Program SELF-STUDY Report

Department of Chemical EngineeringJune 2000

Table of Contents

Subject Page

A. Background InformationDegree TitlesProgram ModesActions to Correct Previous Deficiencies

B. Accreditation Summary1. Students

2. Program Educational Objectives3. Program Outcomes and Assessment4. Professional Component5. Faculty6. Facilities7. Institutional Support and Financial Resources8. Program Criteria

Appendix I - Addition Program InformationA. Table 1 - Basic Level Curriculum

Table 2 - Course and Section Size SummaryTable 3 - Faculty Workload SummaryTable 4 - Faculty AnalysisTable 5 - Support Expenditures

B. Course Syllabi

C. Faculty Curriculum Vitae

Appendix II - Guide to Course Selection (Chemical Engineering)

A. Background InformationA.1. Degree TitlesThe official degree title is “Bachelor of Science in Engineering.” Chemical Engineering is further identified as the major on the transcript. Double majors are similarly identified, e.g. “Chemical Engineering/Materials Engineering” is used to indicate a double major in Chemical Engineering and Materials Engineering. A double major is earned by meeting the requirements of both majors. A double major in Materials Engineering may be earned by choosing at least fifteen credits of materials courses among the elective courses that a student takes. This particular form of the double major ends with the class that entered in Fall 1999.

A.2. Program ModesThe Chemical Engineering program is offered as a day program at the basic level. Students can do most lower division (freshman and sophomore) years at one of the Regional campuses of the University.

The Chemical Engineering program does not have a required co-op experience. Students may participate in a co-op experience through the Cooperative Education Program of the Career Services Department. This is an individual decision by the student. Students in their sophomore, junior, and senior years may participate. During the academic year 1999-2000, three chemical engineering students pursued this option.

Students also have the opportunity to participate in the EUROTECH program. This program leads to two degrees, one in engineering and the other in German. It includes a year in Germany that includes work with a German company. There are currently two chemical engineering students in the program.

A.3. Actions to Correct Previous DeficienciesSchool Wide

“There seems to be great variation in the thoroughness and quality of feedback provided to the students on writing {in W courses}.”

ACTION: All departments in the School of Engineering have reviewed their W requirements and have come up with department specific actions to correct the deficiency. In the CHEG department, W courses are CHEG 237W and 239W, the senior laboratories. Following the last visit, the CHEG department now schedules individual student/faculty "report writing" consultation sessions in these courses. During these sessions, students receive individual advice on report structure, grammar, style, technical content, data analysis, data presentation, and statistics. Two full-time faculty members instruct the laboratory classes and grade all reports. Attendance at the faculty/student meetings is mandatory and factored into the student's overall grade. In addition, a "model report" is provided to the students at the beginning of semester in Cheg 237W as a common basis for students to judge their own reports. Generally, our students and alumni comment favorably on the writing and presentation skills that they acquire in CHEG 237 and 239.

“The public may have difficulty in discerning from catalog statements, and other documents the goals, logic of selection, and in particular how the design experience is developed and integrated throughout the curriculum.”

ACTION: While information in the printed catalogs (p-catalog) identifies graduation requirements only, as mandated by the university, the web-based electronic documentation (e-catalog) addresses the above issues by presenting a more comprehensive description of the logic of course selection and integration of design. Also included in the e-catalog are clearly stated program goals and objectives. In addition, each department produces a "Guide to Course Selection" which contains an even higher level of detail regarding the content and purpose of required courses toward fulfillment of program objectives. The guide to course selection is published on the Chemical Engineering Department Web page and is reference from both the p-catalog and the e-catalog. This guide is updated at necessary.

DepartmentalNo departmental deficiencies were cited during our last review

B. Accreditation Summary

B1. StudentsStudents

Students are admitted to the School of Engineering with superior high-school records on a competitive basis. They are required to have taken 4 years of English, 3.5 years (4 recommended) of math, 2 years of a foreign language (3 years of a single language is recommended to meet the University’s graduation requirements without additional foreign language courses), 2 years of a laboratory science (chemistry or physics required), 2.5 years of social science, and 2.5 years of other coursework for a total of 16 units. The average SAT score for the engineering class admitted in 2000 was 1265 and the average high school class standing of those admitted in 2000 was the top 20%. At the time of admission, students may receive advanced standing (including credit for certain freshmen courses) based on their performance in Advanced Placement Examinations.

Student Advising:All students accepted into the School of Engineering attend an orientation meeting during the summer, where they register for their fall semester courses. They meet with the Associate Dean for Undergraduate Education to discuss what to expect during their first semester, what services are available in the School and University, and what types of courses they will be taking throughout their college careers. Individual departmental advisors are also present at the orientation meeting to help with the registration and answer questions regarding their particular disciplines.

The Associate Dean also discusses the advising system for the School and encourages students to meet with their advisor early in the semester, especially if they experience any difficulties with their beginning courses. All advisors are faculty in the School. Students who have designated chemical engineering as their field of study are assigned an advisor from the chemical engineering department. The Director of Student Advising handles undeclared student advising until the student selects a major and can be assigned an advisor in the appropriate department. Once a student is assigned an advisor in their department, they usually keep that advisor for the duration of their college career.

The advisor provides direction and guidance to the student about career choices and how the engineering program fits into these choices. The advisor provides help in the selection of courses and the meeting of School and University requirements. Registration for courses is handled electronically. Before students can register, the advisor must release an electronic bar to registration. Although the advisor is responsible for making appropriate academic recommendations, students are responsible for their own academic progress.

Advising records for each student are kept by the faculty advisor, with a separate copy maintained by the Director of Advising. Advisors are kept informed of the students' progress by transcripts sent out at the end of each semester. Students with low semester GPAs or other deficiencies are sent notices, with copies forwarded to the advisor, to schedule a meeting with their advisor. During the meeting, the student and advisor design a plan to correct the deficiency.

Student graduation is dependent on meeting all curricular and GPA requirements set out by the department, school and university. The degree program requires that each student to complete a total of 134 applicable credit hours and earn at least a 2.0 (on a 4.0 basis) for all calculable Upper Division work (work in excess of the first 60 credits earned). Students are on academic probation for the next semester if their performance is such that they are included in any of the following groups:

Students who have completed their first Lower Division semester and have earned less than a 1.6 semester grade point average on a 4.0 scale.

Students who have completed their second Lower Division semester and have earned less than a 1.8 semester grade point average for that semester.

Students who have completed their third Lower Division semester and have earned less than a 1.9 semester grade point average for that semester.

Students who have completed their fourth Lower Division semester and have earned less than a 2.0 semester grade point average for that semester.

Students who have completed their first Upper Division semester (earned more than sixty credits) or more and who have earned less than a 2.0 semester grade point average or Upper Division cumulative GPA.

The Dean of Students informs the student and the student’s advisor that a marked academic improvement in future semesters is necessary to obtain the minimum scholastic standards. Students who fail to meet the minimum scholastic standards for two consecutively registered semesters, or for three in the same division, or for a total of four in their academic career, are subject to dismissal.

The School of Engineering requires a cumulative grade point average of at least 2.0 in all courses in mathematics, physics, chemistry, and engineering applicable toward the degree in order for the student to be admitted to the junior year in his/her selected major. The Assistant Dean for Undergraduate Affairs of the School of Engineering must approve all exceptions to this.

Our advising system is designed so that advisors and students can contact each other regularly. Normally, a student must meet with the advisor twice a year to discuss coursework and the program requirements and to register for the next semester. To assist them in planning their program, each student is given the "Chemical Engineering Department Guide to Course Selection" (see Appendix II). This document spells out details of the many requirements of the academic program, provides information regarding choice of technical courses to meet program objectives and outcomes, and shows how to fill out the plan of study. It also provides a brief overview of the chemical engineering profession. In addition, each student receives a computer analysis of degree requirements that have been met and that are still to be met (see PACE below).

Student Monitoring:Two mechanisms are used to insure that students meet all ABET, Department, School, and University requirements: a Plan of Study and a computerized degree audit system, PACE. Students must submit for approval a Plan of Study during their Junior year, with the help and guidance of the advisor. This document lays out the details of the student's academic program, and carefully indicates how all of the degree requirements, including ABET criteria, will be satisfied.

Upon approval by the advisor, the initial Plan of Study is reviewed and approved by the Plan of Study Reviewer or by the Department Head, and the Director of Advising. Care is taken at all levels to ensure that any accepted program meets all requirements. Any plan revisions require the same approvals. In our Department, a faculty member designated as Plan of Study Reviewer (Prof. Emeritus G.M. Howard), verifies all plans of study. Before graduation, the final Plan of Study is used by the University Degree Auditor in the Registrar's Office to certify that all the graduation requirements have been met. A copy of the plan of study form is shown on the next page.

The University has fully implemented a computer degree audit system called PACE (Programmed Academic Curriculum Evaluation). PACE monitors the semester by semester progress a student makes towards his/her degree requirements. A PACE audit is sent to both the faculty advisor and the student every semester. The report indicates which requirements have been met and how they have been met and which requirements have not been met. For the student, this helps eliminate last semester surprises. It gives both the advisors and students more time for meaningful one-on-one program and career planning. Because credit restrictions are programmed into PACE, it effectively provides an accurate report of students' degree credits.

Student evaluation:In addition to monitoring credit hours, student learning outcomes are evaluated using "end of course" surveys. These surveys are administered in every undergraduate course to both the students and the faculty. The purpose of the survey is to determine "student level of attainment" of learning objectives from both the student's and the faculty's perspectives. These are used in program outcome assessment. An example of this survey is included in section B part 3 (Program Outcomes and Assessment). Evaluation of "student level of attainment" is based on sets of well defined criteria to insure consistent and objective results. Faculty assessments are based on test results, homework, quizzes, design projects, written and oral reports, and other means.

Sample Plan of Study Form

B2. Program Educational ObjectivesThe Chemical Engineering Department is committed to excellence in its undergraduate program and to maintaining its accreditation status. In the Spring 2000, the Department implemented a formal process which continually reviews and revises program objectives, outcomes and curriculum to meet current needs in chemical engineering education, to meet the needs of our constituents, and to satisfy University and School missions and ABET/AIChE criteria. Recommendations resulting from this process as well as other aspects of the undergraduate program are regularly discussed at Departmental faculty meetings. The Mission, Approach, and Program Objectives of the Chemical Engineering Department, determined using the process described later in this section are as follows.

Program Mission Statement, Approach and Objectives:Mission

The Department of Chemical Engineering at the University of Connecticut prepares students for productive careers in this versatile, dynamic, evolving discipline. Upon graduation, students will have learned skills in critical thinking, problem solving, and communication necessary for success as practicing chemical engineers or in graduate studies. Particular strengths of the department lie in the areas of biotechnology, advanced materials, computer applications and environmental protection.

ApproachTo achieve its mission, the Department of Chemical Engineering provides an intensive educational program with faculty dedicated to developing the framework for and stimulating the desire to pursue ongoing active learning. A thorough base in mathematics; physical science; engineering science; and laboratory, design, and communication skills is given through course activities, individual and group-based projects, and independent research. The curriculum also exposes students to relevant safety, environmental, social, and economic issues facing the engineer in modern society. A low student to faculty ratio permits one-on-one contact with members of the faculty, creating opportunities for independent research, active advising, and mentoring. The department also provides a student experience that fosters leadership development, encourages creativity and intellectual curiosity, and demands responsible behavior and high quality performance. Flexibility in the curriculum provides opportunities to pursue a double major or minor, study abroad, or gain practical job experience through voluntary participation in an industrial co-op program.

Program ObjectivesI. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-

changing discipline of chemical engineering.II. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long

mutually supportive relationships among graduates, academia, and industry.

The program mission statement and program objectives have been "published" on our web page and in our undergraduate recruiting brochure. They are consistent with School of Engineering (SoE) and University missions in that they strive to1)..."build a challenging intellectual environment for all students...and examine all we do with a global perspective"2)..."ensure that the student experience fosters the transmission of knowledge and inspires intellectual curiosity"3)..."serve the state and its citizens in a manner that enhances the social and economic well-being of its communities"

The University of Connecticut Vision, Mission, Values and Goals statement, approved by the Board of Trustees on February 10, 1995, can be found at http://www.uc2000.uconn.edu/part1.html and the School of Engineering's Mission statement can be found at http://www.engr.uconn.edu/SoE/mission.html.

Constituencies:Program constituencies, as determined by the department and SoE ABET Assessment Committee, are faculty, alumni, employers (as represented by our Advisory Board), school and university mission statements, and ABET/AIChE criteria. The following table contains a list of our Advisory Board industrial affiliations along with

a list of the top ten employers of our graduates. The department has sought to choose advisory board members from among these top employers.

Advisory Board Industrial Affiliation Top 10 EmployersPfizer Central Research Pfizer Inc. (1)Exxon Exxon (2)Uniroyal Chemical Company, Inc. Uniroyal (3)

United Technologies (4)Pratt & Whitney (5)

Cytech Industries Cytech Industries (6)ABB Power Plant Laboratories ABB Combustion Engineering (7)Olin Research Center Olin Chemicals (8)

IBM (9)Andersen Consulting (10)

Procter & Gamble Union Carbide Corp.Boelringer Ingelheim Pharmaceuticals, Inc.Rogers CorporationAdvanced Fuel ResearchSaint-Gobain AbrasivesNortheast Utilities System

Processes to Establish and Review Program Objectives:The program objective process consists of two steps: 1. establish/review departmental objectives using input from our constituents and results from our assessment process (every 5 years); and 2. Achieving those objectives via curricular and extracurricular activities defined, reviewed and updated (yearly).

Establishing Program Objectives:The process of establishing the departmental objectives begins with a critique of the old objectives, performed by the Program Objective Review Committee (3 faculty within the department) during the summer a full year prior to the desired deadline. This group develops a rough draft of new objectives, which are circulated to the faculty for review and comment. Modifications are discussed and changes made in several iterations (5-6 drafts produced during the fall semester). Following faculty approval, new objectives are sent via survey to the alumni for critique and comment (at the beginning of spring semester). The objectives are also the topic of an Advisory Board meeting in which board members are asked to develop "program objectives" in line with their needs. Results from these two exercises, along with information from ABET workshops and input from SoE ABET committee members, consultants from various academic institutes, school and university mission statements, and informal conversations with local employers will be combined to shape the final draft of departmental objectives.

Final program objective approval is established by faculty vote at the end of the spring semester. This process will be repeated every 6 years. Alumni survey results, Advisory Board input, and the developmental history of our current program objectives are shown at the end of this section.

Reviewing Program Objectives:Review of the stated program objectives will occur once every 6 years. This review will follow the same procedure used to "establish program objectives" stated above. Program objective "update" will be the focus of one faculty/advisory board meetings every 6 years, where program objectives will be scrutinized in light of collected data (alumni surveys) and the changing needs of our constituencies. The next update will be due in the Spring 2006. As changes are made in the objectives, the department's Undergraduate Program Committee (consisting of three faculty members, including the Assistant Department Head) will monitor how these changes are incorporated into curricular and extracurricular activities and ensure that they are carried out.

Process to Ensure Achievement of Objectives:

Each program objective is linked to one or more program outcomes. Specific student learning outcomes have been identified and associated with each program outcome. Learning outcomes are then linked with courses and/or activities contained in the program and required for degree fulfillment. Thus we strive to achieve our objectives through our curricular and extracurricular activities.

To facilitate this process, we have split our curriculum into four major "areas" of concentration. The fundamental area includes chemistry, physics, math, freshman engineering and our Introduction to Chemical Engineering course (CHEG 203). The core area contains chemical engineering thermodynamics, transport phenomena, unit operations, and kinetics. The integration area includes senior-level unit operations laboratories, design, and control. The elective area encompasses all undergraduate elective courses. Program activities that contribute to the program objectives through means other than courses are contained in extracurricular area .

The following table shows the contributions of the four curricular areas and the extracurricular area to the Program Objectives, broken down by chemical engineering courses or activities. This table was developed by the assistant department head based on the course syllabi and in consultation with course instructors.

B2- Table 1CHEG Program Content & Contributions to the Program Objectives

indicates significant contribution to the objectiveCourse Obj I - "adapt to and become

successful, lifelong contributors to the field of chemical eng"

Obj II - "Promote a sense of prof. ethics and responsibility...form mutually supportive relationships.."

Fundamentals Area Cheg 203 - Intro to Cheg

Core Area Cheg 211 - Thermo I Cheg 212 - Thermo II Cheg 223 - Transport I Cheg 224 - Transport II/Unit Ops Cheg 251 - Process Kinetics

Integration Area Cheg 237W - Senior Lab I Cheg 239W - Senior Lab II Cheg 243 - Process Design Cheg 247 - Dynamics and control

Elective Area Cheg 245, 256, 261, 283, 285, 295, 299*students are required to take 2 Cheg electives and 4 professional electives

7 's 7 's

Extracurricular Area Advising AIChE Student Chapter Internship/Coop/Eurotech Low student/faculty ratio

Objective attainment will be assessed yearly using alumni surveys, advisory board input, alumni data base statistics, Uconn Foundation records of alumni donations, and informal input from alumni, recruiters, and company representatives. Assessment data will be collected, summarized and presented at the annual

faculty/program outcomes assessment meeting held in early June (as described in section B3). Program modifications resulting from this meeting will then be put into place (i.e. changes in the assessment process, changes in the curriculum, improvements in the advising system, greater flexibility in the curriculum, etc).

Specifically, attainment of Objective I will be determined by surveying alumni to assess: 1. general preparedness for and contributions to work in the field of chemical engineering. Questions linking "preparedness" to specific elements of our curriculum will be included 2. starting and current salary3. continuing education/short courses taken4. professional meeting attended5. publications, patents, and other activities

Alumni from 10, 5, and 2 years out were selected as survey recipients for the Spring 2000 "program objective" evaluation. This particular survey sought to ascertain information regarding both the establishment and achievement of objectives. A high response rate was achieved by offering incentives (basketball tickets!) for filling out and returning the survey. Phone calls will be made to those alumni who do not respond within a certain time. A 43% response rate on 70 surveys mailed out in the spring of 2000 was achieved using these techniques. Spring 2000 Alumni survey results are presented at the end of this section.

Attainment of Objective II will be determined using information from the alumni survey (or alumni database), the advisory board, and the Uconn Foundation regarding:

1. Preparedness regarding impact of engineering in a global and societal context and understanding of professional and ethical responsibility. Questions linking "preparedness" to specific elements of our curriculum will be included 2. alumni/industry ties (employment history from alumni survey, ) 3. industry/academia ties (the advisory board)4. alumni/academia support (Uconn Foundation data on annual donations)5. general satisfaction of alumni with their undergraduate education (from alumni survey)

Program Objectives Assessment Data:Summaries of the data collected to evaluate Program Object I and II are presented below. A more detailed summary of the Spring 2000 Alumni Survey is presented at the end of section B2.

Assessment Data for Program Objective I: "Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering"

1. General preparedness for work in the field of chemical engineering is evaluated by two questions from the alumni survey:

(a) "Rate you preparation for employment or grad school on the following scale: 1= not as well prepared2= about average3= better prepared

The Results from 30 respondents out of 70 surveys mailed Representing the classes of '98, '93, and '88 = 2.55 .57

(b) "Rate Components of Your Undergraduate Education for VALUE (=How important they were in attaining your first professional position and performing at that level) and QUALITY (=Did you Uconn education prepare you adequately). B2 - Table 2 contains averaged results for components relating to Objective I.

B2- Table 2Spring 2000 Alumni Survey Results

Numerical Rating of Components of the Chemical Engineering ProgramPertaining to the Achievement of Objective I

Scale 1=lowest value/quality 5=highest value/quality VALUE QUALITYBasic Math (Calculus, Differential Equations) 3.46 1.37 3.78 .91Basic Sciences (Physics, Chemistry) 4.11 .88 3.79 .88Problem Solving Skills 4.55 .78 4.20 .67Computer Programming/Numerical Methods 3.43 1.40 3.21 .83General Software Applications 3.85 1.03 3.22 .89Special Software Applications (Process Simulations, etc) 2.89 1.26 3.43 .88Basic Chemical Engineering (Thermo, Trans, Kinetics) 3.76 1.09 4.17 .66Experimental/Research Methods and Analysis 3.79 .94 3.60 .78Process Design and Economics 3.48 .87 3.38 .86Process Control 2.86 1.24 3.61 .92Optimization 3.21 1.13 3.03 .81Model Development 2.86

1.142.86 .85

Engineering Electives 3.82 1.09 3.89 .92Communications (Speech and Writing) 4.55 .74 3.93 .75Ability to learn independently 4.45 .91 4.03 .82Multidisciplinary Teamwork/Leadership 4.55 .74 3.90 .72

The "Bolded" text represents an area requiring discussion and possible modification

2. Starting and current salary information: no data available (question will be added to next survey)3. Continuing education/short courses: no data available (question will be added to next survey)4. Professional meetings: no data available (question will be added to next survey)5. Publications, patents, other activities: no data available (question will be added to next survey)

Assessment Data for Program Objective II: "Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry."

1. General preparedness in the areas of professional ethics and social responsibility is evaluated by one question from the alumni survey:

"Rate Components of Your Undergraduate Education for VALUE (=How important they were in attaining your first professional position and performing at that level) and QUALITY (=Did you Uconn education prepare you adequately). B2 - Table 3 contains averaged results for components relating to Objective 2.

B2- Table 3Spring 2000 Alumni Survey Results

Numerical Rating of Components of the Chemical Engineering ProgramPertaining to the Achievement of Objective 2

Scale 1=lowest value/quality 5=highest value/quality VALUE QUALITYEnvironmental, health and safety considerations 3.93 .86 3.36 .95Professional and ethical responsibilities 4.21 .82 3.62 .90Knowledge of Contemporary and Global Issues 3.59 .87 2.62 .90

The "Bolded" text represents an area requiring discussion and possible modification

2. Alumni/industry ties are obtained by asking for initial and current employer/position data on the alumni survey:

Results show that19 out of 29 respondents are still employed by their initial employer (65%)1 had graduated from graduate school and obtained a position in engineering9 had changed employers (but were still in engineering or engineering related fields)1 was no longer in an engineering position (3%)

3. Industry/academia support is evaluated by tracking monetary donations to the department, the number of undergraduate scholarships sponsored, and the number of summer internships provided. This information is presented in B2 - Table 4.

B2- Table 4History of Industrial Support to the Department

AcademicYear

Monetary Donations to the Department ($)

Number of Undergraduate Scholarships Sponsored

Number of Summer Internships Provided

97-98 $31,500 8 scholarships ($14,500) 2 internships ($10,000)98-99 $52,750 12 scholarships ($21,500) 3 internships ($15,000)99-00 $33,025 18 scholarships ($29,500) 3 internships ($15,000)

4. Alumni/academia support is evaluated by tracking alumni gifts to the University as shown in the following table.

B2- Table 5History of Alumni Gifts to the University

97-9898-9999-00

5. General Satisfaction of alumni with their undergraduate education is evaluated using the Alumni Survey question "Would you recommend UConn Chemical Engineering to friends and relatives?"

28 respondents answered yes...2 respondents answered no.... market for Chem E's in the New England area was small - Uconn's program was small market for Chem E's is quite small in area

First Cycle Improvements:The results of the first cycle of evaluation were viewed with four main purposes in mind:

1. Produce an Objective Statement that accurately represents the needs of our constituents2. Identify and correct Assessment Process deficiencies (deficiencies in our surveys, type of data

collected)3. Identify and correct Objective Attainment deficiencies (deficiencies in our curriculum)4. Determine whether our Objectives are truly Meeting the Needs of our constituents

One problem occurred in the Objective Statement development process, namely that it was difficult to determine a "proper" level of specificity to include in the statements. It was found that constituent input regarding objective

statements" was more detailed than warranted, i.e. the term "objective" is very loosely defined and can be interpreted many different ways. For this reason, constituent input on our objectives was not directly incorporated into the wording of the statements.

Being our first round of formal program assessment, several deficiencies were noted in our Assessment Process. In particular, more information should be requested on the alumni survey to fully evaluate our performance on Objective I. It is felt that the data gathered in support of Objective II is sufficient.

With the data gathered, we were able to confirm that our curricular and extracurricular programs are producing satisfied, well prepared alumni and that we are Attaining our Program Objectives. Furthermore, our objectives satisfactorily address the needs of our constituents. Therefore, only slight modifications to the educational program have been proposed.

Based on the results of the first cycle of the objective identification/objective achievement process, several improvements have been identified and will be incorporated in the next cycle. They are listed below:

B2- Table 6Program Objective Process Improvements

Spring 2000Objective Establishment & Achievement Process Deficiencies

Corrective Measures Employed

Program Objectives -Advisory board "program objectives" require students to possess business skills immediately upon graduation

Program objectives will not be modified to contain the words "business skills"(too specific) however business skills will be introduced into the curricula via various methods mentioned below

Alumni survey results in variety of suggestions concerning the objective statements (see Survey summary at the end of this section)

Alumni comments were incorporated by including the "Approach" paragraph between the Mission Statement and the Program Objectives

Alumni Survey - No salary info gatheredNo continuing edu info gatheredNo publications/patents info gatheredNo community service info gatheredNo color coding to determine GPASent to alumni 10 years out

Include the items noted on future alumni surveys

Send survey to alumni less than five years outAlumni Data Base - In state of neglect

Data Base updated and plans for continuousMaintenance implemented (secretarial time allotted)

Objective Attainment Process -Advisory Board desires more exposure toBusiness skills

Students desire better "advertisement" of summer internship opportunities

Data concerning summer internship participation was difficult to obtain

Create a new elective "Engineering Entrepreneurship"Create more flexibility in the course sequence to facilitate student participation in Co-op. Advertise summer internships and other job opportunities on our web page and create links with industry to facilitate student participation in summer internships.Keep better records of summer internship participation via formal senior exit survey

Alumni survey indicates need for moreExposure to contemporary and global issues

We have recently begun and will continue to increase the coverage of these issues in our elective courses.

Also, the number of required elective courses will be Increased by one, thus increasing exposure in these areas

Documents Relating to Section B2Program Educational Objectives

1. Alumni Survey / Summary of Results - Spring 20002. Program Educational Objective / Advisory Board Input - Spring 20003. Developmental History of Current Program Objectives

Alumni Survey Summary of Results

Spring 2000

Based on 30 responses (from a pool of ~70 potential respondents in graduating classes '98, '93, and '88)Employer / Position Summary -

1st Job following B.S Class Current JobDEP Permit Engineer 98 same sameClinipad Industrial Eng 93 same sameKaman Aerospace Liaison Eng 98 same sameCYRO Industries Tech Service Eng 98 same sameSartomer Process Eng 98 same sameFairPreene Process Eng 98 same sameABD Engineer 93 same senior engFit Linxx Internet Developer 98 same Web DevelEnv Risk LTD Env. Eng 88 Jocobi, Kappel,etc Lawyer Grad student Biomedical eng 98 same samePfizer Assistant scientist II 98 same sameGrad student 98 same sameTeknor Apex Co Polymer devel chemist 93 M.A. Hanna Eng Mat Senior chemist Ham Sundstrand Chem/materials Eng 98 same sameCYRO Industries Product Eng 93 Curtin Ins. Agency TreasurerABB Nuclear Eng 98 March First ProgrammerHam Standard Analytical Eng 88 Veco Rocky Mt. Inc Sr Process EngMetcalf & Eddy Env Eng 93 Ensign-Bickford Chemical EngProcter & Gamble Eng/ Product devel 98 same sameGrad student Chem eng at Cornell 98 IntelCytec Industries Production supervisor 93 same Process EngCT DEP Air poll control eng 98 same sameTimet Castings Metal control super 93 Control Components Quality Control Dow Chemical Production eng 88 same Comm Devel MngrRegeneron Pharm Research Associate II 98 same sameEWR Process chemist 93 Mott Corp Sales engISIS Chemicals Chemist 88 Thomson Newspapers Sr. Network EngTRC Env Consul Asst Project manager 88 Enviro Science Consul Env ConsultantProton Energy Sys Staff Chemical Eng 98 same sameUniroyal Chemical Engineer 98 same same

Rate Components of Your Undergraduate Education VALUE= How important they were in attaining your first professional position and performing at that levelQUALITY= Did your Uconn education prepare you adequately

Scale 1=lowest value/quality 5=highest value/quality VALUE QUALITYBasic Math (Calculus, Differential Equations) 3.46 1.37 3.78 .91Basic Sciences (Physics, Chemistry) 4.11 .88 3.79 .88Problem Solving Skills 4.55 .78 4.20 .67Computer Programming/Numerical Methods 3.43 1.40 3.21 .83General Software Applications 3.85 1.03 3.22 .89Special Software Applications (Process Simulations, etc) 2.89 1.26 3.43 .88Basic Chemical Engineering (Thermo, Trans, Kinetics) 3.76 1.09 4.17 .66Experimental/Research Methods and Analysis 3.79 .94 3.60 .78Process Design and Economics 3.48 .87 3.38 .86Process Control 2.86 1.24 3.61 .92Optimization 3.21 1.13 3.03 .81Model Development 2.86

1.142.86 .85

Engineering Electives 3.82 1.09 3.89 .92Communications (Speech and Writing) 4.55 .74 3.93 .75Environmental, health and safety considerations 3.93 .86 3.36 .95Ability to learn independently 4.45 .91 4.03 .82Multidisciplinary Teamwork/Leadership 4.55 .74 3.90 .72Professional and Ethical Responsibilities 4.21 .82 3.62 .90Knowledge of Contemporary and Global Issues 3.59 .87 2.62 .90

Rate your preparation for employment or graduate school, in comparison with your peers using the following scale: 3=Better prepared 2=About average 1=Not as well prepared Results = 2.55 .57

General Comments:Negatives: weak team skills and speaking skills, grad school peers (foreign) more knowledgeable in science, no coop experience, lack coop experience

Positives: eng electives allow greater breadth of skills; better than most non-chem E's; teachers willing to help; just as good or better than RPI& WPI; better written and oral tech comm skills; independent study key to success; great practical prep; practical sr lab - great prep for designing equip and responding to unplanned situations; as well or better prepared than highly qualified and talented peers; high expectations of faculty pushed students to stand on their own two feet; 3 work experiences while at Uconn gave me an advantage; comparable prep to peers from RPI & WPI

The most important component of my Uconn EducationSummary - Oral & Written communication - 12 respondentsTeamwork - 10 respondentsLab & Unit operations - 6 respondentsIndependent Study - 5 respondFaculty Interactions - 4 respondents Problem Solving - 3 respondentsElective Classes - 3 respondentsCo-op - 2 respondents

Tools/skills that you wish you had receivedSummary -Computer skills/software applications - 7 respondentsCommunications - 6 respondentsDesign projects/independent research - 4 respondentsFlexibility/work study opportunities - 3 respondentsBusiness - 3 respondentsExperimental Design/Statistical Analy - 2 respondentsOther - 6 respondents

Would you recommend UConn Chemical Engineering to friends, relatives, etc.?28 respondents answered yes...2 respondents answered no....

market for Chem E's in the New England area was small - Uconn's program was smallmarket for Chem E's is quite small in area

Program Objectives/ Mission Statement Additions & SuggestionsSuggestions: provide a foundation for life-long learning responsible care/ process safety management, provide students w/ knowledge concerning industry standards toward

safety there is a need in the marketplace for engineers skilled in new process development in both plastics and

chemicals...consider adding process development to mission statement or goals and curriculum more flexible curriculum so students can co-op more easily chemical engineers receive an education in multiple disciplines (mechanical, controls, electrical, financial) in order to

effectively design production equipment provide educational tools to produce chemical engineering graduates that can improve and create chemical processes

regarding safety, health, and the environment a graduate described as such is worthless to a company. A graduate must be well-rounded. Though the graduate can

think critically, does he/she have common sense? Too many graduates do not have common sense. maybe a note of its versatility & application to other fields produce graduates who will have the capability of demonstrating their leadership that will influence positive change &

the sustainability of this discipline w/in their immediate environments (academia, industry) & w/in society as a whole their should be some more emphasis on computer-related technology as well chance for students to pursue more projects that pertain to their goals/ career objectives; more interactive means to

achieve their goals and yours for the education to be of more value to future employers and administrators I feel that the department needs to strive more vigorously to attain program goal #3. In particular, exposing students

more to new and emerging technologies today and in the future.

Developmental History of Current Program Educational Objectives

1995 Objectives Sept '99 Objectives

Dec '99 Objectives Mar '00 Objectives

June '00 Objectives

The goal of the undergraduate program is to prepare men and women to enter the challenging fields spanning the spectrum of activities that require the talents of chemical engineers. The first two years of the curriculum are similar for all branches of engineering and are designed to give sound knowledge of basic principles in mathematics, physics, chemistry and communications skills, to provide a broad exposure to the humanities and social sciences, and to introduce engineering design. In the last two years this knowledge is expanded and complemented by courses in chemical engineering, chemistry, and other relevant disciplines. The students build on their knowledge of underlying chemical engineering principles, to increase their understanding of the design and operation of chemical processes, to reinforce their problem solving skills, and to develop an appreciation of relevant safety, environmental, social, and economic issues.Engineering science and design are integrated throughout the curriculum, as are computer applications. The classroom and laboratory experiences in the curriculum enable students to... pursue successful careers in industry, government,

The mission of the undergraduate program is to prepare our graduates for productive careers in the ever changing and evolving fields requiring the talents of chemical engineers... ...Flexibility in the curriculum allows students to gain real world experience through voluntary participation in the co-op program.

Program Objectives1.Students will be able to participate in one semester of co-op work experience without creating “course sequencing” problems in their senior year. 2.Our students will be able to communicate effectively. 3. Our students will be able to apply design principles in a variety of areas.

The Dept....prepares students for productive careers in this versatile, dynamic, evolving discipline. Upon graduation, students will have learned skills in critical thinking, analytical problem solving, and communication necessary for success in diverse

careers in the chemical process industries, sustainable fuels, biotechnology, pharmaceuticals, advanced materials, and environmental protection. Program Objectives:1. Produce graduates who think critically and can define, formulate and solve technical problems by effectively applying scientific, mathematical, engineering and computational tools and principles.2. Develop teamwork habits and communication skills necessary for technical achievement in the modern industrial world.3. Expose students to technology in emerging and

interdisciplinary fields and produce graduates who can design

and conduct independent research as well as analyze and interpret data in those fields.4. Promote a sense of commitment, service, professional ethics,...

The Department of Chemical Engineering at the University of Connecticut prepares students for productive careers in this versatile, dynamic, evolving discipline. Upon graduation, students will have learned skills in critical thinking, problem solving, and communication necessary for success as practicing chemical engineers or in graduate studies. Particular strengths of the department lie in the areas of biotechnology, advanced materials, computer applications and environmental protection. Program Objectives:

I. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

II. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive

relationships among graduates, academia, industry, and the greater society.

As printed in section B.2

B3. Program Outcomes and AssessmentThe Department prides itself in trying to provide an excellent education and preparation for aspiring engineers. To this end, the Department implemented a formal process for continual program outcome assessment and improvement in the spring 2000.

Program Outcomes:The following list of program outcomes has been developed by the faculty to support the program objectives described in section 2. This list was also developed with ABET Criterion 3 in mind and using alumni input from the Spring 2000 Alumni Survey. A detailed list of specific student learning outcomes associated with each of the program outcomes, the ABET criteria satisfied by each, where each learning outcome is placed in the curriculum, and the assessment methods used for each is included in a B3 -Table 1 at the end of this section. A mapping of program outcomes to individual CHEG courses is provided in B3 - Table 2 at the end of this section.

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles. (Satisfying ABET criteria a, c, e & k)

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields. (Satisfying ABET criteria a, b, c, e, f, h, i, j, & k)

3. Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world. (Satisfying ABET criteria d & g)

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development. (Satisfying ABET criteria f, h, i & j)

Program Outcome 1 includes all fundamental and core courses of the program (with the exception of senior unit operation laboratories) and satisfies Abet criteria a,c,e and k. Experimental design and data analysis fit well with our strong desire to provide students more opportunities to explore emerging and interdisciplinary areas, and were included in Outcome 2. Outcome 2 also requires that students apply fundamental concepts to solving new and interdisciplinary problems and understand professional and ethical responsibility, the need for life-long leaning and the impact of this technology in today's rapidly changing world (encompassing Abet criteria a, b, c, e, f, h, i, j, & k). Communication and teamwork, highly valued and closely related skills, were placed in the 3 rd program outcome (Abet criteria d & g). These skills represented by Outcomes 1, 2, and 3 are necessary to satisfy Program Objective I, "Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering".

Desirable non-technical traits such as educational breath and an understanding of ethics and responsibility (Abet criteria f, h, i, & j) are included in Outcome 4. Outcomes 2 and 4 support the achievement of Objective II , "Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry".

A mapping of Program Outcomes to Criterion 3 ABET requirements is shown in the table below.

B3- Table 3Mapping Program Outcomes to Criterion 3 Requirements

a b c d e f g h i j kProgram Outcome 1 1-1 problem solving 1-2 design 1-3 interdisciplinary prob solving 1-4 use computing tools

X XX X XX X

XProgram Outcome 2 2-1 exposed to tech in emerging fields 2-2 lab safety, equip op, exper design 2-3 use statistical methods 2-4 conduct independent research 2-5 incorporate lab into lecture courses

X X X X X X XX XX XX X XX X

Program Outcome 3 3-1 posses written and oral comm skills 3-2 gain confidence in comm ability 3-3 work in teams

XX

XProgram Outcome 4 4-1 societal impact of engin practices 4-2 profession and ethical responsibility 4-3 make infomed career choices 4-4 participate in prof organizations 4-5 broad backgr in humanities, soc sci 4-6 appreciation for life-long learning

X XX

X XX

X

Process to Achieve Program Outcomes:Each program outcome (and its associated Abet criteria) is described by a detailed list of learning outcomes that are linked to specific courses and/or other activities in the program. For example, Program Outcome 2, "Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields" is supported by the following learning outcomes:

2-1 Students will be exposed to technology in emerging and interdisciplinary fields and successfully apply chemical engineering principles in solving problems relevant to these fields (Abet a, c, e ). Students will also understand the professional and ethical responsibility, the need for life-long leaning and the impact of new technology in today's rapidly changing world. (Abet f, h, i, j)

2-2 Students will demonstrate lab safety and a knowledge of equipment operation, identify independent and dependent variables and the range of variables to be measured and will be able to gather, analyze and interpret data and test theories (Abet b & k)

2-3 Students will use statistical methods to estimate and interpret error in experimental data, extract key results/parameters from data, and perform a regression analysis on data (Abet b & k)

2-4 Students will conduct independent research by performing a literature search, designing or specifying experimental equipment, determining appropriate analytical techniques, specifying experimental runs and procedures, and collecting and analyzing data (Abet b, i & k)

2-5 Students will have increased comprehension of lecture material and will gain experience in designing and conducting experiments (Abet b & k).

Each of these learning outcomes is linked to specific courses and activities in the program (see B3- Tables 1 & 2 at the end of section B3). For instance, Outcome 2-3 is linked with Cheg 237W and 239W (senior unit operation labs). A set of clearly defined “course objectives” that coincide with specific learning outcomes are developed at

the beginning of the semester for each undergraduate course offered that semester. The course objectives are written by each instructor and presented to the students at the beginning of the semester, along with a list of assessment methods (exams, homework, labs, design projects, etc.) and expected level of achievement. Students receive a passing mark in a class after demonstrating an acceptable level of achievement in all learning outcomes. Student graduation is dependent on meeting all curricular and GPA requirements set out by the department, school and university. The degree program requires that each student to complete a total of 134 applicable credit hours and earn at least a 2.0 (on a 4.0 basis) for all calculable Upper Division work (work in excess of the first 60 credits earned). Details of student performance requirements were given in section B1 of this report.

Specific engineering curriculum requirements that must be met are those shown in the Plan of Study (section B1) and described in detail in section B4 of this report. Table 1 in Appendix IA summarizes the basic-level curriculum in chemical engineering. Table 2 Appendix IA contains a summary of course and section size. Course syllabi are contained in Appendix IB. A complete reference listing specific requirements for graduation as a chemical engineer is provided in the “Chemical Engineering Guide to Course Selection” found in Appendix 3.

An explanation of transfer admissions policies and procedures to validate credit for courses taken elsewhere are presented later in this section.

Data Used to Demonstrate Program Outcome Achievement:B3- Table 4 summarizes the data sources used to demonstrate program outcome achievement.

B3- Table 4Data Gathered to Demonstrate Outcome Achievement

Assessor Data Source Resulting Data Responsibility Students 1. End of Course Surveys

(EOC)

2. EBI Survey

3. Senior Exit Survey

1. Student Level of Achievement on each course objective2. Comprehensive rating of all components of students education 3. Info regarding post grad plans, likes and dislikes of dept, etc

1.Students/course instructor2.Students/ Assist Dept Head3.Students/ Dept Head

Individual Faculty

1. HW, quizzes, lab reports, etc2. End of Course Surveys

3. Year End Course Summary Forms

1. grades2. Student level of achievement on each course objective3. Proposed changes in course content, teaching style, course objectives

Individual Faculty

Alumni 1. Alumni Surveys 1. Rating of all components of alumni's education, current employer/position, relative prep for career compared to fellow employees, etc

Admin Assist/ Assist Dept Head

Advisory Board

1. Advisory Board Meeting

2. Informal discussion

1. Rating of student level of achievement on the job2. " " " "

Dept. Head

Using student learning outcomes (i.e. course objectives) stated in the course syllabi presented at the start of the semester, students and instructors complete an End of Course Survey to assess student level of achievement. Level of achievement is judged according to the scale: 1=not acceptable, 2= below expectations, 3=meets expectations, and 4=exceedes expectations. An explicit set of definitions for "not acceptable", "below expectations", etc. is provided on the survey form to insure that students and instructor evaluate performance using a common basis. An example survey is given at the end of this section.

Both student and instructor survey results are compiled in a Year End Course Summary Form. This form is compiled by the instructor and contains the instructor’s interpretation of the results and recommended changes to course objectives, course content, and/or teaching methods needed to correct deficiencies or shortcomings. An example “Course Summary Form” is included at the end of this section.

In addition to monitoring “course objective achievement”, a Senior Exit Survey is conducted yearly by the department head just prior to graduation. During the survey students are asked to provide input on all aspects of the program, including advising, co-op/summer internship opportunities, the curricula, the instructors, extracurricular activities, and their employment/grad school choices. Seniors are also asked to fill out a standardized survey (EBI) offered by Educational Benchmarking, Inc. that covers similar material. Results from the senior exit and EBI surveys are attached at the end of this section.

The Alumni Survey (shown at the end of section B2) and information gathered from recruiters and the advisory board are also used in evaluating program outcome achievement.

Faculty discussion is also an important component in determining program outcome achievement. The undergraduate program is often a topic of discussion among the faculty. This past academic year (Spring 2000) the Department initiated a formal process involving year-end discussions of student outcome achievement and program assessment and modification. These and other informal meetings lead to a critical discussion of our program with questions such as: How does this course fit into the overall program? Is this course necessary? Are the courses being taught in the most effective manner? Are there new mechanisms for presenting the material that may be more effective? Is the workload reasonable and coordinated? What do students like about our courses? And, what do students dislike about our program? The diverse background of the faculty also contributes to this discourse; faculty from different universities have experienced various programs and can suggest alternative techniques, syllabi, etc. to improve our program. A faculty that is critical of itself and demands only the best in the undergraduate program is perhaps the best way of ensuring that the educational goals are met.

Program Improvement ProcessThe formal program improvement process, initiated in the spring of 2000, occurs yearly. Components of the process are the alumni survey, the end of course surveys, the year end course summary forms, the senior exit survey, the EBI survey, the advisory board meeting, and a series of faculty meetings culminating in recommendations for the following year. A schematic of the "Program Improvement Process" is shown below and described in the following narrative.

Schematic of the "Program Improvement Process"

Input from all sources mentioned above are gathered from September to May. At the end of the spring semester in May, small groups of faculty meet to review and discuss the end of course survey and year end course summary forms pertaining to their educational “area”. Four “areas” have been identified. They are the “fundamentals” area, covering freshman and sophomore level courses, the “core” area, including thermodynamics, transport, kinetics, and unit operations courses (junior level required courses), the “integration” area, covering senior level design, control, and laboratory courses, and the “electives” area, covering all undergraduate electives. During "area" meetings, thefaculty assess weaknesses in their area and recommend changes in individual courses or the program to remedy these weaknesses. Four reports are generated from these meetings to summarize and document the finding. An example report from the "Core" area meeting is contained at the end of this section. The reports are then presented at the “Undergraduate Program Assessment” faculty meeting (attended by all faculty).

Following the “area” meetings, a “Undergraduate Program Assessment” faculty meeting is held to discuss program improvements in light of all the data gathered during the year, including alumni survey, senior exit survey, EBI survey (if available), advisory board input, and “area reports”. Data from these sources are summarized, program improvements discussed, and recommendations approved during the meeting. Minutes of the meeting are taken to document all material discussed and a final "Program Improvement" report is generated. A copy of this report is provided at the end of this section and a summary of actions to be implemented in the academic year 2000-2001 given in B3- Table 6.

99-00 Assessment DataData collected from the end of course surveys, senior exit survey, and EBI survey in the spring of 2000 are presented at the end of this section. Data from the alumni survey for that same period was presented at the end of section 2 of this report. A brief summary of this data, discussion, and suggested actions follows. Note: One half

a year of data is insufficient to determine "outcomes attainment" with a high level of certainty. The real value of the assessment process will only become visible over time.

End of Course SurveysResults: Course surveys show student level of achievement ranging from “acceptable” to “above expectations” in 90% of all course objectives from both the student and instructor perspectives. Learning outcomes that were below acceptable were, for the most part, due to overstatement of the outcomes, for example one outcome stated that “students will be proficient at using ASPEN” after only five ASPEN labs. One notable exception was that students rated themselves slightly less than acceptable (2.6) performance in verbal and written communication in CHEG 239W.

Discussion: From these results, the majority of learning objectives, and hence Program Outcomes 1, 2, and 4, are being successfully achieved. Some weakness in verbal and written communication was expressed (Outcome 3). A few of the learning objectives are overstated.

Suggested Action: Add more verbal and written communications into the curriculum, particularly in the junior year (responsibility of the "core area" faculty and the Department Head). Overstated objectives will be corrected (responsibility of the individual faculty)

Senior Exit SurveyResults: The senior exit survey revealed that 70% of all seniors had participated in CHEG 299 (elective Independent Study) and that the majority said it helped them in choosing their post graduate career path. Only 21% participate in coop and 67% participate in summer internships. Over half of the respondents expressed a desire for more flexibility in the curriculum so that a co-op would only set them back one semester, rather than two. Students also requested better “advertisement” of summer internship positions. Concerning the curriculum, “Design” was sited as the most useful course, however it felt that two semesters of design were unnecessary. Other curricular issues include a desire for fewer, but greater in depth experiments in the senior lab and better preparation in the statistical treatment of data. The senior survey of our 2000 graduates also showed that over 90% were employed or attending graduate school, reflecting well on the preparation our students receive.

Discussion: High level of participation in CHEG 299 is desirable and has been achieved (Outcome 2 and 4). High level participation in co-op is desirable but not been achieved (Outcome 4). Therefore the faculty agree that more flexibility should be permitted in the senior curriculum (affecting Outcome 4). It was agreed that reducing the number of senior level core CHEG requirements would provide more flexibility. Better advertisement of summer "engineering" positions is requested (also affecting Outcome 4). Lab equipment and experiment upgrades could incorporate students request for fewer, more "in depth" labs (Outcome 2). Lack of statistics "ability" can be addressed many ways without adding a statistics class to the curricular requirements (Outcome 2).

Suggested Action: The existing senior level Design sequence, CHEG 241 (3 cr) and 242 (3 cr) should be changed to a new single 4 credit Design course, CHEG 243. This action will require that certain "design" elements be incorporated into CHEG courses earlier in the curriculum, specifically ENGR 166, CHEG 203, and CHEG 224 (responsibility of the "core" and "integration" area faculty, the individual course instructors of 166, 203, 224, and 243, and the Dept. Head)

Summer Internship and permanent jobs should be advertised on our web page. Future development could lead to links between our page and selected industries for use by both students and alumni (responsibility of Doug Cooper or Web Developer). Chemical Engineering lab renovations will consolidate the two kinetics and two control experiments into one kinetics and one control experiment (responsibility of Rich Kozel, C. Erkey, and D. Cooper). Faculty will advise their students seeking a strong background in statistics to take STAT 243 as an elective (responsibility of all faculty).

EBI SurveyResults: The EBI survey rates a wide array of components of the educational program with a response range of one (very dissatisfied) to seven (very satisfied) with 4 being neutral. B3- Table 5 shows average student ranking

of "EBI defined" factors distributed into the four chemical engineering "Outcomes". The only EBI factor that received an average rating less than 4 was "Satisfaction with Career Services & Job Placement" (Outcome 4, factor 3). In comparison with the other 52 schools participating in the EBI survey, the only factor rated significantly differently by our students was "Satisfaction with Fellow Students" (Outcome 3, factor 1). For this factor, our rating was 17% less than the average of all schools.

Discussion: It is not apparently clear to us why students are dissatisfied with their fellow students. Class "personalities" tend to vary widely from year to year. Therefore, the faculty felt it best to not try and correct this problem unless it persists for several years (affecting Outcome 4). The student's dissatisfaction with Career Services was echoed in the Senior Exit Survey and affects Outcome 4.

Suggested Action: Closely monitor "Level of Satisfaction with Fellow Students" over the next few years to see whether dissatisfaction is truly a manifestation of the program or just a whim of the class (responsibility of the Assistant Department Head). Advertise job opportunities on the CHEG web page as stated above.

Alumni SurveyResults: Alumni, in response to the question “Rate your preparation for employment or graduate school, in comparison with your peers using the following scale: 3=Better prepared 2=About average 1=Not as well prepared “ rated themselves as average or better prepared (average of all respondents was 2.55 .57). Alumni offered positive comments regarding their training, for example "better prepared in oral and written technical communications"; ".independent study was key to my success", "practical senior lab was great prep for designing equip and responding to unplanned situations", "high expectations of faculty pushed students to stand on their own two feet". In evaluating specific components of their education, training in “knowledge of contemporary issues” was rated as the weakest point (2.6) on a scale of 1=lowest quality to 5= highest quality. Most other components received a score of 3 or above. Alumni cited communication, problem solving, teamwork, and ability to learn independently as the most important skills required for success upon graduation. Other alumni survey results were presented in section B2.

Discussion: Alumni feel that they are well prepared for employment as chemical engineers upon graduation with the exception of "knowledge of contemporary issues" (affecting Outcome 4). Faculty have only recently (in the past 3 or 4 years) started stressing this point, primarily in CHEG elective classes. Therefore the alumni filling out the survey accurately reflected the teaching at the time.

Suggested Action: Offer more elective classes and include ample discussion of global and societal issues (responsibility of Department Head and individual faculty)

B3- Table 5EBI Survey Results as Pertaining to

Chemical Engineering Outcomes

EBI Factor Definition Mapped into CHEG OutcomesOutcome 1-"Produce grads who think critically and can define, formulate and solve technical problems..." Factor 1 - Satisfaction with Major Courses (grades/ accessibility/ responsiveness/ size/ availability) Factor 2 - Satisfaction with Computer Resources (quality/ availability/ remote access/ training) Factor 3 - Degree of system Design & Problem Solving (Design/ interpret/ identify/ analyze/ solve problems) Factor 4 - Degree that Major Design Experience Built on Previous Course Work and Skills Factor 5 - Degree that Major Design Experience Addresses Issues (economic/ env/ ethical/ health & safety/ etc)

Outcome 2- "Expose students to technology in emerging and interdisciplinary fields and produce graduates who..." Factor 1 - Satisfaction with the Breadth of the Curriculum (technology, practical experience) Factor 2 - Degree of Understanding Ethical Responsibilities and Global Impact of Engineering solutions Factor 3 - Degree that Laboratory Facilities Aided in Learning/ Use of Modern Engineering Tools

Outcome 3- "Produce graduates with teamwork habits and communication skills necessary for technical...." Factor 1 - Satisfaction with Fellow Students (Academic Quality/ Team Work/ Camaraderie) Factor 2 - Oral and Written Communication Skills

Outcome 4- "Provide curricular and extracurricular student experiences that present a holistic view of eng..." Factor 1 - Satisfaction and Instruction and Interaction in Major Courses Factor 2 - Satisfaction with Extracurricular Activities (Team experiences/ Organization Activities/ Leadership Op) Factor 3 - Satisfaction with Career Services & Job Placement (Assistance/ No and Quality of Companies/ Alumni) Factor 4 - Overall Satisfaction with the Engineering Program

Advisory Board and Employer InputResults: Almost all of our students who have participated in co-op or summer internship are offered permanent jobs with these employers after graduation. Informal conversations with employers and the continued support from our advisory board and other industrial affiliates indicate a high level of employer satisfaction with our graduates. These include managers and executives from Uniroyal, CYRO, CYTECH, Dow, Rogers, and Olin, just to name a few. Company representatives speak very highly of our students and of our program which prepared those students for their careers.

Discussion: All four program outcomes are being met based on these results.Suggested Action: Continue to monitor employer satisfaction on a yearly basis. Track history of "company specific" involvement in the department (continued support in the form of donations of time and money)(responsibility of the Department Head and Assistant Department Head).

Changes Implemented to Improve the ProgramThe following table contains a list of changes, justifications for each change, and implementation procedures that were recommended at the Spring 2000 Undergraduate Program Assessment meeting. Data in support of these changes are mentioned above and presented in greater detail at the end of this section.

B3- Table 6Recommended Program Changes for Academic Year 2000-2001

Developed in the Spring 2000

Change Justification ImplementationChange the two semester (6 credit hour) senior design sequence to a one semester (4 credit hour) course. Increase the number of required professional electives from 3 courses to 4.

Students desire more flexibility in the curricula to pursue coop without setting them back a whole year. Faculty agreed that senior design could be shortened to one semester if aspects of design are incorporated in to lower level courses

The recommended change in the senior design sequence will be implemented in the 2000-2001 academic year. Aspects of design (flowsheet methods) will be introduced in Cheg 203, 211, and 224.

Offer more elective courses that stress the impact of engineering in a global and societal context and that offer “business sense”

Alumni expressed the need for better coverage of global and societal issues and the advisory board expressed a desire for more “business sense”.Faculty agree that these issues can best be addressed through elective courses

“Industrial Ecology”, “Eng Entrepreneurship”, and other courses will be offered in the 2000-2001 academic year.

Refurbish the senior lab control experiment and build a new kinetics experiment

Students found that two control and two kinetics experiments were redundant and expressed a desire for fewer more “in depth” experiments

Control and kinetics experiments will be consolidated and upgraded in the summer 2000

List job postings electronically on the CHEG homepage

Students felt that better communication of job opportunities is necessary and were dissatisfied with career services/job placement

Our web page will be improved to include all job postings for both undergraduates and alumni

Advise students to take Stat 243 as a professional electives and include discussion of statistics in Engr 166, Cheg 203 and Cheg 251, and Cheg 237W

Students felt that they lacked skills in the statistical treatment of data

Said changes will be implemented in the upcoming year

Restructure the freshman level engineering course ENGR 166 (formerly ENGR 151)

The SOE has modified the freshman engineering course sequence in response to faculty and student desire for more

Tom Anderson has developed a plan for ENGR 166 and will teach this

“department specific” content in the freshman year. ENGR 151 (a course that is currently directed entirely by the SOE) will be replaced by ENGR 166 (where each department can customize the content to their particular field)

course in the Spring 2001

Materials Available for Review:The following materials will be available for review during the visit:

Individual Course Binders Containing- Course Syllabus, Samples of Student work supporting achievement of program outcomes (homework, design projects, lab reports, video tapes of oral reports, team work assessments), End of Course Surveys, Year End Course Summary Forms.Program Outcome Assessment Binder Containing-Listing of Program Outcomes, Mapping of Program Outcomes to Courses/Curricula, Course Syllabi (including description of Course Objectives/learning outcomes and assessment methods), Narrative Description of the Assessment/Improvement ProcessProgram Outcome Improvement Binder Containing-Four “Area” Reports, Year End “Program Improvement” Report, Minutes from the Year End Faculty Meeting to discuss program improvement, Summaries of Alumni, Senior Exit, and EBI surveys (raw survey results will also be available for viewing in separate binders), Minutes from the Advisory Board Meeting that pertain to undergraduate education.Samples of Student Transcripts-

Processes and Procedures for the Acceptance of Transfer Students:SEE OLD ABET REPORT OR TALK TO DAVE JORDAN

Procedures used to Validate Credit for Courses Taken Elsewhere:Transfer credits are evaluated on an individual course basis. Courses outside of engineering (math, science, etc.) are appraised by the corresponding departments and then reported to the Admissions Office who is responsible for notifying the registrar, the faculty advisor, and the student. Courses within engineering are evaluated internally by a Department faculty member who examines the course objectives, the text used, the time spent, and if necessary, discusses the course in detail with the student. Care is taken to insure that the learning objectives of the transfering course correspond closely to the learning objectives contained in the course that it will replace. Repetition of all learning objectives within the our curricula insures that, if missed in one course, the learning objective will likely be covered in one or more other required courses during the students tenure at the University of Connecticut. In all cases, a formal document is included in the student's record indicating the number and type of transfer credits.

Documents Relating to Section B.3Program Outcomes and Assessment

1. B3 Table 1 - Program Outcomes, Program Requirements, Student Leaning Outcomes, Abet Criteria Satisfied, Assessment Methods and Metrics

2. B3 Table 2 - Mapping Program Outcomes to CHEG Courses 3. End of Course Survey4. Year End Course Summary Form5. Senior Exit Survey6. B3 Table 7 - Summary of Data from End of Course Surveys - Spring 20007. Summary of Data from Senior Exit Survey - Spring 20008. B3 Table 8 - Summary of Data from EBI Survey - Spring 20009. "Core" Area Report - Academic Year 1999-200010. "Program Improvement" Report - Academic Year 1999-2000

B3 -Table 1Program Outcomes

Program Outcome 1: ABET criteria satisfied- a, c, e & kProduce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

Program Requirements Student Learning OutcomesStudents will be….

ABET a-k

Assessment Methods/Metrics

1-1Students must take basic math, science, Engr 166 (Intro to Engineering), and core chemical eng courses including Cheg 203 (Intro to Chemical Eng), CE 211 (Applied Mechanics I), Cheg 223 & 224 (Transfer Operations I & II), Cheg 211 & 212 (Thermodynamics I & II), Cheg 251 (Process Kinetics), and Cheg 247 (Process Dynamics & Control).

Familiar with technical and creative problem solving strategies. Able to define the problem; determine appropriate solution method; identify relevant principles, equations and data; systematically solve the problem; and apply engineering judgment to evaluate the answers

a,e Methods – HW, exams, design projects, alumni survey, “end of course” (EOC) student survey

Metrics – faculty, student and alumni assess

1-2Students must take Engr 166, Cheg 203, 211, 212, 223, 224, 247 and 252 and must complete a capstone design course Cheg 243 (Process Design & Economics).

Able to design individual equipment and design and optimize an industrially relevant process and assess its safety, environmental & societal impacts.

c Methods –HW, exams, design projects, capstone design project, alumni survey, EOC student surveyMetrics – faculty, student and alumni assess

1-3Students must complete two Chemical Engineering electives. Students are also encouraged, via flexibility in the Sr year curriculum, to participate in co-op, summer internship, and industrially sponsored independent research projects (Cheg 299’s).

Able to apply technical problem solving skills to interdisciplinary and real world situations

a,e Methods – HW, exams, design projects, alumni survey, EOC surveyMetrics – faculty, student and alumni assess

1-4Students must use computational tools throughout the curriculum.

Able to use a programming language and solve problems, prepare oral and written reports, and find information using a variety of computer software (process simulators, equation solvers, office suite, and information systems.)

k Methods – HW, lab reports, design projects, 299 projects, alumni survey, EOC surveyMetrics – faculty, student, and alumni assess

Program Outcome 2: ABET criteria- a, b, c, e, f, h, i, j, kExpose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields .

Program Requirements Student Leaning OutcomesStudents will…

ABET a-k

Assessment M & M’s

2-1Students must take 2 Cheg electives and 4 professional electives. New elective courses in bioremediation, industrial ecology, engineering entrepreneurship, risk management, and catalysis will complement existing offerings in air pollution, nuclear energy, polymeric materials, biochemical eng, fermentation & separation, and numerical methods.

be exposed to technology in emerging and interdisciplinary fields and successfully apply math, science and engineering principles in solving problems relevant to these fields. Students will understand professional and ethical responsibility, the need for life-long leaning and the impact of this technolgy in today's rapidly changing world.

a, e, f,h, i, j

Methods – HW, exams, reports, design projects, alumni survey, EOC surveyMetrics - faculty, alumni, and student assess

2-2Students must take chemistry and physics labs (Chem 127Q, 128Q, Chem 240 & 256, Phys 151Q and Phys 152Q) and unit operation labs (Cheg 237W and 239W).

Demonstrate lab safety and a knowledge of equipment operation, identify independent and dependent variables and the range of variables to be measured and will be able to gather, analyze and interpret data and test theories.

b, e, kMethods – lab experiments, reports, safety test, EOC survey, alumni surveyMetrics – faculty, TA, Rich Kozel, alunmi, and student assess.

2-3Cheg 237W will include material on the statistical treatment of data. Advise students to take Stat 243 as a professional elective

use statistical methods to estimate and interpret error in experimental data, extract key results/parameters from data, perform a regression analysis on data

b, k Methods – lab reports, EOC survey, alumni surveyMetrics – faculty, alumni, student assess

2-4Strongly encourage and facilitate (via flexible curriculum) student participation in Cheg 299 (Independent Research)

conduct independent research in emerging areas by performing a literature search, designing or specifying experimental apparatus, determining appropriate analytical techniques, specifying experimental runs and procedures, and collecting and analyzing data.

a, b, c, e, k

Methods – independent work and project reports, alumni survey, EOC survey Metrics – faculty, student and alumni assess, regional AIChE paper competition

2-5 Incorporate laboratory experience into traditional lecture courses Cheg 223, Cheg 224, Cheg 251, and Cheg 247.

have increased comprehension of lecture material and will gain experience in designing and conducting experiments.

b, k Methods – lab reports, exams, HW, exit interview, EOC surveyMetrics – faculty, R. Kozel, student assess

Program Outcome 3: ABET criteria- d & gProduce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.

Program Requirements Student Learning OutcomesStudents will….

ABET a-k

Assessment M & M’s

3-1“Effective communications” lectures are given in Eng 166 and Cheg 237W courses.

be able to present information effectively and efficiently in written and oral communication to audiences of varied backgrounds…learn how to prepare effective slides; logically organize material; use correct format; check for spelling, grammar, and punctuation; use proper documentation; and efficiently communicate results via proper word choice, tables and graphs.

g Methods – oral presentations, written reports, videos, EOC survey, alumni surveyMetrics – Faculty, alumni, and student peer and self assessment, regional AIChE student paper competition

3-2Writing and oral presentation assignments are included throughout the curriculum, specifically in Eng 166, Cheg 223 or 212, Cheg 224, Cheg 237W & 239W (Chemical Engineering Lab I & II), and Cheg 299 (Independent Research).

Gain experience and confidence in oral and written communication and demonstrate smooth delivery, confident and accurate explanations, and poised and thoughtful responses to questions.

g Methods – oral presentations, written reports, videos, EOC survey, alumni surveyMetrics – Faculty, alumni, and student peer and self assessment, regional AIChE student paper competition

3-3Team projects are included throughout the curriculum, specifically in Eng 166, Cheg 203, Cheg 223/212, Cheg 224, Cheg 237W & 239W, and Cheg 243.

Be able to work efficiently and effectively in small to medium sized groups (2-6 persons), divide work evenly, complete projects on time, respect and include contributions of all members, produce work of a quality that would exceed that which an individual could produce

d Methods – Group projects, lab, capstone design projects, alumni survey, EOC surveyMetrics – Faculty, alumni, and student assess.

Program Outcome 4: ABET criteria- f, h, i, and jProvide curricular and extracurricular experiences that give a holistic view of the consequences of engineering actions and our ethical responsibilities as engineers, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

Program Requirements Student Learning OutcomesStudents will…

ABET a-k

Assessment M & M’s

4-1Health, safety, environmental, and other societal and contemporary issues are addressed specifically in required courses Engr 166, Cheg 203, Cheg 237W & 239W, Cheg 243, and Cheg 247 and in all Cheg elective courses.

Understand the safety and environmental consequences of chemical engineering practices and their societal impact. Apply safety and environmentally conscientious strategies in equipment and process design, including recycle, alternative solvents, energy & resource conservation, waste disposal, and governmental compliance

h, j Methods – HW, design projects, capstone design project, EOC survey, alumni survey Metrics – faculty, student, alumni assess

4-2Students must take Phil 104 (Philosophy & Ethics). Class time will be allocated for the discussion of professional ethics in Cheg 243.

learn the professional and ethical responsibilities of engineers and become familiar with ethics codes published by AIChE and NSPE

fMethods – EOC survey, alumni survey, classroom discussionMetrics – faculty assess of classroom discussion, student and alumni assessment

4-3Flexible senior year course sequence will facilitate student participation in coop. Students are encouraged to participate in summer internship and independent research projects (Cheg 299’s).

Make informed career choices, will be prepared to join the workplace and will develop strong and lasting relationships with the industrial community.

h, i, j Methods – exit interview, alumni surveyMetrics – track no. of coops, internships, and 299’s taken, alumni, faculty, and dept head assess

4-4Encourage student participation in AIChE, SWE, Tau Beta Pi, and other student organizations and activities on campus

gain leadership skills, develop a positive self image through service and commitments beyond the classroom and form a basis for life long learning through participation in professional organizations

f, i Methods – exit interview, alumni surveyMetrics – track no of outside activities, alumni and dept head assess

4-5Students must fulfill the university general education requirements in liberal arts and science

have a general background in the humanities and social sciences as a basis for understanding the impact of engineering solutions in a global and societal context

h Methods – exit interview, alumni surveyMetrics – alumni and dept head assess

4-6Provide student centered learning in classes and one-on-one faculty/student interactions outside of the classroom.

Gain an appreciation for life long learning and develop strong and lasting relationship with the chemical engineering department and university

iMethods – EOC survey, exit interview, alumni surveyMetrics – faculty, student, alumni, dept head assess

B3 -Table 2Mapping Program Outcomes to Cheg Courses

Department of Chemical Engineering - Mapping Program Outcomes to Curriculum updated 6/12/00

Program Outcomes Engr Cheg Course Number 299ABET criteria satisfied 166 203 211 212 223 224 247 251 237w 239w 241 242 elect elect elect elect

Prog. Outcome 1 - Produce grads who can define, formulate and solve technical problems and design chemical processes and equipment by effectively applying scientific, mathematical, engineering and computational tools and principles.

1-1, Prob Solving/ Eng Princ Abet a, e X X X X X X X X X X X X

1-2, Design Abet c X X X X X X X X X

1-3, Interdisciplinary/ real world X X X X X X problem solving Abet a, e 1-4, Use computing tools Abet k X X X X R X X X X X X X X X X X

Prog. Outcome 2 - Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields

2-1, Elective courses Abet a e, h, i, j, k X X X X

2-2, Basis lab requirements Abet b, k X X

2-3, Statistics lecture Abet b, k A X A X X 2-4, Independent Research Abet a, b, c, e

X

2-5, Include lab experiments in 223, 224, 251, 247 X X X R

R = outcome removed from course as a result of 99-00 Assessment ProcessA = outcome added to course as a result of 99-00 Assessment Process

Program Outcomes Engr Cheg Course Number 299ABET criteria satisfied 166 203 211 212 223 224 247 251 237w 239w 241 242 elect elect elect electProg. Outcome 3 - Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.

3-1, Oral Reports required Abet g X R R X X X

3-2, Written reports required Abet g X X X X X X X

3-3, Communication Lectures Abet g X R X

3-4, Team projects Abet d X X X R X X X X

Prog. Outcome 4 - Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development

4-1, health,safety & envir issues Abet f, j X X X X X X A A A A

4-2, ethics issues Abet f (also Phil 104, Phil and Ethics)

X X X X X

4-3, encourage co-ops, summer intern and indep research Abet h, i, j 4-4, encourage particip AIChE Abet f

4-5, University general ed req's Abet h

4-6, student centered learning & X X X X X X X X X X X X X X X X one on one faculty/student interactions

End of Course SurveyCheg 211

Chemical Engineering Thermodynamics

Instructions: While the faculty evaluation form focuses on the skills of the instructor, this survey specifically targets the contents of this course and its contribution to your chemical engineering education. Please focus on the course itself when answering the questions.

1) Was your previous education here at UConn, especially considering the prerequisites for this course, sufficient preparation for this course?

1- Not 2- Below 3- Meets 4- Exceeds Acceptable Expectations Expectations Expectations

2) Following is a list of course objectives handed out at the beginning of the semester. Please rate your personal level of achievement in each objective according to the scale and definitions given.

Level of AchievementCheg 211 Course ObjectivesStudents will...

NotAccept

BelowExpect

MeetsExpect

ExceedsExpect

Understand fundamental concepts of first and second laws of thermodynamics 1 2 3 4

Understand thermal & PVT properties of matter 1 2 3 4

Understand exact differentials and thermodynamic identities 1 2 3 4

Design and analyze power cycles 1 2 3 4

Analyze refrigeration and liquefaction processes 1 2 3 4

Develop teamwork skills and improve communications through group projects and assignments

1 2 3 4

Definition of Terms

1-Not Acceptable No understanding of principles; inability to apply principles; computer not used or used incorrectly; no communications skills were required; no teamwork required

2-Below Expectations Minimal understanding of principles; weak ability to apply principles; use computers but contains errors; communications required but not critiqued; teamwork required but not evaluated

3-Meets Expectations Clear understanding of principles; good ability to apply principles; use computers to obtain correct/valid results; communication skills tested and critiqued; teamwork required and evaluated

4-Exceeds Expect's Superior understanding of principles; superior/unique application of principles; superior use of computer to obtain unique solution; communications skills tested, critiqued, and improved in subsequent testing; unique teamwork situations presented and evaluated

Year End Course Summary Form Cheg 224

Transfer Operations II

Instructor: Suzanne Fenton Teaching course for the 1st time? no

Achievement of Course Objectives: Based on the scale 1= not acceptable, 2=below expectations, 3=meets expectations, 4=exceeds expectations (see student survey for definition of terms)

Level of Achievement

Cheg 224 Course ObjectivesStudents will...

Student SurveyResults 18/20 respd

Faculty AssessmentResults

Faculty AssessmentMethods Used(HW, Quiz, project)

Apply principles of heat and mass transfer to the solution of engineering problems. 2.9 .3 3.0

Hw, quizzes, exams

Design and analyze separation processes and understand the industrial relevance of this equipment. 3.1 .3 3.0

Hw, quizzes, exams, design proj report

Gain expertise in the use of spreadsheet and ASPEN process simulation package for design of separation equipment. 2.7 .8 3.0

ASPEN lab sessions, quizzes, hw

Operate bench scale equipment, gather and analyze data, and compare experimental results to theory. 3.0 .5 2.5

Labs, written reports

Work individually and in teams to solve engineering problems. 3.2 .7 3.0 Design proj, labs

Use outside sources in problem-solving exercises and the design project. 2.9 .5 3.0 Design proj, hwPractice effective writing skills via the design project and lab reports. 3.1 .5 3.0 Lab, design

proj

Comments: Class picked up a working knowledge of ASPEN rather quickly (although they do not consider themselves "experts"). ASPEN labs "engaged" the class to a much greater extent than lecture. The trial Absorption and Membrane Separation labs went well but need to work out better schedule. The design project was a good exercise in report writing and called on students to use outside sources for information

Recommended Changes in Course Content / Teaching Style / Teaching Tools:1. Use more computer lab time for instruction if possible2. Schedule experiments so students are not standing around doing nothing3. Switch textbook from Geankoplis to McCabe, Smith, & Harriot 6th ed.4. Find a more hands-on design project

Recommended Changes in Course Objectives (additions / deletions): Change objective 3 to read - "Use spreadsheets and ASPEN process simulation package to design and analyze separation equipment."

Justification of Changes:1. Computer labs engage students in active learning2. Hands-on experiments are great but scheduling 1 piece of equipment to be used by 20 people during a regularly scheduled class period is not practical3. Geankoplis is not as thorough as MSH in describing unit operations equipment

Senior Exit Survey

Degree (CHEG, CHMT, other) ________

(1) INDEPENDENT RESEARCH(a) Did you undertake independent research (CHEG 299, summer for pay, etc.)? Y N(b) Number of semesters of independent research (count each summer as one): ___(c) If yes to 1a: Did this research experience help you choose a career path or find

a job? Y N Please explain.

If no to 1a: Please explain why you did not undertake independent research.

(2) CO-OP(a) Did you undertake a co-op while at UConn? Y N

If yes to 2a: Do you plan to work for your employer after graduation? Y NWas the co-op experience valuable? Y NWhy or why not?

Did it help you in making a career choice? Y N

(b) Is there enough flexibility in the program for co-op? Y N

(c) If no to 2b: Would you have taken a co-op if there were more flexibility? Y NWhat specifically needs to be changed to provide this flexibility?

If yes to 1b but did not undertake a co-op:Please briefly indicate why you did not take a co-op.

(3) SUMMER INTERNSHIPS(a) Did you undertake a summer industrial internship? Y N

If yes to 3a: Please indicate the company. _____________Will you be taking a full time job with the company? Y NWhy or why not? Please explain.

If no to 3a: Please indicate why you did not take a summer internship.

(b) Were you aware of summer internship opportunities? Y NIf yes to 3b: How did you find out about it / them?

(c) Do you feel that summer job opportunities are effectively communicated or advertised to students? Y N

(d) How can communication of summer job opportunities be improved?

(4) OTHER ACTIVITIES(a) Did you participate in student AIChE meetings and activities? Y N

If yes to 4a: What did you gain from them?If no to 4a: Why not?

(b) What student organizations and activities did you participate in?

(c) Please briefly comment on how these enhanced your educational experience.

(5) CURRICULUM(a) Which one CHEG course did you find most useful / interesting / informative?

(b) Which one CHEG course did you find least useful / interesting / informative?

Please briefly indicate your reasons for answering 5a and 5b as you did.

(c) What can the department do to improve the quality of the educational program?

(d) What CHEG electives did you take? ________ ________ ________Did your electives help you make career choices? Y N

Please explain your answer.

(e) Are there any specific electives that you would like to have seen in the curriculum?

(f) Did you general education (humanities) courses provide a basis for placing engineering in a global context? Y N Please explain.

(6) OVERALL(a) Was your overall UConn experience positive or negative?(b) Was your overall UConn CHEG experience positive or negative?

Please briefly indicate your reasons for answering 6a and 6b as you did.

(7) FUTURE PLANS(a) Have you accepted a position for full time employment or graduate studies at this time? Y N

If yes to 7a, please provide the following information:

Employer or Grad School Name:

Position Title or Job Description:

Employer or Grad School Address (if known):

THANK YOUB3 Table 7

End of Course Survey ResultsSpring 2000

*Student achievement on course objectives were rated according to the scale:1 = not acceptable, 2 = below expectations, 3 = meets expectations, 4 = exceeds expectations

Course/Objective DescriptionStudent Rating

Instructor Rating

Cheg 211: Chemical Engineering Thermodynamics IObj. 1: Understand the fundamental concepts of the 1st & 2nd laws of thermodynamics

3.4 .5 4.0Obj. 2: Understand thermal & PVT properties of matter 3.4 .5 4.0Obj. 3: Understand exact differentials and thermodynamic identities 2.9 .7 3.0Obj. 4: Design and analyze power cycles 3.2 .6 3.0Obj. 5: Analyze refrigeration and liquefaction processes 3.0 .6 3.0Obj. 6: Develop teamwork skills and improve communications through group projects

and assignments 3.5 .6 4.0

Cheg 224: Transfer Operations IIObj. 1: Apply principles of heat and mass transfer to the solution of

engineering problems. 2.9 .3 3.0

Obj. 2: Design and analyze separation processes and understand the industrial relevance of this equipment. 3.1 .3 3.0

Obj. 3: Gain expertise in the use of spreadsheet and ASPEN process simulation package for design of separation equipment. 2.7 .8 3.0

Obj. 4: Operate bench scale and definitions separations equipment, gather and analyze data, and compare experimental results to theory. 3.0 .5 3.0

Obj. 5: Work individually and in teams to solve engineering problems. 3.2 .7 3.0Obj. 6: Use outside sources in problem-solving exercises and the design project. 2.9 .5 3.0

. Obj. 7: Practice effective writing skills via the design project and lab reports 3.1 .5 3.0

Cheg 239W: Senior Lab IIObj. 1: Integrate knowledge and skills acquired in earlier courses. 3.0 .4 3.0Obj. 2: Solve open-ended problems by applying theory and planning and executing an

experimental program. 2.9 .5 3.0Obj. 3: Work effectively in teams. 2.9 .8 3.0Obj. 4: Demonstrate laboratory safety and knowledge of equipment operation. 3.0 .5 3.0Obj. 5: Communicate their results clearly and effectively. 2.6 .6 2.8

Cheg 242: Process Design and EconomicsObj. 1: Integrating knowledge and skills acquired in earlier courses 3.3 .6Obj. 2: Incorporating engineering standards 3.3 .5Obj. 3: Using realistic constraints, including economic, environment, sustainability,

manufacturing, ethical, health & safety, and social3.0 .6

Obj. 4: Working effectively in teams 3.3 .8Obj. 5: Using process simulation and other computing tools 3.3 .8Obj. 6: Communicating their results clearly and effectively 3.2 .6

Cheg 251: Process KineticsObj. 1: Understand the fundamental science of chemical kinetics and reactive systems

and processes 2.7 .5 2.9

Obj. 2: Solve important engineering problems in chemical kinetics and reactor design2.8 .4 3.4

Obj. 3: Use computers and software (POLYMATH) to solve reaction engineering problems involving differential equations and data regression analysis 2.6 .7 2.2

Obj. 4 Apply reaction engineering concepts to problem solving in both mechanical and biological systems 2.3 .6 2.9

Cheg 256: Polymeric MaterialsObj. 1: Possess a qualitative understanding the breadth and nature of a

large range of synthetic polymers with industrial relevance. 2.9 .6 3.0

Obj. 2: Possess an understanding of the common methods used to synthesize polymers and the underlying mechanisms of these methods. 3.0 .5 4.0

Obj. 3: Understand, quantitatively and qualitatively, methods of polymer characterization and the underlying physical phenomenology. 3.2 .5 3.0

Obj. 4: Be able to describe the role of molecular structure in determining a range of physical properties, such as thermal and viscoelastic behavior. 3.2 .4 4.0

Obj. 5: Be able to design a component (structural or otherwise) to be made from polymers, reflecting a practical understanding of ultimate mechanical and thermal properties relevant to an application.

3.3 .5 4.0

Cheg 285: Intro to Air PollutionObj. 1: Understand the laws and regulations that have been promulgated in an attempt

to achieve and maintain acceptable ambient air quality. 3.1 .4Obj. 2: Recognize the effects of air pollutants on health and welfare. 3.3 .5Obj. 3: Understand the mechanisms responsible for the effectiveness of each control

device. 3.5 .5Obj. 4: Solve problems in this area by applying fundamental engineering, math, and

science. 3.6 .5Obj. 5: Be aware of ethical, environmental, societal, and economic impacts of air

pollution and its abatement technologies. 3.6 .5

Cheg 295: Industrial EcologyObj. 1: Define and describe industrial ecology 3.5 .6 3.0Obj. 2: Use industrial ecology as a framework for the consideration of environmentally

related aspects of science, technology policy, and technology management in government and society.

3.8 .5 4.0

Obj. 3: Apply industrial ecology to pollution prevention, design for environment, and ISO 14000. 3.8 .5 3.0

Obj. 4: Understand the life cycle environmental impact of design decisions and how product development processes can be utilized to produce environmentally friendly designs.

3.8 .5 3.7

Cheg 295: Fermentation and Separation LabObj. 1: Be exposed to technology in an emerging and/or interdisciplinary field 3.3 .7Obj. 2: Design and conduct experiments and analyze and interpret data 3.6 .5Obj. 3: Be aware of ethical, environmental, health, safety, and societal impacts related

to this course 2.3 .9Obj. 4: Recognize the need for and be able to engage in life-long learning related to

this course 3.2 .6Obj. 5: Learn specialized lab skills including aseptic experimental technique and

microbiological safety 3.5 .6Obj. 6: Conduct representative experiments related to fermentation and separation.

Analyze experimental results. 3.4 .4

Obj. 7 Submit lab reports to develop writing skills, perform lab experiments as part of a team. 3.4 .3

Cheg 299: Independent ResearchObj. 1: Performing a literature search 3.5 .6Obj. 2: Designing or specifying experimental apparatus 3.5 .6Obj. 3: Determining appropriate analytical techniques 3.5 .6Obj. 4: Specifying experimental runs and procedures 3.5 .6Obj. 5: Collecting, analyzing, and interpreting data 3.5 .6Obj. 6: Effectively communicating the results 3.5 .6

Summary of Data from Senior Exit SurveySpring 2000

Interviews: May 09, 2000 (final session of CHEG 239 W) plus selected individual students in my office throughout remainder of May.

Number interviewed: 24 (includes returning “super seniors”)

(1) INDEPENDENT RESEARCH17 out of 24 students completing the forms took some form of independent research.

16 out of 23 graduating seniors took at least 1 semester of independent research based upon enrollment records.

Out of 17 who took some form of independent research: 10 stated that it helped them choose acareer path or find a job, 2 did not respond, and 5 indicated that it did not help find a career path or first job.

Comments: Helped learn about R&D.Helped decide to go to grad school.Learned that “I do not like lab work.”

Reasons for not taking independent research: Did not want to, took co-op instead, or conducted research in another department.

SUMMARY: Most students are taking independent research in chemical engineering, and most are finding it to be a positive educational experience.

(2) CO-OP5 out of 24 students (21%) participated in a co-op work experience.

Comments: Teamwork skills development and hands-on learning were cited by most as the benefits of their co-op experience.

16 out of 24 (67%) students felt there was not enough flexibility in the program for a co-op experience.

11 out of these 16 (69%) felt that they would have taken a co-op if there had been more flexibility 1in the program. The reason most frequently cited was that one semester off sets a student one year behind.

SUMMARY: The department needs to address the co-op issue. If a large co-op is desired, more flexibility needs to be incorporated into the curriculum. With the changes proposed for the senior design sequence, it may be possible to do this by having students co-op senior year first semester and then graduating in December of the following year. The department must therefore address (1) whether we wish co-op to be more important in the curriculum, and (2) how we can modify course sequencing to be accommodating.

(3) SUMMER INTERNSHIPS16 out of 24 (67%) students participated in some form of summer internship.

Students were evenly split on whether summer job opportunities were effectively communicated to students. All summer job opportunities were announced by posting on a bulleting board above student

mailboxes and all were posted in a notebook in the department office and accessible to all students (“open shelf.”) Several job opportunities were also announced in classes, and those with scholarships were announced by placing notices in the mailbox of each eligible student. Many students felt that the department should be informing them directly by email of job opportunities. While the department can easily take this step, the implication that nearly 50% of students feel that the department must contact each individually and directly to inform them of job opportunities is somewhat discouraging. Students need to be informed that it is their responsibility to seek out job opportunities with the help of the faculty and the department.

SUMMARY: Most students who are seeking a summer position found one the past two years. To improve communication of opportunities, students will be asked to provide an email address sometime during the first week of classes this fall. Listserves consisting of juniors and seniors could then be established so that each class could be notified en mass of job opportunities.

(4) OTHER ACTIVITIES12 out of 22 responding to the question indicated that they participated in AIChE activities.

Many who did not cited “lack of time” as the main reason. Other activities students cited as positives included SWE (2), intramural sports (2), fraternity / sorority life (1), Tau Beta Pi and/or Omega Chi Epsilon (3), other organizations (5). Eight of the 12 students who participated in AIChE also participated in one or more other activities.

(5) CURRICULUM

Students were asked which one chemical engineering course they found most useful / interesting / informative, and which one chemical engineering class they found least useful / interesting / informative. Many students chose to provide several course numbers in the “most useful” category, so the totals will exceed the number of students completing the survey (24).

Courses cited as being most useful: 242 Second semester design (9)211/212 Thermodynamics sequence (7)247 Process control (4)224 Transport (3)237/9 Lab (2)Courses cited once: 223 (fluids), 251 (kinetics)

Courses cited as being least useful: 241 First semester design (7)237/9 Lab (4)203 Heat and Mass Balances (4)251 Kinetics (2)Courses cited once: 223 (fluids), 261 (nuclear engineering)

Discussion: Students responded most positively to design (challenging, interesting, a good synthesis of all they had been taught, application to “real world” problems), the thermodynamics sequence (good introduction to fundamental science), and control (control station software cited). Courses cited frequently as being least useful were noted to be “slow,” “repetitive,” or not challenging. In both positive and negative categories, students frequently cited the quality of the instruction being the reason for making the particular choice.

Students were also asked what could be done to improve the educational program. Comments that were cited more than once were as follows:

Distribute faculty more broadly so that students see a greater variety of professors (5)Add a statistics class (2)Improve TAs (2)In class lab / hand on experience comments (2)

Comments that were only made once included: more closed book exams; more industry tours (note: this student did not participate in AIChE); greater variety of classes (1); more feedback within class (note: meaning uncertain here).

Students were asked what electives they took, and what they would like to see offered. Students took a variety of classes (as confirmed by enrollment statistics) and offered a variety of (single response) requests for new electives ranging from biomedical engineering to mass transfer. One consistent note: 7 students requested a chemical engineering class in statistics.

Students were asked whether their humanities electives provided a basis to help them place engineering in a global context. 4 said yes, 17 said no, 3 did not reply. Note that the comment most frequently made by the “no” respondents was that engineering was not addressed in these classes, suggesting that they did not interpret the question as intended.

SUMMARY: Design being restructured through the elimination of 241, which will address student concerns about repetitiveness and the real challenge not coming until second semester (242). Other comments can be addressed by rotating teaching assignments, a comment made by several students. Regarding new offerings, the department will encourage students to use the new professional elective to take a class in statistics and will simultaneously explore the possibility of teaching one geared toward chemical engineering within the department.

(6) OVERALLStudents were asked the following:

Overall UConn experience positive or negative? POS 19 NEG 1 AVG 2UConn CHEG experience positive or negative? POS 18 NEG 2 AVG 1Would you recommend UConn chemical engineering to a prospective student? YES 14 NO 1 UNSURE 6

RECOMMENDATIONS(1) Implement design sequence change as planned.(2) Encourage statistics as professional elective.(3) Examine curriculum during 2000 – 01 academic year to determine what changes would need to be made to reduce time to graduation after co-op.(4) Develop email list of students and post job notices electronically (listserve).(5) If student comments about positive / negative course experiences do not change, introduce more rotation into faculty assignments where needed (note: not all courses need rotation. Some, such as control, were cited as very positive) J. Helble 6/12/99

B3 -Table 8Summary of Data from EBI Survey

Spring 2000

GET FROM ERLING

"Core" Area ReportCheg 211,212, 223, 224, 251

Spring 2000 Faculty in attendance: Suzanne Fenton - leader, Luke Achenie, Can Erkey, Bob Weiss

I. Assessment Results:No assessment results are available for Cheg 212 (F'99) and 223 (F'99) because formal assessment strategies and processes for the Chemical Engineering Department were not implemented until S'00

Cheg 211 - Student Survey: student's perceived level of achievement of objectives range between level 3 (meets expectations)

and level 4 (exceeds expectations) in all objectives except "Understand exact differentials and thermodynamic identities" (2.9 0.7).

Faculty Assessment: student performance in all objectives is greater than or equal to level 3Cheg 224 -

Students Survey: student's perceived level of achievement of objectives range between 2.9 - 3.2 for all objectives except "Gain expertise in the use of spreadsheet and ASPEN process simulation package for design of separation equipment" (2.7 .8).

Faculty Assessment: student performance level = 3 on all objectives except "operate bench scale equipment, gather and analyze data, and compare experimental results to theory" (2.5).Cheg 251 -

Student Survey: student's perceived level of achievement of objectives range between 2.3 and 2.8 (level 2 = below expectations). The lowest score was for the objective "Apply reaction engineering concepts to problem solving in both mechanical and biological systems"

Faculty Assessment: student's level or achievement range between 2.2 and 3.4, with the lowest score for "use computers and software to solve reaction engineering problems involving differential equations and data regression analysis"

II. General Discussion Cheg 211, 212, 223, 224, and 251 are meeting all program and ABET learning outcomes (except oral reports) teaching techniques will evolve to encompass changes in technology but courses should continue to cover

fundamentals of thermo, transport, and kinetics faculty teaching assignments should be rotated every 3 years undergrad elective in transport phenomena would be nice oral reports cannot easily be incorporated into core classes - suggest making Cheg 299 a required course with oral

and written reports required (minimum credit limits should be set for the 299's) students have trouble applying their math skills to cheg problems (should we try to assess Non Cheg courses??) Homework problems in Geankoplis are too easy...change textbook to McCabe, Smith, Harriot? learning does not have to be made "fun" but should be tied to real world examples/applicationsIII. Suggested ActionThe core curriculum is meeting all program and ABET learning outcomes with the exception of "oral presentations". Implementation of an "oral presentation" somewhere in the core courses is logistically difficult. The group proposes that Cheg 299 become a required course for the following reasons: it would provide exposure to open-ended design and problem solving, experimental design, data analysis and interpretation, independent thinking, and communications (particularly oral presentation). No other major curricular changes were suggested regarding the core courses. Slight modifications in "teaching style/teaching tools" and "course objectives" will be made in Cheg 224 and Cheg 251 to address items that scored below 2.75 on the course evaluation surveys. The current textbook used for Cheg 223 and 224 (Geankoplis) will not be replaced by MSH until the new edition (6th) of MSH has been released (2001) . Supplemental homework problems from the 5th edition of MSH will be used in Cheg 223 and 224 courses to introduce a higher level of difficulty. It was also suggested that an undergrad elective in transport phenomena be offered.

Program Improvement ReportBased on 1999-2000 Academic Year Assessment

B.4. Professional Component

The curriculum for the Bachelor of Science in Chemical Engineering degree meets the program objectives outlined in section B.2, ABET criterion 3 (Section B3), and Program Criteria (Section B.8). The curriculum is shown in Table 1: Basic Level Curriculum of Appendix IA. A total of 134 semester credit hours is required for the degree, including 44 credit hours of math and basic sciences, 60 credit hours of engineering topics (including design), 24 credit hours of general education courses, and 6 credit hours of free electives. One semester credit hour normally corresponds to one lecture hour (50 minutes) or eighty minutes of laboratory-time per week. A typical 3 credit hour course consists of 42 lecture hours or equivalent. One academic year represents 28 weeks of classes, exclusive of final examinations. All degree requirements are spelled out in the Guide to Course Selection found in Appendix 2.

Course syllabi describing the course offerings for 2000-2001 are provided in Appendix IB. Information regarding actual course offerings and section enrollment for the academic year 2000-2001 is provided in Appendix IA Table 2: Course and Section Size Summary. The Department policy is to offer basic required courses once a year. Each academic semester a selection of technical electives is also offered to facilitate exposure to current technologies and specialization in an area if desired.

General Education RequirementsThe General Education requirements applicable to all degree programs at the University of Connecticut are fully incorporated within the Chemical Engineering curriculum. The General Education Requirements comprise eight categories:

Group 1. Foreign Languages The minimum requirement is met if the student is admitted to the University with three years of a single foreign language in high school, or the equivalent. If the student has not met the minimum requirement through high school coursework, he or she must complete a two-semester course sequence in a language at the University.

Group 2. Expository Writing All students must take ENGL 105 English Composition and ENGL 109 Literature and Composition. In addition to these courses, all students must complete two Writing (W) courses. CHEG 237W and CHEG 239W satisfy this requirement in Chemical Engineering.

Group 3. Mathematics and Computer Course All students must take two Quantitative (Q) courses and one Computer (C) course. Students majoring in CHEG meet this through required coursework MATH 115Q, 116Q, 210Q, 211Q, CHEM 263Q, CSE 123C.

Group 4. Literature and the Arts All students must take two courses: one that emphasizes major works of literature and one that emphasizes major achievements in art, and/or music and/or dramatic arts.

Group 5. Culture and Modern Society All students must take HIST 100 The Roots of the Western Experience or HIST 101 Modern Europe and a course which emphasizes non-Western or Latin American Cultures.

Group 6. Philosophical and/or Ethical Analysis All students must take a course in philosophical and/or ethical analysis. For students in Engineering, the course that must be taken is PHIL 104 Philosophy and Social Ethics.

Group 7. Social Scientific and Comparative Analysis All students must take one course in social science and/or comparative analysis.

Group 8. Science & Technology All students must take two courses in science and technology, at least one of which must include a semester of laboratory. Chemical engineering students meet this requirement through required coursework in their major.

Chemical Engineering Curriculum RequirementsBasic Mathematics and Sciences-Students are required to take four semesters of calculus (MATH 115Q, 116Q, 210Q, 211Q), totaling 15 credit hours, including integral and differential calculus. Students are also required to take CHEG 247 (Process Dynamics and Control) which includes the equivalent of one credit hour of mathematics. Students are advised to take statistics (STAT 243-Design of Experiments) and/or analysis (CHEG 245-Chemical Engineering Analysis) if they desire additional math. The curriculum includes two semesters of general chemistry with laboratory (CHEM 127Q and 128Q), two semesters of physics with laboratory (PHYS 151Q and 152Q), two semesters of organic chemistry with laboratory (CHEM 243, 240, 244), one semester of physical chemistry with laboratory (CHEM 263Q and 256), and one additional science course from a list specified in the guide to course selection. Students may choose additional science courses as free electives or from the approved list of Professional Requirement courses (technical electives).

Engineering Sciences-Our program requires students to take over one and one-half years of engineering topics, i.e. engineering design and engineering science. These topics are spread throughout the curriculum, but are more concentrated in the junior and senior years. The first two years also provide the basic knowledge in mathematics, physics, and chemistry, which is required for understanding and applying engineering topics. Many of the social science and humanities courses are taken during the first two years, as part of the University General Education Requirements.

Engineering topics begin in the freshman year with ENGR 100 (Orientation to Engineering), CSE 123C (Intro to Computing), and ENGR 166 (Foundations of Engineering). In these courses, students are introduced to applications of science and exposed to undefined, open-ended problems that they solve in teams. They are also required to write concise reports and to make short presentations on these projects. Computer programming is required in two of these courses.

During their sophomore year, Chemical Engineering students take three engineering courses. CE 211 (Applied Mechanics I) is taken in the fall. This engineering problem-solving course requires the application of mathematics and physics to analyze forces acting on structures and machines. Students also take CHEG 203 (Introduction to Chemical Engineering) which focuses on applications of material and energy balances. For students still new to engineering concepts, these problems do not appear to be well defined and many of the problems are used to introduce topics related to environmental, social, and safety issues. In the Spring, students take CHEG 211 (Chemical Engineering Thermodynamics) which stresses basic thermodynamic principles, as well as the application of these principles to engineering problems, e.g. a study of gas liquifaction.

Students continue their engineering courses in the junior year. The second thermodynamic course, CHEG 212, covers properties of mixtures and phase behavior with applications to the design of flash separators. The transfer operations courses, CHEG 232 and 224, teach basic understanding of fluid dynamics, heat transfer, mass transfer, equilibrium separations and the design of equipment and processes based on these phenomena. Process Kinetics, CHEG 251, provides a sound basis for reaction kinetics, reactor design, and catalysis. All of these courses contain elements of computer use, communication, teamwork, and open-ended problem solving/design. It is the future desire of the department to include laboratory elements in several of these courses as well.

In their senior year, students take CHEG 237W and 238W (Senior Laboratory), CHEG 243 (Process Design), and CHEG 247 (Process Control and Analysis). In these courses, students integrate theory and analysis with applications to design and include economic, health and safety, environmental, and other professional and ethical considerations. Students are also required to work in teams and to present their results in both written and oral reports. Students select several chemical engineering and professional electives to complement their required engineering courses. These courses may be selected to provide a broad variety of topics or to allow the student to specialize on a particular interest. Substitution for required chemical engineering courses is not allowed (except via transfer credit from another institution). Substitution of some lower division chemistry, math, or physics courses is allowed on a case by case basis and with the written approval of the Associate Dean for Undergraduate Programs.

CHEG & Professional Electives-In addition to general education courses and required basic math, science and engineering courses, all students take two chemical engineering (CHEG) electives and four professional electives. Chemical engineering electives must be chosen from the Chemical Engineering Department offerings. Usually two or three CHEG elective courses are offered per semester and are changed periodically to keep pace with new developments in the field. A list of current CHEG elective offerings is provided in Appendix IA Table 1, Basic Level Curriculum.

Professional requirements must be technical (defined as 200 level courses in engineering, mathematics, statistics, physical and life sciences) courses in the upper division curricula. These courses are used to meet the ABET criteria in design and engineering science - the ABET criteria in categories which are not met by named required courses. With the plan of study we insure that appropriate courses are selected to satisfy the prescribed ABET categories.

The outline presented here meets the program outcomes and objectives. Specifically, students are introduced to engineering concepts early in their curriculum to gain an understanding of the profession and engineering problem solving. At the same time, students acquire basic knowledge on which to build an understanding of engineering principles. Teamwork, computer analysis of data, report writing, and oral presentations are introduced in lower level courses and, with repeated practice, are well developed by the senior year. During the senior year, students are required to integrate this knowledge to solve open-ended problems involving design with constraints (economic, environmental, health & safety, sustainability, etc). Upon graduation, students have a solid theoretical understanding and have developed skills necessary for successful careers.

B5. FacultyCompetancy

The twelve full-time faculty represent a good balance in terms of interests, education, and experience. Their research interests are diverse but complementary and include the areas of Biochemical Engineering and Biotechnology, Polymer/Material Science, Environmental Research and Pollution Prevention, and Computer Applications. All of these faculty members have Ph.D. degrees and most have significant industrial experience through prior work or consulting. Eleven different institutions are represented by their earned doctorates. Their teaching experience ranges from 1 to 39 years. The average number of years of industrial experience is nearly 4 years. A complete analysis of the faculty is provided in Appendix IA Table 4.

Our faculty pursue a balanced distribution of teaching, research and service. Nearly all are involved in research and have continued to maintain strong ties with industry, resulting in assistance in placing our graduates and in fruitful collaborative research projects. Many are involved with a wide variety of professional organizations in many different capacities. Details are found in the resumes given in Appendix IC.

The average classroom teaching load is three (3) courses per year. Teaching assignments are generally rotated every three years to keep faculty fresh, to let them see how CHEG courses feed into one another, and to keep them abreast of improvements in teaching methodology and tools in various areas of the curriculum. There are ten (10) required and six to seven (6-7) elective CHEG courses offered every year. Faculty members develop teaching expertise in approximately half of the required courses and approximately two elective courses. Thus, the department has sufficient faculty in appropriate subject areas to meet all of the teaching objectives of the Program. A summary of faculty teaching and non-teaching workloads is provided in Appendix IA Table 3.

The Department is known for its commitment to excellence in teaching. Two CHEG faculty members have won the School of Engineering Excellence in Teaching Award in the past three years. In addition, two CHEG faculty are well know for developing progressive teaching tools (POLYMATH and CONTROL STATION) that have gained widespread use at universities throughout the country.

Non-Teaching InvolvementEach faculty member serves as academic advisor for 5-10 undergraduate students. Students are typically assigned an advisor as Freshmen and remain with that advisor through their entire program. Students are required to meet with their advisors a minimum of once per semester to review their course selections for the following semester and to assess their progress towards graduation. This provides an opportunity to discuss career objectives and allows the student a personal contact with at least one faculty member for the duration of their academic career. Additionally the Department has a Director of Undergraduate Studies (Emeritus Profession Howard) and an Assistant Department Head (S. Fenton) who are available to students for academic advising.

Students and faculty interact on a number of levels outside the classroom. Each student chapter of a professional society (AIChE, Omega Chi Epsilon) has a faculty advisor. Professional society activities provide a numerous occasions for interaction, including beginning-of-year and end-of-year picnics, seminars, society banquets, industrial tours, and the annual Northeast Regional Meeting. Other opportunities include the annual School of Engineering Award Banquet, Engineering Open Houses, and the Invention Convention.

All faculty are involved in some aspect of Department service through membership on a standing or ad-hoc committee. This is important to the concept of faculty governance and the shared development of the curriculum. The faculty members are also well-represented at the national professional level, participating in technical committees, conference organization, and technical panels. In addition, all regularly review papers and proposals for journals and agencies and many currently serve on journal editorial boards. Faculty service on internal and external committees is noted on their resumes. The Department continues to recruit highly talented faculty as noted by the recent hires and the currently open positions.

Faculty members are encouraged to attend conferences, short courses, and professional workshops. The funds for professional travel are provided by individual research grants as well as by the School of Engineering, the Graduate School, and the Professional Development Fund of the UConn chapter of American Association of University

Professors. During the last fiscal year, every tenure-track/tenured faculty member attended at least one conference, short course, or a workshop. Further, the University supports faculty development in the form of sabbatical leave.

All tenure-track CHEG faculty members are active researchers and scholars. Many have been elected Fellows of the AIChE and other professional societies. It is through active research (both at the graduate and undergraduate levels) that faculty maintain close interactions with industry. Undergraduates are provided ample opportunities to participate in industrially sponsored research through our Undergraduate Honors Program and CHEG 299 (Independent Research) offerings. The faculty productivity in research and scholarship as well as the wide-ranging involvement in professional activities are demonstrated in the faculty resumes in Appendix I.C.

Adequacy of the Size of the FacultyOur Department has always maintained an atmosphere where students are provided the opportunity to get to know their fellow students, the faculty, and the staff. All students have mailboxes within the Department, and they know that the Department Head, Assistant Department Head, and faculty are available should they have academic or career concerns. Our faculty are genuinely concerned about the students and all are involved in course work and advising.

There are twelve full-time faculty and an additional two part time faculty (1 emeritus and 1 adjunct) with regular advising and teaching duties in the department. All of our CHEG classes are taught by faculty members. Our class sizes typically range between 15 and 25, resulting in a student to advisor ratio between 4 and 7 and student to instructor ratio between 15 and 25 (except in the lab classes CHEG 237W & 239W where the ratios are 7.5 to 12.5). Elective course sizes are often less than ten, giving excellent opportunity for student/instructor interactions. CHEG 299 projects offer one-on-one contact between student and teacher.

B6. Facilities

Instructional facilities within and available to the Chemical Engineering Department are well-equipped, staffed, and functional, meeting the needs of our educational objectives. Major renovations to our science and engineering facilities have been ongoing since the inception of UCONN 2000. UCONN 2000 involves a $1 billion investment in new University facilities including a state-of-the-art chemistry building and newly renovated multimedia classrooms. Planned for future construction is a new Information Technology building which will house the Electrical and Computer Engineering and the Computer Science and Engineering Departments.

The CHEG Department occupies approx. 10,550 sq ft of space in the Engineering II (EII) and 5,900 sq ft in the United Technologies Engineering (UTEB) buildings, with additional office and lab space in the Institute of Material Science and Environmental Research Institute facilities. The EII building provides consolidated space for the Department's main office, faculty offices, all the CHEG instructional laboratories, several high-tech instructional classrooms, computer labs, space for graduate student offices and research laboratories, one seminar/conference room, and several undergraduate student lounges. As part Uconn 2000, a majority of the building has recently been renovated with new paint, furniture, carpeting or flooring, drop-ceilings, and lights.

ClassroomsThe University assigns classroom space using a centralized system. However, wherever possible, the registrar’s office tries to assign engineering courses to classrooms located in the math/science/engineering complex of buildings. All the classrooms in the engineering buildings as well as many in the math/science building have been fully renovated in recent years, so that the rooms are adequate for the instructional needs. All classrooms provide a blackboard/whiteboard, an overhead projector and a screen as a minimum. Many of the classrooms are already equipped with sophisticated audio-video equipment and computer-projection systems. As part of a university-wide drive to make more “high-tech” classrooms available, the number of well-equipped rooms is increasing every semester. Any course requesting a “high-tech” room can generally be accommodated by the registrar’s office, although sometimes the class may be assigned to a classroom outside the math/science/engineering complex. In addition, the CHEG Department owns an LCD projector available for moving into classrooms/labs as needed. During the 99-00 academic year, the School of Engineering also provided a laptop computer to every engineering faculty member who requested one for instructional/professional purposes. These laptops can be used for presentations and demonstrations in multimedia classrooms.

LaboratoriesDepartmental laboratory facilities used by the CHEG undergraduates are all located in the EII building. B5-Table 1 summarizes the conditions of the laboratories used for Chemical Engineering instruction. The Departmental laboratories are being continually modified and upgraded. Since the last accreditation visit, several new experiments have been established and rooms renovated to house existing and new equipment.

In general, the undergraduate laboratory is well equipped and instrumented. Although a number of pieces of equipment are old (bubble-cap distillation column, double-effect evaporator, and double-pipe heat exchanger), they are still relevant to our curriculum. The larger pieces of equipment are especially useful in that they introduce students to nearly industrial-scale equipment. The large bubble-cap distillation column is well instrumented and includes a number of control options. We have numerous smaller experiments to complement these larger experiments. Experiments are continuously evaluated and either modified or upgraded as appropriate.

The undergraduate laboratory has adequate high-pressure steam, water, compressed air, and gas. These services are provided by the University's Office of Facilities. Chemical and equipment storage is adequate. The department has one full-time technician (Richard Kozel) that is responsible for maintaining instruments and equipment in the lab. He is also capable of installing new experiments and making minor repairs on existing equipment. His strong background in chemistry and his industrial experience make him a valuable addition to our staff. The School of Engineering also ataffs an electronic repair shop headed by John Fikiet.

B6- Table 1Chemical Engineering Laboratory Facilities

Physical Facility Purpose of Laboratory, Condition of Adequacy Number of Area(Building and Room.No.) Including Courses Taught Laboratory for Instruction Student Station (Sq. ft.)

Engineering II Undergraduate Instruction: CHEG 237W & 239W Good Good; sometimes hot in 3 1400 Rooms 114 & 218A Fluid Flow and Pressure Drop Measurement late spring and early fall

(High bay area) Double-Effect Evaporator

Bubble-Cap Distillation

Engineering II Undergraduate Instruction: CHEG 237W & 239W Very good; Needs more adequate ventilation 2 280 Room 218 Gas Chromatographic Analysis air conditioned

Batch Distillation

Engineering II Undergraduate Instruction: CHEG 237W & 239W Good Good; 6 1300 Room 114 Shell-&-Tube and Double-Pipe Heat Transfer

(Large open corridor) Pump Characterization Experiment

Gas Absorption

Batch Tray Drier

Analysis of Draining Tank

Engineering II Undergraduate Instruction: CHEG 237W & 239W Good; Excellent; Reverse Osmosis 1 220 Room 114B Gas Membrane and Reverse Osmosis Separators air conditioned Unit is a brand new

Engineering II Undergraduate Instruction: CHEG 237W & 239W Good Excellent; Brand new 3 165 Room 114H Digital Control of Liquid Level control equipment and experiment

developed

Engineering II Undergraduate Instruction: CHEG 237W & 239W Good Excellent; Brand new state-of- 3 165 Room 114J Kinetics Reactor w/ in-situ FTIR spectrophotometry The art reactor equipped with FTIR

To study reaction kinetics and

catalysis

Engineering II Undergraduate Computing Labs Excellent; used by Excellent; 50 Networked 50 1685 Rooms 305, 306, 307 Used in all CHEG Courses all Departments Computers with full line of

software

FLC Undergraduate/Graduate Sun Workstation Lab Excellent; used by Excellent; 24 Sun Workstations 24 720 Room 205 CHEG 251, 241, 242 all Departments

TOTAL AREA: 5935

At the present enrollment levels the laboratory space and equipment are quite adequate. Enough major pieces of equipment are available to allow a variety of different experiments to be utilized in our core courses, CHEG 237W and CHEG 239W. This also allows experiment substitution if a current experiment becomes temporarily inoperative and in need of repair. The number and condition of the experiments have continually improved due to a Departmental policy to spend resources each year for undergraduate lab equipment and experiments.

General maintenance of the laboratory and equipment is adequate. Redundant pieces of key equipment are purchased as backup, and the engineering shops provide assistance as needed. We have a dedicated laboratory technician who handles all needs relative to maintaining, installing and rebuilding instructional and research laboratory equipment

The tables below list the major equipment purchased and renovations accomplished over the past several years. Consistent with the goals of the undergraduate laboratory, large experiments are maintained and upgraded to insure that students are exposed to pilot plant scale operations. New experiments are purchased or assembled as needed to provide flexibility in the assortment or to cover new topics that may not have been covered sufficiently well with previous equipment.

Equipment and Instrumentation 1998-99General Supplies for Laboratory Maintenance $ 769Repair GC Reintegraion Board 1,000Repair pressure gauges 344Computer Upgrades for Laboratory Experiments 2,000Stirrer (Absorption Column) 483Conductivity Meter 380

Total $ 4,976Equipment and Instrumentation 1999-00General Supplies for Laboratory Maintenance $ 1,504Oxygen Sensors 250Differential Pressure Guage 350Diaphragm Pump 260Reverse Osmosis Unit (donated by Millipore) 2,000Mettler Balance 1,210Centrifugal pump (Absorption Column) 999

Total $ 6,573Equipment and Instrumentation 2000-01General Supplies for Laboratory Maintenance (chemicals, tubing, etc.) $ 1,165Reactor System w/ in-situ FTIR spectoscopy 50,000Fuel Cell Experiment ?????Upgrade for control experiment ?????

Total $

Computer FacilitiesThe Undergraduate Computer Laboratories are comprised of the Engineering Learning Center which houses PCs and a few Macs (Engineering II Rooms 305-307), and the Undergraduate Unix Laboratory equipped with SUN workstations (Castleman Room 205).

The Engineering Learning CenterThe newly renovated Learning Center not only offers a bright, cheery, and comfortable environment for learning and instruction, but also provides a facility that is more convenient for the user community and much easier for BRC to manage. It currently has 60 plus PCs and a few Macs. All the computers are connected to servers that also provide printing support and are linked to the campus network and the Internet. They also have access to laser printers, a color inkjet printer and a scanning device. A major effort during the Summer of 98 was to upgrade the PC operating system from Window 3 to Windows NT 4.0, and to integrate the PCs with BRC general computing facilities. Users now logged onto Windows NT in the Learning Center will have their Unix home directories available just as if they had logged into a Unix workstation. Work saved on either drive will be reliably backed-up and available on any other

Learning Center machine the user logs onto. The laboratory is extremely active for both teaching and general undergraduate computing.

The Undergraduate Unix LaboratoryThe Undergraduate Unix Laboratory in Room 205 of Castleman is our only School-wide laboratory for undergraduate Unix-based computing. At the end of last semester, there were 24 SparcStation LX's – very old and obsolete 1993 machines. The latest version of the operating system will not run on them since they have little memory and the disks are too small. These machines are also too slow for many of the computation-intensive software packages. We have recently replaced nine of them with SUN Ultra 5’s each with a 4 GB disk and 128 MB memory. A recent survey of Engineering faculty members indicates that there is a strong need for Unix-based computing, and we should replace all the remaining 15 SparcStation LX's with Ultra 5’s as soon as possible.

The four laboratories are managed and maintained by the Booth Research Center (BRC). Management staff is comprised of two full time BRC staff persons with one person supporting the PC DOS/Macintosh environment and the other person providing technical support for the UNIX environment. Additionally, a large student staff supports the Computer Laboratories. All systems (Unix - PC Windows - Macintosh) are connected to the campus-wide network and the Internet.

General Purpose Software MS Office 97 Professional (all components) Ghostscript Netscape 4.05 Win3270 Internet Explorer 5 WS_FTP LE Acrobat Reader 3.01 Winzip 6.3 SR-1 Labpop

Course Applications AutoCad 2000 Maple Release 5 Allegro CL Lite 5.0 MicroSim AspenPlus 10.0-1 MS Visual Studio AweSim 2.0 Data Access SDK 2.0 Borland C++ 4.52 Digital Visual Fortran 5.0 CadKey 7.5 CStation CodeWarrior Pro 4 LogicWorks 3.02 Control Station Mathematica 4 Invention Machine 2.1 Polymath

Bolded Programs are those used primarily in the Chemical Engineering curricula

Other Support ServicesOther institutional facilities provided for this program include newly renovated department and faculty offices, research laboratories, electronics, machine, and glassblowing shops, brand new state-of-the-art chemistry building and a newly renovated library.

The Department office is located in Engineering II Building and includes an open reception/office area; side offices for the Department Head, Assistant Department Head, and purchasing agent; and a utility/storage room; and a lunch/informal gathering room. The office is staffed by one full-time Administrative Assistant and a full-time University Research Assistant who acts as our purchasing agent. Two part-time secretaries have been hired to assist in graduate recruitment, data-base management, and other office tasks. Our undergraduate laboratory has a full-time Chemical Engineering Laboratory Technician; his office is located in room adjoining the main undergraduate lab, Room 114. Eight faculty offices are located in the Engineering II Building near the Departmental office; four faculty have offices in the adjoining UTEB building (connected to EII via hallway); and four faculty have offices in the IMS Building, principally because of their close association with the Polymer Science Program and the interdisciplinary nature of their research, and

The School of Engineering maintains both an electronics shop and a mechanical shop. The electronics shop assists in configuring and maintaining electronic and computing equipment for both the instructional labs as well as the research laboratories. The mechanical shop provides the necessary machining, welding, sheet metal, and woodworking skills which cannot be handled by our laboratory technician. Both shops support not only the undergraduate instructional facilities, but also the research laboratories. The University also provides a Technical Services Center. In addition to providing machining and metal working services, this shop provides glassblowing capabilities, which are crucial to the Chemical Engineering Department. The IMS also provides shop facilities by agreement for engineering faculty and their research projects.

The 200,000 square foot five-story Chemistry building is the first of several buildings in the University's new "Technology Quad" envisioned to centralize the science and engineering programs on campus. The Chemistry Building incorporates nine graduate and undergraduate divisions including analytic, inorganic, organic, physical, polymer, environmental analytical, general chemistry, material and biological chemistry and includes research labs for 30 professors and 150 graduate students and post-doctoral researchers. The building includes an innovative outreach center for bringing chemistry education to the public; multi-media capabilities in all classrooms and lecture halls; state-of-the-art safety features in both teaching and research environments; networked laboratories, classrooms and offices, energy efficient design; and user friendly facility for the environmentally sensitive use of chemicals.

The University library has over 300,000 square feet of space and houses one of the major collections in New England. Books, journals, and other reference material related to chemical engineering are held in this facility. New textbooks and references are periodically purchased at the request of Chemical Engineering faculty, and the reserve room service is used regularly by faculty and students. The library has a state-of-the-art computer-based literature search with extensive references stored on CD ROM. It also provides access to numerous external data bases. An inter-library loan and use program exists and is available to both faculty and students.

Opportunities to Learn the Use of Modern Engineering ToolsComputer Experience

Freshman Year: All of our students are required to take CSE 123 during the first semester of their freshman year, which introduces modern programming language (C++). CSE 123 may be used to satisfy the university computing course requirement and carries the "C" course designation. Students are introduced to spreadsheet, word processor, slide presentation, and internet software during their second semester in ENGR 166. Both courses utilize personal computers located in the Engineering Learning Center.

Sophomore Year: Students taking CE 211 (Applied Mechanics I) and use the programming language learned in the Freshman year to solve suitable problems. In addition, several experiments in the physics laboratory require computer analysis. CHEG 203 (Intro to Chemical Engineering), taken in the fall, requires computer use in plotting and analyzing data, solving iterative problems, solving sets of linear algebraic equations and introduces students to the process simulation package ASPEN. CHEG 211 (Chemical Engineering Thermodynamics I), taken in the spring, also requires the use of computer programming or mathematical software to solve a variety of homework problems.

Junior Year: At the beginning of the Junior year, students are introduced to an educational software package named POLYMATH (authored within the Department). POLYMATH, which allows interactive problem solving with all the basic numerical methods, is made available to students who have their own computers and is present in personal computer labs throughout the University. During CHEG 223 (Transfer Operations I), students are introduced to MATHEMATICA for solving simple ordinary and partial differential equations. The ASPEN package is used for flash, multi-component distillation, extraction, absorption and other unit operation design calculations in CHEG 224 (Transfer Operations II). Computer problems are also assigned in the CHEG 212 (Chemical Engineering Thermodynamics II) and CHEG 251 (Process Kinetics) and students are encouraged to use computers to solve their homework problems whenever appropriate.

Senior Year: Extensive computer use is required in CHEG 243 (Process Design and Economics) and CHEG 237W and 239W (Chemical Engineering Laboratory). POLYMATH, MATHEMATICA, ASPEN, spreadsheet, word processing, data acquisition, and slide presentation, and internet software are used as appropriate. CHEG 247 (Introduction to Process Dynamics and Control) uses an in-house process control simulator package, CONTROL STATION.

Laboratory ExperienceFreshman and Sophomore Years:

The laboratory training of our students is initiated in the two basic chemistry and two physics courses taken in the freshman and sophomore years.

Junior Year: Required laboratory sections in advanced chemistry courses (organic and physical chemistry) are designed specifically for Chemical Engineering students, and contain experiments requiring the use of both classical and modern experimental methods and equipment. These are usually taken in the junior year. Additional exposure to modern engineering tools via laboratory experience comes from the selection of one of the following five advanced science courses, CHEM 232Q (Quantitative Analytical Chemistry), CHEM 264Q (Physical Chemistry II), MCB 203 or 204 (Biochemistry), or MCB 229 (Fundamentals of Microbiology).

Senior Year: Chemical engineering laboratory experience is concentrated in the two required courses, CHEG 237W (Chemical Engineering Laboratory I) and CHEG 239W (Chemical Engineering Laboratory II), both taken in the senior year. During these classes, students are in the laboratory for 4-5 hour sessions twice weekly. Laboratory equipment is described in B6- Table 1, and combines both old and new technology as described earlier in this section. Lab experiments investigate numerous aspects of fluid flow, heat and mass transfer, process control, and kinetics and reactor design. Both courses require students to design experiments, learn safety procedures, operate bench scale and industrial scale equipment, analyze samples using both traditional and new techniques and equipment, interpret data, and produce oral and written reports. A brief description of the laboratory experiments performed in CHEG 237W and 239W is included at the end of section B6.

In addition to these required courses, all faculty research laboratories are used in undergraduate instruction via CHEG 299's (Introduction to Research/Independent Study). CHEG 299 is not a required course, but over 70% of our undergraduates take 299 to fulfill one or more of their electives. Faculty research areas are diverse, and yet complimentary, and include the area of biotechnology, environmental engineering, polymer science, dynamics and control, electrochemistry, and catalysis. Faculty research laboratories and support facilities are fully outfitted with state-of-the-art equipment. Faculty vitae are provided in Appendix IC. Sample 299 projects include:

1. Aerosol droplet combustion synthesis of nonequilibrium nanoscale materials2. Behavior of lyotropic liquid crystal polymers3. Modeling of hydrogen/oxygen and methanol/air fuel cell systems4. Recombinant bacteria for green chemistry

Documents Relating to Section B6Facilities

1. Instructional Laboratory Courses (CHEG 237W and 239W), Experiments & Equipment

Instructional Laboratory CoursesExperiments and Equipment

CHEG 237W

1. Draining Time for a Tank with Outlet PipeObjective: The purpose of this topic is to compare a mathematical model of a physical system with observed

experimental results.

Equipment: A cylindrical tank is fitted with a drain pipe in the bottom. The problem is to predict how long it will take for the level in the tank to drop to an inch above the bottom. The tank and a selection of exit pipes are located in the laboratory. Auxiliary equipment is available from the technician.

2. Bubble-Cap Distillation ColumnObjective: The objective of this topic is to gain experience in operation of larger equipment, to practice sampling

and analysis technique, and to review the principles and hardware of distillation. The students must review concepts of continuous distillation. The column is to be run continuously using various reflux ratios and various feed plates.

Equipment: The Artisan 18 plate bubble-cap distillation column is located on both levels of the high bay area in the laboratory. The main control station contains six Foxboro controllers along with both digital and strip chart recorder output. Feed may be introduced to six of the 18 plates. Temperatures and liquid samples are available at 20 places in the column. Flowrates are measured via the controllers and orifice plates. The system to be separated is methanol and water.

3. Operation of a Double-Effect EvaporatorObjective: The object of this topic is to expose the students to some of the problems of operating large scale

equipment and to develop skill in evaluating process operation.

Equipment: The Swenson double-effect evaporator is in the high bay area in the laboratory. Backward and forward feed, varying feed rates and vacuum levels are investigated.

4. Pumps and Fluid FlowObjective: The objective is to gain familiarity with the operation and characteristics of a typical centrifugal pump.

Various flow measuring devices are used to determine friction losses and orifice coefficients.

Equipment: A centrifugal pump, driven by a variable speed d.c. dynamometer motor is mounted on a cart which carries the water reservoir. Inlet and outlet pressures, flowrate, speed and torque are measured. A rack of horizontal pipes is located on the laboratory wall near the evaporator. The rack includes 45 and 90 degree bends, valves, contractions, expansions, various size pipes, a rotameter, a venturi meter, two orifice meters and several differential pressure gauges.

5. Heat TransferObjective: The performance of a double-pipe heat exchanger is evaluated with respect to the amount of heat

transferred and to the changes in temperatures of the interacting water streams as affected by flow rate and direction. The performances of shell-and-tube and double-pipe heat exchangers are evaluated and compared with respect to heat transferred and temperature changes of the steam and water phases as affected by steam temperature and water flow rates.

Equipment: Two double-pipe heat exchangers, a Struthers-Wells shell-and-tube heat exchanger, a multipoint-temperature recorder, several thermocouples and two rotameters.

6. Gas Separation by Membrane PermeationObjective: The objective of this experiment is to study membrane separation of air and determine the effects of

process parameters on membrane performance. Students should develop a fundamental understanding of membrane processes and after modeling the experimental data, should be able to predict the performance of the gas separator.

Equipment: Two PrismTM separator columns that can operate individually, in series, or in parallel; pressure regulators; needle valves; flow meters; and oxygen analyzers.

CHEG 239W

1. Control of a Steam-Heated Mixing Tank (Pneumatic Control)Objective: The experiment involves tuning a controller for temperature control of a steamheated mixing tank.

Students are asked to generate process reaction curves to determine tunings, to experimentally optimize these tunings through set point changes, and to investigate the controllers ability to reject disturbances.

Equipment. The process contains a steam-heated constant volume well mixed tank with a .pneumatic control valve on the steam line. A Foxboro controller, thermocouple electronic temperature transmitter, air lines and strip chart recorder are also a part of the process. An inlet water stream acts as an adjustable disturbance.

2. Batch and flow kinetics (usually done as two separate experiments)Objective: The purpose of this experiment is to examine and determine the reaction kinetics of a simple

homogeneous liquid phase system, and to compare experimental data to a mathematical model for the saponification of ethyl acetate in a CFSTR and/or tubular plugflow reactor.

Equipment: The batch reaction is run in a glass beaker immersed in a temperature controlled bath. The two flow reactors are complete with fluid flow measurement devices and temperature control. Burettes, pipettes and general glassware are used with wet analytical chemical techniques for concentration measurement.

3. Gas AbsorptionObjective: This experiment reviews mass transfer of a solute between two phases and provides experience with a

gas absorption column and several auxiliary analysis instruments.

Equipment: The equipment consists of a 75 rnm diameter column containing Raschig ring packing material, pressure taps, manometers, sampling points, sump tank, pump, calibrated flowmeters, gas cylinder, small compressor, two types of gas analyzers (infrared and wet chemical) and a titration station. Currently the apparatus is designed to absorb a carbon dioxide/air mixture into an aqueous solution flowing down the column.

4. Control of Two Tanks in Series (Computer Control)Objective: This experiment explores the characteristics of different types of control algorithms by providing a

user-friendly interface between the user and the process being controlled.

Equipment: The equipment consists of two Plexiglas tanks, flowmeter, pump, pressure sensor, a control and data acquisition system and a computer.

5. Batch DistillationObjective: This experiment reinforces phenomena associated with batch distillation; specifically, fluid flow

characteristics in the sieve plate column, pressure drop vs. boil-up rate, and column separation efficiencies are studied.

Equipment: UOP Microcomputer controlled batch distillation unit; refractometer; IBM compatible PC.

6. Batch Tray DryerObjective: The objective of this experiment is to study drying rates of various wetted solids and to produce drying

rate curves. From these curves, the different drying behavior can be observed; further analysis is used to determine the types of mechanisms involved.

Equipment: Armfield steam heated batch tray dryer; anemometer; thermometers; nonporous granular solids; stop watch; balance.

B7. Institutional Support and Financial Resources- Joe, Tom A.

B8. Program Criteria- Suzy

B9. Cooperative Education Criteria- Marty

B10. General Advanced-Level Program- N/A

Appendix I

A. Table 1 - Basic Level CurriculumTable 2 - Course and Section SizeTable 3 - Faculty Workload SummaryTable 4 - Faculty Analysis - JoeTable 5 - Support Expenditures - Joe

B. Course Syllabi

C. Faculty Curriculum Vitae - Joe & Suzy(should we include articles "in press" or "submitted for publication"??????

Table 1. Basic-Level CurriculumChemical Engineering

Year; Semester or

Course(Department, Number, Title)

Category (Credit Hours)

Quarter Math & Basic

Sciences

Engineering Topics General

Education.

Other

Check if Contains Design

(ü)

Freshmen FallCHEM 127Q General Chemistry 4

MATH 115Q Calculus I 4 ( )ENGR 100 Orientation to Engineering I ( ) 1CSE 123C Introduction to Computing 1.5 (X) .5ENGL 105 English Composition ( ) 3HIST 100 Western Exp or HIST 101 Modern Europe

( ) 3

Freshmen

Spring

CHEM 128Q General Chemistry 4 ( )

MATH 116Q Calculus II 4 ( )ENGR 166 Foundations of Engineering 3 (X)ENGL 109 Literature and Composition ( ) 1.5 1.5Social Science Course ( ) 3

Sophomore

Fall

PHYS 151Q Physics for Engineers I 4 ( )

MATH 210Q Multivariable Calculus 4 ( )CE 211 Applied Mechanics I 3 ( )CHEG 203 Inatroduction to Chemical Engineering

3 ( )

PHIL 104 Philosophy and Social Ethics ( ) 3Sophomore

SpringPHYS 152Q Physics for Engineers II 4 ( )

MATH 211Q Power Series and Differential Eqn..

3 ( )

CHEG 211 Chemical Engineering Thermodynamics

3 (X)

English Literature Course (200 Level) ( ) 3Elective ( ) 3

Junior FallCHEG 212 Chemical Engineering Thermodynamics

3 (X)

CHEG 223 Transfer Operations 3 (X)CHEM 243 Organic Chemistry 3 ( )CHEM 263Q Physical Chemistry 4 * ( )CHEM 240 Organic Chemistry Laboratory

1

Non-Western Course ( ) 3

Table 1. Basic-Level Curriculum (continued)

Chemical Engineering

Year; Semester or

Course(Department, Number, Title)

Category (Credit Hours)

Quarter Math & Basic

Science

Engineering Topics General

Education

Other

Check if Contains Design

(ü)

Junior

Spring

CHEG 224 Transfer Operations 3 (X)

CHEG 251 Process Kinetics 3 (X)CHEM 244 Organic Chemistry 3 ( )CHEM 264Q Physical Chemistry 4 ( )CHEM 256 Physical Chemistry Laboratory

1

Professional Requirement (3 credits) + + ( )

Senior FallCHEG 237W Chemical Engineering Lab

3 (X)

Professional Requirement (3 credits) + + ( )CHEG 247 Process Dynamics & Control

.5 2.5 (X)

CHEG Requirement 3 (X)Fine Arts Course ( ) 3Elective ( ) 2

Senior

Spring

CHEG 239W Chemical Engineering Lab

3 (X)

CHEG 243 Process Design & Economics

4 (X)

CHEG Requirement 3 (X)Professional Requirement (3 credits) + + ( )Professional Requirement (3 credits) + + ( )

TOTALS-ABET BASIC-LEVEL REQUIREMENTS 43.5+ 48 + ( ) 19.5 11OVERALL TOTAL FOR DEGREE 134 134 ( ) 134 134PERCENT OF TOTAL 32+ 35.8 + ( ) 14.6 8.2

Totals must Minimum semester credit hours 32 hrs 48 hrs

satisfy one set Minimum percentage 25% 37.5 %

Note that instructional material and student work verifying course compliance with ABET criteria for the categories indicated above will be required during the campus visit.

Table 1. Basic-Level Curriculum (continued)Chemical Engineering

Year; Semester

or

Course(Department, Number, Title)

Category (Credit Hours)

Quarter Math & Basic

Sciences

Engineering Topics General

Education.

Other

Check if Contains Design

(ü)

Chemical Engineering Electives # ( )

( )CHEG 225 Advanced Transfer Operations

3 ( X )

CHEG 245 Chemical Engineering Analysis

3 ( X )

CHEG 252 Chemical Processes 3 ( X )CHEG 256 Polymeric Materials 3 ( X )CHEG 261 Intro to Nuclear Engineering 3 ( X )CHEG 270 Energy Process Technology 3 ( X )CHEG 271 Chemical Processes of Fossil Fuels

3 ( X )

CHEG 280 Intro to environmental Rate Processes

3 ( X )

CHEG 281 Intro to Water Pollution Control

3 ( X )

CHEG 283 Intro to Biochemical Engineering

3 ( X )

CHEG 285 Intro to Air Pollution 3 ( X )CHEG 295 Special Topics in Chemical Engineering

(Variable)

CHEG 299 Intro to Research (Variable)

Footnotes to previous page:

X Courses containing significant design* 3 credits of advanced chemistry are counted as engineering science as allowed under Chemical

Engineering Program Criterion 2.a+ Professional electives must be technical courses (defined as engineering, mathematics, statistics,

physical and life sciences) in the upper division curricula. These may often include additional creditsin Engineering Science/Design.

Table 2. Course and Section Size SummaryChemical Engineering

Course No.

TitleNo. of Section

s offered

in Current

Year

Avg. Section

Enrollment

Type of Class (1)

Lecture Laboratory Recitation Other

CHEG 203 Introduction to Chemical Engineering 1 29 75% 25%CHEG 211 Chemical Engineering Thermodynamics 1 24 75% 25%

CHEG 212 Chemical Engineering Thermodynamics 1 20 75% 25%

CHEG 223 Transfer Operations 1 20 75% 25%

CHEG 224 Transfer Operations 1 18 75% 25%

CHEG 237W Chemical Engineering Laboratory 1 25 10% 80% 10%

CHEG 239W Chemical Engineering Laboratory 1 24 10% 80% 10%

CHEG 243 Process Design & Economics 1 26 100%

CHEG 245 Chemical Engineering Analysis 1 5 100%

CHEG 247 Process Dynamics & Control 1 18 100%

CHEG 251 Process Kinetics 1 20 100%

CHEG 256 Polymeric Materials 1 18 100%

CHEG 261 Nuclear Engineering 0 -0- 100%

CHEG 280 Intro. to Environmental Rate Processes 0 -0-

CHEG 283 Intro. Biochemical Engineering 1 8 100%

CHEG 285 Introduction to Air Pollution 1 14 100%

CHEG 295-01 Fermentation & Separation 1 9 60% 40%

CHEG 295-02 Catalysis 0 -0- 100%

CHEG 295-03 Chem. Proc. Safety, Health, Loss Prev. 0 -0-

CHEG 295 Industrial Ecology 1 4 60% 30% 10%

CHE 299 Introduction to Research 18 Fall 9 total 90% 10% Research

18 Sp. 16 total 90% 10% Research

Table 3. Faculty Workload Summary(Chemical Engineering, 2000-2001)

Faculty Member (Name) FT or

Classes Taught (Course No./Credit Hrs.) Term and Year1

Total Activity Distribution2

PT

Teaching Research Other3

Achenie, Luke E.K. FT F00: CHEG 320 (3)S01: CHEG 243 (4) (team)

30 40 30

Anderson, Thomas F. FT F00: CHEG 301 (3)S01: ENGR 166 (3)

45 5 50

Bell, James P. FT F00: release / retirementS01: retirement

0 100 0

Cooper, Douglas J. FT F00: CHEG 241 (3), CHEG 247 (3)S01: CHEG 295 (3)

40 30 30

Coughlin, Robert W. FT F00: CHEG 321 (3)S01: CHEG 239 (3) (team), CHEG 295/384 (3) (team)

45 35 20

Cutlip, Michael B. FT None (Director, University Honors Program) 0 10 90

Erkey, Can FT F00: CHEG 223 (3)S01: CHEG 239 (3) (team), CHEG 251

40 40 20

Fenton, James F. FT F00: CHEG 315 (3), CHEG 320 (3)S01: ENGR 166 (3)

40 40 20

Fenton, Suzanne S. PT F00: CHEG 203 (3)S01: CHEG 224 (3)

60 0 40

Helble, Joseph J. FTS01: CHEG 285/385 (3)

15 35 50

Khalil, Yehia F. PT F00: CHEG 261/360 (3) 100 0 0

Mather, Patrick FT F00: CHEG 351 (3)S01: CHEG 211 (3), CHEG 256 (3)

40 40 20

Parnas, Richard FT None (start date August 01) 0 100 0

Shaw, Montgomery T. FT F00: CHEG 237 (3) (team), CHEG 368 (3)S01: CHEG 352 (3)

35 40 25

Weiss, Robert A. FT F00: CHEG 237 (3) (team), CHEG 212 (3)S01: CHEG 320 (3)

35 40 25

Wood, Thomas K. FT F00: CHEG 295 (3)S01: CHEG 243 (4) (team), CHEG 283/383 (3)

35 40 25

1. Indicate Term and Year for which data apply.2. Activity distribution should be in percent of effort. Members' activities should total 100%.3. Indicate sabbatical leave, etc., under "Other.

Appendix IB - Course Syllabi

1 Cheg 203: Introduction to Chemical Engineering

2 Catalog description:Application of the principles of chemistry and physics to chemical processes; units, dimensions and process variables; material balances; equations of state (ideal and real); single component equilibria; energy balances; non reactive and reactive processes; combined mass and energy balances.

3 Prerequisite: CHEM 128, MATH 114 or MATH 116, ENGR 150 or CSE 110 or CSE 123C.

4 Texts:Felder, R. M. and Rousseau, W. W., Elementary Principles of Chemical Engineering, 3rd Ed, John Wiley and Sons, (1999).

Fogler, H. S. and LeBlanc, Strategies for Creative Problem Solving, Prentice Hall (1995).5 Course Objectives:

Students will be able to 1. Formulate and solve problems using an engineering approach2. Practice creative problem solving strategies3. Incorporate concepts of material and energy balance and simple thermodynamic property behavior in analyzing chemical process systems i.e. synthesize, integrate, utilize process information to solve technical problems

4. Develop teamwork skills5. Use computer tools to solve problems involving mass and energy balance and thermodynamic properties

6 Topic:1. Units, dimensions, and process variables2. Material balances3. Single Phase Systems - ideal and real gases4. Multi phase Systems - single and multi-component equilibria5. Energy balances6. Nonreactive and reactive processes (combined material and energy balances and thermodynamic property behavior)7. Creative problem solving

7 Schedule: Lecture MWF 11-12

8 Contribution to Professional Component:3 credits Engineering Science

9 Relationship of Course Objectives to:

A. Program Objectives:Cheg 203 supports the achievement of the following Program Educational Objectives:1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.2. Promote a sense of commitment, professional ethics and respondibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry.

B. Program Outcomes:Cheg 203 supports the achievement of the following Program Educational Outcomes:1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

3. Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

d. an ability to function on multi-disciplinary teams

e. an ability to identify, formulate, and solve engineering problems

g. an ability to communicate effectively

k. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Prepared by:Suzanne S. Fenton July 17, 2000

Reviewed by:10

Revised by:

Reviewed by: C&C

Approved by: Head

Appendix IC - Faculty Curriculum Vitae

Curriculum Vitae

JOSEPH J. HELBLE

Date of Birth: 04/10/60

Rank: Associate Professor and Head of Chemical Engineering (full-time)

Education: B.S. Chemical Engineering, Lehigh University, 1982 (summa cum laude)Ph.D. Chemical Engineering, Massachusetts Institute of Technology, 1987

Faculty Service, University of Connecticut:

1999-present: Department Head, Chemical Engineering1995-present: Associate Professor, Chemical Engineering

Related Experience:

1998–present: consultant, Niksa Energy Associates, Belmont CA1993: Environmental Fellow, U.S. EPA Office of Solid Waste, Washington DC 1987-1995: Principal Research Scientist, Physical Sciences Inc., Andover MA1981, 1982: Research Engineer, Air Products & Chemicals Inc., Allentown PA (summers)

Consulting, Patents, etc.:

Consultantships: Niksa Energy Associates (1998-present); Connecticut Mutual Electrical Energy Cooperative (2000); Physical Sciences Inc. (1995-1997).

Patents: Apparatus for Producing Nanoscale Ceramic Powders (with T.F. Morse and G.A. Moniz), European Patent EP 0 697 995 B1, (1997); Apparatus for Producing Nanoscale Ceramic Powders (divisional) (with T.F. Morse and G.A. Moniz), US Patent 5,599,511 (1997); Process for Producing Nanoscale Ceramic Powders (with G.A. Moniz and J.R. Morency), German Patent 0680454 (1997); Apparatus for Producing Nanoscale Ceramic Powders (with T.F. Morse and G.A. Moniz), U.S.Patent 5,447,708 (1995); Process for Producing Nanoscale Ceramic Powders (with G.A. Moniz and J.R. Morency), U.S. Patent 5,358,695 (1994).

States Registered:

None (EIT-PA)

Principal Publications (1995 to present or 10 most recent):

Hirsch, M.E., Sterling, R.O., Huggins, F.E., and Helble, J.J., Speciation of combustion-derived particulate phase arsenic, Environmental Engineering Science (accepted) (2000).

Liu, B.B., Srinivasachar, S., and Helble, J.J., The fractal-like structure of combustion-generated inorganic aerosols, Aerosol Science and Technology (accepted) (2000)

Xu, X., Yang, X., Miller, D.R., Helble, J.J., Thomas, H., and Carley, R.J., A Sensitivity Analysis on the Atmospheric Transformation and Deposition of Mercury in the Northeastern United States, Sci. Total Environment (accepted) (2000).

Xu, X., Yang, X., Miller, D.R., Helble, J.J., and Carley, R.J., A Regional Scale Modeling Study of Atmospheric Transport and Transformation of Mercury. II. Simulation Results, Atmospheric Environment (accepted) (2000)

Xu, X., Yang, X., Miller, D.R., Helble, J.J., and Carley, R.J., A Regional Scale Modeling Study of Atmospheric Transport and Transformation of Mercury. I. Model Development and Validation, Atmospheric Environment (accepted) (2000)

Sarofim, A.F., Helble, J.J., and Senior, C.L., Emissions of Mercury, Trace Elements, and Fine Particles from Combustion Sources, Fuel Processing Technology 65-66, 263-268 (2000).

Helble, J.J., A Model for the Air Emissions of Trace Metallic Elements from Coal Combustors Equipped with Electrostatic Precipitators, Fuel Processing Technology 63, 125-147 (2000).

Senior, C.L., Sarofim, A.F., Zeng, T., Helble, J.J., and Mamani-Paco, R., Gas phase Transformations of Mercury in Coal-fired Power Plants, Fuel Processing Technology 63 (2/3) (2000).

Xu, X., Yang, X., Miller, D.R., Helble, J.J., and Carley, R.J., Formulation of bi-directional atmosphere-surface exchanges of elemental mercury, Atmospheric Environment 33, 4345-4355 (1999)

Helble, J.J., Combustion aerosol synthesis of nanoscale ceramic materials, J. Aerosol Science 29 (5/6), 721-736 (1998).

Professional Societies:

American Institute of Chemical Engineers; American Chemical Society; American Association for the Advancement of Science; American Association for Aerosol Research; The Combustion Institute; Association of Environmental Engineering and Science Professors; American Association of University Professors.

Honors or Distinctions:Outstanding Young Faculty Award, University of Connecticut School of Engineering (1999);

CAREER Award, National Science Foundation (1998); Barnard Award, American Association for the Advancement of Science (AAAS) (1994); R.A.Glenn Award, American Chemical Society (1989); Physical Sciences Inc. Technical Achievement Award (1995, 1990, 1989, 1988); National Science Foundation Graduate Fellowship (1982); W.H. Chandler Chemistry Award, Lehigh University (1982); A.I.Ch.E. Award, Lehigh University (1981).

Courses Taught:

Fall 1999: CHEG 301, Thermodynamics, 3 hours lecture, graduate, day.

Other Duties (average hours per week):

Department Head, Chemical Engineering; NU Chemical Engineering Endowed Chair Search Committee, Chair; NU Environmental Engineering Search Committee; School of Engineering Academic Council; Environmental Research Institute Executive Committee (1999); Mechanical Engineering Outstanding Faculty Committee; Departmental Development; Departmental Advisory Board ; Undergraduate Student Advising.

Above duties total about 35 hours per week.

Programs for Improving Teaching or Professional Competence:

Attendance at workshop/sessions at annual A.I.Ch.E. meeting regarding undergraduate teaching; collaborative project with Boston Museum of Science on developing hands-on materials to demonstrate nanoscale concepts (1998-2002).