Mai A. Fadel

Work place: Computer Science Department, Faculty of Computing and Information Technology, King Abdulaziz University, Jeddah, Saudi Arabia



Research Interests: Computational Science and Engineering, Software Development Process, Software Engineering, Computer Architecture and Organization, Data Structures and Algorithms, Analysis of Algorithms


Mai Fadel is a lecturer in Software Engineering at the Department of Computer Science, King Abdulaziz University. Her research interest lies in Design Patterns, and software engineering in general, cloud computing and news credibility in social networks and High-Performance Computing (HPC). She has taught courses in software engineering, web development, algorithms and Java programming. Dr. Mai was the Head of the Information System (IS) and the Computer Science (CS) departments between 2009 and 2016. Dr. Mai received her PhD degree in Computer Science from the Department of Computer Science at the University of Exeter, UK. She is a member of IEEE and ACM.

Author Articles
Adjustments of Methodology Planning and Assessment Activities of Senior Projects in the Computer Science Program

By Mai A. Fadel Lamiaa A. Elrefaei

DOI:, Pub. Date: 8 Feb. 2018

The senior project stage in bachelor’s degrees represents an essential milestone in the learning process of a Computer Science (CS) student. The Senior Project Management System (SPMS) plays an important role in refining the quality of the resulting product and improving the learning experience of students. The CS department at King Abdulaziz University (KAU) has followed a well-defined system for managing senior projects since 2012. Systems evolve through time in response to encounters that unfold when the system is put to use. The administration of CS senior projects is no exception. In this paper, we present some incremental changes that have been introduced as refinements to the original system. This paper focuses on analyzing the data of the projects conducted during 2015 and 2016 in the Computer Science Department, Girls Main Campus (GMC) branch from the following perspectives: the project plan and deliverables at each milestone, and the provision of constructive mature collective feedback by the evaluating committee. These refinements are called addendums as they are additional steps to the SPMS and each step is monitored by using forms. This paper also describes some practices that support the SPMS along with the rationale behind their application. Evidence for the two addendums have been collected from analysis of the relevant forms. The analysis showed that the students benefited from the flexibility introduced by the milestone addendum as they made use of the new options. In addition, analysis of the forms of the feedback addendum showed that this documentation served as a means to gather the overall collective opinion of the committee members as opposed to the individual assessment of each member. Additional evidence was collected from evaluation committee members, by conducting a questionnaire. It showed that participants do benefit from the discussion promoted by the feedback addendum.

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