Chemical Engineering Department
Revised May 2014 (Current through Winter 2014)
Curriculum and Course Assessment
ChEn 170
#
Topic
Initial
Date
Fall
2007
1
Unit conversions were noted as
a problem during the last
assessment.
2
Quantitative assessment of
environmental, social, political,
etc. constraints was mentioned
as difficult.
Fall
2008
3
The assessment method listed
on the Faculty evaluation needs
more direct evidence rather
than generic definitions of H, E,
F, and P.
Winter
2009
4
Winter
2009
6
Cover sheet for course
assessment is missing. This
cover sheet is used to document
changes based upon
recommendations of the
previous semester.
Great job on introducing a new
hands-on project.
Would like to add competencies.
7
Teaching temperature units.
Winter
2010
8
Still concerned about the
number of competencies for an
introductory course, even after
visiting with Ken as the UG
Winter
2010
5
Fall
2009
Fall
2009
Action/Recommendation
This year it was stated that most
of the class is proficient in unit
conversions as a result of on-line
sample problems with detailed
(step-by-step) answer keys.
Work on developing assessment
tool(s) such as a short writing
assignment, fill in the blank
assignments, in class
assignment, etc. to assess these
aspects. Share your method(s)
with the faculty.
For instance, a specific
homework assignment with
some quantitative results should
be shown to validate the
proficiency score. Assessment
training on this aspect will be
addressed during the retreat.
Since this was not done, please
look at Winter 2008
recommendations to make sure
they are incorporated and
addressed in Winter 2010
Continue to work on assessing
the effectiveness of this effort.
If there are competencies you
would like to add to the course,
please provide a list to the
undergraduate committee.
Please try to use existing
competencies.
Used best practices to teach
temperature units by
emphasizing and warning of
common mistakes.
The UG Committee shares the
general concern and is
addressing (see item 1 under
“Competency Changes” above).
Reassessmen
t Date
Fall 2009
Reassessmen
t/ Status
Complete.
Fall 2009
Complete.
August 2009
Complete
July 2009
Complete.
March 2010
Complete.
March 2010
No action/
complete.
March 2010
Complete.
March 2010
Ongoing (see
8a).
committee recommended.
8a
Winter
2011
8b
The instructor is still concerned
about the number of
competencies for an
introductory course. He feels it
is redundant to have
competencies that are
“introduce . . .” when other
higher level competencies could
be used to teach them at an
introductory level.
Competency list.
9
Instructor comment.
10
Formalize the continued
implementation of hands-on,
open ended projects, as these
have been successful and
viewed positively by the
students.
Change 10.8.2 (Students will be
introduced to costs in capital
ventures (e.g., capital vs.
operating costs, salvage value,
equipment costing) to replace
“salvage value” with
“depreciation”.
Winter
2010
Winter
2010
11
Winter
2012
Winter
2010
Responsible Faculty:
Undergraduate Committee.
The Undergraduate Committee
agrees that the competency list
is lengthy for this class, but we
would like to discuss a more
concrete proposal. Please
suggest which competencies
should be eliminated or
combined. Responsible Faculty:
170 Instructor.
March 2011
Ongoing (see
8b).
The Undergraduate Committee
agreed with the previous
instructor that the competency
list was lengthy and requested a
concrete proposal on
recommended reductions from
the previous instructor, but this
was not provided. The new
instructor recommends a major
course revision and possible
combined revamp of 170/191,
but after the UO plans are made
and being implemented (there is
no link with UO implied, simply
a workload management issue
for the committee), to
accompany the competency
reduction. Responsible Faculty:
UG Committee with previous
170 instructors.
Implemented “just in time”
teaching, as necessary.
Responsible Faculty: 170
instructors.
May 2012
Ongoing (see
16).
May 2011
Complete.
August 2011
Complete.
Responsible: Tommy.
May 2010
Complete.
12
Leadership experience.
Fall
2010
13
Recommend that students take
this course in the Fall, if
possible.
Fall
2010
14
The instructor feels that the
course is too detailed for a
freshman introduction and is
essentially a reduced version of
ChEn 273. He recommends
more time for hands-on and
experiential learning to excite
the students about chemical
engineering.
Both instructors felt that there
are too many competencies and
would like to reduce them.
Specific suggestions were to
remove the process control and
economics competencies.
The instructors would like to
make the class more hands on
and creative or include more
interesting class demonstrations
with the time saved by covering
fewer competencies.
The class was significantly
modified to make it more labbased and hands-on.
Winter
2012
Update and simplify
competencies, planned prior to
the Fall 2014 assessment cycle.
The boundary needs to be
defined between ChEn 170 and
15
16
16
a
17
18
Continue the good work of
incorporating leadership
experience and feedback into
the team project.
Change the Map and the
website accordingly.
Responsible: Tommy.
After discussion, the Map and
other student planning tools
were not changed to
recommend that students take
the course in the Fall because
the UG Committee is
considering the role of 191 more
broadly within the curriculum.
UG Committee considering
revisions.
March 2011
Complete.
Fall 2011
March 2012
Closed.
May 2012
Complete as
of Fall 2013.
Winter
2012
The UG Committee does not
March 2013
want to remove the economics
components, but is considering
the other options, as in the next
item.
Ongoing (see
17).
Fall
2012
Responsible: the UG
Committee is working to
implement aspects of both
Items 15 and 16 this Fall, with
the Instructors.
March 2013
Ongoing (see
16a).
Winter
2013
Fall
2013
Responsible: ChEn 170
instructors.
March 2014
Fall
2013
Responsible: UG Committee.
March 2014
Complete,
but we will
monitor
through our
ongoing
assessment.
Ongoing.
Winter
2014
Discussed in association with
Competency 1.1 (“Students will
May 2014
Ongoing.
ChEn 191.
ChEn 191 (formerly 291)
#
Topic
1
2
3
Need quantitative assessment
listed under assessment method
(i.e. use scores from
assignments, etc rather than
listing just general categories
such as life-long learning
assignment, homework, etc.)
Competency 1.5 (related to
resumes) requested to be
added.
Add a competency in the course
for “familiarity with the
profession of chemical
engineering”.
gain a knowledge of the major
through the course material.
Responsible Faculty: ChEn 170
and ChEn 191 faculty.
Initial
Date
Fall
2008
Action/Recommendation
Fall
2009
Fall
2009
4
Required direct assessment of
some competencies (soft skills)
is too much for this course.
Fall
2009
5
The instructor feels there are
too many interruptions to the
continuity of the class which
impedes developing personal
relationships with the class and
favors elimination of the
conflicts with the Dean’s lecture
and AIChE speakers. The Dean’s
lectures were particularly
disorganized this semester.
The instructor taught the course
without interruption, but the UG
Committee is to consider
mechanisms to keep the AIChE
connection and exposure to
relevant Dean’s lectures.
Fall
2012
5a
Fall
2013
Reassessmen
t Date
March 2009
Reassessmen
t/ Status
Completed
Winter 2009.
As requested, competency 1.5
will be added.
March 2010
Complete.
There is already a competency
in the course for “familiarity
with the profession of chemical
engineering” (1.3). – confirm
with Tommy.
The undergraduate committee
agrees. We will remove the
direct assessment requirement
for specific competencies.
However, please continue to
provide appropriate assessment
for the course.
Responsible: the UG
Committee is working on a
proposal to address this
concern along with revisions to
391.
March 2010
Complete
March 2010
Complete.
March 2013
Ongoing (see
5a).
Responsible: ChEn 191
instructor.
March 2014
Ongoing
The UG committee will revise
the form to emphasize this
point.
ChEn 263
#
Topic
Initial
Date
Fall
2007
1
Based on the 2007 feedback,
there was some concern that
programming may not be
needed and that we should reevaluate the computer tools
used.
2
Similar to last year’s feedback,
the added VBA lectures
increased the VBA capability of
students. The average score on
the programming project was
95%.
Similar to last year’s feedback,
the increase in VBA lectures
increased the VBA capability of
students.
Fall
2008
3
Students had difficulty with T
and T units in MathCad.
Fall
2008
3a
In previous years students had
difficulty with T and T units in
MathCad.
Fall
2009
3b
Student difficulty with T and T
units in MathCad.
Fall
2010
3c
Temperature units in Mathcad.
Based on the instructor’s
Fall
2011
2a
Fall
2009
Action/Recommendation
Ken and Tommy surveyed
graduate students and
concluded that programming
should be kept. Need to
integrate through curriculum.
The undergraduate committee
should pursue this aspect.
Continue the VBA lectures.
The average score on the VBA
project was 90%. This item does
not need to be followed any
longer unless the instructor
notes a decrease in student
capabilities.
Continue to emphasize this
point and interact with the 273
instructor regarding ways to
resolve this problem.
Instruction on temperature
units was modified by teaching
primarily K and ºR units.
Students performed much
better (>90%) on problems
related to temperature units.
Continue to monitor student’s
progress another year.
Instruction improved again, with
continued improvement in
performance based on
homework (from >90% of
students doing it correctly last
year to >95% this year). The
instructor wants one more year
of evaluation to see how the
students do in the advanced
junior classes. Responsible:
Brad.
Responsible: ChEn 263
instructor.
Reassessmen
t Date
Fall 2008
Reassessmen
t/ Status
Complete.
Mathcad
remains the
primary tool
March 2009
Complete.
March 2010
Complete.
March 2009
Ongoing (see
3a).
March 2010
Ongoing(see
3b).
March 2011
Ongoing (see
3c).
March 2012
Ongoing (see
3d).
3d
advice, the students primarily
used absolute temperatures in
Mathcad, but did introduce °F
and °C, with their associated
complications. The instructor
wants to assess again next
year.
Temperature units in Mathcad.
3e
Temperature units in Mathcad.
Fall
2013
4
Competency 6.2 (“Students will
be able to convert problem
solving strategies to procedural
algorithms”) wording is very
general and needs to be
modified.
Solving engineering problems
Fall
2009
6
Help students see multiple
approaches to a problem.
Fall
2009
7
Leadership opportunity and
student team learning
Fall
2010
5
Fall
2012
Fall
2009
The students are excelling here
and choosing to use primarily R
and K (as the instructor
recommends). The instructor
wants to assess one more year
with a little more exposure to
units of °F and °C. Responsible:
ChEn 263 instructor.
The instructor was satisfied with
his own and the student’s
performance.
Visit with Tommy to update the
wording of the competency.
Generally, these changes have
been made in the database, but
website may not yet reflect
them.
Over 90% of the homework and
exam problems were related to
chemical engineers. Students
expressed verbally and
demonstrated through
homework that they improved
their ability to solve engineering
problems (competency 6.1).
This item does not need to be
followed any longer unless the
instructor notes a decrease in
student capabilities.
The UG committee likes your
recommendation. However, as
you implement your
recommendation, please be
careful in minimizing the impact
this recommendation would
have on a student’s time or your
ability to cover the necessary
course content.
Students given an opportunity
to present their team projects
March 2013
Ongoing (see
3e).
March 2014
Complete.
March 2010
Complete.
March 2010
Complete.
March 2010
Complete
March 2012
March 2013
Complete.
environment.
Fall
2011
8
The instructor plans to improve
final preparation with a review
sheet and checklist.
Fall
2010
9
The UG Committee’s review of
the student feedback on
Competency 5.4.2 (“Students
will be able to write program
structures, and understand
when programming is most
appropriate”) suggests the
students may be expecting too
much.
The students are improving,
but the instructor noted that
this was again the most
frequently listed “No”
competency and indicated that
the student secretary who
administered the survey
emphasized “Mastery” as the
criteria for a “Yes” response.
He suggests that we provide a
script for the secretary in the
future.
Programming proficiency
Fall
2011
L3 Exam highly missed concept
for VBA project. The instructor
implemented the VBA project
Fall
2011
9a
9b
10
during an evening celebration in
order to see a wider variety of
approaches to team work,
leadership, and solving
problems. This was wellreceived. Continue next
semester and report on
outcome. Responsible: Brad.
The VBA project was wellreceived. The instructor plans
to continue doing this as part of
the students’ leadership
experience.
Please report on this next
semester. Responsible: Brad.
The instructor completed both
of these and review problems
for the final, which were wellreceived based on informal
feedback from the students.
They are not expected to be
polished programmers at the
end of the course. Try to help
them understand that this is an
introductory course in regard to
programming. Responsible:
ChEn 263 instructor.
March 2012
Complete.
Ongoing (see
9a)
Fall
2012
Instead, the UG Committee
recommends that the instructor
and/or TA handle the in-class
portion of the evaluation (as
noted in General Action Items,
there is no need to leave the
room). Responsible: ChEn 263
instructor.
March 2013
Ongoing (see
9b).
Fall
2013
There were no “No” responses
on this competency in this
assessment cycle.
Based on UG Committee
feedback, the instructor
carefully structured the project
March 2014
Complete.
March 2012
Ongoing (see
10a).
mentioned previously on heat
exchanger solutions using the
log-mean temperature
method.
10a
L3 Exam highly missed concept
for VBA project.
Fall
2012
10b L3 Exam highly missed concept
for VBA project.
Fall
2013
ChEn 273
#
Topic
1
Question as to whether
transient balances should be
Initial
Date
Winter
2009
and monitored the time the
students spent on the project by
formal survey (9.9 hours) and
were given time both within
class and outside of class
(through a reduction in other
263 homework) to complete it.
Their performance was
outstanding. The instructor
wishes to continue to monitor
future performance on the L3
exam to evaluate the
effectiveness of the effort.
Responsible: ChEn 263
instructor (with UG Committee
assistance with L3 performance
monitoring).
Based on UG Committee
feedback, the instructor
carefully structured the heat
exchanger project and
monitored the time the students
spent on the project by formal
survey (9.9 hours) and were
given time both within class and
outside of class (through a
reduction in other 263
homework) to complete it.
Their performance was
outstanding. The instructor
wishes to continue to monitor
future performance on the L3
exam to evaluate the
effectiveness of the effort.
Responsible: ChEn 263
instructor (with UG Committee
assistance with L3 performance
monitoring).
Future monitoring will be done
through routine L3 performance
assessment.
Action/Recommendation
The recommendation is to
continue the instruction.
March 2013
Ongoing (see
10b).
Fall 2014
Complete
Reassessmen
t Date
July 2009
Reassessmen
t/ Status
Complete.
continued.
Concern about the TA’s not
attending the class.
Winter
2008
3
Adding psychrometric charts as
a competency.
Winter
2009
4
The assessment methods were
well documented.
Winter
2009
5
From L3 exam feedback, the
students appear to grasp the
concept of Δ𝐺 𝑜 = −𝑅𝑇 ln 𝐾,
but do not grasp the concept of
𝜈
𝐾 = (∏𝑖 𝑦𝑖 𝑖 )𝑃∑𝑖 𝜈𝑖 .
Winter
2009
6
Transient balances continue, to
be a challenge. The Math
prerequisites were identified as
a possible contributing factor.
Winter
2010
7
The UG committee agreed to
reconsider recommended
wording the expectations of
3.1.5 concerning psychrometric
charts.
Winter
2010
2
The TA’s are now attending the
class based on last year’s
recommendation. It was
reported that the TA’s did a
good job.
The UG committee recommends
that humidity charts should NOT
be added as a competency since
there are varying attitudes
among faculty regarding the
necessity for including
instruction of humidity charts.
Therefore, the evaluation sheet
will be used as an example for
future instruction among the
faculty on how to document the
assessment methods.
In an effort to reinforce this
concept, we will recommend
that the instructors of 273, 373,
and 478 (now 386) focus on
calculating equilibrium
concentrations from K at
pressures other than 1 bar.
The UG Committee
recommends making Math 113
a hard or enforced prerequisite
to 273. Responsible Faculty:
Undergraduate Committee.
The instructor is considering an
in class practice sheet for this
material. Please try this.
Responsible Faculty: 273
instructor.
Please propose the wording.
Responsible Faculty: 273
instructor with UG Committee.
Reworded regarding the
expectations concerning
psychrometric charts. (Now
reads “Students will be able to
read pure component and
mixture phase diagrams (e.g.
psychrometric chart, solid
solubility, liquid-liquid, VLE) and
construct mass balances from
July 2009
Complete.
July 2009
Complete.
August 2009
Complete
Winter 2010
August 2011
Discussed
with other
instructors.
Decided not
to change
coverage in
273.
Complete.
August 2011
Complete.
8
8a
9
10
11
Many students did not feel
confident on Competency 3.3.3
“Students will be able to solve
simple fluid statics problems
(e.g., manometers, fluid head,
etc.)”.
The UG Committee noted that
many students continued to
express a lack of proficiency on
Competency 3.3.3 involving
simple fluid statics problems.
Transient material balances
Winter
2013
Eliminate competency 3.1.4
due to redundancy of concepts
in 3.1.2
The UG Committee noted a
disparity between the students’
and the professor’s assessment
of VLE competence (3.7.2)
Winter
2014
ChEn 311
#
Topic
1
2
3
Need quantitative assessment
listed under assessment
method (i.e. use scores from
assignments, etc rather than
listing just general categories
such as life-long learning
assignment, homework, etc.)
Course content augmented.
The 11 and 12 competencies
will be dropped in Fall 2012, as
they are covered in EngT 231.
them using the lever rule, tie
lines, etc.”)
Please evaluate. Responsible
Faculty: 273 instructor.
May 2014
Ongoing
Winter
2014
Please review the comments
and address. Responsible
Faculty: 273 instructor.
May 2014
Ongoing
Winter
2014
Thesewere still difficult based
on student feedback on
competency 3.1.3. See student
comments requesting more
practice and examples and keep
trying. Responsible Faculty:
273 instructor.
Responsible: UG Committee.
May 2014
Ongoing.
May 2014
Ongoing
Winter
2014
The student comments suggest
more practice. Please review
the comments and adjust
accordingly. Responsible
Faculty: 273 instructor.
May 2014
Ongoing.
Initial
Date
Fall
2008
Action/Recommendation
Reassessmen
t Date
March 2009
Reassessmen
t/ Status
Completed
Winter 2009.
Fall
2009
With the change in content for
the course in Fall 2010, please
provide a recommendation for
the addition or deletion of
competencies.
They will be retained through
Fall 2011 because a poll
indicated that the Econ 110 and
March 2010
Complete.
March 2011
Ongoing (see
3a).
Fall
2010
The UG committee will revise
the form to emphasize this
point.
3a
Ethics, teamwork, and
leadership. The 11 and 12
competencies will be dropped
in Fall 2012, as they are
covered in EngT 231.
Fall
2011
3b
Ethics, teamwork, and
leadership.
Fall
2012
4
Safety. Energy and safety
topics will be expanded after
these competencies are
discontinued.
Fall
2012
4a
Enhanced coverage of Safety.
ChEn 373
#
Topic
1
1a
1b
It was noted that Competency
6.6.2 was weak and that this
competency can better be
assessed throughout the
curriculum.
Competency 6.6 remains weak.
(“Students will be able to
rationalize units, make order of
magnitude estimates, assess
reasonableness of solutions,
and select appropriate levels of
solution sophistication.”)
Competency 6.6
EngT 231 heritage was still
about 50/50 among current
students.
These competencies were
retained through Fall 2011
because a poll indicated that the
Econ 110 and EngT 231 heritage
was still about 50/50 among
students in 2010. Add to EngT
231. Responsible: UG
Committee/Tommy.
Ethics (in particular, workplace
ethics and their relation to
environmental and safety
considerations) are being
retained, despite coverage in
EngT 231, because of the topic’s
importance.
The students feel that safety
needs more time, which the
instructor will provide. Modify
the competencies to reflect the
recent AIChE/SAChE emphasis
areas, such as runaway
reactions. Responsible: ChEn
311 instructor.
Completed as part of fine-tuning
the ethics coverage.
Initial
Date
Winter
2009
Action/Recommendation
Winter
2011
The instructor feels that we
need to train faculty how to
teach this, for example by giving
more “what if” questions,
activities to assess
“reasonableness”, and more
opportunities to think.
Responsible Faculty:
Undergraduate Committee.
The Undergraduate Committee
Winter
Added as an action item to be
addressed at the program level.
March 2012
Ongoing (see
3b).
March 2013
Complete.
March 2013
Ongoing (see
4a)
Complete.
Reassessmen
t Date
July 2009
Reassessmen
t/ Status
Forwarded to
program
level/
Complete.
May 2011
Ongoing.
December
Complete.
2012
2
There was a suggestion that
competencies 3.7.1 and 3.7.6
could be rewritten to separate
open and closed systems into
two separate competencies for
better assessment. This
suggestion was mainly due to
problems with several students
not being able to solve
problems with closed systems.
Winter
2009
3
Based on last year’s
recommendation, time spent
on stability was reduced and
more time was spent on
competency 10.6.1 (“Students
will be able to perform design
(sizing) calculations for turbines
and compressors (e.g.,
involving delta H, delta S, work,
heat, efficiencies)”).
There were still licensing issues
regarding ChemCad.
Winter
2008
From L3 exam feedback, the
students appear to grasp the
concept of Δ𝐺 𝑜 = −𝑅𝑇 ln 𝐾,
but do not grasp the concept of
𝜈
𝐾 = (∏𝑖 𝑦𝑖 𝑖 )𝑃∑𝑖 𝜈𝑖 .
Winter
2009
4
5
Winter
2009
asked all faculty to incorporate
more exercises relating to
Competency 6.6 into their
instruction.
The recommendation is that the
competencies remain as written
but that two assessments be
provided for each competencyone for closed systems and one
for open systems. Following any
assessment during the semester
(such as an exam) in which it is
noted that students have
difficulty with closed systems,
the instructor should talk with
the students to identify the
“incorrect” approach in which
students tried to solve the
problem so that corrective
instruction can be incorporated
into the course. The instructor
should also discuss ideas with
instructors in 273 and 451 to
determine if further action
should be implemented in these
courses.
Student scores improved on
exams associated with
competency 10.6.1. Spent more
time on this subject by reducing
time on stability.
2012
It is recommended that a
committee be formed to
address which simulator
package should be used in the
future.
In an effort to reinforce this
concept, we will recommend
that the instructors of 273, 373,
and 478 focus on calculating
equilibrium concentrations from
K at pressures other than 1 bar.
July 2009
August 2011
Complete.
Noted
improvement
in
Winter 2010
Complete.
Fall 2009
Ongoing—
see
Curriculum
item 1a
Fall 2009
Complete:
continue to
emphasize.
5a
Instructor taught 𝐾 =
𝜈
(∏𝑖 𝑦𝑖 𝑖 )𝑃∑𝑖 𝜈𝑖 in a new way.
Winter
2011
5b
Instructor taught 𝐾 =
𝜈
(∏𝑖 𝑦𝑖 𝑖 )𝑃∑𝑖 𝜈𝑖 in the new way
again.
Winter
2012
6
Continue to emphasize 3.7.1
and 3.7.6.
Weak performance on
competencies.
Winter
2010
Winter
2012
8
Instructor suggestion to shift
coverage to PChem (Chem
467).
Winter
2012
9
Winter
2013
Winter
2014
10
The instructor requests
feedback from the senior year
classes (and L3 exam
performance) on the change of
the 373 exam structure to 6
midterms with only multiplechoice questions.
Competency change.
11
Competencies with high “No”
Winter
7
Winter
2014
Check L3 performance to assess
effectiveness. Responsible
Faculty: UG Committee.
Some improvement in L3
performance was observed.
August 2011
Ongoing.
May 2012
Responsible Faculty: 373
instructor.
The instructor felt the students
were weak at entropy
“balances” (3.7.6) and transient
problems (3.1.6). He felt they
needed more practice, but was
unsure how much to emphasize
them, particularly transient
balances. He also felt there was
not enough time to add more
material, but he will work on
improving these competencies
in the future. Responsible
Faculty: 373 instructor.
The instructor feels that some of
the competencies on phase
behavior and enthalpies (e.g.,
3.2.1 and 3.7.5) are better
covered primarily in PChem.
The UG Committee members
respectfully disagree. Please
continue this instruction.
Responsible Faculty: 373
instructor, with 476 and 451
instructors, with assistance
from the UG Committee.
August 2011
Complete
with ongoing
L3
monitoring.
Complete.
May 2012
Complete.
May 2012
Complete.
May 2014
Ongoing.
Reword 3.1.2 (“Students will be
able to solve steady-state,
overall, material and energy
balances for systems which
include one or more of the
following: recycle, multiple
units, chemical reactions.”) to
eliminate the word “recycle”.
Responsible: UG Committee.
Keepthe conversation going on
May 2014
Ongoing.
May 2014
Ongoing.
responses from the students.
ChEn 374
#
Topic
1
1a
2
2a
Move 3.3.5 (“Students will
understand the significance of
steady-state, integral and
differential mass, energy, and
momentum balances in one
dimension”) to Level 2 and
remove “in one dimension”.
Again, competency 3.3.5
requested to be changed to
Level 2 and the wording “in one
dimension” to be removed.
Continue to emphasize 10.3.3
(“Students will be able to
design flow systems involving
pipes and pumps for power-law
fluids”) since this appears
weak.
Student evaluation and
instructor comments noted
that competencies 3.3.4 and
10.3.3 (related to power law)
were weak.
2014
3.7.7 (“Students will understand
the fundamental concepts of
solution thermodynamics
including chemical potential,
fugacity, activity, partial molar
properties, ideal solutions, and
excess properties.”) and 10.4.2
(“Students will be able to set up
and solve single-stage flash
calculations.”).
Initial
Date
Fall
2008
Action/Recommendation
Fall
2009
Fall
2008
Fall
2009
2b
Power law fluids
Fall
2010
2c
Power law fluids. The
instructor reports that lectures
are carefully crafted, with good
response from the students.
Fall
2011
Reassessmen
t Date
March 2009
Reassessmen
t/ Status
See 1a.
As requested, competency 3.3.5
will be changed to Level 2 and
the wording “in one dimension”
will be removed.
Fluids instructor to continue to
emphasize.
March 2010
Complete.
March 2009
Ongoing (see
2a).
Previous instructors spent two
days on this subject. Please
interact with previous
instructors to determine the
best way to help strengthen
these competencies.
Continue to improve
instruction/learning relating to
competencies 3.3.4 and 10.3.3.
Responsible: David.
The UG Committee believes the
student feedback may indicate
further work is still needed.
Please continue to monitor the
students’ competency
evaluation feedback.
March 2010
Ongoing (see
2b).
March 2011
Ongoing (see
2c).
March 2012
Ongoing (see
2d).
Ask Tommy to do this.
2d
Power law fluids.
Fall
2012
2e
Non-Newtonian fluids
Fall
2013
3
Safety emphasis.
Fall
2009
Particularly in relation to
Competency 10.3.3 (“Students
will be able to design flow
systems involving pipes and
pumps for power-law fluids”),
the students appear to be
expecting too much.
Communicate that being able to
calculate P in the system (and
thus the required pump head) is
the primary design feature, not
the mechanical details of the
pump. Responsible: 374
instructor.
The UG Committee
March 2013
recommends rewording the
following competencies:
Competency 10.3.3 (“Students
will be able to design flow
systems involving pipes and
pumps for power-law fluids”) to
read “Students will be able to
calculate pressure drop in flow
systems involving pipes and
pumps for non-Newtonian
fluids.” Delete “power-law”
from competency 3.3.4
(“Students will be able to
determine velocity profiles for
steady-state, laminar flow in
simple geometries for
Newtonian and power-law
fluids.”) to read “Students will
be able to determine velocity
profiles for steady-state, laminar
flow in simple geometries for
Newtonian fluids.” Responsible:
UG Committee if 374 instructor
concurs.
The competency wording
March 2014
changes were made; the
instructor and student
assessments indicate the
positive effect of the change.
Please include some safety
March 2010
emphasis. SACHE materials
provide an excellent resource.
Ongoing (see
2e).
Complete.
Ongoing (see
3a)
3a
Safety.
Fall
2010
3b
Safety.
Fall
2011
4
Environmental considerations.
Fall
2010
4a
Environmental considerations
(Competency 7.4). The
instructor reports that
coverage remains thin because
of time and coverage
constraints and would like to
drop material on turbines and
pump scaling to increase
coverage.
Fall
2011
4c
Environmental and safety
considerations
Fall
2012
Safety plans were required for
class project proposals and
implementation. Continue with
your idea of homework case
studies. Responsible: David.
The instructor modified several
homework problems to include
safety aspects, such as pressure
relief valves, pump cavitation,
and liquid storage tank design.
Please continue and expand as
the instructor feels is
appropriate.
Work to develop some
homework simple problems
involving environmental
considerations or incorporate
some environmental aspects
into existing problems
(competency 7.4). Responsible:
David.
The UG Committee does not
support decreasing coverage of
these areas. Similar to what was
done for safety, we still
recommend incorporation of
environmental topics within a
handful of (possibly existing)
homework assignments that
should require minimal
additions to lecture/class time.
Possible examples/ideas:
leaking pump seals releasing
VOC’s (annular orifice flow
calculation), wind turbine
and/or pipeline design
environmental impact, etc.
Consult former instructors or UG
committee for additional ideas
or clarification. Responsible:
374 instructor.
The instructor reports that
coverage remains thin because
of time and coverage
constraints, but has proposed
revising exam and review
schedules to make more class
time available. The UG
March 2011
Ongoing (see
3b)
March 2012
Complete.
March 2011
Ongoing (see
4a).
March 2012
Ongoing (see
4b).
March 2013
Ongoing.
4d
Environmental and safety
considerations
5
Turbines.
6
Competency Change.
Committee supports this plan,
but remains opposed to
dropping turbines (because of
their importance in the chemical
processing industry) and
suggests consideration of an
inverted classroom instructional
method for these competencies.
Vince plans to cover some
safety, health, and
environmental ideas during the
retreat in August 2013 that
should provide assistance. The
instructor’s suggestions of more
important topics that are not
currently being covered (e.g.,
mixing, dispersion of pollutants
in the environment, flow in
porous media, and mixed
(gas/liquid) flows) are all worthy
for consideration for addition to
the course content. Please
recommend specific changes to
help the UG Committee weigh
the trade-offs. Responsible:
374 instructor.
Fall
The instructor included two new
2013
lectures on environmental and
safety topics (by reducing the
exam results reviews), as well as
a homework assignment on
atmospheric mixing/pollutant
dispersion and a safety problem
on the final. The UG Committee
commends this—keep up the
good work.
Winter The instructor recommends
2014
skipping coverage of turbines to
(during cover more ChE specific topics
discussi like mixing and flow in porous
on of
media. The UG Committee
ChEn
agrees (and the competency
451)
change is in item 4 below),
although briefly discussing
impulse turbines as
pump/compressor drivers is still
recommended.
Winter Change 10.3.2 from (“Students
March 2014
Complete.
May 2014
Complete.
May 2014
Ongoing.
2014
(during
discussi
on of
ChEn
451)
7
Pressure relief valve sizing
calculations.
ChEn 376
#
Topic
1
2
Competencies 10.2.1 and
10.2.2 were revised based on
last year’s assessment.
Methodologies should be
added to competencies stating
“able to solve”.
Winter
2014
will be able to select, based on
performance characteristics and
operational constraints, the
appropriate kind of pumps
(positive displacement, radial,
axial, etc.), turbines (impulse,
Francis, Kaplan, etc.), and valves
for a given application.”) to
“Students will be able to select,
based on performance
characteristics and operational
constraints, the appropriate
kind of pumps (positive
displacement, radial, axial, etc.)
and valves for a specific
application.” Responsible
Faculty: UG
Committee/Tommy.
Instead of in ChEn 311, cover
safety valve sizing calculations.
Responsible Faculty: 374
instructor.
May 2014
Ongoing.
Initial
Date
Winter
2008
Action/Recommendation
Reassessmen
t Date
Tommy will update the database Fall 2009
with the new revisions.
Reassessmen
t/ Status
Complete.
Winter
2009
The UG committee agrees. It is
suggested that competency
3.4.6 be revised to include
appropriate numerical methods
for the course. Please provide a
revised competency to the UG
committee. New 3.4.6:
“Students will be able to solve
simple transient heat and mass
transfer problems with methods
such as lumped capacitance,
Heisler charts, 1st term
approximation, exact numerical
solutions, etc.”The UG
committee will also address this
issue throughout the curriculum
via input from the course
instructors.
Complete.
Fall 2009
3
3a
Competency 3.4.7 (“Students
will understand radiative heat
transfer including blackbody
radiation and Kirchoff’s law,
and be able to solve radiative
problems involving view factors
and radiative exchange
between surfaces.”) was rated
below 3.0 by the instructor.
Continue to emphasize
Competency 3.4.7.
Winter
2009
Follow up with more assessment Winter 2010
next year and provide feedback
on a plan of action if the
assessment remains low.
Ongoing (see
3a).
Winter
2010
Responsible Faculty: 376
instructor.
Radiative heat transfer coverage
increased a day with additional
homework and quizzes. Student
performance and student and
faculty evaluations increased
significantly (from 3.31 to 3.98
and from 3.0 to 4.0,
respectively). The instructor
plans to continue the current
coverage in the future.
Radiative heat transfer was the
weakest competency (although
86% of students reporting
mastery). The end of semester
timing likely impacts this
performance, but this is the best
place for the topic. The
instructor has previously added
a day of instruction to improve
student proficiency and will now
focus instruction to improve the
students’ performance.
The instructor took several steps
to improve the students’ grasp
of radiative heat transfer,
including additional homework,
more practice problems,
streamlining the lecture and
notes, and adding a video demo
on view factors. The selfassessed proficiency of the
students increased to 96% from
87% previously. The instructor
would again like to track this
next year. Responsible Faculty:
376 instructor.
Winter 2011
Ongoing (see
3b).
Winter 2012
Ongoing (see
3c)
May 2013
Ongoing (see
3d).
3b
Radiative heat transfer.
Winter
2012
3c
Radiative heat transfer.
Winter
2013
3d
Radiative heat transfer
Winter
2014
4
Consider adding “flows with
evaporation and/or
condensation” to competency
3.4.3.
Competency 3.4.3
Winter
2011
Winter
2011
5a
Added Leadership Feedback
Program to project, with
students setting two
measurable goals for areas of
weakness and provided them
with constructive
praise/criticism of
performance.
Leadership assessment.
6
Workload assessment
Winter
4a
5
Winter
2012
Winter
2012
The new instructor continued to
improve treatment, but the
students did not do well on this
subject on the exam, with an
instructor rating of 2.9. The
students also ranked this as a
competency in which they did
not feel proficient. Propose
rewording and/or adjusting the
treatment level of competency
3.4.7 (“Students will understand
radiative heat transfer including
blackbody radiation and
Kirchoff’s law, and be able to
solve radiative problems
involving view factors and
radiative exchange between
surfaces.”). Responsible
Faculty: 376 instructor.
Responsible Faculty: UG
Committee.
May 2014
Ongoing.
May 2011
Ongoing (see
4a).
Added “flows with phase
change” (“Students will
understand convective heat
transfer and use of heat transfer
coefficients for laminar and
turbulent flows, internal and
external flows, fully developed
flow, flow with entry effects,
flows with phase change, and
forced and free convection.”).
Responsible Faculty: 376
instructor.
December
2012
Complete.
May 2011
Ongoing (see
5a).
Instructor continued Leadership
Feedback Program with the
project and will continue,
transitioning to the electronic
portfolio, when available.
The instructor again tracked
May 2012
Complete.
May 2012
Complete.
2012
7
Heat exchanger instruction
Winter
2012
7a
Heat exchanger instruction
Winter
2013
7b
Heat exchanger instruction
Winter
2014
8
Competency awareness
Winter
time spent on homework
assignments via self-reporting
by students. The average was
just over 2 hours (after including
reading) and outliers were
addressed.
The instructor continued using
improved LMTD instruction,
with 94% of students reporting
mastery of the competency.
Effectiveness/NTU method was
not neglected, with 87% of
students reporting mastery. He
will continue focusing on LMTD.
The instructor would again like
to track this next year.
Responsible Faculty: 376
instructor.
The instructor continued to
focus on heat exchanger
calculations to better prepare
students, improving the lecture
notes, implementing homework
problems showing the
equivalency between the LMTD
and the effectiveness-NTU
methods, giving both equations
and charts for the F factor and
LMTD method, and providing
extra practice problems. In
response, 100% of students
assessed themselves as
proficient in the 3 competencies
in which previously only 87%
(10.2.1/3), 94% (10.2.1/2), and
96% (10.2.2) felt proficient. The
instructor would again like to
track this next year.
Responsible Faculty: 376
instructor.
The new instructor increased
heat exchanger calculation
coverage and made the tests
harder, but the students
continued to perform well on
these competencies (10.2.1/3,
10.2.1/2, and 10.2.2).
The instructor again used the
May 2012
Ongoing (see
7a).
May 2013
Ongoing (see
7b).
May 2014
Complete.
May 2012
Complete.
2012
9
Mass transfer coverage
Winter
2014
10
Competency change
Winter
2014
ChEn 378
#
Topic
1
It was suggested by the
instructor to discuss if any
lectures can be cut.
2
Competency 3.2.7 (“Students
will be able to match the
physical and chemical
characteristics of a material to
process conditions/variables in
order to evaluate its suitability
for use with the process”) was
listed as weak and it was noted
Initial
Date
Fall
2008
Fall
2008
revised syllabus which
introduced competencies in
chronological order with
subheadings to improve student
understanding of the
competencies covered and will
continue doing this.
The instructor recommends that
mass transfer coverage, (e.g.,
competencies 3.5.3, 3.4.5, and
3.4.4, be coordinated with
necessary coverage in ChEn 476.
He also felt that he
overwhelmed the students
covering 3.5.3. Responsible
Faculty: 376 and 476
instructors.
Propose rewording for
competency 3.4.3 “Students will
understand convective heat
transfer and use of heat transfer
coefficients for laminar and
turbulent flows, internal and
external flows, fully developed
flow, flow with entry effects,
and forced and free convection,
and flows with evaporation
and/or condensation.”
Responsible Faculty: 376
instructor.
Action/Recommendation
The UG committee would like
the instructor to discuss this
aspect with past instructors but
the competencies must still be
met.
Please work with the ChEn 451
instructor to discuss ways to
strength the learning of
competency 3.2.7.
May 2014
Ongoing.
May 2014
Ongoing.
Reassessmen
t Date
March 2009
Reassessmen
t/ Status
No action/
Complete.
March 2009
Complete.
3
4
4a
that the ChEn 451 instructor
also noted this aspect.
The suggestion was to move
“corrosion” from competency
3.2.5 to 3.2.7.
Move corrosion topics to
earlier in the semester.
Corrosion.
Fall
2009
Fall
2009
Fall
2010
4b
Corrosion. The instructor felt
that moving the material to the
middle of the semester was an
improvement, but wondered if
there was other evidence (such
as Plant Design team
performance) to corroborate
the improvement.
Fall
2011
4c
Corrosion.
Fall
2012
5
Competency 3.2.7
Fall
2010
6
L3 exam question from
Materials Science.
Fall
2010
6a
L3 Exam question on Materials
Science.
Fall
2011
Please identify the appropriate
wording changes and submit to
Tommy.
Continue with your
recommendation.
Continue to monitor and report
on the perceived positive impact
of moving corrosion topics to
earlier in the semester.
Responsible: Dean.
These concepts are definitely
being reinforced during Plant
Design. However, please discuss
in further detail with Vince and
continue to monitor the
students’ competency
evaluation feedback.
Responsible: ChEn 378
instructor.
The instructor discussed with
Vince and will continue to
monitor the students’
competency evaluation
feedback.
Changed to “Students will select
materials appropriate for
particular applications and
processes, through
consideration of physical and
chemical characteristics of
materials, including possible
failure and corrosion modes.”
As a design competency, it was
renumbered 10.9.1.
Responsible: Tommy.
Work with previous instructors
to propose one set of five
questions. Responsible: Dean
with Bill and Ken.
The instructor will work with
previous instructors to propose
one set of five questions by the
end of the Winter 2012
semester. Before implementing
the new question, the UG
March 2010
Complete.
March 2010
Ongoing (see
4a).
Ongoing (see
4b).
March 2011
March 2012
Ongoing (see
4c).
March 2013
Complete.
March 2011
Not yet
complete.
March 2011
Ongoing.
March 2012
Ongoing (see
6b).
6b
L3 Exam question on Materials
Science.
ChEn 386 (formerly 478)
#
Topic
Fall
2012
Committee must consider that
not all students take 378 before
the L3 Exam dates.
Responsible: ChEn 378
instructor with Bill Pitt and Ken
Solen.
The UG Committee decided
there is no effective way to
implement this since 378 may
be taken during the senior year
after administration of the L3
Exam.
Initial
Date
Winter
2009
Action/Recommendation
The instructor should feel free
to include these changes at the
course syllabus level because
the specific interpretation is up
to the faculty member. While
we like the detail, the
Undergraduate Committee does
not recommend making all
curriculum competencies this
specific.
In an effort to reinforce this
1
Stoichiometric relationships
should be included in a new
competency.
1a
The instructor suggested
subdividing competency 3.6.1
into two more detailed
competencies and provided
suggested wording.
Winter
2011
2
From L3 exam feedback, the
Winter
The UG committee agrees, but
not to create a new
competency; rather modify
competency 3.6.1 by adding
terminology such as “and
relationships between moles,
concentration, extent of
reaction, and conversion”.
However, the UG committee
requests that the instructor
provides a recommended
revision.
March 2013
Closed.
Reassessmen
t Date
Fall 2009
August 2011
Reassessmen
t/ Status
Complete.
3.6.2 now
reads:
Students will
understand
fundamental
s of kinetics
including
definitions of
rate and
forms of rate
expressions
and
relationships
between
moles,
concentratio
n, extent of
reaction and
conversion.
Complete.
Fall 2009
Discussed
students appear to grasp the
concept of Δ𝐺 𝑜 = −𝑅𝑇 ln 𝐾,
but do not grasp the concept of
𝜈
𝐾 = (∏𝑖 𝑦𝑖 𝑖 )𝑃∑𝑖 𝜈𝑖 .
2009
concept, we will recommend
that the instructors of 273, 373,
and 478 focus on calculating
equilibrium concentrations from
K at pressures other than 1 bar.
2a
The instructor got the
recommendation on covering
𝜈
𝐾 = (∏𝑖 𝑦𝑖 𝑖 )𝑃∑𝑖 𝜈𝑖 midsemester and covered briefly.
Continue to emphasize.
Winter
2010
August 2011
3
Winter
2011
August 2011
Closed.
Still closed.
May 2013
Ongoing (see
4a)
4a
Competency change.
Winter
2014
The UG Committee repeated its
response.
The instructor recommends
combining 3.6.6 (“Students will
understand the effects of mass
and heat transfer, particularly
pore diffusion, on
heterogeneous catalytic
systems.”) and 3.6.7 (“Students
will be exposed to the
fundamentals of heterogeneous
catalytic, and non-catalytic
systems including potentially
limiting mass-transfer and
reaction resistances.”). Please
draft the recommended
wording. Responsible Faculty:
386 instructor.
Modifying the instructor’s
recommendation, the UG
May 2012
4
Instructor suggested combining
competencies 3.6.4 (“Students
will understand the kinetics of
competing reactions and their
influence on product yield and
selectivity.”) and 10.1.3
(“Students will be able to select
and size isothermal reactors for
series and/or parallel systems
of reactions.”).
The instructor repeated the
suggestion in 3.
Competency change.
Responsible Faculty: 386
instructor. Due to time
constraints, the instructor feels
𝜈
that 𝐾 = (∏𝑖 𝑦𝑖 𝑖 )𝑃∑𝑖 𝜈𝑖
coverage does not fit well with
Fogler’s approach and is a more
appropriate topic for ChEn 373.
The UG will continue to monitor
student performance on this
skill during annual reviews of L3
results.
The Undergraduate Committee
feels that these competencies
focus on different aspects of
comprehension and design and
should remain separate.
with other
instructors.
Additional
coverage
added to 478
(386).
Complete.
May 2014
Ongoing.
3a
Winter
2012
Winter
2014
5
6
Students struggling with
competency 4.8 (“Students will
be able to determine rate
expressions by analyzing
reactor data including integral
and differential analysis on
constant- and variable-volume
systems.”).
Potential improvement areas.
ChEn 391
#
Topic
1
1a
1b
Multiple field trips with smaller
groups would provide greater
options for students to work
around their schedule and to
go on a field trip based on their
interests.
Some students missed field
trips in previous years.
Field trips
Winter
2014
Committee suggests deleting
3.6.7 retaining 3.6.6, which we
will do with the instructor’s
concurrence. Responsible
Faculty: UG Committee with
386 instructor agreement.
Based on feedback from the UO
instructors and the students,
they are struggling with this
competency. Please evaluate
their comments. Responsible
Faculty: 386 instructor.
May 2014
Ongoing.
Winter
2014
Work to emphasize or otherwise
strengthening competencies
10.1 (“Students will be able to
select and size isothermal
reactors for series and/or
parallel systems of reactions.”)
and 7.4 (“Students will
understand and have a basic
knowledge of how
environmental considerations
are incorporated into
engineering problem solving.”)
Please evaluate student
comments. Responsible
Faculty: 386 instructor.
May 2014
Ongoing.
Initial
Date
Fall
2008
Action/Recommendation
Reassessmen
t Date
March 2009
Reassessmen
t/ Status
Winter 2009
Winter
2009
Fall
2009
Field trip attendance was
July 2009
mandated as part of the course.
The field trip to the BYU heating March 2010
plant appeared highly successful
(and efficient) from both the
student and the instructor
standpoint. If this field trip is
continued, it would be beneficial
Investigate possibility.
Complete.
Ongoing (see
1c).
1c
The BYU heating plant remains
a popular option, but can still
be improved.
Concern expressed about the
adequacy of the BYU heating
plant as a field trip
Winter
2010
1e
Field trips.
Fall
2011
2
There was a large amount of
feedback provided (thank you,
Hugh and Tommy). Some of
the recommendations, such as
increasing economic and
business emphasis are
currently covered in 451.
However, the main emphasis of
the feedback was questioning
the effectiveness of the course,
especially during the Winter
semester (which is too late for
the recruiting activities in the
Fall).
The UG Committee is working
Winter
2010
1d
2a
Fall
2010
Winter
for AIChE to provide
opportunities for additional field
trips.
Please implement proposed
improvements. Responsible
Faculty: 391 instructors.
Field trips remain the purview of
the instructor (no endorsement
of the adequacy of the BYU
heating plant was intended).
However, it is easier to make
effective trips to some sites with
a class of 10 than with 30.
Please continue to make the
field trip experiences the best
possible for your class, as
circumstances permit.
Field trips remain a concern to
various instructors. Again, we
encourage creativity and effort
to make the field trip
experiences the best possible
for your class. One of this
semester’s instructors noted
that the Rio Tinto trip was vastly
superior to the Heating Plant,
but less-well attended. The
AIChE chapter is increasing its
field trip efforts to improve both
quality and quantity, which will
provide participating students
more varied experiences.
The UG Committee is
considering all recommended
changes, but one idea is to make
this a Fall class and work to
optimize it in this position in the
curriculum. Responsible
Faculty: Undergraduate
Committee.
Responsible: UG Committee.
May 2010
Ongoing (see
1d).
March 2011
Ongoing (see
1e).
March 2012
Complete.
May 2010
Ongoing (see
2a).
May 2010.
Ongoing (see
2b
2c
on changes for this course to
maximize its effectiveness in
the overall curriculum.
The UG Committee continues
to work to address the ongoing
criticisms of this class (including
too late coverage of resumes;
unneeded oral presentation
practice, especially the canned
business presentations better
done with “real” numbers in
plant design and the technical
presentations are only good if
students have done the
research themselves; and the
industrial speaker and plant
trips, which could be done
elsewhere like the college
lecture requirement and
AIChE).
UG Committee assessment of
ChEn 391 effectiveness and
possible improvements.
2010
Winter
2011
Responsible Faculty:
Undergraduate Committee.
August 2011.
Ongoing (see
2c).
Fall
2011
Winter
2012
Fall
2012
This remains an item of
discussion. Responsible: UG
Committee.
March 2012
Ongoing (see
2d).
This continues to be an item of
discussion and is currently being
evaluated in relation to possible
addition of a 291 sophomore
seminar. Responsible: UG
Committee.
This UG Committee discussed
this and the possible addition of
a 291 sophomore seminar at
some length, but decided to
postpone changes for now.
However, it remains on our
agenda for future work.
Delete “units” from 1.2
(“Students will learn about
chemical processes, units, and
corresponding equipment
through industrial speakers and
a field trip.”). Responsible
Faculty: UG Committee.
March 2013
Ongoing (see
2e).
March 2014
Ongoing.
May 2014
Ongoing.
Action/Recommendation
Reassessmen
Reassessmen
2d
UG Committee assessment of
ChEn 391 effectiveness and
possible improvements.
2e
UG Committee assessment of
ChEn 391 effectiveness and
possible improvements.
Fall
2013
Winter
2013
3
Competency change
Winter
2014
ChEn 436
#
Topic
2b).
Initial
Date
Fall
2005
1
Concern about students ability
to perform transient energy
balances
2
In 2007, the final exam showed
some concern on the student’s
ability with competency 3.8.1
(“Students will demonstrate
familiarity with process control
terminology and understand
the following control
strategies: feed-back control,
feed-forward control, and
cascade control; as well as the
difference between linear and
nonlinear systems”).
In 2007, the final exam showed
some concern on the student’s
ability with competency 3.8.1.
In 2008, the students did very
well on the final regarding
competency 3.8.1.
Fall
2007
3
Need more environmental
examples
Fall
2008
3a
Need more environmental
examples
Fall
2009
4
Remove competency 3.8.2
since it is redundant with 3.1.3
and 3.1.6
10.3.2 and 10.5.3 should be
combined.
Fall
2009
5a
10.3.2 and 10.5.3 should be
combined.
Fall
2009
5b
Use existing 10.5.3 (“Students
Fall
2a
5
Fall
2009
Fall
2008
t Date
March 2009
t/ Status
Ongoing
March 2009
Ongoing
This competency was assessed
many times throughout the
semester with excellent
performance by the students.
Additional assessment was
continued in 2009 and the
students continued to do well.
This item does not need to be
followed any longer unless the
instructor notes a decrease in
student capabilities.
Seek to implement
environmental examples within
the course.
Seek to implement
environmental examples within
the course. (This was also a 2009
action item.)
The undergraduate committee
agrees.
March 2010
Complete
March 2009
See 3a
March 2010
Complete.
March 2010
Complete
The UG committee agrees.
Reword and give the change to
Tommy.
The UG committee agrees.
Please reword and give the
change to Tommy. (This was
also a 2009 action item)
Similar competencies are in 374
March 2009
See 5a.
March 2010
Complete
(see 5f).
March 2011
Complete
Major improvements were
noted in Fall 2006. Again,
students performed very well
and it appears that this has
become a strength for students.
This year, the students did very
well on the final regarding 3.8.1.
This competency was assessed
many times throughout the
semester with excellent
performance by the students.
Please continue with what you
did last year regarding 3.8.1.
will be able to perform
preliminary valve sizing and
understand the interaction of
the valve with other process
components”), but delete
10.3.2 (“Students will
understand the principles
involved in selecting a control
valve”).
For 10.5.3, instructor
assessment and student
assessment did not match very
well.
Valve sizing. In 2009, the
instructor assessment and
student assessment did not
match very well for 10.5.3.
2010
and 451, which will be evaluated
for consistent treatment.
Responsible: Tommy.
Fall
2009
Look to see if this is a real issue
or whether it is a problem with
the wording of the competency.
March 2010
Complete
(see 5f).
Fall
2010
Complete
5e
Valve “sizing”.
Fall
2011
5f
Valve “sizing”.
Fall
2012
The instructor evaluated this to
March 2011
see if there was a problem with
the wording of the competency
or another problem. The
instructor feels it is simply
related to the material coverage
occurring early in the semester,
which the students forget by
evaluation time at the end of
the semester. The ratings were
better aligned this year.
The meaning and intent of the
March 2012
valve sizing aspect of
Competency 10.5.3 may not be
clear. Please respond to the UG
Committee with any suggested
wording changes and your
expectations for the students in
regard to this competency.
Responsible: ChEn 436
instructor.
The meaning and intent of the
March 2013
valve sizing aspect of
Competency 10.5.3 (“Students
will be able to perform
preliminary valve sizing and
understand the interaction of
the valve with other process
components”) may not be clear.
The UG Committee agrees with
the instructor’s proposed
wording "Students will be able
to design valves in flow control
applications," but eliminated the
phrase “and tunes flow
5c
5d
(see 5c).
Complete
(see 5f).
Complete.
6
Environmental coverage
Fall
2010
6a
Environmental coverage.
Fall
2011
7
Competencies.
Fall
2011
7a
Competencies.
Fall
2012
8
Course Review.
Fall
2012
Fall
2013
controllers.” Responsible: UG
Committee/Tommy or Morris.
Environmental and safety
problems were incorporated in
the homework, but the
documentation could be
improved. A safety video was
shown. Please continue and
report the status in 2011.
Responsible: Tom.
Environmental and safety
problems were incorporated in
the homework and safety video
shown, with documentation
transferred to the new
instructor.
Please continue to monitor the
students’ competency
evaluation feedback and
consider improvements as
needed. The UG Committee
recommends that the instructor
reviews and discusses the
competencies with Tom and
then communicates the
expectations to the students.
The “Valve sizing” competency
is a specific example that may
need to be addressed.
Responsible: ChEn 436
instructor.
The instructor will continue to
review the competencies and
has recommended a change for
one of them in item 6c.
The UG Committee
recommends doing a deeper
evaluation of this course
involving all stakeholders.
Similarly, to address the
students’ comments associated
with competencies 4.1 and 4.4,
the UG Committee recommends
spending a little more time on
them and making the exposure
more applied/practical.
Responsible: ChEn 436
March 2011
Complete
(see 6a).
March 2012
Complete.
March 2012
Complete
(see 7a).
March 2013
Complete.
March 2013
March 2014
Ongoing.
instructor with the UG
Committee, Industrial Advisory
Board, and students.
ChEn 451
#
Topic
1
2
3
Initial
Date
Winter
2009
Include competency 10.2.2 to
the Faculty and Student
evaluation sheets at the end of
the semester. This addition
was requested since all ChE
main course topics are part of
the assessment except for ChEn
376 topics.
There were still licensing issues Winter
regarding ChemCad.
2009
Winter
2011
3a
Offer simulator options.
Consider introducing
simulators earlier in curriculum
and providing simulator
options (like Aspen and
Unisim).
Simulator options.
4
Competency change
Winter
2014
5
Competency change
Winter
2014
Winter
2012
Action/Recommendation
The UG committee agrees with
the recommendation. Tommy
will update the database.
It is recommended that a
committee be formed to
address which simulator
package should be used in the
future. Added Aspen in Fall
2011.
The UG Committee is addressing
curriculum-wide computer
program usage, but planning to
adopt Aspen this year.
Responsible Faculty:
Undergraduate Committee.
Multiple simulator options were
offered in ChEn 451. The results
were 17 groups chose ChemCad,
1 chose Aspen, and 1 chose
Unisim. Continue teaching
Aspen.
Remove “sizing” and “turbines”
from 10.6.1 (“Students will be
able to perform design (sizing)
calculations for turbines and
compressors (e.g., involving
delta H, delta S, work, heat,
efficiencies).”). Tommy may
recommend further revision.
Responsible Faculty: UG
Committee/Tommy.
Change 10.3.2 from (“Students
will be able to select pumps,
turbines, and valves for a
specific application.”) to
Reassessmen
t Date
July 2009
Reassessmen
t/ Status
Complete
Fall 2011
Complete.
May 2011
Ongoing (see
3a).
May 2012
Complete.
May 2014
Ongoing.
May 2014
Ongoing.
“Students will be able to select
type of pump and valve for a
specific application.”
Responsible Faculty: UG
Committee/Tommy.
ChEn 475
#
Topic
Initial
Date
Fall
2005
1
Rewriting lab reports
2
Interview trips did not seem a
problem as in previous years.
However, nothing was changed
to accommodate the trips.
There is a major concern
regarding the ability of
students to write effectively
and to utilize statistics.
All “R” competencies were
recommended for elimination
to focus on the “M”.
Fall
2008
4a
R competencies.
Fall
2011
4b
Competencies and R
Fall
3
4
Action/Recommendation
Feedback with rewriting was
instituted in Fall 2006. The
rewriting was expanded in Fall
2007 to include students
critiquing two lab reports (with
labs that they would never do).
The students were very
supportive of this new change
which has continued. The
support for this process
continues to be very strong.
Continue to monitor.
Reassessmen
t Date
March 2009
Reassessmen
t/ Status
Complete.
March 2009
Complete.
Fall
2009
The UG will pursue this issue
further and provide a
recommendation.
March 2010
Ongoing.
Fall
2010
The UG Committee is
considering this
recommendation, specifically
looking at
consolidation/elimination of
3.4.1-3.4.3 and 6.1 and 6.2 (but
3.3.2, 4.4.2, and 10.3.1 were
also noted as needing to be
addressed). Responsible:
Tommy and UG Committee.
Last year, one instructor
recommended elimination of all
“R” competencies to focus on
the “M”. The UG Committee
decided not to make this
change, but is considering all
competencies as part of the
next item.
All three instructors were
March 2011
Ongoing (see
4a).
March 2012
Ongoing (see
4b).
March 2013
Ongoing (see
competencies.
2012
4c
Competency simplification
Fall
2013
5
Get instructors together to
choose the best Statistics
course as a perquisite.
Best Statistics prerequisite.
Fall
2010
Fall
2010
6a
The UG Committee is
considering the course
workload as part of our overall
assessment of both semesters
of UO.
Workload.
6b
The UG Committee is
Fall
5a
6
Fall
2011
Fall
2011
concerned with the lengthy list
of competencies because all
students are not able to do each
type of experiment. Due to this,
one instructor continues to
recommend removing all R
competencies, especially those
for 3 and 10, and to reduce
redundancy in 3.4.1, 3.4.2, 3.4.3,
6.1, and 6.3. This issue is being
partially addressed (at least for
3.4 competencies) by having all
students do the shell and tube
heat exchanger now that new
facilities are being added. This
will be monitored during Fall
2013. Responsible: ChEn 475
instructors and UG Committee.
Proposals to simplify the
competency structure will be
considered as the decisions
about problem based learning
content are made (see 6c).
Responsible: Tommy and
Morris.
4c).
March 2014
Ongoing.
March 2011
Ongoing (see
5a).
The instructors agree that Stats
201 is probably the best of a
weak field, with 121 as a
possibility that includes
regression analysis, but the
course appears too
rudimentary.
Responsible: UG Committee.
March 2012
Complete.
March 2011
Ongoing (see
6b).
The number of experiments that
each team completed was
reduced to 3 this semester to
improve the writing experience.
The three instructors all had the
same presentations. Tom felt
his worksheet on statistics was
helpful for the students.
Responsible: Undergraduate
March 2012
Complete.
March 2011
Ongoing (see
2011
Committee.
Fall
2012
Responsible: Undergraduate
Committee and ChEn 475
instructors.
March 2013
Ongoing (see
6d).
Fall
2013
Responsible: Undergraduate
Committee and ChEn 475
instructors.
March 2014
Ongoing.
7
considering the course
workload as part of our overall
assessment of both semesters
of UO.
The UG Committee continues
to consider improvements to
the course, including student
workload and course content;
some problem based learning is
being implemented this Fall.
Problem based learning was
implemented in one section
this Fall. We are developing a
plan to expand the program to
other sections.
Statistics Coverage.
Fall
2011
March 2012
Ongoing (see
7a).
7a
Statistics Coverage.
Fall
2012
May 2013
Complete.
7b
Statistics Coverage (reopened)
Fall
2013
The UG Committee is working
with the Statistics Department
and the other departments that
send students to Stats 201 to
add regression analysis to this
service course. Responsible:
Undergraduate Committee/Bill
Pitt.
Bill Pitt met with a member of
the Statistics Department
faculty (Scott Grimshaw), who
indicated that they would work
in some coverage of regression
analysis.
The Statistics Department does
not appear to be continuing
their coverage of regression, so
we need to revisit them.
Responsible: Undergraduate
Committee.
March 2013
Ongoing
Action/Recommendation
Reassessmen
t Date
March 2009
Reassessmen
t/ Status
Ongoing (see
1a).
6c
6c
ChEn 476
#
Topic
1
Student self ratings were 2.9
(Fall 05), 2.9 (Fall 06) and 3.11
(Fall 07) for competency 10.4.3
(“Students will be able to
design tray-type columns (e.g.,
number of trays, tray
efficiency, column height,
column diameter, product
Initial
Date
Fall
2005
The ratings increased to 4.12
this year. The instructor stated
that the instruction has
continued to improve.
6c).
1a
2
specs) and packed columns
(e.g., height of column, packing
material, column diameter,
flooding velocity).”).
Student self ratings were 2.9
(Fall 05), 2.9 (Fall 06), 3.11 (Fall
07), 4.12 (Fall 08), and 4.13
(Fall 09) for competency 10.4.3.
Fall
2009
Students evaluated themselves
poorly in being able to use
mass transfer coefficients
(competency 3.5.2) during Fall
05 and Fall 06. Student
evaluations increased to 3.2
(self) and 3.5 (course) in Fall
2007.
Students evaluated themselves
poorly in being able to use
mass transfer coefficients
(competency 3.5.2) during Fall
05 and Fall 06.
Fall
2005
2b
Reopened. The new instructor
again noted student weakness
in the area of mass transfer.
Fall
2013
3
There has been a problem with
the CAEDM license for
ChemCad.
Fall
2008
4
Improve effectiveness of
teaching competency 3.7.2
(“Students will be able to apply
solution thermodynamics
fundamentals to solve VLE, LLE,
SLE, and GLE problems
including bubble point, dew
Fall
2009
2a
Fall
2009
The instructor stated that the
instruction has continued to
improve. This item does not
need to be followed any longer
unless the instructor notes a
decrease in student capabilities.
The evaluations increased to 3.5
(self) and 3.9 (course) in Fall
2008. The instructor stated that
the instruction has continued to
improve.
March 2010
Complete.
March 2009
Ongoing (see
2a).
Student evaluations increased to
3.2 (self) and 3.5 (course) in Fall
2007. The evaluations increased
to 3.5 (self) and 3.9 (course) in
Fall 2008 and to 3.5 (self) and
3.8 (course) in Fall 2008. The
instructor stated that the
instruction has continued to
improve. This item does not
need to be followed any longer
unless the instructor notes a
decrease in student capabilities.
The instructor is working to find
a better way to teach mass
transfer. Responsible: ChEn
476 instructor.
The instructor needs to provide
a recommendation (when
enough information is gathered)
to the UG committee on how to
proceed. License issues
resolved.
Continue to work on your
recommendation
March 2010
Complete.
March 2014
Ongoing.
March 2009
Complete.
March 2010
Ongoing (see
4a).
4a
point and flash calculations.”)
Thermodynamic applications
Fall
2010
5
The instructor used the new 3rd
edition of the textbook, which
included more material on bio
separations. The students did
not respond favorably to the
required reading assignments.
Fall
2011
6
The instructor plans to use the
new Y/N student assessments
to identify which competencies
the students felt that they had
not mastered and to modify
instruction appropriately.
Y/N feedback review.
Fall
2011
6a
Fall
2012
The new instructor was
concerned about student
learning relating to competency
3.7.2 (involving solution
thermodynamics applied to
solving separation problems)
after the first course. After a
second course, he believes that
it is probably not an area of
special concern, but will
continue to work to help the
students apply these principles
with greater confidence.
The instructor will consider
better methods to assess the
students’ technical reading next
year. Some initial thoughts are
to reduce the amount of
required reading to focus on
important points that are not
covered in class, but to improve
the accountability assessments
for this smaller range of
material.
Responsible: ChEn 476
instructor.
March 2011
Complete.
March 2012
Complete.
March 2012
Ongoing (see
6a).
The instructor reviewed and
March 2013
worked to improve
competencies 3.5.2, 5.1.2, and
10.4.3, in which the students felt
weakest. Significant
improvement was made with
the last one (dealing with tray
and packed column design), as
the “No” responses went from
20% last year to 7% in Fall 2012.
Despite revamping the coverage
in an attempt to simplify and
improve it, the other two
(dealing with mass transfer and
process simulator application,
respectively) did not change
significantly. The instructor
Complete.
7
Simulator assessment
ChEn 477
#
Topic
Fall
2013
1
Evaluate wording in
competency 4.8.2.
Initial
Date
Winter
2009
2
Evaluate wording in
competency 10.1.1.
Winter
2009
believes that spending more
time in class covering these
concepts will be required to
improve these competencies.
The instructor is seeking a better March 2014
way to assess simulator
proficiency. Responsible: ChEn
476 instructor.
Action/Recommendation
The UG committee recommends
changing “CSTR, and batch” to
“CSTR, or batch” in competency
10.1.1. Tommy will update the
database.
The UG committee recommends
changing “constant- and
variable” to “constant- or
variable” in competency 4.8.2.
Tommy will update the
database.
Reassessmen
t Date
Fall 2009
Fall 2009
Ongoing.
Reassessmen
t/ Status
Complete.
4.8 now
reads:
Students will
be able to
determine
rate
expressions
by analyzing
reactor data
including
integral and
differential
analysis on
constantand/or
variablevolume
systems in
laboratory
experiments.
Complete.
10.1.1 now
reads:
Students will
be able to
size and do
performance
calculations
on single,
isothermal
plug-flow,
CSTR, or
batch
reactors for a
3
6a
There was a concern that the
fuel cell incorporates few
relevant technical principles.
There continues to be a
concern regarding statistics as
related to relevancy between
lab and statistics course,
degree to which statistics are
applied in the lab, and the
statistical methods that should
be emphasized.
Both instructors continued the
theme of concern about some
of the experiments, statistics
integration, writing amounts
and format, and whether more
hands-on experimental set-up
and experience can be offered.
One instructor feels there are
too many competencies and
too few experiments to cover
all of them for all students. His
example was if one unit is
down, that prevents coverage
of some competencies, and
even if all are operational, with
the number of students in the
sections, only a subset (~1/3 )
will experience that experiment
anyway. He suggests managing
experiments with critical
components to be able to avoid
months-long repair delays
(which have occurred for both
distillation units in the previous
two semesters).
Experiment reliability.
7
Ideas for improvement
4
5
6
The UG committee recommends
that Mike provide a plan of
action to address this issue.
A committee will be formed to
address the UO lab in general—
statistics will be part of the
discussion.
Fall 2009
single
homogeneou
s or
heterogeneo
us reaction
from
experimental
data.
Complete.
Fall 2009
Ongoing.
Winter
2010
The UG committee is addressing
the UO experience as one of its
major tasks. Responsible
Faculty: UG Committee, 475
and 477 instructors, Mike
Beliveau.
May 2010.
Ongoing (see
7).
Winter
2011
Responsible Faculty: Mike
Beliveau, with 475 and 477
instructors, to
consider/prioritize and provide
list to Randy Lewis.
August 2011
Complete.
Winter
2012
Winter
Experiment reliability improved.
May 2012
Complete.
A number of changes (e.g.,
May 2013
Complete.
Winter
2009
Winter
2009
8
identified by 1 of 3 instructors
2013
The UG Committee continues
to work to address the ongoing
criticisms of this class
(experiment
quality/appropriateness,
statistics integration, writing
amounts and format, and
hands-on experience).
Winter
2011
Winter
2012
Winter
2013
Winter
2014
EngT 231
#
Topic
1
Competency changes.
General Curriculum
#
Topic
1
Concern that programming
may not be needed and that
we should re-evaluate the
computer tools used.
update problem statement
dates, cover nonlinear statistics
and dynamics, increase
coverage of statistical design of
experiments, lowering the
weighting of the individual
report, and increasing time for
literature review) were
suggested by 1 of the 3 course
instructors. The first was
recommended for
implementation, while the rest
were left at the instructor level
to discuss among themselves to
decide if/how to implement.
Responsible Faculty: UG
Committee, 475 and 477
instructors, Mike Beliveau.
Initial
Date
Winter
2014
Action/Recommendation
Initial
Date
Fall
2007
Action/Recommendation
This is a new course for our
assessment. The course is being
refined at the College level.
Work with the EngT 231
Committee to improve the
competency wording (e.g., get
rid of the words “be able to” in
all of them). Responsible
Faculty: Morris.
Ken and Tommy surveyed
graduate students and
concluded that programming
should be kept. Need to
integrate through curriculum.
The undergraduate committee
should pursue this aspect.
May 2014
Ongoing.
Reassessmen
t Date
May 2014
Reassessmen
t/ Status
Ongoing.
Reassessmen
t Date
Fall 2008
Reassessmen
t/ Status
Complete.
Mathcad and
Chemcad
remain the
primary tools
1a
There were still licensing issues
in many courses regarding
ChemCad.
Fall
2009
1b
Consider introducing
simulators earlier in curriculum
and providing simulator
options (like Aspen and
Unisim).
Winter
2011
1c
Simulator assessment.
Winter
2012
2
Need quantitative assessment
listed under assessment
method. (i.e. use scores from
assignments, etc rather than
listing just general categories
such as life-long learning
assignment, homework, etc.
Some competency information
is cutoff on the evaluation form
(see ChEn 378, ChEn 374 form).
Faculty evaluation sheets (for
end of semester assessment)
need to be changed to better
identify how assessment
methods should be reported.
Competency 6.6 was weak in
ChEn 373. It was noted that
this competency can better be
assessed throughout the
curriculum.
Fall
2008
Competency 6.6 (rationalize
units, order of magnitude
estimates/reasonableness) still
recommended to be assessed
throughout the curriculum.
Winter
2011
3
4
5
5a
Responsible faculty:
Undergraduate committee.
It is recommended that a
committee be formed to
address which simulator
package should be used in the
future. Responsible Faculty:
Undergraduate Committee
July 2009
August 2011
Licensing
issues mainly
resolved.
Platform
evaluation
ongoing (see
1b).
Complete
(see 1c).
The UG Committee is addressing
curriculum-wide computer
program usage, but planning to
adopt Aspen this year.
Responsible Faculty:
Undergraduate Committee.
Multiple simulator options were
offered in ChEn 451. The results
were 17 groups chose ChemCad,
1 chose Aspen, and 1 chose
Unisim. Continue teaching
Aspen.
The UG committee will revise
the form to emphasize this
point. Responsible faculty:
Undergraduate committee.
May 2011
Fall
2008
Need to fix. Responsible
faculty: Tommy Knotts.
Winter
2009
Need to avoid ambiguity of
July 2009
using H, E, F, Q, and P.
Responsible Faculty: Randy and
Tommy
Complete
Winter
2009
The UG committee will provide
recommendations on how to
proceed beginning with the Fall
2009 courses. Responsible
Faculty: Undergraduate
Committee.
Possible ideas: Teaching
Moment in faculty meeting;
benchmark assessments in quiz,
exam, etc.; clicker or Poll
Everywhere exercises.
July 2009
Complete
October
2009
May 2011
Ongoing.
May 2012
Complete.
March 2009
Complete.
March 2009
Completed
Fall 2009
6
Based on feedback from ChEn
376, the UG committee agrees
that methodologies should be
added to competencies stating
“able to solve”.
Winter
2009
6a
The Undergraduate (UG)
Committee is reviewing the
competencies and how they
are listed and maintained.
Winter
2010
7
There continues to be a
concern regarding statistics as
related to relevancy between
lab and statistics course,
degree to which statistics are
applied in the lab, and the
statistical methods that should
be emphasized.
In ChEn 475, there is a major
concern regarding the ability of
students to write effectively
and to utilize statistics.
Improve the UO experience for
all involved.
Winter
2009
7a
7b
8
Fall
2009
Winter
2010
Winter
2011
Winter
2012
Winter
2013
Winter
2014
There is a conflict between UO Winter
lab Section 2 and ChEn 378 (Fall 2009
Responsible Faculty:
Undergraduate Committee.
This issue will be addressed
throughout the curriculum via
input from the course
instructors. Responsible
Faculty: Undergraduate
Committee.
We are discussing possible
changes to simplify the
competency listing that should
streamline the maintenance
process. Our primary focus is to
make them a useful tool that
will drive improvement, while
maintaining coverage and
continuity between instructors
and courses. Also, we want to
eliminate any prior slow or
ineffective feedback and
correction of issues.
Responsible Faculty:
Undergraduate Committee.
A committee will be formed to
address the UO lab in general—
statistics will be part of the
discussion. Responsible Faculty:
Undergraduate Committee.
July 2009
(See 6a).
August 2011
Complete
after minor
revision.
Benefits of
complete
overhaul
deemed low.
July 2009
Ongoing (see
7a).
The UG will pursue this issue
further and provide a
recommendation. Responsible:
Undergraduate Committee
The UG committee is
considering all options,
especially in view of the
department’s desire and college
funding to make this a showcase
lab. Responsible Faculty: UG
Committee, 475 and 477
instructors, Mike Beliveau.
March 2009
Ongoing (see
7b).
May 2014
Ongoing.
This should be resolved.
Responsible Faculty:
July 2009
Resolved:
ChEn 378
semester).
Undergraduate Committee.
9
Continuous improvement.
Fall
2009
10
There was a concern with TA’s
in ChEn 170. Their reliability
and competency were not at
the expected level. TA’s had
difficulty answering questions.
Program outcomes related to
soft skills need better
assessment tools. Some
concern has also been
expressed regarding the
assignment of specific courses
for soft skill assessment.
Consider effectiveness of 391.
Fall
2009
11
12
13
14
Before the students fill out the
ABET competency evaluations
at the end of the semester,
spend a few minutes in class
reviewing the competencies to
refresh the students’
memories.
To further improve the student
feedback, the Undergraduate
Committee (UG) will add space
for student comments on these
evaluation forms.
For each course you teach, you
need to remember to look at
the action item(s) from the
previous year before the
semester begins and respond to
the action item(s) at the end of
the semester. If you are
teaching a course for the first
time, you should look at the
past history of action items to
provide guidance for your
course preparation.
Responsible: ALL
It’s recommended that we put
greater emphasis on TA’s used
for this course. Responsible:
Department Chair/Associate
Chair.
We need to reevaluate which
courses should assess soft skills.
The undergraduate committee
will work on this. Responsible:
Undergraduate Committee
March 2009
Winter
2010
Fall
2010
Fall
2010
Fall
2009
moved to
11:00 a.m. to
not conflict
with the
afternoon
UO class.
This
document
will help to
facilitate
“closing the
loop” as
identified in
this item.
March 2009
Complete.
March 2009
Ongoing.
Responsible Faculty:
Undergraduate Committee.
Our goal is to get improved
feedback from the students.
Responsible: ALL
May 2011
Ongoing.
March 2011
Complete.
We have found that the written
comments by faculty drive
change more than the numeric
values. Therefore, we want to
provide the students the same
opportunity. Responsible: UG
Committee.
March 2012
Complete.
14a
Student comments on
evaluation forms.
14b Evaluation forms
Fall
2011
Fall
2012
Based on positive experience
with the written faculty
feedback for each course (and
following a trial in two classes at
the end of Winter 2011
semester), all student feedback
forms were changed from the
numeric scale to a Y/N format
with comments. This change
has substantially improved the
quality of actionable feedback
and will be continued.
Have faculty and TA’s administer
these forms to better control
the instructions given to the
students.
March 2012
Complete.
March 2013
Complete.