Principles of Software Engineering
E. Learning Resources 1. List Required Textbooks
Software Engineering, 10th Edition, Sommerville, PEARSON, ISBN-13: 978-0133943030 ISBN-10: 0133943038, 2015
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2. List Essential References Materials (Journals, Reports, etc.)
Software Engineering: A Practitioner's Approach, 8th Edition, 2014, by Roger S. Pressman , Bruce Maxim (Author), ISBN-13: 978-0078022128 ISBN-10: 9780078022128
3. List Electronic Materials, Web Sites, Facebook, Twitter, etc.
King Khalid University renders online electronic learning and assessment Web-based applications for the students and faculties. Occasionally, the students are provided with the names of relevant Websites to refer to seek guidance in coursework tasks and studies.
All lecture notes and PowerPoint slides of the class lectures are available to the students on the Blackboard system.
http://lms.kku.edu.sa/
http://www.sei.cmu.edu
http://www.agile.csc.ncsu.edu/SEMaterials
4. Other learning material such as computer-based programs/CD, professional standards or regulations and software.
Syllabus with all chapters, assignments, and handouts is made available on the Blackboard for students’ reference.
http://codecourse.sourceforge.net/materials/Software-Engineering-Theory-and-Practice.pdf http://www.rational.com/uml
http://www.softeng.uwaterloo.ca
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F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access,etc.)
1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)
Lecture rooms and laboratories ofappropriate space, ventilation, furniture, electronic appliances and computing equipment are available as per the university’s norms. Ratio of computersto students is perfectly 1:1.
2. Technology resources (AV, data show, Smart Board, software, etc.) - Windows Operating System,
- Computers with LAN/WAN facility
- Rational Rose and UML Modeling software tools
3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach list).
There is a need to upgrade/renew the projector devices and screens; provision of remote controls or pointed-sticks to faculty members for switching on the projectors; high-speed uninterruptable Wi-Fi Internet access needs to be enabled in classrooms.
G Course Evaluation and Improvement Processes
1. Strategies for Obtaining Student Feedback on Effectiveness of Teaching
Students are required to submit individual feedback questionnaires at the end of the course.
Feedback is elicited on the instructor’s course management and planning, preparedness for class sessions, communication ability, teaching skills, and interaction with the students, evaluation of exams and assignments, and personal characteristics.
Students are requested to provide a general evaluation of the course on a 5-point scale (student rating)
Students are also encouraged to write their comments on the instructor’s overall handling of the course.
Classroom group interviews are conducted periodically to access the strengths and weaknesses of the course and teaching activities.
2. Other Strategies for Evaluation of Teaching by the Instructor or by the Department Frequently conducting departmental meetings.
To provide a wider dimension to the evaluation of quality of teaching, courses, curriculum, and program, exit interviews from outgoing graduates and an analysis of the alumni
feedbacks are carried out.
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Employer ratings of the graduates based on measures such as knowledge, perception, communication, personal proficiency, and employment skills are analyzed to draw specific inferences about individual teaching effectiveness.
Curriculum committee meets regularly to review the content of the course and assessment methods.
Final year students of the program are requested to provide a separate feedback on their overall experience, and to evaluate the various aspects of learning.
Peer observation of in-class teaching is done periodically to evaluate those aspects of teaching that cannot be provided by the students such as instructor’s content knowledge, delivery, and teaching methods.
As part of faculty self-assessment, course instructors are requested to prepare the faculty activity report, and also display their teaching objectives, activities, accomplishments, and failures.
3. Processes for Improvement of Teaching.
Give more examples to understand the concept of functional and non-functional requirements.
Prepare novel proposal projects for students.
Equip students with the supporting materials such as mini-projects’ guidelines, hands-on sessions on how to design and construct prototypes, conduct feasibility reports, systems’
testing strategies and so on.
Organize workshop and seminars on effective teaching methodologies to enable instructors to improve their teaching skills. Faculty members should be encouraged to attend such courses arranged by the Deanship of Quality and Academic Development.
Collaborate with international universities of repute and adopt the best teaching and learning practices.
Peer review of teaching materials can be done to rate the quality of the course syllabus, instructional plans, texts, reading assignments, handouts, homework, and tests/projects.
Teaching behaviors such as fairness, grading practices, ethics, and professionalism may also be included.
Mid-course and periodic student feedback may be solicited from the students to improve the effectiveness of teaching. Instructors’ may also ask the students to provide informal
assessments of their teaching effectiveness. Instructors may take some corrective action, if necessary, based on the feedback provided from the students.
The college committee may also suggest improvements based on the feedback report and faculty self-assessment.
4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an
independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution)
The academic committee of the department frames the guidelines for the standards. The course committee oversees that the guidelines are followed by the course instructors.
External reviewers from a reputable university shall be invited to evaluate the course materials and students’ work, and also review the grading policy.
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The knowledge-area heads carry out a self-assessment of the program biennially. Report based on the feedback of various stakeholders of the department that includes employers, alumni, faculty, and graduating students, and also the assessment of the external evaluators is prepared. Based on this report, the department chair suggests the necessary steps to be taken for the improvement of the program in the subsequent years.
The Deanship of Quality and Academic Development reviews the various procedures of the department for quality assurance, and monitors the progress of program accreditation.
5. Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.
The course instructors meet periodically to discuss the improvements that can be done in the delivery of the course.
The Deanship of Quality and Academic Development, after careful analysis of all the feedbacks, submits its suggestions and recommendations to the Quality Committee of the department. Course reports and recommendations of the instructors are also taken into consideration.
Based on the reports and recommendations, the curriculum committee places its suggestions and modifications for the program or course to the department council for approval. After approval, the department chair forwards it to the college council for ratification and final approval by the faculty deanship.
Name of Course Instructor: Dr. Yessine HadjKacem
Signature: ______________________ Date Specification Completed: 1-3-2019 Program Coordinator: Dr Yessine
Signature: Date Received: 1-3-2019
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زكرملا لأا دامتعلااو ميوقتلل ينطولا يميداك
National Center for Academic Accreditation and Evaluation
T6. COURSE SPECIFICATIONS
(CS)
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Course Specifications
Institution: KING KHALID UNIVERSITY , Abha Date: 24/02/2019 College/Department : COLLEGE OF COMPUTER SCIENCE / DEPARTMENT OF COMPUTER SCIENCE
A. Course Identification and General Information
1. Course title and code: Microprocessor and Assembly Language, 352--CCS-3 2. Credit hours: 3
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs) Bachelor of Computer Science
4. Name of faculty member responsible for the course
5. Level/year at which this course is offered: Level 5/ Third Year 6. Pre-requisites for this course (if any):
251--CCS-3, Computer Organization & Architecture 7. Co-requisites for this course (if any):
None
8. Location if not on main campus: Male campus, female campus, CS program branches
9. Mode of Instruction (mark all that apply):
a. traditional classroom What percentage?
b. blended (traditional and online) What percentage?
c. e-learning What percentage?
d. correspondence What percentage?
f. other What percentage?
100
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Comments:
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B Objectives
1. What is the main purpose for this course?
After successful completion of this course the Student will be able to:
• To understand the fundamental concepts in designing Microprocessor.
• To understand how the parts of Microprocessor system interacts.
• To know in detail the internal architecture of Microprocessor 8085.
• To gain knowledge in Assembly Language Programming with respect to microprocessor 8085.
2. Briefly describe any plans for developing and improving the course that are being implemented.
(e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field)
19. Blackboard system is being implemented which is a quick source of E-Learning material, students can download ready reference material which can be helpful for them.
20. The Practical Activities are refined for further improvement periodically
21. Students will be encouraged to the following: Acquire knowledge through Internet (new processor) and other knowledge sources; Sharing & discussing the concepts; Brain storming the issues related. And in fact a mini project in the form of study of new processor can be given as assignment
C. Course Description (Note: General description in the form used in Bulletin or handbook)
Course Description:
This course introduces microprocessors, instruction set of microprocessors, assembly language programming and machine language concepts. Internal communication structure, memory interface components, Input Output processors, Direct Memory Access technique are discussed. The role of interrupts and interrupt handling techniques are also introduced. The students are given training in developing assembly language programs for simple problems during the theoretical and practical sessions
1. Topics to be Covered
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List of Topics No. of
Weeks Contact hours Introduction to Microprocessors:
Introduction to Microprocessor
Organization and Architecture of 8085
Functional block diagram, registers, ALU, bus system, Pin Diagram
3 6
Instruction Set:
Instruction set- Data Transfer instructions Arithmetic operations
Logic operations and Branch operations BRANCH INSTRUCTIONS
8085 Addressing Modes
4 8
Hardware Scheme for Data Transfer and Interrupts:
I/O mapped I/O Memory mapped I/O Interrupts
3 6
Stack and subroutines:
Stack, Stack pointer, Program Counter, Storage and Retrieval of
information using PUSH and POP instructions, Subroutine, Information exchange between Program Counter and Stack pointer
Conditional CALL and RET instructions, Subroutines: multiple calling, nesting and Multiple Ending Subroutines.
3 6
Instruction Cycles and Timing Diagrams:
Timing and Control Signals
Machine Cycles and Timing diagram for 8085
2 4
Review
1 1.1.1..1.1.4 2
2. Course components (total contact hours and credits per semester):
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Lecture Tutorial Laboratory/
Studio Practical Other: Total Contact
Hours
Planed 30 30 60
Actual 30 15 45
Credit
Planed 2 2 4
Actual 2 1 3
3. Additional private study/learning hours expected for students per week.
4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods and Teaching Strategy
On the table below are the five NQF Learning Domains, numbered in the left column.
Cod e
#
NQF Learning Domains And Course Learning Outcomes
Course Teaching Strategies
Course Assessment
Methods 1.0 Knowledge
1.1
Define fundamental concepts of 8085 microprocessor
Interactive Lectures, Laboratory
Activities,
Assignments and Quizzes
Assignments, Mid- terms, Quiz, Laboratory activities,
Laboratory Exam, Final exam 1.2
Recognize the applicability of microprocessors
1.3 Recognize various microprocessor operations
2.0 Cognitive Skills
6
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2.1
Develop Assembly Language Programs using 8085 Instruction Set
Interactive Lectures, Laboratory,
Assignments, Quizzes
and Brainstorming
Assignments, Mid- terms, Quiz, Laboratory activities,
Laboratory Exam, Final exam 2.2
Analyze Assembly Language programs for proposing solutions to the real world problems
3.0 Interpersonal Skills & Responsibility
3.1
Specify, investigate, analyze, design and develop assembly level program for solving real-time problems
Making students to solve problems directly on the white board .
Assignments, Mid- terms, Quiz, Laboratory activities,
Laboratory Exam, Final exam 4.0 Communication, Information Technology, Numerical
4.1
1.1.1..1.1.5 Compare various versions of microprocessors.
Use of internet and other e-learning resources.
Group Assignments.
5.0 Psychomotor
5.1 N/A N/A N/A
5. Schedule of Assessment Tasks for Students During the Semester
Assessment task (i.e., essay, test, quizzes, group project,
examination, speech, oral presentation, etc.) Week Due Proportion of Total Assessment
1 Assignment 3,6 and 9 6 %
2 Quiz 4 and 10 4%
3 Mid Term Exam I 7 10 %
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4 Mid Term Exam II 14 10 %
5 Lab Activities All 10%
6 Lab Exam 15 10%
7 Final Exam 16 50%
D. Student Academic Counseling and Support
1. Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week)
The Teaching staff is allotted 10 office hours/Week for student consultation.
The Teaching staff makes use of Black Board services for communication with the students.
E Learning Resources 1. List Required Textbooks
Microprocessor Architecture, Programming and Applications with the 8085, 6/e, by Ramesh Gaonkar, 2013.
2. List Essential References Materials (Journals, Reports, etc.)
The x86 Microprocessors: 8086 to Pentium, Multicores, Atom and the 8051 Microcontroller: Architecture, Programming and Interfacing, 2e, by Lyla, 2014 3. List Electronic Materials, Web Sites, Facebook, Twitter, etc.
www.lms.kku.edu.sa to access lecture notes, text book, lab manual, announcements related to the course etc.
4. Other learning material such as computer-based programs/CD, professional standards or regulations and software.
CDs accompanied with the text book, power point lectures and essential references
F. Facilities Required
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Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access, etc.)
1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.) Lecture rooms are already provided but it should be fully equipped with projectors.
2. Technology resources (AV, data show, Smart Board, software, etc.) High configuration computers with LCD projector
3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach list)
Online internet facility for accessing study materials
Fully fledged department as well as central libraries
G Course Evaluation and Improvement Processes
1. Strategies for Obtaining Student Feedback on Effectiveness of Teaching
Distribution of feedback forms at the end of semester to students.
Head of the Department review overall course deficiencies based on the student evaluation, faculty input, course file, and program assessment.
Feedback from employers and alumni surveys and graduating students' input are used to identify any deficiencies in students' ability in applying knowledge of CS in professional life.
Student course evaluation at the conclusion of the course.
2. Other Strategies for Evaluation of Teaching by the Instructor or by the Department The meeting will be organized by the Coordinator to discuss the student’s feedback and take corrective measures.
• Frequently conducting departmental meetings.
• Student attendance is closely monitored
• Student feedback is considered for teaching evaluation
• Mid Term Exam/Assignments/Homework determine the standard of teaching and become a milestone for teaching evaluation
3. Processes for Improvement of Teaching
• Regular Seminars are arranged in the college of computer science in which each faculty member has to participate.
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• Training of faculty members on different software’s/hardware is facilitated.
• Blackboard E-Learning system is introduced.
• Students are getting trained to use E-Learning material.
4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution)
• Student exam question papers are checked by the Head of Computer Dept.
• Answer sheets are checked by the faculty member who is teaching the course in coordination with the other faculty member, if he is engaged for teaching another group of the same course
5. Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.
The department has established course Coordinators who will be entrusted with the primary duty of to evaluate the findings of this evaluation, the surveys of the employers, alumni, faculty, and the input of the exit interviews with the graduating students. Additionally, course coordinators will also review the assessment of the external evaluators to propose actions to be taken for the improvement of the program.
Course Coordinators will propose the recommended actions to the department chair for the improvement of the program.
Name of Course Coordinator: Dr Imen
Signature: ______________________ Date Specification Completed: 1-3-2019 Program Coordinator: Dr Yessine
Signature: Date Received: 1-3-2019
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زكرملا ميوقتلل ينطولا لأا دامتعلااو
يميداك
National Center for Academic Accreditation and Evaluation
T6. COURSE SPECIFICATIONS
(CS)
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Course Specifications
Institution: King Khalid University, Abha Date: 18/02/2019 College/Department : College of Computer Science / Department of Computer Science
A. Course Identification and General Information
1. Course title and code: 361-CCS-3 Artificial Intelligence 2. Credit hours: 3
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs) Bachelor in Computer Sciences
4. Name of faculty member responsible for the course: Dr.Anand Deva Durai C
5. Level/year at which this course is offered: Level 6/ III year 6. Pre-requisites for this course (if any):
231-CCS-3 – Data Structures and Algorithms 7. Co-requisites for this course (if any):
8. Location if not on main campus:
9. Mode of Instruction (mark all that apply):
a. traditional classroom What percentage?
b. blended (traditional and online) What percentage?
c. e-learning What percentage?
d. correspondence What percentage?
f. other What percentage?
100
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Comments:
ةيساردلا جهانملاو ططخلا ةنجل 233
B Objectives
1. What is the main purpose for this course?
Artificial intelligence is Ubiquitous today. It is the type of adaptable intellect found in humans, a flexible form of intelligence capable of learning how to carry out vastly different tasks. Artificial Intelligence plays a very important role in not just the development of business and processes but also the humans to the next level. With the rapid growth in technology and development, we can expect a lot more exciting features and uses of AI in the future.
2. Briefly describe any plans for developing and improving the course that are being implemented.
(e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field)
C. Course Description (Note: General description in the form used in Bulletin or handbook)
Course Description:
This course teaches the basic concepts and algorithms such as heuristic search, planning and problem solving, including their usage, and how they can be used to solve interesting AI problems.
This course also focuses on applied AI in the field of Natural Language Processing.
1. Topics to be Covered
List of Topics No. of
Weeks Contact hours Introduction
Foundation and History
State of Art
Intelligent Agents
2 4
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Problem Solving
Uninformed Search
Informed Search
Local Search
3 6
Knowledge & Reasoning
Propositional Logic
Agent based on Propositional Logic
First Order Logic
Classical Planning
Planning and Acting in Real World
3 6
Uncertainty & Reasoning
Quantifying Uncertainty
Probabilistic Reasoning
Making Simple & Complex Decisions
3 6
Application : Natural Language Processing
Language Models
Text Classification
Information Retrieval
Machine Translation
Speech Recognition
4 8
2. Course components (total contact hours and credits per semester):
Lecture Tutorial Laboratory/
Studio Practical Other: Total Contact
Hours
Planed 30 30 60
Actual 30 15 45
Credit
Planed 2 2 4
Actual 2 1 3
3. Additional private study/learning hours expected for students per week.
4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods and Teaching Strategy
4
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On the table below are the five NQF Learning Domains, numbered in the left column.
First, insert the suitable and measurable course learning outcomes required in the appropriate learning domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods that accurately measure and evaluate the learning outcome. Each course learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching process. (Courses are not required to include learning outcomes from each domain.)
Code
#
NQF Learning Domains And Course Learning Outcomes
Course Teaching Strategies
Course Assessment Methods 1.0 Knowledge
1.1
Categorize an AI problem based on its characteristics and its constraints.
Interactive lecture, Lab Manual, Software Demo, supplementary course notes,
Quiz, Lab activities and Mid Exams, Book Exercise
1.2
Understand and implement search and adversarial algorithms.
lectures, Lab Sessions, Discussion,
supplementary Lecture notes, Independent Study, Assignments
Tests and Assignment, Lab activities and Exams, Discussions
2.0 Cognitive Skills
2.1
Identify appropriate AI methods to solve a given problem.
Lectures, Case Studies, Demonstrations
Case study reports, Quizzes, Exams
2.2
Implement efficient algorithms for search and planning in a suitable programming language.
Lectures, Case Studies, Demonstrations
Case study reports, Quizzes, Exams, Lab Activities
2.3 converting real world problems into Lectures, Case Studies, Demonstrations
Case study reports, Quizzes, Exams