Program SELF-STUDY Report
Department of Chemical Engineering
June 2000
Table of Contents
Subject
A. Background Information
Degree Titles
Program Modes
Actions to Correct Previous Deficiencies
B. Accreditation Summary
1. Students
2. Program Educational Objectives
3. Program Outcomes and Assessment
4. Professional Component
5. Faculty
6. Facilities
7. Institutional Support and Financial Resources
8. Program Criteria
Appendix I - Addition Program Information
A. Table 1 - Basic Level Curriculum
Table 2 - Course and Section Size Summary
Table 3 - Faculty Workload Summary
Table 4 - Faculty Analysis
Table 5 - Support Expenditures
B. Course Syllabi
C. Faculty Curriculum Vitae
Appendix II - Guide to Course Selection (Chemical Engineering)
Page
A.
Background Information
A.1. Degree Titles
The official degree title is “Bachelor of Science in Engineering.” Chemical Engineering is further identified as the
major on the transcript. Double majors are similarly identified, e.g. “Chemical Engineering/Materials Engineering”
is used to indicate a double major in Chemical Engineering and Materials Engineering. A double major is earned by
meeting the requirements of both majors. A double major in Materials Engineering may be earned by choosing at
least fifteen credits of materials courses among the elective courses that a student takes. This particular form of the
double major ends with the class that entered in Fall 1999.
A.2. Program Modes
The Chemical Engineering program is offered as a day program at the basic level. Students can do most lower
division (freshman and sophomore) years at one of the Regional campuses of the University.
The Chemical Engineering program does not have a required co-op experience. Students may participate in a co-op
experience through the Cooperative Education Program of the Career Services Department. This is an individual
decision by the student. Students in their sophomore, junior, and senior years may participate. During the academic
year 1999-2000, three chemical engineering students pursued this option.
Students also have the opportunity to participate in the EUROTECH program. This program leads to two degrees,
one in engineering and the other in German. It includes a year in Germany that includes work with a German
company. There are currently two chemical engineering students in the program.
A.3. Actions to Correct Previous Deficiencies
School Wide
“There seems to be great variation in the thoroughness and quality of feedback provided to the students on writing
{in W courses}.”
ACTION: All departments in the School of Engineering have reviewed their W requirements and have come up with
department specific actions to correct the deficiency. In the CHEG department, W courses are CHEG 237W and
239W, the senior laboratories. Following the last visit, the CHEG department now schedules individual
student/faculty "report writing" consultation sessions in these courses. During these sessions, students receive
individual advice on report structure, grammar, style, technical content, data analysis, data presentation, and
statistics. Two full-time faculty members instruct the laboratory classes and grade all reports. Attendance at the
faculty/student meetings is mandatory and factored into the student's overall grade. In addition, a "model report" is
provided to the students at the beginning of semester in Cheg 237W as a common basis for students to judge their
own reports. Generally, our students and alumni comment favorably on the writing and presentation skills that they
acquire in CHEG 237 and 239.
“The public may have difficulty in discerning from catalog statements, and other documents the goals, logic of
selection, and in particular how the design experience is developed and integrated throughout the curriculum.”
ACTION: While information in the printed catalogs (p-catalog) identifies graduation requirements only, as mandated
by the university, the web-based electronic documentation (e-catalog) addresses the above issues by presenting a
more comprehensive description of the logic of course selection and integration of design. Also included in the ecatalog are clearly stated program goals and objectives. In addition, each department produces a "Guide to Course
Selection" which contains an even higher level of detail regarding the content and purpose of required courses
toward fulfillment of program objectives. The guide to course selection is published on the Chemical Engineering
Department Web page and is reference from both the p-catalog and the e-catalog. This guide is updated at
necessary.
Departmental
No departmental deficiencies were cited during our last review
B. Accreditation Summary
B1. Students
Students
Students are admitted to the School of Engineering with superior high-school records on a competitive basis. They
are required to have taken 4 years of English, 3.5 years (4 recommended) of math, 2 years of a foreign language (3
years of a single language is recommended to meet the University’s graduation requirements without additional
foreign language courses), 2 years of a laboratory science (chemistry or physics required), 2.5 years of social
science, and 2.5 years of other coursework for a total of 16 units. The average SAT score for the engineering class
admitted in 2000 was 1265 and the average high school class standing of those admitted in 2000 was the top 20%. At
the time of admission, students may receive advanced standing (including credit for certain freshmen courses) based
on their performance in Advanced Placement Examinations.
Student Advising:
All students accepted into the School of Engineering attend an orientation meeting during the summer, where they
register for their fall semester courses. They meet with the Associate Dean for Undergraduate Education to discuss
what to expect during their first semester, what services are available in the School and University, and what types of
courses they will be taking throughout their college careers. Individual departmental advisors are also present at the
orientation meeting to help with the registration and answer questions regarding their particular disciplines.
The Associate Dean also discusses the advising system for the School and encourages students to meet with their
advisor early in the semester, especially if they experience any difficulties with their beginning courses. All advisors
are faculty in the School. Students who have designated chemical engineering as their field of study are assigned an
advisor from the chemical engineering department. The Director of Student Advising handles undeclared student
advising until the student selects a major and can be assigned an advisor in the appropriate department. Once a
student is assigned an advisor in their department, they usually keep that advisor for the duration of their college
career.
The advisor provides direction and guidance to the student about career choices and how the engineering program
fits into these choices. The advisor provides help in the selection of courses and the meeting of School and
University requirements. Registration for courses is handled electronically. Before students can register, the advisor
must release an electronic bar to registration. Although the advisor is responsible for making appropriate academic
recommendations, students are responsible for their own academic progress.
Advising records for each student are kept by the faculty advisor, with a separate copy maintained by the Director of
Advising. Advisors are kept informed of the students' progress by transcripts sent out at the end of each semester.
Students with low semester GPAs or other deficiencies are sent notices, with copies forwarded to the advisor, to
schedule a meeting with their advisor. During the meeting, the student and advisor design a plan to correct the
deficiency.
Student graduation is dependent on meeting all curricular and GPA requirements set out by the department, school
and university. The degree program requires that each student to complete a total of 134 applicable credit hours and
earn at least a 2.0 (on a 4.0 basis) for all calculable Upper Division work (work in excess of the first 60 credits
earned). Students are on academic probation for the next semester if their performance is such that they are included
in any of the following groups:



Students who have completed their first Lower Division semester and have earned less than a 1.6 semester grade
point average on a 4.0 scale.
Students who have completed their second Lower Division semester and have earned less than a 1.8 semester
grade point average for that semester.
Students who have completed their third Lower Division semester and have earned less than a 1.9 semester
grade point average for that semester.


Students who have completed their fourth Lower Division semester and have earned less than a 2.0 semester
grade point average for that semester.
Students who have completed their first Upper Division semester (earned more than sixty credits) or more and
who have earned less than a 2.0 semester grade point average or Upper Division cumulative GPA.
The Dean of Students informs the student and the student’s advisor that a marked academic improvement in future
semesters is necessary to obtain the minimum scholastic standards. Students who fail to meet the minimum scholastic
standards for two consecutively registered semesters, or for three in the same division, or for a total of four in their
academic career, are subject to dismissal.
The School of Engineering requires a cumulative grade point average of at least 2.0 in all courses in mathematics,
physics, chemistry, and engineering applicable toward the degree in order for the student to be admitted to the junior
year in his/her selected major. The Assistant Dean for Undergraduate Affairs of the School of Engineering must
approve all exceptions to this.
Our advising system is designed so that advisors and students can contact each other regularly. Normally, a student
must meet with the advisor twice a year to discuss coursework and the program requirements and to register for the
next semester. To assist them in planning their program, each student is given the "Chemical Engineering
Department Guide to Course Selection" (see Appendix II). This document spells out details of the many
requirements of the academic program, provides information regarding choice of technical courses to meet program
objectives and outcomes, and shows how to fill out the plan of study. It also provides a brief overview of the
chemical engineering profession. In addition, each student receives a computer analysis of degree requirements that
have been met and that are still to be met (see PACE below).
Student Monitoring:
Two mechanisms are used to insure that students meet all ABET, Department, School, and University requirements:
a Plan of Study and a computerized degree audit system, PACE. Students must submit for approval a Plan of Study
during their Junior year, with the help and guidance of the advisor. This document lays out the details of the
student's academic program, and carefully indicates how all of the degree requirements, including ABET criteria,
will be satisfied.
Upon approval by the advisor, the initial Plan of Study is reviewed and approved by the Plan of Study Reviewer or
by the Department Head, and the Director of Advising. Care is taken at all levels to ensure that any accepted
program meets all requirements. Any plan revisions require the same approvals. In our Department, a faculty
member designated as Plan of Study Reviewer (Prof. Emeritus G.M. Howard), verifies all plans of study. Before
graduation, the final Plan of Study is used by the University Degree Auditor in the Registrar's Office to certify that
all the graduation requirements have been met. A copy of the plan of study form is shown on the next page.
The University has fully implemented a computer degree audit system called PACE (Programmed Academic
Curriculum Evaluation). PACE monitors the semester by semester progress a student makes towards his/her degree
requirements. A PACE audit is sent to both the faculty advisor and the student every semester. The report indicates
which requirements have been met and how they have been met and which requirements have not been met. For the
student, this helps eliminate last semester surprises. It gives both the advisors and students more time for meaningful
one-on-one program and career planning. Because credit restrictions are programmed into PACE, it effectively
provides an accurate report of students' degree credits.
Student evaluation:
In addition to monitoring credit hours, student learning outcomes are evaluated using "end of course" surveys. These
surveys are administered in every undergraduate course to both the students and the faculty. The purpose of the
survey is to determine "student level of attainment" of learning objectives from both the student's and the faculty's
perspectives. These are used in program outcome assessment. An example of this survey is included in section B
part 3 (Program Outcomes and Assessment). Evaluation of "student level of attainment" is based on sets of well
defined criteria to insure consistent and objective results. Faculty assessments are based on test results, homework,
quizzes, design projects, written and oral reports, and other means.
Sample Plan of Study Form
B2. Program Educational Objectives
The Chemical Engineering Department is committed to excellence in its undergraduate program and to maintaining
its accreditation status. In the Spring 2000, the Department implemented a formal process which continually reviews
and revises program objectives, outcomes and curriculum to meet current needs in chemical engineering education,
to meet the needs of our constituents, and to satisfy University and School missions and ABET/AIChE criteria.
Recommendations resulting from this process as well as other aspects of the undergraduate program are regularly
discussed at Departmental faculty meetings. The Mission, Approach, and Program Objectives of the Chemical
Engineering Department, determined using the process described later in this section are as follows.
Program Mission Statement, Approach and Objectives:
Mission
The Department of Chemical Engineering at the University of Connecticut prepares students for productive careers
in this versatile, dynamic, evolving discipline. Upon graduation, students will have learned skills in critical thinking,
problem solving, and communication necessary for success as practicing chemical engineers or in graduate studies.
Particular strengths of the department lie in the areas of biotechnology, advanced materials, computer applications
and environmental protection.
Approach
To achieve its mission, the Department of Chemical Engineering provides an intensive educational program with
faculty dedicated to developing the framework for and stimulating the desire to pursue ongoing active learning. A
thorough base in mathematics; physical science; engineering science; and laboratory, design, and communication
skills is given through course activities, individual and group-based projects, and independent research. The
curriculum also exposes students to relevant safety, environmental, social, and economic issues facing the engineer
in modern society. A low student to faculty ratio permits one-on-one contact with members of the faculty, creating
opportunities for independent research, active advising, and mentoring. The department also provides a student
experience that fosters leadership development, encourages creativity and intellectual curiosity, and demands
responsible behavior and high quality performance. Flexibility in the curriculum provides opportunities to pursue a
double major or minor, study abroad, or gain practical job experience through voluntary participation in an industrial
co-op program.
Program Objectives
I.
II.
Produce graduates who are able to adapt to and become successful, lifelong contributors to the everchanging discipline of chemical engineering.
Promote a sense of commitment, professional ethics and responsibility in students and forge life-long
mutually supportive relationships among graduates, academia, and industry.
The program mission statement and program objectives have been "published" on our web page and in our
undergraduate recruiting brochure. They are consistent with School of Engineering (SoE) and University missions in
that they strive to
1)..."build a challenging intellectual environment for all students...and examine all we do with a global perspective"
2)..."ensure that the student experience fosters the transmission of knowledge and inspires intellectual curiosity"
3)..."serve the state and its citizens in a manner that enhances the social and economic well-being of its communities"
The University of Connecticut Vision, Mission, Values and Goals statement, approved by the Board of Trustees on
February 10, 1995, can be found at http://www.uc2000.uconn.edu/part1.html and the School of Engineering's
Mission statement can be found at http://www.engr.uconn.edu/SoE/mission.html.
Constituencies:
Program constituencies, as determined by the department and SoE ABET Assessment Committee, are faculty,
alumni, employers (as represented by our Advisory Board), school and university mission statements, and
ABET/AIChE criteria. The following table contains a list of our Advisory Board industrial affiliations along with a
list of the top ten employers of our graduates. The department has sought to choose advisory board members from
among these top employers.
Advisory Board Industrial Affiliation
Pfizer Central Research
Exxon
Uniroyal Chemical Company, Inc.
Cytech Industries
ABB Power Plant Laboratories
Olin Research Center
Top 10 Employers
Pfizer Inc. (1)
Exxon (2)
Uniroyal (3)
United Technologies (4)
Pratt & Whitney (5)
Cytech Industries (6)
ABB Combustion Engineering (7)
Olin Chemicals (8)
IBM (9)
Andersen Consulting (10)
Procter & Gamble
Union Carbide Corp.
Boelringer Ingelheim Pharmaceuticals, Inc.
Rogers Corporation
Advanced Fuel Research
Saint-Gobain Abrasives
Northeast Utilities System
Processes to Establish and Review Program Objectives:
The program objective process consists of two steps: 1. establish/review departmental objectives using input
from our constituents and results from our assessment process (every 5 years); and 2. Achieving those
objectives via curricular and extracurricular activities defined, reviewed and updated (yearly).
Establishing Program Objectives:
The process of establishing the departmental objectives begins with a critique of the old objectives, performed by the
Program Objective Review Committee (3 faculty within the department) during the summer a full year prior to the
desired deadline. This group develops a rough draft of new objectives, which are circulated to the faculty for review
and comment. Modifications are discussed and changes made in several iterations (5-6 drafts produced during the
fall semester). Following faculty approval, new objectives are sent via survey to the alumni for critique and
comment (at the beginning of spring semester). The objectives are also the topic of an Advisory Board meeting in
which board members are asked to develop "program objectives" in line with their needs. Results from these two
exercises, along with information from ABET workshops and input from SoE ABET committee members,
consultants from various academic institutes, school and university mission statements, and informal conversations
with local employers will be combined to shape the final draft of departmental objectives.
Final program objective approval is established by faculty vote at the end of the spring semester. This process will
be repeated every 6 years. Alumni survey results, Advisory Board input, and the developmental history of our
current program objectives are shown at the end of this section.
Reviewing Program Objectives:
Review of the stated program objectives will occur once every 6 years. This review will follow the same procedure
used to "establish program objectives" stated above. Program objective "update" will be the focus of one
faculty/advisory board meetings every 6 years, where program objectives will be scrutinized in light of collected data
(alumni surveys) and the changing needs of our constituencies. The next update will be due in the Spring 2006. As
changes are made in the objectives, the department's Undergraduate Program Committee (consisting of three
faculty members, including the Assistant Department Head) will monitor how these changes are incorporated into
curricular and extracurricular activities and ensure that they are carried out.
Process to Ensure Achievement of Objectives:
Each program objective is linked to one or more program outcomes. Specific student learning outcomes have been
identified and associated with each program outcome. Learning outcomes are then linked with courses and/or
activities contained in the program and required for degree fulfillment. Thus we strive to achieve our objectives
through our curricular and extracurricular activities.
To facilitate this process, we have split our curriculum into four major "areas" of concentration. The fundamental
area includes chemistry, physics, math, freshman engineering and our Introduction to Chemical Engineering course
(CHEG 203). The core area contains chemical engineering thermodynamics, transport phenomena, unit operations,
and kinetics. The integration area includes senior-level unit operations laboratories, design, and control. The
elective area encompasses all undergraduate elective courses. Program activities that contribute to the program
objectives through means other than courses are contained in extracurricular area .
The following table shows the contributions of the four curricular areas and the extracurricular area to the Program
Objectives, broken down by chemical engineering courses or activities. This table was developed by the assistant
department head based on the course syllabi and in consultation with course instructors.
B2- Table 1
CHEG Program Content & Contributions to the Program Objectives
Course
 indicates significant contribution to the objective
Obj I - "adapt to and become
Obj II - "Promote a sense of prof.
successful, lifelong contributors to
ethics and responsibility...form
the field of chemical eng"
mutually supportive relationships.."
Fundamentals Area
Cheg 203 - Intro to Cheg
Core Area
Cheg 211 - Thermo I
Cheg 212 - Thermo II
Cheg 223 - Transport I
Cheg 224 - Transport II/Unit Ops
Cheg 251 - Process Kinetics
Integration Area
Cheg 237W - Senior Lab I
Cheg 239W - Senior Lab II
Cheg 243 - Process Design
Cheg 247 - Dynamics and control
Elective Area
Cheg 245, 256, 261, 283, 285,
295, 299
*
students are required to take 2 Cheg
electives and 4 professional electives
Extracurricular Area
Advising
AIChE Student Chapter
Internship/Coop/Eurotech
Low student/faculty ratio












7 's
7 's




Objective attainment will be assessed yearly using alumni surveys, advisory board input, alumni data base
statistics, Uconn Foundation records of alumni donations, and informal input from alumni, recruiters, and
company representatives. Assessment data will be collected, summarized and presented at the annual
faculty/program outcomes assessment meeting held in early June (as described in section B3). Program
modifications resulting from this meeting will then be put into place (i.e. changes in the assessment process, changes
in the curriculum, improvements in the advising system, greater flexibility in the curriculum, etc).
Specifically, attainment of Objective I will be determined by surveying alumni to assess:
1. general preparedness for and contributions to work in the field of chemical engineering. Questions
linking "preparedness" to specific elements of our curriculum will be included
2. starting and current salary
3. continuing education/short courses taken
4. professional meeting attended
5. publications, patents, and other activities
Alumni from 10, 5, and 2 years out were selected as survey recipients for the Spring 2000 "program objective"
evaluation. This particular survey sought to ascertain information regarding both the establishment and achievement
of objectives. A high response rate was achieved by offering incentives (basketball tickets!) for filling out and
returning the survey. Phone calls will be made to those alumni who do not respond within a certain time. A 43%
response rate on 70 surveys mailed out in the spring of 2000 was achieved using these techniques. Spring 2000
Alumni survey results are presented at the end of this section.
Attainment of Objective II will be determined using information from the alumni survey (or alumni database), the
advisory board, and the Uconn Foundation regarding:
1. Preparedness regarding impact of engineering in a global and societal context and understanding of
professional and ethical responsibility. Questions linking "preparedness" to specific elements of our
curriculum will be included
2. alumni/industry ties (employment history from alumni survey, )
3. industry/academia ties (the advisory board)
4. alumni/academia support (Uconn Foundation data on annual donations)
5. general satisfaction of alumni with their undergraduate education (from alumni survey)
Program Objectives Assessment Data:
Summaries of the data collected to evaluate Program Object I and II are presented below. A more detailed summary
of the Spring 2000 Alumni Survey is presented at the end of section B2.
Assessment Data for Program Objective I:
"Produce graduates who are able to adapt to and become successful, lifelong contributors to the
ever-changing discipline of chemical engineering"
1. General preparedness for work in the field of chemical engineering is evaluated by two questions from the alumni survey:
(a) "Rate you preparation for employment or grad school on the following scale:
1= not as well prepared
2= about average
3= better prepared
The Results from 30 respondents out of 70 surveys mailed
= 2.55
Representing the classes of '98, '93, and '88
 .57
(b) "Rate Components of Your Undergraduate Education for VALUE (=How important they were in
attaining your first professional position and performing at that level) and QUALITY (=Did you Uconn
education prepare you adequately). B2 - Table 2 contains averaged results for components relating to
Objective I.
B2- Table 2
Spring 2000 Alumni Survey Results
Numerical Rating of Components of the Chemical Engineering Program
Pertaining to the Achievement of Objective I
Scale 1=lowest value/quality
5=highest value/quality
Basic Math (Calculus, Differential Equations)
VALUE
QUALITY
3.46  1.37
3.78  .91
Basic Sciences (Physics, Chemistry)
Problem Solving Skills
Computer Programming/Numerical Methods
General Software Applications
Special Software Applications (Process Simulations, etc)
Basic Chemical Engineering (Thermo, Trans, Kinetics)
Experimental/Research Methods and Analysis
Process Design and Economics
Process Control
Optimization
4.11  .88
4.55  .78
3.43  1.40
3.85  1.03
2.89  1.26
3.76  1.09
3.79  .94
3.48  .87
2.86  1.24
3.21  1.13
3.79  .88
4.20  .67
3.21  .83
3.22  .89
3.43  .88
4.17  .66
3.60  .78
3.38  .86
3.61 .92
3.03  .81
Model Development
2.86  1.14
3.82  1.09
4.55  .74
4.45  .91
4.55  .74
2.86  .85
3.89  .92
3.93  .75
4.03  .82
3.90  .72
Engineering Electives
Communications (Speech and Writing)
Ability to learn independently
Multidisciplinary Teamwork/Leadership
The "Bolded" text represents an area requiring discussion and possible modification
2.
3.
4.
5.
Starting and current salary information: no data available (question will be added to next survey)
Continuing education/short courses: no data available (question will be added to next survey)
Professional meetings: no data available (question will be added to next survey)
Publications, patents, other activities: no data available (question will be added to next survey)
Assessment Data for Program Objective II:
"Promote a sense of commitment, professional ethics and responsibility in students and forge
life-long mutually supportive relationships among graduates, academia, and industry."
1. General preparedness in the areas of professional ethics and social responsibility is evaluated by one question from the alumni
survey:
"Rate Components of Your Undergraduate Education for VALUE (=How important they were in attaining
your first professional position and performing at that level) and QUALITY (=Did you Uconn education
prepare you adequately). B2 - Table 3 contains averaged results for components relating to Objective 2.
B2- Table 3
Spring 2000 Alumni Survey Results
Numerical Rating of Components of the Chemical Engineering Program
Pertaining to the Achievement of Objective 2
Scale 1=lowest value/quality
5=highest value/quality
VALUE
QUALITY
Environmental, health and safety considerations
Professional and ethical responsibilities
3.93  .86
4.21  .82
3.36  .95
3.62  .90
Knowledge of Contemporary and Global Issues
3.59  .87
2.62  .90
The "Bolded" text represents an area requiring discussion and possible modification
2. Alumni/industry ties are obtained by asking for initial and current employer/position data on the alumni survey:
Results show that
19 out of 29 respondents are still employed by their initial employer (65%)
1 had graduated from graduate school and obtained a position in engineering
9 had changed employers (but were still in engineering or engineering related fields)
1 was no longer in an engineering position (3%)
3. Industry/academia support is evaluated by tracking monetary donations to the department, the number of
undergraduate scholarships sponsored, and the number of summer internships provided. This information is
presented in B2 - Table 4.
B2- Table 4
Academic
Year
97-98
98-99
99-00
History of Industrial Support to the Department
Monetary Donations to the
Number of Undergraduate
Department ($)
Scholarships Sponsored
$31,500
8 scholarships ($14,500)
$52,750
12 scholarships ($21,500)
$33,025
18 scholarships ($29,500)
Number of Summer
Internships Provided
2 internships ($10,000)
3 internships ($15,000)
3 internships ($15,000)
4. Alumni/academia support is evaluated by tracking alumni gifts to the University as shown in the following table.
B2- Table 5
History of Alumni Gifts to the University
97-98
98-99
99-00
5. General Satisfaction of alumni with their undergraduate education is evaluated using the Alumni Survey question
"Would you recommend UConn Chemical Engineering to friends and relatives?"
28 respondents answered yes...
2 respondents answered no....
market for Chem E's in the New England area was small - Uconn's program was small
market for Chem E's is quite small in area
First Cycle Improvements:
The results of the first cycle of evaluation were viewed with four main purposes in mind:
1. Produce an Objective Statement that accurately represents the needs of our constituents
2. Identify and correct Assessment Process deficiencies (deficiencies in our surveys, type of data collected)
3. Identify and correct Objective Attainment deficiencies (deficiencies in our curriculum)
4. Determine whether our Objectives are truly Meeting the Needs of our constituents
One problem occurred in the Objective Statement development process, namely that it was difficult to determine a
"proper" level of specificity to include in the statements. It was found that constituent input regarding objective
statements" was more detailed than warranted, i.e. the term "objective" is very loosely defined and can be interpreted
many different ways. For this reason, constituent input on our objectives was not directly incorporated into the
wording of the statements.
Being our first round of formal program assessment, several deficiencies were noted in our Assessment Process. In
particular, more information should be requested on the alumni survey to fully evaluate our performance on
Objective I. It is felt that the data gathered in support of Objective II is sufficient.
With the data gathered, we were able to confirm that our curricular and extracurricular programs are producing
satisfied, well prepared alumni and that we are Attaining our Program Objectives. Furthermore, our objectives
satisfactorily address the needs of our constituents. Therefore, only slight modifications to the educational program
have been proposed.
Based on the results of the first cycle of the objective identification/objective achievement process, several
improvements have been identified and will be incorporated in the next cycle. They are listed below:
B2- Table 6
Program Objective Process Improvements
Spring 2000
Objective Establishment & Achievement
Corrective Measures Employed
Process Deficiencies
Program Objectives Advisory board "program objectives"
Program objectives will not be modified to
require students to possess business skills
contain the words "business skills"(too specific)
immediately upon graduation
however business skills will be introduced into
the curricula via various methods mentioned
below
Alumni survey results in variety of
Alumni comments were incorporated by
suggestions concerning the objective
including the "Approach" paragraph between
statements (see Survey summary at the end
the Mission Statement and the Program
of this section)
Objectives
Alumni Survey No salary info gathered
Include the items noted on future alumni
No continuing edu info gathered
surveys
No publications/patents info gathered
No community service info gathered
No color coding to determine GPA
Sent to alumni 10 years out
Send survey to alumni less than five years out
Alumni Data Base Data Base updated and plans for continuous
In state of neglect
Maintenance implemented (secretarial time
allotted)
Objective Attainment Process Advisory Board desires more exposure to
Create a new elective "Engineering
Business skills
Entrepreneurship"
Create more flexibility in the course sequence
to facilitate student participation in Co-op.
Students desire better "advertisement" of
Advertise summer internships and other job
summer internship opportunities
opportunities on our web page and create links
with industry to facilitate student participation
in summer internships.
Data concerning summer internship
Keep better records of summer internship
participation was difficult to obtain
participation via formal senior exit survey
Alumni survey indicates need for more
We have recently begun and will continue to
Exposure to contemporary and global
increase the coverage of these issues in our
issues
elective courses.
Also, the number of required elective courses
will be Increased by one, thus increasing
exposure in these areas
Documents Relating to Section B2
Program Educational Objectives
1. Alumni Survey / Summary of Results - Spring 2000
2. Program Educational Objective / Advisory Board Input - Spring 2000
3. Developmental History of Current Program Objectives
Alumni Survey
Summary of Results
Spring 2000
Based on 30 responses (from a pool of ~70 potential respondents in graduating classes '98, '93,
and '88)
Employer / Position Summary 1st Job following B.S
Class
DEP
Permit Engineer
98
Clinipad
Industrial Eng
93
Kaman Aerospace
Liaison Eng
98
CYRO Industries
Tech Service Eng
98
Sartomer
Process Eng
98
FairPreene
Process Eng
98
ABD
Engineer
93
Fit Linxx
Internet Developer
98
Env Risk LTD
Env. Eng
88
Grad student
Biomedical eng
98
Pfizer
Assistant scientist II
98
Grad student
98
Teknor Apex Co
Polymer devel chemist
93
Ham Sundstrand
Chem/materials Eng
98
CYRO Industries
Product Eng
93
ABB
Nuclear Eng
98
Ham Standard
Analytical Eng
88
Metcalf & Eddy
Env Eng
93
Procter & Gamble
Eng/ Product devel
98
Grad student
Chem eng at Cornell
98
Cytec Industries
Production supervisor
93
CT DEP
Air poll control eng
98
Timet Castings
Metal control super
93
Dow Chemical
Production eng
88
Regeneron Pharm
Research Associate II
98
EWR
Process chemist
93
ISIS Chemicals
Chemist
88
TRC Env Consul
Asst Project manager
88
Proton Energy Sys
Staff Chemical Eng
98
Uniroyal Chemical
Engineer
98
Current Job
same
same
same
same
same
same
same
same
Jocobi, Kappel,etc
same
same
same
M.A. Hanna Eng Mat
same
Curtin Ins. Agency
March First
Veco Rocky Mt. Inc
Ensign-Bickford
same
Intel
same
same
Control Components
same
same
Mott Corp
Thomson Newspapers
Enviro Science Consul
same
same
same
same
same
same
same
same
senior eng
Web Devel
Lawyer
same
same
same
Senior chemist
same
Treasurer
Programmer
Sr Process Eng
Chemical Eng
same
Process Eng
same
Quality Control
Comm Devel Mngr
same
Sales eng
Sr. Network Eng
Env Consultant
same
same
Rate Components of Your Undergraduate Education
VALUE= How important they were in attaining your first professional position and performing at that level
QUALITY= Did your Uconn education prepare you adequately
Scale 1=lowest value/quality
5=highest value/quality
Basic Math (Calculus, Differential Equations)
Basic Sciences (Physics, Chemistry)
Problem Solving Skills
Computer Programming/Numerical Methods
General Software Applications
Special Software Applications (Process Simulations, etc)
Basic Chemical Engineering (Thermo, Trans, Kinetics)
Experimental/Research Methods and Analysis
Process Design and Economics
Process Control
Optimization
VALUE
3.46  1.37
4.11  .88
4.55  .78
3.43  1.40
3.85  1.03
2.89  1.26
3.76  1.09
3.79  .94
3.48  .87
2.86  1.24
3.21  1.13
QUALITY
3.78  .91
3.79  .88
4.20  .67
3.21  .83
3.22  .89
3.43  .88
4.17  .66
3.60  .78
3.38  .86
3.61 .92
3.03  .81
Engineering Electives
Communications (Speech and Writing)
Environmental, health and safety considerations
Ability to learn independently
Multidisciplinary Teamwork/Leadership
Professional and Ethical Responsibilities
2.86  1.14
3.82  1.09
4.55  .74
3.93  .86
4.45  .91
4.55  .74
4.21  .82
2.86  .85
3.89  .92
3.93  .75
3.36  .95
4.03  .82
3.90  .72
3.62  .90
Knowledge of Contemporary and Global Issues
3.59  .87
2.62  .90
Model Development
Rate your preparation for employment or graduate school, in comparison with your peers using the following
scale: 3=Better prepared 2=About average 1=Not as well prepared
Results = 2.55  .57
General Comments:
Negatives: weak team skills and speaking skills, grad school peers (foreign) more knowledgeable in science, no
coop experience, lack coop experience
Positives: eng electives allow greater breadth of skills; better than most non-chem E's; teachers willing to help; just
as good or better than RPI& WPI; better written and oral tech comm skills; independent study key to success; great
practical prep; practical sr lab - great prep for designing equip and responding to unplanned situations; as well or
better prepared than highly qualified and talented peers; high expectations of faculty pushed students to stand on
their own two feet; 3 work experiences while at Uconn gave me an advantage; comparable prep to peers from RPI &
WPI
The most important component of my Uconn Education
Summary Oral & Written communication - 12 respondents
Teamwork - 10 respondents
Lab & Unit operations - 6 respondents
Independent Study - 5 respond
Faculty Interactions - 4 respondents
Problem Solving - 3 respondents
Elective Classes - 3 respondents
Co-op - 2 respondents
Tools/skills that you wish you had received
Summary Computer skills/software applications - 7 respondents
Communications - 6 respondents
Design projects/independent research - 4 respondents
Flexibility/work study opportunities - 3 respondents
Business - 3 respondents
Experimental Design/Statistical Analy - 2 respondents
Other - 6 respondents
Would you recommend UConn Chemical Engineering to friends, relatives, etc.?
28 respondents answered yes...
2 respondents answered no....
market for Chem E's in the New England area was small - Uconn's program was small
market for Chem E's is quite small in area
Program Objectives/ Mission Statement Additions & Suggestions
Suggestions:












provide a foundation for life-long learning
responsible care/ process safety management, provide students w/ knowledge concerning industry standards toward safety
there is a need in the marketplace for engineers skilled in new process development in both plastics and chemicals...consider
adding process development to mission statement or goals and curriculum
more flexible curriculum so students can co-op more easily
chemical engineers receive an education in multiple disciplines (mechanical, controls, electrical, financial) in order to
effectively design production equipment
provide educational tools to produce chemical engineering graduates that can improve and create chemical processes
regarding safety, health, and the environment
a graduate described as such is worthless to a company. A graduate must be well-rounded. Though the graduate can think
critically, does he/she have common sense? Too many graduates do not have common sense.
maybe a note of its versatility & application to other fields
produce graduates who will have the capability of demonstrating their leadership that will influence positive change & the
sustainability of this discipline w/in their immediate environments (academia, industry) & w/in society as a whole
their should be some more emphasis on computer-related technology as well
chance for students to pursue more projects that pertain to their goals/ career objectives; more interactive means to achieve
their goals and yours for the education to be of more value to future employers and administrators
I feel that the department needs to strive more vigorously to attain program goal #3. In particular, exposing students more to
new and emerging technologies today and in the future.
Developmental History of Current
Program Educational Objectives
1995 Objectives
The goal of the undergraduate program is to prepare men and
women to enter the challenging fields spanning the spectrum of
activities that require the talents of chemical engineers. The first
two years of the curriculum are similar for all branches of
engineering and are designed to give sound knowledge of basic
principles in mathematics, physics, chemistry and
communications skills, to provide a broad exposure to the
humanities and social sciences, and to introduce engineering
design. In the last two years this knowledge is expanded and
complemented by courses in chemical engineering, chemistry, and
other relevant disciplines. The students build on their knowledge
of underlying chemical engineering principles, to increase their
understanding of the design and operation of chemical processes,
to reinforce their problem solving skills, and to develop an
appreciation of relevant safety, environmental, social, and
economic issues.
Engineering science and design are integrated throughout the
curriculum, as are computer applications. The classroom and
laboratory experiences in the curriculum enable students to...
pursue successful careers in industry, government,
consulting, or toDec
continue
on to graduate work.
'99 Objectives
Flexibility
is
provided
in
the
curriculum
byinallowing
The Dept....prepares students for productive
careers
this
studentsdynamic,
to select
two chemical
and three
versatile,
evolving
discipline.engineering
Upon graduation,
students
will have learned skillscourses
in criticalduring
thinking,their
analytical
professional-requirement
last two
problem
solving,
and communication
necessary for
in
years. The
overall
program objectives
aresuccess
to help
diverse careers in the chemical process industries, sustainable
students
attain fundamental
knowledge;
developand
fuels, biotechnology,
pharmaceuticals,
advanced materials,
skills in analysis
and design, teamwork, and oral and
environmental
protection.
Program
written Objectives:
communication necessary for a successful
1.
Produce
graduates
who think
critically and can
define,
career;
and
to acquire
an appreciation
and
capability
formulate and solve technical problems by effectively applying
for
life-long
learning.
scientific, mathematical, engineering and computational tools and
principles.
2. Develop teamwork habits and communication skills necessary
for technical achievement in the modern industrial world.
3. Expose students to technology in emerging and
interdisciplinary fields and produce graduates who can design
and conduct independent research as well as analyze and interpret
data in those fields.
4. Promote a sense of commitment, service, professional ethics,...
June '00 Objectives
As printed in
section B.2
Sept '99 Objectives
The mission of the undergraduate program is to prepare our
graduates for productive careers in the ever changing and evolving
fields requiring the talents of chemical engineers... ...Flexibility in
the curriculum allows students to gain real world experience through
voluntary participation in the co-op program.
Program Objectives
1.Students will be able to participate in one semester of co-op work
experience without creating “course sequencing” problems in their
senior year.
2.Our students will be able to communicate effectively.
3. Our students will be able to apply design principles in a variety
of areas.
Mar '00 Objectives
The Department of Chemical Engineering at the University of
Connecticut prepares students for productive careers in this versatile,
dynamic, evolving discipline. Upon graduation, students will have
learned skills in critical thinking, problem solving, and
communication necessary for success as practicing chemical
engineers or in graduate studies. Particular strengths of the
department lie in the areas of biotechnology, advanced materials,
computer applications and environmental protection.
Program Objectives:
I. Produce graduates who are able to adapt to and become
successful, lifelong contributors to the ever-changing discipline of
chemical engineering.
II. Promote a sense of commitment, professional ethics and
responsibility in students and forge life-long mutually supportive
relationships among graduates, academia, industry, and the greater
society.
B3. Program Outcomes and Assessment
The Department prides itself in trying to provide an excellent education and preparation for aspiring engineers. To
this end, the Department implemented a formal process for continual program outcome assessment and improvement
in the spring 2000.
Program Outcomes:
The following list of program outcomes has been developed by the faculty to support the program objectives
described in section 2. This list was also developed with ABET Criterion 3 in mind and using alumni input from the
Spring 2000 Alumni Survey. A detailed list of specific student learning outcomes associated with each of the
program outcomes, the ABET criteria satisfied by each, where each learning outcome is placed in the curriculum,
and the assessment methods used for each is included in a B3 -Table 1 at the end of this section. A mapping of
program outcomes to individual CHEG courses is provided in B3 - Table 2 at the end of this section.
1.
Produce graduates who think critically and can define, formulate and solve technical problems and design
chemical processes by effectively applying scientific, mathematical, engineering and computational tools and
principles. (Satisfying ABET criteria a, c, e & k)
2.
Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design
and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.
(Satisfying ABET criteria a, b, c, e, f, h, i, j, & k)
3.
Produce graduates with teamwork habits and communication skills necessary for technical achievement in the
modern industrial world. (Satisfying ABET criteria d & g)
4.
Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and
their consequences, encourage student/faculty and student/industry interactions, and present opportunities for
personal development. (Satisfying ABET criteria f, h, i & j)
Program Outcome 1 includes all fundamental and core courses of the program (with the exception of senior unit
operation laboratories) and satisfies Abet criteria a,c,e and k. Experimental design and data analysis fit well with our
strong desire to provide students more opportunities to explore emerging and interdisciplinary areas, and were
included in Outcome 2. Outcome 2 also requires that students apply fundamental concepts to solving new and
interdisciplinary problems and understand professional and ethical responsibility, the need for life-long leaning and
the impact of this technology in today's rapidly changing world (encompassing Abet criteria a, b, c, e, f, h, i, j, & k).
Communication and teamwork, highly valued and closely related skills, were placed in the 3rd program outcome
(Abet criteria d & g). These skills represented by Outcomes 1, 2, and 3 are necessary to satisfy Program Objective
I, "Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing
discipline of chemical engineering".
Desirable non-technical traits such as educational breath and an understanding of ethics and responsibility (Abet
criteria f, h, i, & j) are included in Outcome 4. Outcomes 2 and 4 support the achievement of Objective II, "Promote
a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive
relationships among graduates, academia, and industry".
A mapping of Program Outcomes to Criterion 3 ABET requirements is shown in the table below.
B3- Table 3
Mapping Program Outcomes to Criterion 3 Requirements
a
b
c
d
e
f
g
Program Outcome 1
1-1 problem solving
1-2 design
1-3 interdisciplinary prob solving
1-4 use computing tools
Program Outcome 2
2-1 exposed to tech in emerging fields
2-2 lab safety, equip op, exper design
2-3 use statistical methods
2-4 conduct independent research
2-5 incorporate lab into lecture courses
X
X
X
h
i
j
k
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Program Outcome 3
3-1 posses written and oral comm skills
3-2 gain confidence in comm ability
3-3 work in teams
Program Outcome 4
4-1 societal impact of engin practices
4-2 profession and ethical responsibility
4-3 make infomed career choices
4-4 participate in prof organizations
4-5 broad backgr in humanities, soc sci
4-6 appreciation for life-long learning
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Process to Achieve Program Outcomes:
Each program outcome (and its associated Abet criteria) is described by a detailed list of learning outcomes that are
linked to specific courses and/or other activities in the program. For example, Program Outcome 2, "Expose
students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct
an experimental program as well as analyze and interpret data in traditional and emerging fields" is supported by the
following learning outcomes:
2-1 Students will be exposed to technology in emerging and interdisciplinary fields and successfully apply chemical
engineering principles in solving problems relevant to these fields (Abet a, c, e ). Students will also understand
the professional and ethical responsibility, the need for life-long leaning and the impact of new technology in
today's rapidly changing world. (Abet f, h, i, j)
2-2 Students will demonstrate lab safety and a knowledge of equipment operation, identify independent and
dependent variables and the range of variables to be measured and will be able to gather, analyze and interpret
data and test theories (Abet b & k)
2-3 Students will use statistical methods to estimate and interpret error in experimental data, extract key
results/parameters from data, and perform a regression analysis on data (Abet b & k)
2-4 Students will conduct independent research by performing a literature search, designing or specifying
experimental equipment, determining appropriate analytical techniques, specifying experimental runs and
procedures, and collecting and analyzing data (Abet b, i & k)
2-5 Students will have increased comprehension of lecture material and will gain experience in designing and
conducting experiments (Abet b & k).
Each of these learning outcomes is linked to specific courses and activities in the program (see B3- Tables 1 & 2 at
the end of section B3). For instance, Outcome 2-3 is linked with Cheg 237W and 239W (senior unit operation labs).
A set of clearly defined “course objectives” that coincide with specific learning outcomes are developed at the
beginning of the semester for each undergraduate course offered that semester. The course objectives are written by
each instructor and presented to the students at the beginning of the semester, along with a list of assessment methods
(exams, homework, labs, design projects, etc.) and expected level of achievement. Students receive a passing mark
in a class after demonstrating an acceptable level of achievement in all learning outcomes.
Student graduation is dependent on meeting all curricular and GPA requirements set out by the department, school
and university. The degree program requires that each student to complete a total of 134 applicable credit hours and
earn at least a 2.0 (on a 4.0 basis) for all calculable Upper Division work (work in excess of the first 60 credits
earned). Details of student performance requirements were given in section B1 of this report.
Specific engineering curriculum requirements that must be met are those shown in the Plan of Study (section B1) and
described in detail in section B4 of this report. Table 1 in Appendix IA summarizes the basic-level curriculum in
chemical engineering. Table 2 Appendix IA contains a summary of course and section size. Course syllabi are
contained in Appendix IB. A complete reference listing specific requirements for graduation as a chemical engineer
is provided in the “Chemical Engineering Guide to Course Selection” found in Appendix 3.
An explanation of transfer admissions policies and procedures to validate credit for courses taken elsewhere are
presented later in this section.
Data Used to Demonstrate Program Outcome Achievement:
B3- Table 4 summarizes the data sources used to demonstrate program outcome achievement.
B3- Table 4
Assessor
Students
Individual
Faculty
Alumni
Advisory
Board
Data Gathered to Demonstrate Outcome Achievement
Data Source
Resulting Data
1. End of Course Surveys (EOC) 1. Student Level of Achievement on each
course objective
2. EBI Survey
2. Comprehensive rating of all components
of students education
3. Senior Exit Survey
3. Info regarding post grad plans, likes and
dislikes of dept, etc
1. HW, quizzes, lab reports, etc
1. grades
2. End of Course Surveys
2. Student level of achievement on each
course objective
3. Year End Course Summary
3. Proposed changes in course content,
Forms
teaching style, course objectives
1. Alumni Surveys
1. Rating of all components of alumni's
education, current employer/position,
relative prep for career compared to
fellow employees, etc
1. Advisory Board Meeting
1. Rating of student level of achievement
on the job
2. Informal discussion
2. "
"
"
"
Responsibility
1.Students/course
instructor
2.Students/ Assist
Dept Head
3.Students/ Dept
Head
Individual Faculty
Admin Assist/
Assist Dept Head
Dept. Head
Using student learning outcomes (i.e. course objectives) stated in the course syllabi presented at the start of the
semester, students and instructors complete an End of Course Survey to assess student level of achievement. Level
of achievement is judged according to the scale: 1=not acceptable, 2= below expectations, 3=meets expectations,
and 4=exceedes expectations. An explicit set of definitions for "not acceptable", "below expectations", etc. is
provided on the survey form to insure that students and instructor evaluate performance using a common basis. An
example survey is given at the end of this section.
Both student and instructor survey results are compiled in a Year End Course Summary Form. This form is
compiled by the instructor and contains the instructor’s interpretation of the results and recommended changes to
course objectives, course content, and/or teaching methods needed to correct deficiencies or shortcomings. An
example “Course Summary Form” is included at the end of this section.
In addition to monitoring “course objective achievement”, a Senior Exit Survey is conducted yearly by the
department head just prior to graduation. During the survey students are asked to provide input on all aspects of the
program, including advising, co-op/summer internship opportunities, the curricula, the instructors, extracurricular
activities, and their employment/grad school choices. Seniors are also asked to fill out a standardized survey (EBI)
offered by Educational Benchmarking, Inc. that covers similar material. Results from the senior exit and EBI
surveys are attached at the end of this section.
The Alumni Survey (shown at the end of section B2) and information gathered from recruiters and the advisory
board are also used in evaluating program outcome achievement.
Faculty discussion is also an important component in determining program outcome achievement. The
undergraduate program is often a topic of discussion among the faculty. This past academic year (Spring 2000) the
Department initiated a formal process involving year-end discussions of student outcome achievement and program
assessment and modification. These and other informal meetings lead to a critical discussion of our program with
questions such as: How does this course fit into the overall program? Is this course necessary? Are the courses
being taught in the most effective manner? Are there new mechanisms for presenting the material that may be more
effective? Is the workload reasonable and coordinated? What do students like about our courses? And, what do
students dislike about our program? The diverse background of the faculty also contributes to this discourse; faculty
from different universities have experienced various programs and can suggest alternative techniques, syllabi, etc. to
improve our program. A faculty that is critical of itself and demands only the best in the undergraduate program is
perhaps the best way of ensuring that the educational goals are met.
Program Improvement Process
The formal program improvement process, initiated in the spring of 2000, occurs yearly. Components of the process
are the alumni survey, the end of course surveys, the year end course summary forms, the senior exit survey, the EBI
survey, the advisory board meeting, and a series of faculty meetings culminating in recommendations for the
following year. A schematic of the "Program Improvement Process" is shown below and described in the following
narrative.
Schematic of the "Program Improvement Process"
Program
Improvement
Report
Undergraduate
Program
Assessment
Faculty Meeting
Senior Exit Survey
& EBI Survey
Alumni Survey,
Advisory Board Input,
& Informal Input
"Fundamentals"
Area Report
"Core"
Area Report
"Integration"
Area Report
"Electives"
Area Report
ENGR 166, CHEG 203,
math, phys, chem
End of Course Surveys &
Year End Course Summary
CHEG 211, 212,
223, 224, 251
End of Course Surveys &
Year End Course Summary
CHEG 237W, 239W,
243, 247
End of Course Surveys &
Year End Course Summary
CHEG 245, 256, 261,
283, 285, 295, 299
End of Course Surveys &
Year End Course Summary
Input from all sources mentioned above are gathered from September to May. At the end of the spring semester in
May, small groups of faculty meet to review and discuss the end of course survey and year end course summary
forms pertaining to their educational “area”. Four “areas” have been identified. They are the “fundamentals” area,
covering freshman and sophomore level courses, the “core” area, including thermodynamics, transport, kinetics, and
unit operations courses (junior level required courses), the “integration” area, covering senior level design, control,
and laboratory courses, and the “electives” area, covering all undergraduate electives. During "area" meetings, the
faculty assess weaknesses in their area and recommend changes in individual courses or the program to remedy these
weaknesses. Four reports are generated from these meetings to summarize and document the finding. An example
report from the "Core" area meeting is contained at the end of this section. The reports are then presented at the
“Undergraduate Program Assessment” faculty meeting (attended by all faculty).
Following the “area” meetings, a “Undergraduate Program Assessment” faculty meeting is held to discuss program
improvements in light of all the data gathered during the year, including alumni survey, senior exit survey, EBI
survey (if available), advisory board input, and “area reports”. Data from these sources are summarized,
program improvements discussed, and recommendations approved during the meeting. Minutes of the meeting are
taken to document all material discussed and a final "Program Improvement" report is generated. A copy of this
report is provided at the end of this section and a summary of actions to be implemented in the academic year 20002001 given in B3- Table 6.
99-00 Assessment Data
Data collected from the end of course surveys, senior exit survey, and EBI survey in the spring of 2000 are presented
at the end of this section. Data from the alumni survey for that same period was presented at the end of section 2 of
this report. A brief summary of this data, discussion, and suggested actions follows. Note: One half a year of data
is insufficient to determine "outcomes attainment" with a high level of certainty. The real value of the
assessment process will only become visible over time.
End of Course Surveys
Results: Course surveys show student level of achievement ranging from “acceptable” to “above expectations” in
90% of all course objectives from both the student and instructor perspectives. Learning outcomes that were below
acceptable were, for the most part, due to overstatement of the outcomes, for example one outcome stated that
“students will be proficient at using ASPEN” after only five ASPEN labs. One notable exception was that students
rated themselves slightly less than acceptable (2.6) performance in verbal and written communication in CHEG
239W.
Discussion: From these results, the majority of learning objectives, and hence Program Outcomes 1, 2, and 4, are
being successfully achieved. Some weakness in verbal and written communication was expressed (Outcome 3). A
few of the learning objectives are overstated.
Suggested Action: Add more verbal and written communications into the curriculum, particularly in the junior year
(responsibility of the "core area" faculty and the Department Head). Overstated objectives will be corrected
(responsibility of the individual faculty)
Senior Exit Survey
Results: The senior exit survey revealed that 70% of all seniors had participated in CHEG 299 (elective Independent
Study) and that the majority said it helped them in choosing their post graduate career path. Only 21% participate in
coop and 67% participate in summer internships. Over half of the respondents expressed a desire for more flexibility
in the curriculum so that a co-op would only set them back one semester, rather than two. Students also requested
better “advertisement” of summer internship positions. Concerning the curriculum, “Design” was sited as the most
useful course, however it felt that two semesters of design were unnecessary. Other curricular issues include a desire
for fewer, but greater in depth experiments in the senior lab and better preparation in the statistical treatment of data.
The senior survey of our 2000 graduates also showed that over 90% were employed or attending graduate school,
reflecting well on the preparation our students receive.
Discussion: High level of participation in CHEG 299 is desirable and has been achieved (Outcome 2 and 4). High
level participation in co-op is desirable but not been achieved (Outcome 4). Therefore the faculty agree that more
flexibility should be permitted in the senior curriculum (affecting Outcome 4). It was agreed that reducing the
number of senior level core CHEG requirements would provide more flexibility. Better advertisement of summer
"engineering" positions is requested (also affecting Outcome 4). Lab equipment and experiment upgrades could
incorporate students request for fewer, more "in depth" labs (Outcome 2). Lack of statistics "ability" can be
addressed many ways without adding a statistics class to the curricular requirements (Outcome 2).
Suggested Action: The existing senior level Design sequence, CHEG 241 (3 cr) and 242 (3 cr) should be changed
to a new single 4 credit Design course, CHEG 243. This action will require that certain "design" elements be
incorporated into CHEG courses earlier in the curriculum, specifically ENGR 166, CHEG 203, and CHEG 224
(responsibility of the "core" and "integration" area faculty, the individual course instructors of 166, 203, 224, and
243, and the Dept. Head)
Summer Internship and permanent jobs should be advertised on our web page. Future development could lead to
links between our page and selected industries for use by both students and alumni (responsibility of Doug Cooper or
Web Developer).
Chemical Engineering lab renovations will consolidate the two kinetics and two control experiments into one kinetics
and one control experiment (responsibility of Rich Kozel, C. Erkey, and D. Cooper). Faculty will advise their
students seeking a strong background in statistics to take STAT 243 as an elective (responsibility of all faculty).
EBI Survey
Results: The EBI survey rates a wide array of components of the educational program with a response range of one
(very dissatisfied) to seven (very satisfied) with 4 being neutral. B3- Table 5 shows average student ranking of "EBI
defined" factors distributed into the four chemical engineering "Outcomes". The only EBI factor that received an
average rating less than 4 was "Satisfaction with Career Services & Job Placement" (Outcome 4, factor 3). In
comparison with the other 52 schools participating in the EBI survey, the only factor rated significantly differently
by our students was "Satisfaction with Fellow Students" (Outcome 3, factor 1). For this factor, our rating was 17%
less than the average of all schools.
Discussion: It is not apparently clear to us why students are dissatisfied with their fellow students. Class
"personalities" tend to vary widely from year to year. Therefore, the faculty felt it best to not try and correct this
problem unless it persists for several years (affecting Outcome 4). The student's dissatisfaction with Career Services
was echoed in the Senior Exit Survey and affects Outcome 4.
Suggested Action: Closely monitor "Level of Satisfaction with Fellow Students" over the next few years to see
whether dissatisfaction is truly a manifestation of the program or just a whim of the class (responsibility of the
Assistant Department Head). Advertise job opportunities on the CHEG web page as stated above.
Alumni Survey
Results: Alumni, in response to the question “Rate your preparation for employment or graduate school, in
comparison with your peers using the following scale: 3=Better prepared 2=About average 1=Not as well
prepared “ rated themselves as average or better prepared (average of all respondents was 2.55  .57). Alumni
offered positive comments regarding their training, for example "better prepared in oral and written technical
communications"; ".independent study was key to my success", "practical senior lab was great prep for designing
equip and responding to unplanned situations", "high expectations of faculty pushed students to stand on their own
two feet". In evaluating specific components of their education, training in “knowledge of contemporary issues”
was rated as the weakest point (2.6) on a scale of 1=lowest quality to 5= highest quality. Most other components
received a score of 3 or above. Alumni cited communication, problem solving, teamwork, and ability to learn
independently as the most important skills required for success upon graduation. Other alumni survey results were
presented in section B2.
Discussion: Alumni feel that they are well prepared for employment as chemical engineers upon graduation with the
exception of "knowledge of contemporary issues" (affecting Outcome 4). Faculty have only recently (in the past 3 or
4 years) started stressing this point, primarily in CHEG elective classes. Therefore the alumni filling out the survey
accurately reflected the teaching at the time.
Suggested Action: Offer more elective classes and include ample discussion of global and societal issues
(responsibility of Department Head and individual faculty)
B3- Table 5
CHEG Student Avg
Rating
EBI Survey Results as Pertaining to
Chemical Engineering Outcomes
6
4
2
0
1
2
3
4
factor 1
factor 2
factor 3
factor 4
factor 5
CHEG Outcomes
EBI Factor Definition Mapped into CHEG Outcomes
Outcome 1-"Produce grads who think critically and can define, formulate and solve technical problems..."
Factor 1 - Satisfaction with Major Courses (grades/ accessibility/ responsiveness/ size/ availability)
Factor 2 - Satisfaction with Computer Resources (quality/ availability/ remote access/ training)
Factor 3 - Degree of system Design & Problem Solving (Design/ interpret/ identify/ analyze/ solve problems)
Factor 4 - Degree that Major Design Experience Built on Previous Course Work and Skills
Factor 5 - Degree that Major Design Experience Addresses Issues (economic/ env/ ethical/ health & safety/ etc)
Outcome 2- "Expose students to technology in emerging and interdisciplinary fields and produce graduates who..."
Factor 1 - Satisfaction with the Breadth of the Curriculum (technology, practical experience)
Factor 2 - Degree of Understanding Ethical Responsibilities and Global Impact of Engineering solutions
Factor 3 - Degree that Laboratory Facilities Aided in Learning/ Use of Modern Engineering Tools
Outcome 3- "Produce graduates with teamwork habits and communication skills necessary for technical...."
Factor 1 - Satisfaction with Fellow Students (Academic Quality/ Team Work/ Camaraderie)
Factor 2 - Oral and Written Communication Skills
Outcome 4- "Provide curricular and extracurricular student experiences that present a holistic view of eng..."
Factor 1 - Satisfaction and Instruction and Interaction in Major Courses
Factor 2 - Satisfaction with Extracurricular Activities (Team experiences/ Organization Activities/ Leadership Op)
Factor 3 - Satisfaction with Career Services & Job Placement (Assistance/ No and Quality of Companies/ Alumni)
Factor 4 - Overall Satisfaction with the Engineering Program
Advisory Board and Employer Input
Results: Almost all of our students who have participated in co-op or summer internship are offered permanent jobs
with these employers after graduation. Informal conversations with employers and the continued support from our
advisory board and other industrial affiliates indicate a high level of employer satisfaction with our graduates. These
include managers and executives from Uniroyal, CYRO, CYTECH, Dow, Rogers, and Olin, just to name a few.
Company representatives speak very highly of our students and of our program which prepared those students for
their careers.
Discussion: All four program outcomes are being met based on these results.
Suggested Action: Continue to monitor employer satisfaction on a yearly basis. Track history of "company specific"
involvement in the department (continued support in the form of donations of time and money)(responsibility of the
Department Head and Assistant Department Head).
Changes Implemented to Improve the Program
The following table contains a list of changes, justifications for each change, and implementation procedures that
were recommended at the Spring 2000 Undergraduate Program Assessment meeting. Data in support of these
changes are mentioned above and presented in greater detail at the end of this section.
B3- Table 6
Recommended Program Changes for Academic Year 2000-2001
Developed in the Spring 2000
Change
Justification
Implementation
Change the two semester (6 credit
hour) senior design sequence to a
one semester (4 credit hour)
course. Increase the number of
required professional electives
from 3 courses to 4.
Students desire more flexibility in the curricula
to pursue coop without setting them back a
whole year. Faculty agreed that senior design
could be shortened to one semester if aspects of
design are incorporated in to lower level
courses
Offer more elective courses that
stress the impact of engineering in
a global and societal context and
that offer “business sense”
Alumni expressed the need for better coverage
of global and societal issues and the advisory
board expressed a desire for more “business
sense”.
Faculty agree that these issues can best be
addressed through elective courses
Students found that two control and two
kinetics experiments were redundant and
expressed a desire for fewer more “in depth”
experiments
Students felt that better communication of job
opportunities is necessary and were dissatisfied
with career services/job placement
The recommended change in
the senior design sequence
will be implemented in the
2000-2001 academic year.
Aspects of design (flowsheet
methods) will be introduced
in Cheg 203, 211, and 224.
“Industrial Ecology”, “Eng
Entrepreneurship”, and other
courses will be offered in the
2000-2001 academic year.
Refurbish the senior lab control
experiment and build a new
kinetics experiment
List job postings electronically on
the CHEG homepage
Advise students to take Stat 243
as a professional electives and
include discussion of statistics in
Engr 166, Cheg 203 and Cheg
251, and Cheg 237W
Restructure the freshman level
engineering course ENGR 166
(formerly ENGR 151)
Students felt that they lacked skills in the
statistical treatment of data
The SOE has modified the freshman
engineering course sequence in response to
faculty and student desire for more “department
specific” content in the freshman year. ENGR
Control and kinetics
experiments will be
consolidated and upgraded
in the summer 2000
Our web page will be
improved to include all job
postings for both
undergraduates and alumni
Said changes will be
implemented in the
upcoming year
Tom Anderson has
developed a plan for ENGR
166 and will teach this
course in the Spring 2001
151 (a course that is currently directed entirely
by the SOE) will be replaced by ENGR 166
(where each department can customize the
content to their particular field)
Materials Available for Review:
The following materials will be available for review during the visit:
Individual Course Binders ContainingCourse Syllabus, Samples of Student work supporting achievement of program outcomes (homework, design
projects, lab reports, video tapes of oral reports, team work assessments), End of Course Surveys, Year End Course
Summary Forms.
Program Outcome Assessment Binder ContainingListing of Program Outcomes, Mapping of Program Outcomes to Courses/Curricula, Course Syllabi (including
description of Course Objectives/learning outcomes and assessment methods), Narrative Description of the
Assessment/Improvement Process
Program Outcome Improvement Binder ContainingFour “Area” Reports, Year End “Program Improvement” Report, Minutes from the Year End Faculty Meeting to
discuss program improvement, Summaries of Alumni, Senior Exit, and EBI surveys (raw survey results will also be
available for viewing in separate binders), Minutes from the Advisory Board Meeting that pertain to undergraduate
education.
Samples of Student Transcripts-
Processes and Procedures for the Acceptance of Transfer
Students:
SEE OLD ABET REPORT OR TALK TO DAVE JORDAN
Procedures used to Validate Credit for Courses Taken Elsewhere:
Transfer credits are evaluated on an individual course basis. Courses outside of engineering (math, science, etc.) are
appraised by the corresponding departments and then reported to the Admissions Office who is responsible for
notifying the registrar, the faculty advisor, and the student. Courses within engineering are evaluated internally by a
Department faculty member who examines the course objectives, the text used, the time spent, and if necessary,
discusses the course in detail with the student. Care is taken to insure that the learning objectives of the transfering
course correspond closely to the learning objectives contained in the course that it will replace. Repetition of all
learning objectives within the our curricula insures that, if missed in one course, the learning objective will likely be
covered in one or more other required courses during the students tenure at the University of Connecticut. In all
cases, a formal document is included in the student's record indicating the number and type of transfer credits.
Documents Relating to Section B.3
Program Outcomes and Assessment
1. B3 Table 1 - Program Outcomes, Program Requirements, Student Leaning Outcomes, Abet
Criteria Satisfied, Assessment Methods and Metrics
2. B3 Table 2 - Mapping Program Outcomes to CHEG Courses
3. End of Course Survey
4. Year End Course Summary Form
5. Senior Exit Survey
6. B3 Table 7 - Summary of Data from End of Course Surveys - Spring 2000
7. Summary of Data from Senior Exit Survey - Spring 2000
8. B3 Table 8 - Summary of Data from EBI Survey - Spring 2000
9. "Core" Area Report - Academic Year 1999-2000
10. "Program Improvement" Report - Academic Year 1999-2000
B3 -Table 1
Program Outcomes
Program Outcome 1:
ABET criteria satisfied- a, c, e & k
Produce graduates who think critically and can define, formulate and solve technical problems and design chemical
processes by effectively applying scientific, mathematical, engineering and computational tools and principles.
Program Requirements
1-1
Students must take basic math, science, Engr 166 (Intro
to Engineering), and core chemical eng courses including
Cheg 203 (Intro to Chemical Eng), CE 211 (Applied
Mechanics I), Cheg 223 & 224 (Transfer Operations I &
II), Cheg 211 & 212 (Thermodynamics I & II), Cheg 251
(Process Kinetics), and Cheg 247 (Process Dynamics &
Control).
1-2
Students must take Engr 166, Cheg 203, 211, 212, 223,
224, 247 and 252 and must complete a capstone design
course Cheg 243 (Process Design & Economics).
1-3
Students must complete two Chemical Engineering
electives. Students are also encouraged, via flexibility in
the Sr year curriculum, to participate in co-op, summer
internship, and industrially sponsored independent
research projects (Cheg 299’s).
1-4
Students must use computational tools throughout the
curriculum.
Student Learning Outcomes
Students will be….
ABET
a-k
Assessment Methods/Metrics
Familiar with technical and creative
problem solving strategies. Able to define
the problem; determine appropriate
solution method; identify relevant
principles, equations and data;
systematically solve the problem; and
apply engineering judgment to evaluate
the answers
a,e
Methods – HW, exams, design
projects, alumni survey, “end of
course” (EOC) student survey
Able to design individual equipment and
design and optimize an industrially
relevant process and assess its safety,
environmental & societal impacts.
c
Methods –HW, exams, design
projects, capstone design
project, alumni survey, EOC
student survey
Metrics – faculty, student and
alumni assess
Able to apply technical problem solving
skills to interdisciplinary and real world
situations
a,e
Methods – HW, exams, design
projects, alumni survey, EOC
survey
Metrics – faculty, student and
alumni assess
Able to use a programming language and
solve problems, prepare oral and written
reports, and find information using a
variety of computer software (process
simulators, equation solvers, office suite,
and information systems.)
k
Methods – HW, lab reports,
design projects, 299 projects,
alumni survey, EOC survey
Metrics – faculty, student, and
alumni assess
Metrics – faculty, student and
alumni assess
Program Outcome 2:
ABET criteria- a, b, c, e, f, h, i, j, k
Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and
conduct an experimental program as well as analyze and interpret data in traditional and emerging fields .
Program Requirements
2-1
Students must take 2 Cheg electives and 4
professional electives. New elective courses in
bioremediation, industrial ecology, engineering
entrepreneurship, risk management, and
catalysis will complement existing offerings in air
pollution, nuclear energy, polymeric materials,
biochemical eng, fermentation & separation, and
numerical methods.
2-2
Students must take chemistry and physics labs
(Chem 127Q, 128Q, Chem 240 & 256, Phys
151Q and Phys 152Q) and unit operation labs
(Cheg 237W and 239W).
2-3
Cheg 237W will include material on the
statistical treatment of data. Advise students to
take Stat 243 as a professional elective
2-4
Strongly encourage and facilitate (via flexible
curriculum) student participation in Cheg 299
(Independent Research)
2-5
Incorporate laboratory experience into traditional
lecture courses Cheg 223, Cheg 224, Cheg 251,
and Cheg 247.
Student Leaning Outcomes
Students will…
ABET
a-k
Assessment M & M’s
be exposed to technology in emerging and
interdisciplinary fields and successfully apply math,
science and engineering principles in solving
problems relevant to these fields. Students will
understand professional and ethical responsibility,
the need for life-long leaning and the impact of this
technolgy in today's rapidly changing world.
a, e, f,
h, i, j
Methods – HW, exams, reports,
design projects, alumni survey,
EOC survey
Metrics - faculty, alumni, and
student assess
Demonstrate lab safety and a knowledge of
equipment operation, identify independent and
dependent variables and the range of variables to
be measured and will be able to gather, analyze
and interpret data and test theories.
b, e, k
use statistical methods to estimate and interpret
error in experimental data, extract key
results/parameters from data, perform a regression
analysis on data
b, k
conduct independent research in emerging areas
by performing a literature search, designing or
specifying experimental apparatus, determining
appropriate analytical techniques, specifying
experimental runs and procedures, and collecting
and analyzing data.
a, b,
c, e, k
Methods – independent work
and project reports, alumni
survey, EOC survey
Metrics – faculty, student and
alumni assess, regional AIChE
paper competition
have increased comprehension of lecture material
and will gain experience in designing and
conducting experiments.
b, k
Methods – lab reports, exams,
HW, exit interview, EOC survey
Metrics – faculty, R. Kozel,
student assess
Methods – lab experiments,
reports, safety test, EOC
survey, alumni survey
Metrics – faculty, TA, Rich
Kozel, alunmi, and student
assess.
Methods – lab reports, EOC
survey, alumni survey
Metrics – faculty, alumni,
student assess
Program Outcome 3:
ABET criteria- d & g
Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern
industrial world.
Program Requirements
3-1
“Effective communications” lectures are given in
Eng 166 and Cheg 237W courses.
3-2
Writing and oral presentation assignments are
included throughout the curriculum, specifically
in Eng 166, Cheg 223 or 212, Cheg 224, Cheg
237W & 239W (Chemical Engineering Lab I &
II), and Cheg 299 (Independent Research).
3-3
Team projects are included throughout the
curriculum, specifically in Eng 166, Cheg 203,
Cheg 223/212, Cheg 224, Cheg 237W & 239W,
and Cheg 243.
Student Learning Outcomes
Students will….
ABET
a-k
Assessment M & M’s
be able to present information effectively and
efficiently in written and oral communication to
audiences of varied backgrounds…learn how to
prepare effective slides; logically organize material;
use correct format; check for spelling, grammar,
and punctuation; use proper documentation; and
efficiently communicate results via proper word
choice, tables and graphs.
g
Methods – oral presentations,
written reports, videos, EOC
survey, alumni survey
Metrics – Faculty, alumni, and
student peer and self
assessment, regional AIChE
student paper competition
Gain experience and confidence in oral and written
communication and demonstrate smooth delivery,
confident and accurate explanations, and poised
and thoughtful responses to questions.
g
Methods – oral presentations,
written reports, videos, EOC
survey, alumni survey
Metrics – Faculty, alumni, and
student peer and self
assessment, regional AIChE
student paper competition
Be able to work efficiently and effectively in small to
medium sized groups (2-6 persons), divide work
evenly, complete projects on time, respect and
include contributions of all members, produce work
of a quality that would exceed that which an
individual could produce
d
Methods – Group projects, lab,
capstone design projects,
alumni survey, EOC survey
Metrics – Faculty, alumni, and
student assess.
Program Outcome 4:
ABET criteria- f, h, i, and j
Provide curricular and extracurricular experiences that give a holistic view of the consequences of engineering actions and our
ethical responsibilities as engineers, encourage student/faculty and student/industry interactions, and present opportunities for
personal development.
ABET
a-k
Assessment M & M’s
h, j
Methods – HW, design projects,
capstone design project, EOC
survey, alumni survey
Metrics – faculty, student, alumni
assess
Program Requirements
Student Learning Outcomes
Students will…
4-1
Health, safety, environmental, and other
societal and contemporary issues are addressed
specifically in required courses Engr 166, Cheg
203, Cheg 237W & 239W, Cheg 243, and Cheg
247 and in all Cheg elective courses.
Understand the safety and environmental
consequences of chemical engineering practices and
their societal impact. Apply safety and environmentally
conscientious strategies in equipment and process
design, including recycle, alternative solvents, energy &
resource conservation, waste disposal, and
governmental compliance
4-2
Students must take Phil 104 (Philosophy &
Ethics). Class time will be allocated for the
discussion of professional ethics in Cheg 243.
learn the professional and ethical responsibilities
of engineers and become familiar with ethics
codes published by AIChE and NSPE
f
Make informed career choices, will be prepared to
join the workplace and will develop strong and
lasting relationships with the industrial community.
h, i, j
Methods – exit interview, alumni
survey
Metrics – track no. of coops,
internships, and 299’s taken,
alumni, faculty, and dept head
assess
gain leadership skills, develop a positive self
image through service and commitments beyond
the classroom and form a basis for life long
learning through participation in professional
organizations
f, i
Methods – exit interview, alumni
survey
Metrics – track no of outside
activities, alumni and dept head
assess
have a general background in the humanities and
social sciences as a basis for understanding the
impact of engineering solutions in a global and
societal context
h
Gain an appreciation for life long learning and
develop strong and lasting relationship with the
chemical engineering department and university
i
Methods – exit interview, alumni
survey
Metrics – alumni and dept head
assess
Methods – EOC survey, exit
interview, alumni survey
Metrics – faculty, student,
alumni, dept head assess
4-3
Flexible senior year course sequence will
facilitate student participation in coop. Students
are encouraged to participate in summer
internship and independent research projects
(Cheg 299’s).
4-4
Encourage student participation in AIChE, SWE,
Tau Beta Pi, and other student organizations
and activities on campus
4-5
Students must fulfill the university general
education requirements in liberal arts and
science
4-6
Provide student centered learning in classes and
one-on-one faculty/student interactions outside
of the classroom.
Methods – EOC survey, alumni
survey, classroom discussion
Metrics – faculty assess of
classroom discussion, student
and alumni assessment
B3 -Table 2
Mapping Program Outcomes to Cheg Courses
Department of Chemical Engineering - Mapping Program Outcomes to Curriculum
updated 6/12/00
Program Outcomes
ABET criteria satisfied
Engr
166
203
211
212
223
224
Cheg Course Number
247
251 237w 239w
241
242
elect
elect
299
elect elect
Prog. Outcome 1 - Produce grads who can define, formulate and solve technical problems and design chemical processes and equipment
by effectively applying scientific, mathematical, engineering and computational tools and principles.
1-1, Prob Solving/ Eng Princ
1-2, Design
Abet a, e
X
Abet c
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
1-3, Interdisciplinary/ real world
problem solving
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Abet a, e
1-4, Use computing tools
Abet k
X
X
X
X
R
X
X
X
X
X
Prog. Outcome 2 - Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct
an experimental program as well as analyze and interpret data in traditional and emerging fields
2-1, Elective courses
Abet a e, h, i, j, k
2-2, Basis lab requirements
X
Abet b, k
X
2-3, Statistics lecture
Abet b, k
2-4, Independent Research
Abet a, b, c, e
A
2-5, Include lab experiments in 223, 224, 251, 247
R = outcome removed from course as a result
of 99-00 Assessment Process
A = outcome added to course as a result of
99-00 Assessment Process
X
A
X
X
X
R
X
X
X
X
X
X
X
Program Outcomes
ABET criteria satisfied
Engr
166
203
211
212
223
224
Cheg Course Number
247
251 237w 239w
241
242
elect
elect
299
elect elect
Prog. Outcome 3 - Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.
3-1, Oral Reports required
Abet g
X
3-2, Written reports required
Abet g
X
3-3, Communication Lectures
Abet g
X
3-4, Team projects
Abet d
X
R
X
R
X
X
R
X
X
X
X
X
X
X
X
X
R
X
X
X
X
Prog. Outcome 4 - Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their
consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development
4-1, health,safety & envir issues Abet f, j
4-2, ethics issues
(also Phil 104, Phil and Ethics)
X
X
X
X
X
X
Abet f
A
A
A
A
X
X
X
X
X
X
X
X
X
X
4-3, encourage co-ops, summer intern
and indep research
Abet h, i, j
4-4, encourage particip AIChE
Abet f
4-5, University general ed req's
Abet h
4-6, student centered learning &
one on one faculty/student interactions
X
X
X
X
X
X
X
X
X
X
X
End of Course Survey
Cheg 211
Chemical Engineering Thermodynamics
Instructions: While the faculty evaluation form focuses on the skills of the instructor, this survey specifically
targets the contents of this course and its contribution to your chemical engineering education.
Please focus on the course itself when answering the questions.
1) Was your previous education here at UConn, especially considering the prerequisites for this course,
sufficient preparation for this course?
1- Not
Acceptable
2- Below
Expectations
3- Meets
Expectations
4- Exceeds
Expectations
2) Following is a list of course objectives handed out at the beginning of the semester. Please rate your
personal level of achievement in each objective according to the scale and definitions given.
Level of Achievement
Cheg 211 Course Objectives
Students will...
Understand fundamental concepts of first and second laws of thermodynamics
Not
Accept
Below
Expect
Meets
Expect
Exceeds
Expect
1
2
3
4
Understand thermal & PVT properties of matter
1
2
3
4
Understand exact differentials and thermodynamic identities
1
2
3
4
Design and analyze power cycles
1
2
3
4
Analyze refrigeration and liquefaction processes
1
2
3
4
Develop teamwork skills and improve communications through group projects and
assignments
1
2
3
4
Definition of Terms
1-Not Acceptable
No understanding of principles; inability to apply principles; computer not used or
used incorrectly; no communications skills were required; no teamwork required
2-Below Expectations Minimal understanding of principles; weak ability to apply principles; use computers
but contains errors; communications required but not critiqued; teamwork required
but not evaluated
3-Meets Expectations
Clear understanding of principles; good ability to apply principles; use computers to
obtain correct/valid results; communication skills tested and critiqued; teamwork
required and evaluated
4-Exceeds Expect's
Superior understanding of principles; superior/unique application of principles;
superior use of computer to obtain unique solution; communications skills tested,
critiqued, and improved in subsequent testing; unique teamwork situations presented
and evaluated
Year End Course Summary Form
Cheg 224
Transfer Operations II
Instructor: Suzanne Fenton
Teaching course for the 1st time? no
Achievement of Course Objectives: Based on the scale 1= not acceptable, 2=below expectations,
3=meets expectations, 4=exceeds expectations (see student survey for definition of terms)
Level of Achievement
Cheg 224 Course Objectives
Students will...
Apply principles of heat and mass transfer to the solution of engineering
problems.
Design and analyze separation processes and understand the industrial
relevance of this equipment.
Student
Survey
Results
18/20 respd
Faculty
Assessment
Results
2.9  .3
3.0
3.1  .3
3.0
Gain expertise in the use of spreadsheet and ASPEN process simulation
package for design of separation equipment.
2.7  .8
3.0
Operate bench scale equipment, gather and analyze data, and compare
experimental results to theory.
Work individually and in teams to solve engineering problems.
3.0  .5
3.2  .7
2.5
3.0
Use outside sources in problem-solving exercises and the design project.
Practice effective writing skills via the design project and lab reports.
2.9  .5
3.1  .5
3.0
3.0
Faculty Assessment
Methods Used
(HW, Quiz, project)
Hw, quizzes,
exams
Hw, quizzes,
exams, design
proj report
ASPEN lab
sessions,
quizzes, hw
Labs, written
reports
Design proj,
labs
Design proj, hw
Lab, design
proj
Comments: Class picked up a working knowledge of ASPEN rather quickly (although they do not consider
themselves "experts"). ASPEN labs "engaged" the class to a much greater extent than lecture. The trial
Absorption and Membrane Separation labs went well but need to work out better schedule. The design
project was a good exercise in report writing and called on students to use outside sources for information
Recommended Changes in Course Content / Teaching Style / Teaching Tools:
1. Use more computer lab time for instruction if possible
2. Schedule experiments so students are not standing around doing nothing
3. Switch textbook from Geankoplis to McCabe, Smith, & Harriot 6th ed.
4. Find a more hands-on design project
Recommended Changes in Course Objectives (additions / deletions): Change objective 3 to read - "Use
spreadsheets and ASPEN process simulation package to design and analyze separation equipment."
Justification of Changes:
1. Computer labs engage students in active learning
2. Hands-on experiments are great but scheduling 1 piece of equipment to be used by 20 people during a
regularly scheduled class period is not practical
3. Geankoplis is not as thorough as MSH in describing unit operations equipment
Senior Exit Survey
Degree (CHEG, CHMT, other) ________
(1) INDEPENDENT RESEARCH
(a)
Did you undertake independent research (CHEG 299, summer for pay, etc.)? Y N
(b)
Number of semesters of independent research (count each summer as one): ___
(c)
If yes to 1a:
Did this research experience help you choose a career path or find
a job? Y N
Please explain.
If no to 1a:
(2) CO-OP
(a)
Please explain why you did not undertake independent research.
Did you undertake a co-op while at UConn? Y
N
If yes to 2a:
Do you plan to work for your employer after graduation? Y N
Was the co-op experience valuable? Y N
Why or why not?
Did it help you in making a career choice? Y N
(b)
Is there enough flexibility in the program for co-op? Y N
(c)
If no to 2b:
Would you have taken a co-op if there were more flexibility? Y N
What specifically needs to be changed to provide this flexibility?
If yes to 1b but did not undertake a co-op:
Please briefly indicate why you did not take a co-op.
(3) SUMMER INTERNSHIPS
(a)
Did you undertake a summer industrial internship? Y N
If yes to 3a:
Please indicate the company. _____________
Will you be taking a full time job with the company? Y N
Why or why not? Please explain.
If no to 3a:
Please indicate why you did not take a summer internship.
(b)
Were you aware of summer internship opportunities? Y N
If yes to 3b:
How did you find out about it / them?
(c)
Do you feel that summer job opportunities are effectively communicated or
advertised to students? Y
N
(d)
How can communication of summer job opportunities be improved?
(4) OTHER ACTIVITIES
(a)
Did you participate in student AIChE meetings and activities? Y N
If yes to 4a:
What did you gain from them?
If no to 4a:
Why not?
(b)
What student organizations and activities did you participate in?
(c)
Please briefly comment on how these enhanced your educational experience.
(5) CURRICULUM
(a)
Which one CHEG course did you find most useful / interesting / informative?
(b)
Which one CHEG course did you find least useful / interesting / informative?
Please briefly indicate your reasons for answering 5a and 5b as you did.
(6)
(c)
What can the department do to improve the quality of the educational program?
(d)
What CHEG electives did you take? ________ ________ ________
Did your electives help you make career choices? Y N
Please explain your answer.
(e)
Are there any specific electives that you would like to have seen in the curriculum?
(f)
Did you general education (humanities) courses provide a basis for placing
engineering in a global context? Y N Please explain.
OVERALL
(a)
Was your overall UConn experience positive or negative?
(b)
Was your overall UConn CHEG experience positive or negative?
Please briefly indicate your reasons for answering 6a and 6b as you did.
(7)
FUTURE PLANS
(a)
Have you accepted a position for full time employment or graduate studies at this time? Y N
If yes to 7a, please provide the following information:
Employer or Grad School Name:
Position Title or Job Description:
Employer or Grad School Address (if known):
THANK YOU
B3 Table 7
End of Course Survey Results
Spring 2000
*Student achievement on course objectives were rated according to the scale:
1 = not acceptable, 2 = below expectations, 3 = meets expectations, 4 = exceeds expectations
Course/Objective Description
Student
Rating
Instructor
Rating
3.4  .5
3.4  .5
2.9  .7
3.2  .6
3.0  .6
4.0
4.0
3.0
3.0
3.0
3.5  .6
4.0
2.9  .3
3.0
3.1  .3
3.0
2.7  .8
3.0
3.0  .5
3.2  .7
2.9  .5
3.1  .5
3.0
3.0
3.0
3.0
3.0  .4
3.0
2.9  .5
2.9  .8
3.0  .5
2.6  .6
3.0
3.0
3.0
2.8
Cheg 211: Chemical Engineering Thermodynamics I
Obj. 1:
Understand the fundamental concepts of the 1st & 2nd laws of thermodynamics
Obj. 2:
Obj. 3:
Obj. 4:
Obj. 5:
Obj. 6:
Understand thermal & PVT properties of matter
Understand exact differentials and thermodynamic identities
Design and analyze power cycles
Analyze refrigeration and liquefaction processes
Develop teamwork skills and improve communications through group projects
and assignments
Cheg 224: Transfer Operations II
Obj. 1:
Apply principles of
heat and mass transfer to the solution of
engineering problems.
Obj. 2:
Obj. 3:
Obj. 4:
.
Obj. 5:
Obj. 6:
Obj. 7:
Design and analyze separation processes and understand the industrial relevance
of this equipment.
Gain expertise in the use of spreadsheet and ASPEN process simulation package
for design of separation equipment.
Operate bench scale and definitions separations equipment, gather and analyze
data, and compare experimental results to theory.
Work individually and in teams to solve engineering problems.
Use outside sources in problem-solving exercises and the design project.
Practice effective writing skills via the design project and lab reports
Cheg 239W: Senior Lab II
Obj. 1:
Integrate knowledge and skills acquired in earlier courses.
Obj. 2:
Solve open-ended problems by applying theory and planning and executing an
experimental program.
Obj. 3:
Work effectively in teams.
Obj. 4:
Demonstrate laboratory safety and knowledge of equipment operation.
Obj. 5:
Communicate their results clearly and effectively.
Cheg 242: Process Design and Economics
Obj. 1:
Integrating knowledge and skills acquired in earlier courses
Obj. 2:
Incorporating engineering standards
Obj. 3:
Using realistic constraints, including economic, environment, sustainability,
manufacturing, ethical, health & safety, and social
Obj. 4:
Working effectively in teams
Obj. 5:
Using process simulation and other computing tools
Obj. 6:
Communicating their results clearly and effectively
3.3  .6
3.3  .5
3.0  .6
3.3  .8
3.3  .8
3.2  .6
Cheg 251: Process Kinetics
Obj. 1:
Obj. 2:
Obj. 3:
Obj. 4
Understand the fundamental science of chemical kinetics and reactive systems
and processes
Solve important engineering problems in chemical kinetics and reactor design
Use computers and software (POLYMATH) to solve reaction engineering
problems involving differential equations and data regression analysis
Apply reaction engineering concepts to problem solving in both mechanical and
biological systems
Cheg 256: Polymeric Materials
Obj. 1:
Possess a qualitative understanding the breadth and nature of a
large range of synthetic polymers with industrial relevance.
Obj. 2:
Obj. 3:
Obj. 4:
Obj. 5:
Possess an understanding of the common methods used to synthesize polymers
and the underlying mechanisms of these methods.
Understand, quantitatively and qualitatively, methods of polymer characterization
and the underlying physical phenomenology.
Be able to describe the role of molecular structure in determining a range of
physical properties, such as thermal and viscoelastic behavior.
Be able to design a component (structural or otherwise) to be made from
polymers, reflecting a practical understanding of ultimate mechanical and thermal
properties relevant to an application.
2.7  .5
2.9
2.8  .4
3.4
2.6  .7
2.2
2.3  .6
2.9
2.9  .6
3.0
3.0  .5
4.0
3.2  .5
3.0
3.2  .4
4.0
3.3  .5
4.0
Cheg 285: Intro to Air Pollution
Obj. 1:
Obj. 2:
Obj. 3:
Obj. 4:
Obj. 5:
Understand the laws and regulations that have been promulgated in an attempt to
achieve and maintain acceptable ambient air quality.
Recognize the effects of air pollutants on health and welfare.
Understand the mechanisms responsible for the effectiveness of each control
device.
Solve problems in this area by applying fundamental engineering, math, and
science.
Be aware of ethical, environmental, societal, and economic impacts of air
pollution and its abatement technologies.
3.1  .4
3.3  .5
3.5  .5
3.6  .5
3.6  .5
Cheg 295: Industrial Ecology
Obj. 1:
Obj. 2:
Obj. 3:
Obj. 4:
Define and describe industrial ecology
Use industrial ecology as a framework for the consideration of environmentally
related aspects of science, technology policy, and technology management in
government and society.
Apply industrial ecology to pollution prevention, design for environment, and
ISO 14000.
Understand the life cycle environmental impact of design decisions and how
product development processes can be utilized to produce environmentally
friendly designs.
3.5  .6
3.0
3.8  .5
4.0
3.8  .5
3.0
3.8  .5
3.7
Cheg 295: Fermentation and Separation Lab
Obj. 1:
Obj. 2:
Obj. 3:
Be exposed to technology in an emerging and/or interdisciplinary field
Design and conduct experiments and analyze and interpret data
Be aware of ethical, environmental, health, safety, and societal impacts related to
this course
3.3  .7
3.6  .5
2.3  .9
Obj. 4:
Obj. 5:
Obj. 6:
Obj. 7
Recognize the need for and be able to engage in life-long learning related to this
course
Learn specialized lab skills including aseptic experimental technique and
microbiological safety
Conduct representative experiments related to fermentation and separation.
Analyze experimental results.
Submit lab reports to develop writing skills, perform lab experiments as part of a
team.
3.2  .6
3.5  .6
3.4  .4
3.4  .3
Cheg 299: Independent Research
Obj. 1:
Obj. 2:
Obj. 3:
Obj. 4:
Obj. 5:
Obj. 6:
Performing a literature search
Designing or specifying experimental apparatus
Determining appropriate analytical techniques
Specifying experimental runs and procedures
Collecting, analyzing, and interpreting data
Effectively communicating the results
3.5  .6
3.5  .6
3.5  .6
3.5  .6
3.5  .6
3.5  .6
Summary of Data from Senior Exit Survey
Spring 2000
Interviews: May 09, 2000 (final session of CHEG 239 W) plus selected individual students in my office throughout
remainder of May.
Number interviewed: 24 (includes returning “super seniors”)
(1) INDEPENDENT RESEARCH
17 out of 24 students completing the forms took some form of independent research.
16 out of 23 graduating seniors took at least 1 semester of independent research based upon
enrollment records.
Out of 17 who took some form of independent research: 10 stated that it helped them choose a
career path or find a job, 2 did not respond, and 5 indicated that it did not help find a career path or
first job.
Comments:
Helped learn about R&D.
Helped decide to go to grad school.
Learned that “I do not like lab work.”
Reasons for not taking independent research: Did not want to, took co-op instead, or conducted
research in another department.
SUMMARY: Most students are taking independent research in chemical engineering, and most
are finding it to be a positive educational experience.
(2) CO-OP
5 out of 24 students (21%) participated in a co-op work experience.
Comments: Teamwork skills development and hands-on learning were cited by most as the
benefits of their co-op experience.
16 out of 24 (67%) students felt there was not enough flexibility in the program for a co-op
experience.
11 out of these 16 (69%) felt that they would have taken a co-op if there had been more flexibility
1in the program. The reason most frequently cited was that one semester off sets a student one
year behind.
SUMMARY: The department needs to address the co-op issue. If a large co-op is desired, more
flexibility needs to be incorporated into the curriculum. With the changes proposed for the senior design
sequence, it may be possible to do this by having students co-op senior year first semester and then
graduating in December of the following year. The department must therefore address (1) whether we wish
co-op to be more important in the curriculum, and (2) how we can modify course sequencing to be
accommodating.
(3) SUMMER INTERNSHIPS
16 out of 24 (67%) students participated in some form of summer internship.
Students were evenly split on whether summer job opportunities were effectively communicated to
students. All summer job opportunities were announced by posting on a bulleting board above student
mailboxes and all were posted in a notebook in the department office and accessible to all students (“open
shelf.”) Several job opportunities were also announced in classes, and those with scholarships were
announced by placing notices in the mailbox of each eligible student. Many students felt that the department
should be informing them directly by email of job opportunities. While the department can easily take this
step, the implication that nearly 50% of students feel that the department must contact each individually and
directly to inform them of job opportunities is somewhat discouraging. Students need to be informed that it
is their responsibility to seek out job opportunities with the help of the faculty and the department.
SUMMARY: Most students who are seeking a summer position found one the past two years. To
improve communication of opportunities, students will be asked to provide an email address sometime during
the first week of classes this fall. Listserves consisting of juniors and seniors could then be established so
that each class could be notified en mass of job opportunities.
(4) OTHER ACTIVITIES
12 out of 22 responding to the question indicated that they participated in AIChE activities.
Many who did not cited “lack of time” as the main reason. Other activities students cited as positives
included SWE (2), intramural sports (2), fraternity / sorority life (1), Tau Beta Pi and/or Omega Chi Epsilon
(3), other organizations (5). Eight of the 12 students who participated in AIChE also participated in one or
more other activities.
(5) CURRICULUM
Students were asked which one chemical engineering course they found most useful / interesting /
informative, and which one chemical engineering class they found least useful / interesting / informative.
Many students chose to provide several course numbers in the “most useful” category, so the totals will
exceed the number of students completing the survey (24).
Courses cited as being most useful:
242
Second semester design (9)
211/212 Thermodynamics sequence (7)
247
Process control (4)
224
Transport (3)
237/9 Lab (2)
Courses cited once: 223 (fluids), 251 (kinetics)
Courses cited as being least useful:
241
First semester design (7)
237/9 Lab (4)
203
Heat and Mass Balances (4)
251
Kinetics (2)
Courses cited once: 223 (fluids), 261 (nuclear engineering)
Discussion: Students responded most positively to design (challenging, interesting, a good synthesis
of all they had been taught, application to “real world” problems), the thermodynamics sequence (good
introduction to fundamental science), and control (control station software cited). Courses cited frequently
as being least useful were noted to be “slow,” “repetitive,” or not challenging. In both positive and negative
categories, students frequently cited the quality of the instruction being the reason for making the particular
choice.
Students were also asked what could be done to improve the educational program. Comments that
were cited more than once were as follows:
Distribute faculty more broadly so that students see a greater variety of professors (5)
Add a statistics class (2)
Improve TAs (2)
In class lab / hand on experience comments (2)
Comments that were only made once included: more closed book exams; more industry tours (note:
this student did not participate in AIChE); greater variety of classes (1); more feedback within class (note:
meaning uncertain here).
Students were asked what electives they took, and what they would like to see offered. Students took
a variety of classes (as confirmed by enrollment statistics) and offered a variety of (single response) requests
for new electives ranging from biomedical engineering to mass transfer. One consistent note: 7 students
requested a chemical engineering class in statistics.
Students were asked whether their humanities electives provided a basis to help them place
engineering in a global context. 4 said yes, 17 said no, 3 did not reply. Note that the comment most
frequently made by the “no” respondents was that engineering was not addressed in these classes, suggesting
that they did not interpret the question as intended.
SUMMARY: Design being restructured through the elimination of 241, which will address student
concerns about repetitiveness and the real challenge not coming until second semester (242). Other
comments can be addressed by rotating teaching assignments, a comment made by several students.
Regarding new offerings, the department will encourage students to use the new professional elective to take
a class in statistics and will simultaneously explore the possibility of teaching one geared toward chemical
engineering within the department.
(6) OVERALL
Students were asked the following:
Overall UConn experience positive or negative? POS 19
NEG 1
UConn CHEG experience positive or negative? POS 18
NEG 2
Would you recommend UConn chemical engineering to a prospective student?
UNSURE 6
YES
AVG 2
AVG 1
14
NO 1
RECOMMENDATIONS
(1) Implement design sequence change as planned.
(2) Encourage statistics as professional elective.
(3) Examine curriculum during 2000 – 01 academic year to determine what changes would need to
be made to reduce time to graduation after co-op.
(4) Develop email list of students and post job notices electronically (listserve).
(5) If student comments about positive / negative course experiences do not change, introduce
more rotation into faculty assignments where needed (note: not all courses need rotation. Some,
such as control, were cited as very positive)
J. Helble 6/12/99
B3 -Table 8
Summary of Data from EBI Survey
Spring 2000
GET FROM ERLING
"Core" Area Report
Cheg 211,212, 223, 224, 251
Spring 2000
Faculty in attendance:
Suzanne Fenton - leader, Luke Achenie, Can Erkey, Bob Weiss
I. Assessment Results:
No assessment results are available for Cheg 212 (F'99) and 223 (F'99) because formal assessment strategies and
processes for the Chemical Engineering Department were not implemented until S'00
Cheg 211  Student Survey: student's perceived level of achievement of objectives range between level 3 (meets expectations)
and level 4 (exceeds expectations) in all objectives except "Understand exact differentials and thermodynamic
identities" (2.9  0.7).
 Faculty Assessment: student performance in all objectives is greater than or equal to level 3
Cheg 224  Students Survey: student's perceived level of achievement of objectives range between 2.9 - 3.2 for all objectives
except "Gain expertise in the use of spreadsheet and ASPEN process simulation package for design of separation
equipment" (2.7  .8).
 Faculty Assessment: student performance level = 3 on all objectives except "operate bench scale equipment, gather
and analyze data, and compare experimental results to theory" (2.5).
Cheg 251  Student Survey: student's perceived level of achievement of objectives range between 2.3 and 2.8 (level 2 = below
expectations). The lowest score was for the objective "Apply reaction engineering concepts to problem solving in
both mechanical and biological systems"
 Faculty Assessment: student's level or achievement range between 2.2 and 3.4, with the lowest score for "use
computers and software to solve reaction engineering problems involving differential equations and data regression
analysis"
II. General Discussion
 Cheg 211, 212, 223, 224, and 251 are meeting all program and ABET learning outcomes (except oral reports)
 teaching techniques will evolve to encompass changes in technology but courses should continue to cover
fundamentals of thermo, transport, and kinetics
 faculty teaching assignments should be rotated every 3 years
 undergrad elective in transport phenomena would be nice
 oral reports cannot easily be incorporated into core classes - suggest making Cheg 299 a required course with oral
and written reports required (minimum credit limits should be set for the 299's)
 students have trouble applying their math skills to cheg problems (should we try to assess Non Cheg courses??)
 Homework problems in Geankoplis are too easy...change textbook to McCabe, Smith, Harriot?
 learning does not have to be made "fun" but should be tied to real world examples/applications
III. Suggested Action
The core curriculum is meeting all program and ABET learning outcomes with the exception of "oral presentations".
Implementation of an "oral presentation" somewhere in the core courses is logistically difficult. The group proposes
that Cheg 299 become a required course for the following reasons: it would provide exposure to open-ended design
and problem solving, experimental design, data analysis and interpretation, independent thinking, and communications
(particularly oral presentation). No other major curricular changes were suggested regarding the core courses. Slight
modifications in "teaching style/teaching tools" and "course objectives" will be made in Cheg 224 and Cheg 251
to address items that scored below 2.75 on the course evaluation surveys. The current textbook used for Cheg 223 and
224 (Geankoplis) will not be replaced by MSH until the new edition (6th) of MSH has been released (2001) .
Supplemental homework problems from the 5th edition of MSH will be used in Cheg 223 and 224 courses to introduce a
higher level of difficulty. It was also suggested that an undergrad elective in transport phenomena be offered.
Program Improvement Report
Based on 1999-2000 Academic Year Assessment
B.4. Professional Component
The curriculum for the Bachelor of Science in Chemical Engineering degree meets the program objectives outlined in
section B.2, ABET criterion 3 (Section B3), and Program Criteria (Section B.8). The curriculum is shown in Table 1:
Basic Level Curriculum of Appendix IA. A total of 134 semester credit hours is required for the degree, including 44
credit hours of math and basic sciences, 60 credit hours of engineering topics (including design), 24 credit hours of
general education courses, and 6 credit hours of free electives. One semester credit hour normally corresponds to one
lecture hour (50 minutes) or eighty minutes of laboratory-time per week. A typical 3 credit hour course consists of 42
lecture hours or equivalent. One academic year represents 28 weeks of classes, exclusive of final examinations. All
degree requirements are spelled out in the Guide to Course Selection found in Appendix 2.
Course syllabi describing the course offerings for 2000-2001 are provided in Appendix IB. Information regarding actual
course offerings and section enrollment for the academic year 2000-2001 is provided in Appendix IA Table 2: Course
and Section Size Summary. The Department policy is to offer basic required courses once a year. Each academic
semester a selection of technical electives is also offered to facilitate exposure to current technologies and specialization
in an area if desired.
General Education Requirements
The General Education requirements applicable to all degree programs at the University of Connecticut are fully
incorporated within the Chemical Engineering curriculum. The General Education Requirements comprise eight
categories:
Group 1. Foreign Languages
The minimum requirement is met if the student is admitted to the University with three years of a single foreign
language in high school, or the equivalent. If the student has not met the minimum requirement through high
school coursework, he or she must complete a two-semester course sequence in a language at the University.
Group 2. Expository Writing
All students must take ENGL 105 English Composition and ENGL 109 Literature and Composition. In addition
to these courses, all students must complete two Writing (W) courses. CHEG 237W and CHEG 239W satisfy
this requirement in Chemical Engineering.
Group 3. Mathematics and Computer Course
All students must take two Quantitative (Q) courses and one Computer (C) course. Students majoring in CHEG
meet this through required coursework MATH 115Q, 116Q, 210Q, 211Q, CHEM 263Q, CSE 123C.
Group 4. Literature and the Arts
All students must take two courses: one that emphasizes major works of literature and one that emphasizes
major achievements in art, and/or music and/or dramatic arts.
Group 5. Culture and Modern Society
All students must take HIST 100 The Roots of the Western Experience or HIST 101 Modern Europe and a
course which emphasizes non-Western or Latin American Cultures.
Group 6. Philosophical and/or Ethical Analysis
All students must take a course in philosophical and/or ethical analysis. For students in Engineering, the course
that must be taken is PHIL 104 Philosophy and Social Ethics.
Group 7. Social Scientific and Comparative Analysis
All students must take one course in social science and/or comparative analysis.
Group 8. Science & Technology
All students must take two courses in science and technology, at least one of which must include a semester of
laboratory. Chemical engineering students meet this requirement through required coursework in their major.
Chemical Engineering Curriculum Requirements
Basic Mathematics and SciencesStudents are required to take four semesters of calculus (MATH 115Q, 116Q, 210Q, 211Q), totaling 15 credit hours,
including integral and differential calculus. Students are also required to take CHEG 247 (Process Dynamics and
Control) which includes the equivalent of one credit hour of mathematics. Students are advised to take statistics (STAT
243-Design of Experiments) and/or analysis (CHEG 245-Chemical Engineering Analysis) if they desire additional math.
The curriculum includes two semesters of general chemistry with laboratory (CHEM 127Q and 128Q), two semesters of
physics with laboratory (PHYS 151Q and 152Q), two semesters of organic chemistry with laboratory (CHEM 243, 240,
244), one semester of physical chemistry with laboratory (CHEM 263Q and 256), and one additional science course from
a list specified in the guide to course selection. Students may choose additional science courses as free electives or from
the approved list of Professional Requirement courses (technical electives).
Engineering SciencesOur program requires students to take over one and one-half years of engineering topics, i.e. engineering design and
engineering science. These topics are spread throughout the curriculum, but are more concentrated in the junior and
senior years. The first two years also provide the basic knowledge in mathematics, physics, and chemistry, which is
required for understanding and applying engineering topics. Many of the social science and humanities courses are taken
during the first two years, as part of the University General Education Requirements.
Engineering topics begin in the freshman year with ENGR 100 (Orientation to Engineering), CSE 123C (Intro to
Computing), and ENGR 166 (Foundations of Engineering). In these courses, students are introduced to applications of
science and exposed to undefined, open-ended problems that they solve in teams. They are also required to write concise
reports and to make short presentations on these projects. Computer programming is required in two of these courses.
During their sophomore year, Chemical Engineering students take three engineering courses. CE 211 (Applied
Mechanics I) is taken in the fall. This engineering problem-solving course requires the application of mathematics and
physics to analyze forces acting on structures and machines. Students also take CHEG 203 (Introduction to Chemical
Engineering) which focuses on applications of material and energy balances. For students still new to engineering
concepts, these problems do not appear to be well defined and many of the problems are used to introduce topics related
to environmental, social, and safety issues. In the Spring, students take CHEG 211 (Chemical Engineering
Thermodynamics) which stresses basic thermodynamic principles, as well as the application of these principles to
engineering problems, e.g. a study of gas liquifaction.
Students continue their engineering courses in the junior year. The second thermodynamic course, CHEG 212, covers
properties of mixtures and phase behavior with applications to the design of flash separators. The transfer operations
courses, CHEG 232 and 224, teach basic understanding of fluid dynamics, heat transfer, mass transfer, equilibrium
separations and the design of equipment and processes based on these phenomena. Process Kinetics, CHEG 251,
provides a sound basis for reaction kinetics, reactor design, and catalysis. All of these courses contain elements of
computer use, communication, teamwork, and open-ended problem solving/design. It is the future desire of the
department to include laboratory elements in several of these courses as well.
In their senior year, students take CHEG 237W and 238W (Senior Laboratory), CHEG 243 (Process Design), and CHEG
247 (Process Control and Analysis). In these courses, students integrate theory and analysis with applications to design
and include economic, health and safety, environmental, and other professional and ethical considerations. Students are
also required to work in teams and to present their results in both written and oral reports. Students select several
chemical engineering and professional electives to complement their required engineering courses. These courses may be
selected to provide a broad variety of topics or to allow the student to specialize on a particular interest. Substitution for
required chemical engineering courses is not allowed (except via transfer credit from another institution). Substitution of
some lower division chemistry, math, or physics courses is allowed on a case by case basis and with the written approval
of the Associate Dean for Undergraduate Programs.
CHEG & Professional ElectivesIn addition to general education courses and required basic math, science and engineering courses, all students take two
chemical engineering (CHEG) electives and four professional electives. Chemical engineering electives must be chosen
from the Chemical Engineering Department offerings. Usually two or three CHEG elective courses are offered per
semester and are changed periodically to keep pace with new developments in the field. A list of current CHEG elective
offerings is provided in Appendix IA Table 1, Basic Level Curriculum.
Professional requirements must be technical (defined as 200 level courses in engineering, mathematics, statistics, physical
and life sciences) courses in the upper division curricula. These courses are used to meet the ABET criteria in design and
engineering science - the ABET criteria in categories which are not met by named required courses. With the plan of
study we insure that appropriate courses are selected to satisfy the prescribed ABET categories.
The outline presented here meets the program outcomes and objectives. Specifically, students are introduced to
engineering concepts early in their curriculum to gain an understanding of the profession and engineering problem
solving. At the same time, students acquire basic knowledge on which to build an understanding of engineering
principles. Teamwork, computer analysis of data, report writing, and oral presentations are introduced in lower level
courses and, with repeated practice, are well developed by the senior year. During the senior year, students are required
to integrate this knowledge to solve open-ended problems involving design with constraints (economic, environmental,
health & safety, sustainability, etc). Upon graduation, students have a solid theoretical understanding and have
developed skills necessary for successful careers.
B5. Faculty
Competancy
The twelve full-time faculty represent a good balance in terms of interests, education, and experience. Their research
interests are diverse but complementary and include the areas of Biochemical Engineering and Biotechnology,
Polymer/Material Science, Environmental Research and Pollution Prevention, and Computer Applications. All of these
faculty members have Ph.D. degrees and most have significant industrial experience through prior work or consulting.
Eleven different institutions are represented by their earned doctorates. Their teaching experience ranges from 1 to 39
years. The average number of years of industrial experience is nearly 4 years. A complete analysis of the faculty is
provided in Appendix IA Table 4.
Our faculty pursue a balanced distribution of teaching, research and service. Nearly all are involved in research and have
continued to maintain strong ties with industry, resulting in assistance in placing our graduates and in fruitful
collaborative research projects. Many are involved with a wide variety of professional organizations in many different
capacities. Details are found in the resumes given in Appendix IC.
The average classroom teaching load is three (3) courses per year. Teaching assignments are generally rotated every
three years to keep faculty fresh, to let them see how CHEG courses feed into one another, and to keep them abreast of
improvements in teaching methodology and tools in various areas of the curriculum. There are ten (10) required and six
to seven (6-7) elective CHEG courses offered every year. Faculty members develop teaching expertise in approximately
half of the required courses and approximately two elective courses. Thus, the department has sufficient faculty in
appropriate subject areas to meet all of the teaching objectives of the Program. A summary of faculty teaching and nonteaching workloads is provided in Appendix IA Table 3.
The Department is known for its commitment to excellence in teaching. Two CHEG faculty members have won the
School of Engineering Excellence in Teaching Award in the past three years. In addition, two CHEG faculty are well
know for developing progressive teaching tools (POLYMATH and CONTROL STATION) that have gained widespread
use at universities throughout the country.
Non-Teaching Involvement
Each faculty member serves as academic advisor for 5-10 undergraduate students. Students are typically assigned an
advisor as Freshmen and remain with that advisor through their entire program. Students are required to meet with their
advisors a minimum of once per semester to review their course selections for the following semester and to assess their
progress towards graduation. This provides an opportunity to discuss career objectives and allows the student a personal
contact with at least one faculty member for the duration of their academic career. Additionally the Department has a
Director of Undergraduate Studies (Emeritus Profession Howard) and an Assistant Department Head (S. Fenton) who are
available to students for academic advising.
Students and faculty interact on a number of levels outside the classroom. Each student chapter of a professional society
(AIChE, Omega Chi Epsilon) has a faculty advisor. Professional society activities provide a numerous occasions for
interaction, including beginning-of-year and end-of-year picnics, seminars, society banquets, industrial tours, and the
annual Northeast Regional Meeting. Other opportunities include the annual School of Engineering Award Banquet,
Engineering Open Houses, and the Invention Convention.
All faculty are involved in some aspect of Department service through membership on a standing or ad-hoc committee.
This is important to the concept of faculty governance and the shared development of the curriculum. The faculty
members are also well-represented at the national professional level, participating in technical committees, conference
organization, and technical panels. In addition, all regularly review papers and proposals for journals and agencies and
many currently serve on journal editorial boards. Faculty service on internal and external committees is noted on their
resumes. The Department continues to recruit highly talented faculty as noted by the recent hires and the currently open
positions.
Faculty members are encouraged to attend conferences, short courses, and professional workshops. The funds for
professional travel are provided by individual research grants as well as by the School of Engineering, the Graduate
School, and the Professional Development Fund of the UConn chapter of American Association of University Professors.
During the last fiscal year, every tenure-track/tenured faculty member attended at least one conference, short course, or a
workshop. Further, the University supports faculty development in the form of sabbatical leave.
All tenure-track CHEG faculty members are active researchers and scholars. Many have been elected Fellows of the
AIChE and other professional societies. It is through active research (both at the graduate and undergraduate levels) that
faculty maintain close interactions with industry. Undergraduates are provided ample opportunities to participate in
industrially sponsored research through our Undergraduate Honors Program and CHEG 299 (Independent Research)
offerings. The faculty productivity in research and scholarship as well as the wide-ranging involvement in professional
activities are demonstrated in the faculty resumes in Appendix I.C.
Adequacy of the Size of the Faculty
Our Department has always maintained an atmosphere where students are provided the opportunity to get to know their
fellow students, the faculty, and the staff. All students have mailboxes within the Department, and they know that the
Department Head, Assistant Department Head, and faculty are available should they have academic or career concerns.
Our faculty are genuinely concerned about the students and all are involved in course work and advising.
There are twelve full-time faculty and an additional two part time faculty (1 emeritus and 1 adjunct) with regular advising
and teaching duties in the department. All of our CHEG classes are taught by faculty members. Our class sizes typically
range between 15 and 25, resulting in a student to advisor ratio between 4 and 7 and student to instructor ratio between
15 and 25 (except in the lab classes CHEG 237W & 239W where the ratios are 7.5 to 12.5). Elective course sizes are
often less than ten, giving excellent opportunity for student/instructor interactions. CHEG 299 projects offer one-on-one
contact between student and teacher.
B6. Facilities
Instructional facilities within and available to the Chemical Engineering Department are well-equipped, staffed, and
functional, meeting the needs of our educational objectives. Major renovations to our science and engineering facilities
have been ongoing since the inception of UCONN 2000. UCONN 2000 involves a $1 billion investment in new
University facilities including a state-of-the-art chemistry building and newly renovated multimedia classrooms. Planned
for future construction is a new Information Technology building which will house the Electrical and Computer
Engineering and the Computer Science and Engineering Departments.
The CHEG Department occupies approx. 10,550 sq ft of space in the Engineering II (EII) and 5,900 sq ft in the United
Technologies Engineering (UTEB) buildings, with additional office and lab space in the Institute of Material Science and
Environmental Research Institute facilities. The EII building provides consolidated space for the Department's main
office, faculty offices, all the CHEG instructional laboratories, several high-tech instructional classrooms, computer labs,
space for graduate student offices and research laboratories, one seminar/conference room, and several undergraduate
student lounges. As part Uconn 2000, a majority of the building has recently been renovated with new paint, furniture,
carpeting or flooring, drop-ceilings, and lights.
Classrooms
The University assigns classroom space using a centralized system. However, wherever possible, the registrar’s office
tries to assign engineering courses to classrooms located in the math/science/engineering complex of buildings. All the
classrooms in the engineering buildings as well as many in the math/science building have been fully renovated in recent
years, so that the rooms are adequate for the instructional needs. All classrooms provide a blackboard/whiteboard, an
overhead projector and a screen as a minimum. Many of the classrooms are already equipped with sophisticated audiovideo equipment and computer-projection systems. As part of a university-wide drive to make more “high-tech”
classrooms available, the number of well-equipped rooms is increasing every semester. Any course requesting a “hightech” room can generally be accommodated by the registrar’s office, although sometimes the class may be assigned to a
classroom outside the math/science/engineering complex. In addition, the CHEG Department owns an LCD projector
available for moving into classrooms/labs as needed. During the 99-00 academic year, the School of Engineering also
provided a laptop computer to every engineering faculty member who requested one for instructional/professional
purposes. These laptops can be used for presentations and demonstrations in multimedia classrooms.
Laboratories
Departmental laboratory facilities used by the CHEG undergraduates are all located in the EII building. B5-Table 1
summarizes the conditions of the laboratories used for Chemical Engineering instruction. The Departmental laboratories
are being continually modified and upgraded. Since the last accreditation visit, several new experiments have been
established and rooms renovated to house existing and new equipment.
In general, the undergraduate laboratory is well equipped and instrumented. Although a number of pieces of equipment
are old (bubble-cap distillation column, double-effect evaporator, and double-pipe heat exchanger), they are still relevant
to our curriculum. The larger pieces of equipment are especially useful in that they introduce students to nearly industrialscale equipment. The large bubble-cap distillation column is well instrumented and includes a number of control options.
We have numerous smaller experiments to complement these larger experiments. Experiments are continuously
evaluated and either modified or upgraded as appropriate.
The undergraduate laboratory has adequate high-pressure steam, water, compressed air, and gas. These services are
provided by the University's Office of Facilities. Chemical and equipment storage is adequate. The department has one
full-time technician (Richard Kozel) that is responsible for maintaining instruments and equipment in the lab. He is also
capable of installing new experiments and making minor repairs on existing equipment. His strong background in
chemistry and his industrial experience make him a valuable addition to our staff. The School of Engineering also ataffs
an electronic repair shop headed by John Fikiet.
B6- Table 1
Chemical Engineering Laboratory Facilities
Physical Facility
(Building and Room.No.)
Engineering II
Rooms 114 & 218A
(High bay area)
Purpose of Laboratory,
Including Courses Taught
Undergraduate Instruction: CHEG 237W & 239W
Condition of
Laboratory
Adequacy
for Instruction
Number of
Student Station
Area
(Sq. ft.)
Good
Good; sometimes hot in
3
1400
Needs more adequate ventilation
2
280
Good
Good;
6
1300
1
220
3
165
3
165
50
1685
24
720
TOTAL AREA:
5935
Fluid Flow and Pressure Drop Measurement
late spring and early fall
Double-Effect Evaporator
Bubble-Cap Distillation
Engineering II
Room 218
Undergraduate Instruction: CHEG 237W & 239W
Gas Chromatographic Analysis
Very good;
air conditioned
Batch Distillation
Engineering II
Undergraduate Instruction: CHEG 237W & 239W
Room 114
Shell-&-Tube and Double-Pipe Heat Transfer
(Large open corridor)
Pump Characterization Experiment
Gas Absorption
Batch Tray Drier
Analysis of Draining Tank
Engineering II
Room 114B
Engineering II
Room 114H
Undergraduate Instruction: CHEG 237W & 239W
Gas Membrane and Reverse Osmosis Separators
Undergraduate Instruction: CHEG 237W & 239W
Good;
Excellent; Reverse Osmosis
air conditioned
Unit is a brand new
Good
Excellent; Brand new
Digital Control of Liquid Level
control equipment and experiment
developed
Engineering II
Room 114J
Undergraduate Instruction: CHEG 237W & 239W
Good
Kinetics Reactor w/ in-situ FTIR spectrophotometry
Excellent; Brand new state-ofThe art reactor equipped with FTIR
To study reaction kinetics and
catalysis
Engineering II
Rooms 305, 306, 307
Undergraduate Computing Labs
Excellent; used by
Excellent; 50 Networked
Used in all CHEG Courses
all Departments
Computers with full line of
Excellent; used by
Excellent; 24 Sun Workstations
software
FLC
Room 205
Undergraduate/Graduate Sun Workstation Lab
CHEG 251, 241, 242
all Departments
At the present enrollment levels the laboratory space and equipment are quite adequate. Enough major pieces of
equipment are available to allow a variety of different experiments to be utilized in our core courses, CHEG 237W and
CHEG 239W. This also allows experiment substitution if a current experiment becomes temporarily inoperative and in
need of repair. The number and condition of the experiments have continually improved due to a Departmental policy to
spend resources each year for undergraduate lab equipment and experiments.
General maintenance of the laboratory and equipment is adequate. Redundant pieces of key equipment are purchased as
backup, and the engineering shops provide assistance as needed. We have a dedicated laboratory technician who handles
all needs relative to maintaining, installing and rebuilding instructional and research laboratory equipment
The tables below list the major equipment purchased and renovations accomplished over the past several years.
Consistent with the goals of the undergraduate laboratory, large experiments are maintained and upgraded to insure that
students are exposed to pilot plant scale operations. New experiments are purchased or assembled as needed to provide
flexibility in the assortment or to cover new topics that may not have been covered sufficiently well with previous
equipment.
Equipment and Instrumentation 1998-99
General Supplies for Laboratory Maintenance
Repair GC Reintegraion Board
Repair pressure gauges
Computer Upgrades for Laboratory Experiments
Stirrer (Absorption Column)
Conductivity Meter
Total
$ 769
1,000
344
2,000
483
380
$ 4,976
Total
$ 1,504
250
350
260
2,000
1,210
999
$ 6,573
Equipment and Instrumentation 1999-00
General Supplies for Laboratory Maintenance
Oxygen Sensors
Differential Pressure Guage
Diaphragm Pump
Reverse Osmosis Unit (donated by Millipore)
Mettler Balance
Centrifugal pump (Absorption Column)
Equipment and Instrumentation 2000-01
General Supplies for Laboratory Maintenance (chemicals, tubing, etc.)
Reactor System w/ in-situ FTIR spectoscopy
Fuel Cell Experiment
Upgrade for control experiment
$ 1,165
50,000
?????
?????
Total $
Computer Facilities
The Undergraduate Computer Laboratories are comprised of the Engineering Learning Center which houses PCs and a
few Macs (Engineering II Rooms 305-307), and the Undergraduate Unix Laboratory equipped with SUN workstations
(Castleman Room 205).
The Engineering Learning Center
The newly renovated Learning Center not only offers a bright, cheery, and comfortable environment for learning and
instruction, but also provides a facility that is more convenient for the user community and much easier for BRC to
manage. It currently has 60 plus PCs and a few Macs. All the computers are connected to servers that also provide
printing support and are linked to the campus network and the Internet. They also have access to laser printers, a color
inkjet printer and a scanning device. A major effort during the Summer of 98 was to upgrade the PC operating system
from Window 3 to Windows NT 4.0, and to integrate the PCs with BRC general computing facilities. Users now logged
onto Windows NT in the Learning Center will have their Unix home directories available just as if they had logged into a
Unix workstation. Work saved on either drive will be reliably backed-up and available on any other Learning Center
machine the user logs onto. The laboratory is extremely active for both teaching and general undergraduate computing.
The Undergraduate Unix Laboratory
The Undergraduate Unix Laboratory in Room 205 of Castleman is our only School-wide laboratory for undergraduate
Unix-based computing. At the end of last semester, there were 24 SparcStation LX's – very old and obsolete 1993
machines. The latest version of the operating system will not run on them since they have little memory and the disks are
too small. These machines are also too slow for many of the computation-intensive software packages. We have recently
replaced nine of them with SUN Ultra 5’s each with a 4 GB disk and 128 MB memory. A recent survey of Engineering
faculty members indicates that there is a strong need for Unix-based computing, and we should replace all the remaining
15 SparcStation LX's with Ultra 5’s as soon as possible.
The four laboratories are managed and maintained by the Booth Research Center (BRC). Management staff is comprised
of two full time BRC staff persons with one person supporting the PC DOS/Macintosh environment and the other person
providing technical support for the UNIX environment. Additionally, a large student staff supports the Computer
Laboratories. All systems (Unix - PC Windows - Macintosh) are connected to the campus-wide network and the Internet.
General Purpose Software
MS Office 97 Professional (all components)
Netscape 4.05
Internet Explorer 5
Acrobat Reader 3.01
Labpop
Course Applications
AutoCad 2000
Allegro CL Lite 5.0
AspenPlus 10.0-1
AweSim 2.0
Borland C++ 4.52
CadKey 7.5
CodeWarrior Pro 4
Control Station
Invention Machine 2.1
Ghostscript
Win3270
WS_FTP LE
Winzip 6.3 SR-1
Maple Release 5
MicroSim
MS Visual Studio
Data Access SDK 2.0
Digital Visual Fortran 5.0
CStation
LogicWorks 3.02
Mathematica 4
Polymath
Bolded Programs are those used primarily in the Chemical Engineering curricula
Other Support Services
Other institutional facilities provided for this program include newly renovated department and faculty offices, research
laboratories, electronics, machine, and glassblowing shops, brand new state-of-the-art chemistry building and a newly
renovated library.
The Department office is located in Engineering II Building and includes an open reception/office area; side offices for
the Department Head, Assistant Department Head, and purchasing agent; and a utility/storage room; and a lunch/informal
gathering room. The office is staffed by one full-time Administrative Assistant and a full-time University Research
Assistant who acts as our purchasing agent. Two part-time secretaries have been hired to assist in graduate recruitment,
data-base management, and other office tasks. Our undergraduate laboratory has a full-time Chemical Engineering
Laboratory Technician; his office is located in room adjoining the main undergraduate lab, Room 114. Eight faculty
offices are located in the Engineering II Building near the Departmental office; four faculty have offices in the adjoining
UTEB building (connected to EII via hallway); and four faculty have offices in the IMS Building, principally because of
their close association with the Polymer Science Program and the interdisciplinary nature of their research, and
The School of Engineering maintains both an electronics shop and a mechanical shop. The electronics shop assists in
configuring and maintaining electronic and computing equipment for both the instructional labs as well as the research
laboratories. The mechanical shop provides the necessary machining, welding, sheet metal, and woodworking skills
which cannot be handled by our laboratory technician. Both shops support not only the undergraduate instructional
facilities, but also the research laboratories. The University also provides a Technical Services Center. In addition to
providing machining and metal working services, this shop provides glassblowing capabilities, which are crucial to the
Chemical Engineering Department. The IMS also provides shop facilities by agreement for engineering faculty and their
research projects.
The 200,000 square foot five-story Chemistry building is the first of several buildings in the University's new
"Technology Quad" envisioned to centralize the science and engineering programs on campus. The Chemistry Building
incorporates nine graduate and undergraduate divisions including analytic, inorganic, organic, physical, polymer,
environmental analytical, general chemistry, material and biological chemistry and includes research labs for 30
professors and 150 graduate students and post-doctoral researchers. The building includes an innovative outreach center
for bringing chemistry education to the public; multi-media capabilities in all classrooms and lecture halls; state-of-the-art
safety features in both teaching and research environments; networked laboratories, classrooms and offices, energy
efficient design; and user friendly facility for the environmentally sensitive use of chemicals.
The University library has over 300,000 square feet of space and houses one of the major collections in New England.
Books, journals, and other reference material related to chemical engineering are held in this facility. New textbooks and
references are periodically purchased at the request of Chemical Engineering faculty, and the reserve room service is
used regularly by faculty and students. The library has a state-of-the-art computer-based literature search with extensive
references stored on CD ROM. It also provides access to numerous external data bases. An inter-library loan and use
program exists and is available to both faculty and students.
Opportunities to Learn the Use of Modern Engineering Tools
Computer Experience
Freshman Year: All of our students are required to take CSE 123 during the first semester of their freshman year, which
introduces modern programming language (C++). CSE 123 may be used to satisfy the university computing course
requirement and carries the "C" course designation. Students are introduced to spreadsheet, word processor, slide
presentation, and internet software during their second semester in ENGR 166. Both courses utilize personal computers
located in the Engineering Learning Center.
Sophomore Year: Students taking CE 211 (Applied Mechanics I) and use the programming language learned in the
Freshman year to solve suitable problems. In addition, several experiments in the physics laboratory require computer
analysis. CHEG 203 (Intro to Chemical Engineering), taken in the fall, requires computer use in plotting and analyzing
data, solving iterative problems, solving sets of linear algebraic equations and introduces students to the process
simulation package ASPEN. CHEG 211 (Chemical Engineering Thermodynamics I), taken in the spring, also requires
the use of computer programming or mathematical software to solve a variety of homework problems.
Junior Year: At the beginning of the Junior year, students are introduced to an educational software package named
POLYMATH (authored within the Department). POLYMATH, which allows interactive problem solving with all the
basic numerical methods, is made available to students who have their own computers and is present in personal
computer labs throughout the University. During CHEG 223 (Transfer Operations I), students are introduced to
MATHEMATICA for solving simple ordinary and partial differential equations. The ASPEN package is used for flash,
multi-component distillation, extraction, absorption and other unit operation design calculations in CHEG 224 (Transfer
Operations II). Computer problems are also assigned in the CHEG 212 (Chemical Engineering Thermodynamics II) and
CHEG 251 (Process Kinetics) and students are encouraged to use computers to solve their homework problems whenever
appropriate.
Senior Year: Extensive computer use is required in CHEG 243 (Process Design and Economics) and CHEG 237W and
239W (Chemical Engineering Laboratory). POLYMATH, MATHEMATICA, ASPEN, spreadsheet, word processing,
data acquisition, and slide presentation, and internet software are used as appropriate. CHEG 247 (Introduction to
Process Dynamics and Control) uses an in-house process control simulator package, CONTROL STATION.
Laboratory Experience
Freshman and Sophomore Years:
The laboratory training of our students is initiated in the two basic chemistry and two physics courses taken in the
freshman and sophomore years.
Junior Year:
Required laboratory sections in advanced chemistry courses (organic and physical chemistry) are designed
specifically for Chemical Engineering students, and contain experiments requiring the use of both classical and
modern experimental methods and equipment. These are usually taken in the junior year. Additional exposure to
modern engineering tools via laboratory experience comes from the selection of one of the following five advanced
science courses, CHEM 232Q (Quantitative Analytical Chemistry), CHEM 264Q (Physical Chemistry II), MCB
203 or 204 (Biochemistry), or MCB 229 (Fundamentals of Microbiology).
Senior Year:
Chemical engineering laboratory experience is concentrated in the two required courses, CHEG 237W (Chemical
Engineering Laboratory I) and CHEG 239W (Chemical Engineering Laboratory II), both taken in the senior year.
During these classes, students are in the laboratory for 4-5 hour sessions twice weekly. Laboratory equipment is
described in B6- Table 1, and combines both old and new technology as described earlier in this section. Lab
experiments investigate numerous aspects of fluid flow, heat and mass transfer, process control, and kinetics and
reactor design. Both courses require students to design experiments, learn safety procedures, operate bench scale
and industrial scale equipment, analyze samples using both traditional and new techniques and equipment, interpret
data, and produce oral and written reports. A brief description of the laboratory experiments performed in CHEG
237W and 239W is included at the end of section B6.
In addition to these required courses, all faculty research laboratories are used in undergraduate instruction via
CHEG 299's (Introduction to Research/Independent Study). CHEG 299 is not a required course, but over 70% of
our undergraduates take 299 to fulfill one or more of their electives. Faculty research areas are diverse, and yet
complimentary, and include the area of biotechnology, environmental engineering, polymer science, dynamics and
control, electrochemistry, and catalysis. Faculty research laboratories and support facilities are fully outfitted with
state-of-the-art equipment. Faculty vitae are provided in Appendix IC. Sample 299 projects include:
1. Aerosol droplet combustion synthesis of nonequilibrium nanoscale materials
2. Behavior of lyotropic liquid crystal polymers
3. Modeling of hydrogen/oxygen and methanol/air fuel cell systems
4. Recombinant bacteria for green chemistry
Documents Relating to Section B6
Facilities
1. Instructional Laboratory Courses (CHEG 237W and 239W), Experiments & Equipment
Instructional Laboratory Courses
Experiments and Equipment
CHEG 237W
1. Draining Time for a Tank with Outlet Pipe
Objective: The purpose of this topic is to compare a mathematical model of a physical system with observed
experimental results.
Equipment: A cylindrical tank is fitted with a drain pipe in the bottom. The problem is to predict how long it will take
for the level in the tank to drop to an inch above the bottom. The tank and a selection of exit pipes are located in the
laboratory. Auxiliary equipment is available from the technician.
2. Bubble-Cap Distillation Column
Objective: The objective of this topic is to gain experience in operation of larger equipment, to practice sampling and
analysis technique, and to review the principles and hardware of distillation. The students must review concepts of
continuous distillation. The column is to be run continuously using various reflux ratios and various feed plates.
Equipment: The Artisan 18 plate bubble-cap distillation column is located on both levels of the high bay area in the
laboratory. The main control station contains six Foxboro controllers along with both digital and strip chart recorder
output. Feed may be introduced to six of the 18 plates. Temperatures and liquid samples are available at 20 places in the
column. Flowrates are measured via the controllers and orifice plates. The system to be separated is methanol and water.
3. Operation of a Double-Effect Evaporator
Objective: The object of this topic is to expose the students to some of the problems of operating large scale
equipment and to develop skill in evaluating process operation.
Equipment: The Swenson double-effect evaporator is in the high bay area in the laboratory. Backward and forward
feed, varying feed rates and vacuum levels are investigated.
4. Pumps and Fluid Flow
Objective: The objective is to gain familiarity with the operation and characteristics of a typical centrifugal pump.
Various flow measuring devices are used to determine friction losses and orifice coefficients.
Equipment: A centrifugal pump, driven by a variable speed d.c. dynamometer motor is mounted on a cart which
carries the water reservoir. Inlet and outlet pressures, flowrate, speed and torque are measured. A rack of horizontal pipes
is located on the laboratory wall near the evaporator. The rack includes 45 and 90 degree bends, valves, contractions,
expansions, various size pipes, a rotameter, a venturi meter, two orifice meters and several differential pressure gauges.
5. Heat Transfer
Objective: The performance of a double-pipe heat exchanger is evaluated with respect to the amount of heat
transferred and to the changes in temperatures of the interacting water streams as affected by flow rate and direction. The
performances of shell-and-tube and double-pipe heat exchangers are evaluated and compared with respect to heat
transferred and temperature changes of the steam and water phases as affected by steam temperature and water flow rates.
Equipment: Two double-pipe heat exchangers, a Struthers-Wells shell-and-tube heat exchanger, a
multipoint-temperature recorder, several thermocouples and two rotameters.
6. Gas Separation by Membrane Permeation
Objective: The objective of this experiment is to study membrane separation of air and determine the effects of
process parameters on membrane performance. Students should develop a fundamental understanding of membrane
processes and after modeling the experimental data, should be able to predict the performance of the gas separator.
Equipment: Two PrismTM separator columns that can operate individually, in series, or in parallel; pressure
regulators; needle valves; flow meters; and oxygen analyzers.
CHEG 239W
1. Control of a Steam-Heated Mixing Tank (Pneumatic Control)
Objective: The experiment involves tuning a controller for temperature control of a steamheated mixing tank. Students
are asked to generate process reaction curves to determine tunings, to experimentally optimize these tunings through set
point changes, and to investigate the controllers ability to reject disturbances.
Equipment. The process contains a steam-heated constant volume well mixed tank with a .pneumatic control valve on
the steam line. A Foxboro controller, thermocouple electronic temperature transmitter, air lines and strip chart recorder
are also a part of the process. An inlet water stream acts as an adjustable disturbance.
2. Batch and flow kinetics (usually done as two separate experiments)
Objective: The purpose of this experiment is to examine and determine the reaction kinetics of a simple homogeneous
liquid phase system, and to compare experimental data to a mathematical model for the saponification of ethyl acetate in
a CFSTR and/or tubular plugflow reactor.
Equipment: The batch reaction is run in a glass beaker immersed in a temperature controlled bath. The two flow
reactors are complete with fluid flow measurement devices and temperature control. Burettes, pipettes and general
glassware are used with wet analytical chemical techniques for concentration measurement.
3. Gas Absorption
Objective: This experiment reviews mass transfer of a solute between two phases and provides experience with a gas
absorption column and several auxiliary analysis instruments.
Equipment: The equipment consists of a 75 rnm diameter column containing Raschig ring packing material, pressure
taps, manometers, sampling points, sump tank, pump, calibrated flowmeters, gas cylinder, small compressor, two types of
gas analyzers (infrared and wet chemical) and a titration station. Currently the apparatus is designed to absorb a carbon
dioxide/air mixture into an aqueous solution flowing down the column.
4. Control of Two Tanks in Series (Computer Control)
Objective: This experiment explores the characteristics of different types of control algorithms by providing a
user-friendly interface between the user and the process being controlled.
Equipment: The equipment consists of two Plexiglas tanks, flowmeter, pump, pressure sensor, a control and data
acquisition system and a computer.
5. Batch Distillation
Objective: This experiment reinforces phenomena associated with batch distillation; specifically, fluid flow
characteristics in the sieve plate column, pressure drop vs. boil-up rate, and column separation efficiencies are studied.
Equipment: UOP Microcomputer controlled batch distillation unit; refractometer; IBM compatible PC.
6. Batch Tray Dryer
Objective: The objective of this experiment is to study drying rates of various wetted solids and to produce drying rate
curves. From these curves, the different drying behavior can be observed; further analysis is used to determine the types
of mechanisms involved.
Equipment: Armfield steam heated batch tray dryer; anemometer; thermometers; nonporous granular solids; stop
watch; balance.
B7. Institutional Support and Financial Resources- Joe, Tom A.
B8. Program Criteria-
Suzy
B9. Cooperative Education Criteria-
Marty
B10. General Advanced-Level Program- N/A
Appendix I
A.
Table 1 - Basic Level Curriculum
Table 2 - Course and Section Size
Table 3 - Faculty Workload Summary
Table 4 - Faculty Analysis - Joe
Table 5 - Support Expenditures - Joe
B.
Course Syllabi
C.
Faculty Curriculum Vitae - Joe & Suzy
(should we include articles "in press" or "submitted for publication"??????
Table 1. Basic-Level Curriculum
Chemical Engineering
Year;
Semester or
Quarter
Course
(Department, Number, Title)
Category (Credit Hours)
Math & Basic
Engineering Topics
General
Sciences
Other
Education.
Check if Contains Design
()
CHEM 127Q General Chemistry
4
MATH 115Q Calculus I
ENGR 100 Orientation to Engineering I
CSE 123C Introduction to Computing
ENGL 105 English Composition
HIST 100 Western Exp or HIST 101
Modern Europe
CHEM 128Q General Chemistry
4
4
( )
MATH 116Q Calculus II
ENGR 166 Foundations of Engineering
ENGL 109 Literature and Composition
Social Science Course
PHYS 151Q Physics for Engineers I
4
( )
(X)
( )
( )
( )
MATH 210Q Multivariable Calculus
CE 211 Applied Mechanics I
CHEG 203 Inatroduction to Chemical
Engineering
PHIL 104 Philosophy and Social Ethics
PHYS 152Q Physics for Engineers II
4
Freshmen
Fall
1.5
( )
( )
(X)
( )
( )
1
.5
3
3
Freshmen
Spring
3
4
1.5
3
1.5
Sophomore
Fall
Sophomore
Spring
MATH 211Q Power Series and
Differential Eqn..
CHEG 211 Chemical Engineering
Thermodynamics
English Literature Course (200 Level)
Elective
CHEG 212 Chemical Engineering
Junior Fall Thermodynamics
CHEG 223 Transfer Operations
CHEM 243 Organic Chemistry
CHEM 263Q Physical Chemistry
CHEM 240 Organic Chemistry
Laboratory
Non-Western Course
( )
( )
( )
3
3
4
( )
( )
3
( )
3
(X)
3
( )
( )
(X)
3
3
4*
3
3
3
(X)
( )
( )
1
( )
3
Table 1. Basic-Level Curriculum (continued)
Chemical Engineering
Year;
Semester or
Quarter
Course
(Department, Number, Title)
Category (Credit Hours)
Math & Basic
Engineering Topics
General
Science
Other
Education
Check if Contains Design
()
CHEG 224 Transfer Operations
3
(X)
3
(X)
( )
( )
+
+
3
( )
(X)
Senior
CHEG 251 Process Kinetics
CHEM 244 Organic Chemistry
CHEM 264Q Physical Chemistry
CHEM 256 Physical Chemistry
Laboratory
Professional Requirement (3 credits)
CHEG 237W Chemical Engineering
Lab
+
.5
+
2.5
( )
(X)
3
3
(X)
( )
( )
(X)
Senior
Professional Requirement (3 credits)
CHEG 247 Process Dynamics &
Control
CHEG Requirement
Fine Arts Course
Elective
CHEG 239W Chemical Engineering
Lab
4
(X)
3
+
+
(X)
( )
( )
Junior
Spring
3
4
1
Fall
3
2
Spring
CHEG 243 Process Design &
Economics
CHEG Requirement
Professional Requirement (3 credits)
Professional Requirement (3 credits)
TOTALS-ABET BASIC-LEVEL REQUIREMENTS
+
+
43.5+
OVERALL TOTAL FOR DEGREE
134
PERCENT OF TOTAL
32+
Totals must
satisfy one set
Minimum semester credit hours
Minimum percentage
48 +
134
35.8 +
32 hrs
48 hrs
25%
37.5 %
(
)
19.5
11
(
)
134
134
(
)
14.6
8.2
Note that instructional material and student work verifying course compliance with ABET criteria for the categories
indicated above will be required during the campus visit.
Table 1. Basic-Level Curriculum (continued)
Chemical Engineering
Year;
Semester
or
Quarter
Course
(Department, Number, Title)
Category (Credit Hours)
Math & Basic
Engineering Topics
General
Sciences
Other
Education.
Check if Contains Design
()
( )
Chemical Engineering Electives #
CHEG 225 Advanced Transfer
Operations
CHEG 245 Chemical Engineering
Analysis
CHEG 252 Chemical Processes
CHEG 256 Polymeric Materials
CHEG 261 Intro to Nuclear Engineering
CHEG 270 Energy Process Technology
CHEG 271 Chemical Processes of Fossil
Fuels
CHEG 280 Intro to environmental Rate
Processes
CHEG 281 Intro to Water Pollution
Control
CHEG 283 Intro to Biochemical
Engineering
CHEG 285 Intro to Air Pollution
CHEG 295 Special Topics in Chemical
Engineering
CHEG 299 Intro to Research
3
( )
( X )
3
( X )
3
3
3
3
3
(
(
(
(
(
3
( X )
3
( X )
3
( X )
3
( X )
(Variable)
X
X
X
X
X
)
)
)
)
)
(Variable)
Footnotes to previous page:
X
Courses containing significant design
*
3 credits of advanced chemistry are counted as engineering science as allowed under Chemical
Engineering Program Criterion 2.a
Professional electives must be technical courses (defined as engineering, mathematics, statistics,
physical and life sciences) in the upper division curricula. These may often include additional credits
in Engineering Science/Design.
+
Table 2. Course and Section Size Summary
Chemical Engineering
Course
No.
Title
No. of
Section
Avg.
s
Section
offered Enrollment
in
Current
Year
Type of Class (1)
Lecture
Laboratory
Recitation
CHEG 203
Introduction to Chemical Engineering
1
29
75%
25%
CHEG 211
Chemical Engineering Thermodynamics
1
24
75%
25%
CHEG 212
Chemical Engineering Thermodynamics
1
20
75%
25%
CHEG 223
Transfer Operations
1
20
75%
25%
CHEG 224
Transfer Operations
1
18
75%
25%
CHEG 237W Chemical Engineering Laboratory
1
25
10%
80%
10%
CHEG 239W Chemical Engineering Laboratory
1
24
10%
80%
10%
CHEG 243
Process Design & Economics
1
26
100%
CHEG 245
Chemical Engineering Analysis
1
5
100%
CHEG 247
Process Dynamics & Control
1
18
100%
CHEG 251
Process Kinetics
1
20
100%
CHEG 256
Polymeric Materials
1
18
100%
CHEG 261
Nuclear Engineering
0
-0-
100%
CHEG 280
Intro. to Environmental Rate Processes
0
-0-
CHEG 283
Intro. Biochemical Engineering
1
8
100%
CHEG 285
Introduction to Air Pollution
1
14
100%
CHEG 295-01 Fermentation & Separation
1
9
60%
CHEG 295-02 Catalysis
0
-0-
100%
CHEG 295-03 Chem. Proc. Safety, Health, Loss Prev.
0
-0-
CHEG 295
Industrial Ecology
1
4
CHE 299
Introduction to Research
60%
Other
40%
30%
10%
18 Fall
9 total
90%
10%
Research
18 Sp.
16 total
90%
10%
Research
Table 3. Faculty Workload Summary
(Chemical Engineering, 2000-2001)
lty Member (Name) FT
or
Total Activity Distribution2
Classes Taught (Course No./Credit Hrs.)
Term and Year1
PT
Teaching
Research
Other3
30
40
30
45
5
50
0
100
0
40
30
30
45
35
20
0
10
90
40
40
20
40
40
20
60
0
40
15
35
50
100
0
0
FT F00: CHEG 351 (3)
S01: CHEG 211 (3), CHEG 256 (3)
FT None (start date August 01)
40
40
20
0
100
0
FT F00:
S01:
FT F00:
S01:
FT F00:
S01:
35
40
25
35
40
25
35
40
25
PT
FT F00: CHEG 320 (3)
S01: CHEG 243 (4) (team)
FT F00: CHEG 301 (3)
S01: ENGR 166 (3)
FT F00: release / retirement
S01: retirement
FT F00: CHEG 241 (3), CHEG 247 (3)
S01: CHEG 295 (3)
FT F00: CHEG 321 (3)
S01: CHEG 239 (3) (team), CHEG 295/384 (3) (team)
FT None (Director, University Honors Program)
nie, Luke E.K.
rson, Thomas F.
James P.
er, Douglas J.
hlin, Robert W.
p, Michael B.
y, Can
FT F00:
S01:
FT F00:
S01:
PT F00:
S01:
FT
S01:
PT F00:
n, James F.
n, Suzanne S.
e, Joseph J.
l, Yehia F.
er, Patrick
s, Richard
, Montgomery T.
s, Robert A.
d, Thomas K.
1.
2.
3.
CHEG 223 (3)
CHEG 239 (3) (team), CHEG 251
CHEG 315 (3), CHEG 320 (3)
ENGR 166 (3)
CHEG 203 (3)
CHEG 224 (3)
CHEG 285/385 (3)
CHEG 261/360 (3)
CHEG 237 (3) (team), CHEG 368 (3)
CHEG 352 (3)
CHEG 237 (3) (team), CHEG 212 (3)
CHEG 320 (3)
CHEG 295 (3)
CHEG 243 (4) (team), CHEG 283/383 (3)
Indicate Term and Year for which data apply.
Activity distribution should be in percent of effort. Members' activities should total 100%.
Indicate sabbatical leave, etc., under "Other.
Appendix IB - Course Syllabi
1 Cheg 203: Introduction to Chemical Engineering
2 Catalog description:
Application of the principles of chemistry and physics to chemical processes; units, dimensions and process vari
balances; equations of state (ideal and real); single component equilibria; energy balances; non reactive and rea
processes; combined mass and energy balances.
3 Prerequisite:
CHEM 128, MATH 114 or MATH 116, ENGR 150 or CSE 110 or CSE 123C.
4 Texts:
Felder, R. M. and Rousseau, W. W., Elementary Principles of Chemical Engineering, 3rd Ed, John Wiley and So
Fogler, H. S. and LeBlanc, Strategies for Creative Problem Solving, Prentice Hall (1995).
5 Course Objectives:
Students will be able to
1. Formulate and solve problems using an engineering approach
2. Practice creative problem solving strategies
3. Incorporate concepts of material and energy balance and simple thermodynamic property behavior in analyzin
process systems i.e. synthesize, integrate, utilize process information to solve technical problems
4. Develop teamwork skills
5. Use computer tools to solve problems involving mass and energy balance and thermodynamic properties
6 Topic:
1.
2.
3.
4.
5.
6.
7.
Units, dimensions, and process variables
Material balances
Single Phase Systems - ideal and real gases
Multi phase Systems - single and multi-component equilibria
Energy balances
Nonreactive and reactive processes (combined material and energy balances and thermodynamic property b
Creative problem solving
7 Schedule:
Lecture MWF 11-12
8 Contribution to Professional Component:
3 credits Engineering Science
9 Relationship of Course Objectives to:
A. Program Objectives:
Cheg 203 supports the achievement of the following Program Educational Objectives:
1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changin
chemical engineering.
2. Promote a sense of commitment, professional ethics and respondibility in students and forge life-long mutual
relationships among graduates, academia, and industry.
B. Program Outcomes:
Cheg 203 supports the achievement of the following Program Educational Outcomes:
1. Produce graduates who think critically and can define, formulate and solve technical problems and design ch
processes by effectively applying scientific, mathematical, engineering and computational tools and principles.
2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can desig
an experimental program as well as analyze and interpret data in traditional and emerging fields.
3. Produce graduates with teamwork habits and communication skills necessary for technical achievement in th
industrial world.
4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions
consequences, encourage student/faculty and student/industry interactions, and present opportunities for person
development.
C. ABET 3a-k:
a. an ability to apply knowledge of mathematics, science, and engineering
d. an ability to function on multi-disciplinary teams
e. an ability to identify, formulate, and solve engineering problems
g. an ability to communicate effectively
k. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
Prepared by:
Suzanne S. Fenton July 17, 2000
Reviewed by:
10
Revised by:
Reviewed by: C&C
Approved by: Head
Appendix IC - Faculty Curriculum Vitae
Curriculum Vitae
JOSEPH J. HELBLE
Date of Birth:
04/10/60
Rank:
Associate Professor and Head of Chemical Engineering (full-time)
Education:
B.S. Chemical Engineering, Lehigh University, 1982 (summa cum laude)
Ph.D. Chemical Engineering, Massachusetts Institute of Technology, 1987
Faculty Service, University of Connecticut:
1999-present:
1995-present:
Department Head, Chemical Engineering
Associate Professor, Chemical Engineering
Related Experience:
1998–present:
1993:
1987-1995:
1981, 1982:
consultant, Niksa Energy Associates, Belmont CA
Environmental Fellow, U.S. EPA Office of Solid Waste, Washington DC
Principal Research Scientist, Physical Sciences Inc., Andover MA
Research Engineer, Air Products & Chemicals Inc., Allentown PA (summers)
Consulting, Patents, etc.:
Consultantships: Niksa Energy Associates (1998-present); Connecticut Mutual Electrical Energy Cooperative (2000);
Physical Sciences Inc. (1995-1997).
Patents: Apparatus for Producing Nanoscale Ceramic Powders (with T.F. Morse and G.A. Moniz), European Patent
EP 0 697 995 B1, (1997); Apparatus for Producing Nanoscale Ceramic Powders (divisional) (with T.F. Morse and
G.A. Moniz), US Patent 5,599,511 (1997); Process for Producing Nanoscale Ceramic Powders (with G.A. Moniz and
J.R. Morency), German Patent 0680454 (1997); Apparatus for Producing Nanoscale Ceramic Powders (with T.F.
Morse and G.A. Moniz), U.S.Patent 5,447,708 (1995); Process for Producing Nanoscale Ceramic Powders (with
G.A. Moniz and J.R. Morency), U.S. Patent 5,358,695 (1994).
States Registered:
None (EIT-PA)
Principal Publications (1995 to present or 10 most recent):
Hirsch, M.E., Sterling, R.O., Huggins, F.E., and Helble, J.J., Speciation of combustion-derived particulate phase
arsenic, Environmental Engineering Science (accepted) (2000).
Liu, B.B., Srinivasachar, S., and Helble, J.J., The fractal-like structure of combustion-generated inorganic aerosols,
Aerosol Science and Technology (accepted) (2000)
Xu, X., Yang, X., Miller, D.R., Helble, J.J., Thomas, H., and Carley, R.J., A Sensitivity Analysis on the Atmospheric
Transformation and Deposition of Mercury in the Northeastern United States, Sci. Total Environment (accepted)
(2000).
Xu, X., Yang, X., Miller, D.R., Helble, J.J., and Carley, R.J., A Regional Scale Modeling Study of Atmospheric
Transport and Transformation of Mercury. II. Simulation Results, Atmospheric Environment (accepted) (2000)
Xu, X., Yang, X., Miller, D.R., Helble, J.J., and Carley, R.J., A Regional Scale Modeling Study of Atmospheric
Transport and Transformation of Mercury. I. Model Development and Validation, Atmospheric Environment
(accepted) (2000)
Sarofim, A.F., Helble, J.J., and Senior, C.L., Emissions of Mercury, Trace Elements, and Fine Particles from
Combustion Sources, Fuel Processing Technology 65-66, 263-268 (2000).
Helble, J.J., A Model for the Air Emissions of Trace Metallic Elements from Coal Combustors Equipped with
Electrostatic Precipitators, Fuel Processing Technology 63, 125-147 (2000).
Senior, C.L., Sarofim, A.F., Zeng, T., Helble, J.J., and Mamani-Paco, R., Gas phase Transformations of Mercury in
Coal-fired Power Plants, Fuel Processing Technology 63 (2/3) (2000).
Xu, X., Yang, X., Miller, D.R., Helble, J.J., and Carley, R.J., Formulation of bi-directional atmosphere-surface
exchanges of elemental mercury, Atmospheric Environment 33, 4345-4355 (1999)
Helble, J.J., Combustion aerosol synthesis of nanoscale ceramic materials, J. Aerosol Science 29 (5/6), 721-736
(1998).
Professional Societies:
American Institute of Chemical Engineers; American Chemical Society; American Association for the Advancement
of Science; American Association for Aerosol Research; The Combustion Institute; Association of Environmental
Engineering and Science Professors; American Association of University Professors.
Honors or Distinctions:
Outstanding Young Faculty Award, University of Connecticut School of Engineering (1999);
CAREER Award, National Science Foundation (1998); Barnard Award, American Association for the
Advancement of Science (AAAS) (1994); R.A.Glenn Award, American Chemical Society (1989);
Physical Sciences Inc. Technical Achievement Award (1995, 1990, 1989, 1988); National Science
Foundation Graduate Fellowship (1982); W.H. Chandler Chemistry Award, Lehigh University (1982);
A.I.Ch.E. Award, Lehigh University (1981).
Courses Taught:
Fall 1999:
CHEG 301, Thermodynamics, 3 hours lecture, graduate, day.
Other Duties (average hours per week):
Department Head, Chemical Engineering; NU Chemical Engineering Endowed Chair Search Committee, Chair; NU
Environmental Engineering Search Committee; School of Engineering Academic Council; Environmental Research
Institute Executive Committee (1999); Mechanical Engineering Outstanding Faculty Committee; Departmental
Development; Departmental Advisory Board ; Undergraduate Student Advising.
Above duties total about 35 hours per week.
Programs for Improving Teaching or Professional Competence:
Attendance at workshop/sessions at annual A.I.Ch.E. meeting regarding undergraduate teaching; collaborative project
with Boston Museum of Science on developing hands-on materials to demonstrate nanoscale concepts (1998-2002).