

to harmonize procedures between the University and the community. Once established, 

however, the SEED model became extremely attractive to funding organizations and 

development agencies. The object of this paper is to report on how the Balamand University 

GIS Center pioneered the use of the University community service program in order to further 

its academic operation. It also illustrates some of the projects it has attracted and their impacts 

on research and student value-added learning. 


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Postgraduate Engineering Education In The Arab World: 

What Is Really Needed? 



Box 203 Dhahr an 31261 Saudi Arabia 

e-mail: mtaher@kfupm.edu.sa 

A basic education is essential for any profession, but engineering graduates of 

universities are still at a very early stage in their development and require experience 

before they can apply their skills to the full. Links with educational establishments should 

not terminate at graduation. Indeed, with a person's increasing maturity and experience, 

further relevant and applicable courses will accelerate development. Improvements can 

also be made in the innovation potential of industry by increasing the effective stock of 

practicing engineers since many will have scant knowledge of important topics which did 

not feature at all in undergraduate courses as little as three to fives years ago. If a degree 

course has been successful, graduates should have a sound knowledge of the underlying 

principles of their subject together with an awareness of current practice. They should 

have acquired a critical approach to scientific and engineering problems and be aware of 

solving techniques, have learned to use resources at their disposal and developed 

individuality and a degree of ingenuity. They are in a position to take a responsible role 

in industry but the learning process continues throughout a career. The first degree is a 

valuable platform from which the graduate can leap in many directions. It must have 

provided the coverage of fundamental scientific principles and basic engineering practice 

necessary for a specialist career at first, but also enable a redirection of career at a later 

stage if desired. A graduate engineer is expected to: 

1. Prov ide innovative tools and applications. 

2. Absorb new technologies and provide the means of transferring such technology to his 

country. 

3. Make technological assessment and to make technological choice based on sound 

principles. 

Information we need to prosper increases every day. It is important for each of us 

to seek out as many opportunities as we can to expand our knowledge, and engineers are 

not exceptions. At a time of rapidly progressing technology and sociological change an 

engineer can no longer rely on information gained during his first degree to equip him for 

a career spanning several decades. Continuing education is increasing in 

importance. The primary mission of continuing education is to provide the engineers 

with academic, professional and personal development programs. 

Any graduate course will need to be more specific than the first degree- more 

related to the engineer's requirements at that stage of his career. Course organizers must 

consider such needs very critically before developing curricula which try to meet 

industrial requirements and develop innovative skills. The difficulty of the task must not 

be underestimated, because requirements vary enormously and it is likely that several 

different types of courses on many different topics must be offered. It is unusual for any 


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one educational establishment to have either the expertise or resources to mount but a 

few, so some national scheme that could co-ordinate this activity and avoid excessive 

duplication would be of immense value. Individual universities must take the initiative in 

assessing the national need and attempt to provide suitable courses . 

In this paper the advantages and disadvantages of graduate engineering education 

in the Arab World are discussed. It is believed that the running graduate programs in 

most of the Arab World universities are not serving the needs of their countries. New 

programs for masters of engineering and technology are proposed. The advantages of the 

proposed programs over the present running programs are highlighted. 


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Initiation of Postgraduate Studies in a New Private Foreign 

University – An update Case Study 

Sarim N. Al-Zubaidy*, George Y. B. Bakose**, Waseem Ahmed***, Zeya OO*** 

* Discipline Leader - Aeronautical Engineering, Emirates Aviation College, UAE 

** Senior Lecturer- School of Engineering and Science 

*** PhD (Part-Time Research students), School of Engineering and Science 

Curtin University of Technology, Sarawak Campus, MALAYSIA 

In the information age of the twenty first century, postgraduate education can be 

looked at as a form of the new Life Long Learning Process. It is a known fact that 

postgraduate education is usually more intensive and often harder than undergraduate 

work and requires considerable motivation and self-discipline, both in academic and 

practical terms. In spite of the above, higher studies might be a necessary step to enable 

graduates to pursue a particular career; enhancing employment prospects or just continue 

to study simply because of a love of the subject. All of the above are good reasons for 

pursuing a postgraduate course. 

The initiation of postgraduate programs in an offshore university branch campus 

with diverse intake, represent a real challenge not only to the institution itself and 

administrators of the proposed programs but also to the involved academics, support staff 

and of course the postgraduate students themselves. It is hoped that this paper will shed 

some light on the difficulties faced by students intending to pursue their postgraduate 

studies in a university with new postgraduate system. The presented work will also 

identify the encountered hurdles during the different phases of postgraduate degree 

registration. 


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Global Cooperation For Graduate Studies In The USA 

J. P. Mohsen * , Gajanan M. Sabnis ** and Elias B. Sayah *** 

* Professor and Chairman, Department of Civil Engineering 

University of Louisville, Kentucky, USA 

e-mail: jpm@louisville.edu 

** Professor of Civil Engineering, Howard University, Washington, DC, USA 

Consultant, Silver Spring, MD, USA) 

e-mail: (gms@sabnis.com) 

*** President, Sayah Engineering Consulting Bureau, Abu Dhabi, UAE 

e-mail: (ebsayah@emirates.com.ae) 

In every university, one sees Asia-born foreign-trained faculty members. This 

was the result of migration of the 1970’s of large migrant population, which was Asian. 

This led to a paradigm shift in students as well due to the attracted students from the 

countries, where these faculty members came and from the good and equivalent 

universities established and flourished in the developing countries. Over the years, 

engineering profession became less attractive in the US, which also resulted in a partial 

vacuum in the programs. As the world shrunk in terms of travel, transfer of knowledge 

and available pool of student body increased in size, American universities started to 

expand their horizon in Asian countries. 

In this paper some case studies are presented from the US experience in several 

universities. University personnel, typically the engineering deans and their staff traveled 

Far East to seek good students. This proved to be beneficial for several reasons. It 

expanded the horizon and the general outlook towards the rest of the world by direct 

contacts. Since the pool is large, it gave a better screening for the administration in the 

university at source thus reducing the “Visa Gamble” and the “waiting game” for nonshow 

of students causing last minute headaches. Finally, it also brings the best talents in 

other countries to help the research in the US universities and enriches the diverse United 

States richer with their talents. 


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Post Graduate Chemical Engineering Education in Saudi 

Arabia: Integrating Research, Teaching and Community Service 

Habib Daoud Zughbi 

Department of Chemical Engineering, KFUPM, Dhahran, 31261, Saudi Arabia, Email: 

hdzughbi@kfupm.edu.sa 

Funds allocated for higher education has significantly increased over the last few 

years in Gulf countries and especially in Saudi Arabia. Universities are making serious 

attempts at building up and improving their graduate programs. Many improvements can 

clearly be seen in the quality and number of graduate students in Saudi Universities. 

However, graduate education still suffers from a number of factors that are yet to be 

tackled effectively. In general and specifically in Chemical Engineering, these factors 

include: (i) The number of graduate students per faculty number is still low, (ii) The ratio 

of PhD students to Masters students is low, (iii) The links between universities and the 

local industry and the contribution of major local companies to the graduate program are 

relatively limited, (iv) The ratio of the number of local students compared to overseas 

students especially in the PhD program is very low. The main focus of this paper is the 

third abovementioned point which is ultimately linked to the integration of chemical 

engineering research, teaching and community service. 

In this paper, the above factors are analyzed based on available data. Some of 

these issues can be alleviated within a short period. The paper presents recommendations 

including methods to ensure better contribution, closer cooperation, and continuous 

contact between the local industry and the graduate programs which lead to mutual 

benefits. Such recommendations represent effective ways of integrating research, 

teaching and community services. One such way is to develop specialized post graduate 

degrees that mainly addressed the needs of the various sectors of the local industry. This 

involves tailoring courses and tackling problems specifically related to the main sectors 

of the local industry. Another recommendation is closer contacts between the faculty 

members and the local industry through summer placement, short courses, workshops, or 

other short to medium term placements. The recommendations are presented and 

compared to similar initiatives successfully implemented in other parts of the world. 


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How Postgraduate Students Can Be Further Supported: 

Based On Interviewing The Postgraduate Students 

Hamid Hassanpour 

Noshirvani Institute of technology, Mazandaran University, Babol, Iran 

Email: h.hassanpour@nit.ac.ir 

In this research we are aimed to find the way that a university can further support 

its international postgraduate students. The author interviewed more than 50 international 

students study at the Faculty of Built Environment & Engineering, Queensland 

University of Technology (QUT), Australia in 2004. Queries of the interview were 

designed to cover any problem that may concern the students during the candidature, 

such as research facilities, technical support and conference attendance. 

This research shows that there are many aspects that a university such as QUT 

can further support international students. The most important aspects have been 

summarized as following: 

• International students may not finish their study on the schedule. There is a need 

to provide an extra year on the visa for these students. 

• Students suggest the school hire recognized students of staff within the school 

with a good technical knowledge to edit international student’s documents. 

• The majority of students said they wish to be involved in the university teaching 

program. They believe that this can improve their academic communication 

skills. Some of the students said that they wish to be a lecturer after they finish 

their studies but they do not have the opportunity to gain any teaching 

experience. 

• When there is a research grant, the supervisor is expected to financially support 

the student involving in the research. 

• It is suggested having an orientation for postgraduate students within the school. 

• Many students believe that the university should further support them to attend 

conferences. Presenting a paper at a conference is an opportunity for the students 

to reassess their research plan. 

• All of the students believe that the stage 2 proposal is very helpful for their 

research and prepares them to take over other stages of the research. 

• All of the students said that the confirmation report and seminar are very useful. 

Some of the candidates said that the university should look for an expert panel, 

even if they are from other universities. 

• Many of the students said it is good that international examiners examine their 

thesis in order to improve the value of the thesis. 

• Many students said that the postgraduate seminars, running monthly by the 

faculty, are good or very good. However, they prefer to have the same seminar at 

each school. 

• If the student has a problem in the research for any reason, there should be an 

easy way to discuss the matter with the school. 


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F O R U M 

INTEGRATING TEACHING AND 

RESEARCH WITH COMMUNITY SERVICE 

PRESENTERS INDEX 

A 

Page 

Nos. 

A 

Page 

Nos. 

A 

Page 

Nos. 

A 

Page 

Nos. 

Analoni M. 1, 44 Aziz S. 35 Al-Nimma M. 67 Al-Mualla M. 87 

Aoued B. 5 Abdullah H. 37 Al-Hamad 68 Al-Qayedi A. 87 

Abed S. 6 Ayar T. 39, 91 Al-Bastaki 68 Al Kamil M. 92 

Al-Dabbagh M. 11 Arbaoui E. 42 Al-Anzi F. 69 Ali A. 94 

Al_Khishali J 16 Aichouni M. 46 Al-Ansari K. 71 Ali Z. 96 

Al-Dahan Z. 16 Al-Turki U. 51, 91 Anas A. 71 Al-Sulaiman F. 103 

Al-Bahrany L. 17 Awad M. 53 Al-Mhaidab A. 74 Ahmed M. 103 

Al-Hammad I. 19 Al-Naffouri T. 57 Al-Mughied O. 76 

Abdullah 

UZUN 

105 

A. Fattah K. 20 Abuelma'atti M. 60, 116 Al-Qahwagi G. 77 Arif M. 106 

Absi A. 24 Aljinaidi A. 61 Al-Omary H. 78 Alwash J. 107 

Al-Gadhib 27 Alghamdi A. 61 Al-Asadi I. 79 Assi E. 109 

Amireh O. 30 Abu-Joukh M. 62 Alawi M. 80 Al-Zubaidi M. 112 

Al-nallar A. 32 Al-Hasnawi M. 63 Abd-Alkareem M. 83 Ahmad N. 113 

Al-Khalifat A. 34 Al-Salim H. 65 Abed-Meraim K. 86 Ahmed W. 118 

Al-Khamis T. 34 Al-Dabbas F. 65 Al Ahamad H. 87 Al-Zubaidi S. 118 


122


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B 

Page 

Nos. 

C 

Page 

Nos. 

G 

Page 

Nos. 

H 

Page 

Nos. 

Boashash B. 3 Cora A. 89 Ghannam M. 8 Habouch O. 104 

Berrais A. 23 D Ghumman A. 55 I 

Balla A. 42 Durrani T. 2 Ghulman H. 80 Ismail Y. 85 

Benchicou S. 46 Djoudjou R. 4 H Ibraheem A. 114 

Bettayeb M. 50 Daoud H. 16 Hassan S. 6 Ibrahim R. 115 

Bennett K. 56 Duffuaa S. 51, 91 Haj-Ali N. 7 J 

Banoud A. 66 Dina 83 Hall S. 10 Jadayel O. 115 

Bassam 68 E Hassanpour H. 14, 121 K 

Bashabsha N. 76 Elmehdi E. 22 Hallanjian E. 14 Khan A. 9 

Bouafia M. 82 Elaydi H. 53 Hamouda A. 42 Kallas N. 15 

Bouamama L. 82 El-Kanzi E. 68 Hasna M. 44 

Khasawneh 

M. 

18 

Belouchrani 

A. 

86 El-Raghy S. 97 

Habib-ur- 

Rehman 

59 Koklukaya E. 37 

Bdira E. 90 Elmehdi H. 101 Hayati F. 72 Kamel I. 40 

Bassiony Z. 97 F Hehn T. 84 Khasawnen M. 48 

Boudiaf B. 108 Fakhroo A. 44 Hurber J. 84 Kheriralla A. 83 

Bakose G. 118 Fahri V. 105 Hasan C. 85 Kumar A. 93 


123


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K 

Page 

Nos. 

M 

Page 

Nos. 

R 

Page 

Nos. 

S 

Page 

Nos. 

Khan N. 94 Masodi M. 98 Rehman H. 59 Sabnis G. 111, 119 

Kazim A. 102 Mohsen J. 119 Ridha T. 75 T 

M N Rahama O. 83 Tanyildizi E. 81 

Meliani H. 4 Nasr S. 22 Rashid R. 98 Techel F. 99 

Malkawi A. 18 Noaman A. 61 S Tahar T. 100 

Mermoul A. 24 Nasr G. 83 Said S. 13 W 

Mir M. 26 Nathan S. 93 

Stapelberg 

R. 

21 Wally M. 79 

Majid A. 28 Nasr G. 83 Salem M. 32 Wernicke G. 82 

Made A. 36 O 

Samaraie 

M. 

33 Wangerow S. 84 

Mimaroglu A. 37 Oukil M. 39 Sabnis G. 36, 111 Y 

Malkawi M. 48 Orhan A. 81 Sazak N. 37 Yildiz M. 37 

Malik N. 55 Odhabi H. 93 

Sirelkhatim 

A. 

41 Younes M. 77 

Memon Q. 59 P Shabbir F. 55, 113 Z 

Matsumura S. 68 Pistorius S. 101 

Shanableh 

A. 

73 Zmat A. 52 

Memon Q. 59 Q 

Saadelnoor 

A. 

83 Zeya O. 118 

Majid A. 70 Qidwai U. 29 Sheikh A. 103 Zughbi H. 120 

Mustafa N. 85 Qaraqe 44 Sharma R. 110 

Mahmut C. 85 Sayah E. 111, 119 


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F O R U M - University of Sharjah

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