I am pleased to welcome you to the website for civil engineering department at FBSU. The department bears the responsibility of qualifying promising engineers of high quality equipped with the necessary knowledge and skills in the light of the Kingdom's vision to meet the national and global market of the profession, as well as to qualify the student pursue studies at the graduate level.
To promote highly competent and socially responsible civil engineers equipped with the knowledge, skills, and values to:
▪ Design, construct, and maintain sustainable infrastructure: Develop original and sustainable solutions for infrastructure projects.
▪ Solve complex engineering challenges: Employ critical thinking, problem-solving, and adhering to ethical principles and safety considerations.
▪Contribute to the Kingdom's development: Empower graduates to contribute to the Kingdom's infrastructure development, economic growth, and societal advancement, aligning with the Saudi Vision 2030.
▪ Embrace lifelong learning, collaborate and lead in multidisciplinary teams and demonstrating leadership skills in managing complex projects and fostering teamwork.
▪Contribute to the global engineering community: Engage with international engineering organizations and participate in global projects, sharing knowledge and contributing to the advancement of civil engineering worldwide.
The Civil Engineering program is designed to achieve the following objectives:
▪Provide students with adequate understanding of the essential prerequisites in theory, design, and basic sciences for a profession in the field of electrical engineering.
▪Develop students' skills in the field of electrical engineering to qualify them for the job market.
▪Develop students’ professional approach to engineering based on a strong sense of community service, teamwork, responsibility, and high ethics.
▪Equip students with proper tools to address open research problems in the field of electrical engineering and to pursue graduate studies in international standard universities.
A. ABET Student Learning Outcomes (SLOs) and their Performance Indicators (PIs)
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Student Learning Outcome (SLO) |
Performance Indicator (PI) |
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1) an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics. |
1a- an ability to identify the principles of engineering, science, and mathematics. |
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1b- an ability to formulate complex engineering problems based on the principles of engineering, science, and mathematics. |
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1c- an ability to apply engineering, science, and mathematics principles to solve complex engineering problems. |
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2) an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors. |
2a- an ability to produce a clear needs statement in a design project, identify design problem constraints, and establish criteria for solutions acceptability and desirability. |
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2b- an ability to evaluate and analyze the economics of an engineering problem solution and to use appropriate analysis techniques to characterize and respond to risks in product or process design. |
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3) an ability to communicate effectively with a range of audiences. |
3- an ability to communicate effectively with a range of audiences. |
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4) an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts. |
4a- an ability to recognize ethical and professional responsibilities in engineering situations. |
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4b- an ability to evaluate alternative engineering solutions, which consider design conflict issues in economic, environmental, and societal contexts |
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5) an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives. |
5a- an ability to recognize participants roles in a team setting, fulfill appropriate roles to assure team success, integrate inputs from all team members, and make decisions in relation to objectives criteria. |
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5b- an ability to monitor team progress and make suggestions accordingly. |
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6) an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions. |
6a- an ability to show good lab practice and instrumentation skills to measure specific quantities and extract required data.
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6b- an ability to use appropriate tools to analyze data and verify and validate experimental results, while accounting for experimental errors. |
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7) an ability to acquire and apply new knowledge as needed, using appropriate learning strategies. |
7- an ability to express awareness of continuous learning and research, after graduation, and find information relevant to problem solutions without guidance. |
B. NCAAA Program learning Outcomes (PLOs)
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NCAAA Program learning Outcomes (PLOs) (NQF) |
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Knowledge and Understanding |
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K1 |
Gain knowledge of mathematics, science, and engineering. |
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K2 |
Outline engineering problems solutions based on the principles of physical sciences and mathematics. |
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K3 |
Describe and categorize engineering related contemporary issues. |
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Skills |
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S1 |
Solve engineering problems by applying principles of mathematics, science, and engineering. |
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S2 |
Develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgement to draw conclusions. |
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S3 |
Apply modern techniques and skills to produce solutions in global, economic, environmental, and societal contexts for engineering practice. |
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S4 |
Acquire life-long learning skills as needed, using appropriate learning strategies. |
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S5 |
Communicate effectively with a range of audiences. |
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Values |
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V1 |
Uphold ethical and professional responsibilities. |
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V2 |
Function and contribute effectively in a team. |
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C. ABET SLOs-NCAAA PLOs Mapping
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PIs of ABET (1)-(7) |
1a |
1b |
1c |
2a |
2b |
3 |
4a |
4b |
5a |
5b |
6a |
6b |
7 |
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NCAAA PLOs |
K1 |
K2 |
S1 |
S3 |
S3 |
S5 |
V1 |
V1 |
V2 |
V2 |
S2 |
S2 |
K3, S4 |
D. POs-NCAAA PLOs Mapping
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POs |
NCAAA PLOs |
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I. Provide students with adequate understanding of the essential prerequisites in theory, design, and basic sciences for a profession in the field of civil engineering. |
(K1, K2, S1, S3, K3, S4) |
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II. Develop students' skills in the field of civil engineering to qualify them for the job market. |
(S1, S3, V1, S2, K3, S4) |
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III. Develop students’ professional approach to engineering based on a strong sense of community service, teamwork, responsibility, and high ethics. |
(S5, V1, V2) |
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IV. Equip students with proper tools to address open research problems in the field of civil engineering and to pursue graduate studies in international standard universities. |
(K1, K2, S1, S5, V2, S2, K3, S4) |
E. POs-ABET SLOs Mapping
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POs |
ABET SLOs |
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I. Provide students with adequate understanding of the essential prerequisites in theory, design, and basic sciences for a profession in the field of civil engineering. |
(1a, 1b, 1c, 2a, 2b, 7) |
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II. Develop students' skills in the field of civil engineering to qualify them for the job market. |
(1c, 2a, 2b, 4a, 4b, 6a, 6b, 7) |
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III. Develop students’ professional approach to engineering based on a strong sense of community service, teamwork, responsibility, and high ethics. |
(3, 4a, 4b, 5a, 5b) |
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IV. Equip students with proper tools to address open research problems in the field of civil engineering and to pursue graduate studies in international standard universities. |
(1a, 1b, 1c, 3, 5a, 5b, 6a, 6b, 7) |
The curriculum is designed in conformance with the study plan approved by the MOE. It includes courses in basic sciences and mathematics, engineering sciences, engineering design, communication skills, and humanities and social sciences. Lab hands-on experience and emphasis on design are important elements that are integrated throughout the curriculum.
The requirements of the BCE include:
▪ 35 credit hours of mathematics and basic sciences,
▪ 87 credit hours of engineering sciences and engineering design,
▪ 13 credit hours of social sciences and humanities
▪ 15 credit hours of English language and technical writing courses
▪ 9 credit hours in Computer and Programming
The curriculum is designed to grant students the bachelor’s degree upon the successful completion of the fifth-year program. The first year is shared with all engineering majors in order to allow students to transfer from one major to another without losing any credits earned in the first year.
To graduate with a bachelor’s degree in civil engineering (BCE), students must satisfactorily complete 159 credit hours. The distribution of courses in the proposed study plan is as follows:
Students working towards the bachelor’s degree in civil engineering must complete a total of 37 credit hours in University requirements, which are detailed as follows:
▪ 6 credit hours of Arabic: ARAB 101 and ARAB 201;
▪ 15 credit hours of English communication skills: ENGL 100,ENGL 101, ENGL 102, ENGL 203, and ENGL 206;
▪ 7 credit hours of social and cultural studies: SOCS 101, PHE 101, and afree elective course;
▪ 3 credit hours of computing for engineers: IT 100; and
▪ 6 credit hours of mathematics: MATH 100 and STAT 100.
College Requirements
The College of Engineering requirements for the bachelor’s degree in civil engineering include 40 credit hours detailed as follows:
▪ 11 credit hours in sciences: PHYS 101, PHYS 102, PHYS 103L, and CHEM 101/ 101L;
▪ 18 credit hours in mathematics and statistics: MATH 101, MATH 102, MATH 201, MATH 202, MATH 215,and STAT 230;
▪ 6 credit hours in Engineering Programming: CSC 101 and ELEE 230;
▪ 1 credit hour in Engineering Drawings: CIVE 205;
▪ 3 credit hours in Engineering Economy: COEN 300;
▪ 1 credit hour in Engineering Ethics: COEN 401.
Program Requirements
Program specialization requirements consist of 82 credit hours: 70 compulsory credit hours, 12 elective credit distributed as follows:
▪ 70 credit hours for the courses: CIVE 215, CIVE 210, CIVE 211, CIVE 220, CIVE 220L, CIVE 240, CIVE 240L, CIVE 250, CIVE 260, CIVE 260L, CIVE 310, CIVE 320, CIVE 330, CIVE 330L, CIVE 340, CIVE 351, CIVE 360, CIVE 400, CIVE 410, CIVE 412, CIVE 420, CIVE 430, CIVE 460, CIVE 461, CIVE 471, CIVE 472, CIVE 480, CIVE 498, CIVE 499
▪ Four electives (12) credit hours from the selected civil Engineering track (general Civil Engineering track and Environmental engineering track);
⁃ General Civil Engineering track:
CIVE 403, CIVE 411, CIVE 421, CIVE 422, CIVE 423,CIVE 431, CIVE 432, CIVE 433, CIVE 434, CIVE 440, CIVE 441, CIVE 443, CIVE 444, CIVE 445, CIVE 446, CIVE 447, CIVE 448, CIVE 450, CIVE 451, CIVE 452, CIVE 453, CIVE 454, CIVE 455, CIVE 456, CIVE 457, CIVE 458, CIVE 462, CIVE 463, CIVE 464,CIVE 465, CIVE 466, CIVE 470
⁃ Environmental Engineering Track:
CIVE 432, CIVE 448, CIVE 450, CIVE 451, CIVE 452,CIVE 454, CIVE 455, CIVE 456, CIVE 457, CIVE 458, CIVE 459
The Civil Engineering Department is furnished with high quality state-of-art laboratories that support research and teaching activities for Structural, Environmental, Hydrology, Surveying and Highway Engineering Programs.
These laboratories extend over an area exceeding 610 sq. m and are manned with highly qualified and well-trained personnel. Furthermore, most of the lab equipment are support advanced computerized data acquisition systems.
The Department hosts the following five major laboratories:
1. Soil Mechanics Lab; The tests usually covered include the following: Determination of water content, Determination of grain size distribution, Determination of Atterberg limits, Compaction tests, Shear strength tests, Permeability tests, Consolidation tests, Specific gravity tests, and Soil classification tests
2. Material Lab; The tests usually covered include the following: Slump test, Compressive strength test, Split tensile strength test, Mortar tests, Marshall stability test, Marshall flow test, Sieve analysis
3. Surveying Lab; The tests usually covered include: Distance measurement by taping and ranging, Determining elevations using level, Profile and cross section survey , Horizontal and vertical angles measurement, Surface area calculations and field measurements , Setting up Total Station, Setting out measurements using Total Station, Traversing and coordinate computations, and Measuring Areas using Planimeter.
4. Fluid Mechanics and Hydraulics Laboratory; The tests usually covered include: Determination of the friction factor for the pipes, Determination of the coefficient of discharge, contraction and velocity of an orifice, Verification of Bernoulli’s Theorem, Determination of Critical Reynolds number for a pipe flow, Determination of the minor losses due to sudden enlargement, sudden contraction and bends, Determination of the velocity distribution in an open channel and to determine the energy and momentum correction factors
5. Environmental Engineering Lab; Collection and distribution of water supply, Water Quality, Wastewater Treatment (BOD and COD), and Environmental pollution.
As part of their fifth year, students are required to carry out a project and submit a technical report. This project is a substantial piece of work that will require creative activity and original thinking. Students in groups, normally three per group, are supervised while working on a project accounting for four credit hours, extending over a full academic year. The project aims to provide students with a transitional experience from the academic world to the professional world. It is designed to serve as a platform in which CE students in teams engage in a practical design experience requiring the solution of civil engineering design problems.Yet, a student who has already passed a minimum of 90 credits is eligible to register for the Final Year Project.
▪ To allow students to demonstrate a wide range of the skills learned at the College of Engineering during their course of study by asking them to deliver a complete and original design for a Civil Engineering scheme;
▪ To encourage work on multidisciplinary projects, where students get to apply material learned in a number of courses;
▪ To allow students to develop problem solving, analysis, synthesis, evaluation and design skills.
▪ To encourage teamwork;
▪ To improve students' communication skills by asking them to produce both a professional report and a professional poster and to give an oral presentation of their work;
