COOPERATIVE EDUCATION EXPERIENCE AT KING FAHD UNIVERSITY OF PETROLEUM AND MINERALS S.A. Al-Baiyat,...

COOPERATIVE EDUCATION COOPERATIVE EDUCATION EXPERIENCE AT EXPERIENCE AT

KING FAHD UNIVERSITY OF KING FAHD UNIVERSITY OF

PETROLEUM AND MINERALSPETROLEUM AND MINERALS

S.A. Al-Baiyat, M.T. Abuelma'atti, O.A. Al-Suwailem, S.A. Al-Baiyat, M.T. Abuelma'atti, O.A. Al-Suwailem, I.M. Budaiwi, S.A.M. Said and M.I. Abd El-BarrI.M. Budaiwi, S.A.M. Said and M.I. Abd El-Barr

King Fahd University of Petroleum and MineralsKing Fahd University of Petroleum and Minerals

Dhahran 31261, Saudi ArabiaDhahran 31261, Saudi Arabia

UNIVERSITY BACKGROUNDUNIVERSITY BACKGROUND

KFUPM was established in 1963.KFUPM was established in 1963.

With 67 studentsWith 67 students

Current enrollment is over 8000Current enrollment is over 8000

The University has the following six in The University has the following six in campus Colleges :campus Colleges :1) College of Engineering Sciences1) College of Engineering Sciences2) College of Applied Engineering2) College of Applied Engineering3) College of Computer Sciences & Engg3) College of Computer Sciences & Engg4) College of Sciences4) College of Sciences5) College of Environmental Designs5) College of Environmental Designs6) College of Industrial Management 6) College of Industrial Management

COOP PROGRAMCOOP PROGRAM

Began in 1970. Began in 1970.

Grown from 34 students in 1970 to over Grown from 34 students in 1970 to over 700 students in 2005. 700 students in 2005.

Part of several Engineering, Computer Part of several Engineering, Computer Science & Engineering, Industrial Science & Engineering, Industrial Management and Architecture & Management and Architecture & Architectural Engineering Curricula.Architectural Engineering Curricula.

ObjectivesObjectives

Exposing the student to the real life Exposing the student to the real life experience.experience.Familiarizing the student with the work Familiarizing the student with the work environment.environment.Strengthening the student’s understanding Strengthening the student’s understanding of the theoretical background in his field of of the theoretical background in his field of study.study.Giving the students a chance to develop Giving the students a chance to develop the required employability skills.the required employability skills.

Teaching the student how to deal with the Teaching the student how to deal with the society outside the university.society outside the university.

Introducing the employers to the Introducing the employers to the qualifications of the future human qualifications of the future human resources.resources.

Giving the employer an opportunity to Giving the employer an opportunity to evaluate the students’ performance.evaluate the students’ performance.

Present StructurePresent Structure

Provides 28 weeks placement (equivalent Provides 28 weeks placement (equivalent

to 9 credit hours). It will normally be spent to 9 credit hours). It will normally be spent

with one employer.with one employer.

EligibilityEligibility

Students who have completed 85 credit-hours or Students who have completed 85 credit-hours or more of study and earned a major grade point more of study and earned a major grade point average (MGPA) of 2.0 or above will be average (MGPA) of 2.0 or above will be nominated for coop training provided that they nominated for coop training provided that they have completed an English course in report have completed an English course in report writing and a number of other departmental writing and a number of other departmental requirements. requirements.

These requirements are different from one These requirements are different from one department to another.department to another.

Cooperative work must be completed prior to Cooperative work must be completed prior to student’s last semester in the University. student’s last semester in the University.

Monitoring Monitoring

Students are monitored by the coop program Students are monitored by the coop program department and academic departments through department and academic departments through coop coordinators and advisors. coop coordinators and advisors.

Each student is assigned an advisor from his Each student is assigned an advisor from his department His role is to:department His role is to:

1. Help the student to identify a set of 1. Help the student to identify a set of educational objectives and how to achieve them.educational objectives and how to achieve them.

Monitoring Monitoring

2. Develop and maintain positive relations 2. Develop and maintain positive relations with employers.with employers.

3. Evaluate the learning and performance 3. Evaluate the learning and performance of the student on Coop.of the student on Coop.

EvaluationEvaluation

Each Academic department has its own procedure Each Academic department has its own procedure Normally, the assessment includes the following items: Normally, the assessment includes the following items:

1. The student abidance to the deadlines and rules set by 1. The student abidance to the deadlines and rules set by

the departmentthe department

2. Submission of initial proposed training plan, progress 2. Submission of initial proposed training plan, progress

reports, final reports, final reportreport

3. presentation and company evaluation. 3. presentation and company evaluation.

The percentage on each of these items varies from one The percentage on each of these items varies from one

department to another.department to another.

EvaluationEvaluationThe format of assessment also differs. It The format of assessment also differs. It

follows one of the following:follows one of the following:

1. The advisor or Coop Coordinator is 1. The advisor or Coop Coordinator is given a full control on the process.given a full control on the process.

2. The advisor, and examiner (s), and the 2. The advisor, and examiner (s), and the Coop Coordinator.Coop Coordinator.

3. The advisor, Coop Coordinator, and a 3. The advisor, Coop Coordinator, and a selected panel of examiners. selected panel of examiners.

QUESTIONNAIRES FOR SURVEYQUESTIONNAIRES FOR SURVEY

The local industry, as a major beneficiary of the The local industry, as a major beneficiary of the product of the university education, has a major product of the university education, has a major part to play in the development of any higher part to play in the development of any higher education system. education system.

In order to solicit the input of the local industry, In order to solicit the input of the local industry, two questionnaires were prepared and two questionnaires were prepared and distributed to the local industry during the distributed to the local industry during the academic year 2002/2003. academic year 2002/2003.


Another two questionnaires were prepared Another two questionnaires were prepared to solicit the input of KFUPM faculty and to solicit the input of KFUPM faculty and senior students and were distributed senior students and were distributed during the same period. during the same period.


The replies received areThe replies received are

– 78 from local employers ,78 from local employers ,

– 79 from alumni working with local industries,79 from alumni working with local industries,

– 99 from KFUPM faculty and 99 from KFUPM faculty and

– 103 from senior KFUPM students. 103 from senior KFUPM students.

It is believed that the sample is truly It is believed that the sample is truly

random. random.

Alumni surveyAlumni survey

Analysis of the alumni survey shows that:Analysis of the alumni survey shows that:

1. The participating alumni are affiliated with 1. The participating alumni are affiliated with organizations/companies mainly involved in services.organizations/companies mainly involved in services.

2. The participating alumni are mainly involved either in 2. The participating alumni are mainly involved either in supervisory work or in coordination mostly in supervisory work or in coordination mostly in maintenance, management, sales and quality control. maintenance, management, sales and quality control.

3. While the participating alumni rated the adequacy of 3. While the participating alumni rated the adequacy of the amount of laboratory experiments as relatively high, the amount of laboratory experiments as relatively high, the relevance of the laboratory experiments was rated the relevance of the laboratory experiments was rated much lower. much lower.

Alumni surveyAlumni survey

4. The relevance of subjects like Numerical 4. The relevance of subjects like Numerical Methods, Probability and Statistics, the Methods, Probability and Statistics, the specialized technical computer packages, core specialized technical computer packages, core courses and elective courses, to the local courses and elective courses, to the local industry needs was rated very low. industry needs was rated very low.

5. The adequacy of the amount of Oral and 5. The adequacy of the amount of Oral and Written Communication is rated relatively high Written Communication is rated relatively high but rating the oral communication was relatively but rating the oral communication was relatively low.low.

Employer surveyEmployer survey

Analysis of the employer survey shows that:Analysis of the employer survey shows that:

1. The participating employers are mainly 1. The participating employers are mainly involved in services in medium size involved in services in medium size organizations.organizations.

2. The interpersonal and communication skills, 2. The interpersonal and communication skills, computer skills, managerial skills, and initiative computer skills, managerial skills, and initiative and perception are the most relevant/used skills and perception are the most relevant/used skills in the local industry. in the local industry.

Employer surveyEmployer survey

3. Design skills are the least relevant/used skills. 3. Design skills are the least relevant/used skills. Nevertheless, this result should not undermine Nevertheless, this result should not undermine the role played by design in training engineering the role played by design in training engineering students. students.

4. 4. The local industry rated the performance of The local industry rated the performance of KFUPM with coop training higher than those KFUPM with coop training higher than those without and, therefore, KFUPM graduates with without and, therefore, KFUPM graduates with coop training are more preferable, for coop training are more preferable, for employment by local industry, than those employment by local industry, than those without. without.

Faculty surveyFaculty survey

Analysis of the faculty survey shows that:Analysis of the faculty survey shows that:

1. The 9 credits of the coop are high.1. The 9 credits of the coop are high.

2. 2. The coop program should remain with The coop program should remain with improvementsimprovements especially in the following areas: especially in the following areas: interaction between coop advisor and work interaction between coop advisor and work place, employer's awareness of the objectives place, employer's awareness of the objectives of coop program and placement.of coop program and placement.

Faculty surveyFaculty survey

3. Faculty are not satisfied with the 3. Faculty are not satisfied with the practical knowledge gained from the coop practical knowledge gained from the coop training.training.

4. Faculty believe that introducing new 4. Faculty believe that introducing new technical courses, reducing amount of technical courses, reducing amount of Mathematics and Physics, and making Mathematics and Physics, and making technical courses more application technical courses more application oriented are possible areas for oriented are possible areas for improvement.improvement.

Senior student surveySenior student survey

Analysis of the senior student survey Analysis of the senior student survey shows that:shows that:

1. The 9 credit hours of the coop are high.1. The 9 credit hours of the coop are high.

2. The employers are sufficiently aware 2. The employers are sufficiently aware about the coop program. about the coop program.

3. Students join the coop program either to 3. Students join the coop program either to improve the chance of getting a job or to improve the chance of getting a job or to improve the GPA.improve the GPA.

RecommendationsRecommendationsCoop ProgramCoop Program

Possible areas of improvement include: Possible areas of improvement include:

1. Increase awareness about the objectives and 1. Increase awareness about the objectives and importance of work-based learning (cooperative training) importance of work-based learning (cooperative training)

2. Introduce and develop a 1-credit hour pass/fail core 2. Introduce and develop a 1-credit hour pass/fail core course entitled "Professional Development" as a required course entitled "Professional Development" as a required course for all Applied Engineering students. course for all Applied Engineering students.

3. Develop a scheme that allows eligible Applied 3. Develop a scheme that allows eligible Applied Engineering students to take an active role in securing Engineering students to take an active role in securing coop training placement in a work-place coop training placement in a work-place

RecommendationsRecommendations

4. Every coop student must obtain a detailed coop 4. Every coop student must obtain a detailed coop training program for the 28 weeks period not later training program for the 28 weeks period not later than his second week of joining the workplace than his second week of joining the workplace (preferably before joining if possible). (preferably before joining if possible).

5. The role of the coop coordinators has to be well 5. The role of the coop coordinators has to be well recognized by the concerned department and recognized by the concerned department and college. Coordinators have to be given the time college. Coordinators have to be given the time and support to follow and monitor closely and and support to follow and monitor closely and effectively their coop students. effectively their coop students.

6. The role of the coop advisors has to be 6. The role of the coop advisors has to be well recognized by the concerned well recognized by the concerned department and college. department and college. 7. Each coop student must be visited at 7. Each coop student must be visited at least once during the coop period by his least once during the coop period by his coop coordinator or advisor.coop coordinator or advisor.8. Field trips to coop students must be 8. Field trips to coop students must be encouraged and supported by the encouraged and supported by the university.university.

9. Coop students’ communication, report 9. Coop students’ communication, report writing, teamwork and presentation skills writing, teamwork and presentation skills must be at an acceptable level before must be at an acceptable level before joining the coop program.joining the coop program.

10. The coop program evaluation criteria 10. The coop program evaluation criteria should be unified in the college of applied should be unified in the college of applied engineering departments. engineering departments.

11. Supervisors at the work-places should 11. Supervisors at the work-places should be invited to attend coop presentations. be invited to attend coop presentations.

Thank youThank you

APPLIED ENGINEERING APPLIED ENGINEERING PROGRAMPROGRAM

Students in applied engineering are expected to Students in applied engineering are expected to take a program designed to prepare them for take a program designed to prepare them for actual field work. The emphasis is on application actual field work. The emphasis is on application rather than theory. rather than theory.

The curricula include a solid background in The curricula include a solid background in mathematics, computer programming, general mathematics, computer programming, general exposure to topics in basic sciences and a exposure to topics in basic sciences and a comprehensive program in communication skills comprehensive program in communication skills and a core program in engineering and a and a core program in engineering and a specialty program in the selected major. specialty program in the selected major.

APPLIED ENGINEERING APPLIED ENGINEERING PROGRAMPROGRAM

Methods of instruction are based on studying Methods of instruction are based on studying practical examples from which necessary theory practical examples from which necessary theory is derived rather than studying theory and then is derived rather than studying theory and then proceeding to practical examples. proceeding to practical examples. Students are expected to spend three times as Students are expected to spend three times as many hours in industrial design and process many hours in industrial design and process laboratories as will his engineering science laboratories as will his engineering science counterpart. counterpart. Emphasis upon industrial experience in Emphasis upon industrial experience in conjunction with academic training is manifested conjunction with academic training is manifested by spending 28 weeks working in industry under by spending 28 weeks working in industry under the the cooperative training programcooperative training program..

Current StatusCurrent Status

Since its establishment in 1970, the Since its establishment in 1970, the Applied Engineering program went Applied Engineering program went through a number of revisions. Going through a number of revisions. Going through these revisions, the difference through these revisions, the difference between the Engineering Science and the between the Engineering Science and the Applied Engineering programs was Applied Engineering programs was narrowed down to the narrowed down to the cooperative cooperative education programeducation program and the summer and the summer training program. training program.

Applied Engineering ProgramsApplied Engineering Programs

1. There is a real need to make a distinctive 1. There is a real need to make a distinctive difference between the programs of Engineering difference between the programs of Engineering Science and Applied Engineering. Science and Applied Engineering.

2. While in both programs care must be taken to 2. While in both programs care must be taken to incorporate the local industry needs, special incorporate the local industry needs, special emphasis must be paid to the Applied Engineering emphasis must be paid to the Applied Engineering programs as they are the most preferable by the programs as they are the most preferable by the local industry. local industry.

3. While many approaches can be adopted to 3. While many approaches can be adopted to achieve this goal, we present here some scenarios achieve this goal, we present here some scenarios and we understand that the door is open for many and we understand that the door is open for many others.others.

Scenario 1 Scenario 1

Make significant changes in course Make significant changes in course contents and structures of both programs, contents and structures of both programs, starting from freshman year, to make starting from freshman year, to make distinctive difference between them. Such distinctive difference between them. Such option may require additional financial option may require additional financial resources. resources.


Keep the majority of the required courses Keep the majority of the required courses common between the two programs. However, common between the two programs. However, some of the required core courses, especially some of the required core courses, especially the more theoretically oriented ones, may be the more theoretically oriented ones, may be dropped from the Applied Engineering. Replaced dropped from the Applied Engineering. Replaced courses as well as elective courses for Applied courses as well as elective courses for Applied Engineering must be more practically oriented. Engineering must be more practically oriented. The Coop program will remain a mandatory The Coop program will remain a mandatory requirement for the Applied Engineering requirement for the Applied Engineering program.program.


Keep all the required core courses Keep all the required core courses common for both programs, with majorcommon for both programs, with major changes in elective courses. It is changes in elective courses. It is expected here that the elective courses expected here that the elective courses will be more practically oriented for the will be more practically oriented for the Applied Engineering and more Applied Engineering and more theoretically oriented for the Engineering theoretically oriented for the Engineering Science. Science. The Coop program will remain a The Coop program will remain a mandatory requirement for the Applied mandatory requirement for the Applied Engineering program.Engineering program.


Merge the two programs. This Merge the two programs. This automatically leads to the existence of one automatically leads to the existence of one program with program with the Coop program becoming the Coop program becoming optional.optional. In this scenario the unified In this scenario the unified program contents must be responsive to program contents must be responsive to the needs of the local industry as indicated the needs of the local industry as indicated by the survey results. by the survey results.

Scenario 5 (Master of Engineering )Scenario 5 (Master of Engineering )

None of the above mentioned scenarios tried to None of the above mentioned scenarios tried to accommodate the request of the local industry to include accommodate the request of the local industry to include more managerial, ethical, communication, presentation more managerial, ethical, communication, presentation and other needed skills. and other needed skills.

Addition of such courses inevitably requires extension of Addition of such courses inevitably requires extension of the program to cover 5 years instead of the current 4 the program to cover 5 years instead of the current 4 years. years.

Extension of the program must be accompanied by Extension of the program must be accompanied by some incentive. One possible way is to offer a some incentive. One possible way is to offer a comprehensive program that leads to a B.Sc. plus a comprehensive program that leads to a B.Sc. plus a Master of Engineering. Master of Engineering.

The proposed extended program must be flexible so The proposed extended program must be flexible so that a student can terminate his studies after 4 years that a student can terminate his studies after 4 years obtaining a B.Sc. or continue for another year getting a obtaining a B.Sc. or continue for another year getting a Master of Engineering.Master of Engineering.

Scenario 6Scenario 6

In both the Applied Engineering and In both the Applied Engineering and Engineering Science programs, some of Engineering Science programs, some of the required technical courses may be the required technical courses may be dropped and replaced by new courses dropped and replaced by new courses addressing the industry needs; for addressing the industry needs; for example managerial, ethical and example managerial, ethical and interpersonal communication courses. interpersonal communication courses. This approach avoids the extension of the This approach avoids the extension of the program to 5 years. program to 5 years.

ConclusionsConclusions

Employer and alumni surveys clearly indicate Employer and alumni surveys clearly indicate that there is a real need to improve the Applied that there is a real need to improve the Applied Engineering and the Engineering Science Engineering and the Engineering Science programs to make them more responsive for the programs to make them more responsive for the needs of the local industry. needs of the local industry.

Engineering programs must enhance students Engineering programs must enhance students preparedness to real life experience and further preparedness to real life experience and further develop their communication, managerial and develop their communication, managerial and work ethics skills. work ethics skills.

To address these needs six different scenarios To address these needs six different scenarios have been proposed. Each scenario has its pros have been proposed. Each scenario has its pros and cons. and cons.

COOPERATIVE EDUCATION EXPERIENCE AT KING FAHD UNIVERSITY OF PETROLEUM AND MINERALS S.A. Al-Baiyat,...

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