Key Learning Outcomes for Electric

al Engineering Program

2023
2
Introduction
Based on the mandate of the Education and Training Evaluation Commission (ETEC), issued
by Royal Decree No. 108, dated 14/2/1440 H, ETEC is mandated to “building systems for
evaluation and accreditation - including institutional and programmatic - in education and
training, including rules, standards, frameworks and indicators and its terms, procedures,
approval, and application.” And based on the authority’s keenness to build and develop high-
quality national academic programs, the authority has worked on preparing specialized
academic standards for Electrical Engineering programs.
The standards contribute to setting the minimum curriculum requirements of Electrical
Engineering undergraduate programs to assure their academic quality and to assure their
ability to produce highly qualified professionals in the field of Electrical Engineering with the
knowledge and skills required by the market and the national needs, in line with best practices
and academic requirements for this field.
ETEC had previously published Key Learning Outcomes for Engineering Programs (attached
in Appendix C). This work extends the description of learning outcomes to engineering
discipline-level. The developed learning outcomes for Electrical Engineering in this report are
defined as the Specialized Learning Outcome for Electrical Engineering Programs.
This document is developed by the ETEC in cooperation and coordination with different
entities in the field of Electrical Engineering, such as the Saudi Council of Engineers, and with
the involvement of different stakeholders from government bodies, the private sector, and
academia.

Goals
The main objective of this work is to develop specialized Learning Outcomes (SLOs) that
should be -minimally- achieved by Electrical engineering students just before graduation. It
will direct programs and course design and organization, building the curriculum map including
the appropriate teaching and learning strategies, assessment tools, evaluation strategy, and
link academic and professional aspects.

Methodology
This document describes the minimum knowledge units (KUs) and learning outcomes (LOs)
in the field of Electrical Engineering, which graduates are expected to obtain upon completion
of the program. The KU specialized learning outcomes specify the minimum of what students
should know or be able to do after successfully completing the KU.
The methodology follows the following phases:
1. Identifying International Benchmarks.
2. Identifying Curriculum General Criteria
3. Identifying the General Knowledge Units.
4. Identifying the Specialized Knowledge Units for each General Knowledge Unit.
5. Identifying the Specialized Learning Outcomes for each Specialized Knowledge Unit.
It is important for educational institutions to take into account the depth and expansion; and to
include LOs related to communication skills and values in the curricula. Educational institutions
can offer the desired elective KUs that are relevant to their programs and students can choose
from them to complete their graduation requirements. It is important to note that a KU is not

3
necessarily a credit course. A KU may be covered by one or more credit courses and a credit
course may cover one or more KUs partially or completely. The KUs are derived from
analyzing of 10 QS high ranked international programs (see Appendix A).

Scope and Uses

This document covers the bachelor’s degree programs in the field of Electrical Engineering.
The document can be used and applied to Electrical Engineering programs offered by higher
educational public and private institutions in Saudi Arabia.

Terms
ETEC: Education and Training Evaluation Commission – Saudi Arabia.
ETEC’s Key Learning Outcomes For Engineering Programs: A document published by the
Education and Training Evaluation Commission (ETEC) describes the minimum level of what
engineering students, from any engineering program, will be able to do just before graduation
published by ETEC’s.
Essential Knowledge Units (EKU): The required topics in mathematics and basic sciences.
General Knowledge Units (GKU): Knowledge Units that introduce students to the main topics
in Engineering. All students majoring in any field of Engineering should complete these GKU’s.
Key Learning Outcomes (KLOs): It describes what students are expected to know and will
be able to do by the time of graduation. These relate to the knowledge, skills, and behaviors
that students acquire as they progress through the program.
Knowledge Units (KUs): Thematic groupings that encompass multiple related topics, where
the topics cover the required curricular content for each KU. Each KU contains a set of learning
outcomes.
Learning Outcomes (LOs): Phrases describing what a learner should know, understand, and
be able to do at the end of the program. They represent the bottom line of the learning process.
NQF: NATIONAL QUALIFICATIONS FRAMEWORK.
Specialized Key Learning Outcomes (SLOs): The specificity needed for interpretation of the
general criteria as applicable to a given discipline.
Specialized Knowledge Units (SKU): Knowledge Units that introduce students to intermediate
and advance topics in a major.

Key Learning Outcomes

ETEC published in 2020 the Key Learning Outcomes for Engineering Programs (KLOs).
These KLOs for Engineering apply to all engineering disciplines and do not target any specific
discipline in engineering alone. KLOs for Engineering are defined so that by successfully
completing the engineering program, Engineering Graduates will be able to:
KLO 1: Identify, formulate, solve complex engineering problems using principles of
engineering sciences, mathematics, and natural sciences, and to validate the obtained
solution.

4
KLO2: Design solutions for complex engineering problems that meet specified needs with
consideration for public health, safety, welfare, and environmental, sustainability, and
economic factors, as well as other realistic constraints related to the design solution, while
complying with relevant standards and design codes.
KLO3: Conduct investigations of complex engineering problems through developing and
executing relevant experiments, and analyzing and interpreting data, supported by
engineering judgment to achieve valid conclusions.
KLO4: Create, select, adapt and apply appropriate techniques, resources and modern
engineering and IT tools to solve complex engineering problems with understanding of the
limitations.
KLO5: Identify and evaluate the issues and constraints of sustainability, economy,
environment, politics, health and safety, and society that are relevant to professional solving
of complex engineering problems.
KLO6: Recognize ethical and professional responsibilities in engineering situations, and
commit to the professional ethics and norms of engineering practice to make informed
judgments.
KLO7: Apply modern project management techniques, economic and decision-making
techniques, and to work effectively as a member or leader in teams, preferably in a
multidisciplinary setting.
KLO8: Communicate effectively on engineering activities with a range of audiences.
KLO9: Engage in life-long learning for acquiring and implementing knowledge, as needed,
using suitable learning strategies.
Alignment of the Key Learning Outcomes for Engineering with the NQF
Engineering NQF Learning Areas
Learning Knowledge and Values, Autonomy,
Outcomes Skills
Understanding and Responsibility
1 ✓ ✓
2 ✓ ✓
3 ✓ ✓
4 ✓
5 ✓ ✓
6 ✓
7 ✓ ✓
8 ✓
9 ✓

Curriculum General Criteria

Based on benchmarking study of national and international benchmarking and the leading
universities (see Appendix A), and analyzing all knowledge units (KUs) and skills for different
Electrical Engineering programs, the curriculum should consist of the following:
1. Essential Knowledge Units (EKU) which includes mathematics and basic sciences:
a. Math: (Calculus (differential, integral, multivariate), Linear algebra, Differential
equations, Probability & statistics,.)
b. Physics: (Mechanics, Electricity & Magnetism, Thermodynamics, Optics,
Acoustics).

5
 2. General Knowledge Units (GKU): core Engineering.
3. Specialized Knowledge Units (SKU): Electrical Engineering major.
4. Experiential Learning
a. A minimum of 3 semester credit hours (or equivalent) of culminating major
engineering design experience.
b. A field training experience of a minimum duration of eight weeks.

Knowledge Units
The following table provides an overall view of the curriculum distribution of general knowledge
and specialized knowledge in the Electrical Engineering major. The table also provides
general recommendations on the acceptable range of topic distribution for each knowledge
unit whether general or specialized knowledge units.
Knowledge Unites Description and Weighting Distributions

Wt Relative
GKU GKU Description SKU
(%) Wt(%)
SKU1.1 Basic
Foundations of circuit theory including basic 50
GKU1 Circuits Laws
laws of circuits, circuit analysis, theorems, 25
Electrical circuits SKU1.2 Advanced
sinusoids and phasors 50
Circuits Analysis

Foundations of electronics including Solid- SKU2.1

state fundamentals, Discrete devices, Fundamental of 50
GKU2 including diodes, transistors, BJT, and CMOS, Electronics
25
Electronics and Integrated Circuits such as operational
amplifiers and some of their applications SKU2.2 Integrated
50
(active filters) Circuits

Foundations of electromagnetics including

GKU3 electrostatics, magneto-statics, fields, waves, SKU3.1
15 100
Electromagnetics and applications like transmission lines, Electromagnetics
waveguides, and antennas
SKU4.1 Signal
GKU4 50
Transformations
Signal and Foundations of Fourier series and transforms. 20
systems SKU4.2 Linear-time
50
Invariant Systems
Foundations of Digital logic circuits and design
including number systems, Boolean logic,
GKU5 logic gates and circuits, analysis and design of SKU5.1 Digital
15 100
Digital systems combinational logic, sequential circuits Systems
including state machines, and Programmable
logic devices and gate arrays

6
Appendix A: Benchmarking Analysis
The KUs are derived from the following sources:
1. ABET
a. ABET is a nonprofit, non-governmental agency that accredits programs in applied and
natural science, computing, engineering, and engineering technology.
b. ABET published criteria for accrediting engineering programs.
2. Saudi Council of Engineers (SCE)
a. SCE: sets standards of practicing and developing the engineering profession in Saudi
Arabia, including licensure terms and conditions; prescribing necessary rules,
regulations, and examinations for obtaining professional degrees.
3. Education and Training Evaluation Commission (ETEC):
a. ETEC is the authority in charge of evaluation, assessment, and accreditation of
qualifications in the field of education and training in the public and private sectors in
Saudi Arabia.
b. ETEC published learning outcomes for engineering and learning outcomes assessment
in higher education for various disciplines, including engineering.
4. The National Council of Examiners for Engineering and Surveying (NCEES):
a. NCEES is a nonprofit organization dedicated to advancing professional licensure for
engineers and surveyors.
b. NCEES published the Engineering Education Standard.
5. Best Practices in Top Universities

# University Program Link QS ranking

National University of
1 Electrical Engineering Link 11
Singapore
2 University of Toronto Electrical & Computer Engineering Link 34

3 Cornell University Electrical & Computer Engineering Link 20

University of California,
4 Electrical Engineering Link 44
Los Angeles
California Institute of
5 Electrical Engineering Link 6
Technology
Bachelor of Electrical Engineering and
6 Yale University Link 18
Computer Science
Department of Electrical and Electronic
7 Imperial College London Link 6
Engineering
Swiss Federal Institute of Information Technology and Electrical
8 Link 9
Technology Zurich Engineering
King Fahd University of
9 Electrical Engineering Link 160
Petroleum & Minerals
University College
10 Electronic and Electrical Engineering Link 8
London
(*) Private University

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 Required Courses in Top Universities in 2022
# Topic Group Topics count U1 U2 U3 U4 U5 U6 U7 U8 U9 U10
Mathematics A. Algebra and trigonometry 8 C √ C √ √ √ √ √ √ √
B. Complex numbers 9 √ √ √ √ √ √ √ √ √
C. Discrete mathematics 3 √ √ √
D. Analytic geometry 7 √ √ √ √ √ √ √
Topic #1

E. Calculus (e.g., differential, integral, single- 10 √ √ √ √ √ √ √ √ √ √

variable, multivariable)
F. Ordinary differential equations 10 √ √ √ √ √ √ √ √ √ √
G. Linear algebra 10 √ √ √ √ √ √ √ √ √ √
H. Vector analysis 8 √ √ √ √ √ √ √ √
Probability & Statistics A. Probability distributions 9 √ √ √ √ √ √ √ √ √
Topic #2

B. Measures of central tendencies and dispersion 9 √ √ √ √ √ √ √ √ √

C. Expected value 9 √ √ √ √ √ √ √ √ √
Ethics and Professional Practice A. Codes of ethics 1 √
Topic #3

B. Public health, safety, and welfare 1 √

C. Intellectual property 0
Engineering Economics A. Time value of money 1 √
B. Cost types and breakdowns 1 √
Topic #4

C. Economic analyses 1 √
D. Analysis (e.g., cost-benefit, trade-off, break- 0
even)
Properties of Electrical A. Semiconductor materials 2 √ √
Topic #5

Materials B. Electrical 2 √ √
C. Thermal 1 √
Circuit Analysis A. KCL, KVL 9 √ √ √ √ √ √ √ √ √
B. Series/parallel equivalent circuit 8 √ √ √ √ √ √ √ √
C. Thevenin and Norton theorems 8 √ √ √ √ √ √ √ √
Topic #6

D. Node and loop analysis 8 √ √ √ √ √ √ √ √

E. Waveform analysis 9 √ √ √ √ √ √ √ √ √
F. Phasors 9 √ √ √ √ √ √ √ √ √
G. Impedance 9 √ √ √ √ √ √ √ √ √
Linear Systems A. Frequency/transient response 9 √ √ √ √ √ √ √ √ √
Topic #7

B. Resonance 5 √ √ √ √ √
C. Laplace transforms 10 √ √ √ √ √ √ √ √ √ √
D. Transfer functions 8 √ √ √ √ √ √ √ √
Signal Processing A. Sampling (e.g., aliasing, Nyquist theorem) 9 √ √ √ √ √ √ √ √ √
Topic #8

B. Analog filter 7 √ √ √ √ √ √ √

C. Digital filters (e.g., difference equations, Z- 7 √ √ √ √ √ √ √

transforms)
Electronics A. Models, biasing, and performance of discrete 9 √ √ √ √ √ √ √ √ √
devices (e.g., diodes, transistors, thyristors)
B. Amplifiers (e.g., single-stage/common emitter, 9 √ √ √ √ √ √ √ √ √
differential, biasing)
Topic #9

C. Operational amplifiers (e.g., ideal, nonideal) 9 √ √ √ √ √ √ √ √ √

D. Instrumentation (e.g., measurements, data 0
acquisition, transducers
E. Power electronics (e.g., rectifiers, inverters, 2 √ √
converters)
Power Systems A. Power theory (e.g., power factor, single and 2 √ √
three phase, voltage regulation)
B. Transmission and distribution (e.g., real and 3 √ √ √
Topic #10

reactive losses, efficiency, voltage drop, delta and

wye connections)
C. Transformers (e.g., single-phase and three- 3 √ √ √
phase connections, reflected impedance)
D. Motors and generators (e.g., synchronous, 2 √ √
induction, dc)
Electromagnetics A. Electrostatics/magnetostatics (e.g., spatial 9 √ √ √ √ √ √ √ √ √
Topic
#11

relationships, vector analysis)

8
 B. Electrodynamics (e.g., Maxwell equations, 9 √ √ √ √ √ √ √ √ √
wave propagation)
C. Transmission lines (high frequency) 7 √ √ √ √ √ √ √
Control Systems A. Block diagrams (e.g. feedforward, feedback) 4 √ √ √ √
B. Bode plots 4 √ √ √ √
Topic #12

C. Closed-loop response, open-loop response, 4 C C C C √ C √ C √ √

and stability
D. Controller performance (e.g., steady-state 4 C C C C √ C √ C √ √
errors, settling time, overshoot)
Communications A. Basic modulation/demodulation concepts 5 √ C C C C √ √ C √ √
(e.g., AM, FM, PCM)
Topic #13

B. Fourier transforms/Fourier series 9 C √ √ √ √ √ √ √ √ √

C. Multiplexing (e.g., time division, frequency 2 √ √ √ √ √ √ √ C C √
division, code division)
D. Digital communications 3 C C C C C C √ C √ √
Computer Networks A. Routing and switching 1 C C C C C √ C C C C
B. Network topologies (e.g., mesh, ring, star) 1 C C C C C √ C C C C
C. Network types (e.g., LAN, WAN, internet) 1 C C C C C √ C C C C
D. Network models (e.g., OSI, TCP/IP) 0 C C C C C C C C C C
Topic #14

E. Network intrusion detection and prevention 0 C C C C C C C C C C

(e.g., firewalls, endpoint detection, network
detection)
F. Security (e.g., port scanning, network 0 C C C C C C C C C C
vulnerability testing, web vulnerability testing,
penetration testing, security triad)
Digital Systems A. Number systems 8 C √ √ C √ √ √ √ √ √
B. Boolean logic 8 C √ √ C √ √ √ √ √ √
C. Logic gates and circuits 8 C √ √ C √ √ √ √ √ √
D. Logic minimization (e.g., SOP, POS, Karnaugh 8 C √ √ C √ √ √ √ √ √
Topic #15

maps)
E. Flip-flops and counters 8 C √ √ C √ √ √ √ √ √
F. Programmable logic devices and gate arrays 7 C √ √ C √ √ √ √ √ C
G. State machine design 7 C √ √ C √ √ √ √ √ √
H. Timing (e.g., diagrams, asynchronous inputs, 1 C C C C C √ C C C C
race conditions and other hazards)
Computer Systems A. Microprocessors 5 C √ C C C C √ √ √ √
Topic
#16

B. Memory technology and systems 5 C √ C C C C √ √ √ √

C. Interfacing 2 C √ C C C C C C √ C
Software Engineering A. Algorithms (e.g., sorting, searching, 1 C C C C C C C C C √
complexity, big-O)
Topic #17

B. Data structures (e.g., lists, trees, vectors, 1 C C C C C C C C √ C

structures, arrays)
C. Software implementation (e.g., iteration, 0 C C C C C C C C C C
conditionals, recursion, control flow, scripting,
testing)

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Appendix B: Learning Outcomes and Topics for Knowledge Units

GKU 1 Electrical circuits

SKU 1.1: Basic Circuits Laws

This SKU discusses various network reduction techniques including
Description resistive networks, inductive networks and capacitive networks. It
also introduces basic electric circuits analysis and the fundamentals
and basic principles of DC and AC circuits.
The following topics must be included in this SKU:
Topics 1. Equivalent circuits and basic laws
2. Basic Circuit laws
By completing this SKU, students should be able to:
SLO1.1.1: Apply mathematics, science, and engineering to the
analysis and design of electrical circuits.
SLO1.1.2: Apply basic knowledge on network reduction techniques-
Learning resistive networks, inductive networks, and capacitive networks-
series, parallel, series-parallel combinations, star–to-delta and delta-
Outcome to-star transformation to the analysis and design of electric circuits.
SLO1.1.3: Apply ohm`s law, voltage divider rule, and current divider
rule to a series parallel circuit.
SLO1.1.4: Apply Kirchhoff’s Laws (voltage and current) for circuits
analysis

SKU 1.2: Advanced Circuits Analysis

This SKU introduces advanced circuit analysis and theorems,
Description including voltage divider rule, power, superposition, network
theorems, Thevenin's and Norton's Theorems, introduction to AC,
capacitors and inductors.
The following topics must be included in this SKU:
Topics 1. Circuit Analysis and theorems
2. Sinusoids and Phasors
By completing this SKU, students should be able to:
SLO1.2.1: Apply Thevenin and Norton theorems for circuit
simplification
SLO1.2.2: Analyze electric circuits using Mesh, Nodal, superposition
methods.
Learning SLO1.2.3: Determine node voltages and branch currents by applying
the node and loop analysis
Outcome SLO1.2.4: Identify the RMS, average, frequency, phase, wavelength
from the waveforms of the current and voltage in the time domain.
SLO1.2.5: Analyze AC circuits using phasor analysis methods
including start-delta and delta-star transformation
SLO1.2.6: Solve balanced three-phase circuits
SLO1.2.7: Calculate AC power and power factor correction

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GKU 2 Electronics

SKU 2.1: Fundamental Electronics

Foundations of this SKU introduces the fundaments of Solid-state
Description and integrated circuits. The focus of this KU will include discrete
devices, e.g., diodes, transistors, BJT, and CMOS.
The following topics must be included in this SKU:
Topics 1. Solid-state fundamentals
2. Discrete devices, including diodes, transistors, BJT, and CMOS
By completing this SKU, students should be able to:
SLO2.1.1: Define the main components of semiconductors and
Learning electronic devices.
SLO2.1.2: Model and apply basic solid-state fundamentals, including
Outcome diffusion/drift current, energy bands, doping bands, and p-n theory
SLO2.1.3: Analyze components and formulate relationships of
discrete devices, including diodes, transistors, BJT, and CMOS

SKU 2.2: Integrated Circuits

Foundations of this SKU introduces the introduce the basic principles
Description of amplifier for different configurations, frequency response,
multistage amplifiers.
The following topics must be included in this SKU:
Topics 1. Design of operational amplifiers
2. Application of operational amplifiers
By completing this SKU, students should be able to:
SLO2.2.1: Apply design concepts to optimize performance of
operational amplifiers
Learning SLO2.2.2: Calculate parameters and recognize the differences
between different kinds of amplifiers (gains and frequency response,
Outcome etc....)
SLO2.2.3: Design optimal performance active filters
SLO2.2.4: Evaluate applications of Op-Amp
SLO2.2.5: Explain the concept of analog-to-digital converters (ADC)
and digital-to-analog converters (DAC)

GKU 3 Electromagnetics

SKU 3.1: Electromagnetics

Foundations of electromagnetics including electrostatics, magneto-
Description statics, fields, waves, and applications like transmission lines,
waveguides, and antennas
The following topics must be included in this SKU:
Topics 1. Electrostatics and magnetostatics
2. Electrodynamics
3. High frequency transmission lines

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 By completing this SKU, students should be able to:
SLO3.1.1: Apply electrostatics laws and theorems, including
Coulomb's law, Gauss' law, electric field boundary conditions, and
electrostatic potential, in basic electric field and potential
calculations.
Learning
SLO3.1.2: Explain magnetostatics, including magnetic forces and
torques, BiotSavart's and Ampere's laws, magnetic field boundary
Outcome conditions and vector magnetic potential, in basic magnetic field and
potential calculations.
SLO3.1.3: Apply EM wave propagation laws and theorems, including
Faraday’s Law, Displacement current and Maxwell’s Equations, in the
analysis of EM wave propagation in various medium
SLO3.1.4: Analyze high frequency transmission lines
SLO3.1.5: Design high frequency transmission lines

GKU 4 Signal and systems

SKU 4.1: Signal Transformations

Description Foundations of Fourier series and transforms.

The following topics must be included in this SKU:

Topics 1.
2.
Fourier Series
Fourier transforms
3. Sampling theorem
By completing this SKU, students should be able to:
SLO4.1.1: Perform Fourier Series Analysis on periodic signals
Learning SLO4.1.2: Apply Fourier transform in the analysis of signals
SLO4.1.3: Apply Z-transforms and difference equations in the
Outcome analysis of discrete-time systems
SLO4.1.4: Apply sampling theorems on continuous-time signals and
identify the conditions needed for perfect reconstruction

SKU 4.2: Linear-time Invariant Systems

Description Foundations of systems considering both continuous-time and

discrete-time forms
The following topics must be included in this SKU:
Topics 1. Analog and digital LTI systems
2. Analog and digital filters
By completing this SKU, students should be able to:
SLO4.2.1: Analyze of LTI systems using the acquired knowledge
about frequency response, transient response, transfer functions,
Learning Fourier transform and Laplace transform
SLO4.2.2: Explain the properties of LTI systems
Outcome SLO4.2.3: Analyze continuous-time signals and LTI systems for
designing analog filters
SLO4.2.4: Analyze discrete-time signals and LTI systems for
designing digital filters

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GKU 5 Digital systems

SKU 5.1: Digital Systems

Foundations of Digital logic circuits and design including number
Description systems, Boolean logic, logic gates and circuits, analysis and design
of combinational logic, sequential circuits including state machines,
and Programmable logic devices and gate arrays
The following topics must be included in this SKU:
1. Number Systems, Boolean Logic, and logic gates
Topics 2. Digital Combinational circuits analysis and design
3. Sequential logic circuits analysis and design
4. Programmable logic devices and gate arrays
By completing this SKU, students should be able to:
SLO5.1.1: Perform arithmetic operations in various number systems.
SLO5.1.2: Apply Boolean algebra to perform simplifications and
algebraic manipulations of Boolean expressions.
SLO5.1.3: Simplify functions using the K-map method
Learning SLO5.1.4: Design efficient combinational circuits utilizing basic
functional blocks such as multiplexors, encoders, decoders, adders,
Outcome and comparators.
SLO5.1.5: Design registers and counters for applications using the
Flipflops
SLO5.1.6: Analyze and design efficient sequential circuits using state
machine models
SLO5.1.7: Analyze and design Digital circuits using programmable
logic devices

13
Appendix C: Guidelines for Key Learning Outcomes for Engineering
Programs.
Guidelines for Key Learning Outcomes for Engineering Programs.

Engineering
No. Guidelines
Learning Outcome

To identify the problem, the student shall investigate the

situation to determine the root cause of the problem, not the
perceived problem or the problem’s symptoms. If there is
more than one cause of the problem, the student must include
all of them in the problem statement or definition.

To formulate the problem, the student shall collect all

relevant information or data. If there is any missing data, then
the student shall refer to the national and international
Identify, formulate, and
standards, or the best practices used in similar applications,
solve complex
to assume the missing data. The student then shall formulate
engineering problems
the problem mainly by applying the knowledge of
using principles of
KLO1 mathematics, natural sciences, statistics, engineering
engineering sciences,
fundamentals, and engineering specialized knowledge.
mathematics, and natural
To solve complex engineering problems, the student shall
sciences, and validate the
plan a strategy for the solution starting with the end in
obtained solution
mind; the desired objectives.

The student then shall validate the correctness of the

solution by:

- Alignment with the national, or international, standard

range of the parameters’ values
- If no standard ranges of the values are available, then the
solution is checked versus the best practices of a similar
application

14
 Engineering
No. Guidelines
Learning Outcome

- Results shall always be examined by intuition and

engineering sense as well

The student shall apply the design process to develop the

solution (e.g., part, system, or process) that meets the
Design solutions for client's specified needs. Public health, safety, welfare,
complex engineering environmental, sustainability, and economic factors should
problems that meet be given the top priority in the design.
specified needs with
Other realistic constraints related to the design may include
consideration for public
but are not limited to global, cultural, societal, reliability, and
health, safety, welfare,
ethical factors.
and environmental,
To identify the needs that must be met, the student shall
KLO2 sustainability, and
perform a need analysis and then convert the identified
economic factors, as well
needs into well-defined specifications, and design
as other realistic
parameters that may be minimized or maximized. The same
constraints related to the
is to be done for all the applicable realistic constraints.
design solution, while
complying with relevant The student then shall apply the design process;
standards and design - Identify the client’s needs and applicable realistic
codes constraints mentioned above
- Develop a selection criteria based on the specifications
and design parameters identified above

15
 Engineering
No. Guidelines
Learning Outcome

- Develop alternative conceptual designs such that each

alternative satisfies the minimum requirements of the
selection criteria
- Use a decision analysis technique to select the best
design alternative based on the merits and drawbacks
of all alternatives
- Carry out a detailed design of the selected best
alternative
- Perform iterative analysis, by minimizing or maximizing
the design parameters, to achieve potential
improvements. The Quality Function Deployment
(QFD) method, or any other optimization methods, may
be used. Modern engineering software would help
students to come up with optimized designs based on
international standards in less time, however, the
limitations of the software should be well considered
- Communicate the design using technical drawings
standards.
The design should comply with the national standards and
design codes. If the national standards and design codes are
not available, then the design should comply with the
international standards and design codes, or best practices
in similar applications.

Conduct investigations of If the experiment to be conducted follows national, or

complex engineering international, standards, then the students shall perform
problems through literature review on the related standards and identify the
KLO3 developing and executing following items of the experiment:
relevant experiments, and
- Objectives of the experiment
analyzing and
interpreting data,

16
 Engineering
No. Guidelines
Learning Outcome

supported by engineering - Variables/parameters to be measured before, during,

judgment to achieve valid and after the experiment, along with their range and
conclusions required accuracy.
- Setup needed for the experiment
- Test procedure
- Results interpretation, restrictions, or indicators (if
east).
If the experiment does not follow any standards, the student
shall identify the items above based on the best practice.

To analyze the data, the student shall identify the formulae

relating the variables to each other. The data must be
prepared in well-defined tables/charts to facilitate the
analysis and interpretation of the data to develop useful
information and decisions.

The student then shall compare the experimental results

with the national/international standards' corresponding
values. The percentage error/difference of the results
compared to the standards values are to be calculated.

Finally, the student shall write valid conclusions of the

experimental results with clear recommendations for using
the test results or ignoring them. This would mainly depend
on the mistakes that occurred while preparing the sample,
setting up the experiment, conducting the experiment, or the
error percentage compared to the standards values.

Create, select, adapt and The student shall use relevant professional techniques,

apply appropriate resources and modern engineering and IT tools to a range of

KLO4 techniques, resources and engineering activities. However, the limitations of these

modern engineering and modern tools and resources should be well considered.

IT tools to solve complex

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 Engineering
No. Guidelines
Learning Outcome

engineering problems Common engineering practices where the student may apply,
with understanding of the and not limited to, these resources:
limitations
- Modeling and analysis of complex engineering problems
using professional engineering modeling and simulation
software

- Design solutions of complex engineering problems using

professional engineering software with embedded
international standards and design codes

- Experimentation solutions of complex engineering

problems using modern measurement and testing tools

- Oral or written communication using modern Information

and Communications Data Technology (ICDT) tools

- Management of projects using traditional or agile

techniques through the use of desktop applications or
web-based applications known as Software as a Service
(SaaS)

- Internet browsing to search for new knowledge and to

learn new skills to be engaged in life-long learning

Identify and evaluate the In the course of solving complex engineering problems, the

issues and constraints of student shall identify the relevant issues and constraints of
sustainability, economy, economy, environment, politics, health and safety, and
environment, politics, society.

KLO5 health and safety, and

society that are relevant
The student then shall analyze and accordingly evaluate
to professional solving of
these issues with solid reasoning.
complex engineering
problems.

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 Engineering
No. Guidelines
Learning Outcome

As a result of these constraints’ evaluation, the student shall

make his/her judgment based on professional engineering
practice.

In particular, the student shall apply professional

engineering values to promote the environment and the
related Sustainable Development Goals (SDGs) to transform
our world.

Recognize ethical and

professional
The student shall demonstrate the awareness of relevant
responsibilities in
national values, legal obligations governing engineering
engineering situations,
activities, including welfare, health & safety, contracts,
KLO6 and commit to the
intellectual property rights, and liability issues.
professional ethics and
The student shall make his/her judgment based on the
norms of engineering
professional ethics and norms of engineering practice.
practice to make
informed judgments

Student application of project management techniques

involves practicing various project management
Apply modern project components, e.g., planning, scheduling, budgeting, allocation
management techniques, of resources, and risk assessment.
economic and decision-
The student shall apply engineering economy principles to
making techniques, and
KLO7 facilitate the decision-making in various projects.
to work effectively as a
member or leader in The student shall effectively work as a team member or a

teams, preferably in a leader in a team with full awareness of his/her roles and

multidisciplinary setting responsibilities with consideration given to the diverse

nature of the team specialties within the engineering
discipline or across the engineering disciplines.

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 Engineering
No. Guidelines
Learning Outcome

The student shall constructively contribute to the project

delivery by completing individual and common activities in a
collaborative, honest, and trustful environment.

Audiences may include faculty, students, clients, technical,

and non-technical public sector.

The student shall communicate fluently orally and in writing,

both in native and English languages.

The student shall write effective reports and design

documentation, make effective presentations, and give and
receive clear instructions.

In the reports, design documentation, and other written

communication, the student shall present the ideas in an
Communicate effectively organized manner, in a suitable style to the audience with
KLO8 on engineering activities minimal errors (e.g., spelling, grammar,). Only added-value
with a range of audiences visual aids shall be used (e.g., tables, figures, videos, posters,
etc.)

In presentations and other oral communication, the student

shall address the audience interest in an organized manner
within the time limitations. The student shall communicate
in correct language, use effective body language, and shall
listen carefully to the audience’s questions and respond to
them properly.

The student shall use and cite only credible references, both
in written and oral communication.

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 Engineering
No. Guidelines
Learning Outcome

Lifelong learning ensures that the students gain the required

skills of employing self-learning in future life settings, e.g.,

Engage in life-long new developments in engineering tools, materials, systems,

learning for acquiring and as well as new versions of software, design codes, and

KLO9 implementing knowledge, standards.

as needed, using suitable The student shall be an independent learner in choosing

learning strategies suitable learning strategies, among which is searching
credible sources, for finding, acquiring, and effectively
utilizing the required information.

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