ENGINEERING ACCREDITATION
Self-Study Report
for
B.S. in Chemical Engineering
(Program)
EAC VISIT
2006
Submitted by
University of Rhode Island, College of Engineering
June 16, 2006
to the
Engineering Accreditation Commission
Accreditation Board for Engineering and Technology, Inc.
111 Market Place, Suite 1050
Baltimore, Maryland 21202-4012
Phone 410-347-7700
FAX 410-625-2238
email: eac@abet.org
http://www.abet.org/
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2
Table of Contents
Background Information
5
1. Degree Title _____________________________________________________________ 5
2. Program Mode ___________________________________________________________ 5
3. Action to Correct Previous Deficiencies. ______________________________________ 5
4. Contact Information ______________________________________________________ 6
Changes in the department___________________________________________________ 6
Accreditation Summary
9
1. Students _______________________________________________________________ 9
2. Program Educational Objectives__________________________________________ 11
3. Program Outcomes and Assessment _______________________________________ 13
4. Professional Component_________________________________________________ 39
5. Faculty _______________________________________________________________ 41
6. Facilities ______________________________________________________________ 43
7. Institutional Support and Financial Resources ______________________________ 47
8. Program Criteria ______________________________________________________ 57
Appendix I - Additional Program Information
59
APPENDIX I A. Tabular Data for Program ___________________________________
Table I-1. Basic-Level Curriculum (Chemical Engineering track)
Table I-1. Basic-Level Curriculum (Biology track)
Table I-2. Course and Section Size Summary
Table I-3. Faculty Workload Summary
Table I-4. Faculty Analysis
Table I-5. Support Expenditures
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60
64
67
68
71
72
APPENDIX I B. Course Syllabi ______________________________________________ 67
APPENDIX I C. Faculty Curriculum Vitae 2005-2006 __________________________ 117
APPENDIX I D. – Additional data __________________________________________
Table 1. General Education, College of Engineering
Table 2. Approved Engineering Elective Courses For Chemical Engineering Students
Table 3. Approved Mathematics Electives
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151
151
154
155
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Program Self-Study Report for Chemical Engineering
Background Information
1. Degree Title
BS in Chemical Engineering
2. Program Mode
On campus, full time, day program.
3. Action to Correct Previous Deficiencies.
The Program Evaluator listed criteria 3 a “weakness” and provided the following information:
“A good start on the EC 2000 has been made, but additional steps/procedures need to be
identified. The process to measure and show the quality of the outcomes is being assessed
and that the results are being used to improve the outcome, appears to be in the very early
stages, e.g., about 6 months. Further development, formalization and implementation and
better organization of the plan and process are needed, as well as more specific and clearer
documentation”.
Our assessment plan has been strengthened to include
• Assessment of outcomes in each class
• Surveys of our alumni to document effectiveness of education
• Surveys of current sophomore, junior and senior students.
• Surveys with the Chemical Engineering department Advisory Council.
An extensive reply was made to this weakness documenting the many steps and procedures of
our assessment plan. That reply is given in Appendix III.
Below are the responses to concerns that were expressed by the Chemical Engineering program
evaluator.
Faculty.
Concern
“An endowed chair search has been approved, but has not yet been filled. There
apparently has been a misunderstanding on previous offers to candidates for this position
regarding diversity and this aspect has to be cleared up”.
Response
Since the last ABET visit, the endowed Victor J. Baxt Chair of Polymer Engineering was filled
by Prof. Michael Greenfield in January 2002.
Concern
“A few faculty are approaching retirement, and there should be a plan, administrative
support, and effort to fill these positions, preferably before the retirement occurs.”
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Response
Prof. Vincent Rose retired in May, 2003 and a search for his replacement was initiated in the
summer of 2003. The Search committee identified its first choice candidate from a very strong
applicant pool in March, 2004, but the University administration was unable to conclude a timely
employment agreement with the candidate. Approval was then obtained for another faculty
search, for a Spring 2006 appointment. A final candidate was selected by the search committee
and the candidate, Dr. Geoffrey Bothun, will arrive on campus in Summer 2006. Dr. Bothun
research area in Bioprocessing and Bionanotechnology will provide a very significant boost to
the department’s bio effort.
There is still considerable faculty unease about faculty replacements either because of
retirements or because of administrative appointments. Our department has two faculty past
normal retirement age. We are unaware of any plans for replacements.
4. Contact Information
Primary pre-visit contact person: Arijit Bose
Crawford Hall, University of Rhode Island, Kingston, RI 02881
401-874-2804
bosea@egr.uri.edu
Changes in the department
Personnel
Professor Brown stepped down in summer 2003 after five years as Chair, in order to return to
full-time teaching, research and service. Professor Barnett served as the acting Chair for the
2003-2004 academic year. Professor Bose took over as department chair in July, 2004, after
returning from two years leave from URI. Professor Gregory spent two years as Associate Dean
for Research and Graduate Studies and returned full-time to the Chemical Engineering
department in Fall 2005. Professor Rivero will be returning to the department in Fall 2006 after
two years as Associate Dean for Students and Diversity. Dr. Bothun will be joining the
department in Fall 2006.
Mr. Raymond McLaughlin, ½ time Laboratory Technician, retired in January 2005. Mr. Robert
D’Ambrosca joined the department in January, 2006 as a ½ time Laboratory Technician (shared
between Chemical and Mechanical Engineering).
Advisory Council
In Fall 2004, the department established an Advisory Council consisting of Dr. John Nystrom
(Chair), VP of Pharmaceutical Operations at Millennium Pharmaceuticals in Cambridge, Dr.
John Andries, Senior VP of Technology at Teknor Apex Company, Dr. Robert Andren, Senior
VP (retired) at Amgen, Dr. Elizabeth Dussan, Corporate Advisor, Schlumberger and Dr. Lisa
Pruitt, Chancellor’s Professor, Mechanical Engineering, UC Berkeley. In Spring 2006, four new
members have been added, Dr. Sourav Kundu, Director of Process Development at Amgen, Dr.
Yakov Kutsovsky, VP and Global Director of Research and Development at Cabot Corporation,
Dr. Jeff Wilson, Manager Intermediates, Dupont and Dr. David am Ende, Director of Process
Development at Pfizer. The Advisory Council has met three times so far (Fall 2004, Fall 2005,
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Spring 2006), and has been instrumental in advising us on several different areas, including the
addition of a new biology track to our undergraduate program, and helping with undergraduate
enrollments. The Advisory Council will meet twice a year to review department progress and
provide input on all aspects of the department.
Biology track
The new Biology track was introduced to the department from Fall 2005. This was done in
response to (a)the maturation of biology into a hard science, and the recognition that it is on par
with physics, chemistry and mathematics as an important science underpinning for the chemical
engineering degree (b) the need for the growing biopharmaceutical industry to have chemical
engineers who are familiar with basics concepts in biology. Amongst our entering freshman
class nearly half have chosen this option. Although it is too early to tell with certainty, the
expectation is that this will help boost interest and enrollments in the Chemical Engineering
program. An informal survey indicates that nearly 50% of the current freshman class will opt for
the Biology track. This is vital since funds allocated to the department are tied to enrollments.
Pharmaceutical Engineering
The department is also planning to introduce a B.S. degree in Pharmaceutical Engineering in
collaboration with the URI College of Pharmacy beginning in Fall 2007. Biopharmaceuticals is
one of the fastest growing industrial sectors both in the United States and worldwide, with a
projected growth rate of 10% per year for the foreseeable future. Driving this rapid growth is the
worldwide increase in average life span, major developments in our understanding of key factors
behind the development of disease as well as important innovations in the area of drug
formulations and delivery. This growth has created a need for graduates who are well-versed in
the basic sciences as well as all technological aspects related to the development process for
therapeutic agents – production, scale-up and processing, formulation and delivery and
regulatory constraints. At present, there are no universities that are offering an undergraduate
program that will specifically serve this burgeoning sector. The University of Rhode Island has a
unique opportunity to take advantage of this unmet need by offering a B.S. degree in
Pharmaceutical Engineering. The core idea is to combine the well-known strengths of the
College of Pharmacy along with the Department of Chemical Engineering and develop a
curriculum that produces future leaders in the pharmaceutical industry. Students graduating
from this program will not only be in demand in the rapidly growing biopharmaceutical industry
in the state, but also nationally and internationally. A draft curriculum for this program is
included in the Appendix.
Job market and internships
During this current academic year (2005-2006), the demand for interns and full-time employees
in local industries has reached an unprecedented level. Many of our rising seniors have summer
internship positions at Amgen, Millennium Pharmaceuticals, ISP, Toray Plastics, Teknor Apex
and others. The job market for the graduating seniors is also good. We expect this demand to
have a very positive impact on our students.
Research support
The department of Chemical Engineering continues to outperform all other Engineering
departments in new research grants. So far, the total for the 2005-2006 academic year is
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$1.54M. This support has a direct, strong positive impact on the undergraduate program by
providing research opportunities for our students during the academic year and summers. Nearly
half of our current students take advantage of this opportunity during their stay at URI.
Outreach
A new program where high school students in between their junior and senior years will spend a
summer doing research with a faculty member has been initiated, and will begin in Summer
2006. The pilot program is supported by private donations.
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Accreditation Summary
1.
Students
Evaluation:
A traditional grading system is used for students, with grades range from A to F. The Chemical
Engineering program at URI does not use pass/fail or satisfactory/unsatisfactory. Individual
instructors for the courses set their own levels for the A through F grades for each course.
Courses can range in credits from one credit up to three credits. The University rules for credit
allocation are one credit for each hour of lecture, one credit for each hour of recitation and one
credit for each three hours of laboratory experience. The Chemical Engineering Department
follows these rules.
Advising:
Upon entering the University of Rhode Island all students are required to be members of
University College (UC - based in Roosevelt Hall, a short walking distance from the Chemical
Engineering Department in Crawford Hall). Freshmen students enter University College either
with a declared major or as undeclared. The Chemical Engineering Department provides an
advisor to University College for freshmen students who are declared Chemical Engineering. It
should be noted that the College of Engineering has a mostly common freshman year for all
Engineering majors or undecided students leaning toward Engineering. Prof. Stanley Barnett is
presently the University College Chemical Engineering advisor. Beginning in Fall 2006, Prof.
Bothun will work alongside Prof. Barnett, with the eventual goal of Prof. Bothun taking over UC
advising in Fall 2007.
After completing a minimum of one year of engineering courses and at least 24 credits with a 2.0
GPA or better, students can transfer into their major, in this case Chemical Engineering. After
completing between 24 and 54 credits a letter is sent from UC advising students they should
investigate transferring from UC into a major. A transfer form must be signed on the University
College advisor, the Chair of the Department and the Associate Dean of the College of
Engineering. The College of Engineering sends a letter to the student giving the name of the
Departmental advisor and information regarding the exit interview process. A student file is also
opened and maintained by the Associate Dean’s Office, as well as the Department into which the
student is transferring.
Once a student enters the Chemical Engineering Department, an advisor is assigned. An advising
form is available by which students can check their progress (Appendix ID, Table 1). The
College of Engineering follows the University rules regarding General Education requirements
identified as General education on the advising form. The requirements for General Education
courses are attached. Engineering Science or Design electives are available to students. The
department maintains a list for students of the Engineering electives to ensure they only complete
allowable courses, Appendix ID, table 2. Allowable mathematics electives are also outlined in a
list, Appendix ID, table 3. A list of acceptable substitutes for CVE 220 is also provided by the
Chemical Engineering department, Appendix ID, table 3.
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The semester before intended graduation, an exit interview is held with the Associate Dean of the
College of Engineering to ensure that all the listed requirements for graduation will have been
met. This is a final check that all curriculum requirements were met by the student
Monitoring:
During UC advising, prescribed hours are set aside by the Department advisor to meet with
students and monitor progress. Currently, the University has a web based registration system
which permits students who have been transferred from UC to Engineering to register without
meeting an advisor. However students are advised to discuss their program with the advisor to
make sure they will be meeting the requirements.
Transfer:
Transfer students are handled by the Associate Dean of the College of Engineering and are not
seen by the Department until after evaluation of transcripts. A transfer student is then assigned
to the appropriate advisor in the Chemical Engineering Department.
Courses that will be taken elsewhere are validated by the Associate Dean of the College of
Engineering by completion of a ‘Prior Approved’ form. This allows a student to choose the
correct courses to ensure that the requirements of the program at URI are met.
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2.
Program Educational Objectives
The University of Rhode Island and College of Engineering Mission Statements are given below.
University of Rhode Island Mission (2006)
The University of Rhode Island is the State’s public learner-centered research university. We are
a community joined in a common quest for knowledge. The University is committed to enriching
the lives of its students through its land, sea, and urban grant traditions. URI is the only public
institution in Rhode Island offering undergraduate, graduate, and professional students the
distinctive educational opportunities of a major research university. Our undergraduate, graduate,
and professional education, research, and outreach serve Rhode Island and beyond. Students,
faculty, staff, and alumni are united in one common purpose: to learn and lead together.
Embracing Rhode Island’s heritage of independent thought, we value:
Creativity and Scholarship
Diversity, Fairness, and Respect
Engaged Learning and Civic Involvement
Intellectual and Ethical Leadership
College of Engineering (COE) MISSION STATEMENT (2006)
The College of Engineering is a diverse community of scholars, learners, and professional staff,
working together and dedicated to the development and application of advanced technologies,
for the betterment of the quality of life. We are creative problem-solvers, innovators, inventors,
and entrepreneurs, applying our skills for the advancement of knowledge, service to our
community, and the economic development of the State of Rhode Island and beyond. We
prepare our graduates to be global leaders in a wide-range of engineering disciplines and to
create new knowledge, products, and services.
Department Mission Statement
Consistent with the mission of the University of Rhode Island, the College of Engineering and the
Department of Chemical Engineering, the Bachelor of Science program in Chemical Engineering will
prepare graduates for a successful career in Chemical Engineering based upon a foundation of technical
ability, ethical standards and communications skills.
The program educational objectives are consistent with the above mission statements of the
University and the College of Engineering and the Department of Chemical Engineering. A
committee within the College of Engineering developed initial program objectives which were
then discussed extensively by the Chemical Engineering faculty and accepted by them. Junior
and Senior students in our program were given the opportunity to give their comments. The
Advisory Council of the chemical engineering program also provided input. An alumni survey
was used to guide the development of these objectives. Overall, the alumni are satisfied with the
program, however a constant theme was the upgrading of the laboratories. These new objectives
will be the basis of future surveys. The Department revised our educational objectives in 2005 to
more clearly state what we expect of our students after graduation. These new objectives have
been placed on the Department web site will be included in the next publication of the University
catalog. The Chemical Engineering Program Objectives are given below along with their
preamble:
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Program Educational Objectives Statement
We consider the Department of Chemical Engineering Program to be more than just a collection
of courses and credit hours whose content reflects the required program criteria. The program
has also been carefully designed to prepare students for the profession of chemical engineering
through study, experience and practice, with these objectives:
1. Produce graduates who are able to successfully practice chemical engineering to serve state,
local, state, national, and international industries and government agencies.
2. Produce graduates with the necessary background and technical skills to work professionally
as individuals or in teams in chemical engineering practice or in graduate schools.
3. Prepare graduates for personal and professional success with an understanding and
appreciation of ethical behavior, social responsibility, and diversity, both as individuals and in
team environments.
4. Prepare graduates to be interested, motivated, and capable of pursuing continued life-long
learning through further graduate education, short courses, or other training programs in
engineering and related fields.
We consider our students, the faculty and the alumni to be the primary constituents of our
program. The constituencies all provide major input to the program by direct feedback. The
feedback is both verbal and written.
Process Used to Establish and Review
The faculty reviews the program objectives each year to suggest updating. The ABET
Committee is involved in assuring the program objectives are consistent with the University and
College Missions. Alumni are surveyed every other year by the College administration.
Students are informed of these objectives every year and asked for input. In addition the College
administration provides feedback to the program by extensive interviews with the graduating
seniors.
Achievement of the Objectives
The major way the program objectives are achieved is by relating the outcomes to the objectives.
This is presented in table form in Section B.3.
Level of Achievement of these Objectives
The alumni survey is a major tool in determining that we are meeting the program objectives.
Success is also indicated by the hiring of our graduates. Survey data is collected from recent
engineering graduates to provide information to ensure we are meeting these objectives.
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3.
Program Outcomes and Assessment
Department Assessment Committee
A Department faculty assessment team is functioning which include the undergraduate
committee the chair and one other faculty member. This team includes the following faculty
members: Gregory, Gray, Barnett, Knickle and Bose. They continuously analyze the data
collected and presented the data at Department Meetings for consideration of feedback action.
Outcomes
The Chemical Engineering Department has adopted the ABET program outcomes. They are
regularly examined by the Department of Chemical Engineering to determine if any
modifications are needed. These were originally adopted in 1999.
If our program is successful in educating competent chemical engineers it does so by achieving
these stated outcomes by student graduation and producing measurable objectives in our courses
that map into the abilities of our graduates. The Department of Chemical Engineering has found
the outcomes listed in Criterion 3, (a-k) to be very consistent with our desire to produce excellent
chemical engineering graduates.
These program outcomes are:
a. an ability to apply knowledge of mathematics, science and engineering
b. an ability to design and conduct experiments, as well as to analyze and interpret data
c. an ability to design a system, component, or process to meet desired needs within realistic
constraints such as economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability.
d. an ability to function on multi-disciplinary teams
e. an ability to identify, formulate and solve engineering problems
f. an understanding of professional and ethical responsibility
g. an ability to communicate effectively
h. the broad education necessary to understand the impact of engineering solutions in a global,
economic and societal context
i. a recognition of the need for, and an ability to engage in life-long learning
j. a knowledge of contemporary issues
k. an ability to use the techniques, skills, and modern engineering tools necessary for engineering
practice.
Program Objectives
In 2005 the department adopted the four program objectives stated in Section 2 of this self study
report. The faculty discussed these objectives at faculty meetings and reviewed them with junior
and senior students and also the Department advisory committee.
Relation of Program Outcomes to Program Educational Objectives
The program has also been carefully designed to prepare students for the profession of chemical
engineering through study, experience and practice, with these objectives. We successfully
obtain these outcomes by carefully requiring that some of the outcomes are met in every course
in our curriculum. We developed a matrix to insure every student is meeting these outcomes and
provide review for this procedure in faculty meeting each semester. The program objectives
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align with the program outcomes and learning culminates in our capstone senior design courses
and laboratory courses. The capstone courses are used to guarantee each of the objectives are
met. In the capstone course students are able to successfully practice chemical engineering and
be able to take that success to serve state, local, state, national, and international industries and
government agencies. The graduates obtain the necessary background and technical skills to
work professionally as individuals or in teams in chemical engineering practice or in graduate
schools through both our individual courses and in our capstone courses. Also in these capstone
courses the students are prepared for personal and professional success with an understanding
and appreciation of ethical behavior, social responsibility, and diversity, both as individuals and
in team environments.
In addition the Department has overall goals tied to each of the outcomes. The goals are noted
below. Each goal is followed by the specific outcomes related to these goals. The correlations
of these goals to the program outcomes help insure the success of the program and the guarantee
that individual students are meeting these outcomes.
Program Goals
The Department of Chemical Engineering also has program goals that tie into the program outcomes.
The following eight program goals have the related outcomes listed at the end of each goal. At URI we
seek to:
1) provide the necessary background in science, particularly in chemistry and in physics and advanced
mathematics so that students will be able to continue their education in the engineering sciences, with
depth of understanding, and learn to apply these subjects to the formulation and solution of engineering
problems (a);
2) provide a broad cross section of fundamental engineering science courses, including some from
other engineering disciplines so that our students will acquire an understanding of the way in which
chemistry, physics and mathematics have been and continue to be, used to solve important engineering
3) problems relevant to the general practice of chemical engineering and engineering design
(a,e);provide students experience in conducting and in planning experiments in the modern engineering
laboratory including interfacing experiments with computers as well as interpreting the significance of
resulting data and properly reporting results in well written technical reports (a,b,e,g);
4) provide experience in the process of original chemical engineering design in the three areas of
equipment design, process design, and plant design through the process of formulating a design solution
to a perceived need and then executing the design and evaluating its performance including economic
considerations and societal impacts if any, along with other related constraints, and culminating in both
written and oral presentations of results (a,c,d,e,f,g,h,k);
5) provide students experience with the multifaceted aspects of using computers to solve problems and
present results with word processing, spreadsheet, presentation and professional level applications
software used for design and analysis and to provide for obtaining and the use of information on the
world wide web (g,k);
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6) provide students a familiarity with professional issues in chemical engineering including: ethics,
issues related to the global economy and to emerging technologies, and fostering of important job
related skills such as improved oral and written communications and experience in working in teams at a
number of levels (d,e,f,g,h,j);
7) encourage students to become actively engaged in the student chapter of AIChE and other student
organizations, and to continue these associations after graduation with an emphasis on the importance of
life-long professional development including the desirability of attending graduate school or otherwise
obtaining continuing or advanced education (i):
8) make available continuous individual advising throughout the entire undergraduate educational
experience so as to insure that each student makes the most of the educational opportunities provided by
the University, particularly those related to general education electives that might enhance an
engineering education and special programs such as internships, cooperative experience and especially
the International Engineering Programs in German, French, Spanish and Chinese which are a unique
opportunity available to globally motivated URI engineering students. (f,g,h,j)
Process used to Produce and Assess each of the Program Outcomes
The curriculum matrix shows clearly how we insure the students are interested, motivated, and
capable of pursuing continued life-long learning through further graduate education, short
courses, or other training programs in engineering and related fields.
The most important point here is that the individual courses are used to develop the skills and
knowledge that lead into the senior capstone design courses and senior laboratory experimental
experiences.
A cross relationship matrix notes the relationship between each course and the Program
Outcomes. The cross relationship ensures that the Program Objectives and Outcomes are met.
Faculty includes the program outcomes in their course descriptions to enable the outcomes to be
met. Course assessment through one of the many avenues available, such as exams, tests,
quizzes, homework problems, reports, oral presentations, etc. enable the instructor to ensure that
the outcomes indicated for the particular course are met. In addition the outcomes are linked to
the eight goals of the department and the program objectives are evaluated.
Metric Goals
Each course has a set of major stated objectives. These objectives are then measured with the
tools available to each faculty member and correlated to the program outcomes. Meeting the
major course objectives and the senior design and laboratory courses ensure that graduates are
produced that will ultimately achieve the educational program objectives after graduation.
Form 5 and the students work including senior design reports and laboratory reports are the
qualitative and quantitative data that are assessment results.
When the students complete all their courses in the basic curriculum, they will have then met all
the program outcomes and thus the program objectives. There will also be physical evidence of
this by student output, for example, CD’s, floppy disks, reports, powerpoint presentations,
homework, quizzes, and exams that will assure that graduating students have met all the
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requirements. Qualitative and quantitative data of this outcomes assessment process is provided
in each Course Folders provided to the ABET visitor.
In order to further develop and improve the program, department meetings are held as often as
necessary in which course development documents for each course are presented by the course
instructor. Comments and reviews are provided by the faculty and any changes or action is noted
on the course development document. This revised document is then placed in the course file and
the necessary actions taken by the instructor or person responsible for feed back action. This
form is presented below and filled out for every chemical engineering course taught to the
undergraduates. The completed forms are available in course binders in 213 Crawford.
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FORM USED IN EACH COURSE
COURSE OUTCOMES, ASSESSMENT AND ACTION
Date of 1st review ___ / ___/ ___
Date of follow-up ___ / ___/ ___
Instructor:
__
Course number:
Semester/year:
First time course taught
__
Course
quizzes
__
A
__ Course taught previously
Method(s) of assessment:
__ Class surveys
__ Forms
__ Class management team
Course exams
__ Other (please
describe)
Chemical Engineering Outcomes addressed in this course (x under
all that apply)
B
C
D
E
F
G
H
I
J
K
L M
Please check that these outcomes match the.CURRENT outcomes master list for the Chemical
Engineering department . If the outcomes are different please MODIFY the master list and
INFORM the Department Chair.
List ways in which course outcomes were achieved and assessed:
Outcome Addressed Method(s) and Course Learning Objectives used to Assessment tool
address outcome
used
Assessment Results (please summarize the major results of all assessment feedback related to
the course input:
Response
Learning objective changes:
Add
Other Changes to course from Feedback:
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Delete
Comments: (why changes suggested)
Follow-up and results on action taken and Department Review
Form 5
Outcomes Achievement Identification
The next two tables indicate the mapping of the program outcomes and goals into the course
requirements of the department. The first table indicates the department curriculum course by course
with the ABET outcomes achieved in those courses. The second table indicates the general education
program of the University and the expected contributions to the program outcomes. The actual
achievement of the outcomes in the program is the sum of all of the entries in these tables.
The cross correlation for outcomes and courses are seen in the Table 1A below. The underlined
capital X represents the courses which provide major proof for meeting the program outcomes.
The capital X means that the course provides a significant contribution to the outcome and the
small x means material is covered that supports the achievement of the outcome but is not one of
the most significant contributors to achieving the outcome.
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TABLE 1A. OUTCOME MAPPING FOR PROGRAM COURSES
Course #
CHE 212
CHE 272
CHE 332
CHE 313
CHE 347
CHE 314
CHE 322
CHE 348
CHE 425
CHE 328
CHE 345
CHE 349
CHE 351
CHE 464
CHE 346
CHE 352
CHE548
CHE534
CHE576
Course #
Outcome Identification
Symbols “X” Essential to achieving outcome, significant assessment possible
“x” Supports achievement of outcome, no significant assessment possible
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
X
X
X
X
X
X
x
X
X
X
X
x
X
x
X
X
X
X
X
X
X
X
X
x
x
X
X
X
X
X
X
X
X
X
a
X
X
X
X
b
X
X
X
X
X
X
X
X
X
c
x
X
X
X
x
x
x
X
X
x
X
X
X
X
X
X
x
X
X
X
X
X
X
X
X
X
X
X
X
x
X
d
X
X
e
X
X
X
f
X
X
h
X
g
X
X
X
i
X
X
j
x
X
X
X
X
X
X
X
X
X
X
X
x
X
X
X
X
X
k
Table 1B below indicates contributions by the program support courses given by the College of
Engineering, EGR105 and EGR106. It also include the contributions from the math, chemistry and
physics departments. Finally it includes support of the program outcome from the Department of Civil
Engineering, CVE220 and the Department of Electrical Engineering, ELE220.
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TABLE 1B. OUTCOME MAPPING FOR SUPPORT COURSES
Course #
EGR 105
EGR 106
CHM 101
CHM 102
CHM 112
CHM 114
CHM 291
CHM 292
CHM 431
CHM 335
CHM 432
MTH 141
MTH 142
MTH 243
MTH 244
MTH 362
PHY 203
PHY 273
PHY 204
PHY 274
CVE 220
ELE 220
Outcome Identification
Symbols “X” Essential to achieving outcome, significant assessment possible
“x” Supports achievement of outcome, no significant assessment possible
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
Technical Support Courses:
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
x
x
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Demonstration of ABET Outcomes
Specific objectives within each course are also tied to our outcomes. Listed below for each of
our outcomes are specific course objectives that help us meet each individual outcome. For
example to meet outcome a. we have the students perform an energy balance on a process. This
is covered in seven different courses. Further we have six different objectives to meet outcome
a. in ten different program courses. To meet each of our outcomes we list below for our
outcomes a. through e. and k. course objectives and in which courses these are met. For
outcomes f., g., h., i., and j. we list other methods that we use to show we are meeting these
outcomes.
a. an ability to apply knowledge of mathematics, science, and engineering.
• Do an energy balance on a process CHE 212,347,464,352,313,314,348.
• Apply Bernoulli’s equation CHE 347,351.
• Perform a material balance around a process unit CHE 212,351,352.
• Write basic balance equations CHE 212.
• Identify a material w/desirable properties CHE 332,534.
• Balance a chemical equation CHE 212, 464,534.
b. an ability to design and conduct experiments, as well as to analyze and interpret data.
• Explain errors in measurement CHE 345,346.
• In an experiment determine dependent and independent variables CHE 345,346.
• Design experimental strategy CHE 345,346.
• Plan an experiment before doing it CHE 345,346.
• Indicate safety measures for an experiment CHE 328, 345,346.
• Write a good lab report CHE 322,332, 345,346.
c. an ability to design a system, component, or process to meet desired needs.
• Optimize a process design CHE 351,352.
• Size equipment CHE 351,352,403,404.
• Design a reactor CHE 464.
• Choose a separation operation CHE 349, 351,352,403,404.
• Design a control system CHE 322,425.
d. an ability to function on multi disciplinary teams.
• Team projects are assigned and evaluated in:
• EGR105 and EGR106 Foundations of Engineering Courses.
• CHE322, CHE345, CHE346; the three laboratory courses. .
• CHE351 AND CHE352; the plant Design Courses.
In addition five major surveys are used to test the effectiveness of teaming in engineering
including: department students, COE graduate employers, COE alumni, COE student exit
interviews and COE IBE national norming. Department focus groups of students also are used to
determine the effectiveness of teaming assignments.
e. an ability to identify, formulate, and solve engineering problems.
• Set up and solve a system of steady-state component mass balances for a process CHE
21
•
•
•
•
212, 351,352.
Setup and solve an energy balance CHE 212,313, 314, 347, 348, 351, 352.
Set up and solve a material balance with reaction CHE 212, 351, 352, 464.
Solve a combination material balance and energy balance problem CHE 212, 351, 352,
464.
Develop a feedback process for a control problem CHE 425.
f. an understanding of professional and ethical responsibility.
Engineering Ethics is covered in the Department Plant Design Courses, CHE351 and CHE352
and the Plant Trips course, CHE328. Surveys include COE employer results, COE alumni
results, COE Student Exit Interviews, and COE IBE national norming results.
g. an ability to communicate effectively.
Students write major project reports in EGR105 and EGR106. In addition the students must
meet University General Education requirements of six credits in English Communication
(Usually WRT101). Many courses in the Department require major written reports. Those
courses include the laboratory courses, the Plant Design and Plant Trips courses. Some of these
courses require verbal presentations. Surveys include COE Alumni, EGR105 AND 106
students, COE employer results, COE Student Exit Interviews and COE IBE national norming
results.
h. the broad education necessary to understand the impact of engineering solutions in a global
and societal context.
Surveys for this outcome include COE student employers, COE alumni results, COE Student
Exit Interviews, COE IBE national norming results and IEP Students. Our Plant Design Course
cover additional issues.
i. a recognition of the need for, and an ability to engage in life-long learning.
Surveys include COE employer results, COE alumni results, COE Student Exit Interviews, COE
IBE national norming and IEP students. All undergraduate students are encouraged to
participate in the AIChE student chapter activities and are encouraged to attend the annual joint
meeting between the RI Chapter of AIChE and the student chapter. Discussions on the benefits
of membership in AIChE take place in many of our courses and membership is promoted by the
Department. Also CHE352 introduces real design problems and CHE328 our plant trips course
discusses this issue at most of the plant visits.
j. a knowledge of contemporary issues.
Surveys include; COE employer results, COE alumni results, COE Student Exit Interviews, COE
IBE national norming, IEP Students letters back on contemporary issues. Most upper division
courses including our plant design courses introduce contemporary engineering issues. These
include safety, environmental impact, and technical issues.
k. an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
• Prepare a multimedia presentation as a final report CHE 332, 345,346,349, 352,403,404.
• Write a laboratory report CHE 322,CHE 332, CHE 345,CHE346.
22
•
•
•
•
•
Ability to use computer simulation methods CHE 272, 322, 352.
Ability to control experiment by computer CHE 322.
Develop P & ID diagram for a double effect evaporator CHE 345,346, 425.
Work in a team to design a chemical reactor CHE 351, CHE 352.
Design and do a cost estimate of a whole plant CHE 351,352, 403,404.
Assessment
As mentioned above our review form and department meetings and discussion are the major
methods used for analysis. These meetings are then used to improve the program. These forms
(Form 5) provide the documentation needed to support changes in both the course and our
curriculum. Student input is reviewed by each faculty member and focus groups of our students
are documented and discussed and analyzed to promote improvements to our curriculum
Specific Changes to the program from this process
Discussion with students about the second semester Junior Year curriculum, resulted in moving
CHE 313 to second semester sophomore year and moving CHE 332 to second semester junior
year, switching CHE 425 Process Controls with CHE 464, Reactor Kinetics. This provides
students with a better base for these courses. A presentation has been added to CHE 332 lab.
No team taught courses in Chemical Engineering will be scheduled as a result of a senior student
focus group input.
In addition, surveys were provided to seniors, juniors and sophomores relating to outcomes. The
results of the surveys were totaled and averages are reported below. The results of the survey
were discussed at Department meetings. In addition, a focus group was held with junior and
senior students. The minutes from the last meeting are given below. One of the results of the
focus meeting was to drop ELE220 as a requirement.
Other examples are indicated in the Course Folders where appropriate. The materials available
for review will be in the Course Binders in Room 213. Binders include a course development
document with review dates, examples of the assessment process, and how this process is used.
MODELS FOR ASSESSMENT
The Department faculty has discussed closing the loop on evaluations and utilizes the following model
to help understand this role.
23
This process includes two loops. Our Assessment plan consists of the elements in this model. The
Department also uses the following model to guide the assessment of the Chemical Engineering
Program.
24
Chemical Engineering Department
Assessment/Enhancement Procedures
Educational
Objectives
Chemical Engineering
Program
Input From
Constituents:
Faculty
Staff
Students
Alumni
Industry
Program
Outcomes
Assessment
Process
.
25
Improvement
Feedback
Loop
PROVIDING INPUT FROM CONSTITUENTS
Our constituents include students, faculty alumni and employers:
Outcomes Assessment Indicators
Constituency
Indicator
Annual survey of senior students.
Students
Discussion of survey results in CHE352
Exit interviews of senior students by the College every year.
Broad surveys of all Department students.
Focus groups.
Faculty input.
Faculty
Course objectives related to outcomes.
Indicators for each outcome.
Survey mailing to Engineering graduates by the College
Alumni
of Engineering every three years.
College of Engineering Survey every three years.
Employers
Local AIChE member survey and discussion.
The individual courses use a rich variety of indicators to ensure that outcomes are being achieved.
Individual course assessment can include the following:
•
•
•
•
•
•
•
•
•
•
•
•
Tests
Lab reports
Homework problems
Homework questions
Design projects
Oral reports
Written reports
Classroom participation
Computer programs
Course completion
Grades
Surveys
The Chemical Engineering Program also uses all or most of the following indicators to measure the
success of the program:
•
•
•
•
•
•
Transcripts
Student surveys (freshman to senior; determine satisfaction and assess learning)
Focus Groups
Exit interviews
Internships
Resumes (graduation and career)
26
•
•
•
•
Number of job offers
Average Starting Salary
Alumni surveys (different times)
Company surveys
Each program and course will develop a matrix to demonstrate the activities of applying the indicators.
Special attention will be paid to the capstone courses CHE351, CHE352, CHE345, and CHE346.
Particular attention will be paid to ensure that these courses have significant indicators for evaluation
and will provide major feedback to the Department on whether the outcomes are being achieved.
Course Specific Indicators.
•
•
•
•
•
•
•
•
•
•
Tests and exams
Project reports
Laboratory experiments and reports
Homework assignments
Written and oral reports
Class participation
Grades
Passing the course
SET responses
Other surveys
The general procedure for assessment includes the following steps:
DETERMINE HOW OUTCOMES WILL BE ASSESSED
Outcomes will be assessed by developing a list of General Specifications for each program outcome.
(See Appendix B).
ESTABLISH INDICATORS THAT SHOW OUTCOMES ARE BEING ACHIEVED
Indicators to be used to ensure compliance with General Specifications (e.g. quizzes).
FORMAL INSTRUCTION – STUDENT ACTIVITIES
The Department Curriculum Committee will provide input on the effectiveness of the entire program
(overview) of the program and its formal instruction. Individual faculty will use the feedback to modify
and improve their courses. The Chemical Engineering Program will have a list of all undergraduate
courses with their outline, objectives and assessment in a separate notebook.
EVALUATE/ASSESS
Evaluation and assessment will take place at Department Faculty and Curriculum Meetings. Assessment
will include both summative and formative components. Each semester the department faculty will
review the courses taught during that semester.
FEEDBACK PROCESS
27
The evaluation and assessment meetings will produce recommendations for feedback into the
curriculum to refine the processes required to meet the department objectives and the prescribed
outcomes.
DOCUMENTED RESULTS
These documented results indicate the program curriculum and processes ensure achievement of the
Program Educational Objectives. The data sheets are included in a separate notebook.in Room 213 of
Crawford Hall and will be made available to the visitor.
The steps taken to ensure that the results of the data are being used to improve the effectiveness of the
program are determined at the end of the semester department faculty meeting.
GENERAL SPECIFICATIONS FOR OUTCOMES
BASE LINE: ABET 2000 Engineering programs must demonstrate that their graduates have an
ability to communicate effectively.
Effective oral communication: Performance Specifications
Speak to your audience
Organize your presentation
Speaks loudly and clearly
Establish an interaction with your audience
Vary your tone and pattern of speech
Respond effectively to questions
Effective writing communication: Performance
Specifications
Write an Engineering Report given a standard
engineering format
Write a description of a plot of data
Write a description of a chart or sketch
Create a plot of data using correct notation
Create a chart of a time line
Create a sketch using a CAD software program
Collect evidence and assess on a continuing basis (entering Freshman to graduation for this
performance).
BASE LINE: ABET 2000 Engineering programs must demonstrate that their graduates have an
ability to function on multidisciplinary teams.
28
Goal: Students who graduate from URI COE will be prepared to be effective team members.
Function on Multidisciplinary Teams: Performance Specifications
When assigned to work in a team, a student will:
initiate and maintain task-oriented dialog
initiate and participate in group maintenance
strive for meaningful group consensus
work for constructive conflict resolution
support other team members
understand team roles
Standards for our assessment methods are indicated below.
This table indicates the possible assessment methods, indicators and standards.
Assessment Method
Assessment Indicator
Assessment Standard
Undergraduate surveys for
Scale of 1 for poor to 5 for
Score of 3 is acceptable
sophomores, juniors and
good
seniors
Exams in class
Grades
Acceptable number of
students pass
Written reports
Grades
Acceptable number of
students pass
Presentations
Grades
Acceptable number of
students pass
Alumni survey
Scale of 1 for poor to 5 for
Score of 3 is acceptable
good
Exit Interview of
Scale of 1 for good to 5 for
Score of 3 is acceptable
Graduating Students
poor
Employers survey
Scale of 1 for good to 5 for
Score of 3 is acceptable
poor
Student evaluation of
Scale of 1 for poor to 5 for
Score of 3 is acceptable
Teachers
good
(SET) survey
Focus Group of senior class Issues raised by students
Discuss with department
EBI Survey
Comparison with
Favorable or unfavorable in
comparative institutions on a comparison to other
1 to 6 scale.
institutions.
A schedule to evaluate our indicators and the ideal assessment schedule is given in the table
below.
29
Outcomes and Assessment Schedule:
Constituency
Students
Faculty
Alumni
Employers
Indicator
Annual Survey of Seniors
Annual Survey of Juniors
Annual survey of Sophomores
Exit Interviews
EBI Survey
Exams
Written Reports
Presentations
ABET Assessment Meetings
Department Survey
College Survey
College Survey
Frequency
Yearly
Yearly
Yearly
Yearly
Yearly
Per Course
Per Course
Per Course
Twice per semester
Two years
Two years
Three years
Alumni Survey
During 2005 the Dean’s office surveyed the alumni of the previous five years and graduating
Senior surveys as constituent input for developing our objectives and assessment plan. In
February of 2006 the national norming EBI survey was given to senior students. A number of
meetings with students, including focus groups, were also held. The department faculty held two
focus meetings providing input to the program objectives.
The alumni survey results were reviewed by the faculty. Very positive results were recorded.
Most graduates felt well prepared with ratings of 4 or 5 from each graduate on a 1 to 5 scale with
5 being the best. On a number of skills, abilities and attributes the alumni ratings are reported in
the following table for being well prepared:
Skills, Attributes, Abilities
Numerics average
Range
Oral Communication
3.23
2-4
Written Communication
4.00
3-5
Interpersonal Skills
3.77
1-5
Lifelong Learning
4.33
3-5
Teamwork
4.83
3-5
Ethics and Professional
4.42
2-5
Registration as PE
3.08
1-5
Technical Engineering Knowledge
4.00
2-5
Problem Solving Ability
4.46
3-5
In a separate question most alumni felt they were well prepared for the work place.
Senior Exit Survey
In the 2006 senior exit interviews held by the Dean’s office the students rated their learning
experience as a 3.91 out of an assessment from 1 to 5 with 5 being the best.
EBI Survey
30
A College wide survey was given to seniors during the Spring 2006 semester. This was the third
survey since 2000. The EBI survey is analyzed by a professional outside organization and many
engineering schools participate. This allows benchmarking of these many colleges and relates
our efforts to other engineering schools and our peer schools. The full report is available for the
2000, 2003 and 2006 surveys are available in Room 213 to our ABET visitor. The results of the
surveys are broken down by factor analysis and then the questions are grouped. The individual
questions are also available for evaluation. There was a 61% college wide response to the EBI
survey. Fourteen responses were received from chemical engineering seniors. The results are
presented for the college as a whole and specifically for the chemical engineering program. The
results are scaled from 1 to 7 with 7 being the highest. The results were also compared to the
2003 survey.
The college results between 2003 and 2006 were relatively consistent with slightly better results
in 2006. Thirteen of the factors showed improvement while two showed a slight decline. These
College Factors are listed in the following table:
EBI SURVEY RESULTS FROM 2006 COMPARED TO 2003 for COE STUDENTS
Number
Factor
2003
2006
Change
1
Instruction & Interaction in Major Courses
4.55
4.78
Increase
2
Aspects of Major Courses
5.23
5.36
Increase
3
Breadth of Curriculum
4.68
4.65
decrease
4
Team & Extracurricular Activities
4.67
4.76
Increase
5
Computing Resources
4.98
5.14
Increase
6
Fellow Students
5.00
5.44
Increase
7
Career Services and Job Placement
3.66
4.13
Increase
8
System Design & Problem Solving
5.32
5.21
decrease
9
Impact of Engineering Solutions
5.15
5.24
Increase
10
Use of Tools and Text
5.04
4.87
Increase
11
Apply Knowledge and Identify Problems
5.45
5.51
Increase
12
Design Experience Built On Coursework
5.24
5.33
Increase
13
Design Experience Issues
4.22
4.45
Increase
14
Laboratory Facilities
4.67
4.75
Increase
15
Overall Program Effectiveness
4.75
4.95
Increase
Note in the following table for our chemical engineering students all factors showed
improvement. In the 2003 EBI results we compared well with the sixty or so other Engineering
schools. The notebooks for 2003 are located in Room 213 Crawford Hall. The following table
indicates the responses in 2003 and 2006 for just chemical engineering students. All factors
showed an increase. Many showed significant improvements.
EBI SURVEY RESULTS FROM 2006 COMPARED TO 2003
31
for CHE STUDENTS
Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Factor
Instruction & Interaction in Major Courses
Aspects of Major Courses
Breadth of Curriculum
Team & Extracurricular Activities
Computing Resources
Fellow Students
Career Services and Job Placement
System Design & Problem Solving
Impact of Engineering Solutions
Use of Tools and Text
Apply Knowledge and Identify Problems
Design Experience Built On Coursework
Design Experience Issues
Laboratory Facilities
Overall Program Effectiveness
2003
4.22
5.33
4.75
4.02
2.92
3.64
2.90
5.29
5.23
4.95
5.46
5.26
5.04
3.87
4.48
2006
5.44
5.84
5.28
5.21
4.74
6.11
3.69
5.73
5.77
5.28
6.06
5.78
5.45
5.04
5.73
Change
Increase
Increase
Increase
Increase
Increase
Increase
Increase
Increase
Increase
Increase
Increase
Increase
Increase
Increase
Increase
Program Student Survey
The following form was used to survey the sophomores, juniors and seniors.
Chemical Engineering Department
February 2006 Student Survey
In order to improve our curriculum and establish accreditation metrics, we need to gather
information about our student body. We therefore would like to have all ChE students fill out
this survey form. Please submit only one form for yourself. No student names are to be
collected. Check only one box in the poor, satisfactory, or strong category that describes how
this skill or ability applies. Thank you.
Skill or Ability
Poor
Ability to apply knowledge of mathematics,
science and engineering
Ability to design experiments and analyze and
interpret data
32
Satisfactory
Strong
Ability to design a chemical process
Ability to function on multi disciplinary teams
Ability to identify, formulate and solve
engineering problems
Understanding of professional and ethical
responsibility
An ability to communicate effectively
Broad education necessary to understand Eng.
Solution in global/societal context
A recognition of the need and ability to engage in
life-long learning
A knowledge of contemporary issues
Ability to use techniques, skills, and modern
engineering tools necessary for engineering
practice
The survey has been summarized by giving poor a weight of 1, satisfactory a weight of 3 and
strong a weight of 5.
In order to improve our curriculum and establish accreditation metrics, we collect this
information about our student body. The students are asked to check only one box for each
outcome. That describes their perspective of their skill or ability. The surveys were discussed
extensively in department meeting. The faculty were happy with the results especially the
increase from the sophomore year to the senior year.
Summarized results of the survey given to sophomores are in the following table:
Outcome
2006
2005
2000
a
4.2
4.00
3.90
b
3.2
3.07
3.54
c
2.4
2.93
2.63
d
4.2
3.21
3.81
e
3.2
3.21
4.18
33
f
g
h
i
j
k
4.2
4.4
3.2
4.2
3.0
2.6
3.07
3.07
2.36
3.50
2.79
3.21
3.00
3.09
3.00
3.36
3.09
3.00
Summarized results of the survey given to juniors are in the following table
Outcome
2006
2005
2000
a
3.77
5.00
3.33
b
3.62
3.33
2.66
c
2.77
2.67
2.66
d
3.62
4.67
3.66
e
3.77
4.33
3.25
f
3.60
3.67
2.33
g
4.23
4.33
3.33
h
3.15
3.67
2.00
i
3.77
4.67
2.50
j
2.54
3.67
2.00
k
3.15
3.67
2.66
Summary of the results of the survey given to seniors are in the following table:
Outcome
2006
2005
2000
a
4.75
4.33
4.43
b
3.75
4.11
4.43
c
3.50
4.11
3.57
d
4.25
3.89
3.86
e
4.50
4.56
3.57
f
4.00
4.78
3.86
g
4.25
4.11
3.28
h
3.75
4.56
3.00
i
4.75
5.00
4.43
j
3.25
4.56
3.86
k
4.25
4.11
3.57
34
FOCUS GROUPS
The department ABET evaluation committee also gave a focus survey by interacting directly
with the students about the department objectives and outcomes. The minutes of the meeting are
presented below. This survey was discussed extensively at a Department meeting. Action was
taken on some of this discussion as indicated above.
Focus Group Minutes
Open Discussion with Students in CHE352 and CHE322 - ABET 2000
Thursday, April 28, 2005
Present: Dr. Knickle and Dr. Gray.
Number of Seniors: 10
Number of Juniors: 6
How Do You Feel the Courses Fit In?
The sequencing of courses./Other discussion
Process Control should be taught before or simultaneous with micro lab. Reason students
are expected to know P&ID, terms etc. (Most students didn’t think this was true).
P Chem before Thermo 1 would be a big help. After thermo, P Chem very simple. 4 or 5
students took P Chem first and said this was a big help. Dropping P Chem wouldn’t hurt
especially if thermo already taken.
P Chem 2 not applicable to ChEs. Low level kinetics. Everyone gets good grades (ChEs
get 90’s and Chem students get 20’s.
ELE 220 Useless. Only prerequisite is Process control lab and ELE is not needed. Vote
11 say drop course, 1 says take a different ELE course, 0 suggested keeping.
EGR 105 too basic. Most agreed however 1 student had never had spreadsheets and
found it beneficial. It was felt that for 1 credit it is OK.
About half the group felt that Matlab and Maple were not taught in ChE 272. Half the
group said they learned a lot in ChE 212 about Matlab.
Math was considered OK.
Economics was said to be like high school. Most took microeconomics. Thought it was a
good idea to tailor econ course to engineering students.
Covering communication in courses.
• Written/Oral
35
Everyone felt that group and individual oral and written reports were covered OK.
Special Problems:
Participation/Number of Students participating
2 seniors and 1 junior took special problems. Only 1 student suggested that she was turned down
when seeking a special project.
General Education Requirements:
Positive Courses
Engineering ethics was a good course to take (3 students)
Honors department has good general education courses. (2 students)
4 or 5 students felt that 100 level courses were aggravating. Said they came to URI to get job
skills not gen ed.
Communications 101 said to be good. Writing 101 not suggested. Writing 333 was better and a
good course.
CHE Courses:
• Senior
General comment was that everything came together in senior year. All ChE courses
were good and they seemed glad to have chosen to be a Chemical Engineer.
• Junior
ChE 347, ChE 314 and ChE 464 all great.
ChE 348 was a problem and students felt they didn’t learn much. (Instructor taught as
opposed to professor)
•
Sophomore
ChE 332 is a good course.
ChE 313 viewed as a testing ground to weed out weaker students.
It was brought up that more design was introduced earlier that ChE courses would be
better understood even ChE 212.
It was thought that introducing Aspen in the sophomore year was not a good idea.
• Freshman Courses
EGR 105 was said to be useless. Problem stated was that they did not know what
different engineers do. Taking ChE 212 in freshman year was suggested but also said that even
after sophomore year they questioned whether to be a ChE.
No one wanted a zero credit seminar course to give examples of what engineers do.
36
Additional Courses:
Most students wanted more computer knowledge and possibly one course devoted to
computer skills. Matlab, Maple, Autocad, Aspen, Excel with visual basic were all mentioned as
important tools they like to learn.
It was felt that more exposure to automated systems in senior lab would help. Only one
new piece of equipment would be sufficient. Students learn ChE 322 but don’t seem to use it in
lab.
Other Comments
Junior and senior year are good.
RECOMMENDATIONS:
1. Drop ELE 220 (Done)
2. Work on the Sophomore Year
3. Buy one new piece of equipment for CHE345/346
4. Review the need for PCHEM I and II. CHE313 covers similar material as PCEM I and
CHE464 covers similar and advanced material as PCHEM II
5. Make sure CHE313 is not a course that is used to reduce the number of students
6. Allow time for the students to learn ASPEN and AutoCAD
7. Include MATLAB programming in the sophomore year (Done)
8. Review the General education courses - Possibly develop a list of recommended courses.
COLLEGE EDUCATIONAL GOALS
College Overview
The College of Engineering formed a faculty team to review and develop a new vision and mission for
the College. A second committee was formed to review college wide accreditation decisions and
directions. Both committees have been meeting for more than a year. Members of these committees
are also members of the department accreditation committee.
The College administration performs exit interviews for every student graduating from the College.
These are provided to the departments for evaluation. In addition the College also surveyed the alumni
and have provided feedback from these evaluations to the Department. The College also administers the
EBI survey to all seniors for benchmarking with other schools. These surveys are provided to the
Department.
The goals of the College of Engineering include implementing the mission by providing high-quality
undergraduate and graduate professional engineering education programs, maintaining and developing
strong nationally recognized research efforts, and providing professional services that contribute to the
development and well being of the State of Rhode Island.
High quality undergraduate programs will prepare graduates to accept employment in their chosen
disciplines in industry or government or to continue their education in graduate school. Preparation
includes being able to demonstrate that graduates have met their program outcomes
37
Direct and personal contact with students will be stressed and a commitment will be made to provide
ample opportunities for students to work directly with professors on projects and research.
Every effort will be made to provide continued development of sound articulation agreements with the
engineering programs at the Community College of Rhode Island to ensure the smooth transfer of
students interested in an engineering career.
The College is dedicated to advancing the state of the art in each of the engineering disciplines through
the support of strong and nationally recognized research efforts. The College recognizes that technical
leadership is developed through faculty efforts. The faculty is encouraged to provide both leadership
and vision in their research efforts.
The College of Engineering also recognizes that economic development in Rhode Island needs to be
supported by the strong engineering education and research efforts of its faculty. The College will
provide service to the State of Rhode Island by supporting faculty efforts to collaborate with business,
industrial, and government organizations and by providing technical information and professional advice
for these organizations. The College is committed to prepare its students to work in the global
marketplace through the continued development of the International Engineering Program.
The College of Engineering places the highest priority on a continued effort to recruit under-represented
students, faculty, and staff from a world of cultural, economic, and ethnic backgrounds. Our efforts
parallel the University’s mission in striving to build and nurture an intellectual community based on
mutual respect with an enhanced appreciation of diversity.
COE Mission Statement
The College of Engineering is a diverse community of scholars, learners, and professional staff,
working together and dedicated to the development and application of advanced technologies,
for the betterment of the quality of life. We are creative problem-solvers, innovators, inventors,
and entrepreneurs, applying our skills for the advancement of knowledge, service to our
community, and the economic development of the State of Rhode Island and beyond. We
prepare our graduates to be global leaders in a wide-range of engineering disciplines and to
create new knowledge, products, and services.
38
4.
Professional Component
How Students are prepared for Engineering
In the CHE track the requirement for one year of college level mathematics and basic sciences
(some with experimental experience) appropriate to chemical engineering includes the following
courses: MTH141(4), MTH142(4), MTH243(3), MTH244(3), Approved Math Elective (3) and
CHM101(3) and LAB CHM102(1), CHM112(3) and LAB CHM114(1) and
PHY203(3) and LAB PHY273(1), PHY204(3) and LAB PHY274(1) for a total of 33 credits.
In the BIO track the requirement for one year of college level mathematics and basic sciences
(some with experimental experience) appropriate to chemical engineering includes the following
courses: MTH141(4), MTH142(4), MTH243(3), MTH244(3), Approved Math Elective (3) and
CHM101(3) and LAB CHM102(1), CHM112(3) and LAB CHM114(1) and
PHY203(3) and LAB PHY273(1), PHY204(3) and LAB PHY274(1).and
BIO101(3), BIO102(3) or BIO121(4), MIC211(4) for a total of 43 or 44 credits.
In the CHE track the requirement for one and one-half years of engineering topics consisting of
engineering sciences and engineering design appropriate for the chemical engineering program
includes the following courses: EGR105(1), EGR106(2), CHE212(3), CHE(272)(3),
CHE313(3), CHE332(3), CHE314(3), CHE347(3), CHE322(2), CHE348(3), CHE464(3),
CHE328(1), CHE345(3), CHE349(2), CHE351(3), CHE425(3), CHE346(2), CHE352(3), and 9
credits of approved professional electives for a total of 55 credits..
In the BIO track the requirement for one and one-half years of engineering topics consisting of
engineering sciences and engineering design appropriate for the chemical engineering program
includes the following courses: EGR105(1), EGR106(2), CHE212(3), CHE272(3), CHE313(3),
CHE332(3), CHE314(3), CHE347(3), CHE348(3), CHE464(3), CHE328(1), CHE345(3),
CHE349(2), CHE351(3), CHE425(3), CHE346(2), CHE352(3), and 6 credits of approved
professional electives for a total of 55 credits..
The General Education Committee of the University insures that the CHE curriculum meets the
general education requirements of the University.
Incorporating Engineering Standards and Realistic Constraint in the Engineering
Experiences
Adequate Time in the Curriculum to the Professional Component
The capstone design courses CHE351(3) and CHE352(3) are used to prepare our CHE students
for engineering practice through our curriculum culminating in a major design experience based
on the knowledge and skill acquired in earlier course work and incorporating the engineering
standards and using multiple realistic constraints.
This information is summarized in the following table.
39
Math & Basic Sciences
Engineering Topics
General Education
Major Design Experience
ABET
32
48
University
CHE Track
33
55
Yes
CHE351, CHE352
40
Bio Track
43 or 44
50
Yes
CHE351, CHE352
5.
Faculty
Adequacy of the Size of the faculty
Currently there are eight faculty in the department (Prof. Rivero, Assoc Dean is a full-time
administrator and is not required to contribute towards the teaching efforts in the department; she
is not included in this count – note that as of July 1, 2006, Prof Rivero will be returning to
Chemical Engineering as a full-time faculty). A new faculty hire (Assistant Professor) will be
arriving in September 2006. In September, 2006 there will be six full professors, three associate
professors and one assistant professor. This will bring us to a faculty strength of 10 which will
be adequate to deliver an excellent ChE program. There are also two Research Professors in the
department (this number varies in any given year). Research faculty do not generally teach
courses. While all the faculty are involved in research projects, the faculty can teach the courses
required in both the CHE track and the BIO track. These numbers are reduced by service to the
University. Dr. V. Rose is retired but teaching CHE328 Plant Trips and is the Senior University
Ombudsperson.
Quality of the Faculty Involvement: Students, Advising, Service, Professional Development
and Industry
Different department faculty members are appointed to advise each class: freshman, sophomore,
junior and senior. The number of students is small enough that every student is known to the
faculty and can informally advise them during class, during office hours or in casual settings.
Every faculty member serves on a College or Department Committee. Some faculty members
serve on University committees and some on professional society committees. Most faculty
members attend at least one Professional Society meeting each year. Most faculty members are
members of AIChE. Many faculty either consult with industry partners or obtain grants for
projects. The Department also has an Advisory Board. The competency of the faculty is such
that all the basic Chemical Engineering courses can be taught without difficulty. The experience
of the faculty is such that most have been teaching for at least ten years. The level of scholarship
is good as shown by the awarding of grants and publications of the Department. All faculty
participate in relevant professional societies. Dr. Donald Gray is the AICHE Student Chapter
advisor.
Faculty Competence to Cover Curricular Areas
The faculty of the Department of Chemical Engineering is well qualified. Appendix IA, Table 3,
indicates faculty workload and Appendix 1A, Table 4 provides faculty analysis. Resumes are
provided in appendix 1C. All of the faculties hold Ph.D. degrees from well recognized
institutions.
All the courses within the Department are generally taught by full-time tenure track faculty
which reflects the commitment of the faculty to teaching. The exceptions arise when
department faculty go on leave, and funds for replacements are not provided. In those situations,
senior graduate students have taught classes. This has had a mixed review from students.
There are two endowed chairs in the Department including:
• Victor J. Baxt Chair in Polymer Engineering filled by Michael Greenfield and
• Chester H. Kirk Chair in chemical Engineering filled by Angelo Lucia.
These positions provide a basic strength to the Department.
41
All faculty participate in research programs. This is especially important as many undergraduate
students gain their first experience in research by working with faculty in their research groups.
This work can be as a member of a research program involving a graduate student or with the
undergraduate student responsible for individual research projects. Examples include the
Computational efforts in the groups of Lucia and Greenfield, Corrosion laboratory (Brown),
Laboratory for Colloids and Interfaces (Bose), Surfaces and Sensors Center (Gregory). The
Pollution Prevention Center run by Stanley Barnett has teams of undergraduate students under
the supervision of a research professor conduct surveys at manufacturing plants and provide
solutions to pollution problems by writing assessments of plant operations and then designing a
facility to decrease pollution from the plant. Professor Knickle has been active in outreach to 69th grade minority students through the LSAMP program.
The faculty are well prepared to meet future research challenges in Chemical Engineering. Their
specializations are listed below:
Dr. Barnett – separations and biotechnology.
Dr. Bose – interfacial and colloidal phenomena
Dr. Brown – materials properties and degradation
Dr. Gray – fluids, mixing
Dr. Greenfield – Molecular modeling
Dr. Gregory – thermodynamics, materials
Dr. Knickle – heat transfer
Dr. Lucia – process control, modeling
Dr. Rivero – Bioprocessing, Environment
Dr. Bothun – Bioprocessing in extreme environments, bionanotechnology.
42
6. Facilities
A summary of the laboratories in Crawford Hall used by the chemical engineering program are
listed in the table below:
Table of Laboratory Facilities
Physical Facility
Building and Room
Number
Purpose of
Laboratory,
Including Courses
Taught
Labs and
demonstrations
for: ChE 332 and
ChE 333
Labs for senior
courses, ChE 345
and ChE 346
Condition of
Laboratory
Adequacy
for
Instruction
Good – some
equipment needs
to be replaced
Some good,
some poor
12
24 x 24
576 ft2
Old, some
equipment needs
to be replaced
Satisfactory
9
36 x 30
1080 ft2
Microprocessor Lab,
Room 224 Crawford
Hall
Lab for: ChE 322
Good
Good –
Excellent
4
22 x 29
638 ft2
Computer Lab, Room
207 Crawford Hall
Computer Facility Good
for: ChE 272, ChE
345, ChE 346,
ChE 347, ChE
348, ChE 349,
ChE 351 and ChE
352
Good
10
23 x 22
506 ft2
Materials Lab, Room
120 Crawford Hall
Unit Operations,
Room 101 Crawford
Hall
Number Area
Student (sq.ft.)
Sections
Total
Area:
2800 ft2
Individual laboratories and facilities of the chemical engineering program are described below:
Computer Room - Room 207, Crawford Hall:
43
This room gets heavy use by the undergraduate students. The room was painted in the winter of
2005. The computers are adequate at the present time but will need to be upgraded in the next
three years. The Hewlett Packard printer is networked into the computers. This is the main
computer facility for the Department students. There is an adequate college-wide computer lab
which can be used for any overflow or convenience.
Data Acquisition and Control Laboratory – Room 225, Crawford Hall:
A major refurbishing of the room took place, which included adequate lighting, painting and
installation of a white board. The room has six Pentium III Gateway computers with DAC boards
for data acquisition and control experiments. A Hewlett Packard networked printer is also in the
lab. Four new Pentium 4 computers were purchased four years ago and two new data acquisition
boards have been purchased. The lab is transitioning to LABVIEW software from LABTECH
software and from PCI boards to USB boards. Experiments from this course will be
incorporated into the Senior Laboratory beginning in Spring 2007.
Senior Laboratory – Room 101, Crawford Hall:
The senior laboratory is located in room 101 in Crawford Hall. A clean up of the laboratory over
the last two years has significantly improved the appearance and safety within the laboratory.
For laboratory maintenance, the Chair of Chemical Engineering committed engineering fees of at
least $1000 per year. Over the past years this was spent on the cooling tower experiment which
required some electrical rewiring, new relays and heating elements. Funds were also spent on
new plastic piping for the heated reactor and copper piping to install a compressor to bring a
column on line for a new experiment.
Experiments in the Senior Laboratory include:
1.
2.
3.
4.
5
6
7
8
9
10.
Double Effect Evaporator.
Distillation Column.
Cooling Tower.
Blower/Fin Tube Heat Exchanger.
Orifice Experiment.
Double Pipe Heat Exchanger.
Film and Drop Condensation Experiment.
Friction Factor .
Stirred Tank Reactor.
Membrane Separation.
A reaction calorimeter being donated by Pfizer, will be added into the Senior laboratory
beginning in Fall 2006. Additional proposals have been written to upgrade this laboratory (NSF
– CCLI, Champlin Foundation)
The facilities of the Chemical Engineering program are housed in Crawford Hall, which was
built in 1965. The table below lists the general laboratory areas and conditions. The building has
a new roof and most hoods have been upgraded in the last 10 years.
44
Senior Lab Planning Meeting 3-07-06
Attending: R. Brown, A. Bose, O. Gregory, D. Gray, B. Ansay.
Experiments Working and Summer Maintenance Schedule.
1.Double Effect Evaporator – needs insulation
2. Distillation Column – needs insulation.
3. Cooling Tower
6 Double pipe heat exchanger
7 Film and Drop Condensation
8 Friction Factor . pressure sensors needed. New experiment?
9 Stirred Tank Reactor. Thermocouple upgrades
New experiments to initiate.
11. Process control – pneumatic valve summer ‘06.
13. Mixer – electrical, glass tanks, summer ‘06.
14. Move experiments from ChE 322 into Senior Laboratory, Spring 2007
15. Make some experiments in CHE 345 controllable with PC’s and LABVIEW software.
Materials Laboratory – Room 121, Crawford Hall: This laboratory is the teaching laboratory
for the materials course taught in the Chemical Engineering curriculum. It is also the first
laboratory experience within Chemical Engineering. The aim of this lab is to provide a good
hands on experience for the students as well as provide report writing and presentation
experience. Two experiments have been put in place in this laboratory. These include
examination of a pump and mechanical properties of plastics and metals. Three written
laboratory reports are required. At the end of the lab course, students in groups presented power
point presentations on one of their lab reports. Other modifications were changing materials
from a copper beryllium alloy to an aluminum alloy in age hardening experiments. The
laboratory is functional at present. New experiments can be introduced reasonably simply.
However new equipment will be required over the next few years. This includes a new tensile
test machine, new hardness measuring machines and new optical microscopes. A scanning
electron microscope was donated which will from the basis of a new analytical laboratory in the
Material Laboratory.
Laboratory Experiments Spring 2006:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Crystallography, Structure, interstitial positions.
FCC, BCC and HCP Structures for Metals and Ceramics.
Solidification pure metals and alloys, phase diagrams
Cold working and annealing
Mechanical Properties of Metals and Plastics.
Metallography.
Spark Testing
Age Hardening of Aluminum Alloys.
Heat Treatment of Steel
Plastic Tensile Testing
Ceramic Processing.
45
12.
Powerpoint Presentations.
Classrooms in Crawford Hall are rooms 221,222 and 223. These are controlled by the Registrar
of the University. They were upgraded in the summer of 1999 with new screens and new
overhead projectors. Any problems with these rooms are communicated to Instructional
Technology Services at URI if it involves the overhead projector or the screen. All other
problems are sent to the Registrar.
Engineering facilities in addition to Crawford Hall for Chemical Engineering:
Kirk Technology Center:
Freshmen engineers must take EGR 105 and 106. This is taught in the Kirk Technology Center
at URI, a building opened in 1998. It has one classroom, several research laboratories spread
between the engineering departments, the Engineering Computer Center and the Cherry
Auditorium. There are also bio and control labs used in research in this building and sometimes
for undergraduate student projects.
Engineering Computer Center:
The Engineering Computer Center (ECC) is used by undergraduate students not only for EGR
105 and 106 but at any time during their career at URI. It houses three classrooms housing
computers as well as an area for general use of the facilities. The three classrooms can be
reserved for courses and teaching. The computer equipment has been kept up to date in this lab.
Many of our modern tools are loaded onto computers in this center.
46
7.
Institutional Support and Financial Resources
The annual budget for the Chemical Engineering Department is allocated by the Dean from the
funding provided to the College from the Provost of the University. The support expenditures for
Chemical Engineering is shown in Appendix 1A, table 5. The personnel budget covers the
tenure track faculty, secretarial - 1 position, and technical staff positions – 1.5 positions. The
capital allocation is for new purchases, while the operating budget is to cover expenses such as
phones, copying, office and laboratory supplies, 1-month summer support for Chair etc. A
category called Faculty Development Fund is a contractual agreement that the Provost must
distribute to the Department for Faculty Development. In Chemical Engineering these funds
were distributed equally between faculty and used for travel, purchase books, or pooled to buy a
projector and a printer for the department. The faculty development funds for 2005-2006 were
$168 for each faculty member.
A portion of overhead funds generated from research grants are returned to the Department. The
Dean of the College receives about 35% of the overall overhead from research grants. The other
65% is kept by the University. 60% of the overhead the Dean receives is returned to the
Department where it is split 50% to the Department Chair and 50% to the investigator who
generated the overhead. It is the policy in Chemical Engineering that the returned overhead be
used to promote the research effort that generated the money. The investigators share is their
own to use to promote their research efforts.
I 2005-2006 the University has specifically allocated laboratory fees from junior and senior
students to the program. The amount is based on enrollments. If that process will continue it
will provide a reasonable base for improving the laboratory equipment.
Program expenditures for the previous two years are given in the following table:
Expenses
Laboratory Fees
Operating
Personnel
Capital
Faculty Development
FY05
0
44,416
777,008
7,000
912
FY06
13,592
45,104
850,228
10,500
1,307
In the above table Operating Funds includes the Chair’s summer salary, part time instructors,
phone service, postage, copier rental, and supplies and equipment. After these encumbrances,
the available operating funds are ~$10,000 annually.
Prior to FY06 the University was keeping the Laboratory fees and in FY06 they returned them to
the College of Engineering. Faculty development expenses are required in the union contract.
About $150 is allocated to each faculty member.
The annual expenditures in the Department during 2000-2006 are listed in the following tables.
47
Expenditures 2000-2001 Purchased on Department Funds:
Vendor
Aspen
Borden &
Remington
Dalbani
Damons
Hardware
Data Comm
Warehouse
DOME
Construction
Company
Inc.
Focused
Resolutions
First Student
Gateway
Item(s)
Ordered
Cost
Date
Professor
Lucia/Gray
Use
Polymers Plus
for NON-PC
55 gallon 99%
IPA
Drum deposit
Digital
multimeter and
temp probes
Misc. Supplies
1,000.00
9/20/00
350.00
1/22/01
Gray
192.60
12/28/00
Knickle/
McLaughlin
ChE 322
75.00
5/1/01
Ansay
Machine Shop
Plumbing
supplies
TVR 10/100
Tester DTS
1650
54.11
10/12/00
Ansay
229.99
4/12/01
Knickle/
McLaughlin
Network tone
generator and
probe DTS 1653
Saw, cut, and
demolish wall
btw. Rooms
108A and 108B
and install
heavy-duty door
Saw, cut, and
demolish wall
btw. Rooms 101
and 101A and
install heavyduty door
Repair SEM
equipment
119.99
4/13/01
Knickle/
McLaughlin
1,000.00
4/19/01
Brown
ChE 333
Trips to
Bradford Soap,
Toray,
Arkwright, Dow
Chemical,
Osram Sylvania
Intel Pentium III
Processor
939.00
10/3/0011/14/00
Rose
CHE 328
1,353.00
3/7/01
McLaughlin
Computer Lab
5,422.00
2/20/01
48
CHE
351/352/425
CHE 345/346
ChE 322
Brown/
McLaughlin
Infotech
Group, Inc.
HP Designjet
500 42” printer
2,853.00
3/28/01
Brown/McLaughlin
Jabbour
Electronics
Egg
component
Egg
component
Safety glasses,
gray floor trak
cord ducting
Items are parts
for computer
boards
Universal
library for lab
view
¾” x 3 feet
240.72
12/28/00
McLaughlin
240.72
2/20/01
McLaughlin
355.65
4/27/01
Brown
717.30
2/20/01
McLaughlin
49.00
12/4/00
McLaughlin
29.29
12/4/00
Ansay
CHE 313
Lab
Lab Safety
Measuremen
t Computing
MSC
Industrial
Supply
National
Instruments
Quaker
Tools, Inc.
Reardon
Supply
South
County
Steel, Inc.
Staples
Business
Advantage
W. B.
Mason
W.B. Mason
Poster
printer for
Dep..
ChE 322
Dep.
ChE
345/346
Comp.
Lab
Labview 10
user teaching
license
Labview 10
user teaching
license
Hand drill
1,495.00
9/11/00
McLaughlin
Software
1,495.00
10/6/00
McLaughlin
Software
193.60
6/7/01
Ansay
Misc. Supplies
50.00
1/11/01
Ansay
Machine
shop
CHE
345/346
Plumbing
supplies
Fabricated
metal table for
Instron Unit
Enclosed glass
bulletin boards
250.00
7/25/00
Ansay
535.00
6/7/01
Brown
Dept.
1,145.00
1/24/01
Brown
Dept
Various office $2100.00
supplies
assorted chairs 750.00
Over the
M. Leach
Dept
year
Dept.
Comp. Lab/Lounge
Expenditures 2000-2001 Purchased on Overhead Funds for Dept. Use:
Vendor
Dell
Item(s)
Ordered
Inspiron
5000e laptop
Cost
Date
Professor
Use
2,949.00
2/6/01
Brown
Dept. laptop
computer
49
Expenditures 2001-2002 Purchased on Department Funds:
Vendor
Aspen
Damons
Hardware
Broadway
Appliance
Dell
Eastern
Butcher Block
E&J
Masonry
Gateway
Item(s)
ordered
Polymers Plus
for NON-PC
Misc. Supplies
Cost
Professor
Use
1,000.00
9/20/00
Lucia
52.98
5/1/01
Ansay
8000 BTU
115V window
AC
4100 computer
8200 series
computer
36”x72”x1.25”
thick ash trestle
tables (4)
Tile removal,
tile installation,
hole patching
248.00
7/10/01
Bose
A.C for faculty
office
2,137.06
3,198.00
2/15/01
11/13/01
Brown
Brown
Dept. Laptop
1,196.00
11/15/01
Brown
1,690.00
8/23/01
Knickle
Labor and
materials
4,154.00
4/16/01
Brown/
McLaughlin
6/4/02
Brown
Tables for
Computer lab in
room 207
Furnish and
install all
labor/materials
in room 227
Saw, cut &
demolish wall
btw room
108A/108B and
install new
heavy-duty
door
Computer Lab
JD
Construction
Intel Pentium 4 848.00
processor, E3600 special
Hewlett Packard 1,394.00
OfficeJet
G85XI all-inone printer/HP
laser jet 2200d
Furnish and
3,000.00
installation
RyderStudent
Bus rentals
Northeast
Balance
Service
Balances to be
recalibrated in
rooms 109, 214,
215
Infotech
Group
Date
5/2/02
Color Printer in
main dept.
office
10/12/01
Bose
625.00
10/1/01
Rose
216.00
9/21/01
Brown
50
ChE 313,425,
351/352
Machine Shop
Remove block
wall , tile,
ceiling, lights in
rooms 217/218
Various trips to
companies for
ChE 328
Balances in
Dept. labs
Vendor
Cache Corp.
Central
Receiving
Central
Stores
Chemical
Engineering
Education
CompuCenter
Cole Parmer
Damon’s
Hardware
Focused
Resolutions,
Inc
Ikon Office
Instron Corp.
Key Shop
LabTech
Measurment
Computing
MSC
Industrial
Supply
Postage
Expenditures 2002-2003 Purchased on Department Funds
Item(s)
Cost
Date
Professor
Ordered
Subscription
200.00
7/19/02
Dept.
Dept.
Xerox paper,
858.00
11/15/02
uri forms, etc.
Various
Bob Ansay
supplies
332.20
7/15/02
Subscription
Dept.
390.00
7/1/02
Computer
supplies,
repairs
Various
supplies
Various
plumbing,
electrical
Repair
equipment
Copy
machine
lease, supplies
Repair
equipment
Keys for
building
Computer
software
Computer
supplies
Supplies
South C.
Trails
Bulk mail of
alumni letter
Buses for
trips
Viking Office
Products
Office
products
399.60
269.70
8/27/02
12/9/02
Ray
371.71
11/12/02
Brown
75.00
9/23/02
Use
Dept.
Dept.
Machine
Shop
Dept.
322 lab and
207
computer lab
ChE 333
Bob Ansay
Machine
Shop
Brown/Gregory
ChE 333/332
Chair
Dept.
Brown
ChE 333/332
labs
Dept
485.00
8/27/02
3,356.00
485.50
7/1/02
7/15/02
520.00
50.00
9/4/02
8/27/02
Chair
2,115.00
7/26/02
Chair
175.72
7/26/02
Ray
ChE
345/346/425
ChE Labs
Bob
Machine
Shop
123.94
8/27/02
700.00
6/30/02
Chair
Dept.
250.00
500.00
250.00
10/1/02
10/9/02
11/20/02
Rose
ChE 328
Chair
Dept.
89.00
8/6/02
51
Expenditures 2003-2004 Purchased on Department Funds:
Vendor
4- Cor Inc.
Aspen
Allied
Electronics
Comp-uCenter
Central Stores
Core Business
Core Business
Dell
Computers
Gamry
Instruments
Gamry
Instruments
Jameco
Electronics
Key Shop
MA Olsen
Newwark
Electronics
Printing
Services
Tranter PHE
Wavefunction
inc.
W.B. Mason
Item(s)
ordered
LI-250 Light
Meter
Aspen software,
polymers
PCV input
power controller
Hard drive,
Wheel mice,
surge protectors
Xerox Paper
Purchase of
copy machine
Maintenance
Agreement
OptiPlex
GX720 (5)
PC4/300 mA
Potentiostat
DC!05
Corrosion
Software
Solderless
Breadboards
Keys for
building
Biomixer
PCV Relays,
solid state
relays, faro
Letterhead,
envelopes,
Tranter max
changer
Spartan 02 for
Linux
Various office
supplies, chairs
for offices
Cost
Date
Professor
Use
575.00
4/12/04
Barnett
1800.00
2/21/03
Gray/Lucia
149.44
2/1/03
Knickle
ChE
351/352/425
ChE 322
349.95
11/18/03
Ray
Computer lab
2000.00
4226.99
9/10/03
7/1/03
Dept.
Dept.
Dept.
Dept.
731..50
1/9/04
Dept.
Dept.
7117.85
6/9/04
Dept.
Computer Lab
6085.00
4/26/04
Brown
Brown
2385.00
4/26/04
Brown
Brown
149.50
12/23/03
Ray
ChE 322
200.00
3/28/03
Dept.
Dept.
1730.00
1316.59
4/27/04
7/12/04
Rose
Knickle
Rose
ChE 322
850.00
9/18/03
Dept.
Dept.
683.00
5/18/04
Rose
Rose
1250.00
6/2/04
Lucia
Lucia
Dept.
Dept.
1485.00
52
Expenditures 2004-2005 Purchased on Department Funds:
Vendor
Alfa Aeser
Aspen Tech
Borden &
Remington
Central Stores
Core Business
Cranston
Welding
Fisher
Gateway
Computers
HewlettPackard
Lahey
Computer
Measurement
Computing
MSC
Q-Panel
Ryder
Transportation
Savin Corp
W.B. Mason
Wilem
Scientific
Item(s) ordered
Potassium
Aspen Plus
software
Isopropyl Alcohol
Cost
131.00
1200.00
Date
8/3/05
9/17/04
Professor
Brown
Lucia/Gray
402.05
5/5/05
Gray
Use
ChE 333
ChE
351/352/425
ChE 345/346
Xerox Paper
2nd year for copy
machina
Soldering hose
1800.00
4004.00
8/31/04
7/1/03
Dept.
Dept.
Dept.
Dept.
100.00
10/28/04
Bob
ChE 345/346
Thermolyne
Furnances (2)
Computer System
1638.00
3/1/05
Brown
ChE 333
1513.00
2/24/05
Dept.
Dept.
Digital projector
1299.00
5/12/05
Dept.
Dept..
Seats (6)
1141.98
8/10/04
Lucia
Lucia
Lab Notebook
500.00
8/3/05
Ray
Computer Lab
Power band saw
blades
Aluminum
Bus rental for
various trips
Transparencies,
toner for copy
machines
Various office
supplies
Analytical
balances, digital
density meter,
thermoanemometer
138.28
10/4/04
Bob
Machine Shop
187.50
800.00
9/13/05
9/13/05
Brown
Rose
ChE 333
ChE 328
305.00
9/2//04
Leach
Dept.
Leach
Dept.
Gray
ChE 345/346
1485.00
4085.00
4/4/05
53
Vendor
Aspen
Cole Parmer
Core
Business
Central Stores
Dell
Fisher
Focused
Resolutions
Instron Corp
Qpanel
South County
Trails
South County
Trails
South County
Trails
Dell
McDonalds
Extec Corp
Grainger
W. B Mason
Supply New
England
Expenditures 2005-2006 Purchased on Department Funds:
Item(s)
Cost
Date
Professor
Use
Ordered
Aspen Plus
1,200.00
9/ 30/06
Lucia/Bose
CHE
Software
351/352/425
Flat bed
1,130.50
10/28/05
Brown
CHE 333
recorders
4004.00
9/30/05
Dept .
Dept. Use
Copy
Machine
(last year for
paying)
Xerox paper
1400.00
9/6/06
Dept.
Dept.
and URI
forms
OptiPlex
1354.67
12/20/05
Meredith
Dept. Office
Inspiron 700m
500g lead shot
300.00
9/13/05
Brown
ChE 333
500g granular
tin
SEM Repair
1,425.00
11/14/05
Brown
Labs
1/16” round
indentor
0.032x3x10
aluminum
Clarient and
Bradford Soap
Sylvania and
Pfizer Inc.
Trips
Chem. Expo
in NYC
Dimension
3100
W1 water
harden tool
steel (2)
Epoxy kit,
polishing
cloth, grit
Screws,
octagon box,
etc
Various office
supplies
Various
plumbing
supplies,
fittings
104.00
1/31/06
Bob
ChE
198.60
9/13/05
Brown
ChE 333
600.00
10/110/05
Rose
CHE 328
600.00
9/26/05
Rose
CHE 328
825.00
10/6/05
Rose
CHE 328
1,028.52
2/3/06
Lucia
Lucia
110.60
1/31/06
Gregory
ChE 332
$1424.00
1/10/06
Gregory
ChE 332
Knickle
ChE 322
45.00
$1300.00
$500.00
2/18/06
During the
academic
year
3/2/06
54
Leach
Gray/Ansay
Office
ChE 345/346
Adequacy of the Budget
Constraints on university dollars continue to be a major concern. Funds are needed to upgrade
the laboratories, for capital improvements, faculty development and travel. A laboratory fee
charged to the students was delivered to the College and distributed to the departments in 20052006. The Department’s share is $13,592. In Fall 2005, $10,500 of ABET funds were made
available to the department. However, a typical new laboratory experiment costs ~$25,000
(excluding cost associated with utilities, plumbing etc.). At the current level of investment, our
department will continue to just be able to maintain current experiments, and not be able to add
any new ones. In addition, the department is concerned about financial support for a laboratory
course in Materials, taken overwhelmingly by students outside of Chemical Engineering (in Fall
2005, there were 85 students in the class, and 1 chemical engineer). Support for this class puts an
inordinate burden on the department budget. The department is pursuing other federal (NSF –
through proposals to the CCLI program) and private (Champlin Foundation, donation from
Pfizer) sources of funding for the undergraduate laboratories.
The laboratory experience is barely adequate. Most of the equipment is old and in constant need
of repair. Few University and College funds have been spent over the past six years to upgrade
the laboratories. No new experiments have been purchased for the senior laboratories since the
last ABET visit primarily because of lack of funds. Some revamping of older experiments has
been completed. Engineering fees have only been given to the department in 2005-2006.
Computers available for general student use have new software but range from 2 to 8 years old,
with most in the 4-5 year range. Department operating funds have been used to purchase
approximately 1-2 desktop computers each year for the students.
The department has a competent full-time secretary but still needs help with the graduate
program. In Chemical Engineering, there are approximately 30 grants being administered
concurrently. This has placed a very large burden on the one secretary, who is responsible for
the needs of eight faculty (to become 10 from Fall 2006 when Dr. Bothun arrives, and Prof.
Rivero returns to the department after her administrative stint as Associate Dean), nearly 80
students and 2 staff, which is too much. A half-time secretary should be added to take
responsibility for all graduate tasks, potentially split between various departments. This is
particularly important because the department will have 10 faculty from Fall 2006, and already
has the highest research expenditures and income amongst all departments in the College.
There is little support for research administration. The Peoplesoft software has added to the
burden of the faculty and staff significantly. More careful fiscal reporting, including the
reinstitution of monthly research reports would be a great help.
The department has only 1.5 technical staff persons. When the CHE 322 course is running (each
Spring semester)the half-time person is needed full time in the laboratory, which is all day
Tuesday and Thursday when repair and preparation time are taken into account. This is the 80%
of his time allocated to the Department. Other laboratories that need help such as the CHE 332
laboratory are not getting enough technical help. Incorporation of several experiments from ChE
322 into the Senior Laboratory will shift a part of the burden into the Senior Laboratory from the
Spring semester. Another half time technical position is necessary to aid in the undergraduate
program.
55
56
8.
Program Criteria
The ABET Program Criteria from AICHE states:
The program must demonstrate that graduates have: thorough grounding in chemistry and a
working knowledge of advanced chemistry such as organic, inorganic, physical, analytical,
materials chemistry, or biochemistry, selected as appropriate to the goals of the program;
working knowledge, including safety and environmental aspects, of material and energy balances
applied to chemical processes; thermodynamics of physical and chemical equilibria; heat, mass,
and momentum transfer; chemical reaction engineering; continuous and stage-wise separation
operations; process dynamics and control; process design; and appropriate modern experimental
and computing techniques.
The courses that are used to meet the specific AIChE program criteria are listed below. The bold
headings indicate the specific criteria. These bold headings are followed by the courses used to
meet the stated requirements.
Thorough grounding in chemistry and a working knowledge of advanced chemistry such as
organic, inorganic, physical, analytical, materials chemistry, or biochemistry,
CHM101, CHM102, CHM112, CHM114 and advanced chemistry
Working knowledge, including safety and environmental aspects, of
Material and energy balances applied to chemical processes;
CHE212, CHE313
Thermodynamics of physical and chemical equilibria;
CHE314
Heat, mass, and momentum transfer;
CHE347, CHE348
Chemical reaction engineering;
CHE464
Continuous and stage-wise separation operations;
CHE348, CHE349
Process dynamics and control;
CHE425
Process design;
CHE351, CHE352
Appropriate modern experimental and computing techniques.
CHE322, CHE345, CH346, CHE 349, CHE351,CHE352
57
58
Appendix I - Additional Program Information
Tables in the Appendix
In Appendix 1A, Table 1-1a and Table 1-2b are the appropriate designation of mathematics and
basic science, engineering science and design and general education components for the basic
curriculum in Chemical Engineering for the CHE track and Bio track respectively. The
curriculum meets the requirements of ABET Advisors have forms which provide for the basic
curriculum to be met as indicated in section Appendix ID, table 1. Appendix 1A, Table 1-2a and
Table 1-2b indicates the course and section size for the CHE and BIO tracks respectively and
appendix 1B lists all the course syllabi.
APPENDIX I A. Tabular Data for Program
Table I-1. Basic level Curriculum
Table I-2. Course and Section Size Summary
Table I-3. Faculty Workload Summary
Table I-4. Faculty Analysis
Table I-5. Support Expenditures
B.
Course Syllabii
C.
Faculty Curriculum Vitae
59
Table I-1. Basic-Level Curriculum (Chemical Engineering track)
Chemical Engineering
Category (Credit Hours)
Engineering
Topics
Check if
Year;
Contains
Semester or
General
Math & Basic Significant
Course
Quarter
Sciences
(Department, Number, Title)
Design (9) Education Other
Freshman EGR 105, Fund. of Eng.
1
( )
CHM 101, Gen. Chem. Lec. 1
3
( )
1st
Semester
CHM 102, Chemistry Lab
1
( )
MTH 141, Intro. Calculus
4
( )
PHY 203, Elem. Physics I
3
( )
PHY 273, Elem. Phys. Lab. I
1
General Education Requirement
( )3
Freshmen
2nd
Semester
EGR 106, Fund. of Engineering
II
2
CHM 112, Gen. Chemistry
CHM 114, Chemistry Lab
MTH142,Interemediate
Calculus
PHY 204, Elementary Physics
PHY 274, Elementary Physics
Lab
ECN 201, Economics Principles
Sophomore ChE 212,
1st
Chem. Proc. Calculations
Semester
CHM 291 or 227 Organic
Chemistry
MTH 243, Calc. & Anal.
Geometry
General Education Requirement
(
)
3
1
4
( )
( )
( )
3
1
( )
( )
( )3
( )
(9 )
3
4/3
(
)
3
Sophomore ChE 272, Intro. To Chemical
Eng.
nd
2
ChE 313, ChE Thermo I
Semester
ChE 332, Physical Metallurgy
1
)
(
)6
(9 )
2
3
3
60
(
(9 )
CHM 292, Organic Chemistry or
4/3
Approved Adv. CHM Course
MTH 244, Diff. Equations or
3
MTH 362 Adv. Engineering
Math I
(continued on next page)
61
(
)
Year;
Semester or
Quarter
Table 1. Basic-Level Curriculum (continued)
Chemical Engineering
Category (Credit Hours)
Engineering
Topics
Check if
Contains
Course
Math & Basic Significant
General
(Department, Number, Title)
Science
Design (9) Education Other
Junior
ChE 314, ChE Thermodynamics
II
st
1 Semester ChE 347, Transfer Operations I
CHM 431, Physical Chem.
CHM 335 Phys. Chem. Lab
Approved Math Elective
Gen. Ed. Requirement (2)
(9 )
3
(9 )
( 9)
3
3
2
3
3
ChE 322, ChE Micro
Laboratory
ChE 348, Transfer Operations II
2 (9 )
ChE 464, Indus. React. Kinetics
CHM 432, Phys. Chem. or
approved
dept. elective (3)
Gen. Ed. Requirements (2)
3 (9 )
Senior
ChE 328, Industrial Plants
st
1 Semester ChE 345, ChE Laboratory
ChE 349, Transfer Operations
III
ChE 351, Plant Design &
Economics
ChE 425, Proc. Dynamics &
Control
ELE 220, Passive/Active
Circuits
Approved Professional Elective
1 (9 )
2
2
Junior
2nd
Semester
Senior
2nd
Semester
3 (9 )
3
6
3 (9 )
3 (9 )
3 (9 )
3 (9 )
ChE 346, ChE Laboratory
ChE 352, Plant Design &
Economics
CVE 220, Mech. Materials or
2
3
3
62
(9)
(9 )
(9 )
Approved Professional Elective
(3)
Approved Professional Elective
(3)
General Education
Requirements (2)
3
(9 )
3
(9 )
6
(9 )
TOTALS-ABET BASIC-LEVEL
48
59
26
REQUIREMENTS
OVERALL TOTAL 131/133
PERCENT OF TOTAL
37%
43%
21%
Totals must Minimum semester credit hours
32 hrs
48 hrs
satisfy one Minimum percentage
25%
37.5 %
set
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.
63
Table I-1. Basic-Level Curriculum (Biology track)
Biology track in Chemical Engineering
Category (Credit Hours)
Engineering
Topics
Check if
Year;
Contains
Semester or
General
Math & Basic Significant
Course
Quarter
Sciences
(Department, Number, Title)
Design (9) Education Other
Freshman CHM 101, Gen. Chem Lec. I
3
CHM 102, Chem. Lab
3
( )
1st
Semester
EGR 105, Fundam. Of Engr.
1
( )
MTH 141, Intro. Calc.
4
( )
PHY 203, Elem. Physics I
3
( )
PHY 272, Elem. Phys. Lab. I
1
( )
Gen. Ed. Requirement (1,2)
3
Freshmen
2nd
Semester
CHM 112, Gen. Chem
3
CHM 114, Chem. Lab
EGR 106, Fundam. Of Engr. II
MTH 142, Interm. Calc.
BIO 101, Principles Bio I
ECN 201, Econ. Prin. Or
Gen. Ed. Requirement
1
(
2
4
4
3
Sophomore ChE 212, Chem. Proc. Calc
1st
Semester
CHM 291 or 227 Organic Chem.
MTH 243, Multivariable Calc.
Gen. Ed. Requirement (2)
3
4/3
3
Sophomore ChE 272, Intro. ChE Calcs.
3
nd
2
ChE 313, ChE Thermo I
3
Semester
ChE 332,Physical Metallurgy
3
BCH 311, Biochem. or CHM
4/3
228 opr 292 Organic Chem.
MTH 244, Diff. Eq or
3
MTH 362 Adv. Eng. Math I
3
(continued on next page)
64
)
( )
(9)
( )
( )
( )
( ) 2
( )
( )
( )
( )
( )6
(
)
Year;
Semester or
Quarter
Table 1. Basic-Level Curriculum (continued)
Biology track in Chemical Engineering
Category (Credit Hours)
Engineering
Topics
Check if
Contains
Course
Math & Basic Significant
General
(Department, Number, Title)
Science
Design (9) Education Other
Junior
ChE 314, ChE Thermo. II
st
1 Semester ChE 347, Transfer Operations I
MIC 211, Intro. Microbiology
PHY 204, Elem. Physics
PHY 274, Elem. Phys. Lab. II
Gen. Ed. Requirement (2)
3
3
4
3
1
Junior
2nd
Semester
ChE 348, Trans. Oper. II
ChE 464, Indus. React. Kinetics
3
3
BCH 312, Biochem Lab or
CHM 226, Organic Lab (3)
2
BIO 341, Cell Biology
Approved Math elective
Gen. Ed. Requirement (2)
3
3
3
3
Senior
ChE 328, Industrial Plants
1st Semester ChE 345, Chem. Eng. Lab.
ChE 349, Trans. Oper. III
ChE 351, Plant Design & Econ.
ChE 425, Process Dynamics &
Control
Approved Prof. Elective
Gen. Ed. Requirement (2)
1
2
2
3
3
Senior
2nd
Semester
ChE 346, Chem. Eng. Lab
ChE 352, Plant Design & Econ.
2
3
BIO 352, Genetics or 437
Fundam.
Molec. Bio
CVE 220, Mech. Mat’ls or
3
(9)
(9 )
3
3
3
65
(9)
(9)
approved
ELE 220, Passive/Active
Circuits
Gen. Ed. Requirements (2)
3
(
)
6
TOTALS-ABET BASIC-LEVEL
REQUIREMENTS
OVERALL TOTAL 136/139
PERCENT OF TOTAL
37%
43%
21%
Totals must Minimum semester credit hours
32 hrs
48 hrs
satisfy one Minimum percentage
25%
37.5 %
set
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.
66
Table I-2. Course and Section Size Summary
Chemical Engineering
No. of Sections
Avg. Section
offered in
Course No.
Title
Enrollment
Current Year
Lecture
EGR 105
Foundations of Engineering I
1
32
100%
EGR 106
Foundations of Engineering II
1
35
100%
ChE 212
Chemical Process Calculations 1
13
100%
ChE 272
Intro. To ChE Calculations
1
12
100%
ChE 313
ChE Thermodynamics
1
12
67%
ChE 314
ChE Thermodynamics
1
13
67%
ChE 322
Micro Laboratory
1
9
ChE 328
Industrial Plants
1
10
50%
ChE 332
Physical Metallurgy
1
22
67%
ChE 345
ChE Laboratory
1
10
ChE 346
ChE Laboratory
1
9
ChE 347
Transfer Operations I
1
16
100%
ChE 348
Transfer Operations II
1
17
100%
ChE 349
Transfer Operations III
1
9
100%
ChE 351
Plant Design and Economics
1
9
50%
ChE 352
Plant Design and Economics
1
9
50%
ChE 425
Process Dynamics and Control 1
9
100%
ChE 464
Industrial Reaction Kinetics
1
13
100%
ChE 534
Corrosion and Corrosion Control 1
17
100%
ChE 548
Separations for Biotechnology 1
5
100%
Type of Class1
Laboratory
33%
33%
50%
33%
100%
100%
Enter the appropriate percent for each type of class for each course (e.g., 75% lecture, 25% recitation).
67
Recitation
50%
50%
Other
Table I-3. Faculty Workload Summary
Chemical Engineering
Faculty Member
(Name)
Barnett, Stanley M
FT
or
PT Classes Taught (Course No./Credit Hrs.)
Term and Year1
(%)
FT
ChE 347/3, Fall 2005
Total Activity Distribution2
Teaching
40%
Other3
Research
40%
EGR 105/1, Fall 2005
ChE 348/3, Spring 2006
ChE 548/3, Spring 2006
20%
UG Committee
UC Advisor
Bose, Arijit
FT
ChE 349/2, Fall 2005
ChE 272/3, Spring 2006
20%
40%
40%
Dept. Chair
Brown, Richard
FT
ChE 333/3, Fall 2005
ChE 537/3, Fall 2005
EGR 106/1, Spring 2006
ChE 534/3, Spring 2006
40%
20%
20%
Graduate committee
Gray, Donald J.
FT
ChE 345/3, Fall 2005
ChE 351/3, Fall 2005
ChE 346/3, Spring 2006
ChE 352/3, Spring 2006
70%
20%
10%
UG Committee
AIChE advisor
68
Table I-3. Faculty Workload Summary
Chemical Engineering
Faculty Member
(Name)
FT
or
PT Classes Taught (Course No./Credit Hrs.)
Term and Year1
(%)
Total Activity Distribution2
Teaching
Other3
Research
Greenfield, Michael FT
ChE 212/3, Fall 2005
ChE 313/3, Spring 2006
ChE531/3,Spring2006
40%
40%
20%
Grad. committee
Web master
Gregory, Otto J.
FT
ChE 539/3, Fall 2005
ChE 332/3, Spring 2006
ChE 513/3, Spring 2006
40%
40%
20%
UG Committee
Knickle, Harold
FT
ChE 314/3, Fall 2005
ChE 544X/3, Fall 2005
ChE 322/3, Spring 2006
ChE 464/3, Spring 2006
40%
40%
20%
ABET Committee
Lucia, Angelo
FT
40%
40%
20%
Grad. committee
Rivero-Hudec,
Mercedes
FT
ChE 425/3, Fall 2005
ChE 501/1, Fall 2005
ChE 502/1, Spring 2006
ChE 614/3, Spring 2006
None in academic year 2005-2006
(Associate Dean)
0%
5%
95%
Assoc. Dean
69
Table I-3. Faculty Workload Summary
Chemical Engineering
Faculty Member
(Name)
Rose, Vincent C.
FT
or
PT Classes Taught (Course No./Credit Hrs.)
Term and Year1
(%)
PT
ChE 328/1, Fall 2005
Total Activity Distribution2
Teaching
45%
70
Research
5%
Other3
50% Ombudsperson
F
F
F
Bose, Arijit
F
T
Brown, Richard
F
F
Gray, Donald J.
Assoc. F
F
Greenfield, Michael L. Assoc
T
Gregory, Otto J.
F
F
Knickle. Harold
F
F
Lucia, Angelo
F
F
Rivero-Hudec, Mercedes Assoc. F
Rose, Vincent C.
F
P
Ph.D. U. Penn, 1963
7
37
37
Ph.D U. Rochester, 1981 3
24
24
Ph.D Cambridge U,
Ph.D URI, 1980
U. Calif.,Berkley,
Ph.D
1996
Ph.D Brown U, 1984
Ph.D R.P.I., 1969
Ph.D U. Connecticut,
Ph.D. U. Penn, 1986
Ph.D U. Missouri, 1965
2
2
25
26
25
26
5
4
4
1
4
7
4
4
23
36
25
15
41
23
36
11
15
41
RI
H (AIChE)
M (AIChE,
ACS, MRS)
M (AIChE)
H (AIChE)
H (AIChE,
ACS)
M (AIChE)
M (AIChE)
M(AIChE)
M (AICHE)
H(AIChE)
Research
Consulting
/Summer
Work in
Industry
Level of Activity
(high, med, low, none)
Profession
al Society
(Indicate
Society)
State in which
Registered
This
Institution
Total
Faculty
Years of Experience
Govt./
Industry
Practice
Institution from
which Highest
Degree Earned &
Year
Highest Degree
FT or PT
Name
Barnett, Stanley M.
Rank
Table I-4. Faculty Analysis
Chemical Engineering
H
L
H
L
H
M
L
H
H
M
H
H
L
M
L
L
L
L
Bothun, Geoffrey (Fall
F
2 (post0
0
M (AICHE) H
L
Asst.
Ph.D. U. Kentucky, 2004
2006)
T
doc)
Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information
is to be provided at the time of the visit. The level of activity should reflect an average over the current year (year prior to visit) plus
the two previous years.
71
Fiscal Year
Expenditure Category
Operations1
(not including staff)
Travel2
Equipment3
Institutional Funds
Grants and Gifts4
Graduate Teaching
Assistants
Part-time Assistance5
(other than teaching)
Table I-5. Support Expenditures
Chemical Engineering
1
2
3
(prior to
(previous year) (current year)
previous year)
2003-04
2004-05
2005-06
35,593
44,416
45,104
4
(year of visit)
2006-07
45.500
489.00
0.0
0.0
0.0
41,337
0.0
7,000
0.0
0.0
45,152
0.0
10,500
0.0
0.0
42,452
0.0
0.0
0.0
0.0
43,500
0/0
0.0
0.0
0.0
Instructions:
Report data for the engineering program being evaluated. Updated tables are to be provided at the
time of the visit.
Column 1: Provide the statistics from the audited account for the fiscal year completed 2 years
prior to the current fiscal year.
Column 2: Provide the statistics from the audited account for the fiscal year completed prior to
your current fiscal year.
Column 3: This is your current fiscal year (when you will be preparing these statistics). Provide
your preliminary estimate of annual expenditures, since your current fiscal year presumably is not
over at this point.
Column 4: Provide the budgeted amounts for your next fiscal year to cover the fall term when the
ABET team will arrive on campus.
Notes:
1. General operating expenses to be included here.
2. Institutionally sponsored, excluding special program grants.
3. Major equipment, excluding equipment primarily used for research. Note that the
expenditures under “Equipment” should total the expenditures for Equipment. If they don’t,
please explain.
4. Including special (not part of institution’s annual appropriation) non-recurring equipment
purchase programs.
5. Do not include graduate teaching and research assistant or permanent part-time personnel.
.
APPENDIX I B. Course Syllabi
67
ABET Course Syllabi Summary
1.
Department, number, and title of course: CHE 212: Chemical Process Calculations
(I, 3)
2.
Course (catalog) description: Orientation to chemical engineering, material-balance
computations on chemical processes, use of gas laws, vapor pressure, humidity, solubility
and crystallization.
3.
Prerequisite(s): CHM112, EGR106 and MTH142 concurrent should be added.
4.
Textbook(s) and/or other required materials: Felder and Rousseau, Elementary
Principles of Chemical Processes, 3rd edition, 1999, Wiley.
5.
Course objectives:
At the end of the course the student should be able to:
a. Calculate a material balance.
b. Carry out an energy balance.
c. Perform engineering calculations, construct graphs by hand and computer, interpret
phase equilibrium
data.
6.
Topics covered:
a. Review of units and dimensions, curve fitting, density, composition, temperature and
pressure.
b. Material balances.
c. Material balances with recycle.
d. Ideal gases and partial pressure.
e. Vapor pressure.
f. Vapor liquid equilibria/ steam tables.
g. Solubility.
h. Energy balances.
i. Combustion processes.
j. MATLAB and spreadsheet use.
7.
Class/laboratory schedule, i.e., number of sessions each week and duration of each
session:
3 hour lecture.
8.
Contribution of course to meeting the professional component:
This course provides a foundation for all other chemical engineering courses and
contributes to the engineering science component. Engineering Science – 2.5 credits,
Engineering Design – 0.5 credit.
9.
Relationship of course to program objectives:
This course provides an introduction to fundamental chemical engineering calculations
and problem solving skills work.
68
10.
Person(s) who prepared this description and date of preparation: Dr. Michael
Greenfield May 15, 2006.
69
ABET Course Syllabi Summary
1.
Department, number, and title of courses: CHE 272: Introduction to Chemical
Engineering Calculations.
2.
Course (catalog) description: Introduction to the use of computers and numerical
methods, including numerical solution of differential equations as applied to chemical
engineering.
3.
Prerequisite(s): Pre: ChE 212 and MTH 243.
4.
Textbook(s) and/or other required materials: Chapra, S.C. and R.P. Canale.
Numerical Methods for Engineers, 3rd ed. WCB/McGraw-Hill, Inc. USA, 1998.
5.
Course objectives: This course introduces students to mathematical modeling and
problem solving in chemical engineering. Various physical processes relevant to
chemical engineering will be mathematically modeled. The solution to the models will
be found by means of the mathematical and computational techniques known as
numerical methods.
Numerical methods are widely applied in the solution of common types of problems,
such as systems of algebraic equations, integrals, ordinary and partial differential
equations, etc. Examples of applications of the methods will come from material and
energy balances, transport phenomena (momentum, heat, and/or mass transfer),
thermodynamics, reaction kinetics and process control.
Computer code development will be an essential part of this course.
At the end of this course students will be able to: Identify the appropriate model that
describes a problem (algebraic equations, differential equations, etc.). Choose the
numerical technique that will lead to the solution of the problem. Implement the
numerical solution, i.e., develop and execute a computer program.
6.
Topics covered:
Programming.
Root solving methods.
Systems of equations.
Interpolation.
Regression.
Integration.
Differentiation.
Ordinary differential equations.
Partial differential equations.
7.
Class/laboratory schedule, i.e., number of sessions each week and duration of each
session:
Class meets twice a week, Tuesdays and Thursdays, for 1:15 each class, and a total of
2:30 hr. per week (equivalent to three 50-min. class periods per week).
70
8.
Contribution of course to meeting the professional component:
Engineering Design – 0.5 credit, Engineering Science – 1.5 credits, Mathematics – 1.0
credit.
9.
Relationship of course to program objectives:
A. ability to apply knowledge of mathematics, science and engineering
B. ability to analyze and interpret data and write and run a program
C. ability to design a system to meet desired needs
D. ability to function in teams
E. ability to identify, formulate and solve engineering problems
G. ability to communicate effectively
K. ability to use the techniques, skills and modern tools necessary for engineering practice
10.
Person(s) who prepared this description and date of preparation: Dr. Michael Greenfield
May 1, 2006.
71
ABET Course Syllabi Summary
1.
Department, number, and title of course: ChE 313: Chemical Engineering Thermodynamics I
2.
Course (catalog) description: Applications of the first, second and third laws of
thermodynamics involving thermophysics, thermochemistry, energy balances, combustion and
properties of fluids. (Lec. 2, Lab 3)
3.
Prerequisite(s): ChE 212 or ChE 431 and MTH 243.
4.
Textbook(s) and/or other required materials: Introductory Chemical Engineering
Thermodynamics, 5th Ed., Elliott and Lira, Prentice-Hall.
5.
Course objectives:
Develop an understanding of first and second law of thermodynamics, pVT behavior of pure
fluids, entropy, thermodynamic diagrams, and power and refrigeration cycles.
6.
Topics covered:
First Law and Related Topics, Volumetric Properties of Pure Fluids, Heat Effects, Second Law of
Thermodynamics, Properties of Fluids, Flow Processes.
7.
Class/laboratory schedule, i.e., number of sessions each week and duration of each session:
Class on Tuesdays and Thursdays 10-10:50 and Laboratory on Wednesdays from 2-4:45.
8.
Contribution of course to meeting the professional component:
Engineering Science – 3.0 credits.
9.
Relationship of course to program objectives:
a,e,f,g,j,k
10.
Person(s) who prepared this description and date of preparation: Dr. Angelo Lucia,
September 1, 2005.
72
ABET Course Syllabi Summary
1.
Department, number, and title of course: ChE 314: Chemical Engineering Thermodynamics
II.
2.
Course (catalog) description: Continuation of CHE 313 with applications to thermodynamics
of mixtures, phase and chemical equilibria. (Lec. 2 Lab 3).
3.
Prerequisite(s): ChE 313.
4.
Textbook(s) and/or other required materials:Introductory Chemical Engineering
Thermodynamics by J. Richard Elliott, University of Akron & Carl T. Lira, Michigan State Univ.
Prentice Hall PTR Copyright: 1999
5.
Course objectives:
1. To apply the laws of thermodynamics to solve problems in chemical engineering practice as
they relate to fluid mixtures, mixing processes vapor-liquid equilibria and chemical reaction
equilibria. This includes the application of appropriate equations of state and thermodynamic
models to predict the behavior of mixtures, solutions and systems undergoing phase change in a
wide variety of engineering systems.
2. To develop an understanding of the fundamental thermodynamic relationships that can be used
to describe the behavior of liquids and gases including ideal and non-ideal mixtures, vapor-liquid
equilibria, liquid-liquid equilibria and chemical reaction equilibria
3. To apply thermodynamic principles to physical and chemical processes which involve
separation, phase change and/or chemical reaction. Specifically, those processes which involve
the transformation of energy from one form to another are of particular interest.
6. Topics covered:
Review of Thermo I:
Properties, variables, Definitions
Energy balances on the human body, Review of Thermo I: First Law and other
Second Law
Introduction to Multicomponent Systems
Multicomponent Systems
Flash vaporization
MATLAB program for flash vaporization
Phase Equilibria in Mixtures by an EOS
Mixtures by Equation of State
Binary VLE equilibria for ideal solutions and ideal gas.
Peng Robinson Equation of State applied to multiphase mixtures.
Excess Functions and Activity Coefficients
Using 1 and 2 parameter Margules Equations Txy and Azeotropes
Determine theoretical curves for GE and Txy.
Wilson Equation determine GE and Txy
The importance of shape in UNIQUAC and in UNIFAC
The combinatorial term and the residual term in UNIQUAC and in UNIFAC
Using departure functions to compute thermodynamic variables and
mixtures
73
Multicomponent VLE
Liquid-Liquid Equilibria and Liquid-Liquid-Vapor Equilibria
Identify tie lines and the plait point
Reacting systems
Reaction coordinate
Equilibrium Reactions
Energy Balances in Reactive systems
7.
8.
Class/laboratory schedule, i.e., number of sessions each week and duration of each session:
Each lecture – 50 minutes.
Each lab – 2hr and 45 min.
Contribution of course to meeting the professional component:
Almost all labs required the students to work in teams. Engineering Science – 2.0 credits
Engineering Design 1.0 credit.
9.
Relationship of course to program objectives:
The course contributes to program outcomes a,c,d,e,k. These outcomes then map directly into the
program objectives.
10.
Person(s) who prepared this description and date of preparation: Dr. Harold Knickle,
Feb 1, 2006
74
ABET Course Syllabi Summary
1.
Department, number, and title of course: ChE 322: Microprocessor Laboratory, (II,2).
2.
Course (catalog) description: Use of Microprocessors, A/D and D/A converters, sensors, and
control; hardware to analyze and control laboratory-scale processes (Lec. 1, Lab 3.) .
3.
Prerequisite(s): Credit or concurrent enrollment in ChE 348.
4.
Textbook(s) and/or other required materials: Instructor notes and handouts. LABTECH and
computer board manuals placed in laboratories. Software LABTECH and EXCEL placed on
computers in laboratory.
5.
Course objectives:
1. to develop the laboratory skills needed for data acquisition and control. (b)
2. to integrate data acquisition and control with the use of the microcomputer. (b), (k)
3. to reinforce the concepts in the chemical engineering control course. (e)
4. to be able to report experimental results in an engineering format. (g)
5. to be able to work in teams. (d)
6.
Topics covered:
SKILL METHODOLOGY-TASKS:
1. Connect a piece of equipment to a microcomputer.
2. Connect the devices needed for control of the equipment.
3. Use a commercial software program for data acquisition and control.
4. Collect data from an experiment or system.
5. Prepare graphs and tables of the data.
6. Analyze the data collected by the microcomputer.
LECTURE OUTLINE:
1. Introduction-About this course microcomputer DAC, PC. Data acquisition: digital input,
analog input, D/A, A/D.
2. Tools for signal acquisition trouble shooting: the multimeter and the oscilliscope- simple
circuits and measurements. Alternating current (AC) and direct current (DC) safety.
3. Signals and Signal Processing: Sensing and signal conditioning; Flow, Level, Pressure, delta
P, pH, Composition (direct and indirect), Temperature, Fundamentals of Measurements:
Repeatability, Resolution and Accuracy, Calabiration curves, Data Acquisition and Control
Adapter, DAS1600.
4. LABTECH Notebook Software.
5. SSR'S, Relays, Switches, Function and Description, Transducers: Temperature/Pressure/Other,
Proportional Control, On-Off Control. AC Control, DC Control, Solenoid Valves, Binary
Number System.
6. AD HOC Presentations, Lights, Fans, Heaters, Temperature Cooling Curves, Filling Curves,
Draining Curves, Gain, Transfer Functions, Troubleshooting, other.
7. Design, Build, and Test Ideas and Methodology.
LABORATORY ASSIGNMENTS:
LAB 1: Cooling Curves: Data Acquisition and Analysis.
LAB 2: Basic Tools: Using the Multimeter and the Oscilloscope.
LAB 3: LABTECH Software Introduction.
75
LAB 4: LABTECH Software, Analog Input/Analog Output (the Notebook product line).
LAB 5: Modelling On/Off Control.
LAB 6: Timed On and Off Control: Solenoid Valve and Light.
LAB 7: Cooling Curves Revisited: Data Acquisition and Analysis.
LAB 8: Controlling the Height of a Liquid in a Tank with On/Off Control.
LAB 9: Controlling the Temperature in a Box.
LAB 10: Feedback Control – Simulation and Analysis.
LAB 11: Design and Build your own Experiment (2).
LAB 12: Design and Build your own Experiment (4).
7.
Class/laboratory schedule, i.e., number of sessions each week and duration of each session:
First half semester: 1 lecture and 1 lab each week.
Second half semester: 2 labs each week.
8.
Contribution of course to meeting the professional component:
This course provides a major laboratory experience for juniors and contributes to the one and one
half years of required engineering topics especially related to engineering design. Engineering
Design – 0.5 credit, Engineering Science – 1.5 credit.
9.
Relationship of course to program objectives:
This course is a strong component of program objective 3 related to conducting and planning
experiments.
10.
Person(s) who prepared this description and date of preparation: Dr. Harold Knickle, May
1, 2006.
76
ABET Course Syllabi Summary
1.
Department, number, and title of course: ChE 328: Industrial Plants (I,I).
2.
Course (catalog) description: Field trips to nearby plants demonstrating various phase of
Chemical Engineering. Written reports are required. (Lab.3).
3.
Prerequisite(s): ChE 348.
4.
Textbook(s) and/or other required materials: Austin Shrieves, Chemical Process Industries,
5th Edition, McGraw-Hill.
5.
Course objectives: To familiarize students with a variety of industrial processes and practices
in a range of industries, and with reporting on their findings.
6.
Topics covered: Trips are taken on alternate weeks. On other alternate weeks information is
provided on the process to be seen as well as a recap of the previous plant. Information is
provided on safety, waste treatment, power production, role of chemical engineers, ethics, etc.
during both the lectures and the trips. Current issues are discussed and students keep a scrapbook
(with comments) on items in the news pertaining to the chemical industry.
Plants visited:
URI Library:
lecture on use of research library by librarian. Report on an
assigned company.
Original Bradford Soapworks: Bar soap production and packaging.
Arkwright:
Coating of thin films (eg transparencies).
Pfizer:
Intermediate organics production, cogeneration plant, waste
treatment.
Chemical Exposition:
Assigned process on piece of equipment.
Osram Sylvania:
Glass envelope production and treatment.
Follow-up voluntary tours have been scheduled during the Spring 2000 semester to the RI
Nuclear Science Center (swimming pool rector in operation) and Toray Plastics American
(polyester and polypropylene film productions and aluminizing).
7.
Class/laboratory schedule, i.e., number of sessions each week and duration of each session:
Lecture/lab alternates every other week. Class meets on Tuesdays from 1-2/1-5:50 p.m.
8.
Contribution of course to meeting the professional component:
Criteria (A,B). This course provides information on the practical applications of engineering
sciences and engineering design. Engineering Science – 0.5 credit, Engineering Design – 0.5
credit.
9.
Relationship of course to program objectives:
This course helps to meet outcomes f, g i and j. The course also provides students with a
familiarity with professional issues and with emphasis on importance of life long professional
development contributing to the program objectives.
10.
Person(s) who prepared this description and date of preparation: Dr. Vincent C. Rose,
Feb 2, 2006.
77
ABET Course Syllabi Summary
1.
Department, number, and title of course: ChE 332: Physical Metallurgy, (I and II, three
credits).
2.
Course (catalog) description: Fundamentals of physical metallurgy as they apply particularly to
the engineering materials and alloys. Properties, characteristics and structure of metals, ceramics
and polymers; theory of alloys, thermal processing and studies in corrosion (Lec 2, Lab 3).
3.
Prerequisite(s): CHM 101, 103 or 191. Not open to students who have received credit for ChE
333 or ChE 437.
4.
Textbook(s) and/or other required materials: “Materials Science and Engineering, An
Introduction”, 6th Edition, William D. Callister Jr., John Wiley and Sons (2003)
5.
Course objectives:
1.
To develop a general understanding of the chemical and physical principles which govern
the properties of metals, ceramics and polymers. This will enable a component to be
designed and fabricated in such a way that the response of that component in an
engineering system can be predicted.
6.
2.
To develop an understanding of the fundamental structure-property relationships that
govern the behavior of all engineering materials including ceramics, polymers, metals
and composites. The underlying theme here is that alloy properties depend on both
chemistry and structure.
3.
To provide the tools necessary for materials selection in engineering design and
introduce basic metallurgical processes to show how processing can affect materials
properties and to introduce those commonly used engineering materials and their
applications.
Topics covered:
1.
Introduction to materials and the materials spectrum, examples of materials used in the
design of an engineering system. Review of the Periodic Table and important engineering
elements. Structure-property relationship in materials (2 lectures)
2.
Review of the Periodic Table, atomic structure, listing of the useful elements in terms of
engineering applications. Review chemical bonding; i.e. metallic, covalent and ionic
bonding; Lattice + Basis = crystal structure, coordination theory and near neighbor
positions (2 lectures)
3.
Pauling’s rules of crystal chemistry, ionic bonding, ceramic compound formation,
stoichiometry, symmetry, unit cells, atomic density, lattice sites
Bravais space lattices, symmetry, unit cells, atomic density, lattice sites (2 lectures)
4.
Solidification, solid solutions, Hume Rothery’s Rules for complete solid solution
formation, point defects in solids, vacancies, interstitials, dislocations, grain boundaries,
twins (2 lectures)
78
5.
Mechanical properties of materials, strength of materials, stress strain diagrams elasticity,
yielding, yield point and strengthening, toughness, stress concentrators, fracture
toughness (4 lectures)
6.
Fracture – brittle and ductile fractures, fatigue and fatigue fractures, creep, brittle–ductile
transition temperature, impact toughness (2 lectures)
7.
Solid State Diffusion: Fick’s first law of diffusion, solutions to Fick’s second law of
diffusion, the diffusion coefficient, effect of temperature on diffusion, steady state and
unsteady state diffusion (2 lectures)
8.
Polymers, monomers, polymeric structures, polymerization and polymerization
mechanisms, polymer terminology, crystalline vs amorphous polymers, cross linking,
polymer properties, photoresists, forming operations, strengthening mechanisms in
polymers (2 lectures)
9.
Silicates and glasses, amorphous solids, glass structure, glass properties, glass transition
temperature, glass forming operations, glass fibers, ceramic forming operations (2
lecture)
10.
Phase equilibria, Gibb’s phase rule, one component phase diagrams, 2 component phase
diagrams, solid solutions, invariant reactions, liquid-solid reactions and solid state
reactions, 2 component phase diagrams, solid state transformations, tie lines and the lever
rule, phase equilibria, solubility limits, compound formation (3 lectures)
11.
Steels and steel making, steel metallurgy, properties of steels including hardenability,
toughness; classification of steels, pearlite, martensite, case
hardening, heat treating of steels (2 lectures)
12.
Steel alloys, effects of alloying elements on properties, cast irons, case hardening of
steels, TTT diagrams, tempered steels, stainless steels ( 2 lectures)
13.
Corrosion and oxidation of metals, Pilling Bedworth ratio, electrochemical cells,
corrosion protection methods, galvanic series, standard emf series, stainless steels ( 2
lectures)
7.
Class/laboratory schedule, i.e., number of sessions each week and duration of each session:
Classes on Mondays and Wednesdays from 10-10:50 a.m. Fridays from 10-10:50 a.m. are
reserved for recitation; review of homework problems and class material as well as examinations.
Labs on Mondays and Thursdays from 2-4:45 p.m.
8.
Contribution of course to meeting the professional component:
Engineering Science – 2.5 credits, Engineering Design – 0.5 credit.
9.
Relationship of course to program objectives:
a,e,g,h,j,k.
10.
Person(s) who prepared this description and date of preparation: Dr. Otto J. Gregory,
May 19, 2005.
79
ABET Course Syllabi Summary
1.
Department, number, and title of course: ChE 345/346: Chemical Engineering Laboratory.
2.
Course (catalog) description: Chemical Engineering Laboratory (I and II, 2 each) Quantitative
studies illustrating chemical engineering principles. Emphasis on report writing and the
interpretation of experimental data (Lab. 6).
3.
Prerequisite(s): ChE 348.
4.
Textbook(s) and/or other required materials: Suggested: Chemical Engineering Handbook,
Perry & Chilton.
5.
Course objectives: To provide experience in designing, conducting, analyzing, and reporting
the results of experiments involving ChE principles (eg. Momentum, heat and mass transfer).
The experiments will depend on equipment and other services available. The group leader is
responsible for coordinating the efforts of the members of the group in developing and analyzing
the experiment and reporting the results. The report needs to follow the format on the attached
directions and address the issues mentioned in the directions for a particular experiment.
6.
Topics covered:
Fall Semester:
1. Compressible flow – orifice coefficient determinations.
2. Friction factor – determination of friction factor for pipes and fittings.
3. Blower – head & work determination, measure blower efficiency.
4. Double Effect Evaporator – start-up, bring to steady state, material/energy balances.
5. Film & Drop Heat Transfer – determine experimental and empirical values of U for both
films and condensation dropwise.
Spring Semester:
1.
Double pipe heat exchanger – calibrate rotameter. Run in cocurrent and countercurrent
modes. Determine experimental and empirical values of the heat transfer coefficient, U,
at different Reynolds numbers.
2.
Stirred tank reactor – calculate experimental and empirical values of U for coiling coil,
tank wall, and loss to the atmosphere at different steam pressures, cooling water flows
and stirrer speeds.
3.
Membrane separation – use ultrafilter or nanofilter to concentrate dye. Estimate
efficiency and mass transfer coefficient using spectrophotometer to measure dye
concentrations.
4.
Finned tube heat exchanger – determine the effect of stream pressure and air flow rate on
the heat transfer coefficient for finned tube heat exchangers.
5.
Cooling tower – determine the effect of L/V on the effectiveness of a mesh tray cooling
tower.
6.
Distillation tower – start up and operate the distillation column at total reflux with an
IPA/water mixture.
7.
Class/laboratory schedule, i.e., number of sessions each week and duration of each session:
First two sessions each semester are lecture format regarding reports, teamwork, safety, and brief
review of experiments to be conducted. Labs meet on Mondays, Wednesdays and Fridays from
2-4:45 p.m.
80
8.
Contribution of courses to meeting the professional component:
Engineering Science – 2.0 credit, Engineering Design – 2.0 credit.
9.
Relationship of course to program objectives:
a,b,c,g,k.
10.
Person(s) who prepared this description and date of preparation: Dr. Donald Gray,
May 25, 2006.
81
ABET Course Syllabi Summary
1.
Department, number, and title of course: ChE 347: Transfer Operations I (I,3).
2.
Course (catalog) description: Dimensional analysis; fluid statics; mass, energy, and momentum
balances for fluid systems, boundary layers, turbulence, incompressible flow; flow through fixed
beds of solids and fluidized beds; filtration.
3.
Prerequisite(s): Credit or concurrent enrollment in ChE 313 or MCE 341.
4.
Textbook(s) and/or other required materials: Bennett, C.Q. and J.E. Meyers, Momentum,
Heat, and Mass Transfer. 3rd ed. McGraw-Hill, 1982.
5.
Course objectives: Students are to learn the fundamentals of conservation of mass, energy and
momentum as it applies to internal and external fluid flow. Both differential and integral
techniques from a transport approach and macroscopic empirical approaches are to be learned.
6.
Topics covered:
Introduction to Fluid Behavior: viscosity; Newtonian, non-Newtonian fluids; concept of
momentum flux; (3 classes).
Overall Mass Balance: steady and unsteady state; local and average velocity (3 classes).
Overall Energy Balance: steady and unsteady applications; kinetic energy and enthalpy from
velocity and temperature distributions; Bernoulli equation (5 classes).
Overall Momentum Balance: evaluation in terms of velocity distribution; applications to
conveying nozzles, expansions, curved pipes and ejections (3 classes).
Flow Measurements: Heat meters (pilot tube, venturi, orifice); area meters (rotameter)
(3 classes).
Differential Balances: mass, energy and momentum (3 classes).
Applications of Equation of Motion: laminar flow in circular pipes, between flat plates and in
annuli; stream lines and stream functions; potential flow (4 classes).
Boundary layer Flow: laminar and turbulent flow; separation; drag coefficients (2 classes).
Turbulence: fluctuating velocity; turbulence intensity; turbulent shear stress; eddy viscosity;
Prandtl mixing length; velocity distribution in pipes; friction factors; momentum balance and
turbulent boundary layer (4 classes)
Incompressible flow; rough pipes, fittings, networks non-circular pipes, outside cylinders and
banks of tubes (5 classes).
Dimensional Analysis: applications to pumping, drag coefficients and mixing (2 classes).
Flow Through Beds of Solids: Fixed beds, filtration, fluidized beds (3 classes).
7.
Class/laboratory schedule, i.e., number of sessions each week and duration of each session:
3 hours lecture/week.
8.
Contribution of course to meeting the professional component: Engineering Science – 2.0
credits, Engineering Design– 1.0 credit.
9.
Relationship of course to program objectives: a,c and e.
10.
Person(s) who prepared this description and date of preparation: Dr. Donald J. Gray,
May 19, 2006.
82
ABET Course Syllabi Summary
1.
Department, number, and title of course: ChE 348: Transfer Operations II, 3.
2.
Course (catalog) description: Heat Transfer: conduction, convection, radiation. Mass transfer:
distillation, liquid extraction, gas absorption; staged and differential contact.
3.
Prerequisite(s): Credit or concurrent enrollment in ChE 313 or MCE 341.
4.
Textbook(s) and/or other required materials: Bennett, C.O. and J.E. Myers. Momentum,
Heat, and Mass Transfer, 3rd ed. McGraw-Hill, Inc. USA, 1982. Chapters 16–27 (heat transfer).
Treybal, R.E. Mass-Transfer Operations, 3rd ed. McGraw-Hill, Inc. USA, 1980. Chapters 1–3, 5
(mass transfer).
Reference Books:
Bird, R.B., W.E. Stewart and E.N. Lightfoot. Transport Phenomena. John Wiley & Sons. USA,
1960.
Welty, J.R., C.E. Wicks and R.E. Wilson. Fundamentals of Momentum, Heat and Mass Transfer,
3rd ed. John Wiley & Sons. USA, 1984.
Both books are in the Reserve Section of the library. Bennett, C.Q. and J.E. Meyers, Momentum,
Heat, and Mass Transfer. 3rd ed. McGraw-Hill, 1982.
5.
Course objectives: This course introduces students to the areas of heat and mass transfer. These
topics, along with momentum transfer (previously covered in Transfer Operations I, CHE 347),
are basic for the processes known as unit operations (e.g. distillation, evaporation, extraction, etc.)
to be covered in the last course of the series (Transport Operations III, CHE 349). At the end of
this course students will be able to:
Identify heat transfer mechanisms (conduction, convection and radiation).
Explain and mathematically describe heat and mass fluxes.
Determine temperature and concentration profiles.
6.
7.
Topics covered:
Review of ordinary differential equations.
Steady-state heat conduction.
Unsteady-state heat conduction.
Convective heat transfer.
Heat radiation.
Heat exchangers.
Diffusion.
Continuity equation.
Mass transfer coefficient.
Interphase mass transfer.
Class/laboratory schedule, i.e., number of sessions each week and duration of each session:
83
Class meets twice a week, Tuesdays and Thursdays, for 1:15 each class, and a total of 2:30 hr. per
week (equivalent to three 50-min. class periods per week).
8.
Contribution of course to meeting the professional component:
Engineering Science – 2.0 credits, Engineering Design – 1.0 credit.
9.
Relationship of course to program objectives:
A. ability to apply knowledge of mathematics, science and engineering
B. ability to analyze and interpret data and write and run a program
C. ability to design numerical system to meet desired needs
D. ability to function in teams
E. ability to identify, formulate and solve engineering problems
G. ability to communicate effectively
K. ability to use the techniques, skills and modern tools necessary for engineering practice
10. Person(s) who prepared this description and date of preparation: Dr. Stanley Barnett
May 1, 2006.
84
ABET Course Syllabi Summary
1.
Department, number, and title of course: ChE 349: Transfer Operations III.
2.
Course (catalog) description: Diffusion and mass transfer, humidification and
dehumidification, water cooling, absorption and ion exchange, drying, leaching.
3.
Prerequisite(s): ChE 348.
4.
Textbook(s) and/or other required materials:
Mass Transfer Operations, 3rd Edition,- R.E. Treybal
5.
Course objectives:
Several chemical engineering unit operations and processes involve mass transfer. In this course, we will
choose some important mass transfer unit operations and study them thoroughly. The emphasis will be
on how equilibrium data can be used to understand the principles behind the separations. Examples will
be provided from both traditional chemical engineering operations, as well as some of the more
commonly used operations in biotechnology and materials processing.
During the course you will have to apply several mathematics, science and engineering skills, formulate,
identify and solve somewhat open-ended problems and use some modern software like Aspen+.
6.
Topics covered:
(i)
Binary phase diagrams
(ii)
Enthalpy-concentration diagrams
(iii)
Flash vaporization
(iv)
Ponchon-Savarit method
(v)
McCabe Thiele method
(vi)
Multicomponent distillation
(vii)
ASPEN Plus simulator- application to multi-component distillation
(viii)
Humidification, cooling tower design
(ix)
Drying
(x)
Liquid-liquid extraction
(xi)
Adsorption, Ion exchange
(xii)
Project research and presentations
Please choose a project topic for a 10min. Power Point presentation that you will make to the class during
one of two class periods at the end of the semester. Please let me know your choice by Monday, 11/7.
In the presentation, please focus on the following:
1.
2.
3.
4.
What is the essential principle behind the separation method?
Where is it being applied?
What are the critical advantages and limitations of this technique?
What are the new developments taking place in the specific separation technique that should
become available in the next few years?
Remember, a 10min. presentation means 10 slides (8min) + 2min for questions.
85
Potential project topics for ChE 349 (if you have another topic you would like to work on, that is fine, but
please make sure you run that by me by Friday, 10/28)
•
•
•
•
•
•
•
•
Magnetic colloidal separations
Micellar enhanced ultrafiltration
Freeze drying and lyophilization
Capillary electrophoresis
Extractive/Reactive distillation
High performance liquid chromatography
Liquid chromatography
Gas chromatography/Mass spectroscopy
7.
Class/laboratory schedule, i.e., number of sessions each week and duration of each session:
2 lectures/wk; 50min each; Homework assignments 1/week.
Students given a list of project topics to research and do oral presentations.
8.
Contribution of course to meeting the professional component:
Engineering Science – 2.0 credits.
9.
Relationship of course to program objectives:
(a) - X, (e) - X, (g) - x and (k) - X.
10.
Person(s) who prepared this description and date of preparation: Dr. Arijit Bose,
February 15, 2006.
86
ABET Course Syllabi Summary
1.
Department, number, and title of course: ChE 425: Process Dynamics and Control.
2.
Course (catalog) description: Principles involved in automatic control of processing plants.
Modeling and responses of dynamic systems, feedback control.
3.
Prerequisite(s): MTH 243, ELE 220, CHE 464 and credit or concurrent enrollment in CHE 347
or MCE 354.
4.
Textbook(s) and/or other required materials:
Process Control: Modeling, Design and Simulation by B. Wayne Bequette, Prentice-Hall.
5.
Course objectives:
Develop an understanding of dynamic modeling of chemical processes, block diagrams, feedback
control and control system response.
6.
Topics covered:
Modeling physical processes, solving ordinary and partial differential equations, linear and
nonlinear first-order systems, linear and nonlinear second-order systems, P, PI, PID and feedforward control systems, stability and control system responses.
7.
Class/laboratory schedule, i.e., number of sessions each week and duration of each session:
Classes on Tuesdays and Thursdays from 11-12:15.
8.
Contribution of course to meeting the professional component:
Engineering Design – 3.0 credits.
9.
Relationship of course to program objectives:
a,c,e,g,h,j,k.
10.
Person(s) who prepared this description and date of preparation: Dr. Angelo Lucia,
September 1, 2005.
87
ABET Course Syllabi Summary
1.
Department, number, and title of course: ChE 464: Industrial Reaction Kinetics.
2.
Course (catalog) description: Modeling of simple chemical-reacting systems; computation of
design parameters to satisfy system constraints and typical restraints (e.g., product rate and
distribution) and conditions of optimality.
3.
Prerequisite(s): ChE 314 and CHM 432.
4.
Textbook(s) and/or other required materials: Elements of Chemical Reaction Engineering, 3rd
Edition, Scott Fogler, Prentice Hall, 1999
5.
Course objectives:
At the end of the course you should be able to
1. WRITE the design equations for the CSTR and the PFR.
2. IDENTIFY the temperature effects in reactor design.
3. SELECT the most appropriate chemical reactor to perform a given chemical reaction.
4. PREDICT rate constants from experimental data.
5. CONSTRUCT the material and energy balances for a chemical reactor.
6. LIST the advantages of the batch reactor, the CSTR and the PFR.
PERFORMANCE SPECIFICATIONS/INDICATORS OUTCOME:
Objective 1 on Exam 1
a., c.
Objective 2 on Exam 2
a., c.
Objective 3 on Exam 2
c.
Objective 4 on Exam 1
b.
Objective 5 on Final Exam
Objective 6 on Final Exam
6.
a., c.
c., e.
Topics covered:
Lectures One and Two
Chemical Identity - Chapter 1
Reaction Rate - Chapter 1
The General Mole Balance Equation - Chapter 1
Design Equations - Chapter 2
Reactor Sizing - Chapter 2
Reactors in Series - Chapter 2
Lectures Three and Four
Rate Laws - Chapter 3
Concentration - Chapter 3
Stoichiometry of Batch and Flow Systems - Chapter 3
Algorithm for Reactor Design - Chapter 4
Lectures Five and Six
Using the Algorithm - Chapter 4
Reversible Reactions - Chapter 3
Arrhenius Equation - Chapter 3
Guidelines for Solving PE Problems - Chapter 4
Lectures Seven and Eight
88
Pressure Drop in Reactor - Chapter 4
Ergun Equation for Pressure Drop - Chapter 4
Spherical Reactors - Chapter 4
Membrane Reactors - Chapter 4
Lectures Nine and Ten
Semi-batch Reactors - Chapter 4
Equilibrium Conversion in Reversible Reactions - Chapter 4
Finding the Rate Law - Chapter 5
Lectures Eleven and Twelve
Multiple Reactions - Chapter 6
Types of Multiple Reactions - Chapter 6
Mole Balances - Chapter 6
Liquid Phase Examples - Chapter 6
Lectures Thirteen and Fourteen
Multiple Reactions in Gas Phase - Chapter 6
Energy Balances - Chapter 8
Lectures Fifteen and Sixteen
Heat Exchange in Non-Adiabatic Reactions - Chapter 8
Reversible Non-Adiabatic Reactions - Chapter 8
Non-Adiabatic PFR P - Chapter 8
Lectures Seventeen and Eighteen
Multiple Steady States - Chapter 8
Batch Systems - Chapter 9
Multiple Reactions - Chapter 8
Control of Chemical Reactors - Chapter 9
Chem Show: Find Reactors on Display Every other Year
Lectures Nineteen and Twenty Wednesday
Octane Rating - Chapter 10
Catalytic Reactions - Chapter 10
Lectures Twenty-One and Twenty-Two
Molecular Adsorption - Chapter 10
Langmuir Isotherms - Chapter 10
Chemical Vapor Deposition - Chapter 10
7.
Class/laboratory schedule, i.e., number of sessions each week and duration of each session:
Three one hour session for 13 weeks. Grading: Attendance is required at all classroom sessions. Final exam
is scheduled by the Registrar at the end of the semester.
8.
Contribution of course to meeting the professional component:
This course includes mostly engineering design with some engineering science. The engineering
design component includes use of the computer and its tools such as EXCEL and Polymath.
Engineering Design – 1.0 credit, Engineering Science – 2.0 credits.
9.
Relationship of course to program objectives:
The course helps to meet program outcomes a,b,c,e, and k and contributes to the objectives of the
program.
Person(s) who prepared this description and date of preparation: Dr. Harold Knickle,
Feb 1, 2006.
10.
89
ABET Course Syllabi Summary
1.
Department, number, and title of course: ChE 351/352: Plant Design and Economics
2.
Course (catalog) description: Plant Design and Economics (I and II, 3 each) Elements of plant
design integrating the principles learned in previous courses. Emphasis is on optimum economic
design and the writing of reports. (Lec. 1, Lab.6)
3.
Prerequisite(s): ChE 314 and ChE 348.
4.
Textbook(s) and/or other required materials: Plant Design and Economics for Chemical
Engineers Peters and Timmerhaus, 4th edition, McGraw-Hill.
5.
Course objectives: To develop the student’s confidence and attitude to become a contributor in
industry as an individual and a team member. To provide the general knowledge of the tools
required such as computer skills (ie. Aspen, spreadsheets, visual basic, Cad), handbooks, vendors
literature, professional journals and diagrams. To teach the student the importance of engineering
integrity and environmental awareness and to provide them with the means to continue their
education through peer and supervisor interaction in industrial atmospheres.
6.
Topics covered: Varies from year to year. Example: ChE 351 Fall 1999 designed an
environmentally safe metal cleaning piece of equipment ; ChE 352 Spring 2000 designed an
ethanol fermentation process.
Topics ChE 351:
The nature of design and tools used in design.
The role of engineering science and design.
Design solution methods.
Economics and optimum design.
Project engineering problem and report.
Topics in ChE 352:
Safety, ethics and environmental responsibilities.
Cost estimations.
Process engineering design and report.
Process plant design.
Product cost estimation and report.
7.
Class/laboratory schedule, i.e., number of sessions each week and duration of each session:
ChE 351:
(Lec. I, Lab. 6) 1 hour lecture, 6 hour lab, 2 credits engineering design, 1
credit engineering science.
ChE 352:
(Lec. I, Lab. 6) 1 hour lecture, 6 hour lab, 3 credits each for engineering
design.
8.
Contribution of course to meeting the professional component:
In ChE 351, students examine the engineering tasks associated with project engineering. Initially
a single operation is examined by a detailed engineering science calculation approach. The
analysis is then repeated using a design approach. The results are compared and the benefits of
both approaches are examined. The optimum design based on operation and costs are determined.
Additional equipment is added to build on the project development. The equipment size, safety,
environmental impact, capital costs, operating costs, flexibility, energy requirements and
profitability are examined. . Engineering Design – 2.0 credits, Engineering
90
Design – 1.0 credit. In ChE 352 the project engineering is expanded to incorporate a
number of operations into a complete process. Engineering Design – 3.0 credits.
9.
Relationship of course to program objectives:
a, c, d, e, f, g, k
a. an ability to apply knowledge to mathematics, sciences and engineering
c. an ability to design a system, component, or process to meet desired needs
d. an ability to function on multi-disciplinary teams
e. an ability to identify, formulate and solve engineering problems
f. an understanding of professional and ethical responsibility
g. an ability to communicate effectively
k. an ability to use the techniques, skills, and modern engineering tools necessary for engineering
practice.
10.
Person(s) who prepared this description and date of preparation: Dr. Donald J. Gray,
May 19, 2006.
91
ABET Course Syllabi Summary
1.
Department, number, and title of course: ChE 534: Corrosion and Corrosion Control
2.
Course (catalog) description: Corrosion and also Corrosion Control (II,3) Chemical nature of
metals, electrochemical nature of corrosion. Types of corrosion, influence of environment,
methods of corrosion control. Behavior of engineering materials in corrosion with emphasis on
industrial and ocean environments.
3.
Prerequisite(s): Permission of instructor.
4.
Textbook(s) and/or other required materials: An Introduction to Corrosion by Richard Brown
5.
Course objectives: To provide engineers with an understanding of the processes by which
corrosion degrades materials so that correct measures can be taken to reduce its detrimental
effects in an engineering environment.
Topics covered:
Introduction
Corrosion Fundamentals
Tafels’ Law and Exceptions
Uniform and Galvanic Corrosion
Crevice and Pitting Corrosion.
Intergranular Corrosion
Selective Leaching, Erosion Corrosion
Stress Involved Corrosion , Stress Corrosion Cracking, , Corrosion Fatigue, Fretting Corrosion.
Cathodically Driven Corrosion Processes, Hydrogen Damage and Embrittlement
Galvanically Driven Cathodic Blistering of Composites
Corrosion Prevention by Electrochemical Means
Electrochemical Impedance Spectroscopy
Microbial Corrosion
Coatings for Corrosion Resistance and Environmental Effects
Degradation of Adhesive Joints.
Class/laboratory schedule, i.e., number of sessions each week and duration of each session:
One class of 2.5 hours per week.
6.
7.
8.
Contribution of course to meeting the professional component:
This course to the engineering sciences and design components of the curriculum. Engineering
Science - 2.5 credits, Engineering Design - 0.5 credits.
9.
Relationship of course to program objectives:
The outcomes for the course are included in several of the program objectives.
1. Students will learn to balance electrochemical equations – A outcome.
2. Students will calculate materials losses due to corrosion - C outcome.
3. Students will design a corrosion resistant component for the human body – D outcome.
4. Students will be able to identify different corrosion types and provide solutions- J outcome.
5. Students will be able to describe why chromium plating is environmentally unfriendly – K
10.
Person(s) who prepared this description and date of preparation: Dr. Richard Brown,
June 30, 2005
92
ABET Course Syllabi Summary
1.
Department, number, and title of course: ChE 548: Separations for Biotechnology
2.
Course (catalog) description: A study of methods of concentration used in the biotechnology
industries for production and isolation of products. (Lec. 3).
3.
Prerequisite(s): CHM 112, ChE 348 or ChE (FSN) 447.
4.
Textbook(s) and/or other required materials: Harrison et al, Bioseparation Science and
Engineering, Oxford, 2003
5.
Course objectives:
At the end of the course the student should be able to
a.
Choose separation technologies.
b.
Evaluate separation technologies.
c.
Evaluate current literature.
d.
Create and optimize a separation sequence for a process.
6.
Topics covered:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
Review of key concepts.
Unified separation theory of sedimentation, centrifugation and magnetic separations.
Centrifugation.
Filtration.
Membrane separations – UF,RO.
Chromatographic separations and scale-up.
Extraction incl. bi-aqueous separations.
Electrokinetic separations.
Hybrid separations.
Cell disruption.
Miscellaneous and newer separation procedures.
7.
Class/laboratory schedule, i.e., number of sessions each week and duration of each session:
3 hour lecture.
8.
Contribution of course to meeting the professional component:
The course, as a professional elective for seniors, contributes to the 1.5 years of engineering
sciences and design. Engineering Design – 3.0 credits.
9.
Relationship of course to program objectives:
The course provides an opportunity for students to pull together and use what they have learned
in their other courses- science, math and engineering.
10.
Person(s) who prepared this description and date of preparation: Dr. Stanley M. Barnett,
June 29, 2005
93
CHM 101 General Chemistry Lecture I
Required Course
Course Catalog
Description
Fundamental chemical concepts and principles.
Prerequisite(s)
Not open to students in 103 or 191.
Textbook/other
required materials:
Course Objectives
To develop an understanding of the fundamental principles of chemistry and the
relationships between these principles, and to develop a systematic approach to
problem solving.
Topics Covered
States of matter, stoichiometry, reactivity, atomic structure, thermochemistry,
bonding, molecular structure and solutions.
Schedule
3 lecture hours per week.
Professional
Component
Basic science 100%
Program Outcomes
A. This course develops an ability to apply knowledge of science.
CHM 102 Laboratory for Chemistry 101
Required Course
Course Catalog
Description
Experimental applications of chemical concepts and reactivity
emphasizing safety and technique. Experiments follow the content of
101.
94
Prerequisite(s)
Credit or concurrent registration in 101.
Textbook/other
required materials
URI CHM 102 laboratory manual and lab book (available at URI’s
bookstore).
Course Objectives
This lab is primarily designed to help students recognize and remember
the important information, concepts, principles, theories or procedures
to interpret and explain experimental phenomena. The laboratory is
also intended to provide opportunities for students to practice and
develop general skills in scientific investigation.
Topics covered
Safety, MSDS forms; measurements, errors and uncertainties; density;
separation of mixtures by chromatography; formulas of hydrates and
stoichiometry; acid-base titrations; behavior of gases; molarity and
molality; oxidation-reduction reactions; colligative properties;
molecular models and chemical bonding; measurement of enthalpy
change.
Schedule
3 laboratory hours per week.
Professional
Component
Basic science 100%
Program Outcomes
A. This course develops an ability to apply knowledge of science.
95
Course Title: EGR 105 Foundations of Engineering I
Designation: Required
Catalog Description:
Introduction to engineering. Problem solving. (Lec. 1)
Prerequisite:
none
Textbook:
none; all materials provided via handouts and a course website
Course Objectives:
• To Understand how mathematics and science are useful toward engineering problem
solving; to learn about the various disciplines of engineering
• To Question the relationship between experimental data and computation based on
science/engineering models
• To Design solutions to engineering problems using common software tools
• To Lead by participating in a team-based design project
• To Communicate design and analysis results through an oral presentation and written
report
Topics Covered:
• Seminars: An overview of engineering and how URI fits in (seminar series – 9 speakers):
o Dean of engineering – overview and future of the profession
o Assoc Dean of Engineering – student survival skills
o Library faculty member – overview of library services
o 6 seminars, one by each department, on their programs and state of the discipline
• Lecture/in-class:
o Spreadsheets for engineering:
ƒ How a spreadsheet works, formatting, basic math, computing functions
ƒ Plots and graphs
ƒ Regression and function discovery
o Statistics, economics, optimization
o Giving presentations and the use of presentation software
o Engineering use of the library
o Team project
Class Schedule:
• Lecture/Laboratory: 1 hour/week; seminar 1 hour/week
Program Outcomes A-L Covered in this Course
A. an ability to apply knowledge of mathematics, science, and engineering
96
B. an ability to design and conduct experiments, as well as to analyze and interpret data
C. an ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical,
health and safety, manufacturability, and sustainability
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.
Relationship of Course to Program Outcomes A-L:
• As part of the course project, students participate in a team-based project (D)
• As part of the project, students collect experimental data, using spreadsheet tools to
describe and analyze the data (B,K)
• Fitting their observations to classical science models, students design a solution to fit a
set of defined constraints (A,C,E)
• Students present their design results orally and in writing (G)
Data Provided for Assessed Program Outcomes A-L:
• B – copies of part of the teams’ project notebooks on bungee jumping (e-notebooks, since
they are electronic) showing data collection and analysis
• D – excerpts from teams’ project reports describing the role/work done by each member
• G – copies of PowerPoint slides from teams’ project presentations
Assessment Methods:
• Weekly homework assignments
• Class discussions
• Project oral presentation
• Project written report
Contribution of Course to Professional Component:
• Engineering science – 0.5 credit
• Engineering design – 0.5 credit
Revised by:
Peter F. Swaszek, May 11, 2006
Course Title: EGR 106 Foundations of Engineering II
Designation: Required
Catalog Description:
Engineering problem solving. (Lec. 1, Lab 2)
Prerequisite:
97
MTH 141 or concurrent registration in MTH 141.
Textbook:
MatLab: An Introduction with Applications by A. Gilat, Wiley, 2005.
Course Objectives:
• To Question procedures and results from computational solutions to problems
• To Design software to perform specific tasks
• To Lead by participating in a team-based software design project
• To Communicate project results in both oral and written forms
Topics Covered:
• Introduction to computing; basics of MatLab
• Array creation and manipulation; math on arrays
• Scripts and the MatLab editor
• Plotting tools
• File types: scripts, writing and reading data, functions
• Programming: if and for
• Programming: loop nesting and control
• Other programming ideas including complex examples
• Application specific MatLab tools
• Project time, status meetings, project presentations
Class Schedule:
• 2 or 3 sessions (depending upon section), 3 hrs/week; typically one hour of lecture, 2 of
lab; approx 1/4 of semester working on project
Program Outcomes A-L Covered in this Course
B. an ability to design and conduct experiments, as well as to analyze and interpret data
C. an ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical,
health and safety, manufacturability, and sustainability
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.
Relationship of Course to Program Outcomes A-L:
• As part of the course project for 2006, student teams wrote software programs to direct a
machine to cut a set of arbitrary polygonal parts on a plane (C,D)
• As part of the project, teams wrote software to analyze the input data set, computing
characteristics of the polygons such as perimeter, area, and centroid (B,K)
98
•
•
Student teams designed and implemented algorithms to direct the cutter to outline each
polygonal shape; since many methods for planning the cutter path could be implemented
(e.g. in order, nearest neighbor, etc), students compared and contrasted approaches (E)
Students present their design results orally and in writing (G)
Data Provided for Assessed Program Outcomes A-L:
• D – copies of teams’ project status reports describing the division of work on the project
• G – copies of teams’ project status reports describing the tasks necessary, their status, and
any problems encountered
• K – copies of software programs that solves several portions of the design project
Assessment Methods:
• Four quizzes 40%
• Project
30%
• Homework
15%
• Attendance 15%
(includes project status meetings)
Contribution of Course to Professional Component:
• Engineering science – 1.0 credit
• Engineering design – 1.0 credit
Revised by:
Peter F. Swaszek, May 11, 2006
MTH 141 Introductory Calculus with Analytic Geometry
Required Course
Course Catalog
Description
Topics in analytic geometry, functions and their graphs, limits, the
derivative, applications to finding rates of change and extrema and to
graphing, the integral, and applications. (Lec. 3, Rec. 1).
Prerequisite(s)
Completion of four units of high school mathematics, including
trigonometry, recommended. Passing a placement test.
Textbook/other required
materials
James Stewart, Single Variable Calculus, Concepts and Contexts, 2e.
Brooks/Cole (2001)
Barrow, Belmonte, et al., CalcLabs with Maple for Stewart’s Single
Variable Calculus, Concepts and Contexts, 2e. Brooks/Cole (2001)
99
Course Objectives
To develop an understanding of calculus: functions, limits,
derivatives and integrals, and their applications to problems in
physics, geometry, chemistry, and biology.
Topics covered
Representing functions, mathematical models, new functions from
old; exponential functions, inverse functions and logarithms;
parametric curves; limits and their calculations, continuity; rates of
change, derivatives and curve shapes; derivative as a function, linear
approximation, what f’ says about f; derivatives of polynomials and
exponential functions; product and quotient rules; rates of change
applications; derivatives of trigonometric functions; chain rule,
implicit differentiation; derivatives of logarithmic functions;
maximum and minimum values; graphing, indeterminate forms,
optimization, Newton’s method; antiderivatives, area and distance,
integrals and their evaluation, fundamental theorem of calculus.
Schedule
3 lecture hours, 1 recitation hour per week.
Professional Component
Basic mathematics, 100%
Program Outcomes
A. This course develops an ability to apply knowledge of
mathematics.
MTH 142 Intermediate Calculus with Analytic Geometry
Required Course
Course Catalog
Description
Continues the study of calculus for the elementary algebraic and transcendental
functions of one variable. Topics include the technique of integration, improper
integrals, indeterminate forms, and calculus using polar coordinates.
Prerequisite(s)
MTH 141 or permission of chairperson. Not open to students with credit or
concurrent enrollment in MTH 132.
Textbook/other
required materials:
James Stewart, Single Variable Calculus, Concepts and Contexts, 2e.
Brooks/Cole (2001)
Calculator: A graphing calculator is required.
Course Objectives
To develop an understanding of methods of integration, improper integrals,
applications of integration, and approximation and series.
100
Topics
Methods of integration; improper integrals; applications of integration to physical
and geometrical problems and probability; approximations and series: infinite
series, Taylor polynomials and series; introduction to differential equations.
Schedule
3 lecture hours, 1 recitation hour per week.
Professional
Component
Basic mathematics 100%
Program Outcomes:
A. This course develops an ability to apply knowledge of mathematics.
MTH 243 Calculus for Functions of Several Variables
Required Course
Course Catalog
Description
Topics include coordinates for space, vector geometry, partial
derivatives, directional derivatives, extrema, Lagrange multipliers, and
multiple integrals.
Prerequisite(s)
MTH 142
Textbook/other
required materials
Stewart, James: Multivariable Calculus, Concepts, and Contexts, 3rd
ed., Brooks Cole, 2005
Graphing calculator
Course Objectives
The course is a third calculus course with focus on functions of two or
three more variables and the extension of concepts in elementary
calculus (e.g., derivatives, integrals) to higher dimensions.
Topics
Functions of several variables and graphing; vectors, inner product,
cross product; partial derivatives; optimization: local and global
extrema; integrating functions of many variables; parameterized curves
and surfaces; calculus of vector fields; line integrals, flux integrals.
Schedule
3 lecture hours per week.
101
Professional
Component
Basic mathematics 100%
Program Outcomes
A. This course develops an ability to apply knowledge of mathematics.
MTH 244 Differential Equations
Required Course
Course Catalog
Description
Classification and solution of differential equations involving one
independent variable. Applications to the physical sciences. Basic
for further study in applied mathematics and for advanced work in
physics and engineering.
Prerequisite(s)
MTH 243
Textbook/other required
materials
Ordinary Differential Equations by N. Finizio and G. Ladas, 3rd ed.,
1999, Simon and Schuster.
Course Objectives
Skills useful in solving differential equations will be developed. In
addition, students will be exposed to techniques which use differential
equations to model complex physical phenomena.
Topics covered
First order separable and linear differential equations, applications to
circuits and math biology; existence and uniqueness of solution of
first order nonlinear differential equations; numerical solutions of
differential equations by various methods and computer programs;
linear differential equations with constant coefficients; existence and
uniqueness of solution of linear differential equations; method of
undetermined coefficients and reduction of order; applications to
vibrating spring, electric circuits, and biology; Laplace transforms;
systems of linear differential equations; power series solution;
boundary-value problem.
Schedule
3 lecture hours per week.
Professional Component
Basic mathematics, 100%
102
Program Outcomes:
A. This course develops an ability to apply knowledge of
mathematics.
MTH 362 Advanced Engineering Mathematics I
Required Course
Course Catalog
Description
Algebra of complex numbers, matrices, determinants, quadratic forms. Linear
differential equations with constant coefficients. Partial differential equations.
Prerequisite(s)
MTH 142, not for major credit in mathematics.
Textbook/other
required materials
Erwin Kreyszig, Advanced Engineering Mathematics, (eighth edition) 1999, John
Wiley and Sons, Inc.
Course Objectives
To develop an understanding of complex numbers, linear algebra, first and
second order differential equations, and Laplace transforms.
Topics covered
Data analysis probability theory; complex numbers; linear algebra: matrices,
vectors, determinants, linear systems of equations; first order differential
equations; linear differential equations of second and higher order.
Schedule
3 lecture hours per week.
Professional
Component
Basic mathematics, 100%
Program Outcomes
A. This course develops an ability to apply knowledge of mathematics.
PHY 203 Elementary Physics I
Required Course
Catalog Data
Introduction to Newtonian mechanics. Kinematics and dynamics of particles and
systems of particles. Motion of rigid bodies and oscillatory motion. Conservation
principles.
103
Prerequisites
Credit or concurrent enrollment in MTH 141 and concurrent enrollment in 273.
Intended for science or engineering majors.
Textbook
Physics for Scientists and Engineers, 5th Edition, by Paul A. Tipler & Gene Mosca (W.
H. Freeman and Company 2003)
Course
Objectives
This course is designed to give freshmen a fundamental understanding of Newton’s
laws, energy and momentum conservation. The students are expected to learn physical
principles and corresponding problem-solving skills.
Topics
Systems of measurement; motion in one, two, and three dimensions; Newton’s laws
and their applications; work and energy; systems of particles and conservation of linear
momentum; rotation; conservation of angular momentum; gravity, static equilibrium
and elasticity; oscillations.
Schedule
3 lecture hours per week.
Professional
Component
Basic science 100%
Program
Outcomes
A. This course develops an ability to apply knowledge of science and its calculus-based
derivations.
PHY 204 Elementary Physics II
Required Course
Catalog Data
Introduction to electricity and magnetism, leading to Maxwell’s
equations. Electric fields and Gauss’ law; magnetic fields, and
Ampere’s law. Capacitance and inductance, CD and AC circuits.
Electromagnetic waves.
Prerequisites
PHY 203, credit or concurrent enrollment in MTH 142, and concurrent
enrollment in MTH 243 or 362; concurrent enrollment in PHY 275.
Intended for science or engineering majors.
Textbook
Physics for Scientists and Engineers, 5th Edition, by Paul A. Tipler &
104
Gene Mosca (W. H. Freeman and Company 2003)
Course Objectives
To give students a solid foundation in electromagnetic theory with an
emphasis on the application of calculus to the formulation of physics.
Topics
Electric field: discrete and continuous charge distributions; electric
potential, electrostatic energy and capacitance; electric current and
direct-current circuits; magnetic field; magnetic induction, alternatingcurrent circuits; Maxwell’s equations, and electromagnetic waves.
Schedule
3 lecture hours per week.
Professional
Component
Basic science 100%
Program Outcomes:
A. This course develops an ability to apply knowledge of science and
its calculus-based derivations.
CVE 220 Mechanics of Materials
I.
Course description:
Mechanics of Materials (3)
Theory of stresses and strains, thin-walled cylinders, beam deflections, columns,
combined bending and direct stresses, joints, and indeterminate beams.
II.
Prerequisites:
Credit or concurrent enrollment in MCE 262 Statics.
III.
Textbook(s) and other required material:
Gere, J.M., Mechanics of Materials, 6th edition, Brooks/Cole, 2004.
IV.
Course objectives:
Students who successfully complete CVE 220 will have:
105
1.
2.
3.
4.
An understanding of the stress-strain behavior of materials.
An understanding of the behavior of members under axial loading, torsion and bending.
An ability to calculate stresses, strains, and deformations of members under axial
forces, torsion, and bending.
The ability to solve simple indeterminate problems.
V.
Topics covered:
•
•
•
•
•
•
•
•
•
•
•
Introduction to tension, compression and shear.
Stress-strain relations.
Axially loaded members.
Torsion.
Shear and bending moment diagrams.
Bending and shear stresses in beams.
Members under combined loading.
Analysis of stress and strain. Principal stresses. Mohr’s circle.
Deflections in beams.
Indeterminate problems.
Column buckling.
VI.
Class/laboratory Schedule:
Two sessions each week for 75 minutes each. This course is also offered during the summer
session which is 5 weeks long. During the summer session the course has two sessions per week at 4 hrs
each or 4 sessions per week at 2 hours each.
VII.
Contribution to Meeting the Professional Component:
This is a required sophomore level course. It builds upon the principles learned in statics and
makes a foundation for many other engineering courses. Engineering science 100%.
VIII.
Relationship to Program Objectives:
Course
Objectives
1
2
3
4
a
x
x
x
x
b
c
d
ABET Outcome Links
e
f
g
x
h
i
j
k
x
x
x
x
The course is primarily assessed via exams and homework assignments. During the Summer 2006
session there are 3 term exams (60%), one final exam (35%) and homework (5%). All exams are closed
106
book except the formula handout on mechanics of materials that students can bring in during the EIT
examination.
Prepared by: George Tsiatas
Date: May 20, 2006
107
CHM 112
GENERAL CHEMISTRY LECTURE II
Spring Semester
Catalog Data:
General Chemistry Lecture II. (I or II, 3) Elementary thermodynamics,
chemical equilibrium in aqueous solutions, properties and reactions of
inorganic species, practical applications of chemical principles.
Prerequisites:
CHM 101, 102
Textbook:
J.W. Hill and R.H. Petrucci, General Chemistry: An Integrated
Approach, Prentice Hall, 1999
Course Objectives:
To develop an understanding of the concepts of chemical reactivity with
special emphasis on reaction rates, equilibria, thermodynamics and
electrochemistry.
Topics:
a.Chemical Kinetics: Rates and Mechanisms
Chemical Equilibrium
Acids, Bases, and Acid-Base Equilibria
More equilibria in Aqueous Solutions
Thermodynamics: Spontaneity, Entropy and Free Energy
Electrochemistry
Schedule:
3 Lecture hours per week
Professional Component:
Basic Science
100%
This course develops an ability to apply knowledge of science.
CHM 114
LABORATORY FOR CHM112
Spring Semester
Catalog Data:
Laboratory for CHM 112. (I or II, 1) Semimicroqualitative analysis and
its applications.
Prerequisites:
CHM 101, CHM 102, and concurrent registration in CHM 112
Textbooks:
A series of “Separates” published by Chemical Education Resources,
Inc. Two internally written experiments.
108
Course Objectives:
To illustrate the principles and descriptive chemistry introduced in the
CHM 112 lecture course while developing good laboratory techniques
and practices.
Topics:
a. Reaction of Potassium Permanganate and Oxalic Acid
Reaction between Permanganate and Mandelate Ions
Equilibrium Constant for the Reaction of Iron (III) Ion with Thiocyanate
Ion
A Study of pH, Dissociation, Hydrolysis, and Buffers
Dissociation Constant of a Weak Acid Using pH Measurements
Nonsulfide Qualitative Analysis of Cations:
Separating and Identifying Group A Cations
Separating and Identifying Representative Cations from Groups A-E
Solubility Product Constant of Strontium Iodate
Solubility and Determination of )G, )H, and )S of Ca(OH)2
Studying Electrochemical Cells and Reduction Potentials
Schedule:
3 Laboratory hours per week
Professional Component:
Basis Science
100%
This course develops an ability to apply knowledge of science.
Prepared by:
Dr. L. Kirschenbaum
109
CHM 227 & CHM 228
Catalog Data:
ORGANIC CHEMISTRY LECTURE I & II
Spring Semester
CHM 227 Organic Chemistry Lecture I. (I or II, 3) General principles
and theories with emphasis on classification, nomenclature, methods of
preparation, and characteristic reactions of organic compounds in
aliphatic series.
CHM 228 Organic Chemistry Lecture II. (I or II, 3) Continuation of 227
with emphasis on the aromatic series.
Prerequisites:
for CHM 227; CHM 112 and 114 or 192
for CHM 228; CHM 227
Textbook:
L.C. Wade, Organic Chemistry, 4th edition, Prentice Hall
(Study guide by J.W. Simek)
Course Objectives:
To instruct students in the basic theory, language, and synthesis of
organic molecules. The sequence is designed for students with science
majors including chemical engineering.
Topics: CHM 227
a.Structure and Bonding
Alkanes
Alkane Conformations
Organic Reactivity
Alkenes
Alkynes
Stereochemistry
Alkyl Halides
Alkyl Halide Reactions
Spectroscopy
CHM 228 a.Conjugation and U.V.
Aromaticity
Oxygen Functionality
Ethers
The Carbonyl Group
Carboxylic Acids
Carboxylic Derivatives
Alpha Carbonyl Carbon
Carbonyl Condensation
Amines
Biomolecules
Schedule:
3 lecture hours per week
Professional Component:
Basic Science 100%
This course develops an ability to apply knowledge of science.
Prepared By: Dr. Brett L. Lucht
110
PHY203 ELEMENTARY PHYSICS I
PHY273 ELEMENTARY PHYSICS LABORATORY I
Spring Semester
Catalog Data:
PHY203 Elementary Physics I (I and II, 3) Introduction to Newtonian
mechanics, Kinematics and dynamics of particles. Motion of rigid
bodies and oscillatory motion. Conservation principles. (Lec. 3)
PHY273 Elementary Physics Laboratory (I and II, 1 each)
Laboratory exercises and recitation sessions related to topics in PHY203.
Prerequisites:
Credit or concurrent enrollment in MTH141 and concurrent enrollment
in PHY273. Intended for science or engineering majors. Not open to
students with credit in PHY213.
Textbook:
Physics for Scientists and Engineers, Paul A Tipler, Freeman/Worth,
1999.
Course Objectives:
This course is designed to give freshmen a fundamental understanding of
Newton’s laws, energy and momentum conservation. The students are
expected to learn the physical principles and corresponding problem
solving skills.
a.
Kinematics in one and two dimensions (8 lectures)
Newton’s laws (6 lectures)
Work, Energy, and conservation of Energy (8 lectures)
Multibody systems, Conservation of Momentum and Rotation
(11 lectures)
Gravity and orbital dynamics (3 lectures)
Fluids (3 lectures)
Harmonic Oscillators (3 lectures)
EXAMS (5 outside normal class time)
Topics:
Lab Projects:
a.
Measurement and Uncertainty
Motion in one dimension (free fall)
Motion in two dimensions (projectiles)
Newton’s laws of motion (experiment)
Newton’s laws of motion (computer simulation)
Conservation of energy
Conservation of momentum (collision-2D)
Conservation of momentum (analysis)
Rotational dynamics of a flywheel
Simple Pendulum
EXAMS (2 classes)
Schedule:
3 lecture hours, 1 recitation per week, 2 laboratory hours per
week
Professional Component:
Basic Science 100%
This course develops an ability to apply knowledge of science and its calculus based derivations.
Prepared by:
A.C. Nunes
111
PHY204 ELEMENTARY PHYSICS II
PHY274 ELEMENTARY PHYSICS LABORATORY II
Spring Semester
Catalog Data:
PHY204 Elementary Physics. (I and II, 3 cr.) Introduction to electricity
and magnetism, leading to Maxwell’s equations. Electric fields and
Gauss’ law; magnetic fields and Ampere’s law. Capacitance and
inductance, DC and AC circuits. Electromagnetic waves. Pre: PHY203
or MCE263, credit or concurrent enrollment in MTH142. Concurrent
enrollment in PHY274.
PHY274 Elementary Physics Laboratory II. (I and II, 1 cr.) Laboratory
exercises and problem solving workshop related to topics in PHY204.
(Lab. 2, Rec. 1)
Prerequisites:
1. Differential and integral calculus
Textbook:
Paul A. Tipler, Physics for Scientists and Engineers, 4th edition,
Freeman, 1999
Course Objectives:
To give students a solid foundation in electromagnetic theory with an
emphasis on the application of calculus to the formulation of physics.
Topics:
a.
Coulomb’s law
Electric fields and Gauss’ law
Electrostatic potential and potential energy
Capacitance, dielectric materials
DC circuits
Magnetic field, Ampere’s law, law of Biot and Savart
Faraday’s law and electromagnetic induction
AC circuits; relaxation and resonance
Electromagnetic waves
Laboratory Experiments:
a.
Measurement with electrical devices
Electric field mapping
Capacitors and charge
DC circuits
Earth’s magnetic field
Electron beam in a magnetic field
Measurement of AC signals
Induction
Impedance in RL and RC circuits
Resonant LC circuit
2. Newtonian mechanics
Computer usage:
1.Laboratory use of available programs for taking averages,
standard deviations, linear regressions, etc.
Computer modeling of RC, RL, RLC circuits
Schedule:
3 lecture hours, 1 recitation per week, 2 laboratory hours per
week
112
Professional Component:
Basic Science 100%
This course develops an ability to apply knowledge of science and its calculus based derivations.
Preparer:
Dr. Gerhard Muller
113
MTH 451 INTRODUCTION TO PROBABILITY AND STATISTICS
Spring Semester
Catalog Data:
Introduction to Probability and Statistics. (3 credits) Theoretical basis
and fundamental tools and probability and statistics. Probability spaces,
properties of probability, distributions, expectations, some common
distributions and elementary limit theorems.
Prerequisites:
MTH243 or equivalent
Textbook:
Freund, Mathematical Statistics, 6th edition, Prentice Hall
Course Objectives:
To develop an understanding of probability, its distributions, random
variables, and applicable laws and theorems.
Topics
a.Combinatorial methods
Sample spaces
Probability and conditional probability, Bayes theorem
Discrete and continuous probability distributions
Joint, marginal and conditional distributions
Random variables
Expectation and moments, conditional expectations
Discrete families: e.g. binomial, Poisson, multinomial
Continuous families: e.g. uniform, gamma, normal
Functions of random variables
Chebyshev inequality, law of large numbers, central limit theorem
Schedule:
3 lecture hours per week
Professional Component:
Basic Mathematics 100%
This course develops an ability to apply knowledge of mathematics.
Preparer:
Dr. L. Pakula
114
ECN 201 PRINCIPLES OF ECONOMICS: MICROECONOMICS
Spring Semester
Catalog Data:
Principles of Economics: Microeconomics. (I and II, 3) Principles
underlying resource allocation, production, and income distribution in a
market economy. Topics include demand and supply, consumer
behavior, firm behavior, market structure, and elementary welfare
analysis. Institutional foundations explored. (Lec. 3)
Prerequisites:
None
Textbook:
John Taylor, Principles of Microeconomics, 2nd edition, 1998
Course Objectives:
To provide an elementary treatment of microeconomic questions such as
how households, firms, and public agencies allocate scarce resources and
how their interactions influence relative prices, rents, and wages.
Topics:
Scarcity and Production Possibilities
Supply and Demand Analysis
Cost and Production Theory
Perfect Competition
Monopoly
Monopolistic Competition and Oligopoly
Taxes and Transfer Payments
Public Goods and Externalities
Schedule:
3 lecture hours per week
Professional Component:
Social Science 100%
This course provides broad education necessary to understand the impact of engineering solutions in a
global and societal context. It also develops a knowledge of contemporary economic issues.
Preparer:
Dr. Leonard Lardaro
115
ECN 202
PRINCIPLES OF ECONOMICS: MACROECONOMICS
Spring Semester
Catalog Data:
Principles of Economics: Macroeconomics. (I and II, 3) Principles
underlying aggregate demand and aggregate supply in a market
economy. Topics include national income determination, inflation,
unemployment, economic growth, and international trade. Institutional
foundations explored. (Lec. 3)
Prerequisites:
ECN 201, Microeconomics
Textbook:
David Colander, Macroeconomics, Boston: Irwin, 1998, 3rd edition
Course Objectives:
To introduce students to the major schools of thought concerning the
overall performance of capitalist economies. The focus is on economic
growth, Business cycles, unemployment, and inflation.
Topics:
a.Economic Growth and Instability
National Income and Economic Well Being
Money
The Modern Macroeconomic Debate
Keynesian and Classical Models of the Macroeconomy
Fiscal Policy
The Fed and Monetary Policy
Inflation, Unemployment and Growth
The World Economy
International Macroeconomics
Exchange Rate and Trade Policy
Macroeconomics of Development and Transition
Schedule:
3 Lecture hours per week
Professional Component: Social Science 100%
This course provides broad education necessary to understand the impact of engineering solutions in a
global and societal context. It also develops a knowledge of contemporary economic issues.
Preparer:
Dr. Richard McIntyre
116
APPENDIX I C. Faculty Curriculum Vitae 2005-2006
117
1.
Name and Academic Rank:
Stanley M. Barnett, Professor
2.
Degrees with fields, institutions and dates:
Ph.D.,
Chemical Engineering, University of Pennsylvania, 1963
M.S.,
Chemical Engineering, Lehigh University, 1959
B.S.,
Chemical Engineering, Columbia University, 1958
B.A.,
Chemistry, Columbia University, 1957
3.
Number of years of service on this faculty, including date or original appointment and
ates of advancement in rank:
Original appointment, 1969 years in rank - six
Advancement,
1975 years in rank - six
Advancement,
1980 years in rank – twenty-five
Chair,
1987 thru 1994 and 2003 -4
4.
Other related experience—teaching, industrial, etc:
Engineer, Shell Chemical Company, 1964-69
Engineer, Esso Research, Engineering Co., 1963-64
Engineer, General Dynamics Corp., 1959-61
5.
Consulting, patents, etc.:
Amtrol
RI Solid Waste Management Corp.
Ionics
>300 Companies via RI Center for Pollution Prevention
Barnett, S.M., et.al., US Patent # 4,999,198, Polyaphrons as a Drug Delivery System,
March 12, 1991
Barnett, S.M. and Bradley, K.A., U S Patent # 4654305, Multiphase Reactor Systems,
March 31, 1987
6.
State(s) in which registered:
None
7.
Principal publications of last five years:
Balamuru,V, O.I.Ibrahim, and S.M.Barnett, Simulation of Ternary, Ammonia-Water-Salt
Absorption Refrigeration Cycles, International Journal of Refrigeration, 23,31-42, 2000
Li, E., S.M. Barnett and B. Ray, Pollution Prevention Guidelines for Academic
Laboratories, J. Chem. Education, 80(1), 45-49, 2003
Lee, H. and S. M. Barnett, A Predictive Model for the Allowable Operating Liquid
Velocities and the Biomass Concentration in a Three Phase Fluidized Bed Biofilm
Reactor, Ind. Eng. Chem. (Korea), 9, 202-212, 2003
118
Park, E, R. Enander, S.M. Barnett, and C. Lee, Pollution Prevention and Biochemical
Oxygen Demand Reduction in a Squid Processing Facility, J. of Cleaner
Production, 9 (4), 341-349, 2001
Park, E, R. Enander and S.M. Barnett, Pollution Prevention in a Zinc Die Casting
Company, J. of Cleaner Production, 10 (1), 93-99, 2002
You, T. and S.M. Barnett, Effect of Light Quality on Production of Extracellular
Polysaccharides and Growth Rate of Porphyridium Cruentum, Biochem. Eng. J.,
19, 251-258, 2004
8.
Scientific and Professional Societies of which a member:
American Institute of Chemical Engineers: elected Fellow, 1986
Chairman, Food, Pharmaceutical and Bioengineering Division, 1983
Membership Committee, President 1978 and 1979
Prof. Development Committee
Environmental Division, AID-LIFE Committee Chairman, 1976-79
RI Section, AIChE, all local offices, currently Treasurer.
American Chemical Society
Society of Industrial Microbiology
Society of the Sigma Xi, URI Chapter, past President.
North American Membrane Society
American Water Works Association
9.
Honors and Awards:
Senator John H. Chafee Conservation Award, to the URI Center for Pollution Prevention,
Environment Council of RI, May 20, 2005
Fellow, American Institute of Chemical Engineers, 1986.
Research Excellence Award, URI College of Engineering, 1986.
Hassenfeld Award for Community Service and Leadership, 1986.
Honors Faculty Fellow, URI, 1987-88.
10.
Institutional and professional service in the last five years:
Director, RI Center for Pollution Prevention
Associate Director, Energy Collaborative
University College Advisor
Engineering Freshman Advisor
Class Advisor
Treasurer, RI Section of AIChE
Industrial risk management and pollution prevention audits
11.
Professional development activities in the last five years:
None
119
1.
Name and Academic Rank:
Arijit Bose, Professor
2.
Degrees with fields, institutions, and dates:
B.Tech., Chemical Engineering, Indian Institute of Technology, Kanpur, 1976
Ph.D., Chemical Engineering, University of Rochester, 1981
3.
Number of years service on this faculty, including date of original appointment and dates of
advancement in rank:
24 years; Date of original appointment – July 1, 1982
Asst. Professor:7/82– 6/87; Assoc. Professor:7/87– 6/92 (tenure 7/87); Professor :7/92 –
4.
Other related experience—teaching, industrial, etc:
1/05 Co-Founder, Vitrimark, Inc., Providence, RI.
7/02 – 6/04
Visiting Senior Scientist, Cabot Corporation, Billerica, MA
8/95 - 9/96
Visiting Scientist, Dept. of Chem. Engng, MIT.
7/96 - 9/96
Station Director, MIT Practice School, MMT Station.
1/89 - 9/89
Visiting Scientist, Dept. of Chem. Engng, MIT.
2/81 - 8/82
Research Engineer, E.I.du Pont de Nemours & Co.
5.
Consulting, patents, etc:
Stepan Company, Cabot Corporation, Vitrimark, Inc.
Patents:
1."Separation of cells and biological macromolecules by antibody targeted magnetic vesicles and
ferritin conjugates", US Patent 5,248,589, 1991.
2."Flow Through, Hybrid Magnetic Field Gradient Rotating Wall Device for Colloidal Magnetic
Affinity Separations", US Patent 6,346,196; February, 2002.
3.“Continuous Hybrid Magnetic Field Gradient Rotating Wall Device for Colloidal Magnetic
Affinity Separations”, US Patent 6,635,181; October 2003.
4.“A New Lightweight Concrete Using Cenospheres”, S. McBride, A. Bose, A. Shukla, patent
application filed, January 2001.
5. Kyrlidis, A.; Bose, A.; Gu, F. Compositions and Chromatography Materials for Bioseparations,
In PCT Int. Appl.; (Cabot Corporation, USA; University of Rhode Island). Wo, 2005, p 56 pp.
6. Bose, The Modified Freeze Direct Imaging Technique, Provisional patent application filed
through URI, January 2005
6.
States(s) in which registered:
None
7.
Principal publications of last five years:
“Structured Materials Synthesis in a Self-assembled Surfactant Mesophase”, S. Li, G. Irwin, B.
Simmons, V. John, G. McPherson, A. Bose, Colloids and Surfaces A, 174, 275 (2000)
2. “The Use of Surfactant Self-assembly in the Enzymatic Synthesis of Novel Polymers”, S. Li, G.
Irwin, B. Simmons, V. John, G. McPherson, A. Bose, in Reactions in Surfactant Systems, Ed. J.
Texter, Marcel Dekker, NY (2000).
1.
120
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
“Amphiphilic Templates in the Synthesis of Nanostructured Composites – From Particles to Extended
Structures, in Functional Gradient Materials”, S. Li, G. Irvin, B. Simmons, V. John, G. McPherson,
A. Bose, P. Johnson, NATO Science Series II, 16, 61 (2001).
“A Small-Angle Neutron Scattering (SANS) Study of Microstructural Transitions in a Surfactant
Based Rigid Mesophase”, B. Simmons, G. C. Irvin, S. Li, V. T. John, G.L. McPherson, N. Balsara, V.
Agarwal, A. Bose, Langmuir, 18, 624 (2002).
“Morphology of CdS Nanoparticles Synthesized in a Mixed Surfactant System”, B. Simmons, S. Li,
V. John, G. McPherson, A. Bose, Nanoletters, 2, 263 (2002).
A Small Angle Neutron Scattering Study of Mixed AOT + Lecithin Reverse Micelles, B. Simmons,
V. Agarwal, G. McPherson, V. John, Arijit Bose, Langmuir, 18, 8345, (2002)
"Nanostructured Materials Synthesis in a Mixed Surfactant Mesophase", L. Liu, S. Li, V. John, G.
McPherson, A. Bose, P. Johnson, J. Dispersion Sci and Tech. 23, 441 (2002).
"Recent Developments in Materials Synthesis in Surfactant Systems", John, V., Simmons, B.,
McPherson, G., Bose, A., Current Opinion in Colloid and Interface Science, 7, 288 (2002).
“The Role of Size on the Mechanical Properties of Cenosphere/Polyester Composites”, R. Carduso,
A. Bose, A. Shukla, J. Material Science, 37, 603 (2002).
“Processing and Characterization of a Lightweight Concrete Using Cenospheres”, S. McBride, A.
Bose, A. Shukla, J. Material Science, 37, 4217 (2002).
Microstructure Evolution in the SOS/CTAB and HDBS/CTAB Mixed Surfactant Systems, Y. Xia,
P.W. Johnson, I. Goldmints, T.A. Hatton, A. Bose, Langmuir, 18, 3822 (2002).
The Kinetics and Mechanism of Vesicle Self-assembly in Aqueous SDS/DTAB Mixtures, M. Wan,
A. O’Connor, A. Bose, F. Grieser, in Self-Assembly – the Future, Ed. B. Robinson, IOS Press, 454
(2003).
"Templating Nanostructure through the Self-Assembly of Lipids", B. Simmons, L. Liu, G.
McPherson, V. John, A. Bose, V. Agarwal, D. Schwartz, C. Taylor. in "Synthesis, Functionalization
and Surface Treatment of Nanoparticles", M.I. Baraton (Ed.), American Scientific Publishers, 51
(2003).
“A Biomolecular Approach to Polymer Encapsulation in Mesoporous Materials”, C. Ford, L. Liu, J.
He, V. John, G. McPherson, A. Bose, Polymer Mat. Sci. Engin, 88, 255 (2003).
“Organogels as Templates for Materials Synthesis”, G. Tan, N. Sahinir, V. John, G. McPherson, A.
Bose, Polymer Mat. Sci. Engin, 88, 370 (2003).
“Enzymatic Polymerization in Spontaneously Formed CTAB-HDBS Vesicle Bilayers”, M. Singh,
V.Agarwal, C. Ford, L. Liu, G. McPherson, P. Johnson, V. John, A. Bose, Polymer Mat. Sci. Engin,
88, 112 (2003).
“Microstructure Evolution in a Mixed Surfatant Mesophase Using Time-dependent Small-angle
Neutron Scattering”, B. Simmons, M. Singh, V. Agarwal, G. McPherson, V. John, A. Bose,
Langmuir, 19, 6329 (2003).
“Self-Assembly of Surfactants to Organogels”, V. John, G. McPherson, A. Bose, in Self Assembly,
Ed. B. Robinson, IOS Press, Amsterdam, 311 (2003).
“Microstructure Evolution in an AOT/Lecithin/D2O/Isooctane Mesophase”, A. Bose, V. John, G.
McPherson, in Self Assembly, Ed. B. Robinson, IOS Press, Amsterdam, 152 (2003).
“The Kinetics and Mechanism of Vesicle Self-assembly in Aqueous SDS/DTAB Mixtures”, M. Wan,
A.J. O’Connor, F. Greiser, A. Bose, in Self Assembly, Ed. B. Robinson, IOS Press, Amsterdam, 454
(2003).
"Processing and Mechanical Characterization of Lightweight Polyurethane composites", V.
Chalivendra, A. Shukla, V. Parameswaran, A. Bose, Journal of Material Science, 38, 1631 (2003).
“Uptake and Loss of Water in a Cenosphere - Concrete Composite Material”, N. Barbare, A. Shukla,
A. Bose, Cement and Concrete Research, 33, 1681 (2003).
“Acoustic Properties of Cenosphere Reinforced Cement and Asphalt Concrete”, V. Tiwary, A.
Shukla, A. Bose, Applied Acoustics, 65, 263 (2004).
121
24. “Freeze Fracture Direct Imaging of a Viscous Surfactant Mesophase”, V. Agarwal, M. Singh, G.
McPherson, V. John, A. Bose, Langmuir, 20, 11 (2004).
25. “Alignment and Materials Synthesis in a Crystalline Surfactant Mesophase”, L. Liu, M. Singh, G.
McPherson, A. Bose, V. John, J. American Chemical Soc., 126, 2276 (2004).
26. “Shear-induced Orientation in a Rigid Surfactant Mesophase”, M. Singh, V. Agarwal, G.
McPherson, V. John, A. Bose, Langmuir, 20, 5693 (2004).
27. Structural Evolution of a Two-component Organogel, M. Singh, G. Tan, V. Agarwal, G. Fritz, K.
Masko, A. Bose, V. John, G. McPherson, Langmuir, 20, 7392 (2004).
28. “Structural Evolution In Cationic Micelles Upon Incorporation of An Organic Dopant”, M. Singh, V.
29.
30.
31.
32.
Agarwal, G. McPherson, V. John, A. Bose,, Langmuir, 20, 9931 (2004).
”Biocatalysis in the Development of Functional Polymer-Ceramic Nanocomposites”, C. Ford, M.
Singh, K. Papadapoulos, G. McPherson, Y. Lu, V. John, A. Bose, Colloids and Surfaces, 39, 143
(2004).
“Shear-induced Microstructure Alignment In a Surfactant Based Mesophase”, V. Agarwal, M. Singh,
G. McPherson, V. John, A. Bose, in review, Langmuir, (2004).
31P and 1H NMR as Probes of Domain Alignment in a Rigid Crystalline Surfactant Mesophase”,
Liu, Limin, John, Vijay T., McPherson, Gary, Maskos, Karol, Bose, Arijit Langmuir, 21, 3795
(2005).
“Nanostructured Silica Synthesis in a Mixed Surfactant System”, N. Barbare, L. Liu, V. John, A.
Bose, to be submitted to Langmuir, (2005).
Invited presentations
1.
“Hard and Soft Nanocolloids – Synthesis, Characterization and Evolution of Aggregate
Microstructures”, Tufts University, Medford (2000).
2.
A New Hybrid Magnetic Field Gradient Device for Enhanced Colloidal Magnetic Affinity
Separations, Handy and Harman, Providence (2000).
3.
Nanostructured Materials – Synthesis and Characterization, Indian Institute of Technology,
Kanpur (2001).
4.
Nanostructured Materials – Synthesis and Characterization, Naval Undersea Warfare Center,
Newport (2001).
5.
Microstructure Evolution in Self-Assembled Mixed Surfactant Systems, Self-Assembly – the
Future, Massa Marritima, Italy (2002).
6.
Microstructure Evolution and Materials Synthesis in a Mixed-surfactant Mesophase, Cabot
Corporation, (2002).
7.
Microstructure Evolution and Materials Synthesis in a Mixed-surfactant Mesophase, Squishy
Physics Seminar, Harvard University, (2002).
8.
Reciprocal Space and Direct Imaging of Soft Nanocolloids, US-Japan Symposium on
Nanotechnology, Cornell University, Ithaca (2003).
9.
Microstructure Evolution and Materials Synthesis in a Mixed-surfactant Mesophase, Indian
Society for Surface Science and Technology, March (2003).
10. Self-assembly for Nanomanufacturing, Indo-US Forum on Advanced Manufacturing, Indian
Institute of Technology, Kanpur, March 2004.
11. Microstructure Evolution and Materials Synthesis in a Mixed-surfactant Mesophase, Department of
Materials Science, Rensselear Polytechnic Institute, April (2004)
12. Microstructure Evolution and Materials Synthesis in a Mixed-surfactant Mesophase, Division of
Engineering, Brown University, April (2004)
13. Microstructure Evolution and Materials Synthesis in a Mixed-surfactant Mesophase, FrenchGerman Network Meeting on Complex Fluids, Toulouse, May (2004).
14.
Nanostructured Materials, Brown University Enterprise Forum, September (2004).
122
15.
16.
17.
18.
Imaging of Soft Matter, International Conference on Soft Matter, Kolkata, November (2004).
Imaging of Soft Colloids, Joint AIChE-IIChE Conference, Mumbai, December 2004.
Nanostructured Materials, MRS Meeting, December (2004).
Nanostructured Materials, Purdue University/Indiana University, April (2005).
8.
Scientific and professional societies of which a member:
AIChE, MRS, ACS
9.
Honors and awards:
1992, 2000
Vincent and Estelle Murphy Award for Faculty Excellence, College of Engineering,
University of Rhode Island
10.
Institutional and professional service in the last five years:
2003 -
Associate Editor, IEEE Transactions in Nanotechnology
2003 -
Editorial Board, Journal of Surface Science and Technology
2000
Panel Member, SBIR Phase I, National Science Foundation
2001
Panel member, AUI-ISSI Review of International Space Station activities
2001
Session Chairman, 75th ACS Colloid and Surface Science Symposium, Carnegie Mellon
University.
2003
Session Co-Chairman, Thermodynamics, AIChE Meeting, New Orleans.
2003
Invited Speaker, US-Japan Workshop in Nanotechnology, Cornell University, Ithaca.
2003
Panel Member, Sensors and Sensor Networks, National Science Foundation
2003
Team Leader, US-Japan Exchange Program in Nanoscience and Nanotechnology
2004
Team Member, US-India Symposium on Nanomanufacturing and Nanotechnology,
Indian Institute of Technology, Kanpur.
2004
Advisory Committee, International Conference on Soft Matter, Jadavpur University,
Kolkata
2004
Panel Member, NIRT, National Science Foundation
2004
Session Chairman, 78th ACS Colloid and Surface Science Symposium, Yale University.
2005
Advisor, International Center for Young Scientista, National Institute of Materials
Science, Tsukuba, Japan
2004
Organized conference on Polymer-Nanoparticle Composite Materials, Cabot Corporation
123
University activities
2004 -
Chair, Department of Chemical Engineering, URI.
2001
Chair, Dean of Engineering Evaluation Committee, URI
2002 -
Faculty mentor for Victor J. Baxt Professor of Chemical Engineering.
2001- 02
Chairman, Graduate Committee, Department of Chemical Engineering, University of
Rhode Island.
2000
Member, Victor J. Baxt Professor Search Committee, Department of Chemical
Engineering, University of Rhode Island.
11.
Professional development activities in the last five years: None
124
1. Name and Academic Rank: Richard Brown, Professor.
2. Degrees with fields, institution and date
B.Sc. Metallurgy, Nottingham University, United Kingdom, 1974 PhD. Metallurgy, Cambridge
University, United Kingdom, 1979.
3. Number of years service on this faculty, including date of original appointment and dates of
advancement in rank.
24 years of service at URI.
Appointed Assistant Professor September 1, 1981.
Promoted to Associate Professor, September 1, 1986.
Promoted to Professor, September 1, 1991.
Appointed Chair, October 12, 1998.
Resigned Chair August 2003
4. Other related experience - teaching, industrial, etc.
Higher Scientific Officer, National Gas Turbine Establishment, Pyestock, Farnborough,
Hants, England
Research Associate, Materials Durability Division, University of Delaware, 1979-81
5. Consulting, patents etc. US Army,
Two patents filed on conductive polymers for corrosion resistance. Two patents applied for in
alternates to chromates area.
6. States in which registered. None
7. Principal publications of last five years.
Robert J. Racicot, Sze C. Yangand Richard Brown, Electrochemical Impedance Spectroscopy
Studies of a Double Strand Polyaniline Coating on Aluminum Alloys in Acidic Environments,
Research Topical Symposium, Corrosion 2000, 113-128, NACE International, April 2000.
S. C. Yang, R. Brown, R. Racicot, Y. Lin, F. McClarnon, "Electroactive polymers for corrosion
inhibition", Chapter 13, p. 196-206, "Electroactive Polymers for Corrosion Control,"American
Chemical Society Symposium Series 843, (2003), Editors P.
Zarras, J. D. Stenger-Smith, Y. Wei.
8. Scientific and professional societies of which a member. National Association of Corrosion
Engineers.
9. Honors and awards.
US Army Commendation for outstanding contributions to the M55 rocket assessment program,
1986.
URI Performance Award, 1990.
US Army Commendation for outstanding performance, 1991.
US Army Commendation for outstanding performance, 1994.
Vincent and Estelle Murphy Faculty Excellence Award from the College of Engineering, URI
1997.
10. Institutional and professional service in the last five years. University Graduate committee.
Associate Dean for Research Search Committee
Chemical Engineering Faculty Search Committee
125
Donald J Gray
Degrees
B.S.,
M.S.,
Ph.D.,
Chemical Engineering, University of Rhode Island, 1970
Chemical Engineering, University of Rhode Island, 1978
Chemical Engineering, University of Rhode Island, 1980
Professional Experience
1987 – Pres
Associate Prof essor of Chemical Engineering
University of Rhode Island
1980 – 1987
Assistant Professor of Chemical Engineering
University of Rhode Island
1979-1980
Instructor in Chemical Engineering
University of Rhode Island
1993-1997 Principle in startup company Serec Corp.
specializing in environmentally safe cleaning
equipment
1971-1973
US Army, Chemical Engineer at Walter Reed Hospital
Publications, Patents & Presentations Related to Cleaning
“Vacuum Cavitational Streaming”, D. Gray and C. Fredrick, US Patent Pending.
“Particle Removal Using Cavitation Bubbles”, C. Fredrick and D. Gray , Clean Tech, Chicago,
Illonois, June 8-10, 2005.
“Solvent Drying Method”, D. Gray, US Patent Number 6,802,137, Oct. 12, 2004.
“Sub Micron Cleaning Using Vacuum Cavitational Streaming (VCS)”, C. Fredrick and
D. Gray , Ninth International Symposium on Particle Removal from Surfaces, June 1618, 2004, Philadelphia, PA.
“Method and System for Removing Particles and Non-Volatile Residue from Internal Surfaces”,
D. Gray and C. Fredrick, patent appl. 10/701,761, 11/04/2003.
126
“Removal of Entrained Moisture from P/M Parts Using High Temperature Solvent and
Vacuum”, D. Gray and J. Schuttert, 2003 International Conference on Powder Metallurgy
& Particle Materials, June 8-12 2003, Las Vegas, Nevada.
“Enclosed Cleaning Machines”, D. Gray & J. Durkee, Handbook for Critical Cleaning,
Chapter 2.11, p 297-308, ed. B. Kanegsberg & E. Kanegsberg, CRCPress LLC, 2001.
“Solvent and Aqueous Decompression Processing System”, D. Gray and C. Fredrick, US
Patent Number 6,418,942, July 16, 2002.
“Method and System for Removing Particles and Non-Volatile Residue from Surfaces”,
D. Gray and C. Fredrick, patent appl. 10/164,792, 06/06/2002.
“Controlling Both Your Emissions and Process Using Vacuum”, D .J. Gray, Proceedings
of the Twelfth Annual International Workshop on Solvent Substitution, Dec 10-13,2001,
Scottsdale, Arizona.
“Investment Costs and Value Added Related to Enclosed Solvent Cleaning Machines”, D
.J. Gray, Proceedings of the Eleventh Annual International Workshop on Solvent
Substitution, Dec 11-14, 2000, Scottsdale, Arizona
“Closed Circuit Solvent Cleaning System”, D.J. Gray & P. T. E. Gebhard, U.S. Patent
Number 6,004,403, Dec 21, 1999.
“IS CO2 the Perfect Cleaning Solvent?” J. Durkee & D .J. Gray, Proceedings of the Ninth
Annual International Workshop on Solvent Substitution, Dec 9-12 1998, Scottsdale,
Arizona.
“Dry Cleaning and Degreasing System”, D.J. Gray & P. T. E. Gebhard, U.S. Patent
Number 5,702,535, Dec 30, 1997.
“Filter Regeneration System”, D.J. Gray & P. T. E. Gebhard, U.S. Patent Number
5,630,434, May 20, 1997.
“Improving for Tubing”, E. Gonet & D. Gray, Parts Cleaning, Whittier Publishing Co.,
NJ, p 14-17, Sept 1997.
“Solvent Cleaning System”, D.J. Gray & P. T. E. Gebhard, U.S. Patent Number
5,538025, July 23,1996.
“Cleaning Method and System”, D.J. Gray & P. T. E. Gebhard, U.S. Patent Number
5,469,876, Nov 28, 1995.
Awards
127
Environmental Innovator Award, US Environmental Protection Agency, March 1998.
Citation for Innovative Environmental Technology, State of Rhode Island, 1996.
Phi Beta Kappa Teaching Excellance Award, June, 1990.
Professional Member
Member American Institute of Chemical Engineers
AIChE Student counselor for last 15 years
Teaching
Teach both senior design capstone courses for the department
Teach both senior capstone unit operations lab courses for the department
Teach the first junior level transport course
Teach junior level thermodynamics course
Teach senior and junior level transfer operation courses
128
1.
Name and Academic Rank:
Michael L. Greenfield, Associate Professor of Chemical Engineering and Victor J. Baxt
Chair of Polymer Engineering
2.
Degrees with fields, institutions and dates:
B.S.,
Chemical Engineering, Johns Hopkins University, 1990
Ph.D.,
Chemical Engineering, University of California at Berkeley, 1996
3.
Number of years of service on this faculty, including date of original appointment and
dates of advancement in rank:
Associate Professor of Chemical Engineering, 2002–present
4.
Other related experience, teaching, industrial, etc.:
Xerox Corporation, 1989, 1990, Engineering Summer Intern
Ford Motor Company, Ford Research Lab, 1996–2001, Technical Specialist (Research
Scientist)
5.
Consulting, patents, etc.:
Refrigerant selection with CO2, while at Ford (US Patent no. 6,415,614, issued July 9,
2002)
Windshield washer fluid system design, while at Ford (US Patent nos. 6,561,209, issued
May 13, 2003, and 6,732,953, issued May 11, 2004)
6.
States in which registered:
None.
7.
Principal publications of last five years:
Greenfield, M. L.; Ohtani, H. "Packing of Simulated Friction Modifier Additives under
Confinement," Langmuir 2005, 21, 7568-7578.
Greenfield, M. L. "Sorption and Diffusion of Small Molecules using Transition State
Theory," in Simulation Methods for Modeling Polymers, Michael J. Kotelyanskii and
Doros N. Theodorou, editors; New York: Marcel Dekker, 2004, 425-490.
Greenfield, M. L. "Simulation of Small Molecule Diffusion using Continuous Space
Disordered Networks," Mol. Phys. 2004, 102, 421-430.
Zhu, Y; Ohtani, H; Ruths, M; Greenfield, M. L.; Granick, S. "Modification of Boundary
Lubrication by Oil Soluble Friction Modifying Additives," Tribo. Lett. 2003, 15,
127-134.
Mozurkewich, G.; Greenfield, M. L.; Schneider, W. F.; Zietlow, D. C.; Meyer, J. M.
"Simulated performance and cofluid dependence of a CO2-cofluid refrigeration cycle
with wet compression," Int. J. Refrig. 2002, 25, 1123-1136.
Greenfield, M. L.; Theodorou, D. N. "Coarse-grained molecular simulation of penetrant
diffusion in a glassy polymer using reverse and kinetic Monte Carlo,"
Macromolecules 2001, 34, 8541-8553.
129
Presentations at AIChE Annual Meeting (every year), ACS National Meetings (2002, 2005),
Gordon Conference on Tribology (2004), Petersen Asphalt Conference (2005)
8.
Scientific and Professional Societies of which a member:
American Institute of Chemical Engineers (AIChE), American Chemical Society (ACS)
9.
Honors and Awards:
AIChE Award for Scholastic Achievement, 1989
Consulting Engineers Council of Maryland Scholarship, 1989
Paul A.C. Cook Award, 1989
Tau Beta Pi (Maryland Alpha chapter), 1989
National Science Foundation Graduate Research Fellowship, 1990
Dow Excellence in Teaching Award (of UC Berkeley ChE), 1992
Sherwin-Williams Student Award in Applied Polymer Science (ACS Poly Division),
1994
Arch T. Colwell Merit Award (SAE, paper 1999-01-0377), 1999
Arch T. Colwell Merit Award (SAE, paper 1999-01-0869), 1999
Operational Excellence Award (Ford Research Lab, in recognition of the Ford High
School Science and Technology Program), 2001
Victor J. Baxt Chair of Polymer Engineering, 2002–present
Non-tenured Faculty Award (3M Company), 2003
10.
Institutional and professional service in the last five years:
Chair of AIChE Area 1a, Thermodynamics and Transport Properties
Program Chair, Area 1a sessions at the 2003 AIChE Spring Meeting
University Committees
Chair, URI ChE Graduate Committee
Information Resource Council, COE Representative
URI Transportation Center Advisory Committee, COE Representative
Other Activities
Session Chair and Co-Chair, 11 sessions at national AIChE and ACS meetings
New Faculty Search Committee, URI ChE dept., 2003–2004
Webmaster, URI ChE dept., 2003–present
11.
Professional development activities in the last five years:
Recent Grants:
Predicting Additive Migration in Polymers using Molecular Simulation, Ford Motor
Company University Research Program, $120,000, May 1, 2003 to April 30, 2006
Designing Model Asphalts using Molecular Simulation, Rhode Island Department of
Transportation $35,307.38 and URI Transportation Center $33,138.46, January 1, 2004 to
July 31, 2005
Molecular-Level Effects of Additives in Polymers by Molecular Simulation, 3M
Company, $15,000, July 2003 (one-time grant).
130
Testing Models of Asphalt System Modification using Molecular Simulation, Rhode
Island Department of Transportation $27,559.72 and URI Transportation Center
$25,397.86 July 1, 2005 to January 31, 2006
131
1.
Name and Academic Rank:
Otto J. Gregory, Professor
2.
Degrees with fields, institutions and dates:
Ph.D., Engineering, Brown University, Providence, Rhode Island, June 1984
M.S., Chemical Engineering, University of Rhode Island, Kingston, Rhode
Island, December 1977
B.S., Chemical and Ocean Engineering, University of Rhode Island,
Kingston, Rhode Island, June 1975
3.
Number of years of service, including date or original appointment:
Twenty three years, original appointment September 1982 (Assistant Professor)
July 1, 1988 (Associate Professor)
July 1, 1993 (Full Professor)
4.
Other related experience, teaching, industrial, etc:
2003-2005
Associate Dean of Research and Graduate Studies, College of
Engineering, University of Rhode Island, Kingston, RI 02881
2002-present
Director, Environmental Electron Microscopy Center, College of
Engineering, University of Rhode Island, Kingston, RI 02881
1998-present
Distinguished Engineering Professor of Chemical Engineering,
College of Engineering, University of Rhode Island, Kingston, RI
02881
1996 Co-Director, University of Rhode Island Sensors and Surface
Technology Partnership for Research and Education, Kingston, RI
02881
1993 Director, Rhode Island Center for Thin Film and Interface
Research
1993 Director, Thin Film Surface Analyzer Cost Center
1993 Professor of Chemical and Materials Engineering,
Department of Chemical Engineering, University of Rhode Island,
Kingston, RI 02881
1991-92
Visiting Associate Professor of Materials Science and
Engineering,
University of Pennsylvania, Philadelphia, PA 19104
1988 -1993
Associate Professor of Chemical Engineering and Materials
Engineering, Department of Chemical Engineering, University
of Rhode Island, Kingston, Rhode Island, 02881
1982-1987
Assistant Professor of Chemical and Materials Engineering,
Department of Chemical Engineering, University of Rhode Island,
Kingston, Rhode Island, 02881
1979-1981
Instructor - Metallurgical Engineering, Chemical Engineering
Department, University of Rhode Island, Kingston, Rhode Island,
02881
5.
Consulting, patents, etc.:
132
1. "Ceramic Coatings for Temperature Measurement", O.J. Gregory and J.J. McCauley, August
2, 1992, U.S. Patent No. 5,135,795
2. "A Thin-Film Quadrant Temperature Sensor For Use in a System to Control the Alignment of
a CO2 Laser Beam", O.J. Gregory and K. Burbank, August 23, 1992, U.S. Patent No. 5,141,330
3. "A Method of Enhancing the Electrical Conductivity of Transparent Electrode Stripes in Thin
Film Electroluminescent Displays", O.J. Gregory and R. Zeto, Nov 17, 1992, U.S. Patent No.
5,163,220.
4. "Doped-Germanium Sensor for Use in a System to Control the Alignment of a CO2 Laser
Beam", O.J. Gregory and K. Burbank, December 1, 1992, U.S. Patent No. 5,168,321.
5. "Monolithic Hollow Waveguide and Method and Apparatus For Making The Same", June 28,
1994, O.J. Gregory, C. Morrow, P. Bhardwaj, G. Gu and B. Bauman, U.S. Patent No. 5,325,458.
6. "Method of Preparing Ceramic Coatings for Temperature Measurement", O.J. Gregory and J.J.
McCauley, August, 1994, U.S. Patent No. 5,338,566.
7. “Method for Making Monolithic Hollow Waveguide”, O.J. Gregory, C. Morrow, P. Bhardwaj
March 7, 1995, US Patent No 5,395,480
8. "Monolithic Hollow Waveguide Method", January 2, 1996, O.J. Gregory, C. Morrow, P.
Bhardwaj, U.S. Patent No. 5,480,050.
9. “Thermochromic Polymers for Rapid Visual Assessment of Temperature”, March 16, 2004,
W. Euler, O.J. Gregory and B. Lucht, US Patent No. 6,706,218.
10. “Self-Compensated Ceramic Strain Gage for Use at High Temperature”, May 4, 2004, O.J.
Gregory, US Patent No. 6,729,187.
11. “Intensity Based Optical Waveguide Sensor”, Feb. 1, 2005, O.J. Gregory, W. Euler and G.
Huston, US Patent No.6,850,315.
12. “High Temperature Strain Gages”, June 2, 2005, O.J. Gregory and T. You, US Patent
Publication No. US 2005/0115329A1.
6.
States in which registered:
None
7.
Principal Publications of last five years:
S. Turner, H. Sun, M. Faghri and O.J. Gregory, ASME Publications Heat Transfer Division,
“Effect of Surface Roughness on Gaseous Flow Through Microchannels”, Vol. 366, No. 2;
pp.291-298 (2000).
133
A. Constant, H. Niska and O. Gregory, “Chemical Vapor Deposition of Alpha Aluminum Oxide
for High Temperature Aerospace Sensors”, Journal of Vacuum Science and Technology A, 18,
No. 4, p. 1653-1659 (2000).
K.A. Thomas, W.B. Euler, E.E. Crisman and O.J. Gregory, “A Temperature Insensitive
Smart Optical Strain Sensors” Proceedings of SPIE-The International Society for Optical
Engineering; Smart Structures and Materials-Smart Systems for Bridges, Structures and
Highways, S.C. Liu, editor, SPIE Press, Bellingham, WA, vol. 3988, p.429-439, (2000).
O. J. Gregory and Q. Luo, “Ceramic Strain Sensors for Propulsion Health Monitoring”, IEEE
Proceedings of the 19th DASC-Digital Avionics Conference, (2000).
M. Benz, W.B. Euler and O.J. Gregory, “The Influence of Preparation Conditions on the Surface
Morphology of Poly(vinylidene fluoride) Films”, Langmuir, 17, p.239-243 (2001).
O. J. Gregory and Q. Luo, “A Self-Compensated Ceramic Strain Gage for Use at Elevated
Temperatures”, Sensors and Actuators A; Physical Sensors, 88, p.234-240 (2001).
S. Turner, H. Sun, M. Faghri and O.J. Gregory, “Compressible Gas Flow Through Smooth and
Rough Microchannels”, Proceedings of International Mechanical Engineering Congress and
Exposition – Heat Transfer Division -24145 (2001).
M. Benz, W.B. Euler and O.J. Gregory, “The Role of Solution Phase Water on the Deposition of
Thin Films of Poly (vinylidene fluoride)”, Macromolecules, 35 (7), p. 2682-2688 (2002).
O.J. Gregory, Q. Luo, J. Bienkiewicz, B.M. Erwin and E.E. Crisman, "An Apparent “n” to “p”
Transition in Sputtered ITO High Temperature Strain Gages", Thin Solid Films, 405, p.263-269
(2002).
O.J. Gregory, Q. Luo, and E.E. Crisman, "High Temperature Stability of Indium Tin Oxide Thin
Films", Thin Solid Films, 406, p.286-293 (2002).
Prism, American Society of Engineering Education Journal -Weapons of War, “25 Ways to Fight
Terrorism” p. 27, February 2002.
B.L. Lucht, W.B. Euler and O.J. Gregory, “Investigation of the Thermochromic Properties of
Polythiophenes Dispersed in Host Polymers”, Polymer Preprints, 43(1), p.59-60 (2002).
O.J. Gregory, T. You, E.E. Crisman, M.J. Platek, “Stabilization of Indium Tin Oxide Films at
Very High Temperatures”, The Materials Research Society Symposium Proceedings, 751,
Z3.33.1-Z3.33.6 (2003).
O.J. Gregory, T. You, M. Platek and E.E. Crisman, “Stabilization of Ceramic Strain Gages to
Temperatures Beyond 1500°C”, 49th International Instrumentation Symposium Proceedings -The
134
Instrumentation, Systems and Automation Society - ISA Aerospace Industries Div. and Test
Measurement Div. (2003).
O.J. Gregory, M. Downey, T. Starr, S. Wnuk and V. Wnuk, “Improved Bond Coats for Thermal
Spray Instrumentation”, 49th International Instrumentation Symposium Proceedings -The
Instrumentation, Systems and Automation Society - ISA Aerospace Industries Div. and Test
Measurement Div. (2003).
O.J. Gregory, M.A. Downey, T.H. Starr, S. Wnuk and V. Wnuk, “Improved Thermal Barrier
Coatings using Intermediate TCE Nanocomposites” MPIF Proceedings of the 2003 International
Conference on Nanotechnology and PM2, p 150-157 (2003)
O.J. Gregory and T. You, “Stability and Piezoresistive Properties of Indium-Tin-Oxide Ceramic
Strain Gages”, Proceedings of the IEEE Sensors 2003 Conference, Vol.2, p. 801-806 (2003).
. O.J. Gregory and T. You, “Preparation and Piezoresistive Properties of ITO Strain Sensors
Prepared with Controlled Nano-Porosity”, Materials and Devices for Smart Systems, The
Materials Research Society Symposium Proceedings, 785, D14.1, p. 489-494, (2004).
O.J. Gregory, M. Downey, T. Starr, S. Wnuk and V. Wnuk, “An Intermediate TCE
Nanocomposite Coating for Thermal Barrier Coatings”, Mechanical Properties of
Nanostructured Materials and Composites, The Materials Research Society Symposium
Proceedings, 791, Q 4.7, p.99-104, (2003)
O.J. Gregory and T. You, “Stability and Piezoresistive Properties of ITO Ceramic Strain Gages”,
Proceedings of the IEEE Sensors 2003 Conference, Vol.2, p. 801-806 (2003).
O. J. Gregory and T. You, “Piezoresistive Properties of ITO Strain Sensors Prepared with
Controlled Nano-Porosity”, J. Electrochemical Society, Vol. 151, No.8, p.H198-H203 (2004).
S.E. Turner, L.C.Lam, M. Faghri and O.J. Gregory, “Experimental Investigation of Gas Flow In
Microchannels”, ASME Journal of Heat Transfer, 126 (5), p. 753-763, (2004).
O.J. Gregory and T. You "Ceramic Temperature Sensors For Gas Turbine Engine Applications",
Proceedings of the 50th Instrumentation, Systems and Automation Society ISA, 451, 81-91,
(2004).
O.J. Gregory, T.H.; Starr, V. Wnuk, M.A. Downey, S. Wnuk, ”Improved Thermal Spray
Instrumentation Using Intermediate TCE Nanocomposites”, Proceedings of the 50th
International Instrumentation Systems and Automation Society ISA, 451, p.223-233, (2004).
E. E. Crisman, J. S. Derov, A. Drehman, O. J. Gregory, “Large Pyroelectric Resposne from
Reactively Sputtered Aluminum Nitride Thin Films”, J. Electrochemical Society,
Electrochemical and Solid State Letters, Vol. 8, Issue 3, pp A141-L1, (2005).
135
O.J. Gregory, T.You and E. E. Crisman, “Effect of Aluminum doping on the High Temperature
Stability and Piezoresistive Response of Indium-Tin-Oxide Strain Sensors”, Thin Solid Films,
476, p.344-351 (2005).
O.J. Gregory and T. You, "Ceramic Temperature Sensors For Gas Turbine Engine Applications",
IEEE Sensors Journal, Vol.5, No. 5, p.833-838 (2005).
E. E. Crisman, J. S. Derov, G. J. Barchard, O. J. Gregory, and W. B. Euler, “An Optical Device
for Measuring Bending Strain to 5,000 Micro-Strain and Compatible With Optical Fiber
Installations” IEEE Sensors Journal, Vol.5, No. 6, p. 1321-1326 (2005).
O.J. Gregory, M. Downey, C. Cummiskey, M.J. Platek, J. Oxley and J. Smith, “Microstructural
Characterization of Pipe Bomb Fragments”, Materials Characterization, in press
O.J. Gregory and E. Busch, "Preparation and Characterization of Ceramic Thin Film
Thermocouples”, Thin Solid Films, in press
8.
Scientific and Professional Societies:
(105 total)
Presentations and Papers at Scientific Meetings
Professional Societies (Offices Held):
American Institute of Chemical Engineers (RI Chapter)
Secretary………………………………………………………………(1984-1986)
Vice Chairman/Program Director…………………………………………...(1987)
Sigma Xi, The Scientific Research Society (URI Chapter)
Vice President/Program Director……………………………………..(1984-1985)
President………………………………………………………………(1985-1990)
American Society for Metals (Rhode Island Chapter)
Lecturer ASM Short Course in Metallurgy…………………………………(1983)
Lecturer ASM Elements of Metallurgy Course ……………………………(1988)
Judge ASM Metallography Contest ………………………………………..(1989)
The Electrochemical Society – Education Committee (National)…………….(1992-1996)
Technical Reviewer: NASA, NSF, NSF-MURI, NSF-SBIR, DOE, DOD, ACS-Petroleum
Research Fund, U.S. Civilian Research and Development Foundation (CRDF), Connecticut
Innovations (State of Connecticut), RI Economic Policy Council-Samuel Slater Partnership
Program (State of Rhode Island), Southern Technology Council-Innovation Alabama (State of
Alabama)
Journal Reviewer Thin Solid Films, The Materials Research Society Proceedings,
Macromolecules, Macromolecular Materials and Engineering, Surface and Coatings Technology,
136
Sensors and Actuators A: Physical, Society of Manufacturing Engineers – Journal of
Manufacturing Processes, Journal of Vacuum Science and Technology, AIAA/SAE/ASME
Proceedings, IEEE Sensors Journal, IEEE Nanotechnology Journal, Journal of the
Electrochemical Society-Electrochemical and Solid State Letters
Technical Advisory Board Caterpillar Corporation SHIELD and NIST
Session Chair The Electrochemical Society Fall Meeting, Orlando, FL (Oct. 2003)
Technical Program Committee IEEE Sensors 2005 Conference (Nov. 2005)
9
Honors and Awards:
Major Charles Bassett Outstanding Paper Award - 49th ISA International Instrumentation
Symposium- Aerospace Industries Division and Test/Measurement Division (The
Instrumentation, Systems and Automation Society 2004)
University of Rhode Island - Albert Carlotti Faculty Excellence Award (2003)
University of Rhode Island - Outstanding Research Award (2001)
University of Rhode Island - Outstanding Intellectual Property Award with W. Euler and A.
Mengel (2001)
University of Rhode Island - Outstanding Intellectual Property Award with W. Euler and B.
Lucht (2001)
Best Paper 19th DASC Conference (Digital Avionics Conference), Philadelphia, PA, Oct. 2000,
“A Ceramic Strain Gage for Propulsion Health Monitoring”, with Q. Luo.
University of Rhode Island, College of Engineering – Distinguished Engineering Professor
(1997-present)
University of Rhode Island, College of Engineering - Vincent E. and Estelle Murphy
Faculty Excellence Award in Engineering (1996)
University of Rhode Island, College of Engineering - Vincent E. and Estelle Murphy
Faculty Excellence Award (1990)
U.S. Army Fellowship - Summer Faculty Research and Engineering Program (1988)
U.S. Army Fellowship - Summer Faculty Research and Engineering Program (1987)
University of Rhode Island, College of Engineering - Research Excellence Award (1987)
University of Rhode Island Teaching Fellow (1986)
137
University of Rhode Island Summer Faculty Fellowship (1984)
10.
Institutional and professional service in the last five years:
Chemical Engineering Graduate Committee
11.
Professional development activities in the last five years: None.
138
1.
Name and Academic Rank:
Harold N. Knickle, Professor of Chemical Engineering
2.
Degrees with fields, institutions and dates:
B.S.,
Mechanical Engineering, University of Massachusetts, 1962
M.S.,
Nuclear Engineering, Rensselaer Polytechnic Institute, 1965
Ph.D.,
Nuclear Engineering, Rensselaer Polytechnic Institute, 1969
3. Number of years of service on this faculty, including date of original appointment and
dates of advancement in rank:
Associate Dean of engineering, 1992-2004
Professor of Chemical Engineering, 1982
Associate Professor of Chemical Engineering, 1975
Assistant Professor of Chemical Engineering, 1969
4.
Other related experience, teaching, industrial, etc.:
General Electric, Engineer, 1962-1966
Dupont, 1976 Summer, Engineer
Pittsburgh Energy Technology Center, 1979-1981, Summer, Research Engineer
5.
Consulting, patents, etc.:
Mass Transfer, Exxon
Heat Transfer and Design, Many Companies
Oil Enhancement, Filtration, Phoenix Environmental Asset Corporation
6.
States in which registered: None
7.
Principal publications of last five years:
1. S. Yang, H. Knickle, Journal of Power Sources, “Design and Analysis of
Aluminum/Air Battery System for Electric Vehicles”, 112 (1) (2002) 162-173
2. Shao Hua Yang, H. Knickle, Journal of Power Sources, “Modeling The Performance of an
Aluminum/Air Cell” 124, (2003), 572-585
3. S. Yang, H. Knickle, Journal of Power Sources, “Transport Analysis of an Aluminum Cell”,
submitted.
4. Xin Zhang, Shao Hua Yang and Harold Knickle, Journal of Power Sources, “A Novel
Operation and Control Method for Aluminum/Air Battery System,” 128 (2004) 331-342
5. S. Yang, H. Knickle, Aluminum/Air Electric Vehicle Life Cycle Analysis, 202d Meeting of
the Electrochemical Society. Salt Lake City, November 2002.
6. S. Yang, H. Knickle, 203d Meeting of the Electrochemical Society, 203rd meeting, August
2003, Paris, Two Dimensional Transport Modeling of an Aluminum/Air Cell
7. S. Yang, H. Knickle, , 204th meeting of the Electrochemical Society, October 2004, Orlando,
“Effect of Cell Gap on Current Density Distribution in An Aluminum/Air Cell”.
8. Xin Zhang, Harold Knickle, 204th meeting of the Electrochemical Society, October 2004,
Orlando, “Analysis and Design of A Novel Control Method for Aluminum/Air Battery System ”
9. H. Knickle, NE ASEE Meeting, April 2003, Bangor, Maine, “A Fuel Cells and Batteries
Course– Chemical Engineering Approach”
139
10. H. Knickle, NE ASEE Meeting, April 2003, Bangor Maine, “Recruiting Minority Students
for the College of Engineering”7. H. Knickle, St. Lawrence ASEE, October 2003, Kingston,
Ontario, ”Louis Stokes Alliance for Minority Programs New England LSAMP: Recruiting”
11. H. Knickle, NE ASEE Meeting, Spring 2004, “Programs to Recruit Minority Students for
Engineering”
12. H. Knickle, American Society of Engineering Education, June 2004, Salt Lake City, Utah, “
Recruiting Minority Students at URI “
13. Shao Hua Yang, Harold Knickle, 206th Meeting of the Electrochemical Society, October
2004, Hawaii, “Transport Analysis of an Aluminum/Air Battery Cell”.
8.
Scientific and Professional Societies of which a member:
Member: American Institute of Chemical Engineers, American Society of Engineering
Education, presently Campus Representative and former, Chairman of Computers in
Education Committee, Secretary Treasurer of NE Chapter (twice).
9.
Honors and Awards:
ASEE Outstanding Chapter Representative Award, 1998.
Sigma Xi, Member, Elected Associate Member in undergraduate school,
member of Executive Committee URI.
Tau Beta Pi Member
Chester H. Kirk Distinguished Engineer Award, 1998.
10.
Institutional and professional service in the last five years:
State of Rhode Island – Nuclear Science Center, Chair of Radiation Safety and
Operations
Chair of Reactor Utilization Committee, chair 1995
Warwick Public School: Computer Technology Advisory Committee,
Warwick School Committee 1977-1992, Chairman Vice Chairman
University Committees
Radiation Safety Committee, Chair 198x to, Radiation Safety Subcommittee on Licenses,
Chair 198xInformation Resource Council, Outreach Committee
Other Activities
Many Sessions Chaired at NE ASEE Meeting and National ASEE
Many College of Engineering Committees
Major activity in the Academy Coalition URI Coordinator
American Society of Engineering, Campus Coordinator, New England Program
Committee, Zone
I Chair, New England Section Chair
11.
Professional development activities in the last five years:
Recent Grants:
URI Assessment Grants, $8,000, 1998, 1999
Advanced Battery Technology, $50,000, 1999
Passive Filtration, $10,000, 2000
NSF NE LSAMP grant, $320,000, 2001-2005
140
Engineering Faculty as Mentors to HS Science Teachers, $5000, RI Board of
Governors, 2002. Water Quality, USDA, USDA, $150,000, 2003 Co PI
NSF ADVANCE Grant, Leadership Team, 2002, NSF LSAMP II Grant, $3305,000,
2005-2009, NATO Infrastructure Grant with Pegordny Institute Ukraine, 20,000
12. Recent Graduate Students:
One MS Control of Al Air Battery-graduated
One Ph.D. Improving Al Air Battery-graduated
One Ph.D. Hydrogen Storage-in progress
141
1.
Name and Academic Rank:
Angelo Lucia, Chester H. Kirk Professor
2.
Degrees with fields, institutions and dates:
Ph.D.,
Chemical Engineering, University of Connecticut, 1981
M.S.,
Chemical Engineering, University of Connecticut, 1977
B.S.,
Chemical Engineering, University of Rhode Island, 1974
3.
Number of years of service on this faculty, including date or original appointment and
dates of advancement in rank:
5 years
1995 Appointed Chester H. Kirk Professor, December 24, 1995
1990 – 1995 Professor, Department of Chemical Engineering
Clarkson University, Potsdam, NY
1987 – 1990 Associate Professor, Department of Chemical Engineering
Clarkson University, Potsdam, NY
1981 – 1987 Assistant Professor, Department of Chemical Engineering
Clarkson University, Potsdam, NY
4.
Other related experience, teaching, industrial, etc.
1975 – 1981 Consultant for Control Data Corporation in numerical analysis and
computer applications in chemical engineering.
1974 – 1975 Process Control Engineer, Union Carbide Corporation, S. Charlestown, WV
5.
Consulting, patents, etc.
ChemShare Corporation, Eastman Chemical Company, Teknor-Apex, Amtrol, Aspen Technology
EG&G Sealol
6
States in which registered:
None.
7.
Principal publications of last five years:
A. Lucia, Successive Quadratic Programming: Introduction, In Encyclopedia of
Optimization, C.A. Floudas & P.M. Pardalos, eds., Kluwer Acad. Publishers, Dordrecht,
Netherlands, vol. 5, 387-393 (2001).
A. Lucia, Successive Quadratic Programming: Application in Distillation Systems, In
Encyclopedia of Optimization, C.A. Floudas & P.M. Pardalos, eds., Kluwer Acad.
Publishers, Dordrecht, Netherlands, vol. 5, 393-400 (2001).
A. Lucia, Successive Quadratic Programming: Decomposition Methods, In Encyclopedia
of Optimization, C.A. Floudas & P.M. Pardalos, eds., Kluwer Acad. Publishers,
Dordrecht, Netherlands, vol. 5, 413-418 (2001).
A. Lucia, Successive Quadratic Programming: Full Space Methods, In Encyclopedia of
Optimization, C.A. Floudas & P.M. Pardalos, eds., Kluwer Acad. Publishers, Dordrecht,
Netherlands, vol. 5, 418-425 (2001).
142
A. Lucia, Successive Quadratic Programming: Solving the QP by Active Sets and Interior
Point Methods, In Encyclopedia of Optimization, C.A. Floudas & P.M. Pardalos, eds.,
Kluwer Acad. Publishers, Dordrecht, Netherlands, vol. 5, 425-431 (2001).
A. Lucia and F. Yang, Global Terrain Methods for Chemical Process Simulation, In
ESCAPE-11, R. Gani & S.B. Jorgensen, eds., Elsevier Science, Amsterdam, Netherlands,
213 (2001).
A. Lucia and F. Yang, Global Terrain Methods for Chemical Process Simulation, World
Congress 6 (2001).
A. Lucia and Q. Luo, Binary Refrigerant-Oil Phase Equilibrium Using the Simplified
SAFT Equation, Adv. Environ. Res., 6, 123 (2002).
A. Lucia and F. Yang, Global Terrain Methods, Comput.&Chem. Engng. 26, 529 (2002).
A.Lucia &E.J.Finger,Co-Solvent Selection and Recovery,AdvEnviron.Res.8,197 (2003).
A. Lucia and F. Yang, Multivariable Terrain Methods, AIChE J. 49, 2553 (2003).
A. Lucia, P.A. DiMaggio and P. Depa, A Geometric Terrain Methodology for Global
Optimization, J. Global Optim. 29, 297 (2004).
A. Lucia and F. Yang, Solving Distillation Problems by Terrain Methods, Comput.
Chem. Engng. 28, 2541 (2004).
A. Lucia, P.A. DiMaggio and P. Depa, Funneling Algorithms for Multi-Scale
Optimization on Rugged Terrains, Ind. & Eng. Chem. Res., 43, 3770 (2004).
A. Lucia and P.A. DiMaggio, Multi-Scale Optimization, In ESCAPE-14, A. BarbosaPovoa & H. Matos, Eds. Elsevier Science, Amsterdam, Netherlands, 1085 (2004).
A. Lucia and P.A. DiMaggio, Non-Quadratic Methodologies for Process Optimization, In
Foundations of Computer-Aided Process Design, C.A. Floudas & R. Agrawal, eds.,
CACHE Corp. 561 (2004).
8.
Scientific and Professional Societies of which a member:
AIChE
9.
Honors and Awards:
Outstanding Advisor Award (Clarkson), 1986; John W. Graham Faculty Research Award
(Clarkson), 1987; Merck, Sharp & Dohme Lecturer, 1993; Outstanding Teacher Award,
1993; Best Paper Award, Comput. Chem. Eng., 1996; ITC Annual Seminar Series
Lecturer, 2000; URI Outstanding Researcher, 2002.
10.
Institutional and professional service in the last five years:
Graduate Committee (6 hours per week)
CACHE Representative (0.25 hour per week)
No extra compensation
11.
Professional development activities in the last five years.
None
143
144
1.
Mercedes A. Rivero–Hudec, Associate Professor
2.
Degrees with fields, institutions and dates:
Doctor in Philosophy (Ph.D.), University of Pennsylvania, Department of
Chemical Engineering, 1986.
Master of Science in Chemical and Biochemical Engineering (M.Sc.), University of
Pennsylvania, Department of Chemical Engineering, 1981.
Bachelor of Science in Chemical Engineering (B.Sc.), Universidad Simón Bolívar,
Caracas, Venezuela, 1977.
3.
Number of years of service on this faculty, including date or original appointment and
dates of advancement in rank:
Nine (9) years of service
Original appointment: Assistant Professor as of July 1, 1991
Tenure and promotion: Associate Professor as of July 1, 1997
4.
Other related experience, teaching, industrial, etc. :
Visiting Scholar, Parsons Laboratory, MIT, Cambridge, MA (one-year sabbatical leave),
1999.
Instructor, Department of Surgery, Thomas Jefferson University, Philadelphia, PA, 1988–
1991
Visiting fellow, Chemical Engineering Section, Biomedical Engineering and
Instrumentation Branch, National Institutes of Health, 1986–1987.
Assistant Professor, Department of Thermodynamics and Transport Phenomena.
Universidad
Simón Bolívar, Venezuela, 1978–1979.
Chemical Engineer, INOS (National Institute for Waterworks), Venezuela, 1977–1978.
5.
Consulting, patents, etc:
None.
6.
State(s) in which registered:
None.
7.
Principal publications of last five years:
Rivero-Hudec, M.A. Book review: Basic Biochemical Laboratory Procedures and
Computing by R.C. Jack. Mathematical Biosciences (1997) 142:119–122.
Li, E., K. Pratt and M.A. Rivero–Hudec. Effects of cadmium on the cytoskeleton of
human endothelial cells (submitted for publication).
Rivero-Hudec, M.A. "The Role of Bacterial Motility in Tissue Invasion: A
Mathematical
Approach," Bacterial Locomotion and Signal Transduction Meeting (BLAST III).
Austin, Texas, 1995.
Swaminathan, M.B., E. Li, S. Mehta and M.A. Rivero-Hudec. "Cadmium Toxicity:
Effects on the Cytoskeleton of Human Lymphocytes," American Institute of Chemical
Engineers (AIChE) Annual Meeting, Miami Beach, Florida, 1995.
145
Rivero-Hudec, M.A.
"Pre-Engineering Program for Hispanics,"
NSF/EASNE
Workshop, University of Connecticut, Storrs, Connecticut, 1996.
Li, E., K. Pratt and M.A. Rivero-Hudec. "Effects of cadmium on the cytoskeleton of
human
endothelial cells," American Institute of Chemical Engineers (AIChE) Annual Meeting,
Los
Angeles, California, 1997.
Li, E. and M.A. Rivero-Hudec. "Effects of cadmium on the marine dinoflagellate
Scrippsiella
sp.," American Institute of Chemical Engineers (AIChE) Annual
Meeting, Miami Beach, Florida,
1998.
8.
Scientific and Professional Societies of which a member:
Women in Engineering Program Advocates Network (WEPAN), 1995–present.
Sigma Xi, The Scientific Research Society, 1996–present.
American Institute of Chemical Engineers (AIChE), 1991–1997.
9.
Honors and Awards:
FONINVES scholarship award for excellence in academics, 1979–1981.
Gran Mariscal de Ayacucho scholarship award for excellence in academics, 1975–1977.
10.
Institutional and professional service in the last five years:
a. University:
Council for Research, 1993–1999 (Co-Chair, 1995–1996)
Curriculum Affairs Committee, Subcommittee on Student Writing, 1995–1996
Graduate School Committee on Scholarships and Fellowships, Subcommittee for
University
Fellowships, 1996, 1998
Thesis and dissertation committees
Commencement Marshal 1997, 1998, 2000
b. College of Engineering:
Faculty Advisor, Society of Hispanic Professional Engineers (SHPE), 2000
Diversity Committee, 1994–1996
Graduate Affairs Committee, 1993–1995
c. Departmental:
Chemical Engineering graduate committee, 1991–1995 (Director, 1993–1995), 2000
Advisor, 1995 class
Search committees (1994–1995, 1998)
Engineering Commencement 1995, 1996, 1997
Professional and extramural communities
a. AIChE: chair and co-chair of sessions, 1995–1997
b. Guiding Education in Math & Science Network (GEMS-NET): scientist, 1998–
present
c. Science and Mathematics Investigative Learning Experience (SMILE): mentor,
1996–present
146
11.
d. RI Academic Support Network for African American, Hispanic, Asian and Native
American
High School and College Students: mentor
Professional development activities in the last five years:
URI Multicultural Faculty Fellow, 1998–1999
URI Teaching Fellow, 1997–1998
Felder Effective Teaching Workshop, 1996
Sabbatical Leave, M.I.T., Spring 1999- Fall 2000.
1.
Name and Academic Rank:
Vincent C. Rose, Professor Emeritus
2.
Degrees with fields, institutions and dates:
B.S., Chemical Engineering, University of Rhode Island, 1952
M.S., Chemical Engineering, University of Rhode Island, 1958
Ph.D., Chemical Engineering, University of Missouri, 1965
3.
Number of years of service, including date or original appointment and dates of
advancement in rank:
Forty-two years, September 1963, Assistant Professor; 1970,
Associate Professor; 1983, Professor, 2004 Professor Emeritus
4
Other related experience, teaching, industrial, etc:
1958-63:
Research Fellowship, Teaching Assistant and Jr., Instructor in Chemical
Engineering & Nuclear Engineering, University of Missouri.
1956-58:
Teaching Assistant in Chemical Engineering, URI.
1954-56:
Director, Pilot Plant, Lindsay Chemical Co., West Orange, Illinois.
1952-54:
Chemical Engineer, Pilot Plant Division, Camp Detrick, Frederick, MD
5
Consulting, patents, etc.
Rockett, T.J., V.C. Rose, & R. Marino, “Method of Preventing Gel Coat Blistering in
Fiber Glass Reinforced Polymers”, U.S. Patent Number 4,724,173. (February 9, 1988).
6.
States in which registered:
Registered Professional Engineer – State of Rhode Island
Licensed ISDS Installer – State of Rhode Island.
7.
Principal publications of last five years:
“Ways of Engineering: Students and Engineering“ Proceedings of 2005 NE Section
ASEE Conference – April 8-9, 2005
“Role of Plant Visitations in CHE Curriculum” Proceedings of 2004 NE Section ASEE
Conference, April 2-3, 2004
Cochaired NE ASEE Session on Chemical and Biochemical Engineering in
CHE
Curriculum, 2004
Cochaired NE ASEE Session on Industrial and University Relations
2003
147
8.
9.
ASEE Zone Conference Student Paper Judging 2002
Scientific and Professional Societies:
Member:
American Institute of Chemical Engineers
American Society for Engineering Education
Tau Beta Pi
Honors and Awards:
None.
148
10.
Institutional and professional service in the last five years:
Adviser, Rhode Island Beta Chapter, Tau Beta Pi, National Engineering Honor Society
Secretary Treasure NE Section ASEE
2001-2002
Assistant Treasurer, R.I. Section, A.I.C.h.E.
Rhode Island Atomic Energy Commission: Commissioner, 1987-2005
Chair, 1994-2005
Kingston Fire District:
Warden, 1989 – present
Vice President, 1998-present
Kingston Water District:
Commissioner, 1990-present
Secretary, 2004
President, 1999-present
Vice President, 1997-2003.
University Ombudsperson:
1998-present
Faculty Senator:
1999-2002
RI Greenhouse Gas Stakeholders Group
2001-present
RI Renewable Energy Advisory Committee 2002-present
11.
Professional development activities in the last five years:
ASEE Presentations
149
150
APPENDIX I D. – Additional data
Table 1. General Education, College of Engineering
All students in Engineering must satisfy the University General Education requirements
as follows:
Mathematics (M) - 3 credits. This is satisfied with required courses.
Natural Science (N) - 6 credits. This is satisfied with required courses.
SELECT COURSES FROM THE LIST BELOW:
English Communications (C, CW) - 6 credits. A minimum of 3 credits must be
a course designed specifically to improve written communication skills.
Fine Arts & Literature (A) - 6 credits.
Letters (L) - 6 credits.
Social Sciences (S) - 6 credits. 3 credits of this are satisfied by ECN 201.
Foreign Language or Culture (F) - 3 credits.
ENGLISH COMMUNICATIONS (6 CREDITS)
CW: =
BGS 100
WRT 101, 123, 201, 227, 301, 333, ELS 112, 122
C: =
PHL 101, COM 101, 103, LIB 120
FINE ARTS & LITERATURE (6 CREDITS)
AAF 247, 248
ARH 120, 184, 251, 252, 284, 285, 359, 364, 374
CLA 391, 395, 396, 397
CLS 160, 250, 335
ENG 110, 160, 241, 242, 243, 247, 248, 251, 252, 260, 262, 263, 264, 265, 280,338,
355,356,357,358,366,367,368,373,381,382
FRN 391, 392, 393
GER 327, 328, 392, 441, 442
ITL 325, 326, 391, 392, 395
MUS 101, 106, 111
RUS 325, 326, 391, 392
SPA 303, 306, 391, 392
THE 100, 181, 381, 382, 383
COM 231
LETTERS (6 CREDITS)
AAF 150, 388
EGR 316
151
HIS
111, 112, 113, 114, 116, 117, 118, 123, 130, 132, 141, 142, 145, 146, 150, 171, 172, 176,
177, 180, 304, 305, 306, 307, 309, 310, 311, 321, 322, 323, 324, 327, 328, 332, 333, 340,
341, 346, 353, 354, 360, 376, 377, 381, 382, 383, 384, 398
JOR 110
LAR 202
LET 151, 351
NES 200
PHL 103, 204, 210, 212, 215, 217, 235, 314, 316, 318, 319, 321, 322, 323, 324, 325, 328, 331,
346, 355
PSC 240, 341, 342
PSY 310
RLS 111, 125, 126, 131
COM 200, 205, 210
WMS 333
SOCIAL SCIENCES (6 CREDITS, 3 CREDITS ARE SATISFIED BY ECN 201)
APG 200, 202, 203, 220, 319
COM 220
ECN 201, 202, 381
EDC 312
ENG 330, 332
GEG 101, 104, 200
LIN 200, 202, 220
PSC 113, 116, 201, 221, 288
PSY 103, 113, 232, 235, 254
SOC 100, 204, 210, 212, 214, 216, 224, 230, 238, 240, 241, 242, 306, 336
WMS 150
FOREIGN CULTURE (F) (3 CREDITS)
AAF 250
APG 250, 311, 313, 315, 325, 303
ARH 265, 354, 356, 359, 363, 365
CLA 391, 395, 396, 397
ENG 252, 338, 366, 373, 397
FRN 392, 393
GER 392
GRK 109, 110
HIS 111, 112, 113, 114, 123, 132, 171, 172, 176, 177, 180, 303, 304, 305, 306, 307, 310, 311,
314, 326, 327, 330, 332, 333, 344, 374, 375, 376, 377, 378, 381, 382, 384, 385, 388, 397
IRE 391, 392
ITL 391, 395
PHL 321, 322, 323, 331
PSC 321, 401, 407, 408
RLS 131
RUS 391, 392
SPA 391, 393
152
WMS 333
Note: For courses not on the list, please consult your advisor or the Dean's Office. HPR
(Honor's Program) courses which are cross-listed with the above courses may be substituted.
153
Table 2. Approved Engineering Elective Courses For Chemical Engineering Students
Type 1* (Analysis)
CHE 491
Special Problems***
CHE 533
Engineering Metallurgy
CHE 534,535 Corrosion
CHE 540
Phase Equilibria
CHE 560
Int. Circuit Fab
CHE 572
X-ray
CHE 574
Biochemical Engineering
CHE 530
Polymer Chemistry
CHE 542
Interfacial Phenomena
ELE 331
Solid-State Devices
IME 432, 433 Operations Rsh
MCE 372,373 Engineering Analysis
MCE 426
Materials
MCE 455
Fluid Mech.
MCE 466
Finite Elements
Type 2** (Design)
CHE 492
Special Problems***
CHE 532
Ceramic Engineering
CHE 537
Materials Engineering
CHE 539
Microscopy
CHE 548
Biotech Separations
CHE 549
Biochemical Eng.
CHE 573
Metallurgy
CHE 541
Transport Phenomena
CHE 531
Polymer Engineering
CHE 576
Pollution Prevention
CHE 340
Materials
MCE 366
Systems Engineering
MCE 401,402 Ocean Engr. Systems
MCE 428,431 Control
MCE 434
Thermal Engr.
MCE 439
Energy Conversion
CVE 374
CVE 470,471
CVE 472
CVE 478
Additional
Environmental Engr.
Water & Waste
Air Pollution
Solid Waste
*A substitute for CVE 220 must be of Type 1.
** The “Approved Professional Elective” (second semester, Senior) must be of Type 2.
***Requires permission of Dept. Chair
154
Table 3. Approved Mathematics Electives
For the “Approved Mathematics Elective” shown in Semester 5 of the list of courses
required for CHE and for CHE/OE, the Chemical Engineering Faculty has approved the
following courses:
MTH
MTH
MTH
MTH
MTH
MTH
MTH
MTH
MTH
MTH
362
418
441
444
451
461
462
471
472
215
Advanced Engineering Math I
Matrix Analysis
Intro. to Partial Differential Equations
Ordinary Differential Equations
Intro. to Probability and Statistics
Methods of Applied Math
Functions of Complex Variables
Intro. to Numerical Analysis I
Intro. to Numerical Analysis II
Linear Algebra
155