TEMPLATE FOR PROGRAMME SPECIFICATIOND. General and Transferable Skills (other skills relevant to...

TEMPLATE FOR PROGRAMME SPECIFICATION

HIGHER EDUCATION PERFORMANCE REVIEW: PROGRAMME REVIEW

PROGRAMME SPECIFICATION

This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. It is supported by a specification for each course that contributes to the programme.

University of Technology 1. Teaching Institution

Departments of Production Engineering and Metallurgy

2. University Department/Centre

Industrial Engineering 3. Programme Title

Bachelor in IE 4. Title of Final Award

Year 5. Modes of Attendance offered

ABET 6. Accreditation

University of Missouri 7. Other external influences

2015 8. Date of production/revision of

this specification

9. Aims of the Programme

The mission of the Industrial Engineering Division is to offer programs that emphasize a strong relationship with industry as well as attract and foster students who interact with faculty and industry professionals focused on appropriate methods for improving processes, products, and systems. IE is keen in providing the best possible education in engineering and technology that emphasizes breadth of student learning through creation, contribution, and application of comprehended knowledge. We foresee that our graduates will become productive and informed members of their professional society. The vision of the Industrial Engineering Division is to be recognized as a leader in educating students instate-of-the-art knowledge of Indusial Engineering profession, and to provide programs

with continuouslyimproving, student-centered education and research environments that motivate students and faculty tocreate, contribute to, and apply knowledge and experience.

Graduates of the industrial engineering program in the Division ofIndustrial Engineering/Department of Production Engineering and Metallurgy at the University of Technology are able to:

UOT/IE Program Educational Objectives

Objective 1 Employ broad-based analytical tools to design/redesign, develop and implement systems

which integrate people, material, equipment, information and energy, with an appreciation of professional and ethical responsibility. Objective 2

Provide leadership roles in their chosen professional carriers while working in multidisciplinary teams to be agents of change in the new Iraqi industrial environment. Objective 3

Engage in life-long learning through participation in continuing or graduate education.

10. Learning Outcomes, Teaching, Learning and Assessment Methods

A. Knowledge and Understanding A1. An IE concept is design, improve and manage integrated systems of peoples, equipments, materials, information and energy. A2. Identify information systems and mathematical model, engineering, human factors, and managerial concepts and economic principlesto make organization more efficient, create safer, and more productive workplaces, and optimization the use of scarce resource. A3. Knowledge acquisition from IE apply broadly across many sectors of society, including manufacturing, finance, transportation, healthcare, energy, construction, entertainment, and government. A4.Undersatnding business principles related to the management of peoples and resources because they bridge the gap between management and the production team. A5.The graduate take some of courses which provide knowledge in mathematics, physics, chemistry, humanities and social science. They also take some of basic physical engineering sciences like thermodynamics, circuits, statics, solid and specialty courses lead to the graduate working in multidisciplinewith an appreciation of professional and ethical responsibility.

B. Subject-specific skills B1.The graduates have an ability to apply knowledge of mathematics, science, and engineering in IE environments. B2.The graduates have an ability to design and conduct engineering experiments as well as analyze and interpret data for managements and industrial problems. B3.The graduates have an ability to design engineering system component or process to meet desired needs in design, planning and manufacturing activities. B4. The graduates have an ability to function on multi-disciplinary teams and become leader in this teams and professional and ethical responsibility. B5. The graduates have an ability to define, formulate, and use the techniques, skills, and modern engineering tools necessary for solve engineering problems. Understand the impact of engineering solutions in a global and societal context. B6. The graduates recognize the need for and possess the ability to engage in life-long learning and communicate effectively and thinking better.

Teaching and Learning Methods 1. Using textbooks to understand the theory of topics. 2. Visits some of industrial companies to understand the industrial environments. 3. Formulate and solve small engineering projects through topics (problem-based learning). 4. Using team-based learning method by create groups from students. 5. Using representation (slide show) to clarification the above points.

Assessment methods 1. Mid and final examination. 2. Quizzes and Assignments. 3. Laboratory examination and assessment. 4. Class representation assessments 5. Solve homework

C. Thinking Skills C1.Integration between the management and manufacturing activities to achieve IE goals. C2.Collecting data and formation problem. C3.Design, improve, and mange the integrate system of resources to analysis problem and finding the optimal solution to situation. C4.Apply IE board-based skillsand tools in many across sector of Iraqi industry environments. C5. Industrial engineers figure out how to do things better.They engineer processes and systems that improve quality and productivity. They work to eliminate wasteof time, money, materials, energy,and other resources.

D. General and Transferable Skills (other skills relevant to employability andpersonaldevelopment)

D1. Built software to automate the collecting data, design and improve system, analysis results and decision-making in IE environment. D2.Using the software packages to processing problem and finding best solution in IE situation. D3.Learn us communicate effectively and long-life learning in IE fields. D4.Develop leadership skill while working in multidisciplinary teams with provides an appreciation of professional and ethical responsibility.

12. Awards and Credits 11. Programme Structure

Credit rating

Course or Module Title

Course or Module Code

Level/Year

Bachelor Degree Requires ( x ) credits

5 Programming IE121 1P

st

4 Mathematic IE122 1P

st 4 Engineering Mechanics

(Statics/ Dynamics) IE111 1P

st

5 Material Science IE112 1P

st

5 Electrical Technology IE113 1P

st

5 Manufacturing Processes 1 IE114 1st 5 Engineering Drawing &

Descriptive Engineering IE115 1st 4 Principles of industrial

Engineering IE123 1st 6 Work Shop Training IE116 1st 4 Work Study & Human

Engineering IE211 2nd 5 Strength of Materials IE212 2nd 3 Mechanical Drawing IE213 2nd 5 Computer Applications IE221 2nd 5 Manufacturing Processes

II IE214 2nd 4 Engineering Statistical &

Design of Experiments IE215 2nd 4 Mathematics II IE222 2nd 4 Human Rights IE231 2nd 6 Work Shop Training IE216 2nd 5 Operations Researches I IE321 3rd 4 Production planning and

control IE311 3rd

4 Mechanical Design IE312 3rd

5 Thermodynamics IE313 3rd

5 Information Technology & Systems IE314 3rd

5 Computer - Aided Design & Manufacturing IE315 3rd

4 Advanced Engineering Mathematics IE322 3rd

5 Inspection & Metrology IE316 3rd

4 Freedom IE331 3rd

5 Operations Research II IE421 4th

5 Principles of Artificial Intelligence IE411 4th

4 Engineering Economy and Value engineering IE412 4th

4 Quality Control IE413 4th

4 Maintenance and Reliability Engineering IE414 4th

5 Computer Integrated Manufacturing Systems IE415, 4th

5 Numerical Control and Robotics IE416 4th

4 Selection of Materials and Processes IE417 4th

4 Project IE418 4th

13. Personal Development Planning The plan to the division with respect to the personal development of the student include the following points 1. Acquisition of student self-learning skills through vocabulary and the nature of the study curriculum and teaching methods adopted 2. Contribute students to work in teams work within practical projects reflect the reality of life for the community and its problems 3. Encourage students to enter and participate in competitions, seminars and conferences, which develops amenability research and development of self-confidence and self-learning

14. Admission criteria. Students are accepted in accordance with the college and grades in sixth grade prep (IB). The criteria for the distribution of the section is up to the students according to: • The student's desire • Total student in the sixthgrade prep • Absorptive capacity of the division. • Concession provided by the student or the fact that his father and mother teaching in the Ministry of Higher education.

15. Key sources of information about the programme 1- References adopted in the design of the IE program. 2- Textbooks and references. 3- International standards and specifications

Curriculum Skills Map

please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Programme Learning Outcomes

General and Transferable Skills (or) Other skills relevant to employability and personal development

Thinking Skills

Subject-specific skills

Knowledge and understanding

Course Title

Code

Level

D4 D3 D2 D1 C5 C4 C3 C2 C1 B6 B5 B4 B3 B2 B1 A7 A6 A5 A4 A3 A2 A1

C Programming IE121 1st

C Mathematic IE122 1st

C Engineering Mechanics (Statics/ Dynamics)

IE111 1st

C Material Science IE112 1st

C Electrical Technology IE113 1st

C Manufacturing Processes 1 IE114 1st

C Engineering Drawing & Descriptive Engineering

IE115 1st

C Principles of industrial Engineering IE123 1st

C Work Shop Training IE116 1st

C Work Study & Human Engineering IE211 2nd

C Strength of Materials IE212 2nd

C Mechanical Drawing IE213 2nd

C Computer Applications IE221 2nd

C Manufacturing Processes II IE214 2nd

C Engineering Statistical & Design of Experiments

IE215 2nd

C Mathematics II IE222 2nd

O Human Rights IE231 2nd

C Work Shop Training IE216 2nd

C Operations Researches I IE321 3rd

C Production planning and control IE311 3rd

C Mechanical Design IE312 3rd

C Thermodynamics IE313 3rd

C Information Technology & Systems IE314 3rd

* C Computer - Aided Design & Manufacturing

IE315 3rd

C Advanced Engineering Mathematics

IE322 3rd

C Inspection & Metrology IE316 3rd

O Freedom IE331 3rd

C Operations Research II IE421 4th

C Principles of Artificial Intelligence IE411 4th

C Engineering Economy and Value engineering

IE412 4th

C Quality Control IE413 4th

C Maintenance and Reliability Engineering

IE414 4th

* C Computer Integrated Manufacturing Systems

IE415,

4th

C Numerical Control and Robotics IE416 4th

C Selection of Materials and Processes

IE417 4th

C Project IE418 4th

TEMPLATE FOR COURSE SPECIFICATION

COURSE SPECIFICATION Introduction to engineering drawing principles, drawing of different shapes as ellipse, isometric and projection views or sections and dimensioning.

Industrial Engineering Branch 1. Teaching Institution

Production Engineering & Metallurgy Department/ University of Technology 2. University Department/Centre

Engineering Drawing / IE 115 3. Course title/code

Industrial Engineering 4. Programme(s) to which it contributes

Complete hours 5. Modes of Attendance offered

1P

stP & 2P

ndP semester/ Year 6. Semester/Year

2 hrs / week 1 hr Auto Cad lab./week 3hrs×30w=90 hrs/year

7. Number of hours tuition (total)

2015 8. Date of production/revision of this specification 9. Aims of the Course By the end of the course, the students should be able to:

1. Recognize the importance of engineering drawing as a language for engineering communications.

2. To enable the students to have skills of drawing and understanding of engineering drawing topics.

3. To enable the students to have skills of using computers and auto cad software to


This Course Specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. It should be cross-referenced with the programme specification.

draw subjects in two dimensions.

10· Learning Outcomes, Teaching ,Learning and Assessment Methode

A- Knowledge and Understanding A1. Students acquire and understand the basic knowledge and principles of engineering drawing. A2. Applying the knowledge of basic geometric principles to draw isometric shapes and projections in the first angle and third angle methods. A3. Applying auto cad software to draw shapes in two dimensions.

B. Subject-specific skills B1. Lectures B2. Tutorials and home works.

Teaching and Learning Methods 1. Power point lectures. 2. Home works 3.

Assessment methods

1. Examinations 2. Quizzes 3. Home works 4. Tutorial and, 5. Discussions.

C. Thinking Skills

C1. Acquiring drawing and principles of design and analyses thinking skills C2. Working together in teams to fulfill engineering objects (analysis, design, and presentation).

Teaching and Learning Methods

1. Lectures. 2. Tutorials and home works. 3. Laboratory and performing experiments.

Assessment methods 1. tutorial 2. home works 3. Test 1 4. Test 2 5. Quizzes

6. Laboratory 7. Final examination.

D. General and Transferable Skills (other skills relevant to employability and personal development)

D1. D2. D3. D4.

1. Course Structure

Assessment Method

Teaching Method

Unit/Module or Topic Title ILOs Hours

Wee

k

Examinations, tutorial, home works, quizzes

Lecture, tutorial, and home work

Introduction, how to use drawing tools

Lecture , tutorial

and home work

3 1

= = Types of Lines in engineering drawing = 3 2

= = Auto cad lab. = 3 3

= = Circles and tangents drawing = 3 4

= = Geometric construction of ellipse = 3 5

= = Auto cad lab. = 3 6

= = Geometric construction of ellipse = 3 7

= = Isometric drawing = 3 8 = = Auto cad lab. = 3 9 = = Isometric drawing = 3 10

= = First angle projection, drawing of different views = 3 11

= = Auto cad lab. = 3 12 = = Tutorial, drawing of views = 3 13 = = Tutorial, drawing of views = 3 14 = = Auto cad lab. = 3 15 = = Dimensioning = 3 16

= = Third angle projection, drawing of different views = 3 17

= = Auto cad lab. = 3 18 = = Tutorial, drawing of views = 3 19 = = Tutorial, drawing of views = 3 20 = = Auto cad lab = 3 21

= = Estimating the third view from two views of the shape. Exercise.

= 3 22

= = Estimating the third view

from two views of the shape. Exercise.

= 3 23

= = Auto cad lab = 3 24 = = Sectioning, Exercise. = 3 25 = = Sectioning, Exercise. = 3 26 = = Auto cad lab = 3 27 = = Half sections = 3 28

12. Infrastructure

عبدالرسول الخفاف كتاب الرسم الهندسي –Sheets of engineering drawing exercises

Required reading: · CORE TEXTS · COURSE MATERIALS · OTHER

Special requirements (include for example workshops, periodicals, IT software, websites)

Community-based facilities (include for example, guest Lectures , internship , field studies)

13. Admissions

Pass from last stage Pre-requisites

Not limited Minimum number of students

Not limited Maximum number of students

= = Half sections = 3 29 = = Auto cad lab = 3 30





1. Teaching Institution


3. Programme Title

4. Title of Final Award

5. Modes of Attendance offered

6. Accreditation

7. Other external influences

8. Date of production/revision of

this specification



A. Knowledge and Understanding A1. A2. A3. A4. A5. A6.

B. Subject-specific skills B1. B2. B3.


Assessment methods

C. Thinking Skills

C1. C2. C3. C4.


Assessment methods

D. General and Transferable Skills (other skills relevant to employability and personal development) D1. D2. D3. D4.


Assessment Methods


Credit rating



Level/Year


13. Personal Development Planning

14. Admission criteria .

15. Key sources of information about the programme



Programme Learning Outcomes General and Transferable

Skills (or) Other skills relevant to employability and personal development

Thinking Skills



Core (C)

Title or Option (O)

Course Title

Course Code

Year / Level

D4 D3 D2 D1 C4 C3 C2 C1 B4 B3 B2 B1 A4 A3 A2 A1


COURSE SPECIFICATION


Department of production & Metallurgy/ of Technology University


Engineering Mechanics /IE111 3. Course title/code

Industrial engineering 4. Programme(s) to which it contributes

Complete Hours 5. Modes of Attendance offered

1P

stP & 2 P

ndP semester / year 6. Semester/Year

1+2 7. Number of hours tuition (total)

30/5/2014 8. Date of production/revision of this specification 9. Aims of the Course The aims which can be achieved during teaching this course program are as follows: The aim of this course is learn the principles of Mechanics+ Statics+ Dynamics such as Static Bodies, Resultant of Force, Equilibrium, Centered, Center of Mass, Moment of inertia, polar moment of inertia, Distributed force, friction, Moving bodies, Absolute motion, Force, mass, acceleration, energy, power, Impulse, momentum.

PROGRAMME REVIEW

This Course Specification provides the main features of Engineering mechanics for studies of 1P

stP year in department of production Eng. & Metallurgy. The main object

is to establish the main topics of mechanical engineering and its basics and fundamentals and the main theories that related to this field.


A- Knowledge and Understanding A1.Mechanics , Statics + Dynamics A2.Force system A3. Moment + Couples A4. Friction A5. Second moment of inertia +Centroid

B. Subject-specific skills B1.Lectures B2.Tutorials+ quizzes + home works


1-Lectures+ Discussion +solving 2- home work

Assessment methods

1-Quizzes + semester exam 2- Final examination.

C. Thinking Skills C1. To understand theories of engineering mechanics. C2. Solving the problems relative to physics.


Assessment methods

1-Quizes + Home works


enable the student to understand the principle of Eng. Mech. Statics+ dynamics.

11. Course Structure

Assessment Method

Teaching Method

Unit/Module or Topic Title ILOs Hours Week

Daily Lectures Static Bodies a, c, e, d, h, k 3 1

Daily Lectures Static Bodies a, c, e, d, h, k 3 2

Daily Lectures Resultant of Force a, c, e, d, h, k 3 3



Daily Lectures Equilibrium a, c, e, d, h, k 3 6



Daily Lectures Centered, Center of

Mass a, c, e, d,

h, k 3 9

Daily Lectures Centered, Center of

Mass a, c, e, d,

h, k 3 10

Daily Lectures Moment of inertia, polar moment of

inertia

a, c, e, d, h, k 3 11

Daily Lectures Moment of inertia, polar moment of

inertia

a, c, e, d, h, k 3 12

Daily Lectures Distributed force,

friction a, c, e, d,

h, k 3 13



h, k 3 14



h, k 3 15

12. Infrastructure

1. Engineering Mechanics Statics 2. Engineering Mechanics Dynamics 3. Text books for Eng.Mech.

Required reading: ·


Guest lectures


13. Admissions

Pre-requisites

Daily Lectures Moving bodies a, c, e, d, h, k 3 16

Daily Lectures Moving bodies a, c, e, d, h, k 3 17

Daily Lectures Absolute motion a, c, e, d, h, k 3 18

Daily Lectures Absolute motion a, c, e, d, h, k 3 19

Daily Lectures Force, mass, acceleration

a, c, e, d, h, k 3 20


a, c, e, d, h, k 3 21


a, c, e, d, h, k 3 22

Daily Lectures Force, energy, power a, c, e, d, h, k 3 23




Daily Lectures Impulse, momentum a, c, e, d, h, k 3 27




20 students Minimum number of students

40 students Maximum number of students

TEMPLATE FOR TYPICAL SITE VISIT CHEDULE

1. The typical site visit schedule is designed for two or three days. It includes pre-arranged

meetings. The responsibility for arranging these meetings and fitting the template to the circumstances rests with the Universities Quality Assurance and University Performance departments

2. Site visits will normally commence at 09:00 on day 1. Start times of pre-arranged meetings are indicated. Pre-arranged meetings should not normally last more than one hour. The schedule should not completely fill all times with meetings, but leave space for additional activities by peer reviewers including preparing for meetings, updating notes and records and drafting paragraphs for the draft Programme Review report

Table (1)

Activity Time Session Day 1

Welcome and introductions; brief introduction to the review (purposes, intended outcomes, use of evidence and self-evaluation report) – Programme Team

09:00 1

Curriculum; discussion with faculty members 09:30 2

Meeting with a group of students 11:00 3

Efficiency: tour of resources 12:30 4

Review panel meeting: scrutiny of additional documentation including sample of students’ assessed work 14:00 5 Efficiency: meeting with faculty members 15:00 6

Review panel meeting: review of the evidence and any gaps or matters to follow-up 16:00 7 Meeting with external stakeholders (sample of graduates, employers, other partners) 17:00 8 Day 2

Review meeting with review chairperson, review coordinator, programme leader: summary of day 1 findings, addressing any gaps, adjust the schedule for day 2 if required

08:45 9

Academic standards: meeting with faculty members 09:00 10

Effectiveness of quality management and assurance: meeting with faculty members 10:30 11 Review panel meeting: review of evidence and any matters still to be addressed 12:00 12 Flexible time to pursue any matters arising 14:00 13

Review panel final meeting: decisions on outcomes and drafting oral feedback

14:30 14

Oral feedback by review chairperson to review coordinator and faculty members 16:30 15 Close 17:00

TEMPLATE FOR THE FOLLOW-UP PROCESS

AND REPORT, AND OUTLINE OF TYPICAL SITE VISIT SCHED- ULE FOR FOLLOW-UP

TEMPLATE FOR FOLLOW-UP REPORT

Quality Assurance and Academic Accreditation Directorate / International Accreditation Department. Institution: Faculty: Programme: Follow-up Report 1. This report presents the findings of the follow-up visit, which took place on / /20__. This

is part of the Universities Quality Assurance and University Performance departments arrangements to provide continuing support for the development of internal quality assurance processes and continuing improvement

2. The purposes of the follow-up review are to assess the progress made in the programme

since the Programme Review report, and to provide further information and support for the continuing improvement of academic standards and quality of higher education in Iraq.

3. The evidence base used in this follow-up review and report includes:

a) Self-Evaluation Report for the programme together with supporting information b) Improvement plan prepared and implemented since the Programme Review report c) Programme Review Report d) Higher Education Quality Review Report and institutional strategic plan (if any) e) Additional evidence presented during the follow-up visit.

4. The overall conclusions reached as the outcome of the follow-up review are as follows:

a) The programme (give title) at (give name of institution) has/has not successfully implemented an improvement plan.

b) Good practice in the indicators demonstrated since the Programme Review site visit includes: (insert)

c) Matters of particular importance that should be addressed by the institution in its

continuing improvement of the programme are: (insert and indicate if they are, or as yet are not, addressed by the improvement plan).

5. The detailed report is provided in Annexure A below. Annexure A Name of Institution___________________________________________________ Date of initial Programme Review site visit________________ Date visited in follow-up ________________ Date of follow-up report ________________ Names of follow-up reviewers Position/title Signed

Part 1: The Internal Quality Assurance System in operation

Further action required? Comment Yes? (√)

Questions

Is the programme Self- Evaluation Report complete?

1

Do the most recent self-evaluation reports indicate the extent to which the criteria in the Framework for Evaluation are met and/or are being addressed?

2

Is there an improvement plan in place, informed by external and internal review? 3

Are there any major gaps that appear not to be addressed? 4

Is progress with the improvement plan monitored? 5

Are there any major obstacles to the expected achievementof the improvement plan?

6

What is the institution’s estimate of the time needed to complete improvements to the programme?

7

What is the reviewers’ assessment of the time needed to complete improvements to the programme that would demonstrate the indicators?

8

Part 2: Progress demonstrated with the indicators

Overall Conclusion

New information from

follow-up site visit

Improvement plan points (comment on match with the Programme Review report’s recommendations)

Indicators (refer to Framework of Evaluation)

UCurriculum Aims and ILOs Syllabus (content) Progression year on year Teaching and Learning Student assessment

UEfficiency Profile of admitted students Human resources Physical resources Uses made of available resources Student support Ratios of graduation to admitted students

UAcademic Standards Clearly articulated standards Use of appropriate benchmarks Achievement of graduates Standards of students’ assessed work

Programme management

Arrangements for and Assurance

programme management Policies and procedures applied Structured comments collected and used Staff development needs identified and addressed Improvement planning processes working

CRITERIA FOR A SUCCESSFUL REVIEW AND EVALUATION OF THE PROCESS

CRITERIA FOR A SUCCESSFUL REVIEW 1. The criteria for a successful review that informs the arrangements for Programme Review and

its evaluation are as follows: i. The programme being reviewed is supported by existing or developing internal

systems including specifications and review with a culture of self-evaluation and continuing improvement. These features of internal review provide a sound basis for the external review.

ii. The timing of the external review is appropriate. iii. The profile of the visiting peer review panel matches in broad terms the profile of

the academic activities in the institution. iv. There is due attention to detail in planning and preparation, by -

a. The Quality Assurance and Academic Accreditation Directorate applies consistently its procedures for working with the institution and the reviewers and provides appropriate support for the external review as required

b. The review coordinator: ensures that the evidence base generated by internal review and reporting systems is available on time to the visiting peer reviewers, and any requirements for clarification and supplementary information are satisfied

c. The institution: provides a self-evaluation report for the programme to be externally reviewed

d. The peer reviewers: undertake their preparation for the visit including reading the advance documentation and preparing initial commentaries that inform the conduct of the visit

v. There is consistency in the application of the published review method and the protocols by all participants in a way that respects and supports the mission and philosophy of the overall process for continuing review and continuing improvement.

vi. Reviewers and representatives of the institution conduct an open dialogue throughout the review that shows mutual respect.

vii. The judgements reached by the reviewers are clear, based on the evidence available and systematically recorded.

viii. The review report is produced on time in line with the standard report structure and is confirmed by the institution to be factually accurate.

ix. The set of conclusions arising from the review are constructive, offering a fair and balanced view of the programme.

x. The institution is able to benefit from the external review by giving due reflection

and consideration to the findings and preparing where appropriate a realistic improvement plan

EVALUATION 2. The Quality Assurance and Academic Accreditation Directorate wishes to establish and

implement procedures for the systematic evaluation of all external Programme Reviews arranged by it. The institution, the review chairperson and the peer reviewers will all routinely be asked to evaluate each external review by completing a short questionnaire. The structured comments will be analysed by the Quality Assurance and Academic Accreditation Directorate and where necessary the Quality Assurance and Academic Accreditation Directorate will take action to follow-up any difficulties highlighted. In addition, the Quality Assurance and Academic Accreditation Directorate will collate the structured comments to compile regular summary reports indicating the main features of the review process in practice, including the overall levels of satisfaction expressed by the participants, together with examples of good practice and opportunities for continuing improvement.

GLOSSARY OF TERMS IN PROGRAMME RE-

VIEW DEFINITIONS OF TERMS USED IN THE PROGRAMME REVIEW HANDBOOK Some of the terms used in the Handbook and/or used in internal and external review and reporting may have different meanings according to the context in which they are used. To remove possible ambiguities, the following working definitions of the terms are offered. ADEMIC FIELDS/SUBJECT AREAS/DISCIPLINES Academic fields categorise recognisable and coherent domains or the scope of study such as Mathematics, Medicine, Engineering and Philosophy. Fields that have a wide scope are often subdivided; for example, Humanities include subjects like History and Literature and Arts may include separate disciplines of Fine Arts and Photography. The curriculum of some programmes may combine academic fields, or may include different subjects and disciplines such as Mathematics in Engineering or Accountancy in Business Administration. ACADEMIC STANDARDS Specific standards decided by the institution, and informed by external reference points. They include the minimum or threshold level of knowledge and skills to be gained by the graduates from the programme, and can be used in evaluation and review. ACCREDITATION The recognition accorded by an agency or other organisation to either an education programme or to an institution to confirm that it can demonstrate that the programme(s) meet acceptable standards and that the institution has effective systems to ensure the quality and continuing improvement of its academic activities, according to published criteria. ACTION OR IMPROVEMENT PLANS Realistic plans for improvement derived from the consideration of available evidence and evaluations; they may be implemented for more than one year, but should be prepared and reviewed annually at each level of courses, programmes and the institution.

ADMITTED STUDENTS Students registered on a programme, including those accepted holding prior credits for admission after year 1. BENCHMARK/REFERENCE POINTS Benchmark statements represent general expectations about the standards of achievement and general attributes to be expected of a graduate in a given academic field or subject. Reference standards may be external or internal. External reference points allow comparison of the academic standards and quality of a programme with equivalent programmes in Iraq and internationally. Internal reference points may be used to compare one academic field with another, or to identify trends over a given time period. COMMUNITY A defined segment of wider society served by the institution, as determined in its mission and bylaws. It may be defined geographically or in terms of the range of organizations, groups and individuals engaged in its activities. COURSE AIMS Overall course aims should be expressed as the outcomes to be achieved by students completing the course as significant and assessable qualities. They should contribute to the achievement of defined aims within one or more education programmes. CURRICULUM OR (IN THE PLURAL) CURRICULA The complete organised learning as designed and managed by an institution for an admitted student, determined by the intended learning outcomes (ILOs) and comprising the content, the arrangements for teaching and learning and assessments of students’ achievements together with the access to the range of facilities available within the University and, by arrangement, outside it, including libraries, computers studies, social, sports, internships and field studies. DIRECTED SELF-LEARNING/INDEPENDENT LEARNING The active promotion of personal skills included in the curriculum that support the student and graduate to seek, assimilate and learn from a range of structured and unstructured experiences. Methods of promotion include e-learning, personal and autonomous learning and fieldwork, assignments, internships, and reflexive learning. Devices commonly used that support directed self-learning beyond formal teaching lectures include logbooks, self-assessment reports, interactive learning tools or the equivalent. E-LEARNING Electronic-based learning using information technology may be the primary or secondary element in material associated with a programme or a course. It may be stand-alone or integrated with other teaching and learning approaches. It may include self-determination of aims, ILOs and materials using self-selection and will usually include self-assessment. It generally increases the levels of autonomy in, and responsibility for, learning. Converting existing texts or lecture notes to a website or pre-recorded media alone is generally not considered to be e-learning.

EXTERNAL EVALUATOR/EVALUATION An appointment to a specific programme, part of a programme or course(s) by the institution to establish an independent and external professional opinion on the academic standards set and achieved in the examinations for the award of the degree. FRAMEWORK FOR EVALUATION The framework for evaluation provides a standard structure for evaluation of programmes. It will form the basis for self-evaluation, the site visit by external peer reviewers and the Programme Review report. It is designed to operate in all academic fields and institutions, and to apply to internal and external reviews. GENERAL PRECEPTS/BY-LAWS Principles, by-laws and regulations, which the educational institution must have as part of the policies covering its operations. HIGHER EDUCATION INSTITUTE (HEI)/INSTITUTION A Faculty, College or University providing higher education programmes leading to a first university degree (B.Sc. or B.A.) or a higher degree. INTENDED LEARNING OUTCOMES (ILOS) The ILOs are the outcome-related definition of knowledge, understanding and skills which the institution intends for its programmes. They should be mission-related, capable of measurement (assessable) and reflect the use of external reference standards at appropriate level. INTERNAL SYSTEM FOR QUALITY MANAGEMENT AND ASSURANCE The system adopted by the institution to ensure that its education programmes and contributing elements meet specified needs and are continually reviewed and improved. An outcomes-related system of quality management involves precise specifications for quality from design to delivery; evaluation; the identification of good practice as well as of learning deficiencies and obstacles; performance follow-up; suggestions for development and enhancement; and the systematic review and development of processes for establishing effective policies, strategies and priorities to support continuing improvement. JOB/LABOUR MARKET The availability of professional, commercial, research-oriented or other fields of employment that a graduate is qualified to join upon graduation. MISSION STATEMENT A brief statement clearly identifying the educational institution’s duty and its role in the development of the community; a mission statement may also offer brief supporting statements on the vision, values and strategic objectives of the institution.

PEER REVIEWER A person who is professionally equal in calibre and with management and/or subject expertise to those delivering the provision, but not from the same institution and without any conflict of interest, who can contribute to the review of an education programme for internal and external quality assurance or for accreditation purposes. PROGRAMME For the purpose of Programme Review an education programme is defined as one which admits students who, on successful completion, receive an academic award. PROGRAMME AIMS The broad purposes for providing the programme which in turn guide the development and implementation of strategic objectives (to ensure that the aims are met) and ILOs (to ensure that the students work towards attaining the specified outcomes). PROGRAMME REVIEW Programme Review applies to all education programmes in all higher education institutions. Where the programme is studied in more than one institution, the whole programme is included in Programme Review. Programme Review in Iraq has three objectives:

1) To provide decision-makers (in the higher education institutions, Quality Assurance and Academic Accreditation Directorate , parents, students, and other stakeholders) with evidence-based judgements on the quality of learning programmes

2) To support the development of internal quality assurance processes with information on emerging good practice and challenges, evaluative comment and continuing improvement

3) To enhance the reputation of Iraq’s higher education internationally.

QUALITY ASSURANCE The institution has the means of assuring that for each education programme, academic standards are defined and achieved in line with equivalent national and international standards, that the quality of the curriculum and related infrastructure are appropriate and fulfil the expectations of the range of stakeholders, that its graduates represent the range of attributes specified and that the organisation is capable of sustained, continuing improvement. REVIEW COORDINATOR The nominee of an institution to coordinate a Programme Review to assist in the gathering and interpretation of information and to support the application of published methods of review. REPORT The regular reports prepared on the basis of Programme Reviews and evaluations of its education programme.

SELF-EVALUATION n institution’s process of evaluating a programme as part of Programme Review and within an internal system of quality management and assurance. SITE VISIT A scheduled visit by external peer reviewers as part of Programme Review. Normally the site visit will be for two or three days. A typical outline timetable is provided in Appendix(1).

SPECIFICATION The detailed description of the aims, construction and intended outcomes of a programme, and any courses, specific facilities or resources that contribute to it. The specification provides information to design, manage, deliver and review the programme. STAKEHOLDER Those organisations, groups or individuals which have a legitimate interest in the educational activities of the institution both in respect of the quality and standards of the education and also in respect of the effectiveness of the systems and processes for assuring the quality. An effective strategic review process will include the key stakeholder groups. The precise range of stakeholder groups and their differentiated interests depend upon the mission of the institution, its range of educational activities and local circumstances. The range is usually defined by a scoping study. Examples of groups with a legitimate interest include current students, graduates, intending students and their parents or family, staff in the institution, the employing community, the relevant Government ministries, the sponsors and other funding organisations and, where appropriate, professional organisations or syndicates. STRATEGIC OBJECTIVES/PLANS A collection of institution-specific objectives that are derived from its mission and developed into a realistic plan based on evidence-based evaluations. Objectives concentrate on the means by which an institution seeks to deliver its mission. The plan sets out the matters to be addressed, timeframe, person responsible and estimate of costs, and is accompanied by an implementation plan with arrangements for monitoring the progress and evaluating impact. STUDENTS’ASSESSMENT A set of processes, including examinations and other activities conducted by the institution to measure the achievement of the intended learning outcomes of a programme and its courses. Assessments also provide the means by which students are ranked according to their achievement. Diagnostic assessment seeks to determine the existing range of knowledge and skills of a student with a view to constructing an appropriate curriculum. Formative assessment provides information on the student’s performance and progress to support further learning, without necessarily counting a grade towards graduation. Summative assessment determines the final level of attainment of the student on the programme or at the end of a course that contributes credits to the programme.

STUDENTS’ EVALUATIONS The systematic gathering of students’opinions on the quality of their programme in a standardized structure together with the analysis and outcomes. Surveys using questionnaires

are the most frequently used methods to collect opinions; other mechanisms include websites conferences, panels or focus groups, and representation on councils or other committees. TEACHING AND LEARNING METHODS The range of methods used by teachers to help students to achieve the ILOs for the course. Examples include: lectures, small group teaching such as tutorials, seminars and syndicate groups; a case study to teach students how to analyse information and reach a decision; assignments such as writing a review paper for the students to gain the skills of self-learning and presentation; field trips; practical sessions for the students to gain practical skills; and carrying out experiments to train the students to analyse the results, reach specific conclusions and prepare a report, presentation or poster.



Metallurgical engineering branch 1. Teaching Institution

Department of Production Engineering and Metallurgy/ University of Technology


Material science/IE222 3. Course title/code

Industrial Engineering 4. Programme(s) to which itcontributes


1P

stP and 2P

ndP semester/ year 6. Semester/Year

Three hours/ week 3h x 30 w = 90 h/year 7. Number of hours tuition (total)

2015 8. Date of production/revision of this specification 9. Aims of the Course The aim which can be achieved during teaching this program are as follows: 1 - Classification of engineering materials and installation of the crystal. 2 - Explanation and definition for all types of types of engineering materials. 3 - explain the properties and applications for all types of engineering materials.

PERFORMANCE REVIEW: Materials science

Materials science, also commonly known as materials engineering or materials science and engineering, is an interdisciplinary field applying the properties of matter to various areas of science and engineering. This relatively new scientific field investigates the relationship between the structure of materials at atomic or molecular scales and their macroscopic properties. It incorporates elements of applied physics and chemistry.

http://en.wikipedia.org/wiki/Matter�

http://en.wikipedia.org/wiki/Science�

http://en.wikipedia.org/wiki/Engineering�

http://en.wikipedia.org/wiki/Macroscopic�

http://en.wikipedia.org/wiki/Applied_physics�

http://en.wikipedia.org/wiki/Chemistry�


A- Knowledge and Understanding A1.Enabling student to get the knowledge and understanding of each type of engineering materials. A2.Proceeding the understanding of the proprieties and application of each engineering materials.

B. Subject-specific skills B1. Literatures B2.Tutorials

Teaching and Learning Methods 1- Power point literatures by Data show reviews 2- Tutorials

Assessment methods

1- Examinations 2- Quizzes 3- Home works 4- Tutorials and discussions

C. Thinking Skills C1.Reports C2.Research and collection data

Teaching and Learning Methods 1- Power point literatures by Data show reviews 2- Tutorials

Assessment methods

1- Quizzes and assignment 2- First term examination 3- Second term examination 4- Final examination

D. General and Transferable Skills (other skills relevant to employability and personaldevelopment)

D1. Practice training on some standard of metals and alloys.


Assessment Method

Teaching Method

Unit/Module or TopicTitle ILOs Hours Week

Examination, quizzes and reports

Lecture and p.p. show

Atomic structure of Metals

Theoretical and tutorial 2 +1

1.

= = Introduction ,The structure of the Atom

= = 2.

= = The Electronic structure of the Atom

= = 3.

= = The periodic table = = 4.

= = Atomic bonding = = 5.

= = Introduction , Type of Atomic bonding

= = 6.

= = Binding Energy = = 7.

= = Interatomic Spacting = = 8.

= = Types of crystal system = = 9.

= = Allotropic Transformation, Planes,

Direction in Unit Cell

= = 10.

= = Lattice Imperfections = = 11.

= = In Introduction of Physical properties of engineering materials

= = 12.

= = Mechanicalproperties = = 13.

= = Chemicalproperties = = 14.

= = Thermalproperties = = 15.

= = Opticalproperties = = 16.

= = An Introduction of A metallic engineering

materials

= = 17.

= = Some of Importance metallic Materials

= = 18.

= = Solidification = = 19.

= = Cooling Curve of Alloys

= = 20.

= = Thermal equilibrium diagram

= = 21.

= = Strengthening , Types of Dispersion

Strengthening

= = 22.

= = Polymers and Its types = = 23.

= = Polymerization reactions

= = 24.

12. Infrastructure 1-The Science and Engineering of Materials, Donald R. Askeland, 1984 2- Fundamentals of Materials Science and Engineering , William D. Callister& David G.Rethwisch 2008.


Internet web sites Special requirements (include forexample workshops, periodicals,IT software, websites)

N/A

Community-based facilities (include for example, guest Lectures , internship,field studies)

13. Admissions

Past from last stage (year) Pre-requisites

No limit Minimum number of students

No limit Maximum number of students

= = Ceramic Material = = 25.

= = Types of Ceramic Material

= = 26.

= = Composite material

= = 27.

= = Types of Composite material

= = 28.

= = Conductors & semi – conductors

= = 29.

= = Some Types of Conductors & semi –

conductors

= = 30.







3. Programme Title



6. Accreditation



this specification






Assessment methods

C. Thinking Skills

C1. C2. C3. C4.


Assessment methods



Assessment Methods


Credit rating



Level/Year






Thinking Skills



Core (C)

Title or Option (O)

Course Title

Course Code

Year / Level





Department of Production Engineering &Metallurgy


Mathematic /IE122 3. Course title/code



1P

stP & 2 P

ndP Semester / Year 6. Semester/Year

Three hours / week 3H*30w=90H/W 7. Number of hours tuition (total)

2/6/2014 8. Date of production/revision of this specification 9. Aims of the Course

The aims which can be achieved during teaching this the course program are as follows:-

Introduce the students to the different types of functions and mathematical systems such as Space coordinate systems & Vectors and analytic geometry in space, Arithmetic operations on vectors & Dot (Scalar) product, Cross (Vector) product & Triple product, Vector Functions & Parametric Equations, Parametric Equations of lines, Parametric Equations of planes, Functions of multivariable, Partial Derivatives, Total differential for multivariable Functions, The chain rule for multivariable Functions, Differential of implicit multivariable Functions and related


This Course Specification provides the main features of the mathematic for the students of the 2 P

ndP year in Engineering. The principle goal of the course is to teach

the differential calculates and integral calculate for differential Equations concepts and apply them to solve problems.

rate problems, Directional Derivatives, Gradient and its applications, Double integrals in Cartesian coordinate (over rectangular regions), Double integrals over non rectangular regions, Double integrals in polar coordinate, Converting Double integrals from rectangular to polar coordinates, Triple integrals in Cartesian coordinate (over rectangular boxes), Triple integrals over non rectangular boxes, Reversing the order of a Triple integrals & Volume calculated as a Triple integral, Differential equation (DE), definitions and concepts, Solution of DE, Initial & Boundary Value problems, Solutions techniques of first order ordinary DE , Infinite Series, Convergence tests, The comparison, ratio, and root tests, Alternating Series; Conditional convergence.


A- Knowledge and Understanding

Enabling students to get the Knowledge and understanding multi variable manipulation

B. Subject-specific skills B1. Literatures B2.Tutorial


Practical application and solving problems

Assessment methods

1- Examinations. 2- Quizzes. 3- Home works 4- Tutorial, reports and discussion

C. Thinking Skills

C1. Reports C2. Home works


1- Literatures. 2- Tutorials.

Assessment methods 1- Test 1. 2- Test 2. 3- Quizzes and assignments. 4- Final Examination.


Solution of different problems as applications.


Assessment Method

Teaching Method


Examination, Quizzes and discussion

Literature Space coordinate systems & Vectors and analytic

geometry in space

a, c, e, d, h, k

2+1 1


Literature Arithmetic operations on vectors & Dot (Scalar)

product

a, c, e, d, h, k

2+1 2


Literature Cross (Vector) product &

Triple product a, c, e, d,

h, k

2+1 3


Literature Vector Functions &

Parametric Equations a, c, e, d,

h, k

2+1 4


Literature Parametric Equations of

lines a, c, e, d,

h, k

2+1 5


Literature Parametric Equations of

planes a, c, e, d,

h, k

2+1 6


Literature Functions of multivariable

a, c, e, d, h, k

2+1 7


Literature Partial Derivatives a, c, e, d,

h, k

2+1 8


Literature Total differential for

multivariable Functions a, c, e, d,

h, k

2+1 9


Literature The chain rule for

multivariable Functions a, c, e, d,

h, k

2+1 10


Literature Differential of implicit multivariable Functions

and related rate problems

a, c, e, d, h, k

2+1 11


Literature Directional Derivatives a, c, e, d,

h, k

2+1 12


Literature Gradient and its

applications a, c, e, d,

h, k

2+1 13


Literature Double integrals in Cartesian coordinate

(over rectangular regions)

a, c, e, d, h, k

2+1 14


Literature Double integrals over non

rectangular regions a, c, e, d,

h, k

2+1 15


Literature Double integrals in polar

coordinate a, c, e, d,

h, k

2+1 16


Literature Converting Double integrals from rectangular

to polar coordinates

a, c, e, d, h, k

2+1 17


Literature Triple integrals in Cartesian coordinate

(over rectangular boxes)

a, c, e, d, h, k

2+1 18


Literature Triple integrals over non

rectangular boxes a, c, e, d,

h, k

2+1 19


Literature Reversing the order of a Triple integrals &

Volume calculated as a Triple integral

a, c, e, d, h, k

2+1 20


Literature Differential equation (DE), definitions and

concepts

a, c, e, d, h, k

2+1 21


Literature Solution of DE a, c, e, d,

h, k

2+1 22


Literature Initial & Boundary Value

problems a, c, e, d,

h, k

2+1 23


Literature Solutions techniques of first order ordinary DE (

Separable ODE, Homogeneous ODE,)

a, c, e, d, h, k

2+1 24


Literature Solutions techniques of first order ordinary DE

(Linear ODE, Reducible to linear ODE)

a, c, e, d, h, k

2+1 25


Literature Solutions techniques of first order ordinary DE (Exact ODE, Reducible

to Exact ODE)

a, c, e, d, h, k

2+1 26


Literature Infinite Series a, c, e, d,

h, k

2+1 27

12. Infrastructure

1- Lectures 2- Text books 3- Calculus


Internet and Web sites Special requirements (include for example workshops, periodicals, IT software, websites)

Lectures


13. Admissions

Pass from last stage (year) Pre-requisites

No limits Minimum number of students

No limits Maximum number of students


Literature Convergence tests a, c, e, d,

h, k

2+1 28


Literature The comparison, ratio, and root tests

a, c, e, d, h, k

2+1 29


Literature Alternating Series; Conditional convergence

a, c, e, d, h, k

2+1 30


1. The typical site visit schedule is designed for two or three days. It includes pre-arranged meetings. The responsibility for arranging these meetings and fitting the template to the circumstances rests with the Universities Quality Assurance and University Performance departments


Table (1)



09:00 1







08:45 9




14:30 14


TEMPLATE FOR THE FOLLOW-UP PROCESS AND REPORT, AND OUTLINE OF TYPICAL SITE VISIT SCHED-

ULE FOR FOLLOW-UP











c) Matters of particular importance that should be addressed by the institution in its continuing improvement of the programme are: (insert and indicate if they are, or as yet are not, addressed by the improvement plan).

5. The detailed report is provided in Annexure A below. Annexure A

Name of Institution___________________________________________________ Date of initial Programme Review site visit________________ Date visited in follow-up ________________ Date of follow-up report ________________ Names of follow-up reviewers Position/title Signed



Questions


1


2





6


7


8


Overall Conclusion








UProgramme management Uand Assurance Arrangements for programme management Policies and procedures applied Structured comments collected and used Staff development needs identified and addressed Improvement planning processes working
















x. The institution is able to benefit from the external review by giving due reflection and consideration to the findings and preparing where appropriate a realistic improvement plan




VIEW DEFINITIONS OF TERMS USED IN THE PROGRAMME REVIEW HANDBOOK Some of the terms used in the Handbook and/or used in internal and external review and reporting may have different meanings according to the context in which they are used. To remove possible ambiguities, the following working definitions of the terms are offered. ADEMIC FIELDS/SUBJECT AREAS/DISCIPLINES Academic fields categorise recognisable and coherent domains or the scope of study such as Mathematics, Medicine, Engineering and Philosophy. Fields that have a wide scope are often subdivided; for example, Humanities include subjects like History and Literature and Arts may include separate disciplines of Fine Arts and Photography. The curriculum of some programmes may combine academic fields, or may include different subjects and disciplines such as Mathematics in Engineering or Accountancy in Business Administration. ACADEMIC STANDARDS Specific standards decided by the institution, and informed by external reference points. They include the minimum or threshold level of knowledge and skills to be gained by the graduates from the programme, and can be used in evaluation and review. ACCREDITATION The recognition accorded by an agency or other organisation to either an education programme or to an institution to confirm that it can demonstrate that the programme(s) meet acceptable standards and that the institution has effective systems to ensure the quality and continuing improvement of its academic activities, according to published criteria. ACTION OR IMPROVEMENT PLANS Realistic plans for improvement derived from the consideration of available evidence and evaluations; they may be implemented for more than one year, but should be prepared and reviewed annually at each level of courses, programmes and the institution. ADMITTED STUDENTS Students registered on a programme, including those accepted holding prior credits for admission after year 1. BENCHMARK/REFERENCE POINTS Benchmark statements represent general expectations about the standards of achievement and general attributes to be expected of a graduate in a given academic field or subject. Reference standards may be external or internal. External reference points allow comparison of the academic standards and quality of a programme with equivalent programmes in Iraq and internationally. Internal reference points may be used to compare one academic field with another, or to identify trends over a given time period.

COMMUNITY A defined segment of wider society served by the institution, as determined in its mission and bylaws. It may be defined geographically or in terms of the range of organizations, groups and individuals engaged in its activities. COURSE AIMS Overall course aims should be expressed as the outcomes to be achieved by students completing the course as significant and assessable qualities. They should contribute to the achievement of defined aims within one or more education programmes. CURRICULUM OR (IN THE PLURAL) CURRICULA The complete organised learning as designed and managed by an institution for an admitted student, determined by the intended learning outcomes (ILOs) and comprising the content, the arrangements for teaching and learning and assessments of students’ achievements together with the access to the range of facilities available within the University and, by arrangement, outside it, including libraries, computers studies, social, sports, internships and field studies. DIRECTED SELF-LEARNING/INDEPENDENT LEARNING The active promotion of personal skills included in the curriculum that support the student and graduate to seek, assimilate and learn from a range of structured and unstructured experiences. Methods of promotion include e-learning, personal and autonomous learning and fieldwork, assignments, internships, and reflexive learning. Devices commonly used that support directed self-learning beyond formal teaching lectures include logbooks, self-assessment reports, interactive learning tools or the equivalent. E-LEARNING Electronic-based learning using information technology may be the primary or secondary element in material associated with a programme or a course. It may be stand-alone or integrated with other teaching and learning approaches. It may include self-determination of aims, ILOs and materials using self-selection and will usually include self-assessment. It generally increases the levels of autonomy in, and responsibility for, learning. Converting existing texts or lecture notes to a website or pre-recorded media alone is generally not considered to be e-learning. EXTERNAL EVALUATOR/EVALUATION An appointment to a specific programme, part of a programme or course(s) by the institution to establish an independent and external professional opinion on the academic standards set and achieved in the examinations for the award of the degree. FRAMEWORK FOR EVALUATION The framework for evaluation provides a standard structure for evaluation of programmes. It will form the basis for self-evaluation, the site visit by external peer reviewers and the Programme Review report. It is designed to operate in all academic fields and institutions, and to apply to internal and external reviews.

GENERAL PRECEPTS/BY-LAWS Principles, by-laws and regulations, which the educational institution must have as part of the policies covering its operations. HIGHER EDUCATION INSTITUTE (HEI)/INSTITUTION A Faculty, College or University providing higher education programmes leading to a first university degree (B.Sc. or B.A.) or a higher degree. INTENDED LEARNING OUTCOMES (ILOS) The ILOs are the outcome-related definition of knowledge, understanding and skills which the institution intends for its programmes. They should be mission-related, capable of measurement (assessable) and reflect the use of external reference standards at appropriate level. INTERNAL SYSTEM FOR QUALITY MANAGEMENT AND ASSURANCE The system adopted by the institution to ensure that its education programmes and contributing elements meet specified needs and are continually reviewed and improved. An outcomes-related system of quality management involves precise specifications for quality from design to delivery; evaluation; the identification of good practice as well as of learning deficiencies and obstacles; performance follow-up; suggestions for development and enhancement; and the systematic review and development of processes for establishing effective policies, strategies and priorities to support continuing improvement. JOB/LABOUR MARKET The availability of professional, commercial, research-oriented or other fields of employment that a graduate is qualified to join upon graduation. MISSION STATEMENT A brief statement clearly identifying the educational institution’s duty and its role in the development of the community; a mission statement may also offer brief supporting statements on the vision, values and strategic objectives of the institution. PEER REVIEWER A person who is professionally equal in calibre and with management and/or subject expertise to those delivering the provision, but not from the same institution and without any conflict of interest, who can contribute to the review of an education programme for internal and external quality assurance or for accreditation purposes. PROGRAMME For the purpose of Programme Review an education programme is defined as one which admits students who, on successful completion, receive an academic award.

PROGRAMME AIMS The broad purposes for providing the programme which in turn guide the development and implementation of strategic objectives (to ensure that the aims are met) and ILOs (to ensure that the students work towards attaining the specified outcomes). PROGRAMME REVIEW Programme Review applies to all education programmes in all higher education institutions. Where the programme is studied in more than one institution, the whole programme is included in Programme Review. Programme Review in Iraq has three objectives:




QUALITY ASSURANCE The institution has the means of assuring that for each education programme, academic standards are defined and achieved in line with equivalent national and international standards, that the quality of the curriculum and related infrastructure are appropriate and fulfil the expectations of the range of stakeholders, that its graduates represent the range of attributes specified and that the organisation is capable of sustained, continuing improvement. REVIEW COORDINATOR The nominee of an institution to coordinate a Programme Review to assist in the gathering and interpretation of information and to support the application of published methods of review. REPORT The regular reports prepared on the basis of Programme Reviews and evaluations of its education programme. SELF-EVALUATION n institution’s process of evaluating a programme as part of Programme Review and within an internal system of quality management and assurance. SITE VISIT A scheduled visit by external peer reviewers as part of Programme Review. Normally the site visit will be for two or three days. A typical outline timetable is provided in Appendix(1).


STUDENTS’ EVALUATIONS The systematic gathering of students’opinions on the quality of their programme in a standardized structure together with the analysis and outcomes. Surveys using questionnaires are the most frequently used methods to collect opinions; other mechanisms include websites conferences, panels or focus groups, and representation on councils or other committees. TEACHING AND LEARNING METHODS The range of methods used by teachers to help students to achieve the ILOs for the course. Examples include: lectures, small group teaching such as tutorials, seminars and syndicate groups; a case study to teach students how to analyse information and reach a decision; assignments such as writing a review paper for the students to gain the skills of self-learning and presentation; field trips; practical sessions for the students to gain practical skills; and carrying out experiments to train the students to analyse the results, reach specific conclusions and prepare a report, presentation or poster.







3. Programme Title



6. Accreditation



this specification






Assessment methods

C. Thinking Skills

C1. C2. C3. C4.


Assessment methods



Assessment Methods


Credit rating



Level/Year






Thinking Skills



Core (C)

Title or Option (O)

Course Title

Course Code

Year / Level





Department of Production engineering and Metallurgy


Programming/ IE121 3. Course title/code



1P

stP & 2 P

ndP Semester / year 6. Semester/Year

2hr /w theory + 1hr tutorial 7. Number of hours tuition (total)

28/5/2014 8. Date of production/revision of this specification



9. Aims of the Course

Introduce the students to the basic concepts of programming and computer use and the main programs which include simulation and mathematical programs and their main commands that can be used in his field of spatiality and provides him with wide data base of information on Computer: Hardware components, Computer Generation Software, Algorithms, Flow charts, Number System, MS-DOS Operating System, QBasic Language (Variables, Expressions, Operators), PRINT, INPUT commands, Trigonometric & non-trigonometric functions, IF-THEN, IF-THEN Applications, Loading and Data Processing, GOTO statements, Decision Making statements, Looping statements, Looping statements –Applications, Graphics (Screen, COLOR, PSET), Graphics (LINE, CIRCLE), Graphics – Applications, Dimensional Array (One Dimension), Dimensional Array (Two Dimension) Dimensional Array – Applications, Reading & Writing to Files, Subroutines – Applications, FUNCTION building, FUNCTION building – Applications, Mathematical equations, Statistical Drawing using Software, Digital Image Processing, Computer Aided Engineering Drawing, Introduction to MATLAB, Mathematical equations, Statistical Drawing using Software.


A- Knowledge and Understanding A1. Text books A2. Software programs A3. Internet web sites A4. Other papers and journals


Teaching and Learning Methods 1- Lectures and tutorials 2- Software and programs 3- Discussion with groups 4- Home works

Assessment methods

1- Reports 2- Additional problems 3- Quizzes 4- Examination

C. Thinking Skills Video and slide show of advanced techniques and other details

Teaching and Learning Methods 1- The use of office programs and its advances 2- Make use of web sites

Assessment methods

1- Weekly quizzes 2- Monthly exams 3- 1P

stP term exam, 2 P

ndP term exam

4- Final exam 5- Laboratory exam and reports



Assessment Method Teaching Method


Examination, Quizzes and discussion Lectures Computer: Hardware

components a, b, d, e, k 2+1 1

Examination, Quizzes and discussion Lectures Computer Generations a, b, d, e, k 2+1 2

Examination, Quizzes and discussion Lectures Software a, b, d, e, k 2+1 3

Examination, Quizzes and discussion Lectures Algorithms, Flow

charts, a, b, d, e, k 2+1 4

Examination, Quizzes and discussion Lectures Number System a, b, d, e, k 2+1 5

Examination, Quizzes and discussion Lectures MS-DOS Operating

System a, b, d, e, k 2+1 6

Examination, Quizzes and discussion Lectures

QBasic Language (Variables,

Expressions, Operators) a, b, d, e, k 2+1 7


PRINT, INPUT commands,

Trigonometric & non-trigonometric functions

a, b, d, e, k 2+1 8

Examination, Quizzes and discussion Lectures IF-THEN a, b, d, e, k 2+1 9

Examination, Quizzes and discussion Lectures IF-THEN Applications a, b, d, e, k 2+1 10

Examination, Quizzes and discussion Lectures Loading and Data

Processing a, b, d, e, k 2+1 11

Examination, Quizzes and discussion Lectures GOTO statements a, b, d, e, k 2+1 12

Examination, Quizzes and discussion Lectures Decision Making

statements a, b, d, e, k 2+1 13

Examination, Quizzes and discussion Lectures Looping statements a, b, d, e, k 2+1 14

Examination, Quizzes and discussion Lectures Looping statements -

Applications a, b, d, e, k 2+1 15

Examination, Quizzes and discussion Lectures Graphics (Screen,

COLOR, PSET) a, b, d, e, k 2+1 16

Examination, Quizzes and discussion Lectures Graphics (LINE,

CIRCLE) a, b, d, e, k 2+1 17

Examination, Quizzes and discussion Lectures Graphics - Applications a, b, d, e, k 2+1 18

Examination, Quizzes and discussion Lectures Dimensional Array (One

Dimension) a, b, d, e, k 2+1 19

Examination, Quizzes and discussion Lectures Dimensional Array (Two

Dimension) a, b, d, e, k 2+1 20

Examination, Quizzes and discussion Lectures Dimensional Array -


Examination, Quizzes and discussion Lectures Reading & Writing to

Files a, b, d, e, k 2+1 22

Examination, Quizzes and discussion Lectures Subroutines -


Examination, Quizzes and discussion Lectures FUNCTION building a, b, d, e, k 2+1 24

Examination, Quizzes and discussion Lectures FUNCTION building -



Mathematical equations, Statistical Drawing using

Software a, b, d, e, k 2+1 26

Examination, Quizzes and discussion Lectures Digital Image Processing a, b, d, e, k 2+1 ٢٧

12. Infrastructure 1. BASIC-BASIC: An Introduction to Computer Programming in Basic Language, second edition, James S. Coan, Hayden, 1978 2. Advanced BASIC, James S. Coan 3. Engineering Analysis: Interactive Methods and Programs with FORTRAN, QuickBASIC, MATLAB, and Mathematica, Y.C.Pao, CRC Press, 2001


Internet and web sites Special requirements (include for example workshops, periodicals, IT software, websites)


13. Admissions




Examination, Quizzes and discussion Lectures Computer Aided

Engineering Drawing a, b, d, e, k 2+1 28

Examination, Quizzes and discussion Lectures Introduction to MATLAB a, b, d, e, k 2+1 29


Mathematical equations, Statistical Drawing using

Software a, b, d, e, k 2+1 ٣٠




Table (1)



09:00 1







08:45 9




14:30 14



ULE FOR FOLLOW-UP
















Questions


1


2





6


7


8


Overall Conclusion















3. Programme Title



6. Accreditation



this specification






Assessment methods

C. Thinking Skills

C1. C2. C3. C4.


Assessment methods



Assessment Methods


Credit rating



Level/Year






Thinking Skills



Core (C)

Title or Option (O)

Course Title

Course Code

Year / Level





Department of Production Engineering & Metallurgy


Engineering thermodynamics and heat transfer /IE313

3. Course title/code



1P

stP & 2 P


2hr/w theory & 1hr tutorial 3hr * 30 w = 90 hr/Year 7. Number of hours tuition (total)


The aims which can be achieved during teaching this Course program are as follows:

Introduce the fundamental concept of engineering thermodynamic and heat transfer and Learning the energy transformation involving work, heat and the properties at matters and law of mechanics and understanding various form of energy & mechanics of energy transfer and balance and different types of cycles such as Carnot Cycle, The constant volume Cycle, The constant pressure Cycle, The Diesel Cycle, The Dual Combustion Cycle.


This Course Specification provides the main features of the engineering thermodynamic and heat transfer for the students of the 2 P

ndP year in the department of

production engineering & metallurgy. The principle of the course to teach the students the basic of engineering thermodynamics and heat transfer and to give them thought how these materials is applied in engineering practice.


A- Knowledge and Understanding Enabling students to get the knowledge and understanding of theoretical principles of thermodynamic and heat transfer to present a wealth engineering examples to give the students how the matters is applied in engineering practices and practical examples and figures to help the students develop the necessary knowledge and skills.

B. Subject-specific skills B1. Lectures B2. Tutorial and preforming some experiments in the laboratories

Teaching and Learning Methods 1- Lectures and explanation. 2- Exercises and discussions.

Assessment methods

1- Examinations 2- Quizzes. 3- Exercises and discussion. 4- Home work.

C. Thinking Skills C1. Repots C2. Work as group and survey


1- Literatures 2- Tutorials and experiments



Solution of different problems as applications


Assessment Method

Teaching Method



Lectures 0BIntroduction a, c, e, d,

h, k 2+1 1


Lectures properties/ units a, c, e, d,

h, k 2+1 2


Lectures Gas law a, c, e, d,

h, k 2+1 3


Lectures First law of

thermodynamic a, c, e, d,

h, k 2+1 4


Lectures Energy equation for non

– flow system a, c, e, d,

h, k 2+1 5


Lectures Reversible

thermodynamic process a, c, e, d,

h, k 2+1 6


Lectures Energy equation for flow

system a, c, e, d,

h, k 2+1 7


Lectures Second law of


h, k 2+1 8


Lectures Entropy a, c, e, d,

h, k 2+1 9


Lectures Steam a, c, e, d,

h, k 2+1 10


Lectures steam engine a, c, e, d,

h, k 2+1 11


Lectures Examples a, c, e, d,

h, k 2+1 12


Lectures Heat cycle a, c, e, d,

h, k 2+1 13


Lectures The Carnot Cycle a, c, e, d,

h, k 2+1 14


Lectures The constant volume

Cycle a, c, e, d,

h, k 2+1 15


Lectures The constant pressure

Cycle a, c, e, d,

h, k 2+1 16


Lectures The Diesel Cycle a, c, e, d,

h, k 2+1 17


Lectures The Dual Combustion

Cycle a, c, e, d,

h, k 2+1 18



h, k 2+1 19


Lectures Introduction to heat

transfer a, c, e, d,

h, k 2+1 20




h, k 2+1 21


Lectures Heat transfer by

conduction through wall a, c, e, d,

h, k 2+1 22


Lectures Heat transfer by conduction through multi

layer wall

a, c, e, d, h, k 2+1 23


Lectures Heat transfer by conduction through

cylinder

a, c, e, d, h, k 2+1 24



layer cylinder

a, c, e, d, h, k 2+1 25


Lectures Convention heat transfer a, c, e, d,

h, k 2+1 26

12. Infrastructure 1- F.J. Wallac & W.A. linning [basic

engineering thermodynamic]. 2- R.S. Khrnu. [Text book of engineering

thermodynamics]. 3- J.P.Holman [heat transfer].



Lectures


13. Admissions






h, k 2+1 27


Lectures Radiation heat transfer a, c, e, d,

h, k 2+1 28



h, k 2+1 29



h, k 2+1 30




Table (1)



09:00 1







08:45 9




14:30 14



ULE FOR FOLLOW-UP
















Questions


1


2





6


7


8


Overall Conclusion










COURSE SPECIFICATION: Computer Application


Department of Production Engineering and Metallurgy/ Industrial Engineering 2. University Department/Centre

Computer Application/ IE221 3. Course title/code

Computer-aided design using MATLAB software 4. Programme(s) to which itcontributes


Year 6. Semester/Year Two Hours/Week 2H X30W=60H/Year 7. Number of hours tuition (total)

2015 8. Date of production/revision of this specification 9. Aims of the Course This course is designed to explore the current and future use of automation technology in industry. The students will receive a comprehensive overview of automation, theory of numerical control equipment and programming for machine setup and operation of CNC equipment, robotic, and cellular manufacturing systems and the subsystems that comprise them. This course introduces high technology systems which are currently being used in new automated manufacturing facilities.

COURSE REVIEW: Computer Application

This course introduces the basic principles of automated manufacturing include the history, development, and current applications of robots and automated systems including their configuration, operation, components, and controls. The course also introduces the concepts and capabilities of computer numerical control machine tools. Upon completion, students should be able to understand the basic concepts of automation, CNC programming, robotic systems, and cellular manufacturing.

10· Learning Outcomes, Teaching ,Learning and Assessment Method

A- Knowledge and Understanding A1. Acquisition knowledge about automation. A2.Understanding the block automationand how design this blocks. A3. Understanding the integration between the automation and NC system. A4. Learn us about Numerical control system hardware and software. A5. Understanding the concepts of cellular manufacturing. A6. Acquisition knowledge about robotics system. Analysis of dynamic and kinematic. Transformation to determine positioning.

B. Subject-specific skills

B1.Specify and design the automation blocks. B2.Description and specify the relation between automation blocks and NC system. B3.Design positioning and control of NC system. B4. Design programs to automatic tool path generation. B5. Function on multidisciplinary teams in multi industrial environments. B6. Design of robotic systemand analysis the dynamic and kinematic of robot. Design transformation matrix to touch desired position.

Teaching and Learning Methods 1. Literatures and Tutorials from textbooks 2. Laboratory and achievements some Experiments. 3. Visits some of industrial company to understand the industrial environments. 4. Formulate and solve small engineering projects through topics (problem-based learning). 5. Using team-based learning method by create groups from students. Assessment methods 1. Mid and final examination. 2. Quizzes and Assignments. 3. Laboratory examination and assessment. 4. Class representation assessments 5. Solve homework

C. Thinking Skills C1.Design automation blocks for NS system C2.formulation and design the G-code program to various types of CNC machines and multi operation. C3. Design and analysis robotic system to simplify the working in cellular manufacturing. C4.working in multidisciplinary team in many engineering filed and the graduate can be leader in this teams.

D. General and Transferable Skills (other skills relevant to employability and \personaldevelopment)

D1.Design machine hardware and software and connected between them to useful form automation concepts. D2.Using G-code software to automate and simulate tool path generation. D3. Build and use software to simulate the robot movement and positioning.


Assessment Method

Teaching Method


Examinations, Quizzes, Representation & Lab.

Lectures, classroom presentation

Recognition to the program interface a, c, e, d, h, k 2 1-


Lectures, classroom presentation Learn how to write variables a, c, e, d, h, k 2 2-


Lectures, classroom presentation Vector to identify all kinds a, c, e, d, h, k 2 3-



Learning how to work the computational relations between

the vectors a, c, e, d, h, k 2 4-



Learning to identify and change the component of the vector a, c, e, d, h, k 2 5-


Lectures, classroom presentation Identify the functions Ready a, c, e, d, h, k 2 6-






Lectures, classroom presentation Identify the kinds of matrices a, c, e, d, h, k 2 9-



Learn how to make mathematical calculations of the

matrices a, c, e, d, h, k 2 10-











Learning to identify and change the element of the matrix a, c, e, d, h, k 2 13-



Learning to identify and change the row or column of the matrix a, c, e, d, h, k 2 14-


Lectures, classroom presentation Identify the matrices Ready a, c, e, d, h, k 2 15-


Lectures, classroom presentation Identify the matrices Ready a, c, e, d, h, k 2 16-



Learn how to programming of all kinds a, c, e, d, h, k 2 17-



Learn how to store programs in different formats a, c, e, d, h, k 2 18-



Learning style of the implementation of programs of

all kinds a, c, e, d, h, k 2 19-



Learn to use the software functions (repeat, condition, store, view, export, import)

a, c, e, d, h, k 2 20-



Learn to use the software functions (repeat, condition, store, view, export, import)

a, c, e, d, h, k 2 21-



Learn how to two-dimensional drawing a, c, e, d, h, k 2 22-



Learn how to make adjustments on the charts programmatically a, c, e, d, h, k 2 23-

12. Infrastructure

1-“Introduction to MATLAB" 2-"MATLAB application"


Building multiple programs for industrial applications Special requirements (include for example workshops, periodicals, IT software, websites)

- Community-based facilities (include for example, guest Lectures , internship,field studies)

13. Admissions Pass from last stage (1P

stP year). Pre-requisites

Indefinite Minimum number of students

Indefinite Maximum number of students



Learn how to store the graphic designer a, c, e, d, h, k 2 24-



Learn how to drawing in three dimensions a, c, e, d, h, k 2 25-



Talmkevih make adjustments on the charts programmatically a, c, e, d, h, k 2 26-



Learn how to store the graphic designer a, c, e, d, h, k 2 27-



Learn how to write transfer functions (reflection,

transmission, rotation, change the functions of measurement)

a, c, e, d, h, k 2 28-





a, c, e, d, h, k 2 29-





a, c, e, d, h, k 2 30-




Department of Production Engineering and Metallurgy/ Industrial Engineering Division 2. University Department/Centre

Engineering Statistics & Design of Experiments/ IE215 3. Course title/code

Quality control 4. Programme(s) to which it contributes


1st &2nd Semester / Year 6. Semester/Year Three Hours/Week 3H X30W=90H/Year 7. Number of hours tuition (total)

2015 8. Date of production/revision of this specification 9. Aims of the Course 1- Use statistical methodology and tools in the engineering problem-solving process. 2- Compute and interpret descriptive statistics using numerical and graphical techniques. 3- Understand the basic concepts of probability, random variables, probability distribution, and joint probability distribution. 4- Compute point estimation of parameters, explain sampling distributions, and understand the central limit theorem. 5- Construct confidence intervals on parameters for a singles sample. 6- Learn use statistics in experimentation and how to plan, design and conduct experiments efficiently and effectively in new product design, manufacturing process development and process improvement. Analyze the resulting data to obtain objective conclusions.

COURSE REVIEW: Engineering Statistics & Design of Experiments

This course covers the role of statistics in engineering, probability, discrete random variables probability distributions, continuous random variables and probability distributions, joint probability distributions, random sampling and data description, point estimation of parameters, statistical intervals for a single sample, and tests of hypotheses for a single sample and principles of experimental design.


A- Knowledge and Understanding A1. Acquisition knowledge about descriptive statistic and graphical representation. A2.Understanding the difference between population and sample, skill and methods to population and sample distribution. A3. Understand the concepts of probability and probability distribution and applicable in engineering. A4. Learn engineering experiments. Define techniques and methods to improve experiments and analyze results.


B1. Collecting and organizing data to decision making about engineering problem. B2. Determine the relation between population and sample. Using samples to description population. B3. Design and conduct engineering experiments and analysis results for decision-making. B4. Determine the relation between engineering variables. B5. Function on multidisciplinary teams B6. Design a system, component, or process within realistic constraints

Teaching and Learning Methods 1. Literatures and Tutorials from textbooks. 2. Visits some of industrial companies to understand the industrial environments. 3. Formulate and solve small engineering projects through topics (problem-based learning). 4. Using team-based learning method by create groups from students. 5. Using representation (slide show) to clarification the above points.

Assessment methods 1. Mid and final examination. 2. Quizzes and Assignments.. 3. Class representation assessments 4. Solve homework

C. Thinking Skills

C1. Collecting and arrangement engineering data. C2.formulation engineering problems. Solve problem and analyze results to decision-making. C3.working in multidisciplinary team in many engineering filed and the graduate can be leader in this teams.


D1.Design experiments industrial and services fields. D2.Using statistical software to automate problem solving in industrial environments. D3. D4.


Assessment Method

Teaching Method


Examinations, Quizzes, and Representation.

Lectures, PBL, TBL and P.P. Show. Introduction to statistics a, b, d, e, k 3 1-


Lectures, PBL, TBL and P.P. Show.

Technical term of statistics a, b, d, e, k 3 2-


Lectures, PBL, TBL and P.P. Show. Frequency distribution a, b, d, e, k 3 3-


Lectures, PBL, TBL and P.P. Show. Graphical presentation a, b, d, e, k 3 4-


Lectures, PBL, TBL and P.P. Show. Cumulative distribution a, b, d, e, k 3 5-



Central tendency measurements a, b, d, e, k 3 6-



Geometric & Harmonic mean a, b, d, e, k 3 7-


Lectures, PBL, TBL and P.P. Show. Quadratic & Mode mean a, b, d, e, k 3 8-



Dispersion measurements a, b, d, e, k 3 9-



standard deviation & Variance a, b, d, e, k 3 10-


Lectures, PBL, TBL and P.P. Show. Probabilities a, b, d, e, k 3 11-



Properties of probabilities a, b, d, e, k 3 12-



Low of probabilities & Bays theory a, b, d, e, k 3 13-



Combination & permutation a, b, d, e, k 3 14-


Lectures, PBL, TBL and P.P. Show. Random variable a, b, d, e, k 3 15-


Lectures, PBL, TBL and P.P. Show. Probability distributions a, b, d, e, k 3 16-



Binomial ,Poisson distributions a, b, d, e, k 3 17-


Lectures, PBL, TBL and P.P. Show. Weibull distributions a, b, d, e, k 3 18-


Lectures, PBL, TBL and P.P. Show. Sampling a, b, d, e, k 3 19-


Lectures, PBL, TBL and P.P. Show. Sample design a, b, d, e, k 3 20-



Estimation & test of hypothesis a, b, d, e, k 3 21-


Lectures, PBL, TBL and P.P. Show. Introduction term use a, b, d, e, k 3 22-


Lectures, PBL, TBL and P.P. Show. Test concerning mean a, b, d, e, k 3 23-



Introduction to design of experiments a, b, d, e, k 3 24-


Lectures, PBL, TBL and P.P. Show. Definition and term use a, b, d, e, k 3 25-



Completely randomize design (1) a, b, d, e, k 3 26-

Examinations, Quizzes, Lectures, PBL, TBL Completely randomize a, b, d, e, k 3 27-

12. Infrastructure 1-“Applied Statistics and Probability for Engineering”; Douglas C. Montgomery & George C. Runger; John Wiley & Sons (Asia) Pte. Ltd. 2011. 2-“Designing and Analysis of Experiments”; Douglas C. Montgomery; John Wiley & Sons Singapore Pte. Ltd.; 2013.


Engineering statistics software Special requirements (include for example workshops, periodicals, IT software, websites)

Public and private industrial sectors Community-based facilities (include for example, guest Lectures , internship , field studies)

13. Admissions Pass from last stage (1st year). Pre-requisites



and Representation. and P.P. Show. design (2)



Introduction to analysis of variance a, b, d, e, k 3 28-



One-Way classification analysis of variance a, b, d, e, k 3 29-



Two-Way classification analysis of variance a, b, d, e, k 3 30-







3. Programme Title



6. Accreditation



this specification






Assessment methods

C. Thinking Skills

C1. C2. C3. C4.


Assessment methods



Assessment Methods


Credit rating



Level/Year






Thinking Skills



Core (C)

Title or Option (O)

Course Title

Course Code

Year / Level





Department of Production Engineering & Metallurgy 2. University Department/Centre

Engineering Mathematics I I /IE222 3. Course title/code



1P

stP&2P

ndPSemester / Year 6. Semester/Year

2 hr /w theory, 1hr tutorial 3hr X30W= 90hr/Year 7. Number of hours tuition (total)

18/5/2014

8. Date of production/revision of this specification



9. Aims of the Course Introduces the fundamental concepts in mathematics and Teaching students the fundamental functions, differentiation, integration and their applications, vectors and matrices, Coordinates, and graphs in the plane, slope, Equations for lines, Functions and their graphs shifts, circles and parabolas, Absolute values, Limits, Continues function, The sandwich theory, Limits involving infinity, Defining limits formally with epsilons and deltas, Derivatives, Tangent lines and derivatives, Differentiation rules, Velocity, speed and other rates of change, Derivatives of trigonometric function, The chain rule, Implicit differentiation and fractional powers, Integration, the fundamental theorem of integral, integration by substitution- running the chain rule backward, Inverse function and their derivatives ,ln x , ex and logarithmic differentiation, derivatives of inverse trigonometric function, Inverse function and their derivatives ,ln x , ex

and logarithmic differentiation, derivatives of inverse trigonometric function, Techniques of integration , Vectors and analytic geometry in space, Matrices and determinate and Complex number.


A- Knowledge and Understanding A1. Identify of the basic functions and their graphs. A2. Learning the derivatives and its application for the basic functions.

A3.Learning integration , integration methods and integration applications A4. Enable the students to know and understanding the vectors and their applications. A5. Learning matrices, Eigen value and Eigen vectors.

B. Subject-specific skills B1. Lectures B2. Tutorials


1- Lectures and Explanations. 2- Discussions and exercises.

Assessment methods 1- Examinations. 2- Quizzes. 3- Exercises 4- Home works.

C. Thinking Skills C1. Information gathering and analysis, methods of decision making C2. Work as a group and survey.


1- Literatures. 2- Exercises.

Assessment methods

1- Test 1 2- Test 2. 3- Quizzes and Assignments. 4- Final Examination


Solution of different problems as applications.


Assessment Method Teaching Method


Examinations ,Quizzes, and discussions . Lecture

Functions ( Parametric, Even and odd, Periodic, Composite,

Polynomial and Inverse ) a, c, e, d, h, k 3 1

= = Trigonometric & Inverse of trigonometric Functions a, c, e, d, h, k = 2

= = Exponential and logarithmic

functions, Hyperbolic & Inverse Hyperbolic Functions

a, c, e, d, h, k = 3

= = Limit & Continuity , L -Hopital Rule a, c, e, d, h, k = 4

= = Derivative definition , Slop, Velocity ,

Acceleration, Derivative of Implicit Functions, Parametric Functions, Inverse

Functions, Chain Rule a, c, e, d, h, k = 5

= = Derivative of Trigonometric Functions, Inverse Trigonometric, Exponential & Logarithmic Functions, Hyperbolic &

Inverse of Hyperbolic Functions a, c, e, d, h, k = 6

= = Derivative Applications ( curve Tracing, velocity and acceleration ) a, c, e, d, h, k = 7

= = Definite Integral, Indefinite Integral, Rules of Integrals, a, c, e, d, h, k = 8

= = Methods of integration a, c, e, d, h, k = 9

= = Integration by Parts a, c, e, d, h, k = 10

= = Integration by Substitution (Chang of Variables), a, c, e, d, h, k = 11

= = Integration by Partial Fraction a, c, e, d, h, k = 12

= = Integration Involving Power of Trigonometric & Hyperbolic

Functions a, c, e, d, h, k = 13

= = Numerical (Approximation)

Integration, Trapezoidal Simpson Rules

a, c, e, d, h, k = 14

= = Applications of integration ( Area under the curve, centroid) a, c, e, d, h, k = 15

= = Applications of integration ( Area under the curve, centroid) a, c, e, d, h, k = 16

= = Vectors a, c, e, d, h, k = 17

= = [ Definition of Unit Vector,

Vector algebra (Vector Operation), Direction Cosine]

a, c, e, d, h, k = 18

= = Scalar & Vector Product of 2 Vectors, Angles Between 2

Vectors, Direction Ratio a, c, e, d, h, k = 19

= = Matrices a, c, e, d, h, k = 20

= = Definition, Order, Type of Matrices, Operation a, c, e, d, h, k = 21

= = Determinant a, c, e, d, h, k = 22

= = Determinant a, c, e, d, h, k = 23

= = Transpose & Inverse of Square matrix a, c, e, d, h, k = 24

= = Solution of Sets of Linear algebraic equations a, c, e, d, h, k = 25

= = Solution of Sets of Linear algebraic equations a, c, e, d, h, k = 26

12. Infrastructure 1-Klaus Weltner ,[Mathematics for Physcist and engineers], springer, 2009 2-H.Anton and S.Davis [Calculus] 7 P

thP edition,

whiley, 2002


Mathematics manual software and Internet web sites.



13. Admissions

Pass from last stage (year ). Pre-requisites

No limit. Minimum number of students

No limit. Maximum number of students

= = Eigen value & Eigen Vectors a, c, e, d, h, k = 27

= = Eigen value & Eigen Vectors a, c, e, d, h, k = 28

= = Maccluarin Series a, c, e, d, h, k = 29

= = Taylor Series a, c, e, d, h, k = 30




Table (1)



09:00 1







08:45 9




14:30 14



ULE FOR FOLLOW-UP
















Questions


1


2





6


7


8


Overall Conclusion










COURSE SPECIFICATION Working drawing: detail and assembly drawing of mechanical parts.Indicating tolerances, roughness, and other surface characteristics.



IE 213Mechanical drawing 3. Course title/code

Industrial Engineering 4. Program(s) to which itcontributes


1P

stP& 2P


2 hrs / week 1 hr Auto Cad lab./week 3hrs×30w=90 hrs/year


2015 8. Date of production/revision of this specification 9. Aims of the Course By the end of the course, the students should be able to:

1. Draw details with indicating dimensions, fits, tolerances and surface finish characters. 2. To enable the students to have skills of drawing and understanding of mechanical

drawing topics. To enable the students to have skills of using computers and auto cad software to draw subjects in two and three dimensions.


This Course Specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve anddemonstrate if he/she takes full advantage of the learning opportunities that are provided. It should be cross-referenced with the programme specification.


A- Knowledge and Understanding A1.Students acquireand understand the basic knowledge and principles of mechanical drawing. A2. Applying the knowledge of mechanical drawing principles to draw details and assemblies, indicating dimensions, surface finish and other geometric characteristics of different surfaces. A3. Applying auto cad software to draw shapes in two and three dimensions.

B. Subject-specific skills B1.Literatures B2. Tutorials and home works. B3. Laboratory and performing some drawings.

Teaching and Learning Methods 1. Power point literatures. 2. Tutorials and Home works 3. Discussions 4. Applying software in drawing.

Assessment methods

1. Examinations 2. Quizzes 3. Home works 4. Tutorial and, 5. Discussions.

C. Thinking Skills

C1. Acquiring drawing and principles of design and analyses thinking skills C2. Working together in teams to fulfill engineering objects (analysis, design, and presentation).


1. Literatures. 2. Tutorials and home works. 3. Laboratory and performing experiments.

Assessment methods 1. tutorial 2. home works 3. Test 1 4. Test 2 5. Quizzes

6. Laboratory 7. Final examination.


D1. D2. D3. D4.

1. Course Structure

Assessment Method

Teaching Method Unit/Module or TopicTitle ILOs

Hou

rs

Wee

k

Examinations, tutorial,

home works, quizzes

Lecture, tutorial, and home work

0BDrawing of screw threads, bolts, nuts, internal and external threads and threads in assembly

Lecture , tutorial and home work

3 1

= = Exercise : drawing of threads in assembly = 3 2

= = CAD Lab = 3 3

= = Third angle projection with exercise = 3 4

= = Exercise on third angle projection = 3 5

= = CAD Lab = 3 6 = = Fits and tolerances with problems = 3 7 = = Exercise on fits and tolerances = 3 8 = = CAD Lab = 3 9

= = Working drawing, Detailed and assembly drawing = 3 10

= = Exercise on detailed drawing = 3 11 = = CAD Lab = 3 12 = = Exercise 1: Assembly drawing = 3 13 = = Exercise 2: Assembly drawing (2) = 3 14 = = CAD Lab = 3 15

= = Drawing of gears and keys with assembly exercise = 3 16

= = Drawing of springs with drawing exercise = 3 17

= = CAD Lab = 3 18

= = Drawing of welded joints with drawing exercise = 3 19

= = Rivets with drawing exercise = 3 20 = = CAD Lab = 3 21

= = General working drawing exercise (1) = 3 22

= = General working drawing exercise (2) = 3 23

= = CAD Lab = 3 24

= = General exercise on drawing assembly (1) = 3 25

= = General exercise on drawing assembly (2) = 3 26

= = CAD Lab = 3 27

12. Infrastructure

عبدالرسول الخفاف كتاب الرسم الهندسي –Sheets of engineering drawing exercises


Special requirements (include forexample workshops, periodicals,IT software, websites)


13. Admissions




= = General exercise (1) = 3 28 = = General exercise (2) = 3 29

= = CAD Lab = 3 30







3. Programme Title



6. Accreditation



this specification






Assessment methods

C. Thinking Skills

C1. C2. C3. C4.


Assessment methods



Assessment Methods


Credit rating



Level/Year






Thinking Skills



Core (C)

Title or Option (O)

Course Title

Course Code

Year / Level





Department of production & Metallurgy/ University of Technology


Strength of material/IE212 3. Course title/code



1P

stP & 2 P

ndP semester / year 6. Semester/Year

2 hr /w theory ,1 hr/w tutorial 1 hr/w Lab, 4 hr*30=120 hr/year 7. Number of hours tuition (total)

18-5-2014 8. Date of production/revision of this specification 9. Aims of the Course

The aims which can be achieved during teaching this course program are as follows: Introduces the fundamental concepts in strength of materials and learning students the fundamentals and types such as Normal stresses in tension & compression, Simple stress, Tensile Stress , Compression Stress , Shearing Stresses, Bearing Stresses, Thin Walled Cylinders , Srain, Hook’s law , poisons ratio, statically indeterminate members, thermal stresses, Torsion ,flanged bolt couplings, Thin-walled tubes, Helical springs, Shear and moment in beams, Shear and moment diagrams , Relation between Load , Shear , and moment,

Strength of materials for 2P

ndP year

This Course Specification provides the main features of the strength of materials for the students of 2 P

ndP year in the department of Production Engineering & Metallurgy.

Learning outcomes which gained by the program will help a typical students to achieve and demonstrate the learning opportunities that are provided during the course study and comply with course specification.

Stresses in beams, Derivation of flexure formula, Beam deflections, Double integration method, Area – Moment Method, Combined stresses, Combined axial and flexural stresses, Mohr’s Circle of normal stresses, shear stresses , strain, flexural stresses, shear and moment diagrams of loaded beams , Mohr's circle.


A- Knowledge and Understanding A1. Learning the basics of stresses and strains. A2. Learning the torsion and shear stress & strain. A3. Learning the shear and moment diagrams in beams. A4. Learning the deflection of beams. A5. Learning Mohr's circle.

B. Subject-specific skills B1. Lectures B2. Tutorials


1-Lectures and explanations 2-Discussion and exercises Assessment methods 1-Examination. 2-Quizzes. 3-Exercises. 4-Home works.

C. Thinking Skills C1. Information gathering and analysis, method of decision making. C2. work as a group and survey


1-Literatures. 2-Exercises.

Assessment methods

1-Test1. 2- Test2. 3- Quizzes and Assignments. 4- Final Examination.


D1.Solution of different problems as applications.


Assessment Method

Teaching Method


Examinations, quizzes, discussions Lectures

Normal stresses in torsion &

compression

a, c, e, d, h, k 4 1

Examinations, quizzes, discussions Lectures Simple stress a, c, e, d, h,

k 4 2

Examinations, quizzes, discussions Lectures Tensile stress a, c, e, d, h,

k 4 3

Examinations, quizzes, discussions Lectures Compression stress a, c, e, d, h,

k 4 4

Examinations, quizzes, discussions Lectures Problems a, c, e, d, h,

k 4 5

Examinations, quizzes, discussions Lectures Shearing stress a, c, e, d, h,

k 4 6

Examinations, quizzes, discussions Lectures Bearing stress a, c, e, d, h,

k 4 7

Examinations, quizzes, discussions Lectures Thin-walled

cylinders a, c, e, d, h,

k 4 8


k 4 9


k 4 10

Examinations, quizzes, discussions Lectures Strain , Hook's law a, c, e, d, h,

k 4 11

Examinations, quizzes, discussions Lectures Poison's ration a, c, e, d, h,

k 4 12


Statically indeterminate

members

a, c, e, d, h, k 4 13

Examinations, quizzes, discussions Lectures Thermal stresses a, c, e, d, h,

k 4 14

Examinations, quizzes, discussions Lectures Torsion, flanged

bolt couplings a, c, e, d, h,

k 4 15

Examinations, quizzes, discussions Lectures Thin walled tubes a, c, e, d, h,

k 4 16

Examinations, quizzes, discussions Lectures Helical springs a, c, e, d, h,

k 4 17

Examinations, quizzes, discussions Lectures Shear and moment

in beam a, c, e, d, h,

k 4 18

Examinations, quizzes, discussions Lectures Shear and moment

diagrams a, c, e, d, h,

k 4 19


Relation between load, shear and

moment

a, c, e, d, h, k 4 20

Examinations, quizzes, discussions Lectures problems a, c, e, d, h,

k 4 21

Examinations, quizzes, discussions Lectures Stresses in beams a, c, e, d, h,

k 4 22

12. Infrastructure

1- Strength of material. By: Ferdinand L. singer


Strength of materials software and internet websites


N/A


13. Admissions

Pass from last stage (year). Pre-requisites

No limit. Minimum number of students

No limit. Maximum number of students

Examinations, quizzes, discussions Lectures Derivation of

flexure formula a, c, e, d, h,

k 4 23


k 4 24

Examinations, quizzes, discussions Lectures Beam deflection a, c, e, d, h,

k 4 25

Examinations, quizzes, discussions Lectures Double integration

method a, c, e, d, h,

k 4 26

Examinations, quizzes, discussions Lectures Area-moment

method a, c, e, d, h,

k 4 27

Examinations, quizzes, discussions Lectures Combined stresses a, c, e, d, h,

k 4 28

Examinations, quizzes, discussions Lectures Combined axial and

flexural stresses a, c, e, d, h,

k 4 29

Examinations, quizzes, discussions Lectures Mohr's circle a, c, e, d, h,

k 4 30





Table (1)



09:00 1







08:45 9




14:30 14

Oral feedback by review chairperson to review coordinator and faculty members 16:30 15

Close 17:00


ULE FOR FOLLOW-UP












5. The detailed report is provided in Annexure A below.

Annexure A Name of Institution___________________________________________________ Date of initial Programme Review site visit________________ Date visited in follow-up ________________ Date of follow-up report ________________ Names of follow-up reviewers Position/title Signed



Questions


1


2





6


7


8


Overall Conclusion

























EVALUATION

2. The Quality Assurance and Academic Accreditation Directorate wishes to establish and implement procedures for the systematic evaluation of all external Programme Reviews arranged by it. The institution, the review chairperson and the peer reviewers will all routinely be asked to evaluate each external review by completing a short questionnaire. The structured comments will be analysed by the Quality Assurance and Academic Accreditation Directorate and where necessary the Quality Assurance and Academic Accreditation Directorate will take action to follow-up any difficulties highlighted. In addition, the Quality Assurance and Academic Accreditation Directorate will collate the structured comments to compile regular summary reports indicating the main features of the review process in practice, including the overall levels of satisfaction expressed by the participants, together with examples of good practice and opportunities for continuing improvement.


VIEW DEFINITIONS OF TERMS USED IN THE PROGRAMME REVIEW HANDBOOK Some of the terms used in the Handbook and/or used in internal and external review and reporting may have different meanings according to the context in which they are used. To remove possible ambiguities, the following working definitions of the terms are offered. ADEMIC FIELDS/SUBJECT AREAS/DISCIPLINES Academic fields categorise recognisable and coherent domains or the scope of study such as Mathematics, Medicine, Engineering and Philosophy. Fields that have a wide scope are often subdivided; for example, Humanities include subjects like History and Literature and Arts may include separate disciplines of Fine Arts and Photography. The curriculum of some programmes may combine academic fields, or may include different subjects and disciplines such as Mathematics in Engineering or Accountancy in Business Administration. ACADEMIC STANDARDS Specific standards decided by the institution, and informed by external reference points. They include the minimum or threshold level of knowledge and skills to be gained by the graduates from the programme, and can be used in evaluation and review. ACCREDITATION The recognition accorded by an agency or other organisation to either an education programme or to an institution to confirm that it can demonstrate that the programme(s) meet acceptable standards and that the institution has effective systems to ensure the quality and continuing improvement of its academic activities, according to published criteria. ACTION OR IMPROVEMENT PLANS Realistic plans for improvement derived from the consideration of available evidence and evaluations; they may be implemented for more than one year, but should be prepared and reviewed annually at each level of courses, programmes and the institution. ADMITTED STUDENTS Students registered on a programme, including those accepted holding prior credits for

admission after year 1. BENCHMARK/REFERENCE POINTS Benchmark statements represent general expectations about the standards of achievement and general attributes to be expected of a graduate in a given academic field or subject. Reference standards may be external or internal. External reference points allow comparison of the academic standards and quality of a programme with equivalent programmes in Iraq and internationally. Internal reference points may be used to compare one academic field with another, or to identify trends over a given time period. COMMUNITY A defined segment of wider society served by the institution, as determined in its mission and bylaws. It may be defined geographically or in terms of the range of organizations, groups and individuals engaged in its activities. COURSE AIMS Overall course aims should be expressed as the outcomes to be achieved by students completing the course as significant and assessable qualities. They should contribute to the achievement of defined aims within one or more education programmes. CURRICULUM OR (IN THE PLURAL) CURRICULA The complete organised learning as designed and managed by an institution for an admitted student, determined by the intended learning outcomes (ILOs) and comprising the content, the arrangements for teaching and learning and assessments of students’ achievements together with the access to the range of facilities available within the University and, by arrangement, outside it, including libraries, computers studies, social, sports, internships and field studies. DIRECTED SELF-LEARNING/INDEPENDENT LEARNING The active promotion of personal skills included in the curriculum that support the student and graduate to seek, assimilate and learn from a range of structured and unstructured experiences. Methods of promotion include e-learning, personal and autonomous learning and fieldwork, assignments, internships, and reflexive learning. Devices commonly used that support directed self-learning beyond formal teaching lectures include logbooks, self-assessment reports, interactive learning tools or the equivalent. E-LEARNING Electronic-based learning using information technology may be the primary or secondary element in material associated with a programme or a course. It may be stand-alone or integrated with other teaching and learning approaches. It may include self-determination of aims, ILOs and materials using self-selection and will usually include self-assessment. It generally increases the levels of autonomy in, and responsibility for, learning. Converting existing texts or lecture notes to a website or pre-recorded media alone is generally not considered to be e-learning. EXTERNAL EVALUATOR/EVALUATION An appointment to a specific programme, part of a programme or course(s) by the institution

to establish an independent and external professional opinion on the academic standards set and achieved in the examinations for the award of the degree. FRAMEWORK FOR EVALUATION The framework for evaluation provides a standard structure for evaluation of programmes. It will form the basis for self-evaluation, the site visit by external peer reviewers and the Programme Review report. It is designed to operate in all academic fields and institutions, and to apply to internal and external reviews. GENERAL PRECEPTS/BY-LAWS Principles, by-laws and regulations, which the educational institution must have as part of the policies covering its operations. HIGHER EDUCATION INSTITUTE (HEI)/INSTITUTION A Faculty, College or University providing higher education programmes leading to a first university degree (B.Sc. or B.A.) or a higher degree. INTENDED LEARNING OUTCOMES (ILOS) The ILOs are the outcome-related definition of knowledge, understanding and skills which the institution intends for its programmes. They should be mission-related, capable of measurement (assessable) and reflect the use of external reference standards at appropriate level. INTERNAL SYSTEM FOR QUALITY MANAGEMENT AND ASSURANCE The system adopted by the institution to ensure that its education programmes and contributing elements meet specified needs and are continually reviewed and improved. An outcomes-related system of quality management involves precise specifications for quality from design to delivery; evaluation; the identification of good practice as well as of learning deficiencies and obstacles; performance follow-up; suggestions for development and enhancement; and the systematic review and development of processes for establishing effective policies, strategies and priorities to support continuing improvement. JOB/LABOUR MARKET The availability of professional, commercial, research-oriented or other fields of employment that a graduate is qualified to join upon graduation. MISSION STATEMENT A brief statement clearly identifying the educational institution’s duty and its role in the development of the community; a mission statement may also offer brief supporting statements on the vision, values and strategic objectives of the institution. PEER REVIEWER A person who is professionally equal in calibre and with management and/or subject expertise to those delivering the provision, but not from the same institution and without any conflict of

interest, who can contribute to the review of an education programme for internal and external quality assurance or for accreditation purposes. PROGRAMME For the purpose of Programme Review an education programme is defined as one which admits students who, on successful completion, receive an academic award. PROGRAMME AIMS The broad purposes for providing the programme which in turn guide the development and implementation of strategic objectives (to ensure that the aims are met) and ILOs (to ensure that the students work towards attaining the specified outcomes). PROGRAMME REVIEW Programme Review applies to all education programmes in all higher education institutions. Where the programme is studied in more than one institution, the whole programme is included in Programme Review. Programme Review in Iraq has three objectives:




QUALITY ASSURANCE The institution has the means of assuring that for each education programme, academic standards are defined and achieved in line with equivalent national and international standards, that the quality of the curriculum and related infrastructure are appropriate and fulfil the expectations of the range of stakeholders, that its graduates represent the range of attributes specified and that the organisation is capable of sustained, continuing improvement. REVIEW COORDINATOR The nominee of an institution to coordinate a Programme Review to assist in the gathering and interpretation of information and to support the application of published methods of review. REPORT The regular reports prepared on the basis of Programme Reviews and evaluations of its education programme. SELF-EVALUATION n institution’s process of evaluating a programme as part of Programme Review and within an internal system of quality management and assurance.

SITE VISIT A scheduled visit by external peer reviewers as part of Programme Review. Normally the site visit will be for two or three days. A typical outline timetable is provided in Appendix(1).


STUDENTS’ EVALUATIONS The systematic gathering of students’opinions on the quality of their programme in a standardized structure together with the analysis and outcomes. Surveys using questionnaires are the most frequently used methods to collect opinions; other mechanisms include websites conferences, panels or focus groups, and representation on councils or other committees.

TEACHING AND LEARNING METHODS The range of methods used by teachers to help students to achieve the ILOs for the course. Examples include: lectures, small group teaching such as tutorials, seminars and syndicate groups; a case study to teach students how to analyse information and reach a decision; assignments such as writing a review paper for the students to gain the skills of self-learning and presentation; field trips; practical sessions for the students to gain practical skills; and carrying out experiments to train the students to analyse the results, reach specific conclusions and prepare a report, presentation or poster.

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: [email protected] Email :لكتروني ريد األــالب : www. uotechnology.edu.iq Web site :الموقع األلكتروني

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Republic Of Iraq Ministry Of Higher Education &Scientific

Research University Of Technology

Production Engineering & Metallurgy Department

Industrial Engineering Division

جمهورية العراق وزارة التعليم العالي والبحث العلمي

الجامعة التكنولوجية االنتاج والمعادنقسم هندسة

فرع الهندسة الصناعية

COURSE SPECIFICATION (CAD/CAM)

Course Specification

The course presents the basic concepts of CAD (Computer Aided Design) and CAM (Computer Aided Manufacturing). Topics include hardware and software Architectural, techniques of CAD and CAM system. Also provides students with a broad introduction of transformation algorithms include for 2-D, 21/2-D and 3-D applications.The elements of geometric modeling include wireframe, surface and solid modeling as well as Curves and surfaces representation. Fundamentals of CAE(Computer Aided Engineering) and FEA(FiniteElement Analysis).The course covers fundamentals ofIntroduction to CAM, CNC machine tools, Principle of operation of CNC, Construction featuresincluding structure; drive system, tool-work movement actuation system, Work holding features, Tool holding features, Feedback system, machine control system, 2D and 3D machining on CNC.The operation and programming of CNC (turning and milling

g) machines is covered.

Ministry of Higher Education & Scientific Research 1. Teaching Institution


Industrial Engineering Division 2. University Department/Centre

CAD/CAM IE315 3. Course title/code

Uncommon course material 4. Programme(s) to which it contributes

Full time 5. Modes of Attendance offered

2015 - 2016 6. Semester/Year

Theory: 2 hrs/week

Lab.: 1 hr/week

Total tuition hours: 90 hrs/year 7. Number of tuition hours (total)

2015


this specification

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1. Introduce students to methods of geometric modeling D-2 and 3-D model used to create CAD .

2. Understand conversion algorithms that are used to deal with geometric patterns in a computer program .

3. Understand the basics of representation basic analytical and synthetic . 4. Introduce students to design complex shapes including free form curves and surfaces .

Understanding of the possible applications of the systems, CAD / CAM in the analysis of the structure.

5. Train the student to implement the programs of the CNC for cutting operations . 6. CAM to create a form and automatically generate symbols machining system using

CAM.

10· Learning Outcomes, Teaching ,Learning and Assessment Methods

A - Knowledge and Understanding: 1. Preparation of professional engineers in the field of engineering design and

computer-aided manufacturing are characterized by a high level of knowledge and scientific creativity.

2. Qualifying students in line with internationally approved standards discreet in quality assurance and accreditation of engineering programs corresponding with a commitment to the ethics of the profession of engineering.

3. To enable the student to learn and understand design methods and geometric modeling three-dimensional geometric shapes.

4. To enable the student to understand the methods of design surfaces and curves of the forms -roofed complex.

5. To enable the student to learn and understand the manufacturing processes using modern digital control machines.

6. To enable the student to learn and understand the practical experiences of design and computer-aided manufacturing.

B- Subject-specific skills B1- Discussion and dialogue.

B2- Brain storming by encouraging students to produce a large number of ideas about some issue or problem raised during the lecture.

B3- Self-learning by teaching the student by his own according to his special abilities and mental and cognitive levels responding to his preferences and interests to achieve development and integration of his capabilities.

B4- Cooperative learning by team working.

B5- Competitive learning by creating a competition among peers.

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Theoretical lectures, practical laboratory experiments, discussion and dialogue, brain storming, examples and questions used to achieve the goals.

Assessment Methods

Daily exams, quizzes, documented examinations, quarterly exams, final exams, oral questions and discussions during the lectures, and home works.

C- Thinking Skills C1- Data collection and analysis

C2- Methods of decision making

C3- Solving problems related to the design of asphalt mixes and pavement layers

C4- Cooperative learning

C5- Competitive learning

C6- Group’s leadership in the field of work.


1. Recruitment of teaching ability and experience in delivering scientific material to the student .

2. The use of modern teaching methods through the work of the groups of students to solve problems and to spread the spirit of the cooperative team .

3. Assigning students to prepare reports to solve research problems to motivate students to learn the elementary principles of scientific research .

4. Assigning students to conduct laboratory experiments to develop their own students to develop and analyze laboratory results .

5. Adoption of trips to the scientific and engineering projects for students of different companies to expand perceptions of the student and to identify the field work.

Assessment Methods


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D- General and Transferable Skills (other skills relevant to employability and personal development)

D1- Increase communication between individuals, which contributes to building of a learning community.

D2- Development of the various emotional aspects such as nosiness and positive trend towards learning and social moral and independence in learning and self-confidence.

D3- Developing the skill aspects among students.

D4- Learning to identify the correct priorities for any problem.

D5- Development of the time respect and the time for completion and implementation of works.

D6- Development the spirit of fair competition between working groups in order to achieve work quality, excellence and diversity in performance.

D7- Development the spirit of creativity and innovation.

D8- Development of work appreciation and taking the responsibility and commitment.

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Assessment Method

Teaching Method Unit/Module or Topic Title ILOs No. of

hours No. of weeks

Daily exams, quizzes,

documented examinations,

quarterly exams, final exams, oral

questions and discussions during the

lectures, and home works

Theoretical lectures, practical

laboratory experiments, discussion

and dialogue,

brain storming, examples

and questions used to

achieve the goals

Introduction To CAD, Historical Developments, Concepts, Importance And Benefits Of CAD

As mentioned in section

10A

١ ٢

Design Process, Application Of Computer In Design, Role Of CAD System, CAD System Architecture

٢ 1

Inputs Devices And Output Devices, Criteria Evaluation Of CAD System Engineering Application Of Computer-Aided Design

٢ 1

Introduction Of Transformation: Coordinate Systems, Homogeneous Coordinate System, And Mathematical Development Of Working

٢ 1

2-D Transformations: 2-D Scaling, 2-D Rotation, 2-D Reflection And 2-D Translation, Combined Transformations

٢ 1

3-D Transformations: 3-D Scaling, 3-D Rotation, 3-D Reflection And 3-D Translation, Combined Transformations

١ ٢

Geometric Modeling: Wireframe Modeling (Point, Line, Arc, Circle, Polygon, Etc). 2 1

Geometric Modeling: Surface Modeling (Surface, Plane Surface, Ruled Surface, Surface Of Revolution, Tabulated Cylinder, Bi-Cubic Surface).

١ ٢

Geometric Modeling: Solid Modeling (Boundary Representation Constructive Solid Geometry, Sweep Representation).

١ ٢

Curves Representation – Analytical And Free Form Curves (Splines, Bezier And B-Spline Curves)

١ ٢

Surface Representation – Analytical And Free Form Surface ( Hermite, Bezier, B-Spline Surface)

2 1

Fundamentals Of CAE: General Procedures Of Numerical Methods Like FEM, Types Of FE Analysis ; Degree Of Freedom

2 1

Finite Element Analysis (FEA) – P-Method And H-Method, Steps In FEA Modeling, Convergence Techniques

2 1

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General Structure Of A FE Analysis Procedure, Application Of FE Analysis To 1-D Problem

2 1

Database Representation in CAD System, Data Transfer, Data Management between Design and Manufacturing

2 1

Introduction To Computer Numerical Control.

History Of Various NC Machines Like NC, CNC, DNC,

2 1

Elements Of CAM, Various CNC Applications In Different Industries, Computer Control Concepts, Data Processing Units, Binary Execution.

2 1

Structure Of CNC Machine Tools, Spindle Design, Spindle And Axis Drives, Various Actuation Systems And Feedback Devices Like Encoder.

٢ 1

CNC Control System And Machine Tools, Open Loop And Closed Loop System ٢ 1

Cartesian Coordinate System, CNC Motion Controller, Linear, Circular, Interpolator, ٢ 1

Positioning And Contouring Control Loops, MCU, Adaptive Control System. ٢ 1

CNC Machining Centre, Turning, Grinding, EDM, Wire EDM, Boring, Turn Mill And CNC Gear Cutting.

٢ 1

Part Programming Fundamentals, Manual Part Programming Methods, Various G & M Codes.

٢ 1

Absolute And Incremental System, Tool Length And Diameter Compensation, Programming Of Turning, Machining Centre And EDM.

2 1

Programming Format, Positioning ,Work Settings And Offsets 2 1

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12. Infrastructure

Theoretical lectures, practical laboratory experiments, and textbooks such as:

1. Mikell. P. Groover and Emory ZimmersJr.,“CAD/CAM”, Prentice hall of India.Ltd., 1998.

2. Chris McMahon and Jimmie Browne, “CAD CAM Principles, Practice and Manufacturing Management”, Pearson Education second edition, 2005.

Required readings: -Core Texts - Course Materials - Other

None Special requirements (include for example workshops, periodicals, IT software, websites)

None

Community-based facilities(include for example, guest lectures , internship , field studies)

13. Admissions

The success from the previous stage of study Pre-requisites

No identification Minimum number of students

No identification Maximum number of students



PROGRAMME SPECIFICATION This Program Specification provides a the main features of Information Technology which provides the tools that enable all organizational personnel to solve increasingly complex problems and to capitalize on opportunities that contribute to success survival of organization inside the or through www or collaboration. While integrated ISs provides the management with timely, effective and sufficient information.

Industrial engineering division 1. Teaching Institution

Production Engineering and Metallurgy Dept./ University Of Technology


Information Systems and Technologies 3. Programme Title

Information Systems and Technologies/IE314 4. Title of Final Award

Complete hours. 5. Modes of Attendance offered

6. Accreditation



this specification 9. Aims of the Program

The aim of this program is achieved through: Studying

1.IT infrastructure (hardware, software, telecommunication and networks, internet, internals and externals). .

Data and information, and decision support, data management, DBs.2 3.CBIS LC (traditional system development life cycle

Functional ISs.4

5.Open systems and applications of web and Protection of ISs and networks


Knowledge and Understanding. #Enabling students to understand the principles of information technology. #Understanding the tools of information technology #Employing information technology in the manufacturing systems or in services to connect, integrate departed systems, organizations. #Understanding the importance of securing the information system #Studying the different information systems that could be available in an organization.

B. Subject-specific skills B1.letritures. B2.tutorials. B3.Labrotory and performing different exercises.

Teaching and Learning Methods Practical experiments. Power points. Videos.

Assessment methods #Examinations Quizzes. Homework Reports.

C. Thinking Skills C1 reports. C2.practical exercises.

D. General and Transferable Skills (other skills relevant to employability and personal development).

D1. Choosing, implementing the stabile DS D2 choosing the proper networking for an organization. D3 choosing the appropriate IS(functional, or DSS)..


Lectures. Videos. Power points

Assessment Methods

Test 1 Test 2 #Quizzes and assignments. #Laboratory #Final Examination


Credit rating


Course or Module

Code Level/Year


Lectures, power point

Introduction (data, information, information system building block(

2+1

3

Information system classifications

2 3

Information System life Cycle (SLC(

2 3

Steps of implementing IS.

2 3

Factors affecting of IS.

2 3

Lectures, practical exercises

DB(s) ands DBMSs Types of DBSs

2+2 3

Advantages and Limitations of DBs R-DBs and its operation Types and advantages of DBMSs Information flow in the plant

Lectures, power point

Introduction to networks and communications

2+2 3

Lectures, video.

Network Types (LAN, WAN, MAN, HSLN(

2+2 3

LAN topology, access technologies

3

Introduction to open system

3

Introduction to decision support system (DSS)s

3

DSSs classifications

3

Introduction to management information systems Advantages of management information system

3

Major components of management information system/Management system reports

3

Introduction to manufacturing IS

3

Major components 3

of manufacturing IS

Lectures, Video

Information systems Security /Introduction

2+2 3

Introduction to collaboration system

3

Inter collaboration approach

3

Intera collaboration approach

3

The role of world wide web in integration

3

Information retrieved from www

3

Lectures. video

Search engines in WWW

2+2 3

Case Study(1)( 3

Case Study(2)( 3



-pass from the last year


”#Introduction to information technology”/V.Rajaravnan, (PHI) learning private limited, New Delhi, (2009.(

-#Telecommunication system Engineering(2004),Roger.L.Freeman,Wiely InterScience,4th.ed, NewJersey,USA. .

.#Management information system / Raymond mcleadJr, prentice hill , new jerky (

1995 ) , 6th .ed. .،



PROGRAMME SPECIFICATION This course is intended for students beginning the study of mechanical engineering design. The focus is on blending fundamental development of concepts with practical specification of components. Students should find that it inherently directs them into familiarity with both the basis for decisions and the standards of industrial components. For this reason, as students transition to practicing engineers, they will find that this text is indispensable as reference text . The objectives of the course: • Cover the basics of machine design, including the design process, engineering mechanics and materials, failure prevention under static and variable loading, and characteristics of the principal types of mechanical elements. • Offer a practical approach to the subject through a wide range of real-world applications and examples. • Encourage students to link design and analysis.

• Encourage students to link fundamental concepts with practical component specification


Dept of production and Metallurgy 2. University Department/Centre

Machine design

3. Programme Title

B.Sc 4. Title of Final Award

Full Class 5. Modes of Attendance offered

6. Accreditation



this specification

9. Aims of the Programme :

The primary objective of this course is to provide a course in general machine design. The analytical method combined with results of made to base designs on the likely methods of failure, such as static and fatigue failures, lack of rigidity, and lack of wear resistance. It is also demonstrated how computer simulation can be used to successfully model, analyze and improve systems under study.

A. Knowledge and Understanding A1. Using mathematical models A2. Assist decision maker A3.Develop practical skills A4. A5. A6.

B. Subject-specific skills B1. Ability to analysis real problems B2. Consultancy to Different companies B3.


Assessment methods

C. Thinking Skills

C1. C2. C3. C4.


Assessment methods

D. General and Transferable Skills (other skills relevant to employability andpersonaldevelopment) D1. D2. D3. D4.


Assessment Methods


Credit rating



Level/Year






Thinking Skills



Core (C)

Title or Option (O)

Course Title

Course Code

Year / Level





Dept of Production and Metallurgy 2. University Department/Centre

Machine design/IE 312 3. Course title/code

B.Sc in Industrial Eng. 4. Programme(s) to which itcontributes


2013-2014 6. Semester/Year

2+2=4 7. Number of hours tuition (total)

29-5-2014 8. Date of production/revision of this specification 9. Aims of the Course The primary objective of this course is to provide a course in general machine design. The analytical method combined with results of made to base designs on the likely methods of failure, such as static and fatigue failures, lack of rigidity, and lack


This course is intended for students beginning the study of mechanical engineering design. The focus is on blending fundamental development of concepts with practical specification of components. Students should find that it inherently directs them into familiarity with both the basis for decisions and the standards of industrial components. For this reason, as students transition to practicing engineers, they will find that this text is indispensable as reference text. The objectives of the course: • Cover the basics of machine design, including the design process, engineering mechanics and materials, failure prevention under static and variable loading, and characteristics of the principal types of mechanical elements. • Offer a practical approach to the subject through a wide range of real-world applications and examples. • Encourage students to link design and analysis. • Encourage students to link fundamental concepts with practical component specification.

of wear resistance. It is also demonstrated how computer simulation can be used to successfully model, analyze and improve systems under study.


A- Knowledge and Understanding A1.. Using mathematical models A2. Assist decision maker A3.Develop practical skills A4. A5. A6 .


Teaching and Learning Methods Using PPT method related to the textbook. Individual exercises

Team projects

Assessment methods

15% 1sP

stP Term

`15% 2P

ndP Term

20% Lab 50% Final exam

C. Thinking Skills

C1. Ability to deal with real problems C2. Ability to use mathematical models C3. K with senior managers C4.


D1. Ability to work as a manger and taking decisions D2. Ability to analysis decision D3. D4.

12. Infrastructure

• Mechanical Engineering design (sixth Edition),Shigley, McGraw Hill, 2006.

• Machine design (Fourteenth Edition), R. S. Khurmi, J, K, Gupta, Eurasia publitioning house,2005.

• Machine deign, First edition, S. E. Qasim,University of

Basrah , 1976.




Assessment Method

Teaching Method


PPT + Discussion

Torsion and bending stresses 8 2

PPT + Discussion

Variable stresses in machine parts 8 2

PPT + Discussion

Pressure vessels , pipe and pipe joints 16 4

PPT + Discussion

Riveted, Welding and Screwed joints 16 4

PPT + Discussion

Cotter and Knuckle joints 8 2

PPT + Discussion

Shafts, Power Screws, Keys and Coupling

16 4

PPT + Discussion

Flywheels, Springs, Bearing and lubrication

16 4

PPT + Discussion

Belt and Pulleys 8 2

PPT + Discussion

Brakes, clutches and Gears

24 6

http://www.bcnn.net/�


13. Admissions

Pre-requisites

Minimum number of students

Maximum number of students


1.The typical site visit schedule is designed for two or three days. It includes pre-arranged meetings. Theresponsibility for arranging these meetings and fitting the template to the circumstances restswith the Universities Quality Assurance and University Performance departments

2.Site visits will normally commence at 09:00 on day 1. Start times of pre-arranged meetings areindicated. Pre-arranged meetings should not normally last more than one hour. The scheduleshould not completely fill all times with meetings, but leave space for additional activities bypeer reviewers including preparing for meetings, updating notes and records and draftingparagraphs for the draft Programme Review report

Table (1)

Activity Time Session Day1

Welcome and introductions; brief introduction to the review (purposes,intended outcomes, use of evidence and self-evaluation report) – ProgrammeTeam

09:00 1




Review panel meeting: scrutiny of additional documentation includingsample of students’ assessed work 14:00 5 Efficiency: meeting with faculty members 15:00 6

Review panel meeting: review of the evidence and any gaps or matters tofollow-up 16:00 7 Meeting with external stakeholders (sample of graduates, employers, otherpartners) 17:00 8 Day2

Review meeting with review chairperson, review coordinator, programmeleader: summary of day 1 findings, addressing any gaps, adjust the schedulefor day 2 if required

08:45 9


Effectiveness of quality management and assurance: meeting with facultymembers 10:30 11 Review panel meeting: review of evidence and any matters still to beaddressed 12:00 12 Flexible time to pursue any matters arising 14:00 13

Review panel final meeting: decisions on outcomes and drafting oralfeedback

14:30 14

Oral feedback by review chairperson to review coordinator and facultymembers 16:30 15 Close 17:00


ULE FOR FOLLOW-UP


Quality Assurance and Academic Accreditation Directorate / International Accreditation Department. Institution: Faculty: Programme: Follow-up Report 1.This report presents the findings of the follow-up visit, which took place on / /20__.

Thisis part of the Universities Quality Assurance and University Performance departmentsarrangements to provide continuing support for the development ofinternal quality assurance processes and continuing improvement

2.The purposes of the follow-up review are to assess the progress made in the

programmesince the Programme Review report, and to provide further information and support forthe continuing improvement of academic standards and quality of higher education in Iraq.

3.The evidence base used in this follow-up review and report includes:




b) Good practice in the indicators demonstrated since the Programme Review sitevisitincludes: (insert)

c) Matters of particular importance that should be addressed by the institution in its continuing improvement of the programme are: (insert and indicate if they are, or asyetare not, addressed by the improvement plan).

5. The detailed report is provided in Annexure A below. Annexure A Name of Institution___________________________________________________ Date of initial Programme Review site visit________________ Date visited in follow-up________________ Date of follow-up report________________ Names of follow-up reviewersPosition/titleSigned



Questions


1

Do the most recent self-evaluation reports indicate the extent to which thecriteria in the Framework for Evaluationare met and/or are being addressed?

2




Are there any major obstacles tothe expectedachievementof the improvement plan?

6


7

What is the reviewers’ assessment of the time needed to complete improvements tothe programme that would demonstratethe indicators?

8


Overall Conclusion







UAcademic Standards Clearly articulated standards Use of appropriate benchmarks Achievement of graduates

Standards of students’ assessed work




CRITERIA FOR A SUCCESSFUL REVIEW ANDEVALUATION OF THE PROCESS

CRITERIA FOR A SUCCESSFUL REVIEW 1.The criteria for a successful review that informs the arrangements for Programme

Reviewandits evaluation are as follows: i. The programme being reviewed is supported by existing or developing internal

systemsincluding specifications and review with a culture of self-evaluation and continuingimprovement. These features of internal review provide a sound basis for the externalreview.


theacademic activities in the institution. iv. There is due attention to detail in planning and preparation, by -

a. The Quality Assurance and Academic Accreditation Directorate applies consistently its procedures for working with the institution andthe reviewers and provides appropriate support for the external review as required

b. The review coordinator: ensures that the evidence base generated by internal reviewand reporting systems is available on time to the visiting peer reviewers, and anyrequirements for clarification and supplementary information are satisfied

c. The institution: provides a self-evaluation report for the programme to be externallyreviewed

d. The peer reviewers: undertake their preparation for the visit including reading theadvance documentation and preparing initial commentaries that inform the conductof the visit

v. There is consistency in the application of the published review method and the protocolsby all participants in a way that respects and supports the mission and philosophy of theoverall process for continuing review and continuing improvement.

vi. Reviewers and representatives of the institution conduct an open dialogue throughout thereview that shows mutual respect.

vii. The judgements reached by the reviewers are clear, based on the evidence

available andsystematically recorded. viii. The review report is produced on time in line with the standard report structure

and isconfirmed by the institution to be factually accurate. ix. The set of conclusions arising from the review are constructive, offering a fair

and balancedview of the programme. x. The institution is able to benefit from the external review by giving due reflection

andconsideration to the findings and preparing where appropriate a realisticimprovementplan

EVALUATION 2.The Quality Assurance and Academic Accreditation Directoratewishes to establish and

implement procedures forthe systematic evaluation of all external Programme Reviews arranged by it. The institution, thereview chairperson and the peer reviewers will all routinely be asked to evaluate each externalreview by completing a short questionnaire. The structured comments will be analysed by theQuality Assurance and Academic Accreditation Directorateand where necessary the Quality Assurance and Academic Accreditation Directoratewill take action to follow-up any difficultieshighlighted. In addition, the Quality Assurance and Academic Accreditation Directoratewill collate the structured comments to compile regularsummary reports indicating the main features of the review process in practice, including theoverall levels of satisfaction expressed by the participants, together with examples of goodpractice and opportunities for continuing improvement.


VIEW DEFINITIONS OF TERMS USED IN THE PROGRAMME REVIEW HANDBOOK Some of the terms used in the Handbook and/or used in internal and external review and reportingmay have different meanings according to the context in which they are used. To remove possibleambiguities, the following working definitions of the terms are offered. ADEMIC FIELDS/SUBJECT AREAS/DISCIPLINES Academic fields categoriserecognisable and coherent domains or the scope of study such asMathematics, Medicine, Engineering and Philosophy. Fields that have a wide scope are oftensubdivided; for example, Humanities include subjects like History and Literature and Arts mayinclude separate disciplines of Fine Arts and Photography. The curriculum of someprogrammes may combine academic fields, or may include different subjects and disciplines suchas Mathematics in Engineering or Accountancy in Business Administration. ACADEMIC STANDARDS Specific standards decided by the institution, and informed by external reference points. Theyinclude the minimum or threshold level of knowledge and skills to be gained by the graduatesfrom the programme, and can be used in evaluation and review. ACCREDITATION The recognition accorded by an agency or other organisation to either an education programmeor to an institution to confirm that it can demonstrate that the programme(s) meet acceptablestandards and that the institution has effective systems to ensure the quality and continuingimprovement of its academic activities, according to published criteria.

ACTION OR IMPROVEMENT PLANS Realistic plans for improvement derived from the consideration of available evidence and evaluations;they may be implemented for more than one year, but should be prepared and reviewed annuallyat each level of courses, programmes and the institution. ADMITTED STUDENTS Students registered on a programme, including those accepted holding prior credits for admissionafter year 1. BENCHMARK/REFERENCE POINTS Benchmark statements represent general expectations about the standards ofachievement and general attributes to be expected of a graduate in a given academicfield or subject. Reference standards may be external or internal. External referencepoints allow comparison of the academic standards and quality of a programme withequivalent programmes in Iraq and internationally. Internal reference pointsmay be used to compare one academic field with another, or to identify trends over agiven time period. COMMUNITY A defined segment of wider society served by the institution, as determined in its mission andbylaws. It may be defined geographically or in terms of the range of organizations, groups andindividuals engaged in its activities. COURSE AIMS Overall course aims should be expressed as the outcomes to be achieved by students completingthe course as significant and assessable qualities. They should contribute to the achievement ofdefined aims within one or more education programmes. CURRICULUM OR (IN THE PLURAL) CURRICULA The complete organised learning as designed and managed by an institution for an admittedstudent, determined by the intended learning outcomes (ILOs) and comprising the content,the arrangements for teaching and learning and assessments of students’ achievementstogether with the access to the range of facilities available within the University and, byarrangement, outside it, including libraries, computers studies, social, sports, internshipsand field studies. DIRECTED SELF-LEARNING/INDEPENDENT LEARNING The active promotion of personal skills included in the curriculum that support the student andgraduate to seek, assimilate and learn from a range of structured and unstructured experiences.Methods of promotion include e-learning, personal and autonomous learning and fieldwork,assignments, internships, and reflexive learning. Devices commonly used that support directedself-learning beyond formal teaching lectures include logbooks, self-assessment reports, interactivelearning tools or the equivalent. E-LEARNING Electronic-based learning using information technology may be the primary or

secondaryelement in material associated with a programme or a course. It may be stand-alone orintegrated with other teaching and learning approaches. It may include self-determination of aims, ILOs and materials using self-selection and will usually include self-assessment. Itgenerally increases the levels of autonomy in, and responsibility for, learning. Convertingexisting texts or lecture notes to a website or pre-recorded media alone is generally notconsidered to be e-learning. EXTERNAL EVALUATOR/EVALUATION An appointment to a specific programme, part of a programme or course(s) by the institution toestablish an independent and external professional opinion on the academic standards set andachieved in the examinations for the award of the degree. FRAMEWORK FOR EVALUATION The framework for evaluation provides a standard structure for evaluation of programmes. It willform the basis for self-evaluation, the site visit by external peer reviewers and the ProgrammeReview report. It is designed to operate in all academic fields and institutions, and to apply tointernal and external reviews. GENERAL PRECEPTS/BY-LAWS Principles, by-laws and regulations, which the educational institution must have as part of thepolicies covering its operations. HIGHER EDUCATION INSTITUTE (HEI)/INSTITUTION A Faculty, College or University providing higher education programmes leading to a first universitydegree (B.Sc. or B.A.) or a higher degree. INTENDED LEARNING OUTCOMES (ILOS) The ILOs are the outcome-related definition of knowledge, understanding and skills which the institution intends for its programmes. They should be mission-related, capable ofmeasurement (assessable) and reflect the use of external reference standards at appropriate level. INTERNAL SYSTEM FOR QUALITY MANAGEMENT AND ASSURANCE The system adopted by the institution to ensure that its education programmes and contributingelements meet specified needs and are continually reviewed and improved. An outcomes-relatedsystem of quality management involves precise specifications for quality from design to delivery;evaluation; the identification of good practice as well as of learning deficiencies and obstacles;performance follow-up; suggestions for development and enhancement; and the systematic reviewand development of processes for establishing effective policies, strategies and priorities to supportcontinuing improvement. JOB/LABOUR MARKET The availability of professional, commercial, research-oriented or other fields of employment thata graduate is qualified to join upon graduation.

MISSION STATEMENT A brief statement clearly identifying the educational institution’s duty and its role in the developmentof the community; a mission statement may also offer brief supporting statementson the vision, values and strategic objectives of the institution. PEER REVIEWER A person who is professionally equal in calibre and with management and/or subject expertiseto those delivering the provision, but not from the same institution and without any conflict ofinterest, who can contribute to the review of an education programme for internal and externalquality assurance or for accreditation purposes. PROGRAMME For the purpose of Programme Review an education programme is defined as one which admitsstudents who, on successful completion, receive an academic award. PROGRAMME AIMS The broad purposes for providing the programme which in turn guide the development and implementation of strategic objectives (to ensure that the aims are met) and ILOs (to ensure thatthe students work towards attaining the specified outcomes). PROGRAMME REVIEW Programme Review applies to all education programmes in all higher education institutions. Where the programme is studied in more than one institution, the whole programme is includedin Programme Review. Programme Review in Iraq has three objectives:

1) To provide decision-makers (in the higher education institutions,Quality Assurance and Academic Accreditation Directorate, parents, students, and other stakeholders) with evidence-based judgements on the qualityof learning programmes

2) To support the development of internal quality assurance processes with informationon emerging good practice and challenges, evaluative comment and continuingimprovement


QUALITY ASSURANCE The institution has the means of assuring that for each education programme, academic standardsare defined and achieved in line with equivalent national and international standards, that thequality of the curriculum and related infrastructure are appropriate and fulfil the expectations ofthe range of stakeholders, that its graduates represent the range of attributes specified and that theorganisation is capable of sustained, continuing improvement. REVIEW COORDINATOR The nominee of an institution to coordinate a Programme Review to assist in the gathering andinterpretation of information and to support the application of published methods of review.

REPORT The regular reports prepared on the basis of Programme Reviews and evaluations of its educationprogramme. SELF-EVALUATION n institution’s process of evaluating a programme as part of Programme Review and within aninternal system of quality management and assurance. SITE VISIT A scheduled visit by external peer reviewers as part of Programme Review. Normally the site visitwill be for two or three days. A typical outline timetable is provided in Appendix(1).

SPECIFICATION The detailed description of the aims, construction and intended outcomes of a programme, and anycourses, specific facilities or resources that contribute to it. The specification provides informationto design, manage, deliver and review the programme. STAKEHOLDER Those organisations, groups or individuals which have a legitimate interest in the educationalactivities of the institution both in respect of the quality and standards of the education and alsoin respect of the effectiveness of the systems and processes for assuring the quality. An effectivestrategic review process will include the key stakeholder groups. The precise range of stakeholdergroups and their differentiated interests depend upon the mission of the institution, its range ofeducational activities and local circumstances. The range is usually defined by a scoping study.Examples of groups with a legitimate interest include current students, graduates, intendingstudents and their parents or family, staff in the institution, the employing community, the relevantGovernment ministries, the sponsors and other funding organisations and, where appropriate,professional organisations or syndicates. STRATEGIC OBJECTIVES/PLANS A collection of institution-specific objectives that are derived from its mission and developed into arealistic plan based on evidence-based evaluations. Objectives concentrate on the means by whichan institution seeks to deliver its mission. The plan sets out the matters to be addressed, timeframe,person responsible and estimate of costs, and is accompanied by an implementation plan witharrangements for monitoring the progress and evaluating impact. STUDENTS’ASSESSMENT A set of processes, including examinations and other activities conducted by the institution tomeasure the achievement of the intended learning outcomes of a programme and its courses.Assessments also provide the means by which students are ranked according to their achievement.Diagnostic assessment seeks to determine the existing range of knowledge and skills of a studentwith a view to constructing an appropriate curriculum. Formative assessment provides informationon the student’s performance and progress to support further learning, without necessarily countinga grade towards graduation. Summative assessment determines

the final level of attainment of thestudent on the programme or at the end of a course that contributes credits to the programme.

STUDENTS’ EVALUATIONS The systematic gathering of students’opinions on the quality of their programme in a standardizedstructure together with the analysis and outcomes. Surveys using questionnaires are the mostfrequently used methods to collect opinions; other mechanisms include websites conferences,panels or focus groups, and representation on councils or other committees. TEACHING AND LEARNING METHODS The range of methods used by teachers to help students to achieve the ILOs for the course. Examples include: lectures, small group teaching such as tutorials, seminars and syndicate groups;a case study to teach students how to analyse information and reach a decision; assignments suchas writing a review paper for the students to gain the skills of self-learning and presentation; fieldtrips; practical sessions for the students to gain practical skills; and carrying out experiments to trainthe students to analyse the results, reach specific conclusions and prepare a report, presentation or poster.



PROGRAMME SPECIFICATION This course is intended for engineering students who has completed his courses in calculus, and who has at least passing knowledge of elementary computer programming. This is a practical course for the student who , in addition to seeing the theory of numerical and their solution, also it compared with the analytical solution methods. So it often points out where the theory departs from the exact values and also from the practice which represents the results of programming solution. The course included also a second part which covered types of ordinary differential equations and their solutions and several special topics for application of these Differential Equations in Engineering science, Mechanics, electricity, Metallurgy and industrial Engineering.



Numerical analysis and advanced mathematics

3. Programme Title



6. Accreditation



this specification


The primary objective of this course is to provide a course in general machine design. The analytical method combined with results of made to base designs on the likely methods of failure, such as static and fatigue failures, lack of rigidity, and lack of wear resistance. It is also demonstrated how computer simulation can be used to successfully model, analyze and improve systems under study.




Assessment methods

C. Thinking Skills

C1. C2. C3. C4.


Assessment methods



Assessment Methods


Credit rating



Level/Year






Thinking Skills



Core (C)

Title or Option (O)

Course Title

Course Code

Year / Level






Numerical analysis and Advanced Mathematics / IE 322


B.Sc in Industrial Eng. 4. Programme(s) to which itcontributes




29-5-2014 8. Date of production/revision of this specification 9. Aims of the Course The primary objective of this course is to provide a course in what is commonly called numerical analysis, numerical methods or even numerical calculus, in the proposed curriculum in computer science issued by the association for computing machinery.

Also it is including an advanced course in mathematics for undergraduate students in engineering. It covers types of ordinary differential equations and their solution and several special sections that are important for applied


This course is intended for engineering students who has completed his courses in calculus, and who has at least passing knowledge of elementary computer programming. This is a practical course for the student who , in addition to seeing the theory of numerical and their solution, also it compared with the analytical solution methods. So it often points out where the theory departs from the exact values and also from the practice which represents the results of programming solution. The course included also a second part which covered types of ordinary differential equations and their solutions and several special topics for application of these Differential Equations in Engineering science, Mechanics, electricity, Metallurgy and industrial Engineering.

problems.





Team projects

Assessment methods

15% 1sP

stP Term

15% 2P

ndP Term

70% Final exam

C. Thinking Skills C1. Ability to deal with real problems C2. Ability to use mathematical models C3. K with senior managers C4.

12. Infrastructure

Numerical methods for engineering and scientists Joe D. Hoffman ,New York, Basel, 2001.

Advanced calculus with application by Andre I. Khuri, A John Wiley and Sons, 2003.

Introduction to numerical methods by Peter A. Stark, Macmillan publishing Co. Inc. New York

Theory and Problems of Advanced calculus By Murray R. Spiegel, McGraw-Hill.



Assessment Method

Teaching Method


PPT + Discussion

NUMERICAL ANALYSIS

Errors, Power series, Roots of equations

9 3

PPT + Discussion

Determinants and Matrices 9 3

PPT + Discussion

Solution of linear simultaneous equations 9 3

PPT + Discussion

Finite differences and Newton- foreword differences

9 3

PPT + Discussion

Interpolation method and Lagrange method 6 2

PPT + Discussion

Numerical integration, differentiation, and solution of differential equation numerically

15 5

PPT + Discussion

ADVANSED MATHEMA. Solution of first and high order differential equations

12 4

PPT + Discussion

Homogeneous and non-homogeneous linear differential equations

12 4

PPT + Discussion

Application on ordinary differ. Equa.

9 3

Advanced Engineering Mathematics, E. Kreyszing.

Elements of engineering Mathematics, V. P. Mishra and JyotiSinha, 2011.



13. Admissions

Pre-requisites






Table (1)



09:00 1







08:45 9




14:30 14



ULE FOR FOLLOW-UP



Thisis part of the Universities Quality Assurance and University Performance departmentsarrangements to provide continuing support for the development ofinternal quality assurance processes and continuing improvement


programmesince the Programme Review report, and to provide further information and

support forthe continuing improvement of academic standards and quality of higher education in Iraq.










Questions


1


2




Are there any major obstacles tothe expectedachievementof the improvement plan?

6


7


8


Overall Conclusion






Profile of admitted Efficiency

students Human resources Physical resources Uses made of available resources Student support Ratios of graduation to admitted students

Clearly articulated Academic Standards

standards Use of appropriate benchmarks Achievement of graduates Standards of students’ assessed work











b. The review coordinator: ensures that the evidence base generated by internal reviewand reporting systems is available on time to the visiting peer reviewers, and

anyrequirements for clarification and supplementary information are satisfied c. The institution: provides a self-evaluation report for the programme to be

externallyreviewed d. The peer reviewers: undertake their preparation for the visit including reading

theadvance documentation and preparing initial commentaries that inform the conductof the visit



vii. The judgements reached by the reviewers are clear, based on the evidence available andsystematically recorded.

viii. The review report is produced on time in line with the standard report structure and isconfirmed by the institution to be factually accurate.

ix. The set of conclusions arising from the review are constructive, offering a fair and balancedview of the programme.

x. The institution is able to benefit from the external review by giving due reflection andconsideration to the findings and preparing where appropriate a realisticimprovementplan




VIEW DEFINITIONS OF TERMS USED IN THE PROGRAMME REVIEW HANDBOOK Some of the terms used in the Handbook and/or used in internal and external review and reportingmay have different meanings according to the context in which they are used. To remove possibleambiguities, the following working definitions of the terms are offered. ADEMIC FIELDS/SUBJECT AREAS/DISCIPLINES Academic fields categoriserecognisable and coherent domains or the scope of study such asMathematics, Medicine, Engineering and Philosophy. Fields that have a wide scope are oftensubdivided; for example, Humanities include subjects like History and Literature and Arts mayinclude separate disciplines of Fine Arts and Photography. The curriculum of someprogrammes may combine academic fields, or may include different subjects and disciplines suchas Mathematics in Engineering or Accountancy in Business Administration.

ACADEMIC STANDARDS Specific standards decided by the institution, and informed by external reference points. Theyinclude the minimum or threshold level of knowledge and skills to be gained by the graduatesfrom the programme, and can be used in evaluation and review. ACCREDITATION The recognition accorded by an agency or other organisation to either an education programmeor to an institution to confirm that it can demonstrate that the programme(s) meet acceptablestandards and that the institution has effective systems to ensure the quality and continuingimprovement of its academic activities, according to published criteria. ACTION OR IMPROVEMENT PLANS Realistic plans for improvement derived from the consideration of available evidence and evaluations;they may be implemented for more than one year, but should be prepared and reviewed annuallyat each level of courses, programmes and the institution. ADMITTED STUDENTS Students registered on a programme, including those accepted holding prior credits for admissionafter year 1. BENCHMARK/REFERENCE POINTS Benchmark statements represent general expectations about the standards ofachievement and general attributes to be expected of a graduate in a given academicfield or subject. Reference standards may be external or internal. External referencepoints allow comparison of the academic standards and quality of a programme withequivalent programmes in Iraq and internationally. Internal reference pointsmay be used to compare one academic field with another, or to identify trends over agiven time period. COMMUNITY A defined segment of wider society served by the institution, as determined in its mission andbylaws. It may be defined geographically or in terms of the range of organizations, groups andindividuals engaged in its activities. COURSE AIMS Overall course aims should be expressed as the outcomes to be achieved by students completingthe course as significant and assessable qualities. They should contribute to the achievement ofdefined aims within one or more education programmes. CURRICULUM OR (IN THE PLURAL) CURRICULA The complete organised learning as designed and managed by an institution for an admittedstudent, determined by the intended learning outcomes (ILOs) and comprising the content,the arrangements for teaching and learning and assessments of students’ achievementstogether with the access to the range of facilities available within the University and, byarrangement, outside it, including libraries, computers studies, social, sports,

internshipsand field studies. DIRECTED SELF-LEARNING/INDEPENDENT LEARNING The active promotion of personal skills included in the curriculum that support the student andgraduate to seek, assimilate and learn from a range of structured and unstructured experiences.Methods of promotion include e-learning, personal and autonomous learning and fieldwork,assignments, internships, and reflexive learning. Devices commonly used that support directedself-learning beyond formal teaching lectures include logbooks, self-assessment reports, interactivelearning tools or the equivalent. E-LEARNING Electronic-based learning using information technology may be the primary or secondaryelement in material associated with a programme or a course. It may be stand-alone orintegrated with other teaching and learning approaches. It may include self-determination of aims, ILOs and materials using self-selection and will usually include self-assessment. Itgenerally increases the levels of autonomy in, and responsibility for, learning. Convertingexisting texts or lecture notes to a website or pre-recorded media alone is generally notconsidered to be e-learning. EXTERNAL EVALUATOR/EVALUATION An appointment to a specific programme, part of a programme or course(s) by the institution toestablish an independent and external professional opinion on the academic standards set andachieved in the examinations for the award of the degree. FRAMEWORK FOR EVALUATION The framework for evaluation provides a standard structure for evaluation of programmes. It willform the basis for self-evaluation, the site visit by external peer reviewers and the ProgrammeReview report. It is designed to operate in all academic fields and institutions, and to apply tointernal and external reviews. GENERAL PRECEPTS/BY-LAWS Principles, by-laws and regulations, which the educational institution must have as part of thepolicies covering its operations. HIGHER EDUCATION INSTITUTE (HEI)/INSTITUTION A Faculty, College or University providing higher education programmes leading to a first universitydegree (B.Sc. or B.A.) or a higher degree. INTENDED LEARNING OUTCOMES (ILOS) The ILOs are the outcome-related definition of knowledge, understanding and skills which the institution intends for its programmes. They should be mission-related, capable ofmeasurement (assessable) and reflect the use of external reference standards at appropriate level. INTERNAL SYSTEM FOR QUALITY MANAGEMENT AND ASSURANCE

The system adopted by the institution to ensure that its education programmes and contributingelements meet specified needs and are continually reviewed and improved. An outcomes-relatedsystem of quality management involves precise specifications for quality from design to delivery;evaluation; the identification of good practice as well as of learning deficiencies and obstacles;performance follow-up; suggestions for development and enhancement; and the systematic reviewand development of processes for establishing effective policies, strategies and priorities to supportcontinuing improvement. JOB/LABOUR MARKET The availability of professional, commercial, research-oriented or other fields of employment thata graduate is qualified to join upon graduation. MISSION STATEMENT A brief statement clearly identifying the educational institution’s duty and its role in the developmentof the community; a mission statement may also offer brief supporting statementson the vision, values and strategic objectives of the institution. PEER REVIEWER A person who is professionally equal in calibre and with management and/or subject expertiseto those delivering the provision, but not from the same institution and without any conflict ofinterest, who can contribute to the review of an education programme for internal and externalquality assurance or for accreditation purposes. PROGRAMME For the purpose of Programme Review an education programme is defined as one which admitsstudents who, on successful completion, receive an academic award. PROGRAMME AIMS The broad purposes for providing the programme which in turn guide the development and implementation of strategic objectives (to ensure that the aims are met) and ILOs (to ensure thatthe students work towards attaining the specified outcomes). PROGRAMME REVIEW Programme Review applies to all education programmes in all higher education institutions. Where the programme is studied in more than one institution, the whole programme is includedin Programme Review. Programme Review in Iraq has three objectives:

1) To provide decision-makers (in the higher education institutions,Quality Assurance and Academic Accreditation Directorate, parents, students, and other stakeholders) with evidence-based judgements on the qualityof learning programmes



QUALITY ASSURANCE The institution has the means of assuring that for each education programme, academic standardsare defined and achieved in line with equivalent national and international standards, that thequality of the curriculum and related infrastructure are appropriate and fulfil the expectations ofthe range of stakeholders, that its graduates represent the range of attributes specified and that theorganisation is capable of sustained, continuing improvement. REVIEW COORDINATOR The nominee of an institution to coordinate a Programme Review to assist in the gathering andinterpretation of information and to support the application of published methods of review. REPORT The regular reports prepared on the basis of Programme Reviews and evaluations of its educationprogramme. SELF-EVALUATION n institution’s process of evaluating a programme as part of Programme Review and within aninternal system of quality management and assurance. SITE VISIT A scheduled visit by external peer reviewers as part of Programme Review. Normally the site visitwill be for two or three days. A typical outline timetable is provided in Appendix(1).

SPECIFICATION The detailed description of the aims, construction and intended outcomes of a programme, and anycourses, specific facilities or resources that contribute to it. The specification provides informationto design, manage, deliver and review the programme. STAKEHOLDER Those organisations, groups or individuals which have a legitimate interest in the educationalactivities of the institution both in respect of the quality and standards of the education and alsoin respect of the effectiveness of the systems and processes for assuring the quality. An effectivestrategic review process will include the key stakeholder groups. The precise range of stakeholdergroups and their differentiated interests depend upon the mission of the institution, its range ofeducational activities and local circumstances. The range is usually defined by a scoping study.Examples of groups with a legitimate interest include current students, graduates, intendingstudents and their parents or family, staff in the institution, the employing community, the relevantGovernment ministries, the sponsors and other funding organisations and, where appropriate,professional organisations or syndicates. STRATEGIC OBJECTIVES/PLANS A collection of institution-specific objectives that are derived from its mission and developed

into arealistic plan based on evidence-based evaluations. Objectives concentrate on the means by whichan institution seeks to deliver its mission. The plan sets out the matters to be addressed, timeframe,person responsible and estimate of costs, and is accompanied by an implementation plan witharrangements for monitoring the progress and evaluating impact. STUDENTS’ASSESSMENT A set of processes, including examinations and other activities conducted by the institution tomeasure the achievement of the intended learning outcomes of a programme and its courses.Assessments also provide the means by which students are ranked according to their achievement.Diagnostic assessment seeks to determine the existing range of knowledge and skills of a studentwith a view to constructing an appropriate curriculum. Formative assessment provides informationon the student’s performance and progress to support further learning, without necessarily countinga grade towards graduation. Summative assessment determines the final level of attainment of thestudent on the programme or at the end of a course that contributes credits to the programme.


I



1PU

stUPU semester:UIntroduction to the fundamental principles & implementations of

Linear and angular measurement devices, and geometrical characteristics of dimensions and surfaces. Including linear measurement devices, comparators, interferometry, surface texture evaluations, limit gauges, measurement of gear

elements, screw thread measurements, squareness, roundness, etc. 2PU

ndUPU semester:U fundamental principles and applications of the major methods of

Non Destructive Tests (NDT) and Evaluations including Liquid Penetrant Inspections, Magnetic Particles Insp., Eddy Current, Radiography, Ultrasonic Inspections, etc.



Metrology & Inspections / IE316 3. Course title/code

Industrial Engineering 4. Programme(s) to which itcontributes


1P

stP& 2P


2 hours/ week Theoretical 1 hour/week Lab. 3hrs×30w=90 hrs/year


2015 8. Date of production/revision of this specification


This Course Specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve anddemonstrate if he/she takes full advantage of the learning opportunities that are provided. It should be cross-referenced with the programme specification.

II

9. Aims of the Course By the end of the course, the students should be able to: 1PU

stUPU semester:

1- Recognize the importance of metrology as a language for communication at many levels such as manufacturing, scientific research, career development, interchangeability and quality control. 2- Recognize some of the fundamental principles of metrology from the basic instruments and devices. 3- Acquire measurement skills and to explain characteristics, advantages, disadvantages and implementation of basic instruments and devices. 2PU

ndUPU semester:U 1- Apply knowledge gained for implementation of the most important NDT

methods and to recognize the characteristics, advantages and disadvantages of them. 2- Implement NDT methods in manufacturing processes, maintenance and quality control aspects.


A- Knowledge and Understanding A1. Enable the student to understand the basic knowledge and principles of metrology and NDT. A2.applying the knowledge of implementation of the basic instruments and methods of measurements and inspections. A3. Enabling the students to analyze and create metrology and NDT methods. A4. Perform a simple experimental error analysis to quantify error is measurements and how these error affects final results.

B. Subject-specific skills B1.Literatures, B2. Tutorials B3. Laboratory and performing some experiments.

Teaching and Learning Methods 1. Power point literatures 2. Practical experiments 3. Video shows about some practical conditions.

Assessment methods 1. Examinations 2. Quizzes 3. Home works 4. Tutorial discussions. C. Thinking Skills

C1.Acquiring design and analyses thinking skills C2. Working together in teams to fulfill engineering objects (analysis, design, and presentation). C3. Reports.


III

1. Power point literaturesby data show reviews. 2. Tutorials 3. Practical experiments.

Assessment methods 1.Test 1 2. Test 2 3. Quizzes 4. Laboratory 5. Final examination


D1.Ability to perform linear and angular measurements, and performing Non Destructive Tests. D2.Ability to create methods of different measurements, and NDTs.


Assessment Method

Teaching Method


Examinations, quizzes and reports


0BIntroduction and definitions

Literature and

experimental 2 hrs 1


Lecture and p.p. show 1BMeasurement errors = 2 hrs 2



Linear measurement – block gauges = 2 hrs 3



Comparators : mechanical and

electrical = 2 hrs 4



Comparators : pneumatic and

optical = 2 hrs 5


Lecture and p.p. show Interferometry = 2 hrs 6



Flatness testing and parallelism testing

using flatness interferometers(1)

= 2 hrs 7



Flatness testing and parallelism testing

using flatness interferometers(2)

= 2 hrs 8


Lecture and p.p. show Gauges = 2 hrs 9

IV

interferometer



Measurement and evaluation of surface

finish = 2 hrs 10



Angular measurement and circular division

= 2 hrs 11


Lecture and p.p. show Limit gauges = 2 hrs 12


Lecture and p.p. show Squareness testing = 2 hrs 13


Lecture and p.p. show Roundness testing = 2 hrs 14


Lecture and p.p. show Alignment testing = 2 hrs 15



Introduction and applications of

Nondestructive Tests (NDT), defaults tested by NDT

= 2 hrs 16



Types of NDT, comparison between NDT and Destructive

Tests, advantages and limits of NDT

= 2 hrs 17



Liquid-penetrant testing = 2 hrs 18



Magnetic particles testing(1) = 2 hrs 19



Magnetic particles testing(2) = 2 hrs 20



Eddy current testing(1) = 2 hrs 21



Eddy current testing(2) = 2 hrs 22


Lecture and p.p. show Radiography test (1) = 2 hrs 23


Lecture and p.p. show Radiography test (2) = 2 hrs 24


Lecture and p.p. show Ultrasonic test (1) = 2 hrs 25


Lecture and p.p. show Ultrasonic test (2) = 2 hrs 26



Applications of ultrasonic tests = 2 hrs 27


Lecture and p.p. show Hardness test (1) = 2 hrs 28


Lecture and p.p. show Hardness test (2) = 2 hrs 29


Lecture and p.p. show Thermal tests = 2 hrs 30

V

12. Infrastructure 1. R.K. Jain, “Engineering Metrology”, Khanna Publishers, Delhi 2. I.C. Gupta, “Engineering Metrology”, DhanpatRai Publications, Delhi 3. ASM handbook, vol.17, Nondestructive Evaluation and Quality Control.


websites Special requirements (include forexample workshops, periodicals,IT software, websites)


13. Admissions Pass from last stage Pre-requisites






Department of Production Engineering & Metallurgy / Industrial Engineering


Production Planning and Control / IE311 3. Course title/code



1P

stP & 2 P

ndP Semester/Year 6. Semester/Year

2 hrs. Theoretical/Week (30 Weeks / Year) 7. Number of hours tuition (total)

2015 8. Date of production/revision of this specification 9. Aims of the Course After successfully completing the course: 1- Students will understand the basic concepts of production planning and control

functions and systems. 2- Students will learn about modern production and control systems. 3- Students will be able to understand and apply techniques of planning and

controlling production activities. 4- Students will be able to solve the problems of production planning and control

in production organizations.


Production Planning and Control / IE311

This is a course of production planning and control for undergraduate students. In this course students learn about; Production planning hierarchy, forecasting, modern production planning and control systems (MRP, JIT, OPT), and methods of scheduling and controlling production activities.


A- Knowledge and Understanding A1. The basic concepts of production planning and control functions and systems A2. Apply techniques of planning and controlling production activities A3. Solve the problems of production planning and control in production organizations A4. B. Subject-specific skills B1. Ability to use the techniques of planning and controlling production activities B2. Ability to Solve the problems of production planning and control in production

organizations

Teaching and Learning Methods 1- Lectures 2- Power point presentations 3- Class & Team discussions 4- Case studies 5- Tutorials & Exercises Assessment methods 1- Examinations 2- Quizzes 3- Home works 4- Tutorials and class discussions C. Thinking Skills C1. Reports C2.Team discussions C3. Case studies C4. Teaching and Learning Methods 1- Power point presentations 2- Class & Team discussions 3- Tutorials & Exercises Assessment methods 1- Examinations of 1P

stP & 2P

ndP semesters

2- Quizzes and assignments 3- Final examination


D1. Use the techniques of planning and controlling production activities D2. Solve the problems of production planning and control in production organizations D3.


Assessment Method

Teaching Method


Examinations , Quizzes, Reports, Exercises

Lecture & PPT presentation Introduction Literature &

Exercises 2 1


Lecture & PPT presentation

Classification of production system

Literature & Exercises 2 2


Lecture , PPT presentation, Tutorials & Exercises

Forecasting & Forecasting methods

Literature & Exercises 6 3 - 5



Production planning hierarchy




Aggregate planning and master scheduling: introduction




Variable used in aggregate Planning




Main aggregate planning strategies




Master scheduling planning Literature & Exercises 4 10 & 11



Material requirements planning (MRP)

Literature & Exercises 6 12 - 14



MRP logic and calculations Literature & Exercises 4 15 & 16



Lot sizing in MRP (LFL, FOQ, EOQ)




Capacity-requirement planning




MRPII and ERP: overview Literature & Exercises 2 19



Scheduling Literature & Exercises 6 20 - 22



Flow shop scheduling & Heuristic procedure in job shop scheduling

Literature & Exercises 4 23 & 24


Lecture , PPT presentation, Team discussions & Exercises

Lean and JIT Literature & Exercises 6 25 - 27


Lecture , PPT presentation& Exercises

JIT planning and control (Kanban control, leveled scheduling)

Literature & Exercises 4 28 & 29


Case studies, Team discussions

The principle of optimized production technology (OPT): Overview


12. Infrastructure 1- “Operations management”; S. Anil Kumar and N. Suresh; 2009. 2- “Operations management”; Joseph G. Monks; 1985. 3- “Operations management”; Nigel Slack, Stuart Chambers and Robert Johnston; 2007.


Case studies from websites Special requirements (include for example workshops, periodicals, IT software, websites)

Case studies and practical applications


13. Admissions

Pass from 2 P

ndP year Pre-requisites









3. Programme Title



6. Accreditation



this specification






Assessment methods

C. Thinking Skills

C1. C2. C3. C4.


Assessment methods



Assessment Methods


Credit rating



Level/Year






Thinking Skills



Core (C)

Title or Option (O)

Course Title

Course Code

Year / Level





Department of Production Engineering & Metallurgy


Engineering thermodynamics and heat transfer /IE313




1P

stP & 2 P


2hr/w theory & 1hr tutorial 3hr * 30 w = 90 hr/Year 7. Number of hours tuition (total)


The aims which can be achieved during teaching this Course program are as follows:

Introduce the fundamental concept of engineering thermodynamic and heat transfer and Learning the energy transformation involving work, heat and the properties at matters and law of mechanics and understanding various form of energy & mechanics of energy transfer and balance and different types of cycles such as Carnot Cycle, The constant volume Cycle, The constant pressure Cycle, The Diesel Cycle, The Dual Combustion Cycle.


This Course Specification provides the main features of the engineering thermodynamic and heat transfer for the students of the 2 P

ndP year in the department of

production engineering & metallurgy. The principle of the course to teach the students the basic of engineering thermodynamics and heat transfer and to give them thought how these materials is applied in engineering practice.


A- Knowledge and Understanding Enabling students to get the knowledge and understanding of theoretical principles of thermodynamic and heat transfer to present a wealth engineering examples to give the students how the matters is applied in engineering practices and practical examples and figures to help the students develop the necessary knowledge and skills.

B. Subject-specific skills B1. Lectures B2. Tutorial and preforming some experiments in the laboratories

Teaching and Learning Methods 1- Lectures and explanation. 2- Exercises and discussions.

Assessment methods

1- Examinations 2- Quizzes. 3- Exercises and discussion. 4- Home work.

C. Thinking Skills C1. Repots C2. Work as group and survey


1- Literatures 2- Tutorials and experiments



Solution of different problems as applications


Assessment Method

Teaching Method



Lectures 0BIntroduction a, c, e, d,

h, k 2+1 1


Lectures properties/ units a, c, e, d,

h, k 2+1 2


Lectures Gas law a, c, e, d,

h, k 2+1 3


Lectures First law of


h, k 2+1 4


Lectures Energy equation for non

– flow system a, c, e, d,

h, k 2+1 5


Lectures Reversible

thermodynamic process a, c, e, d,

h, k 2+1 6


Lectures Energy equation for flow

system a, c, e, d,

h, k 2+1 7


Lectures Second law of


h, k 2+1 8


Lectures Entropy a, c, e, d,

h, k 2+1 9


Lectures Steam a, c, e, d,

h, k 2+1 10


Lectures steam engine a, c, e, d,

h, k 2+1 11



h, k 2+1 12


Lectures Heat cycle a, c, e, d,

h, k 2+1 13


Lectures The Carnot Cycle a, c, e, d,

h, k 2+1 14


Lectures The constant volume

Cycle a, c, e, d,

h, k 2+1 15


Lectures The constant pressure

Cycle a, c, e, d,

h, k 2+1 16


Lectures The Diesel Cycle a, c, e, d,

h, k 2+1 17


Lectures The Dual Combustion

Cycle a, c, e, d,

h, k 2+1 18



h, k 2+1 19




h, k 2+1 20




h, k 2+1 21


Lectures Heat transfer by

conduction through wall a, c, e, d,

h, k 2+1 22



layer wall

a, c, e, d, h, k 2+1 23


Lectures Heat transfer by conduction through

cylinder

a, c, e, d, h, k 2+1 24



layer cylinder

a, c, e, d, h, k 2+1 25



h, k 2+1 26

12. Infrastructure 1- F.J. Wallac & W.A. linning [basic

engineering thermodynamic]. 2- R.S. Khrnu. [Text book of engineering

thermodynamics]. 3- J.P.Holman [heat transfer].



Lectures


13. Admissions






h, k 2+1 27



h, k 2+1 28



h, k 2+1 29



h, k 2+1 30




Table (1)



09:00 1







08:45 9




14:30 14



ULE FOR FOLLOW-UP
















Questions


1


2





6


7


8


Overall Conclusion









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COURSE SPECIFICATION (CIM)

Course Specification

This course is designed for introducing fourth grade IE students in the area of computer integrated manufacturing (CIM) to expose students to modern manufacturing principles with a specific focus on CIM and engineering integration issues. The course will cover topics such as fundamentals of CIM and automation CAD, CAM, CAPP, PLC, CAD/CAM, numerical control manufacturing, automated shop floor control, Robotics, Flexible Manufacturing Systems (FMS) and data integration in CIM applications and integration issues in manufacturing. This course is intended a major focus of the course will be on communication fundamentals, local area networks topology, LAN implementations, network management and installations. Architectural issues in CIM development of databases, database terminology, architecture of database systems etc will also be discussed.

Ministry of Higher Education & Scientific Research 1. Teaching Institution


Industrial Engineering Division 2. University Department/Centre

CIM IE415 3. Course title/code

Uncommon course material 4. Programme(s) to which it contributes

Full time 5. Modes of Attendance offered


Theory: 2 hrs/week

Lab.: 1 hr/week

Total tuition hours: 90 hrs/year 7. Number of tuition hours (total)

2015


this specification

!


- ٢- 2017-01-25









• To study various concepts in present manufacturing scenario and the integrated applications of computers in manufacturing.

• To discuss in detail about all components of CIM system study in detail the about the various types of computer Aided Systems.

• To discuss about the various functions in shop floor control, various automated data collection systems and the different types of Flexible Manufacturing Systems.

• To present the basic concepts about communication networking and CIM implementation and various types of database management systems used for networking and communication.

10· Learning Outcomes, Teaching ,Learning and Assessment Methods

A - Knowledge and Understanding: 1. Preparation of professional engineers in field of computer integrated manufacturing

characterized by a high level of knowledge and scientific creativity. 2. Qualifying students in line with internationally approved standards discreet in

quality assurance and accreditation of engineering programs corresponding with a commitment to the ethics of the profession of engineering.

3. To enable the student to learn and understand CIM Hardware and CIM Software, Automation and production system.

4. To enable the student to understand the methods of Communications, Data Management and Communication.

5. To enable the student to learn and understand Computer Communication Networks, Network Techniques and networks in CIM.

6. To enable the student to learn and understand the practical experiences of CIM Data Base and Database Management System

B- Subject-specific skills B1- Discussion and dialogue.

B2- Brain storming by encouraging students to produce a large number of ideas about some issue or problem raised during the lecture.

B3- Self-learning by teaching the student by his own according to his special abilities and mental and cognitive levels responding to his preferences and interests to achieve development and integration of his capabilities.

B4- Cooperative learning by team working.

B5- Competitive learning by creating a competition among peers.


Theoretical lectures, practical laboratory experiments, discussion and dialogue, brain

!


- ٣- 2017-01-25








storming, examples and questions used to achieve the goals.

Assessment Methods


C- Thinking Skills C1- Data collection and analysis

C2- Methods of decision making

C3- Solving problems related to the design of asphalt mixes and pavement layers

C4- Cooperative learning

C5- Competitive learning

C6- Group’s leadership in the field of work.


1. Recruitment of teaching ability and experience in delivering scientific material to the student .

2. The use of modern teaching methods through the work of the groups of students to solve problems and to spread the spirit of the cooperative team .

3. Assigning students to prepare reports to solve research problems to motivate students to learn the elementary principles of scientific research .

4. Assigning students to conduct laboratory experiments to develop their own students to develop and analyze laboratory results .

5. Adoption of trips to the scientific and engineering projects for students of different companies to expand perceptions of the student and to identify the field work.

Assessment Methods


!


- ٤- 2017-01-25








D- General and Transferable Skills (other skills relevant to employability and personal development)

D1- Increase communication between individuals, which contributes to building of a learning community.

D2- Development of the various emotional aspects such as nosiness and positive trend towards learning and social moral and independence in learning and self-confidence.

D3- Developing the skill aspects among students.

D4- Learning to identify the correct priorities for any problem.

D5- Development of the time respect and the time for completion and implementation of works.

D6- Development the spirit of fair competition between working groups in order to achieve work quality, excellence and diversity in performance.

D7- Development the spirit of creativity and innovation.

D8- Development of work appreciation and taking the responsibility and commitment.

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Assessment Method

Teaching Method Unit/Module or Topic Title ILOs No. of

hours No. of weeks

Daily exams, quizzes,

documented examinations,

quarterly exams, final exams, oral

questions and discussions during the

lectures, and home works

Theoretical lectures, practical

laboratory experiments, discussion

and dialogue,

brain storming, examples

and questions used to

achieve the goals

Introduction To CIM, Definition Of

CIM, and benefits of CIM.

As mentioned in section

10A

١ ٢

Evolution Of CIM, CASA/SME’S CIM

Wheel. ٢ 1

CIM Hardware And CIM Software. ٢ 1 Role Of The Elements Of CIM System. ٢ 1 Automation Definition, Types Of

Automation and Automation Strategies. ٢ 1

Production Definition, Types Of

Production, Functions In Production

System ١ ٢

Production Operation, Mathematical

Models Of Production Concepts 2 1

Manufacturing systems, structure model

of manufacturing process, Process

control and strategies ١ ٢

CIM Architecture Overview:

Communications, Data Management

And Presentation, Communication.

١ ٢

Computer Communication Networks,

Network Techniques. ١ ٢

Network Wiring Methods, Network

Topologies. 2 1

Transmission Media, Network Interface

Cards. 2 1

Networking Standards, OSI Model for

Network Communications. 2 1

!


- ٦- 2017-01-25








Seven layer OSI model, LAN model,

MAP model 2 1

Networking Hardware, Examples Of

Network Standards, and advantages of

networks in CIM. 2 1

CIM Data Base and Database

Management System. 2 1

Database Requirements Of CIM,

Database Models. 2 1

Data Base; Structured Query Language

[SQL]. ٢ 1

Data Integration and Transportability,

Data transmission methods, ٢ 1

Group technology- role of G.T. in

CAD/CAM integration

Part families - classification and coding. ٢ 1

Facility design using G.T , Cellular

manufacturing - Benefits of G.T. ٢ 1

Process planning - role of process

planning in CAD/CAM integration. ٢ 1

Approaches to computer aided process

planning -variant approach, generative

approach. ٢ 1

Production planning and control and its

problems, shop-flor control phases. 2 1

Computer Integrated Production

management system. 2 1

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12. Infrastructure

Theoretical lectures, practical laboratory experiments, and textbooks such as:

1. Roger Hanman “Computer Integrated Manufacturing”, Addison – Wesley, 1997

2. Radhakrishnan P, Subramanyan S.and Raju V., “CAD/CAM/CIM”, 2P

ndP0T 0TEdition New Age

International (P) Ltd., New Delhi, 2000.

Required readings: - Core Texts - Course Materials - Other

None Special requirements (include for example workshops, periodicals, IT software, websites)

None Community-based facilities (include for example, guest lectures , internship , field studies)

13. Admissions

The success from the previous stage of study Pre-requisites

No identification Minimum number of students

No identification Maximum number of students




Department of Production Engineering and Metallurgy/ Industrial Engineering Division 2. University Department/Centre

Numerical Control and Robotics/ IE 416 3. Course title/code

CAD/CAM 4. Programme(s) to which it contributes


Year 6. Semester/Year Two Hours/Week 2H X30W=60H/Year 7. Number of hours tuition (total)

2015 8. Date of production/revision of this specification 9. Aims of the Course This course is designed to explore the current and future use of automation technology in industry. The students will receive a comprehensive overview of automation, theory of numerical control equipment and programming for machine setup and operation of CNC equipment, robotic, and cellular manufacturing systems and the subsystems that comprise them. This course introduces high technology systems which are currently being used in new automated manufacturing facilities.

COURSE REVIEW: Numerical Control and Robotics

This course introduces the basic principles of automated manufacturing include the history, development, and current applications of robots and automated systems including their configuration, operation, components, and controls. The course also introduces the concepts and capabilities of computer numerical control machine tools. Upon completion, students should be able to understand the basic concepts of automation, CNC programming, robotic systems, and cellular manufacturing.


A- Knowledge and Understanding A1. Acquisition knowledge about automation. A2.Understanding the block automation and how design this blocks. A3. Understanding the integration between the automation and NC system. A4. Learn us about Numerical control system hardware and software. A5. Understanding the concepts of cellular manufacturing. A6. Acquisition knowledge about robotics system. Analysis of dynamic and kinematic. Transformation to determine positioning.


B1. Specify and design the automation blocks. B2. Description and specify the relation between automation blocks and NC system. B3. Design positioning and control of NC system. B4. Design programs to automatic tool path generation. B5. Function on multidisciplinary teams in multi industrial environments. B6. Design of robotic system and analysis the dynamic and kinematic of robot. Design transformation matrix to touch desired position. Teaching and Learning Methods 1. Literatures and Tutorials from textbooks 2. Laboratory and achievements some Experiments. 3. Visits some of industrial company to understand the industrial environments. 4. Formulate and solve small engineering projects through topics (problem-based learning). 5. Using team-based learning method by create groups from students. Assessment methods 1. Mid and final examination. 2. Quizzes and Assignments. 3. Laboratory examination and assessment. 4. Class representation assessments 5. Solve homework

C. Thinking Skills C1. Design automation blocks for NS system C2.formulation and design the G-code program to various types of CNC machines and multi operation. C3. Design and analysis robotic system to simplify the working in cellular manufacturing. C4.working in multidisciplinary team in many engineering filed and the graduate can be leader in this teams.

D. General and Transferable Skills (other skills relevant to employability and \personal development)

D1.Design machine hardware and software and connected between them to useful form automation concepts. D2.Using G-code software to automate and simulate tool path generation. D3. Build and use software to simulate the robot movement and positioning.


Assessment Method

Teaching Method




Automation, Introduction to Automation and Types of Automation.

a, c, e, d, h, k 2 1-



How to build a block of Automation (Sensors and Analyzers).

a, c, e, d, h, k 2 2-



How to build a block of Automation (Actuators and Drives).

a, c, e, d, h, k 2 3-



NC & CNC systems (Coordinate systems) a, c, e, d, h, k 2 4-



NC & CNC systems (Positioning &Accuracy) a, c, e, d, h, k 2 5-



Part programming (Introduction, CNC Part programming (turning) (1)

a, c, e, d, h, k 2 6-



Part programming (Introduction, CNC Part programming (turning) (2)

a, c, e, d, h, k 2 7-



Part programming(CNC Part programming (milling) (1)

a, c, e, d, h, k 2 8-



Part programming(CNC Part programming (milling) (2)

a, c, e, d, h, k 2 9-



Computer assisted part programming (APT) a, c, e, d, h, k 2 10-



Cellular Manufacturing (Group technology (GT)) a, c, e, d, h, k 2 11-



Cellular Manufacturing (Machine layout) a, c, e, d, h, k 2 12-



Cellular Manufacturing (Industrial Robotics) a, c, e, d, h, k 2 13-



Rank order algorithm- mathematics(Single layout)

a, c, e, d, h, k 2 14-



Rank order algorithm- mathematics(Double layout)

a, c, e, d, h, k 2 15-



Rank order algorithm- mathematics(Loop layout)

a, c, e, d, h, k 2 16-



Industrial Robotics (Terminology) a, c, e, d, h, k 2 17-



Industrial Robotics (Mechanical design) a, c, e, d, h, k 2 18-



Industrial Robotics (Drivers) (1) a, c, e, d, h, k 2 19-



Industrial Robotics (Drivers) (2) a, c, e, d, h, k 2 20-

Examinations, Quizzes, Lectures, PBL, TBL Kinematic analysis (1) a, c, e, d, h, k 2 21-

12. Infrastructure

1- “Automation, Production Systems, and Computer-Integrated Manufacturing”; Mikell P. Groover; Prentice Hall; 2001.

2- "Robots and Manufacturing Automation"; C. Ray Asfhal; Wiley; 1992.


Tool path generation software and the university workshop


Public and private industrial sectors Community-based facilities (include for example, guest Lectures , internship , field studies)

13. Admissions Pass from last stage (3P

rdP year). Pre-requisites



Representation & Lab. and P.P. Show.


Lectures, PBL, TBL and P.P. Show. Kinematic analysis (2) a, c, e, d, h, k 2 22-


Lectures, PBL, TBL and P.P. Show. Dynamic analysis (1) a, c, e, d, h, k 2 23-


Lectures, PBL, TBL and P.P. Show. Dynamic analysis (2) a, c, e, d, h, k 2 24-


Lectures, PBL, TBL and P.P. Show. Transformation (1) a, c, e, d, h, k 2 25-


Lectures, PBL, TBL and P.P. Show. Transformation (2) a, c, e, d, h, k 2 26-



Degree Of Freedom (DOF) (1) a, c, e, d, h, k 2 27-



Degree Of Freedom (DOF) (2) a, c, e, d, h, k 2 28-


Lectures, PBL, TBL and P.P. Show. Work volume a, c, e, d, h, k 2 29-


Lectures, PBL, TBL and P.P. Show. Case study(K.A, D.A, T) a, c, e, d, h, k 2 30-




Department of Production Engineering & Metallurgy / Industrial Engineering


Quality Control / IE 413 3. Course title/code



1P

stP & 2 P

ndP Semester/Year 6. Semester/Year

(2 hrs. Theoretical & 1 hr. Tutorial)/Week (30 Weeks / Year) 7. Number of hours tuition (total)

2015 8. Date of production/revision of this specification 9. Aims of the Course After successfully completing the course, students should be able to : 1. Understand the philosophy and basic concepts of quality control and TQM. 2. Demonstrate the ability to use probability distributions. 3. Demonstrate the ability to use the methods of statistical process control. 4. Ability to design, use, and interpret control charts for variables & attributes. 6. Perform analysis of process capability. 7. Design, use, and interpret sampling plans. 8. Understand the philosophy and basic concepts of DOE.


Quality Control / IE 413

This course gives comprehensive coverage of quality control concept and modern quality control techniques to include the design of statistical process control systems, acceptance sampling, fundamentals of design of experiments, total quality management and process improvement.

10· Learning Outcomes, Teaching ,Learning and Assessment Method A- Knowledge and Understanding

A1. Statistical Process Control A2. Acceptance Sampling A3. Fundamentals of Design of Experiments A4. Fundamentals of Total Quality Management B. Subject-specific skills B1. Ability to use probability distributions B2. Ability to interpret and use control charts for variables and attributes B3. Ability to perform analysis of process capability

Teaching and Learning Methods 1- Lectures 2- Power point presentations 3- Class & Team discussions 4- Case studies 5- Tutorials & Exercises Assessment methods 1- Examinations 2- Quizzes 3- Home works 4- Tutorials and class discussions C. Thinking Skills C1. Reports C2.Team discussions C3. Case studies Teaching and Learning Methods 1- Power point presentations 2- Class & Team discussions 3- Tutorials & Exercises Assessment methods 1- Examinations of 1P

stP & 2P

ndP semesters

2- Quizzes and assignments 3- Final examination


D1. Use probability distributions D2. Interpret and use control charts for variables and attributes D3. Perform analysis of process capability


Assessment Method

Teaching Method




Introduction to quality, importance of Q.C.

Literature & Exercises 2+1 1



An overview of Total Quality Management

Literature & Exercises 4+2 2 & 3


Lecture & PPT presentation New concepts in Q.C. Literature &

Exercises 2+1 4


Lecture & PPT presentation Introduction to ISO Literature &

Exercises 4+2 5 & 6



Tools and techniques of TQM




Total Quality Assurance TQA




Applications of probability distributions in Q.C

Literature & Exercises 6+3 9 - 11



Statistical Q.C. Literature & Exercises 2+1 12



Inspection types Literature & Exercises 2+1 13



Acceptance sampling Literature & Exercises 2+1 14



Acceptance plans and O-C curve

Literature & Exercises 4+2 15 & 16



Statistical process control and control charts




Control chart for variable Literature & Exercises 4+2 18 & 19



Control chart for attributes Literature & Exercises 4+2 20 & 21



Process capability Literature & Exercises 4+2 22 & 23



Economic of control charts Literature & Exercises 4+2 24 & 25



Design of experiments Literature & Exercises 4+2 26 & 27


Case studies, Team discussions Case studies Literature &

Exercises 6+3 28 - 30

12. Infrastructure 1- "Quality Control" / Dale H. Besterfield, Eighth Edition, Pearson Education International (2009) 2- "Statistical Quality Control A Modern Introduction"/ Douglas C. Montgomery Seventh Edition, John Wiley & Sons, Inc. (2013)


Case studies from websites Special requirements (include for example workshops, periodicals, IT software, websites)

Case studies and practical applications


13. Admissions

Pass from 3 P

rdP year Pre-requisites



Academic Program Specification Form For The

Academic Year 2013-2014

Republic of Iraq

Ministry of Higher Education & Scientific Research Supervision and Scientific Evaluation Directorate

Quality Assurance and Academic Accreditation International Accreditation Dept.

Universitiy: College : Number Of Departments In The College : Date Of Form Completion :

Dean ’s Assistant For Scientific Affairs

Date : / / 2014 Signature

The College Quality Assurance And University Performance

Manager

Date : / / 2014

Signature

Quality Assurance And University Performance Manager Date : / / 2014 Signature

Dean ’s Name

Date : / / 2014

Signature





University of technology 1. Teaching Institution

Dep. Of Production and Metrology

Engineering 2. University Department/Centre

Materials selection and processes 3. Programme Title



6. Accreditation


-2014 8. Date of production/revision of

this specification


-

-

-


A. Knowledge and Understanding A1. A2. A3. A4 A5. A6.



Assessment methods

C. Thinking Skills

C1. C2. C3. C4.

Assessment methods

D. General and Transferable Skills (other skills relevant to employability and

personal development) D1. D2.


Assessment Methods

12. Awards and Credits

11. Programme Structure

Credit

rating

Course or Module

Title


Level/Year

Bachelor Degree

Requires ( x ) credits



Programme Learning Outcomes

General and Transferable Skills (or) Other skills

relevant to employability and personal development

Thinking Skills



Core © Title or Option

(O)

Course

Title

Course Code

Year /

Level





Dep. of Production &Metallurgy Eng. 2. University Department/Centre

Selection of Materials and Processes

IE406 3. Course title/code

Industrial Eng. 4. Programme(s) to which it contributes

Full (Male and Female) 5. Modes of Attendance offered

2013 - 2014 6. Semester/Year

2 hrs. x 30 wks 7. Number of hours tuition (total)

14- 6- 2014 8. Date of production/revision of this

specification


To identify the role of Materials in design, identify the families of eng. Materials and

properties. To identify the important testes that applied for materials to measure its properties.

How to select a suitable material for certain application. To identify the relation between

material selection with manufacturing processes and its form and the desired properties and

costs. Identify reasons for products failure. Identify the process of selection and apply it in

some case studies. To study some selection methods and make final evaluation for candidates.


This Course Specification provides a concise summary of the main features of the

course and the learning outcomes that a typical student might reasonably be

expected to achieve and demonstrate if he/she takes full advantage of the learning

opportunities that are provided. It should be cross-referenced with the programme

specification.


A- Knowledge and Understanding A1. in practical & eng. Fields for materials and their manufacturing processes.

A2.how to take right decision A3.to know the methods of material testing and to find its needed properties. A4.to know how to evaluate. A5. A6 .

B. Subject-specific skills B1.the ability to analyze problems that might face. B2.to identify and distinguish between different materials and metals B3.to evaluate the candidates and take decision.


- Use laptop

- Discussions and use sketches.

- Giving practical examples and case studies

- Home works and reports.

Assessment methods

- 15 % first course exam.

- 10 % second course exam.

- 5 % quiz and continuous evaluation

- 70 % final exam.

C. Thinking Skills C1 . Use knowledge to solve the real problems. C2. Use Testing charts to find material properties C4. Analyze designs and products due their properties in the service


- Learning from note books and internet.

- Make analyze , investigates and concludes for the problem.

- Watch real products and discussion.

Assessment methods

- Asking the students and discus them about a problem.

- Asking students to make H.W. and reports.

- Exam.


D1.the ability to analyze the problem and take decision. D2.ability to evaluate in systematic way. D3.


Assessment

Method

Teaching Method

Unit/Module or

Topic Title ILOs Hours Week

Explanation

and use

sketches

Materials in design

2 1

Explanation

and use

sketches

The design process

2 2

Explanation

and use

sketches

Product design and

development in the

industrial enterprise 2 3

Explanation

and use

sketches

Engineering materials

and their properties 2 4

Explanation

and use

sketches

Failure in service

(under mechanical

loading) 2 5-6

12. Infrastructure

Text book: 1-Michael F. Ashby, Materials Selection in Mechanical

Design (3rd Ed.) 2-Mahmoud farag, Materials and process selection for

engineering design


None

Special requirements (include for

example workshops, periodicals,

IT software, websites)

None

Community-based facilities (include for example, guest Lectures , internship , field

studies)

13. Admissions

Manufacturing processes + science of materials

+ strength of material + eng. Design Pre-requisites


45 Maximum number of students





Table (1)

Activity Time Session

Day 1


09:00 1




Review panel meeting: scrutiny of additional documentation including sample of students’ assessed work 14:00 5

Efficiency: meeting with faculty members 15:00 6

Review panel meeting: review of the evidence and any gaps or matters to follow-up 16:00 7

Meeting with external stakeholders (sample of graduates, employers, other partners) 17:00 8

Day 2


08:45 9


Effectiveness of quality management and assurance: meeting with faculty members 10:30 11

Review panel meeting: review of evidence and any matters still to be addressed 12:00 12

Flexible time to pursue any matters arising 14:00 13


14:30 14

Oral feedback by review chairperson to review coordinator and faculty members 16:30 15

Close 17:00

TEMPLATE FOR THE FOLLOW-UP PROCESS

AND REPORT, AND OUTLINE OF TYPICAL SITE VISIT SCHED-

ULE FOR FOLLOW-UP

TEMPLATE FOR FOLLOW-UP REPORT Quality Assurance and Academic Accreditation Directorate / International Accreditation Department. Institution: Faculty: Programme: Follow-up Report 1. This report presents the findings of the follow-up visit, which took place on / /20__. This


2. The purposes of the follow-up review are to assess the progress made in the programme since the Programme Review report, and to provide further information and support for the continuing improvement of academic standards and quality of higher education in Iraq.


a) Self-Evaluation Report for the programme together with supporting information

b) Improvement plan prepared and implemented since the Programme Review report

c) Programme Review Report

d) Higher Education Quality Review Report and institutional strategic plan (if any)

e) Additional evidence presented during the follow-up visit.


a) The programme (give title) at (give name of institution) has/has not successfully

implemented an improvement plan.

b) Good practice in the indicators demonstrated since the Programme Review site

visit includes: (insert)

c) Matters of particular importance that should be addressed by the institution in its

continuing improvement of the programme are: (insert and indicate if they are, or

as yet are not, addressed by the improvement plan).

5. The detailed report is provided in Annexure A below.

Annexure A

Name of Institution___________________________________________________

Date of initial Programme Review site visit________________

Date visited in follow-up ________________ Date of follow-up report ________________

Names of follow-up reviewers Position/title Signed


Further action required? Comment Yes?

(√) Questions

Is the programme Self- Evaluation 1

Report complete?

Do the most recent self-evaluation

reports indicate the extent to which the criteria in the Framework for Evaluation are met and/or are being addressed?

2





6


7


8


Overall

Conclusion



Improvement plan

points (comment on match with the Programme Review report’s recommendations)

Indicators (refer to

Framework of Evaluation)

Curriculum

Aims and ILOs Syllabus (content) Progression year on year Teaching and Learning Student assessment

Efficiency

Profile of admitted students Human resources Physical resources Uses made of available resources Student support Ratios of graduation to admitted students

Academic Standards

Clearly articulated standards Use of appropriate benchmarks Achievement of graduates Standards of students’ assessed work


and Assurance Arrangements for programme management Policies and procedures applied Structured comments collected and used Staff development needs identified and addressed Improvement planning processes working

CRITERIA FOR A SUCCESSFUL REVIEW AND EVALUATION OF

THE PROCESS




ii. The timing of the external review is appropriate.

iii. The profile of the visiting peer review panel matches in broad terms the profile of

the academic activities in the institution.

iv. There is due attention to detail in planning and preparation, by - a. The Quality Assurance and Academic Accreditation Directorate applies consistently

its procedures for working with the institution and the reviewers and provides

appropriate support for the external review as required

b. The review coordinator: ensures that the evidence base generated by internal review

and reporting systems is available on time to the visiting peer reviewers, and any

requirements for clarification and supplementary information are satisfied

c. The institution: provides a self-evaluation report for the programme to be externally

reviewed

d. The peer reviewers: undertake their preparation for the visit including reading the

advance documentation and preparing initial commentaries that inform the conduct of

the visit

v. There is consistency in the application of the published review method and the

protocols by all participants in a way that respects and supports the mission and

philosophy of the overall process for continuing review and continuing

improvement.

vi. Reviewers and representatives of the institution conduct an open dialogue

throughout the review that shows mutual respect.

vii. The judgements reached by the reviewers are clear, based on the evidence

available and systematically recorded.

viii. The review report is produced on time in line with the standard report structure

and is confirmed by the institution to be factually accurate.

ix. The set of conclusions arising from the review are constructive, offering a fair

and balanced view of the programme.

x. The institution is able to benefit from the external review by giving due reflection

and consideration to the findings and preparing where appropriate a realistic

improvement plan




VIEW

DEFINITIONS OF TERMS USED IN THE PROGRAMME REVIEW HANDBOOK

Some of the terms used in the Handbook and/or used in internal and external review and reporting may have different meanings according to the context in which they are used. To remove possible ambiguities, the following working definitions of the terms are offered.

ADEMIC FIELDS/SUBJECT AREAS/DISCIPLINES Academic fields categorise recognisable and coherent domains or the scope of study such as Mathematics, Medicine, Engineering and Philosophy. Fields that have a wide scope are often subdivided; for example, Humanities include subjects like History and Literature and Arts may include separate disciplines of Fine Arts and Photography. The curriculum of some programmes may combine academic fields, or may include different subjects and disciplines such as Mathematics in Engineering or Accountancy in Business Administration.

ACADEMIC STANDARDS Specific standards decided by the institution, and informed by external reference points. They

include the minimum or threshold level of knowledge and skills to be gained by the graduates

from the programme, and can be used in evaluation and review.

ACCREDITATION The recognition accorded by an agency or other organisation to either an education

programme or to an institution to confirm that it can demonstrate that the programme(s)

meet acceptable standards and that the institution has effective systems to ensure the quality

and continuing improvement of its academic activities, according to published criteria.

ACTION OR IMPROVEMENT PLANS Realistic plans for improvement derived from the consideration of available evidence and

evaluations; they may be implemented for more than one year, but should be prepared and

reviewed annually at each level of courses, programmes and the institution.

ADMITTED STUDENTS Students registered on a programme, including those accepted holding prior credits for

admission after year 1.

BENCHMARK/REFERENCE POINTS Benchmark statements represent general expectations about the standards of achievement

and general attributes to be expected of a graduate in a given academic field or subject.

Reference standards may be external or internal. External reference points allow comparison of

the academic standards and quality of a programme with equivalent programmes in Iraq and

internationally. Internal reference points may be used to compare one academic field with

another, or to identify trends over a given time period.

COMMUNITY A defined segment of wider society served by the institution, as determined in its mission and

bylaws. It may be defined geographically or in terms of the range of organizations, groups and

individuals engaged in its activities.

COURSE AIMS Overall course aims should be expressed as the outcomes to be achieved by students

completing the course as significant and assessable qualities. They should contribute to the

achievement of defined aims within one or more education programmes.

CURRICULUM OR (IN THE PLURAL) CURRICULA The complete organised learning as designed and managed by an institution for an admitted

student, determined by the intended learning outcomes (ILOs) and comprising the content,

the arrangements for teaching and learning and assessments of students’ achievements

together with the access to the range of facilities available within the University and, by

arrangement, outside it, including libraries, computers studies, social, sports, internships and

field studies.

DIRECTED SELF-LEARNING/INDEPENDENT LEARNING The active promotion of personal skills included in the curriculum that support the student

and graduate to seek, assimilate and learn from a range of structured and unstructured

experiences. Methods of promotion include e-learning, personal and autonomous learning

and fieldwork, assignments, internships, and reflexive learning. Devices commonly used that

support directed self-learning beyond formal teaching lectures include logbooks, self-

assessment reports, interactive learning tools or the equivalent.

E-LEARNING Electronic-based learning using information technology may be the primary or secondary

element in material associated with a programme or a course. It may be stand-alone or

integrated with other teaching and learning approaches. It may include self-determination

of aims, ILOs and materials using self-selection and will usually include self-assessment. It

generally increases the levels of autonomy in, and responsibility for, learning. Converting

existing texts or lecture notes to a website or pre-recorded media alone is generally not

considered to be e-learning.

EXTERNAL EVALUATOR/EVALUATION An appointment to a specific programme, part of a programme or course(s) by the institution

to establish an independent and external professional opinion on the academic standards set

and achieved in the examinations for the award of the degree.

FRAMEWORK FOR EVALUATION The framework for evaluation provides a standard structure for evaluation of programmes. It

will form the basis for self-evaluation, the site visit by external peer reviewers and the

Programme Review report. It is designed to operate in all academic fields and institutions, and

to apply to internal and external reviews.

GENERAL PRECEPTS/BY-LAWS Principles, by-laws and regulations, which the educational institution must have as part of the

policies covering its operations.

HIGHER EDUCATION INSTITUTE (HEI)/INSTITUTION A Faculty, College or University providing higher education programmes leading to a first

university degree (B.Sc. or B.A.) or a higher degree.

INTENDED LEARNING OUTCOMES (ILOS) The ILOs are the outcome-related definition of knowledge, understanding and skills which

the institution intends for its programmes. They should be mission-related, capable of

measurement (assessable) and reflect the use of external reference standards at appropriate

level.

INTERNAL SYSTEM FOR QUALITY MANAGEMENT AND ASSURANCE

The system adopted by the institution to ensure that its education programmes and

contributing elements meet specified needs and are continually reviewed and improved. An

outcomes-related system of quality management involves precise specifications for quality

from design to delivery; evaluation; the identification of good practice as well as of learning

deficiencies and obstacles; performance follow-up; suggestions for development and

enhancement; and the systematic review and development of processes for establishing

effective policies, strategies and priorities to support continuing improvement.

JOB/LABOUR MARKET The availability of professional, commercial, research-oriented or other fields of employment

that a graduate is qualified to join upon graduation.

MISSION STATEMENT A brief statement clearly identifying the educational institution’s duty and its role in the

development of the community; a mission statement may also offer brief supporting

statements on the vision, values and strategic objectives of the institution.

PEER REVIEWER A person who is professionally equal in calibre and with management and/or subject expertise

to those delivering the provision, but not from the same institution and without any conflict of

interest, who can contribute to the review of an education programme for internal and

external quality assurance or for accreditation purposes.

PROGRAMME For the purpose of Programme Review an education programme is defined as one which

admits students who, on successful completion, receive an academic award.

PROGRAMME AIMS The broad purposes for providing the programme which in turn guide the development and

implementation of strategic objectives (to ensure that the aims are met) and ILOs (to ensure

that the students work towards attaining the specified outcomes).

PROGRAMME REVIEW Programme Review applies to all education programmes in all higher education institutions.

Where the programme is studied in more than one institution, the whole programme is

included in Programme Review. Programme Review in Iraq has three objectives:

1) To provide decision-makers (in the higher education institutions, Quality Assurance and

Academic Accreditation Directorate , parents, students, and other stakeholders) with

evidence-based judgements on the quality of learning programmes

2) To support the development of internal quality assurance processes with information on

emerging good practice and challenges, evaluative comment and continuing

improvement


QUALITY ASSURANCE The institution has the means of assuring that for each education programme, academic

standards are defined and achieved in line with equivalent national and international

standards, that the quality of the curriculum and related infrastructure are appropriate and

fulfil the expectations of the range of stakeholders, that its graduates represent the range of

attributes specified and that the organisation is capable of sustained, continuing improvement.

REVIEW COORDINATOR The nominee of an institution to coordinate a Programme Review to assist in the gathering

and interpretation of information and to support the application of published methods of

review.

REPORT The regular reports prepared on the basis of Programme Reviews and evaluations of its

education programme.

SELF-EVALUATION n institution’s process of evaluating a programme as part of Programme Review and within an

internal system of quality management and assurance.

SITE VISIT A scheduled visit by external peer reviewers as part of Programme Review. Normally the site

visit will be for two or three days. A typical outline timetable is provided in Appendix(1).

SPECIFICATION The detailed description of the aims, construction and intended outcomes of a programme, and

any courses, specific facilities or resources that contribute to it. The specification provides

information to design, manage, deliver and review the programme.

STAKEHOLDER Those organisations, groups or individuals which have a legitimate interest in the educational

activities of the institution both in respect of the quality and standards of the education and

also in respect of the effectiveness of the systems and processes for assuring the quality. An

effective strategic review process will include the key stakeholder groups. The precise range of

stakeholder groups and their differentiated interests depend upon the mission of the

institution, its range of educational activities and local circumstances. The range is usually

defined by a scoping study. Examples of groups with a legitimate interest include current

students, graduates, intending students and their parents or family, staff in the institution, the

employing community, the relevant Government ministries, the sponsors and other funding

organisations and, where appropriate, professional organisations or syndicates.

STRATEGIC OBJECTIVES/PLANS A collection of institution-specific objectives that are derived from its mission and developed

into a realistic plan based on evidence-based evaluations. Objectives concentrate on the

means by which an institution seeks to deliver its mission. The plan sets out the matters to be

addressed, timeframe, person responsible and estimate of costs, and is accompanied by an

implementation plan with arrangements for monitoring the progress and evaluating impact.

STUDENTS’ASSESSMENT A set of processes, including examinations and other activities conducted by the institution to

measure the achievement of the intended learning outcomes of a programme and its courses.

Assessments also provide the means by which students are ranked according to their

achievement. Diagnostic assessment seeks to determine the existing range of knowledge and

skills of a student with a view to constructing an appropriate curriculum. Formative assessment

provides information on the student’s performance and progress to support further learning,

without necessarily counting a grade towards graduation. Summative assessment determines

the final level of attainment of the student on the programme or at the end of a course that

contributes credits to the programme.

STUDENTS’ EVALUATIONS The systematic gathering of students’opinions on the quality of their programme in a

standardized structure together with the analysis and outcomes. Surveys using questionnaires

are the most frequently used methods to collect opinions; other mechanisms include websites

conferences, panels or focus groups, and representation on councils or other committees.

TEACHING AND LEARNING METHODS The range of methods used by teachers to help students to achieve the ILOs for the course.

Examples include: lectures, small group teaching such as tutorials, seminars and syndicate

groups; a case study to teach students how to analyse information and reach a decision;

assignments such as writing a review paper for the students to gain the skills of self-learning

and presentation; field trips; practical sessions for the students to gain practical skills; and

carrying out experiments to train the students to analyse the results, reach specific conclusions

and prepare a report, presentation or poster.



PROGRAMME SPECIFICATION Systems modeling and simulation techniques find application in fields as diverse as physics, chemistry, biology, economics, medicine, computer science, and engineering. The purpose of this course is to introduce fundamental principles and concepts in the general area of systems modeling and simulation. Topics to be covered in this course include basics of discrete-event system simulation, mathematical and statistical models, simulation design, experiment design, and modeling of simulation data.



Operational Research II 3. Programme Title



6. Accreditation



this specification


The primary objective of this course is to provide an insight into how simulation modeling can aid in effective decision-making. The bulk of the time in the course is spent on discrete event simulation modeling. Simulation model building aspects of discrete systems (such as manufacturing and logistics facilities, supply-chains) are

covered in detail. It is also demonstrated how computer simulation can be used to successfully model, analyze and improve systems under study. Simple simulation problems will be introduced using Microsoft Excel




Assessment methods

C. Thinking Skills

C1. C2. C3. C4.


Assessment methods



Assessment Methods


Credit rating



Level/Year






Thinking Skills



Core (C)

Title or Option (O)

Course Title

Course Code

Year / Level






Operational Research II/IE421 3. Course title/code

Bsc in industrial Eng. 4. Programme(s) to which itcontributes




28-5-2014 8. Date of production/revision of this specification 9. Aims of the Course

The primary objective of this course is to provide an insight into how simulation modeling can aid in effective decision-making. The bulk of the time in the course is spent on discrete event simulation modeling. Simulation model building aspects of discrete systems (such as manufacturing and logistics facilities, supply-chains) are covered in detail. It is also demonstrated how computer simulation can be used to successfully model, analyze and improve systems under study. Simple simulation problems will be introduced using Microsoft


. Systems modeling and simulation techniques find application in fields as diverse as physics, chemistry, biology, economics, medicine, computer science, and engineering. The purpose of this course is to introduce fundamental principles and concepts in the general area of systems modeling and simulation. Topics to be covered in this course include basics of discrete-event system simulation, mathematical and statistical models, simulation design, experiment design, and modeling of simulation data.

Excel.





Team projects

Assessment methods

15% 1sP

stP Term

`15% 2P

ndP Term

10% Lab 60% Final exam

C. Thinking Skills

C1. Ability to deal with real problems C2. Ability to use mathematical models C3. K with senior managers C4.




Assessment Method

Teaching Method


PPT + Discussion

Basic Simulation Modeling

2 1

PPT + Discussion

General Principles and Examples 8 4

PPT + Discussion

Statistical Models 6 3

PPT + Discussion

Building Detailed Simulation Models 6 3

PPT + Discussion

Input Modeling 6 3

PPT + Discussion

Generating Random-Numbers 6 3

PPT + Discussion

Generating Random-Variants 6 3

PPT + Discussion

Output Data Analysis 4 2

PPT + Discussion

Experiment Design and Sensitivity Analysis

8 4

PPT + Discussion

Simulation of manufacturing Systems

8 4

12. Infrastructure

• Simulation Modeling and Analysis (Third Edition), Law M, and Kelton W, McGraw Hill, 2000.

• Discrete-Event System Simulation (Fourth Edition), Banks, Carson, Nelson, and Nicol, Prentice-Hall, 2005.

• Simulation Modeling and Analysis with ARENA,

TayfurAltiok and Benjamin Melamed, Elsevier Inc, 2007.




13. Admissions

Pre-requisites






Table (1)



09:00 1









08:45 9




14:30 14



ULE FOR FOLLOW-UP



Thisis part of the Universities Quality Assurance and University Performance

departmentsarrangements to provide continuing support for the development ofinternal quality assurance processes and continuing improvement


programmesince the Programme Review report, and to provide further information and support forthe continuing improvement of academic standards and quality of higher education in Iraq.










Questions


1


2




Are there any major obstacles tothe expected achievementof the improvement plan?

6


7


8


Overall Conclusion





UCurriculum Aims and ILOs Syllabus (content) Progression year on year Teaching and Learning

Student assessment

Profile of admitted Efficiency

students Human resources Physical resources Uses made of available resources Student support Ratios of graduation to admitted students

Clearly articulated Academic Standards

standards Use of appropriate benchmarks Achievement of graduates Standards of students’ assessed work











b. The review coordinator: ensures that the evidence base generated by internal reviewand reporting systems is available on time to the visiting peer reviewers, and anyrequirements for clarification and supplementary information are satisfied

c. The institution: provides a self-evaluation report for the programme to be externallyreviewed

d. The peer reviewers: undertake their preparation for the visit including reading theadvance documentation and preparing initial commentaries that inform the conductof the visit



vii. The judgements reached by the reviewers are clear, based on the evidence available andsystematically recorded.

viii. The review report is produced on time in line with the standard report structure and isconfirmed by the institution to be factually accurate.

ix. The set of conclusions arising from the review are constructive, offering a fair and balancedview of the programme.

x. The institution is able to benefit from the external review by giving due reflection andconsideration to the findings and preparing where appropriate a realisticimprovementplan




VIEW DEFINITIONS OF TERMS USED IN THE PROGRAMME REVIEW HANDBOOK Some of the terms used in the Handbook and/or used in internal and external review and reportingmay have different meanings according to the context in which they are used. To remove possibleambiguities, the following working definitions of the terms are offered. ADEMIC FIELDS/SUBJECT AREAS/DISCIPLINES

Academic fields categorise recognisable and coherent domains or the scope of study such asMathematics, Medicine, Engineering and Philosophy. Fields that have a wide scope are oftensubdivided; for example, Humanities include subjects like History and Literature and Arts mayinclude separate disciplines of Fine Arts and Photography. The curriculum of someprogrammes may combine academic fields, or may include different subjects and disciplines suchas Mathematics in Engineering or Accountancy in Business Administration. ACADEMIC STANDARDS Specific standards decided by the institution, and informed by external reference points. Theyinclude the minimum or threshold level of knowledge and skills to be gained by the graduatesfrom the programme, and can be used in evaluation and review. ACCREDITATION The recognition accorded by an agency or other organisation to either an education programmeor to an institution to confirm that it can demonstrate that the programme(s) meet acceptablestandards and that the institution has effective systems to ensure the quality and continuingimprovement of its academic activities, according to published criteria. ACTION OR IMPROVEMENT PLANS Realistic plans for improvement derived from the consideration of available evidence and evaluations;they may be implemented for more than one year, but should be prepared and reviewed annuallyat each level of courses, programmes and the institution. ADMITTED STUDENTS Students registered on a programme, including those accepted holding prior credits for admissionafter year 1. BENCHMARK/REFERENCE POINTS Benchmark statements represent general expectations about the standards ofachievement and general attributes to be expected of a graduate in a given academicfield or subject. Reference standards may be external or internal. External referencepoints allow comparison of the academic standards and quality of a programme withequivalent programmes in Iraq and internationally. Internal reference pointsmay be used to compare one academic field with another, or to identify trends over agiven time period. COMMUNITY A defined segment of wider society served by the institution, as determined in its mission andbylaws. It may be defined geographically or in terms of the range of organizations, groups andindividuals engaged in its activities. COURSE AIMS Overall course aims should be expressed as the outcomes to be achieved by students completingthe course as significant and assessable qualities. They should contribute to the achievement ofdefined aims within one or more education programmes.

CURRICULUM OR (IN THE PLURAL) CURRICULA The complete organised learning as designed and managed by an institution for an admittedstudent, determined by the intended learning outcomes (ILOs) and comprising the content,the arrangements for teaching and learning and assessments of students’ achievementstogether with the access to the range of facilities available within the University and, byarrangement, outside it, including libraries, computers studies, social, sports, internshipsand field studies. DIRECTED SELF-LEARNING/INDEPENDENT LEARNING The active promotion of personal skills included in the curriculum that support the student andgraduate to seek, assimilate and learn from a range of structured and unstructured experiences.Methods of promotion include e-learning, personal and autonomous learning and fieldwork,assignments, internships, and reflexive learning. Devices commonly used that support directedself-learning beyond formal teaching lectures include logbooks, self-assessment reports, interactivelearning tools or the equivalent. E-LEARNING Electronic-based learning using information technology may be the primary or secondaryelement in material associated with a programme or a course. It may be stand-alone orintegrated with other teaching and learning approaches. It may include self-determination of aims, ILOs and materials using self-selection and will usually include self-assessment. Itgenerally increases the levels of autonomy in, and responsibility for, learning. Convertingexisting texts or lecture notes to a website or pre-recorded media alone is generally notconsidered to be e-learning. EXTERNAL EVALUATOR/EVALUATION An appointment to a specific programme, part of a programme or course(s) by the institution toestablish an independent and external professional opinion on the academic standards set andachieved in the examinations for the award of the degree. FRAMEWORK FOR EVALUATION The framework for evaluation provides a standard structure for evaluation of programmes. It willform the basis for self-evaluation, the site visit by external peer reviewers and the ProgrammeReview report. It is designed to operate in all academic fields and institutions, and to apply tointernal and external reviews. GENERAL PRECEPTS/BY-LAWS Principles, by-laws and regulations, which the educational institution must have as part of thepolicies covering its operations. HIGHER EDUCATION INSTITUTE (HEI)/INSTITUTION A Faculty, College or University providing higher education programmes leading to a first universitydegree (B.Sc. or B.A.) or a higher degree. INTENDED LEARNING OUTCOMES (ILOS)

The ILOs are the outcome-related definition of knowledge, understanding and skills which the institution intends for its programmes. They should be mission-related, capable ofmeasurement (assessable) and reflect the use of external reference standards at appropriate level. INTERNAL SYSTEM FOR QUALITY MANAGEMENT AND ASSURANCE The system adopted by the institution to ensure that its education programmes and contributingelements meet specified needs and are continually reviewed and improved. An outcomes-relatedsystem of quality management involves precise specifications for quality from design to delivery;evaluation; the identification of good practice as well as of learning deficiencies and obstacles;performance follow-up; suggestions for development and enhancement; and the systematic reviewand development of processes for establishing effective policies, strategies and priorities to supportcontinuing improvement. JOB/LABOUR MARKET The availability of professional, commercial, research-oriented or other fields of employment thata graduate is qualified to join upon graduation. MISSION STATEMENT A brief statement clearly identifying the educational institution’s duty and its role in the developmentof the community; a mission statement may also offer brief supporting statementson the vision, values and strategic objectives of the institution. PEER REVIEWER A person who is professionally equal in calibre and with management and/or subject expertiseto those delivering the provision, but not from the same institution and without any conflict ofinterest, who can contribute to the review of an education programme for internal and externalquality assurance or for accreditation purposes. PROGRAMME For the purpose of Programme Review an education programme is defined as one which admitsstudents who, on successful completion, receive an academic award. PROGRAMME AIMS The broad purposes for providing the programme which in turn guide the development and implementation of strategic objectives (to ensure that the aims are met) and ILOs (to ensure thatthe students work towards attaining the specified outcomes). PROGRAMME REVIEW Programme Review applies to all education programmes in all higher education institutions. Where the programme is studied in more than one institution, the whole programme is includedin Programme Review. Programme Review in Iraq has three objectives:

1) To provide decision-makers (in the higher education institutions,Quality Assurance and

Academic Accreditation Directorate, parents, students, and other stakeholders) with evidence-based judgements on the qualityof learning programmes



QUALITY ASSURANCE The institution has the means of assuring that for each education programme, academic standardsare defined and achieved in line with equivalent national and international standards, that thequality of the curriculum and related infrastructure are appropriate and fulfil the expectations ofthe range of stakeholders, that its graduates represent the range of attributes specified and that theorganisation is capable of sustained, continuing improvement. REVIEW COORDINATOR The nominee of an institution to coordinate a Programme Review to assist in the gathering andinterpretation of information and to support the application of published methods of review. REPORT The regular reports prepared on the basis of Programme Reviews and evaluations of its educationprogramme. SELF-EVALUATION n institution’s process of evaluating a programme as part of Programme Review and within aninternal system of quality management and assurance. SITE VISIT A scheduled visit by external peer reviewers as part of Programme Review. Normally the site visitwill be for two or three days. A typical outline timetable is provided in Appendix(1).

SPECIFICATION The detailed description of the aims, construction and intended outcomes of a programme, and anycourses, specific facilities or resources that contribute to it. The specification provides informationto design, manage, deliver and review the programme. STAKEHOLDER Those organisations, groups or individuals which have a legitimate interest in the educationalactivities of the institution both in respect of the quality and standards of the education and alsoin respect of the effectiveness of the systems and processes for assuring the quality. An effectivestrategic review process will include the key stakeholder groups. The precise range of stakeholdergroups and their differentiated interests depend upon the mission of the institution, its range ofeducational activities and local circumstances. The range is usually defined by a scoping study.Examples of groups with a legitimate interest include

current students, graduates, intendingstudents and their parents or family, staff in the institution, the employing community, the relevantGovernment ministries, the sponsors and other funding organisations and, where appropriate,professional organisations or syndicates. STRATEGIC OBJECTIVES/PLANS A collection of institution-specific objectives that are derived from its mission and developed into arealistic plan based on evidence-based evaluations. Objectives concentrate on the means by whichan institution seeks to deliver its mission. The plan sets out the matters to be addressed, timeframe,person responsible and estimate of costs, and is accompanied by an implementation plan witharrangements for monitoring the progress and evaluating impact. STUDENTS’ASSESSMENT A set of processes, including examinations and other activities conducted by the institution tomeasure the achievement of the intended learning outcomes of a programme and its courses.Assessments also provide the means by which students are ranked according to their achievement.Diagnostic assessment seeks to determine the existing range of knowledge and skills of a studentwith a view to constructing an appropriate curriculum. Formative assessment provides informationon the student’s performance and progress to support further learning, without necessarily countinga grade towards graduation. Summative assessment determines the final level of attainment of thestudent on the programme or at the end of a course that contributes credits to the programme.


TEMPLATE FOR PROGRAMME SPECIFICATIOND. General and Transferable Skills (other skills relevant to...

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Transcript of TEMPLATE FOR PROGRAMME SPECIFICATIOND. General and Transferable Skills (other skills relevant to...