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 Summary

1. Students2. Program Educational Objectives3. Program Outcomes and Assessment4. Professional Component5. Faculty6. Facilities7. Institutional Support and Financial Resources8. Program Criteria

XIII. LABORATORY FACILITIES

Table XIV - Laboratory FacilitiesNew Equipment and Instrumentation

XIV. STUDENT DEVELOPMENT IN ENGINEERINGPROFESSIONAL PRACTICE

XV. INFORMATION REGARDING FACULTY MEMBERS

Table XV - Faculty AnalysisTable XVI - Faculty Activity SummaryFaculty Curricula Vitae

APPENDIX A - LABORATORY PLAN

APPENDIX B - CHEMICAL ENGINEERING GUIDE TO COURSE SELECTION

A. Background Information

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.

2. Program ModesThe Chemical Engineering program is offered as a day program at the basic level. In the Fall 1994 semester there were 138 undergraduate students enrolled. The total number of chemical engineering graduates for 1994-95 was 28, including August, December and May '95 graduates. The table below summarizes enrollment data for the past nine years. As shown, enrollments in chemical engineering have steadily increased and now leveled off; these data are consistent with national trends and with the size of this university. Based on the projected incoming class, no significant increase is expected in numbers of chemical engineering undergraduates. The Department can expect to see class sizes of 25 to 35 students and numbers of graduates in the high twenties.

ENROLLMENT DATA

Academic Enrollment Year Total Under- Total Degrees Conferred*Year 1st 2nd 3rd 4th graduates Graduates Bachelor Master Doctor

1994/95 32 43 28 35 138 71 28 7 51993/94 31 37 26 42 136 77 26 5 111992/93 31 40 31 35 137 71 21 9 21991/92 30 34 25 20 109 67 8 14 111990/91 31 23 25 18 97 70 13 9 51989/90 25 36 14 29 104 72 20 16 61988/89 40 23 20 25 108 84 14 12 31987/88 29 28 20 32 109 72 25 7 71986/87 35 27 28 38 128 66 27 10 1

* Degree data for 1994/95 are subject to confirmation of completion of requirements.

3. Actions to Correct Previous Deficiencies

School Wide

"Further use of this {career counseling} service to provide additional feedback to the engineering faculty regarding alumni would be useful."

ACTION: Over the last two years, the School of Engineering (SOE) has significantly enhanced its interaction with the SOE alumni, allowing the school to track the alumni much more effectively. Examples of these interactions include the annual SOE awards banquet, regular newsletters, and visits by the Dean to various cities in the Northeast to meet with alumni groups. In addition, the Chemical Engineering (CHEG) Department has recently updated its alumni database and has successfully surveyed (40% return) the classes from '98. '93, and '88.

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

ACTION: In the CHEG department, W courses are CHEG 237 and 239, 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) has been cut to a bare minimum 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.

“Promote a better sense of community by co-locating engineering classrooms in the engineering buildings.”

ACTION: With the renovations of the engineering buildings completed and with relatively small class sizes, much of the engineering lecture and laboratory instruction takes place in the engineering buildings. The engineering facilities include several "high tech" lecture rooms as well as general-purpose computer laboratories, e.g. the "learning center" in Engineering II. In addition, the CHEG department has dedicated space within EII for a student study lounge where students can get tutoring help from TAs or work on group projects and homework. The study lounge was created to foster a sense of community between and among undergraduate and graduate students. The room is equipped with computers, a copy machine, and desks. The lounge has been a popular addition to our department.

DepartmentalNo departmental deficiencies were cited during our last review.

B. Accreditation Summary

1. StudentsStudent 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, who discusses with them 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. As undeclared students select a major, they are assigned advisors in the appropriate departments. Once a student is assigned an advisor in their department, they usually keep that advisor for the duration of their college career.

Advising records for students 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.

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 (see attached) and a computerized degree audit system, PACE. Students must submit for approval a Plan of Study during the 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.

2. Program Educational Objectives

The 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

Constituencies:Program constituencies, as determined by the department and SOE ABET Assessment Committee, are students, alumni, employers (as represented by our Advisory Board), faculty, 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

Program Educational Objective Process:The program objective process consists of two steps: 1. identifying/reviewing 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). Objective attainment will be assessed using input from yearly Advisory Board meetings and alumni surveys, data base information (both our own and the Alumni Association's), and informal conversations with alumni, recruiters, and company representatives. Alumni from 10, 5, and 2 years out were selected as survey recipients for "program objective" evaluation. A sample alumni survey from Spring 2000 is shown at the end of this section. This

particular survey sought to ascertain information regarding both points 1 and 2 above (since this was our first go-round of the assessment process).

Identifying Program Objectives (step 1):The process of identifying the departmental objectives begins with a critique of the old objectives, performed by a group of faculty. The group then 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 (6-7 drafts produced). The new objectives are sent via survey to the alumni for critique and comment. 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, undergraduate students, school and university mission statements, and informal conversations with local employers combined to shape the departmental objectives. Unfortunately, undergraduate student input was not obtained for the current objectives but will be included in the next cycle. This process will be repeated every 5 years. Alumni survey results, Advisory Board input, and the developmental history of our current program objectives are shown at the end of this section.

Program Mission Statement (result of step 1):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.

Approach To 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 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"

Achievement of Objectives (Step 2):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. This process ensures the achievement of the program objectives.

Reviewing Program Objectives and the Objective Attainment Process (steps 1 & 2):Review of the stated program objectives will occur once every 5 years. This review will follow the same procedure used to "identify program objectives" stated above. Program objective "update" will be the focus of one faculty/advisory board meetings every 5 years, where program objectives will be scrutinized in light of collected data and the changing needs of our constituencies. The next update will occur in the Spring 2005.

Assessment of the "Objective Attainment Process" will be carried out yearly using alumni surveys, advisory board input, alumni data base statistics, newsletters, and informal input from alumni, recruiters, and company representatives.

Attainment of Objective I will be determined by surveying alumni to assess their contributions to and general preparedness for work in the field of chemical engineering. Questions linking "preparedness" to specific elements of our curriculum will be included in this survey. A high response rate will be 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. Information from surveys, data base, and the newsletter regarding employment history, promotions, continuing education/short courses taken, professional meeting attended, publications, patents, community service and other activities will also be used for Objective I assessment.

Attainment of Objective II will be determined using the above-mentioned data, employer supplied information regarding ethics, and by tracking industry/academic ties and alumni/academic support (both monetary and other). Curricular or program changes resulting from this process will then be put into place. Feedback from the objective assessment process will also be used at the end of each academic year during the faculty/curriculum meeting where program outcomes and curricula are evaluated (see section B.3).

Assessment data will be collected, summarized and presented at the annual faculty/program assessment meeting held in early June. Here, the results will be discussed and program modifications made. A schematic of this process is included at the end of this section.

First Cycle Improvements -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:

Obj Identification/Attainment Process Deficiencies Corrective Measures Employed

Program Objectives - Student input was not gathered Obtain student input in future program obj

reviews

Advisory board "program objectives" require Program objectives will not be modified to contain

students to possess business skills immediately the words "business skills", however business skillsupon graduation will be introduced into the curricula via various

methods mentioned below

Alumni survey results in variety of suggestions Alumni comments were incorporated by including the (see Survey summary at the end of this section) "Approach" paragraph between the Mission

Statement and the Program Objectives

Alumni Survey - Include the items noted on future alumni surveys

No salary info gathered

No continuing edu info gatheredNo publications/patents info gatheredNo community service info gatheredNo color coding to determine respondents GPASent to alumni 10 years out Send survey to alumni less than five years out

Alumni 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 to Create a new elective "Engineering Entreprenurship"

Business skills 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 tofacilitate student participation in summer

internships.

Alumni survey indicates need for more We have recently begun and will continue to increase

Exposure to contemporary and global issues the coverage of these issues in our elective courses.Also, the number of required elective courses will beIncreased by one, thus increasing exposure in these areas

Documents Relating to Section B.2Program Educational Objectives

1. Alumni Survey - Spring 20002. Summary of Alumni Survey Results - Spring 2000 3. Program Educational Objective / Advisory Board Input - Spring 20004. Developmental History of Current Program Objectives5. Schematic of "Program Objective Attainment" Process

Alumni SurveySpring 2000

WIN UCONN BASKETBALL TICKETSWin a pair of tickets to a UConn basketball game in December 2000. Open only to recent UConn alumni, therefore, a good chance of winning.To enter the raffle:

You must be a UConn Chemical Engineering Graduate who receives this form. You must complete this anonymous survey and return it in the envelope provided - on or before

February 28, 2000. You must put your name, address and year of graduation on the outer envelope. Do not put your name on the survey questionnaire. Only one entry permitted per person.

Please rate on a scale of 1-5 (lowest to highest) the value of the following components of your UConn education in light of your post graduation needs. Also rate, on the same scale, whether your educational program provided adequate exposure in these areas.

VALUEADEQUATEEXPOSURE

Basic Math (Calculus, Differential Equations)Basic Sciences (Physics, Chemistry)Basic Engineering (Thermo, Transport, Kinetics)Computer Programming/Numerical MethodsGeneral Software Applications (Word Processing,Spreadsheets, etc.)Special Software Applications (Process Simulations, Mathematical Equation Solver)Problem Solving Skills (apply math, science and engineering principles)Experimental/Research Methods and AnalysisProcess Design and EconomicsProcess ControlOptimizationModel DevelopmentEngineering ElectivesCommunications (Speech and Writing)Environmental, health and safety considerationsAbility to learn independentlyMultidisciplinary Teamwork/LeadershipProfessional and Ethical ResponsibilitiesKnowledge of Contemporary and Global Issues

In general, how would you rate your preparation for employment, or graduate school, in comparison with your peers, especially those who started work at the same time as you?

Better prepared than most ________About average ________Not as well prepared ________

Comments:

List the five most important and useful components of your UConn education in terms of preparing you for your professional career or graduate school. (Please be specific, i.e. certain class, discussion with advisor or other faculty, group projects, oral and written reports, career services.)

List the five tools/skills that would be most useful to you in your professional career that you were not exposed to in your education at UConn.

Would you recommend UConn Chemical Engineering to friends, relatives, etc.?Yes ________ No ________Why or why not?

Please read our mission statement and program goals, listed below. Considering your present position, and your perception of society’s broader needs for chemical engineers, please list any suggestions related to these program statements.

Mission StatementThe 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 Goals1. Produce graduates who think critically and can define, formulate and solve technical problems and design

chemical processes by applying scientific, mathematical, engineering and computational tools.

2. Produce graduates with 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 traditional and emerging fields.

4. Promote a sense of commitment, professional ethics and responsibility in students while forging lifelong, mutually supportive relationships among graduates, academia, industry, and greater society.

Month/year of Graduation _______________Month/year began first professional job or graduate school _______________Briefly describe you current job or full-time graduate education. Are you in charge of a particular process? Do you supervise other professionals?

Describe any degrees, awards, recognition, or promotions you have received since your graduation from UConn.

Describe any continuing education/short courses taken, professional meeting attended, publications or patents awarded, and community service or other activities participated in since graduation.

*DO NOT PUT YOUR NAME ON THIS ANONYMOUS QUESTIONNAIRE*

Summary of Alumni Survey ResultsSpring 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 1.14 2.86 .85Engineering 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 learningresponsible care/ process safety management, provide students w/ knowledge concerning industry standards toward safetythere 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 curriculummore flexible curriculum so students can co-op more easilychemical engineers receive an education in multiple disciplines (mechanical, controls, electrical, financial) in order to effectively

design production equipmentprovide educational tools to produce chemical engineering graduates that can improve and create chemical processes regarding

safety, health, and the environmenta 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 fieldsproduce 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 wholethere should be some more emphasis on computer-related technology as wellchance 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

Schematic of "Program Objective Attainment" Process

3. Program Outcomes and Assessment

The 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 criteria 3 in mind. A detailed list of specific student learning outcomes associated with each of the program outcomes and the ABET criteria satisfied by each is included in a Table 1 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 b & 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 "strictly engineering" aspects of program (with the exception of experimental design) and Abet criteria a,c,e and k. Experimental design and data analysis (Abet criteria b and k) fit well with our strong desire to provide students more opportunities to explore emerging and interdisciplinary areas, and were included in Outcome 2. Communication and teamwork, highly valued and closely related skills, were placed in the 3rd 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 character traits such as ethics and responsibility (Abet criteria f, h, i, & j) are included in Outcome 4. Outcome 4 supports 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, industry, and the greater society".

verall program is often a topic of discussion among the faculty. For example, this past academic year, the Department had ten scheduled faculty meetings; at eight of these meetings one or more agenda items addressed undergraduate concerns. 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 which 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 which 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.

To further evaluate our program, a variety of surveys and teaching evaluations are regularly administered. Graduating seniors are surveyed by the Department, the School of Engineering, and Career Programs. In addition

to obtaining current and permanent addresses for our future alumni, we are able to determine the extent of employment of new graduates and the number of graduates going on to graduate school. Based on a survey of our 1994 graduates, over 90% were employed or attending graduate school within nine months of graduation; this reflects well on the preparation our students receive. The University routinely asks students to evaluate their courses and the faculty teaching those courses. Two questions on the teaching evaluations deal specifically with assessment of program objectives. One question asks if there were clear objectives for the course; the other asks if those objectives were fulfilled. Typically, the course (and the faculty) receive high marks in both setting objectives and fulfilling them.

Our students who have experienced Co-op assignments invariably report that they felt well prepared for everything they encountered on the job. Almost all of them are offered permanent jobs with their Co-op employers after graduation.

An additional mechanism by which we assess our program is through feedback from our alumni. We track our alumni with our own data base and with a Departmental Newsletter (although not regular). In discussions with the Department Head, Alumni invariably speak very highly of their preparation and skills that were learned here at UConn. The high regard is also

indicated by the fact that several alumni regularly return to UConn to recruit our graduates as new employees for their companies (e.g. Proctor and Gamble, Johnson and Johnson, etc.). The Engineering Alumni Association, which has had strong leadership from Chemical Engineers, further provides a mechanism for alumni comments, which are always quite favorable.

Finally, the Department Head usually meets with company representatives who travel to UConn to recruit our students. These include managers and executives from Uniroyal, CYRO, CYTECH, Dow, Rogers, and Olin, just to name a few. Invariably, these company representatives speak very highly of our students and of our program which prepared those students for their careers.

Documents Relating to Section B.3 Program Outcomes and Assessment

1. Table 1 - Program Outcomes, Leaning Objectives, and Abet Criteria Satisfied2. Alumni Survey Results - Spring 2000 3. Program Educational Objective / Advisory Board Input - Spring 20004. Developmental History of Current Program Objectives 5. Undergraduate Recruiting Brochure

4. Professional Component

C. Definition of credit unit:The degree program requires that each student complete the equivalent of 8 semesters of academic work for a total of 134 applicable credits. A one-semester credit unit normally represents one class hour or three laboratory hours per week. A class hour normally requires two to three hours of outside preparation or study. Each semester involves 14 weeks excluding final examinations.

D. Curriculum course content: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 150C and 151 (Introduction to Engineering). In these courses, students are not only introduced to applications of science, but are also exposed to undefined, open-ended problems which they must solve in groups. They are also required to write concise reports and to make short presentations on these projects. Computer usage is also required in both courses.

During their sophomore year, Chemical Engineering students take two engineering courses. CE 214 (Applied Mechanics I) is taken in the Fall; this engineering problem-solving course treats the application of physics to the analysis of forces acting on structures and machines. Although essentially engineering science, several problems are included which are not well defined and also require computer solutions. In the second semester, students take CHEG 203 (Introduction to Chemical Engineering). This course focuses on applications of material and energy balances. For students still new to engineering concepts, these problems do not appear to be well defined; many of the problems are used to introduce topics related to environmental, social, and safety issues. Toward the end of the semester, groups of students are assigned a case study. This project gives them the opportunity to further refine their problem-solving and analytic abilities.

Students continue their engineering topics courses in the junior year. The two-semester thermodynamics sequence, CHEG 211 and 212, stresses learning basic thermodynamic principles, as well as the applications of these principles to engineering problems, e.g. a study of gas liquifaction. Similarly, the transfer operations courses, CHEG 232 and 224, not only teach basic understanding of fluid mechanics, heat transfer, mass transfer, and equilibrium separations, but also consider design of equipment and processes based on these phenomena.

In their senior year, students take mainly chemical engineering courses: CHEG 251 (Process Kinetics), CHEG 237W and 238W (Senior Laboratory), CHEG 241 and 242 (Process Design), and CHEG 247 (Process Control and Analysis). Each of these courses integrate theory and analysis with applications to design. Most of these courses also require students to work in groups 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.

The outline presented here meets the program 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, student gain basic knowledge on which to build their understanding of engineering principles. By the senior year, students have a solid theoretical understanding and have developed the good problem-solving skills necessary for successful careers. Skills, such as teamwork, computer analysis of data, report writing, oral presentations, etc., are introduced in lower level courses; with practice and experience, these skills are well-developed by the senior year.

Our Basic Level Program is outlined in Table XII. We define a half year to be equal to 16 semester hours. Following this table are the course descriptions.

E. Basic-level curriculum:Table XII summarizes the basic-level program in chemical engineering. A total of 134 semester credit hours are required for graduation.In addition to General Education courses and required courses, all students take two chemical engineering requirements and three professional requirements. 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.Substitution for required chemical engineering courses is not allowed. 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.

5. Faculty