I.J. Information Engineering and Electronic Business, 2016, 3, 1-10
Published Online May 2016 in MECS (http://www.mecs-press.org/)
DOI: 10.5815/ijieeb.2016.03.01
Course and Student Management System Based
on ABET Computing Criteria
Sahar A. El_Rahman 1,2
1
Electronics, Computers Systems and Communication- Electrical Department, Faculty of Engineering-Shoubra, Benha
University, Cairo, Egypt.
2
Computer Science Department, College of Computer and Information Sciences, Princess Nourah Bint Abdulrahman
University, Riyadh, Saudi Arabia.
E-mail: saismail@pnu.edu.sa, sahar.hassan@feng.bu.edu.eg
Sahar S. Shabanah 2,3
3
Computer Science Department, Faculty of Computing and Information Technology, Jeddah, Saudi Arabia.
E-mail: ssshabanah@pnu.edu.sa, sshabana@kau.edu.sa
Abstract—Accreditation is considered as one of the
major aspects of ABET, where educational institutions
continuously develop the quality of academic programs to
achieve it. For the most part of this continuous
development needs, the programs determine definite and
measured objectives for their students, evaluate their
efforts to achieve these objectives, and amend their
programs based on the results of that assessment. In
addition to providing educational institutions an
organized strategy to appraise and develop their programs.
The primary focal point to prepare for accreditation is the
learning objectives and program outcomes assessment. So,
College of Computer and information Sciences (CCIS) at
Princess Nourah Bint Abdulrahman (PNU) needs to
fulfill ABET criteria to achieve the outcomes. So, CCIS
need a system to achieve course assessment matrix
without wasting the time and efforts. This system will
help the staff members in identifying student learning
objectives that are expected to achieve as well as to
identify assessment tools and evaluation feedback for
each topic. This paper describes Course and Student
Management System (CSMS) established to address a
course assessment matrix, and help achieve departmentstated objectives. Whereas, CSMS is a web based system
provides many features to facilitate the creation of
articulation matrix, course assessment based on students
learning objectives, the student's evaluation and tracking
attendance of students. This system is considered as a
new method of creating the course assessment matrix that
will help the department head, instructors and course
coordinator. It is user friendly and interactive interface,
saving the time and efforts.
Index Terms—ABET, Accreditation, Articulation Matrix,
Course Assessment Matrix, Learning Objectives,
Program Outcomes, Web Based.
Widely, Computing Programs are new and they
are investigating accreditation for the first time.
Staff experience in Computing Program
accreditation is rare.
The Computing discipline boundaries are still.
II. BACKGROUND INFORMATION
I. INTRODUCTION
ABET is a United State association, it was established
Copyright © 2016 MECS
in 1932 as the Engineers' Council for Professional
Development (ECPD), a professional body of engineering
in the USA, devoted to the engineering professionals &
students’ development, education, regulation, and
accreditation. It was headquartered in New York, in the
building of Engineering Societies, then in the United
Engineering Center. In 1996, it transferred to Baltimore
[1][2][3].
In order being quality minded in higher education
means caring about the expectations of scholars and other
customers as well as all involved parties. ABET
requirements for accreditation changed in many ways.
New accreditation rules need evidence that computing
students acquire a liberal education that extends beyond
traditional computing topics and includes areas such as
teamwork, ethics, lifelong learning, oral communication,
and an awareness of the impact of computing on society
to name just a few. ABET also requires a procedure for
continuous assessment and improvement of the
educational program [4][5][6].
Some universities apply ABET criteria on their
academic programs to achieve ABET accreditation. It is
considered as an evaluation process that needs from
programs to induce an overall periodically assessment of
all academic actions. The continuous evaluation of
education quality is the most significant factor to be
accredited by ABET, This process depends on asses
curriculum, teaching staff efficiency, students' level and
many other elements. The weak rate of success is caused
due to [3][7]:
ABET is an accrediting association that accredits
I.J. Information Engineering and Electronic Business, 2016, 3, 1-10
2
Course and Student Management System Based on ABET Computing Criteria
various educational programs such as computing,
engineering, technology and applied science. ABET
supports innovation and quality in education [8][9].
The accreditation awarding implies that the education
of accredited program has met standards, and is willing to
improve its academic program by performing the
recommendations in the report of accreditation. The
accreditation value is a professional pride for the staff and
the gratification of teaching an accredited program course
[9][11].
The accreditation is valuable not only to the institution
and its staff, but as well to the students [8][9][10][11].
Students are most affected by accreditation since they are
the key focus of the educational process. Accreditation
assures them that their demands are being gathered
through a quality educational program and that their
preparation reaches high levels. It also reassures them
that prestigious institutions will most likely have their
transfer credits and their degree will be a tool for getting
a right job and for personal development. The
accreditation also increases their trust in their educational
program and staff, and their attitude toward academic
work [9][10][11].
CCIS Programs (Computer Science, Information
System, and Communication Systems & Networking)
accreditation indicates the students that educates in the
program will enter the profession. The criteria of ABET
are built up by professionals from both education and
industry. This allows the education to meet the needs of
the computing labor market, eventually students’
preparation for more success.
A.
ABET General Criterion
After investigating evaluating academic programs in
previous years, eight general criteria were approved by
the ABET agency for computing program accreditation.
These criteria should be satisfied by any accredited
computing program. The criteria of
the program
comprise various topics related to information technology
curriculum [1][2][3][8].
ABET Computing program criteria apply to computer
science, Information Technology or similar terminology
and Table 1 presents the ABET criteria for the
Computing programs [12].
B.
Learning Assessment
The assessment concept means the procedures that
used to identify, gather, and analyze to measure the
acquisition of course learning outcomes and the
objectives of the program. The assessment to be
efficacious, it uses relevant, qualitative, quantitative,
indirect and direct measures to evaluate the outcomes or
objectives. There has been a considerable debate (and
confusion) in the ABET community about indirect and
direct assessments [4][13][14].
1)
Direct measures (assessments) reflect the students’
knowledge or their skills versus measurable
learning outcomes.
Indirect measures (assessments) are those that
ascertain the opinion or self-report of the value or
extent of learning experiences.
Summative and Formative Assessments: Summative
assessment is the most practiced types of assessment.
It is used to recognize that if the students have
attained learning objectives, following the
completion of learning activities. It is as an
assessment of learning and briefed the learners’
development at a specific time. Formative
assessment measures the student development
through the educational process and also, it is
carried out to make any required modifications. It
provides information to the student about strengths,
progress, and areas of improvement [3][13][14].
2)
The main variation between summative and
formative assessment is that the primary aim in
formative assessment is to inform the faculty
member about the students' weak points and to
take into account for the instruction adjustments
derived from the students' performance. But at the
end of learning, summative assessment happens,
which indicates that it has less impact on the
students learning [3][4][13][14].
Student learning outcomes assessment has a significant
part in educational efficacy, sustainability, and perfection,
where it is more and more being known and wanted by
accrediting organizations [14][15]. The assessment
process is considered as an inbuilt component of ensuring
that an educational institution meets prerequisite
standards, as considerably as a pivotal way of furnishing
the evidences needful for searching and preserving
accreditation. The accomplishment of each objective
outcomes and outcome of the program is at the
assessment procedure focus. Assessment purposes as
follows [16]:
Improve student learning and achievement.
Provide a helpful executive data which accelerate
to take the decision.
Suggestions are made for improving teaching
effectiveness.
Review, improve and evaluate the strength of
various teaching strategies.
Identify students’ strengths and failings.
Ability to communicate with internal and external
stakeholders.
Review, evaluate, and improve the effectiveness
of curricular plans.
Direct and Indirect Assessments: Some possible
tools of program level and course level assessment
(indirect and direct) are presented in Table 2
[13][14].
Copyright © 2016 MECS
I.J. Information Engineering and Electronic Business, 2016, 3, 1-10
Course and Student Management System Based on ABET Computing Criteria
3
what a student has expected to be educated and became
qualified for doing by the graduation period. They
indicate the behaviors and skills which students will gain
through the course of study. Some of the outcomes in
core courses have to map onto or be similar together with
at least one from program learning outcomes. Students
learning outcomes must be determined in order to the
staff have a popular conception of the probabilities for
students’ education and to fulfill uniformity towards the
curriculum, when measured by the indicators of
performance. Where the indicators of performance
describe the attitudes, skills and behavior of the students
must be able to demonstrate by the period of graduation
that represent adequacy regarding to the outcomes
[2][4][5][[13].
Table 1. ABET Computing Program Criterion [1][2][3]
Table 3. Student Outcomes for Computing Programs [2][4][5][[13]
Table 2. Direct and Indirect Assessment Methods
Indirect Assessment Methods
Exit and other interviews
Direct Assessment Methods
Simulations
Archival records
Behavioral observations
Focus groups
Performance Appraisal
Written surveys and
questionnaires
Locally developed exams
External examiner
Portfolios
Oral exams
Standardized exams
D.
C.
Learning Objectives or Outcomes
The foremost point in specifying a curriculum or
course is the improvement of learning objectives, at times
called learning outcomes. Where they are statements of
noticeable students’ acts which they provide the
evidences of the skills, attitudes, and knowledge gained
from the curriculum. Various capabilities identified in
one outcome which it would commonly entail several
assessment measurements [6][13].
Student Learning Objectives (see Table 3) represent
Copyright © 2016 MECS
Course Assessment or Articulation Matrix
The course assessment matrix, sometimes called
articulation matrix (see Fig. 1), contains a group of rows
that represent learning objectives, a group of columns
which represent class activities and a group of letters
indicating the Levels of Learning effect, where for each
learning objective, one or more activity has been assigned
to it. The articulation matrix is filled, when the course
learning objectives have been developed [17][18][19].
While the articulation matrices are not directly
concerned with students' evaluation, they support in two
I.J. Information Engineering and Electronic Business, 2016, 3, 1-10
4
Course and Student Management System Based on ABET Computing Criteria
areas of assessment. Foremost, they can be used to preevaluate the courses to see if these courses hold the
prospective of the wanted targets. One more, the
assessment tools for various class activities are selected
according to the courses matrices. Later all the activities
of each course have been entered and their impact entered
in the matrix, then it can be assessed to emphasize that
the suggested course is perfect and has the potential to
permit students to acquire the predetermined learning
objectives [14][17].
While the articulation matrix has a broader application,
the most two applications are, that the matrix is used in
course articulation, and another it has been used as part of
the process of ABET accreditation [17].
Fig.1. An Articulation Matrix
III. PROPOSED SOLUTION
It is significant to attain assured that, program
outcomes, performance measurements, and enforcement
strategies integrated. One advantage of getting an
assessment scheme is that the improvement procedures
itself, where permits the staff to check the full syllabus
and to rate each course, how to be fitted into the program
outcomes [20].
Developing a course to attain specific learning
objectives, needs great efforts in different domains
definitely three as indicated in Fig. 2. These domains
include the learning objectives, instructions and
assessments [6][13].
For each course, A number of learning objectives
should be determined. Where, a learning objective is a
declaration of a noticeable student's action which presents
an evidence of skills and/or attitudes gained in the course.
This learning objective should include a verb of an
observable action, such as (calculate, design …) to be
permitted as an objective of learning [14][17][18][21].
An articulation or a course assessment matrix is
created by using vertical lines for the outcomes of the
program, and horizontal lines for the learning objectives
of the course. Put for each learning objective an impact
value in the matrix to show how the program outcome is
addressed by the course learning objective where the
values as a consequence are 1, 2, or 3 that mean
marginally, moderately, or substantially. The inputs must
consider a harmony of all staff members that are to be
Copyright © 2016 MECS
expected to educate the course.
The proposed solution for this problem is to develop a
web-based system that helps CCIS to achieve the criteria
easier and faster. The system is concerning course
outcomes and assessment of each topic in the course, that
will depend on the program outcomes achieves. It helps
faculty and administration to avoid delays and loss of
time and effort required to build matrix, reports, and
course specifications. Storing a huge amount of data and
correct information, leading to build a knowledge base
helps in decision-making, the ability to save data and
information entered and easy information retrieval. The
system aims to create a course assessment matrix and
help faculty to assess students in easiest way.
Fig.2. Elements of course design [6][13].
I.J. Information Engineering and Electronic Business, 2016, 3, 1-10
Course and Student Management System Based on ABET Computing Criteria
IV. SYSTEM ANALYSIS AND DESIGN
In the proposed system, there are three agents Head of
Department, Instructor and Course Coordinator simply
Coordinator (Admin). CSMS Entity Relationship
Diagram (ERD) indicated in Fig. 3-a, and Context
diagram for the system as shown in Fig. 3-b that interacts
with 3 agents. Use case diagram of CSMS shown in Fig.
3-c and the System Architecture indicated in Fig. 4.
There are a number of programming languages and
software tools that used to build the proposed system
comprise ASP.NET, Visual Basic and SQL server were
used to build the system database, design the screens. In
Fig. 5 and Fig. 6 show the main input and output screens
of CSMS.
(Admin), and Instructor. The system works as expected;
testing proved that CSMS (version 1.0) system is easy to
use for users with different responsibilities. Also, it is
user friendly with high usability for beginners with few
technical skills. CSMS is ready to be deployed. It is menu
driven and provides informational and error messages to
help the users to direct through various options. For
Security, each user will need a user ID and Password to
login the system. The system provides forms to change
password for all users. Also, it allows users to manage
courses, evaluate every topic, course and learning
objective, the instructor can control student’s marks,
tracking attendance of students and many other features
as listed below. The results showed that the majority of
users tested, who agreed that completing CSMS was
quick, also agreed that they would use the CSMS system.
A.
V. RESULT AND DISCUSSION
Unit testing, functional testing and user acceptance
testing were applied. Testing was applied for three kinds
of users that Head of Department, Course Coordinator
5
CSMS Features
Course and Student Management System involves the
features that indicated in Table 4.
Table 4. Course And Student Management System Features
Head of
Department
Coordinator
Instructor
Log In and Log Out.
Update Head of Department Personal Information.
View (Coordinator, Instructors, and Courses).
Log In and Log Out.
Update Coordinator Personal Information.
Users Control (Add users, Search user, Select User Role, Activate and Deactivate users, Delete user).
Course Control (Add Course, Edit Course Name and Number, Delete Course, Search Course).
Assessment Tools (Add Tools, Edit Tool Name and Type, Delete Tools, Save Tools).
In class Activities (Add Activity and its Description, Edit Activity Name and Description, Delete Activity, Save Activity).
Out Class Activities (Add Activity and its Description, Edit Activity Name and Description, Delete Activity, Save Activity).
Program Outcomes (Choose Department, Add Outcomes, Edit Outcomes, Delete Outcomes, Save Outcomes).
Instructor Courses (Choose Department, Choose Level, Choose Course, Add Course to Instructor Schedule, Edit Course
Name and Number, Delete Course, Save Course).
Instructors Control (Add Instructor, Search user, Select User Role, Activate and Deactivate users, Delete user).
Contacts (Read message ―Convert message color from red to green‖, Delete message).
Log in and log out.
Update Instructor personal information.
Topics Control (Choose Course, Add Topics, Edit Topics, Delete Topics, Save Topics).
Course Learning Objectives (Choose Course, Choose Topic, Add Course Learning Outcomes, Edit Outcomes, Delete
Outcomes, Save Outcomes).
Evaluation View (Choose Level and Course, View Evaluation).
Grades Sheet (Choose Year and Course, View Grades Sheet, Add Student Name, Add Mark, Save).
Course matrix (Choose Year and Course, View Course matrix).
Add Student (Add students ―Enter student name, ID and Email‖, Register).
Search Student (Search Students by Student Name, Edit Student Information, Delete Student, Save).
Students Weekly Marks (Enter Year And Semester, Select Topic, Student Name, Week, Lecture No., Check Attendance,
Add Attendance)
Students Total Marks (Open Weekly Marks Page, Select Topic, Student Name, Week, Route, Add Mark, Delete Mark,
Save).
View Student Marks (View Student Marks By Selecting Topic and Student Name).
Course Marks Matrix (View).
Admission of
Users
CSMS provides online registration and status information to the user to view their application status.
CSMS provides an automatic user register generated number based on course and year.
Management
of Student
Attendance
Easily add and track attendance of students.
Security
Registered users have a Login ID and Password.
Usability
The Graphic User Interface (GUI) of the system is user-friendly.
The GUI of the system presents conceptual integrity.
Copyright © 2016 MECS
I.J. Information Engineering and Electronic Business, 2016, 3, 1-10
6
Course and Student Management System Based on ABET Computing Criteria
(a) Proposed system ER Diagram
(c) Use Case Diagram
Fig.3. CSMS System Diagrams
(b) Proposed System DFD Diagram
Copyright © 2016 MECS
Fig.4. CSMS System Architecture
I.J. Information Engineering and Electronic Business, 2016, 3, 1-10
Course and Student Management System Based on ABET Computing Criteria
(a) Home Page
(b) Users Control Page
(c) Course Coordinator Control Panel
(d) Course Coordinator Personal Information
(e) Control Courses Page
(f) Evaluation Tools Page
(g) In Class Activates Page
(h) Outclass Activates Page
(i) Outcomes Page
(j) Search User Page
(k) Instructor’s Courses Page
(l) Instructor Dashboard
(m) Contact Control Page
(n) The System Will Change Unread Messages From A Pink Color
To Green.
7
Fig.5. Main Course Coordinator (Administrator) Screens
Copyright © 2016 MECS
I.J. Information Engineering and Electronic Business, 2016, 3, 1-10
8
Course and Student Management System Based on ABET Computing Criteria
(a) Instructor Control Panel
(b) Topic Control Page
(c) Personal Information (Instructor)
(d) Learning Objectives Page
(e) View Evaluation Page
(f) Grade Sheet Page
(g) Course Matrix Page
(h) Students Page
(i) Weekly Marks Page
(j) View Marks Page
(k) Marks Matrix Page
(l) Grading Report
Fig.6. Main Instructor Screens
Copyright © 2016 MECS
I.J. Information Engineering and Electronic Business, 2016, 3, 1-10
Course and Student Management System Based on ABET Computing Criteria
9
ACKNOWLEDGMENT
VI. FUTURE WORK
In the nearest future, some features will be added to
become available to all engineering and computing
programs such as:
Creating program assessment matrix.
Connecting CSMS website with PNU admission
and registration system.
Examination Management whereas, CSMS will
provide a comprehensive exam scheduling based
on the courses.
Apply the Arabic language to the system besides
the English language to create Arabic courses
matrices.
Exporting data and reports to Excel files.
Provide a calendar for users, where it contains
reminders, memos, important days, etc.
The authors extend their sincere thanks to everyone involved
in the CSMS system at CCIS-PNU, especially for Amjad F. ALRusayes, Anfal A. AL-Nassir, Maram M. AL-Shamari, Nouf K.
AL-Subaei, Hadeel S. AL-Shabeeb.
REFERENCES
[1]
[2]
[3]
[4]
[5]
VII. CONCLUSION
Accreditation helps students and their parents choose
between the accredited programs, enable employers and
high schools to enroll graduates that are recognized a
skillfully- prepared, and are used by the certification
boards to screen applicants. The proposed system (CSMS)
achieves an active solution for the main challenge in the
accreditation in higher education institutions which is
creating a course assessment matrix and therefore,
assessment of the course and program. Students,
curriculum, faculty and resources are accessible, as stated
in the standards, to fulfill the learning objectives. CCIS
needs to fulfill ABET criteria to achieve the outcomes.
There are some colleges in different universities using
Excel Sheets to make course assessment matrix, which is
wasting time and efforts. We believe that computer
science educators have the creativity and intellectual
prediction to become good course assessors. The course
assessment matrix provides some structure as they start
the exploring process by studying all possibilities for
efficient assessment. The matrix was created to warrant
the most flexibility in the selection of outcomes, activities,
assessment tools, impact and findings. Whereas,
concurrently ensuring that all main components of the
assessment process is taken into consideration. Our
prospect is that staff will utilize it as a useful system to
develop the courses, study and assessment plans. CSMS
is very useful, especially in converting the course
assessment matrix from excel sheet to a web based
system that can help the faculty to create her/his course
assessment matrix in an easy way. This system will help
faculty members in identifying courses and student
outcomes that are expected to achieve as well as to
identify methods of assessment and evaluation of results.
Therefore, the education process is improved and
developed, accordingly, help students and parents to
choose the suitable program, which provide high quality
education and help graduates to work in the labor market.
Copyright © 2016 MECS
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
[15]
[16]
Al-Bakry, A. M., ―E-Assessment System based on ABET
criterion for Computing Programs‖, Journal of Babylon
University, Pure and Applied Sciences, Vol. 22, No.5, pp
1482-1489, 2014.
Abet.org, (n.d.), ―ABET‖, [online] Available at:
http://www.abet.org/webinar.shtml/ [Accessed 13 Aug.
2014].
Goda, B. S. & Reynolds, Ch., ―Improving Outcome
Assessment in Information Technology Program
Accreditation‖, Journal of Information Technology
Education: Innovations in Practice, Vol. 9, pp IIP-50 IIP-59, 2010.
Abet.org, (n.d.), ―ABET - Assessment Planning‖, [online]
Available at: http://www.abet.org/assessment-planning/
[Accessed 16 Sep. 2014].
Abet.org, ―ABET - What Kinds of Programs Does ABET
Accredit?‖,
2014
[online]
Available
at:
/http://www.abet.org/types-of-programs-abet-accredits/
Fatima, S. & Abdullah, S., ―Improving Teaching
Methodology in System Analysis and Design using
Problem Based Learning for ABET‖, International Journal
of Modern Education and Computer Science (IJMECS),
5(7), pp.60-68, 2013. http://www.mecs-press.org/
Buragga, Kh. A.M., & Khan, M. A., ‖Successful ABET
Accreditation at King Faisal University – Rubric based
Assessment Plan for Continuous Improvement‖,
WORLDCOMP'12 - The 2012 World Congress in
Computer Science, Computer Engineering, and Applied
Computing.
Abet.org, ―ABET - Accreditation: Step-by-Step‖, 2014
[online] Available at: http://www.abet.org/accreditationstep-by-step/
Petrova, R., Tibrewal, A., & Sobh, T. M., ―An Electronic
Web-based Assessment System‖, Journal of STEM
Education, Vol. 7, Issue 3 & 4, pp 44-57, 2006.
South Africa., Pavaday, D., & European Union. (2001).
Building an ABET system: The first five years 1995-2000.
Pretoria: Dept. of Education.
Abet.org, (2014). ABET - Why Accreditation Matters.
[online]
Available
at:
http://www.abet.org/whyaccreditation-matters/
Accreditation Policy and Procedure Manual. ―Effect for
Evaluations During 2011-2012 Accreditation Cycle‖,
2012.
Felder, R. M. & Brent, R., ―Designing and Teaching
Courses to Satisfy the ABET Engineering Criteria‖,
Journal of Engineering Education, Vol. 92, No. 1, pp. 725, 2003.
Spurlin, J. E., Rajala, S. A., & Lavelle, J. P., ―Designing
better engineering education through assessment: A
practical resource for faculty and department chairs on
using assessment and ABET criteria to improve student
learning‖, 2008, Sterling, Va.: Stylus Pub..
Buzzetto-More, N., & Alade, A., ―Best practices in eassessment‖, Journal of Information Technolog Education,
Vol. 5, pp. 251-269, 2006.
Kellough, R. D., & Kellough, N. G.,‖Secondary school
teaching: A guide to methods and resources: Planning for
competence‖, 1999, Upper Saddle River, New Jersey:
I.J. Information Engineering and Electronic Business, 2016, 3, 1-10
10
Course and Student Management System Based on ABET Computing Criteria
Prentice Hall.
[17] McNeill, B. & Bellamy, L., ―The Articulation Matrix: A
Tool for Defining and Assessing a Course‖, Chemical
Engineering Education (CEE), Vol. 33, No. 2, pp.122-27,
1999.
[18] Bloom, B., ―Taxonomy of Educational Objectives,
Handbook I: Cognitive Domain‖, Longmans, Green and
Co., 1956.
[19] Froyd, J. E., ―Competency Matrix Assessment for FirstYear Curricula in Science, Engineering, and Mathematics
and ABET Criteria 2000‖, ASEE/IEEE Frontiers in
Education Conference, Pittsburgh, Pennsylvania, pp.
1190- 1195, 1997.
[20] Olds, B. M. & Miller, R. L., ―An Assessment Matrix for
Evaluating Engineering Programs‖, Journal of
Engineering Education, Vol. 87, No. 2, pp. 173-178, 1998.
[21] Felder, R.M. & Brent, R.,‖Objectively speaking‖,
Chemical Engineering Education. Vol. 31, No. 3, pp.
178–179, 1997.
Authors’ Profiles
Sahar Abd El_Rahman was born in Cairo,
Egypt, B.Sc. Electronics, Computer
Systems & communication, Electrical
Engineering Department. Benha University,
Shoubra Faculty of Engineering, CairoEgypt. M.Sc. in an AI Technique Applied to
Machine Aided Translation, Electronic
Engineering,
Electrical
Engineering
Department, Benha University, Shoubra Faculty of Engineering,
Cairo-Egypt, May2003. PHD. in Reconstruction of HighResolution Image from a Set of Low-Resolution Images,
Electronic Engineering, Electrical Engineering Department,
Benha University, Shoubra Faculty of Engineering, Cairo-Egypt
in Jan2008.
She is ASSISTANT PROFESSOR from 2011 till now at
Princess Nourah Bint Abdulrahman University/Department of
Computer Science, College of Computer and Information
System. Also, She is ASSISTANT PROFESSOR from 2008 till
now at Electronics & communication, and Computer Systems,
Electrical Engineering Department, Faculty of Engineering,
Shoubra,, Benha University, Cairo, Egypt. She was a
LECTURE in the same location from 2003 and INSTRUCTOR
in the same location in 1998. Her research interests include
computer vision, digital image processing, Signal processing,
information security and cloud computing.
Sahar S. Shabanah was born in Saudi Arabia, B.Sc. from
Computer Science Department, Faculty of Science, King
Abdulaziz University, Saudi Arabia. M.Sc. Master degree from
Computer Science Department, School of Engineering and
Applied Science, George Washington University, USA, 2001.
PHD. Computer Science Department, The Volgenau School of
Information Technology and Engineering, George Mason
University, USA, 2010.
She is ASSISTANT PROFESSOR from 2012 till now at
Princess Nourah Bint Abdulrahman University/Department of
Computer Science, College of Computer and Information
System. Also, She is ASSISTANT PROFESSOR from 2010 till
now at Department of
Computer Sciences, Faculty of
Computing and Information Technology, King Abdulaziz
University. Her research interests include Computer Graphics,
Animation, Computer Visualization, Computer Games Design
and Development, Computer Science Education, Algorithms
and Data Structures Visualization.
How to cite this paper: Sahar A. El_Rahman, Sahar S. Shabanah,"Course and Student Management System Based on
ABET Computing Criteria", International Journal of Information Engineering and Electronic Business(IJIEEB), Vol.8,
No.3, pp.1-10, 2016. DOI: 10.5815/ijieeb.2016.03.01
Copyright © 2016 MECS
I.J. Information Engineering and Electronic Business, 2016, 3, 1-10