Bachelor’s Degree in Mobile Computing

This practical course transforms the theoretical concepts introduced in Programming (1) into hands-on programming skills through structured laboratory exercises and small programming projects. Students begin by becoming familiar with an Integrated Development Environment (IDE) and learn how to create projects and source files, write and save code, execute programs, and interpret development and error messages. Students practice using variables, constants, data types, operators, and input/output operations and translate mathematical and logical problems into executable programs. Selection statements and loops are then implemented to create programs involving decision making and repetitive processing. Laboratory activities include defining and calling functions, passing parameters, processing return values, and decomposing solutions into organized functional components. Students also practice working with arrays and strings and perform fundamental operations on collections of values and textual information. Particular emphasis is placed on debugging. Students learn to interpret error messages, trace program execution step by step, use breakpoints and available debugger facilities, and distinguish among syntax, runtime, and logical errors. Exercises progress from short programs focusing on individual concepts to problems requiring the integration of several programming constructs. Toward the end of the course, students complete a simple program or mini-project integrating the principal skills developed during the semester. Upon completion, students should be able to use a programming development environment effectively, independently write, execute, and test basic programs, systematically diagnose and correct common errors, and organize source code according to sound introductory programming practices.

Type

Major Requirement

When

Year one, First semester

Prerequisite

None

Unlocks

Programming (2) - Lap

This course introduces students to the fundamental principles of programming and develops their ability to analyze problems, formulate algorithmic solutions, and implement those solutions using a modern programming language. It begins with the concept of an algorithm, the program -development process, problem analysis, identification of inputs and outputs, and representation of solutions using flowcharts and pseudocode. The course covers basic program structure, variables, constants, data types, type conversion, arithmetic, logical and relational operators, and input/output operations. Control structures are introduced, including selection statements and iterative structures, and students learn to combine these constructs to solve progressively more complex problems. Functions are introduced as a mechanism for decomposing programs into smaller and more manageable units. Topics include function definition and invocation, parameter passing, return values, and basic modularity. The course also covers one-dimensional arrays, strings, common operations associated with them, input validation, and introductory error handling. Considerable emphasis is placed on producing correct, structured, readable, and testable programs. Students learn to use meaningful identifiers, appropriate code formatting, and consistent programming practices. They also practice tracing program execution and identifying and correcting syntax, runtime, and logical errors. By the end of the course, students should be able to analyze simple and moderately complex programming problems, design appropriate algorithms, implement working solutions, test program output, and systematically identify and correct common errors. The course provides the programming foundation required for Programming (2), Data Structures, and later specialized programming courses in Artificial Intelligence.

Type

Major Requirement

When

Year one, First semester

Prerequisite

None

Unlocks

Programming (2)

The course introduces mobile devices, operating environments, wireless connectivity, sensors, battery and screen constraints, and changing contexts of use. Students compare phone applications with desktop programs and network services in interaction, resources, connectivity, and privacy. They analyze existing mobile services and identify their components and data needs, preparing for application development without teaching a particular framework. Students consider how latency, bandwidth, intermittent connectivity, and battery consumption affect mobile services. Security and privacy are addressed early through permissions, data protection, risks of public networks, application updates, and safe software-installation practices. Case studies decompose familiar applications into components and functions and identify the constraints that shape their design.

Type

Major Requirement

When

Year one, First semester

Prerequisite

None

This course provides students with an integrated foundation in the major concepts and components of Information Technology (IT) and establishes the technological background required for subsequent courses in the program. It begins with the concept and role of IT in organizations and society and introduces fundamental computer hardware components, including the CPU, memory, storage devices, and input/output devices, together with basic factors affecting computer-system performance. The course examines software categories, Operating Systems, and the interaction between hardware and software. Students are also introduced to fundamental principles of digital data representation, file types, data storage, and information processing. An introductory overview of Computer Networks and the Internet explains basic communication concepts, data exchange, and common network services. Fundamental concepts of Databases and Information Systems are presented to illustrate how data can be organized, stored, retrieved, and used to support organizational activities. The course also provides a broad overview of contemporary technologies, including Cloud Computing, Mobile Computing, the Internet of Things (IoT), and AI. These areas are introduced to establish technological awareness without duplicating the detailed treatment provided in later specialized courses. Fundamental Cybersecurity concepts are introduced, including account and data protection, privacy, and responsible and safe use of Internet resources and digital services. Upon completion, students should be able to identify the principal components of IT systems, explain their basic functions, distinguish among major categories of digital technologies, and understand the relationships among hardware, software, data, networks, and digital services.

Type

Major Requirement

When

Year one, First semester

Prerequisite

None

This general education course focuses on enhancing fundamental Arabic language skills—reading, writing, speaking, and listening—for nursing students. The course emphasizes correct grammar, sentence structure, functional writing, and professional communication skills necessary for academic success and clear medical documentation in Saudi healthcare settings.

Type

University Requirement

When

Year one, First semester

Prerequisite

None

This course develops the language competencies students need to understand and use English in engineering, information technology, and computing contexts. It emphasizes the acquisition of fundamental technical vocabulary related to computers, software, networks, data, and digital systems and trains students to understand and use this terminology accurately in academic and professional situations. The course develops technical reading skills through textbooks, simplified technical articles, user manuals, and hardware and software documentation. Students practice identifying main ideas, understanding supporting details, interpreting terminology from context, and following technical instructions, procedures, and specifications. In writing, students learn to construct clear technical sentences and paragraphs and prepare descriptions, instructions, summaries, and basic professional correspondence. They practice describing devices, systems, and technical processes using accurate terminology and clear organizational structures. The course also develops listening and speaking skills through technology-related materials and discussions. Students learn to explain technical information orally, participate in academic and professional conversations, collaborate in group activities, and deliver short presentations on topics related to their fields of study. Upon completion, students should be able to read and understand technical texts appropriate to their academic level, recognize and correctly use essential terminology in computing and information technology, produce basic technical and professional written texts, and communicate technical information orally with greater accuracy and confidence. The course supports students in working effectively with English-language textbooks, documentation, and other resources used throughout their subsequent specialized courses.

Type

College Requirement

When

Year one, First semester

Prerequisite

None

This general education course introduces nursing students to the foundational knowledge of the Holy Qur'an and its related sciences (Ulum al-Qur'an). The course focuses on the revelation, compilation, preservation, and main themes of the Qur'an, along with fundamental rules of recitation (Tajweed) and thematic interpretation (Tafsir). Special emphasis is given to health-related Qur'anic concepts, ethical values, human preservation, spiritual care, and therapeutic communication in clinical nursing practice.

Type

University Requirement

When

Year one, First semester

Prerequisite

None

Students explore a phone environment using an emulator or test device, inspecting settings and permissions and observing applications as orientation, connectivity, or power conditions change. Short exercises record behavior when a permission is granted or denied and when an app moves to the background. Findings are linked to the lecture concepts in a reproducible brief report; this is not yet an application-development laboratory. Browser developer tools, network utilities, or appropriate system-monitoring tools are used to reveal the relationship between a mobile application and networked services. Students also analyze existing applications by identifying functions, data types, required permissions, interface elements, network dependencies, and features capable of operating offline. Security and privacy exercises include reviewing permissions, recognizing secure connections, inspecting privacy settings, and evaluating the risks of installing software from untrusted sources.

Type

Major Requirement

When

Year one, First semester

Prerequisite

None

This course provides students with the fundamental concepts and skills required to design and construct clear, well-structured, standards-based web interfaces. It begins with an introductory overview of the World Wide Web, web pages, browsers, and web servers and then focuses on HTML as the principal language for defining the semantic structure of web pages. Students learn to organize headings, paragraphs, lists, links, tables, images, and other page elements. The course introduces CSS for controlling visual presentation, including typography, colors, spacing, borders, backgrounds, selectors, and the application of styles to interface components. Fundamental techniques for organizing page layouts and structuring web content are also introduced. Responsive Web Design receives significant attention. Students learn to design pages that adapt to different screen dimensions and devices and examine basic principles of visual design, consistency, readability, content organization, and navigation. Web forms are introduced as mechanisms for collecting user input, including common input types and basic principles for organizing data-entry interfaces. The course also introduces usability and web accessibility, emphasizing semantic HTML and the need to design interfaces that can be effectively used by diverse users. The course remains focused on fundamental front-end design and does not extend into server-side programming, databases, or AI application development. By the end of the course, students should be able to analyze the requirements of a simple website, design its structure, create interconnected and semantically organized pages, apply responsive styling, and incorporate fundamental usability and accessibility principles.

Type

Major Requirement

When

Year one, Second semester

Prerequisite

None

Unlocks

Advanced Web DesignWeb Programming

This course introduces nursing students to the fundamentals of scientific research methods and evidence-based practice (EBP) in healthcare. Students will learn how to formulate research questions, conduct literature searches, select appropriate quantitative and qualitative research designs, design data collection tools, follow ethical guidelines, and draft a practical nursing research proposal relevant

Type

University Requirement

When

Year one, Second semester

Prerequisite

None

This practical course enables students to apply web-design principles through the construction of actual web pages and small websites using HTML and CSS. Students begin by learning to use a code editor, organize project files, create valid HTML documents, and correctly link pages and resources such as images and style sheets. Laboratory exercises cover headings, paragraphs, lists, tables, hyperlinks, images, multimedia, and forms for user input. Students use CSS to control typography, colors, spacing, borders, backgrounds, and other visual properties and practice applying styles using different selectors. The laboratory provides practical experience in page layout and component organization, including common menus, navigation bars, and other interface structures. Students create responsive interfaces that adapt to different screen sizes and use browser developer tools to simulate different devices and diagnose display problems. Students test pages across different browsers where feasible, verify hyperlinks and file paths, and improve project organization and maintainability. Accessibility principles are incorporated through semantic structure, appropriate alternative text for images, and clearly organized forms. During the final part of the course, students develop a small multi-page website integrating the techniques covered throughout the semester. Upon completion, students should be able to transform an initial interface concept into a functional website, organize project resources effectively, test the interface under different viewport conditions, and ensure that the resulting pages are structured, usable, responsive, and accessible.

Type

Major Requirement

When

Year one, Second semester

Prerequisite

None

Unlocks

Advanced Web Design - LapWeb Programming - Lap

This practical course enables students to apply the object-oriented concepts introduced in Programming (2) through progressively structured programming exercises and projects. Students begin by creating classes containing attributes, methods, and constructors and then practice creating and manipulating objects and integrating multiple classes within a single application. Laboratory activities include access control and encapsulation, appropriate inheritance structures, method overriding, and practical use of polymorphism, interfaces, and abstraction. Emphasis is placed on demonstrating how these mechanisms reduce code duplication and improve software extensibility and maintainability. Students use exceptions to handle expected runtime problems in a structured manner and work with files to store and retrieve application data. Fundamental collection classes are used to manage variable numbers of objects and perform operations such as addition, removal, searching, and traversal. Testing and debugging form an important component of the course. Students use breakpoints, inspect object states during execution, identify logical and runtime errors, and apply introductory refactoring to improve existing solutions and reduce unnecessary dependencies among classes. During the final part of the course, students complete a medium-scale mini-project integrating multiple classes, collections or file processing, and exception handling. The project emphasizes sound software organization rather than implementation of AI algorithms. Upon completion, students should be able to translate an object-oriented design into working software, systematically test and debug their implementation, and organize a multi-class programming project according to sound development practices, providing the programming foundation required for Data Structures and specialized AI programming courses.

Type

Major Requirement

When

Year one, Second semester

Prerequisite

Programming (1) - Lap

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Mobile Application Development (1) - LapData Structure - Lap

This course provides students with the mathematical and logical foundations used in Computer Science and Artificial Intelligence and develops their ability to reason abstractly, construct arguments, and solve problems systematically. It begins with mathematical logic, including propositions, logical connectives, truth tables, logical equivalence, and inference, followed by predicates, quantifiers, and precise mathematical statements. The course covers set theory, set operations, Cartesian products, relations and their properties, equivalence and ordering relations, and functions and their principal characteristics. Students are introduced to major mathematical proof techniques, including direct proof, proof by contradiction, contrapositive reasoning, and mathematical induction. Fundamental counting principles are studied, including the rules of sum and product, permutations, combinations, and introductory inclusion-exclusion principles. Recurrence relations are introduced as mechanisms for representing recursively defined processes and computational patterns. The course also introduces fundamental graph theory, including vertices, edges, paths, connectivity, and trees, together with selected applications in computing and structured problem representation. Emphasis is placed on establishing the mathematical reasoning required for later computing and AI courses. Probability and statistical inference are deliberately excluded from detailed treatment because they are addressed in the dedicated Probability and Statistics for Data Science course later in the program. Upon completion, students should be able to use mathematical notation and logical reasoning correctly, construct basic proofs, solve problems involving sets, relations, counting, and graphs, and explain the relevance of discrete mathematical structures to algorithms, data structures, and Artificial Intelligence.

Type

Major Requirement

When

Year one, Second semester

Prerequisite

None

This course provides first-year nursing students with foundational academic and general English language skills. The course focuses on improving the four core language domains: reading, writing, listening, and speaking. Emphasis is placed on expanding vocabulary, mastering essential grammar rules, reading basic academic and health-related texts, and writing clear paragraphs required for academic success in nursing education.

Type

University Requirement

When

Year one, Second semester

Prerequisite

None

This course builds upon Programming (1) and moves students from basic procedural programming toward more structured software development using Object-Oriented Programming (OOP). Following a brief review of fundamental programming concepts, the course introduces classes and objects, attributes and methods, constructors, object creation, and interaction among objects. Students examine encapsulation and access control and learn how these mechanisms protect object state and organize responsibilities within software. Inheritance and code reuse are introduced, followed by polymorphism, abstraction, and interfaces, with emphasis on their contribution to extensible and maintainable software. Structured error handling using exceptions is introduced, together with techniques for detecting and responding to abnormal program conditions. The course covers file handling for reading, writing, and storing information and introduces fundamental collection structures for managing groups of objects more flexibly than conventional arrays. The course emphasizes object-oriented design, decomposition of a problem into cooperating classes with clear responsibilities, reduction of code duplication, and improvement of software reusability. Introductory testing, debugging, and refactoring practices are incorporated into the development process. The course deliberately focuses on general programming principles rather than AI or Data Science libraries, which are addressed in later specialized courses. Upon completion, students should be able to design and implement medium-scale object-oriented applications, define appropriate relationships among classes, apply encapsulation, inheritance, abstraction, and polymorphism, work with exceptions, files, and collections, and produce modular, understandable, reusable, and maintainable software.

Type

Major Requirement

When

Year one, Second semester

Prerequisite

Programming (1)

Unlocks

Data StructureMobile Application Development (1)

This course builds upon English Language (1) by introducing first-year nursing students to specialized medical terminology, clinical communication, and health-related academic writing. The course focuses on medical prefixes, roots, and suffixes, taking patient histories, reading clinical case studies, documenting basic nursing notes, and communicating professionally with patients and multidisciplinary healthcare teams.

Type

University Requirement

When

Year two, First semester

Prerequisite

None

This practical course trains students to design, implement, and manage relational databases using an appropriate Database Management System. Students begin by creating databases and tables and defining data types, primary and foreign keys, and constraints, directly applying concepts from the theoretical Databases course. Students use SQL to perform insert, update, delete, and select operations and then progress to more advanced queries involving filtering, sorting, aggregate functions, grouping, subqueries, and joins. Laboratory activities include designing an entity-relationship diagram for a practical problem, transforming it into a relational schema, and applying normalization principles. Students examine redundancy and dependencies and implement referential-integrity constraints. Introductory exercises involving views, transactions, user privileges, backup, and restoration are included where supported by the selected database platform. The course emphasizes organized database scripts, consistent naming conventions, and systematic testing of data and queries. During the final part of the course, students complete a database project beginning with requirements analysis and conceptual modeling and continuing through table creation, relationship definition, data population, and meaningful queries and reports. Upon completion, students should be able to develop a reliable practical database that can serve as a data source for later Data Analysis and AI applications.

Type

Major Requirement

When

Year two, First semester

Prerequisite

None

Unlocks

Database for Mobile Application - Lap

This course provides students with a systematic understanding of fundamental data structures and their relationship to algorithm and software efficiency. Building on Programming (2), the course begins with a review of arrays and references and then examines how data can be organized in memory and how suitable data structures can be selected for different problems. Topics include linked lists, stacks, queues, and priority queues, together with fundamental operations such as insertion, deletion, searching, and traversal. Trees, binary trees, binary search trees, and common traversal methods are also studied. The course covers hash tables, hash functions, collision-resolution techniques, graphs, and common graph representations. Students also study selected searching and sorting algorithms and compare them in terms of time and space complexity. Big-O notation is introduced to describe algorithmic growth as input size increases. Students are encouraged to evaluate efficiency rather than focusing solely on functional correctness. The course provides an important foundation for the later AI Algorithms course. Accordingly, it focuses on general-purpose data structures and algorithm analysis rather than AI-specific search and heuristic techniques. Upon completion, students should be able to design and implement fundamental data structures, analyze their efficiency, select appropriate structures for specific computational problems, and justify their choices based on performance and memory requirements

Type

Major Requirement

When

Year two, First semester

Prerequisite

Programming (2)

This practical course enables students to apply the concepts introduced in Mobile Application Development (1) through structured exercises and working applications. Students begin by configuring a mobile development environment, creating projects, using emulators or physical devices, and understanding project files and resources. Students design user interfaces using layouts and input and display controls, connect these elements to application code, and handle user-generated events. They implement navigation between screens, transfer data among application components, and manage resources such as strings and images. Laboratory activities include local storage, preferences, files, and preservation of selected application state across sessions. Students also practice permission management and controlled access to device capabilities such as location, cameras, or sensors where supported by the selected environment. Testing and debugging receive significant attention. Students learn to interpret logs, use breakpoints, trace execution, and identify causes of application crashes and unexpected behavior. Applications are also tested across different screen sizes and device configurations to illustrate the effects of device diversity on interface design and application behavior. The course culminates in a relatively integrated mini-project combining multiple interfaces, navigation, local storage, and selected device features. Upon completion, students should be able to independently create, run, test, and debug a basic mobile application.

Type

Major Requirement

When

Year two, First semester

Prerequisite

Programming (2) - Lap

Unlocks

Mobile Application Development (2) - Lap

Advanced Web Design develops responsive layouts with CSS Grid, Flexbox, and deliberate breakpoints. It covers information architecture, reusable components, form states, keyboard access, contrast, and alternative text. Students examine image-loading cost and layout failures to propose clearer interfaces. Server-side logic is outside the course. Information architecture covers section names, page priorities, and routes to a specific piece of content. Students ask when an important control should stay visible on a narrow display and when a hidden menu obstructs the task. Image choices involve file size, display dimensions, and functional alternative text when loading fails. Modest motion is assessed for feedback value and respect for reduced-motion preferences. Students draw a page tree for an information site, identify cross-links and return paths, and test headings and link labels with a new visitor.

Type

Major Requirement

When

Year two, First semester

Prerequisite

Website Design

This course introduces students to the fundamental concepts of relational database design, management, and use and establishes a strong foundation for later work in Data Science and Artificial Intelligence. It begins with the concepts of data, databases, and Database Management Systems and compares database systems with traditional file-based approaches. Students learn the principal stages of database design and use the Entity-Relationship Model to represent entities, attributes, relationships, cardinalities, keys, and constraints. They then learn how to transform conceptual models into relational schemas composed of related tables. The course covers the relational model, primary and foreign keys, referential integrity, and SQL for creating tables, defining constraints, inserting, updating, deleting, and retrieving data. Query topics include filtering, aggregate functions, grouping, sorting, subqueries, and joins. Functional dependencies and normalization are introduced to reduce redundancy and prevent insertion, update, and deletion anomalies. Fundamental normal forms are studied at an appropriate undergraduate level. The course also provides an introduction to transactions, concurrency, database security, backup, and recovery. Upon completion, students should be able to analyze information requirements, design an appropriate entity-relationship model, transform it into a relational database, write SQL statements to manage and retrieve data, and apply normalization and integrity principles to produce reliable and maintainable database structures.

Type

Major Requirement

When

Year two, First semester

Prerequisite

None

Unlocks

Database for Mobile Application

This course introduces students to the fundamental principles of mobile application development using an appropriate mobile platform and development environment. It develops the ability to design and implement basic mobile applications that make effective use of common device capabilities. The course begins with mobile application architecture, project structure, application components, and the application lifecycle within a mobile operating system. Students learn to design mobile user interfaces using layouts, input and display controls, lists, navigation mechanisms, and event handling. Application resources, including text, images, and files, are introduced together with fundamental techniques for supporting different screen sizes and display characteristics. The course also introduces basic local storage methods, including preferences, simple persistent data, and files. Students learn how to preserve selected application state across sessions and are introduced to mobile permission management and controlled access to selected device features such as location, cameras, or sensors. Good introductory development practices are emphasized throughout the course. Students learn to organize source code, separate user-interface concerns from application logic where appropriate, and use logging and debugging tools to identify and correct errors. Upon completion, students should be able to analyze the requirements of a basic mobile application, design and implement its user interface, manage navigation and user interaction, use local storage and selected device features, and run, test, and debug applications on emulators or physical devices.

Type

Major Requirement

When

Year two, First semester

Prerequisite

Programming (2)

Unlocks

Mobile Application Development (2)

Students build a multi-page site from narrow and wide wireframes. Consistent components and forms are tested with enlarged text, keyboard navigation, and error messages across screen sizes and browsers. A brief usability trial informs a documented revision. Assessment concerns the front-end interface and accessibility, not server programming. Students define test states before implementation: a narrow viewport, enlarged text, a long error message, and an unavailable image. Heading order is inspected so the page makes sense without color; a peer attempts to reach Submit and interpret an error without help. Success on one screen is insufficient: students state the widths they tried and repair failures. A change log connects observed problems to specific revisions, allowing first and final versions to be compared on the same task. Loading time with several images is also checked so visual polish does not come at the expense of access.

Type

Major Requirement

When

Year two, First semester

Prerequisite

Website Design - Lap

This practical course enables students to implement and evaluate the data structures introduced in the theoretical course using an appropriate programming language. Students begin with arrays and references and progress to linked lists and operations such as insertion, deletion, searching, and traversal. Stacks and queues are implemented using alternative representations so that students can compare their practical characteristics. Laboratory work also includes binary trees, binary search trees, traversal algorithms, and tree insertion, deletion, and search operations. Students implement hash tables, hash functions, and collision-handling techniques and represent graphs using adjacency matrices and adjacency lists. General graph-traversal algorithms are also implemented. Searching and sorting algorithms are programmed and compared using data sets of different sizes. Students measure execution behavior and relate practical results to theoretical Big-O analysis. Debugging tools are used to identify implementation errors involving references and dynamically organized structures. The course culminates in a mini-project requiring the use of multiple data structures. Students justify their design choices and evaluate performance. Upon completion, they should be able to implement, test, compare, and select data structures effectively for different computational problems

Type

Major Requirement

When

Year two, First semester

Prerequisite

Programming (2) - Lap

This course introduces the fundamental principles of operating systems and their role in managing computer resources and application execution. It begins with operating-system structure and its relationship to hardware and applications and then examines processes, threads, their states, creation, and management. Students study CPU scheduling and common scheduling algorithms and compare them using appropriate performance criteria. Synchronization, critical sections, shared resources, and inter-process communication are introduced together with deadlock conditions and fundamental approaches for handling deadlocks. The course covers memory management, including paging, virtual memory, and page replacement, together with file systems, secondary storage, and input/output management. Protection, user privileges, and fundamental operating-system security concepts are also addressed. The course remains focused on general operating-system principles and does not extend into Cloud Computing or distributed-system topics that are addressed elsewhere in the curriculum. AI-related applications may be used as examples to illustrate the effects of CPU, memory, and process management without changing the scope of the course. Upon completion, students should be able to explain how operating systems manage processors, memory, files, and devices, analyze fundamental scheduling and synchronization problems, and understand how resource-management decisions influence the performance of computational applications

Type

Major Requirement

When

Year two, Second semester

Prerequisite

None

Mobile Application Databases focuses on device-local storage and deciding what should be retained or fetched remotely. Local schemas, asynchronous access, migrations, caching, and offline operation are covered. Students analyze synchronization, repeated submissions, and conflicting versions of a record while considering privacy and the authoritative data source. Two cases are compared: a notes app where the device is authoritative and an order tracker whose server holds the main record. Students explain why one synchronization rule cannot fit both and when stale data should be labeled. A matrix covers online, offline, reconnection, and competing edits, specifying what is stored and what the user sees in each case. Conflict rules are justified by the meaning of the information and the cost of losing it. Students also consider what to do when a sudden interruption leaves the server's state uncertain.

Type

Major Requirement

When

Year two, Second semester

Prerequisite

Database

Mobile Application Development (2) adds external services and changing data to the first course. Students separate interface, application logic, and API access, parse JSON, and represent loading, failure, and empty states. Timeouts, bounded retries, session tokens, and preservation of entered work during disconnection are considered. Advanced integration and performance follow in the third course. A timeline follows opening a data screen: a request starts, loading appears, partial information arrives, and the user navigates away before completion. Students decide which update remains valid and which late response should be ignored. Service failure differs from a genuinely empty result; combining them misleads the user. Remote content is tested with missing fields, oversized values, and long text. Retry choices are assessed for effects on server and user, especially when an action changes data. Students explain how entered work survives failed submission and how the interface distinguishes a confirmed operation from one whose outcome remains uncertain.

Type

Major Requirement

When

Year two, Second semester

Prerequisite

Mobile Application Development (1)

Unlocks

Mobile Application Development (3)

Web Programming moves from static pages to services that handle HTTP requests and dynamic responses. Routes, forms, JSON APIs, database operations, sessions, authentication, and authorization form the core. Server-side validation, error handling, and introductory data protection are included. The emphasis is service logic rather than repeating CSS design. Students translate a small service specification into a route table listing method, required input, expected output, and failures. An authenticated user who tries to alter another person's record illustrates authorization as a separate question. Trust boundaries between browser, server, and database are identified, and a validation rule is framed for a manually constructed request. Students distinguish a useful visitor-facing error from information that belongs in a developer log. Handling and storage of credentials are reviewed to reduce exposure without undertaking advanced security protocol design.

Type

Major Requirement

When

Year two, Second semester

Prerequisite

Website Design

This course broadens students’ understanding of the role of Information Technology in organizations and society, with emphasis on practical applications of digital systems and services. It examines Information Systems and the relationship among people, processes, data, and technology and considers how information supports organizational operations and decision making. The course surveys applications of databases, networks, Internet services, cloud services, and mobile technologies in business, education, healthcare, and government. Digital Transformation is introduced as the use of technology to redesign processes, services, and user experiences. Electronic services, e-commerce, remote collaboration, content management, and digital communication are also examined. Data privacy, information security, and responsible practices for collecting and using information are discussed. The course considers broader social and ethical implications of technology, including the digital divide, automation, and the impact of AI and digital technologies on employment and society, without addressing internal AI algorithms. Upon completion, students should be able to explain the organizational role of IT, analyze examples of Digital Transformation, identify benefits and risks associated with different technologies, and understand the relationships among technology, processes, users, and data

Type

University Requirement

When

Year two, Second semester

Prerequisite

None

This general education course introduces students to the history, geography, culture, and social fabric of Palestine. The course covers the historical development of the Palestinian issue from the late Ottoman period to contemporary times, examining key geopolitical milestones, cultural heritage, international law frameworks, and societal resilience. Special emphasis is placed on the health sector's history, social determinants of health in Palestine, and the ethical role of healthcare professionals in serving local communities.

Type

University Requirement

When

Year two, Second semester

Prerequisite

None

Students build a small web service with routes to create, retrieve, update, and delete records. Forms connect to a database, while invalid input and different permission levels are tested. Run instructions and checks of both results and errors are documented; sensitive data are kept out of logs. Assessment focuses on request and data flow rather than visual decoration. Two students exchange a short specification: one implements routes while the other drafts verification cases from the same text. An update is checked with invalid values, a deleted record, and an unauthorized user. Finally, another account or device attempts to run the project, exposing hidden dependence on undocumented files or settings. The report states what was actually verified and what limits use beyond the teaching environment. Steps for reproducing an unresolved defect are recorded precisely enough for another person to investigate.

Type

Major Requirement

When

Year two, Second semester

Prerequisite

Website Design - Lap

Students implement a local data layer separate from screens, with create, read, update, and delete operations tested across app restarts. Simulated disconnection, reconnection, duplicate requests, and conflicting edits exercise a documented resolution rule. A schema migration retains old records, and failure and recovery checks accompany the submission. Synchronization testing starts with known snapshots on the device and teaching server. One value changes on each side and the event order is recorded before execution, so a conflict outcome can be explained. A mock network delays or repeats a message; a retry must not duplicate an action already saved. An older test database is opened by the updated app to verify that records retain their meaning. Storage code is separate from screen rendering so its source can be substituted in a test. The final review demonstrates disconnection and reconnection, explaining which record was selected and why.

Type

Major Requirement

When

Year two, Second semester

Prerequisite

Database - Lap

Students build an app connected to a mock service through a separate API layer, displaying data with loading and failure states. Valid and malformed responses, slow and lost connectivity, and navigation during a pending request are tested. Limited caching must not expose a previous account after sign-out. A working build, run instructions, and checks of success and failure are submitted. One describes expected API output; the other prepares mock responses exposing unstated assumptions. If an old request finishes after a newer one, they check for data shown in the wrong state, revise state management, and retest. Cached values after sign-out or a change of teaching account are checked to prevent disclosure of the prior account's information. Submission runs with documented settings and a specified mock service, and explains how to replace that service without editing every screen.

Type

Major Requirement

When

Year two, Second semester

Prerequisite

Mobile Application Development (1) - Lap

Unlocks

Mobile Application Development (3) - Lap

This course provides students with a structured understanding of computer-network principles and how data is transmitted among devices and systems across local networks, wide-area networks, and the Internet. It begins with network components, network classifications, and layered communication models, including the OSI and TCP/IP models and the responsibilities of their major layers. Physical- and data-link-layer concepts are introduced at an appropriate level, including transmission media, frames, MAC addressing, Ethernet, and switching. The course then examines the network layer through IPv4 and IPv6 addressing, subnetting, routing, routers, and path-selection concepts. Transport-layer functionality is studied through TCP and UDP, ports, reliability, flow control, and the distinction between connection-oriented and connectionless communication. Application-layer services include conceptual treatment of DNS, HTTP/HTTPS, and electronic-mail protocols. The course introduces wireless networking and Wi-Fi, basic mobility concepts, and important network-performance measures such as latency, throughput, packet loss, and bandwidth. Fundamental network-security concepts are also introduced, including common threats, firewalls, secure communication, and encryption in transit, while detailed security principles are reserved for the Information Security course. For Artificial Intelligence students, the course establishes the networking foundation required to understand cloud services, IoT systems, distributed data access, and networked AI applications without extending into specialized distributed Machine Learning. Upon completion, students should be able to explain end-to-end data communication, perform basic IP addressing and subnetting, describe routing and transport-layer behavior, diagnose fundamental connectivity problems, and understand how network characteristics influence the performance and reliability of digital systems and applications.

Type

Major Requirement

When

Year three, First semester

Prerequisite

None

User Experience Design proceeds from users, tasks, and context to journey maps, prototypes, and evaluation. Students practice limited interviews and observation, information architecture, labels, feedback, and waiting and error states. Accessibility, touch targets, contrast, and clarity are included. Usability findings separate what participants said from what they did; revisions are grounded in evidence and its sample limits. The subject complements interface implementation but asks broader questions about context and evidence. Coding detail remains with application development; evaluation here concerns the quality of the research, reasoning, and design response. Students select a narrow research question, such as whether a newcomer can find one action, and define success before observing participants. Task time, errors, and requests for help are recorded without turning a tiny sample into a broad statistical claim. If someone describes a page as easy yet fails a crucial step, both observations are reported and interpreted cautiously.

Type

Major Requirement

When

Year three, First semester

Prerequisite

None

Mobile Commerce examines the phone-based purchase journey from discovery through payment, confirmation, delivery, and refund. Students study stakeholders, business models, catalogs, inventory, and order states, including the effect of small screens and unstable links. A displayed success message is distinguished from verified payment; retries must avoid duplicate charges while fees and privacy remain clear. Local and cross-border examples illuminate language, currency, and delivery choices at a design level without assuming one legal regime. A final process map shows value and data flows, failure points, and who is responsible for resolving an uncertain transaction. A group maps an order in which stock runs out after an item enters the cart, identifying who may change quantity or price and when the customer must be told. Wanted promotional messages are contrasted with intrusive repeated notifications, and user preferences matter.

Type

Major Requirement

When

Year three, First semester

Prerequisite

None

This course introduces nursing students to principles of occupational health and safety within hospital and clinical environments. The course covers workplace hazard identification, infection prevention, ergonomics, chemical and radiation safety, needle-stick injury prevention, emergency preparedness, and the psychological well-being of healthcare workers, aligned with Saudi Ministry of Health regulations and Saudi Central Board for Accreditation of Healthcare Institutions (CBAHI) safety standards.

Type

University Requirement

When

Year three, First semester

Prerequisite

None

This general education course introduces nursing students to the fundamentals of human rights, patient rights, and professional healthcare ethics. The course examines international human rights instruments, Saudi national legislation, patient rights charters, bioethics, informed consent, and non-discrimination. Students will explore the relationship between human rights principles and nursing care, focusing on protecting patient dignity, confidentiality, and vulnerable populations in clinical practice.

Type

University Requirement

When

Year three, First semester

Prerequisite

None

This course introduces the engineering principles, processes, and practices used to develop software systems in a systematic, manageable, and maintainable manner. It begins with the concept of Software Engineering and the need for disciplined development approaches when building medium- and large-scale systems. The Software Development Life Cycle (SDLC) is examined from requirements analysis through design, implementation, testing, deployment, maintenance, and evolution. Students study Requirements Engineering, including elicitation, analysis, documentation, and management of functional and non-functional requirements. System modeling is introduced through appropriate representations such as use cases and selected UML diagrams. The course covers fundamental software design principles, including modularity, component decomposition, separation of concerns, cohesion, coupling, and introductory software architecture. Coding standards, documentation, configuration management, and version-control practices are also addressed. Software testing is introduced conceptually through unit, integration, system, and acceptance testing. Maintenance, software evolution, refactoring considerations, and technical debt are discussed to illustrate the long-term nature of software development. The course also introduces Agile Development, including appropriate elements of Scrum, team roles, iteration planning, effort estimation, risk management, collaboration, and software-project management. For Artificial Intelligence students, the course highlights selected differences between conventional software projects and data-driven or AI-oriented software, particularly the role of data, experimentation, and reproducibility, without extending into specialized MLOps practices. Upon completion, students should be able to analyze software requirements, produce suitable models and designs, organize software into manageable components, collaborate effectively within a development team, and apply engineering practices that improve software quality, testability, maintainability, and long-term evolution.

Type

Major Requirement

When

Year three, First semester

Prerequisite

None

Unlocks

Check software quality for mobile applications

Mobile Application Development (3) uses Flutter and Dart for cross-platform development, building on the first two application courses. It covers project structure, widgets, state management, navigation, separation of interface, logic, and data layers, REST APIs, and local storage. Late responses, background behavior, performance, accessibility, upgrades, and suitable unit and interface tests inform the design of a maintainable app. The laboratory implements and evaluates that design. Two ways of managing changing screen data are compared: a separate copy on each screen and a unified source with explicit updates. During an upgrade they consider pending requests and data written by an older build, preserving understandable behavior. Students form a hypothesis, select a measure, and propose updates triggered by real need. Error messages are reviewed according to what a person can actually do: wait, retry, correct input, or seek support.

Type

Major Requirement

When

Year three, First semester

Prerequisite

Mobile Application Development (2)

Unlocks

Multimedia for Mobile Applications

In the laboratory, students build a Flutter app in Dart with connected screens, reusable widgets, and explicit state management. A mock service and local storage are integrated; network failure, account changes, late responses, and an app upgrade are tested. Suitable unit and widget tests and limited performance measurements accompany buildable code, run instructions, test scenarios, and a candid account of remaining limitations. Team responsibilities are explicit, but build and run instructions must let any member start the project. Another student checks out and runs an independent copy, recording missing settings; safe configuration or instructions are repaired. A notification arriving while its screen is open is tested so the event is not displayed twice and does not erase unsaved work. If migration fails, the team keeps an old sample database to reproduce and correct the conversion.

Type

Major Requirement

When

Year three, First semester

Prerequisite

Mobile Application Development (2) - Lap

Unlocks

Multimedia for Mobile Applications - Lap

This course introduces nursing students to the fundamentals of Islamic culture, worldview, and moral philosophy, with a specific focus on medical jurisprudence (Fiqh), bioethics, and patient care. Students will study the core tenets of Islamic faith, ethical principles governing human interaction, spiritual care, and contemporary bioethical issues (such as organ transplantation, end-of-life care, and reproductive health) aligned with Islamic legal rulings and Saudi healthcare practices.

Type

University Requirement

When

Year three, Second semester

Prerequisite

None

Artificial Intelligence introduces problem representation, search, and inference, followed by basic data preparation, classification, prediction, and clustering. Students split data, avoid leakage and overfitting, and select measures such as precision and recall for the task. A model is compared with a simple baseline and its limits and possible bias explained. On-device versus remote use is considered for privacy, energy, and latency. Students ask whether a modest improvement justifies added explanation and operating cost. An example feature that contains information unavailable at decision time reveals leakage despite impressive scores. For a hypothetical phone app, response time, model size, and offline use are weighed before deciding where inference runs. Users may need a way to contest an outcome or correct erroneous data when consequences are real. Experimental steps and split settings are documented so the conclusion can be checked again.

Type

Major Requirement

When

Year three, Second semester

Prerequisite

None

This code denotes an elective slot, not a named course. The approved course actually chosen determines its topics, prerequisites, outcomes, and assessment. A precise specialist description requires that option to be identified by the academic unit

Type

Elective Requirement

When

Year three, Second semester

Prerequisite

None

This course develops students’ ability to prepare clear, structured, professional, and academically sound technical documents and reports, with particular relevance to Engineering, Computing, and Artificial Intelligence projects. It begins by distinguishing general writing from technical writing and emphasizes precision, clarity, conciseness, organization, and objectivity. Students learn the structure of a technical report, including titles, abstracts or executive summaries, introductions, background sections, methodologies, results, discussions, conclusions, and recommendations. Appropriate organization of sections and subsections and logical flow among them are emphasized. The course covers effective presentation of technical information through tables, figures, charts, and diagrams, including appropriate captions and in-text references. Students learn to adapt the level of technical detail to the intended audience and to use terminology consistently. Academic referencing and citation management are addressed together with plagiarism avoidance and the distinction among paraphrasing, quotation, and summarization. Ethical reporting practices are emphasized, including accurate presentation of evidence, avoidance of exaggerated conclusions, and transparent reporting of limitations or negative results. For AI-oriented work, students learn to document data sets, methodologies, experimental setups, evaluation metrics, results, and limitations in ways that support reproducibility. The course also includes preparation of technical presentations, project documentation, and selected professional technical communications. Upon completion, students should be able to prepare a complete and logically organized technical report, present data and experimental findings accurately, use references appropriately, document methodologies and experiments clearly, and communicate technical work in forms suitable for academic projects, graduation work, and professional practice.

Type

College Requirement

When

Year three, Second semester

Prerequisite

None

Cloud Computing covers service models and the division of provider and customer responsibility, with virtualization, containers, scaling, and load balancing. Students choose storage and processing for a mobile-facing API and consider latency, availability, and cost. Permissions, logs, metrics, backup, and recovery support a simple architecture whose component failures can be analyzed. Students compare two designs for performance, availability, cost, and administrative effort, and locate responsibility for protecting data and settings. A hypothetical failure of a component or region asks what users experience, what can be restored, and how much work might be lost. Students estimate monthly cost for a hypothetical service using assumptions about users, requests, storage, and data transfer, then change one assumption to test sensitivity. Increasing one server's size is compared with adding several smaller instances while checking whether the database or network becomes the bottleneck.

Type

Major Requirement

When

Year three, Second semester

Prerequisite

None

Information Security protects confidentiality, integrity, and availability by identifying assets, threats, and vulnerabilities before selecting controls. Authentication, authorization, password and data protection, untrusted input, updates, backup, and initial incident response are covered. Students produce a threat model and justified controls for a mobile service. Testing remains within authorized environments. All security testing is limited to authorized environments; specialist penetration testing lies outside the scope. Students mark trust boundaries on a mobile-service diagram, asking where attacker-controlled input enters and what operations it could reach. A strong password and an additional authentication factor are compared under device loss and database leakage; neither is described as perfect. A lost-phone scenario covers session revocation, locally stored information, and backups. Logs are reviewed to separate incident evidence from details that might expose users' secrets.

Type

Major Requirement

When

Year three, Second semester

Prerequisite

None

This course on self-marketing and personal development addresses self-improvement and life-building, focusing on enhancing human capabilities for the better by acquiring new skills or discovering existing abilities and enabling individuals to benefit from them in various life activities. The course helps students eliminate negative behaviors and adopt positive ones, set clear goals, and develop self-control. It also teaches decision-making skills necessary to build a strong personality capable of shaping a better future and contributing effectively to society.

Type

University Requirement

When

Year three, Second semester

Prerequisite

None

Software Quality Assurance for Mobile Applications connects requirements to acceptance criteria and unit, integration, interface, and end-to-end checks. Device and OS differences, permissions, interruptions, weak networks, upgrades, and accessibility inform test cases. Students write reproducible defect reports, prioritize impact, and add regression checks. A release plan states coverage and residual risk rather than treating test count as proof of quality. Monitoring failures after release and receiving user reports without excessive data collection are included. A test package concerns a notes app that saves locally and sends changes when connectivity returns. Students specify checks for duplication, a link lost after sending but before acknowledgement, account switching, and an upgrade over old records. A result needs app version, device, steps, and observed outcome so another person can repeat it. A rare crash is compared with a noncrashing defect that displays another account's information; frequency alone does not determine severity.

Type

Major Requirement

When

Year four, First semester

Prerequisite

Software Engineering

Students build a small app that displays or plays media in different sizes and formats, with previews, loading feedback, and responses to file or permission failure. Background transitions, resource release, slow networks, and cached copies are tested. File size, loading time, and quality are compared on a phone. Appropriate text alternatives or captions accompany buildable code, licensed assets, and test results without personal data. Preview time and full-file availability are measured separately because a user may begin a task before loading completes. If capture occurs inside the app, they inspect location metadata and remove it when unnecessary. Deleting a file during playback, navigating away, and returning test resource cleanup and error handling. A peer uses the app with sound muted and reports whether an important event remains understandable; a visual cue is revised if needed.

Type

Major Requirement

When

Year four, First semester

Prerequisite

Mobile Application Development (3) - Lap

Unlocks

Programming mobile games - Practical

This course systematically prepares students for the subsequent Graduation Project by requiring them to identify a meaningful real-world or research problem in Artificial Intelligence or Computing and transform it into a clearly defined and feasible project. Students begin by selecting a problem domain, identifying relevant stakeholders or users, analyzing the problem, and defining project objectives and research or development questions where appropriate. Students conduct a structured literature or technology review to understand existing approaches, available tools, data, and limitations and to establish the rationale for the proposed project. Software-oriented projects define functional and non-functional requirements, while research-oriented projects identify experimental and methodological requirements. The course includes feasibility analysis and selection of suitable technologies, data sets, algorithms, platforms, and tools. Students prepare an initial system architecture or research methodology. AI projects are expected to identify data sources, data-preparation strategies, appropriate baselines, evaluation metrics, comparison procedures, privacy concerns, and relevant ethical considerations. Project planning is addressed through task decomposition, schedules, deliverables, resource requirements, risks, and mitigation strategies. Students are also expected to define a testing or evaluation plan before implementation begins. The principal output is a comprehensive project proposal including background, problem statement, objectives, related work, methodology, requirements, proposed design, evaluation plan, timeline, and references. Upon completion, students should have a technically feasible and academically defensible proposal that can be presented to an academic committee and used as the direct foundation for implementation in the Graduation Project course.

Type

College Requirement

When

Year four, First semester

Prerequisite

None

Unlocks

Graduation Project

This course develops students’ ability to identify ethical issues and professional responsibilities encountered in Engineering, Computing, and Information Technology and to make professionally responsible decisions based on recognized principles. It begins with the concept of professional ethics, distinctions between legal compliance and ethical responsibility, and the role of professional codes of conduct. Students examine integrity, accountability, truthful reporting, conflicts of interest, intellectual property, and responsibilities toward employers, clients, users, and society. Privacy, confidentiality, data protection, and cybersecurity are considered professional obligations rather than purely technical concerns. Particular attention is given to AI ethics, including bias, fairness, transparency, explainability, accountability, use of personal information, and potential harms associated with automated decision making. The focus is on ethical analysis and governance rather than repetition of AI algorithms. The course also considers professional responsibility when developing software or AI systems that may affect health, safety, rights, opportunities, or access to services. Testing, documentation, risk assessment, disclosure of limitations, and responsible deployment are examined in this context. Case studies are used to analyze conflicts involving performance versus privacy, profit versus safety, and innovation versus social responsibility. Students identify stakeholders, assess possible consequences, and compare alternative actions. Upon completion, students should be able to recognize ethical issues in technology projects, evaluate the impacts of technical decisions on different stakeholders, apply professional principles to decision making, and explain individual and organizational responsibilities associated with the design, development, deployment, and use of AI and digital technologies.

Type

College Requirement

When

Year four, First semester

Prerequisite

None

This course introduces nursing students to the fundamental concepts of environmental health and its impact on human health and disease prevention. Students will explore air and water quality, climate change, medical waste management, chemical hazards, vector-borne diseases, and environmental safety standards within healthcare system and community settings.

Type

University Requirement

When

Year four, First semester

Prerequisite

None

Multimedia for Mobile Applications integrates images, audio, and video with attention to format, compression, resolution, file size, and device resources. Students choose loading, caching, and playback behavior for network, battery, permissions, and sensitive metadata. Captions, image alternatives, and playback controls support access. Alternatives are compared for perceptible quality, waiting time, and data use before laboratory implementation and later games. For a video screen, students specify time to first image, whether playback starts automatically, and how users can stop it or choose a suitable download on a limited connection. Two images are compared on an actual display before choosing one; a larger file may offer no perceptible benefit. Original and thumbnail storage are examined alongside removal of derived copies when private media is deleted. A short audio clip suitable for preloading differs from a long stream requiring buffering and deliberate resume behavior.

Type

Major Requirement

When

Year four, First semester

Prerequisite

Mobile Application Development (3)

Unlocks

Programming mobile games

This is a second elective slot, not a named course. Its subject, prerequisites, outcomes, and assessment depend on the option approved by the academic unit. A detailed description follows identification of that course and its official syllabus; no unlisted subject is assumed.

Type

Elective Requirement

When

Year four, First semester

Prerequisite

None

This course introduces concepts and methods for transforming problems and ideas into innovative and potentially viable ventures, with appropriate emphasis on technology-based products and services. It begins with entrepreneurship and innovation and distinguishes among ideas, inventions, and innovations. Students learn how unmet needs and practical problems can become opportunities for new products or services. The course covers opportunity identification, customer discovery, analysis of users, markets, and competitors, and development of a clear value proposition describing the benefit provided to a target customer or user group. Students are introduced to business models and their major components, including customer segments, channels, revenue streams, costs, key resources, activities, and partners. A tool such as the Business Model Canvas may be used to structure venture concepts. Students develop a Minimum Viable Product (MVP) or prototype, test assumptions with potential users or stakeholders, collect feedback, and iterate before committing substantial resources to full-scale development. The course also introduces pricing, marketing, funding, basic financial feasibility, intellectual property, and risk assessment. For AI-oriented ventures, students consider additional issues associated with data availability, infrastructure, responsible AI use, and the need to demonstrate that AI contributes meaningful value rather than being included solely for technological novelty. Upon completion, students should be able to analyze a problem or opportunity, formulate an innovative solution, develop an initial value proposition and business model, create a prototype or MVP, evaluate basic feasibility, and present the proposed venture effectively to stakeholders or potential supporters.

Type

College Requirement

When

Year four, First semester

Prerequisite

None

Mobile Game Programming builds on application development and multimedia to design a phone game with a game loop and explicit states. Objects, scenes, touch input, collision, frame-time movement, levels, scoring, saved progress, and interruptions are covered. Students consider performance, battery, accessibility, and clear feedback while defining testable rules. The laboratory creates a playable build. If collision is checked only after a large move, the object may pass through it; students propose a suitable update step or more precise check. Random events are made reproducible in tests through a fixed seed. Progress saving distinguishes state required after a completed level from disposable temporary detail. Input latency is examined for its effect on perceived control, comparing immediate visual response with an outcome dependent on slower work. A learnable, fair challenge differs from confusion caused by weak feedback.

Type

Major Requirement

When

Year four, Second semester

Prerequisite

Multimedia for Mobile Applications

Students build a small game with a complete path from start and control to result and retry. Simple shapes first verify movement, collisions, and scoring before appropriately licensed assets are added. Pause and resume, frame-rate changes, screen sizes, and boundary cases are tested, with a recorded effect of a performance or control revision. A playable build, state diagram, tests, and asset credits are submitted. Two builds are compared to judge the effect of a particular change without claiming one person's trial represents all players. A failing test for duplicate collision is saved, then rerun after the fix alongside earlier movement and scoring checks. If an added visual effect lowers performance, frame rates before and after are measured on the same device and its value weighed against the cost. Resume is tested at several moments, including scoring and level completion, to ensure rewards are not duplicated.

Type

Major Requirement

When

Year four, Second semester

Prerequisite

Multimedia for Mobile Applications - Lap

This third elective requirement does not identify the course that fulfills it. An approved option supplies its prerequisites, content, outcomes, and assessment. A specialist description is written after the actual course is announced, rather than assumed here.

Type

Elective Requirement

When

Year four, Second semester

Prerequisite

None

Students carry out the approved proposal from the prior semester, documenting scope changes and reasons. They build the app, service, or technical study and evaluate it against stated objectives and success criteria. Reviewable work, a report, run instructions, and a defense present results and limitations candidly. Each member identifies their contribution and compares actual delivery with the plan, including unfinished features. Brief handoff and run instructions let reviewers try what was built. Success is judged by stated objectives, strength of evidence, and candid limits, not screen count or ambitious claims. Teams keep a stable build at each review milestone with a change record of completed and reverted work. User feedback is classified as an implementation defect or a new request outside scope, and the decision is justified to the supervisor. Test data and accounts avoid real people's information without permission; access is reviewed before demonstration.

Type

Major Requirement

When

Year four, Second semester

Prerequisite

Freelance Work

Students apply program skills in an approved supervised placement through tasks such as requirements, development, testing, or documentation. They follow team procedures, access rules, and confidentiality and seek review before changing live systems. A learning log and final report distinguish work observed, assisted, and personally completed without disclosing host or user information. If code or data cannot be shown, an authorized generic description or synthetic example is used. Before beginning a task, students identify its reviewer and acceptance condition so effort addresses the host's actual need. In a suitable meeting they give a concise update on completed work, an obstacle, and next action, learning when a short message suffices and when fuller documentation is needed. Written placement objectives are compared with actual tasks midway through, and a learning plan is revised with supervisors if experience has drifted.

Type

Major Requirement

When

Year four, Second semester

Prerequisite

None

This course introduces nursing students to the fundamentals of Hadith Studies (Ulum al-Hadith) with a focus on prophetic traditions related to health, cleanliness, patient care, medical ethics, and compassion. Students will learn the basic methodology of Hadith authentication and examine selected authentic Prophetic traditions (Ahadith) that guide professional nursing behavior, personal hygiene, mental resilience, holistic healing, and ethical duty toward patients in Saudi healthcare settings.

Type

University Requirement

When

Year four, Second semester

Prerequisite

None

This course aims to introduce students to the concept of freelancing as one of the modern work models that relies on independence and flexibility in providing services or products online or directly. It focuses on equipping students with the essential skills and knowledge needed to start in the freelancing market, advance toward project management, and achieve financial sustainability

Type

University Requirement

When

Year four, Second semester

Prerequisite

None