Chemical and Biological Engineering - Missouri S&T · PDF fileThe Department of Chemical and Biological Engineering has established 13 ... Diagnostic Problem ChE 251 ChE 251 Final

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Chemical and Biological Engineering

Student Learning Outcome Assessment Report

1. Department/Program Mission

The mission of the Department of Chemical and Biological is to prepare chemical

engineers for successful careers of leadership and innovation in chemical engineering

and related fields; expands the knowledge base of chemical engineering through its

scholarly pursuits; develops technology to serve societal needs; and benefits the

public welfare through its service to the chemical engineering profession.

2. Student Learning Outcomes (SLO)

a. Campus-Wide Student Learning Outcomes:

Programs must demonstrate that their graduates have:

I. an ability to communicate effectively both orally and in writing.

II. an ability to think critically and analyze effectively.

III. an ability to apply disciplinary knowledge and skills in solving critical

problems.

IV. an ability to function in diverse learning and working environments.

V. an understanding of professional and ethical responsibility.

VI. an awareness of national and global contemporary issues.

VII. a recognition of the need for, and an ability to engage in, life-long

learning.

b. Additional Program Specific Student Learning Outcomes (Optional)

The Department of Chemical and Biological Engineering has established 13

Program Outcomes listed below for its undergraduate program, where the first 11

are based on the “a-k” criteria required by ABET accreditation board.

Program Outcome 1

The S&T Chemical Engineering Program graduate will have an ability to apply

knowledge of mathematics, science, and engineering fundamentals.

Program Outcome 2

The S&T Chemical Engineering Program graduate will have an ability to

outline and conduct experiments as well as analyze and interpret data.

Program Outcome 3

The S&T Chemical Engineering Program graduate will have an ability to design

an integrated system and its various components and processes, within realistic

economic, environment, social, political, ethical, health and safety,

manufacturability, and sustainability constraints.

Program Outcome 4

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function on multi-disciplinary teams to analyze and solve problems.

Program Outcome 5


identify, evaluate and solve chemical engineering problems.

Program Outcome 6

The S&T Chemical Engineering Program graduate will have an understanding

of the responsibility of chemical engineers to practice in a professional and

ethical manner at all times.

Program Outcome 7


communicate effectively using oral, written, and graphic forms.

Program Outcome 8

The S&T Chemical Engineering Program graduate will have the broad

education necessary to understand the potential impact of engineering solutions

on society and the environment.

Program Outcome 9

The S&T Chemical Engineering Program graduate will have an understanding

of the need for up-to-date engineering tools and other knowledge acquired

through life-long learning.

Program Outcome 10

The S&T Chemical Engineering Program graduate will have knowledge of

contemporary issues related to chemical engineering.

Program Outcome 11

The S&T Chemical Engineering Program graduate will have an ability to use

modern engineering tools, skills and design techniques necessary for the

practice of chemical engineering.

Program Outcome 12

The S&T Chemical Engineering Program graduate will have the preparation for

continued education and graduate level learning.

Program Outcome 13

The S&T Chemical Engineering Program graduate will have sufficient

knowledge of basic sciences to design, analyze, and control physical, chemical

and/or biological processes.

3. Curriculum Mapping to Campus and/or Program Outcomes The following table shows the connections between the required chemical engineering

courses, department Program Outcomes (PO), and the campus Student Learning

Outcomes (SLO). It is worth noting that the mathematics, chemistry, physics, and

freshman engineering courses required by the curriculum but not taught by the

department are among the courses that introduce students to PO 1, PO 4, PO 7, and PO

3

13, and hence have relevance to SLO I, SLO II, and SLO IV. In addition, virtually all

chemical engineering courses can be considered to be of relevance to PO 6 and PO 11,

and hence to SLO III and SLO V.

Table 1: Map of Department Courses, Department Program Outcomes (LO), and Campus

Student Learning Outcomes (SLO)

Course PO 1

(SLO II)

PO 2

(SLO II)

PO 3

(SLO II)

PO 4

(SLO IV)

PO 5

(SLO III)

PO 6

(SLO V)

PO 7

(SLO I)

PO 8

(SLO V)

PO 9

(SLO VII)

PO 10

(SLO VI)

PO 11

(SLO III)

PO 12

(SLO VII)

PO 13

(SLO II)

ChE 20 I

ChE 120 I I

ChE 141 I

ChE 145 I

ChE 211 I

ChE 231 P I

ChE 233 P I

ChE 234 R I I P P I

ChE 235 P I

ChE 236 R P P R R P

ChE 237 P I

ChE 245 P

ChE 247 P I

ChE 251 P

ChE 252 R R R R R

ChE 263 P I

ChE 264 I I R I P I

ChE 266 P P P R P

ChE 281 P I P I

ChE 283 I P I

ChE 285 P P P P

ChE 288 R P,R R R R R

ChE 365 P

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ChE 3XX

I = Introduced, P = Practiced, R = Reinforced

4. Methods/Instruments and Administration The Assessment Plan (following pages) currently implemented was developed by

defining performance indicators for each of the Program Outcomes and utilizing relevant

curricular and extracurricular activities to assess each performance indicator as the

strategy. The assessment methods, source of assessment, time of data collection,

assessment coordinator, and evaluation of results for each of the performance indicators

were discussed by individual instructors and the faculty and approved by the faculty

meeting. As a result, each program outcome is assessed by multiple performance

indicators and each performance indicator by multiple sources/courses. This approach to

assessment is patterned after examples published by Rogers [Rogers, G., ABET,

http://www.abet.org/assessment.shtml].

http://www.abet.org/assessment.shtml

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Assessment Plan for Program Outcomes Program Outcome 1

The S&T Chemical Engineering Program graduate will have an ability to apply knowledge of mathematics, science, and engineering fundamentals.

Performance Indicators

Strategies Assessment Methods Source of Assessment Time of Data Collection Assessment Coordinator

Evaluation of Results

PI 1.1

Solve differential

equations that result from

chemical engineering

problems

ChE 231 ChE 233

ChE 234 ChE 236

ChE 237 ChE 251

ChE 263 ChE 281

ChE 285 ChE 288

Diagnostic Problem ChE 251 ChE 251 Final Exam Instructor Instructor


Survey Exit Interview Graduation Department Chair Department Chair

PI 1.2

Develop material and

energy balances for

chemical or biochemical

processes

ChE 120 ChE 141

ChE 233 ChE 235

ChE 237 ChE 263

ChE 281


Diagnostic Problem ChE 235 ChE 235 Instructor Instructor


PI 1.3

Obtain and apply

thermophysical properties

and data for reactive and

nonreactive systems

ChE 120 ChE 141

ChE 145 ChE 235

ChE 245 ChE 247

ChE 281 ChE 285

ChE 341

Special Assignment ChE 141 ChE 141 Instructor Instructor




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Program Outcome 2

The S&T Chemical Engineering Program graduate will have an ability to outline and conduct experiments as well as analyze and interpret data.




PI 2.1

Devise and conduct

experiments related to

chemical and biochemical

processing

ChE 234 ChE 236

ChE 264 ChE 266

ChE 252

Lab Report ChE 252 ChE 252 Instructor Instructor


PI 2.2

Analysis of experimental

results

ChE 234 ChE 236

ChE 264 ChE 266

ChE 252




PI 2.3

Statistical design and

analysis of experiments

ChE 234 ChE 236

ChE 264 ChE 266

ChE 252




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Program Outcome 3

The S&T Chemical Engineering Program graduate will have an ability to design an integrated system and its various components and processes, within realistic economic, environment, social, political, ethical, health and safety, manufacturability, and sustainability constraints.




PI 3.1

Process system synthesis

and analysis

ChE 288

Capstone Design Project ChE 288 ChE 288 Instructor Instructor


PI 3.2

Process economics

analysis

ChE 283

ChE 288



PI 3.3

Evaluate the safety, risk,

sustainability,

environmental, and

societal Impact

ChE 281

ChE 285

ChE 288



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Program Outcome 4

The S&T Chemical Engineering Program graduate will have an ability to function on multi-disciplinary teams to analyze and solve problems.




PI 4.1

Participation in

multidisciplinary

teams

IDE 20

iGEM

Solar Car

ChemE Car

OURE

Grade IDE 20 Team Design

Project

Graduation Registrar Registrar

Percentage Participation Organization Membership

List

Semester Department Chair Department Chair


PI 4.2

Understand team roles

and group dynamics

ChE 234 ChE 236

ChE 252 ChE 288

ChE 264 ChE 266

Self/Peer Evaluation ChE 252 ChE 252 Instructor Instructor


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Program Outcome 5

The The S&T Chemical Engineering Program graduate will have an ability to identify, evaluate and solve chemical engineering problems.




PI 5.1

Size and evaluate reactive

processes

ChE 120

ChE 281

ChE 288

ChE 365




PI 5.2

Perform calculations and

solve models for

continuous and stage-wise

separations

ChE 235

ChE 237

ChE 263

ChE 288





PI 5.3

Obtain the transport

characteristics of chemical

and biochemical processes

ChE 231

ChE 233

ChE 247

ChE 263

ChE 264




PI 5.4

Generate economic

analyses of chemical or

biochemical processes

ChE 283

ChE 288




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Program Outcome 6

The S&T Chemical Engineering Program graduate will have an understanding of the responsibility of chemical engineers to practice in a professional and ethical manner at all times.




PI 6.1

Demonstrate knowledge

of engineering code of

ethics and applies code to

case studies

Every ChE Course,

Particularly Lab. Courses

and ChE 211

Diagnostic Problem Ethics Case Study ChE 211 Instructor Instructor


PI 6.2

Provide a solution to one

ethical or professional

dilemma

ChE 211

Diagnostic Problem Ethical Dilemma ChE 211 Final Exam Instructor Instructor


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Program Outcome 7

The S&T Chemical Engineering Program graduate will have an ability to communicate effectively using oral, written, and graphic forms.




PI 7.1

Communicate effectively

in individual presentations ChE 20 ChE 234

ChE 236 ChE 264

ChE 266 ChE 288

Peer/Panel Review Capstone Design Project

Oral Report

ChE 288 Instructor Instructor

Grade Communication

Requirement



PI 7.2

Communicate effectively

in written technical

reports and memos

ChE 20 ChE 234

ChE 236 ChE 252

ChE 264 ChE 266

ChE 285 ChE 288

Peer/Instructor Review Lab Report ChE 236 Instructor Instructor

Peer/Instructor Review Lab Report ChE 252 Instructor Instructor

Grade Communication

Requirement



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Program Outcome 8

The S&T Chemical Engineering Program graduate will have the broad education necessary to understand the potential impact of engineering solutions on society and the environment.




PI 8.1

Understand sustainability

and the economic and

societal impact of their

solutions

ChE 283

ChE 285

ChE 288


Peer/Panel Review Capstone Design Project ChE 288 Instructor Instructor


PI 8.2

Understand the impact of

chemicals on the

environment

Chem 4

ChE 285

ChE 288




PI 8.3

Understand the risk and

safety issues concerned

with chemical processing

ChE 281

ChE 285

ChE 288

Lab. courses




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Program Outcome 9

The S&T Chemical Engineering Program graduate will have an understanding of the need for up-to-date engineering tools and other knowledge acquired through life-long learning.




PI 9.1

Participate in learning and

professional activities that

will be useful in post-

graduation careers

Professional Societies

Seminar

Participation Percentage Attendance Logs for AIChE

Events, Special

Seminars/Presentations



PI 9.2

Ability to conduct a

literature search using

multiple resources.

ChE 120 ChE 141

ChE 245 ChE 247

ChE 285 ChE 288

Lab. courses

Expert Review Research Project ChE 247 Instructor Instructor

Expert Review Research Report ChE 285 Instructor Instructor

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Program Outcome 10

The S&T Chemical Engineering Program graduate will have knowledge of contemporary issues related to chemical engineering.




PI 10.1

Ability to have knowledge

of contemporary issues

and identify their impact

on ChE profession.

Professional Societies

ChE 211

ChE 285

ChE 288

Social Organizations

Participation Percentage Attendance Logs for Guest

Speakers


Participation Percentage Attendance Logs for AIChE

Events, Special

Seminars/Presentations



PI 10.2

Have knowledge of the

contemporary political,

social and/or cultural

issues that affect their

careers

ChE 211

ChE 285

ChE 288

Participation Percentage Attendance Logs for Guest

Speakers





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Program Outcome 11

The S&T Chemical Engineering Program graduate will have an ability to use modern engineering tools, skills and design techniques necessary for the practice of chemical engineering.




PI 11.1

Ability to use a

commercial process

simulator to solve process

engineering problems

ChE 235

ChE 236

ChE 288



PI 11.2

Ability to use a computer-

based tool that follows

some programming

paradigm

Most ChE Courses

Diagnostic Problem Computer-Based Multi-

Component Distillation

Problem



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Program Outcome 12

The S&T Chemical Engineering Program graduate will have the preparation for continued education and graduate level learning.




PI 12.1

Demonstrate a reasonable

level of participation in

research-related activities

ChE 3XX Courses

ChE 390

OURE

Student Design Teams

Grade Degree Audit for Technical

Elective Requirement


Participation Percentage in

ChE 390, OURE, and

Student Design Teams

Exit Survey Graduation Department Chair Department Chair

PI 12.2

Must meet ChE technical

elective requirement ChE 3XX Courses

Grade Degree Audit for Technical

Elective Requirement



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Program Outcome 13

The S&T Chemical Engineering Program graduate will have sufficient knowledge of basic sciences to design, analyze, and control physical, chemical and/or biological processes.




PI 13.1

Size or rate transport

equipment

ChE 231

ChE 233

ChE 235

ChE 285

ChE 288





PI 13.2

Size or rate separation

equipment

ChE 235

ChE 236

ChE 237

ChE 263

ChE 285

ChE 288





PI 13.3

Size or rate reactors

ChE 281

ChE 288

ChE 365



PI 13.4

Develop a control strategy

ChE 251

ChE 288

ChE 365



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Performance on special assignments and diagnostic problems was evaluated using a four-point

Likert scale (1-Beginning, 2-Developing, 3-Accomplished, and 4-Exemplary Skill levels) for

each category of the technical skills identified to be associated a performance indicator. For this

purpose, common rubric templates were developed for assessment coordinators to use and for

assisting the overall analyses and evaluations of the program outcomes. An example is attached

below.

To facilitate the implementation of the Assessment Plan, an Excel file was developed where

every course associated with each performance indicator was assigned a tab/spreadsheet. The

Excel file was distributed to all faculty members (assessment coordinators) in Fall 2009 and

Spring 2010. Each assessment coordinator is responsible for completing his/her tabs with the

problem statements, assessment rubrics, results from each student, overall analyses and

suggestions for improving student performance. A pivot table and bar graph are automatically

generated to aid in the analysis. Each completed tab is transferred into a master spreadsheet

containing assessment results for the entire semester. The master spreadsheet is a single

repository that contains a complete and consistent set of data and analyses for each semester.

Diagnostic Problem with Technical Skill Assessment for Performance Indicator 13.1 (Size and Rate Transport Equipment)

Student_______________________________________

Pentane vapor flows at a rate of 47 kg/min in the tube side of a heat exchanger. The vapor enters at 57

oC and exits at 42

oC. Liquid pentane flows into the shell side at 7

oC and out at 37

oC.

a) Determine the flow rate of the liquid pentane (kg/min). b) Determine the heat duty of the heat exchanger (W). c) Determine the heat transfer area (m

2) for a 1 shell pass and 4 tube pass heat exchanger with

an overall heat transfer coefficient of 125 W/m2 K.

Technical Skill Assessment Technical Skill

Technical Skill Level

Beg Dev Acc Exe

Energy Balance

Heat Exchanger Area

Numerical Calculations

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5. Results and Changes Implemented or Planned

a. Findings

During the 2009-2010 academic year, each assessment of each performance indicator

was implemented. A number of the special assignments and diagnostic problems and

the Graduating Student Exit Survey were given at the end of the spring semester. A

few course-related assessments have not been analyzed by the assessment coordinator

at this time.

b. Use of results

When the compilation and analysis of the results is complete for all assessments, the

Department ABET Committee will meet to study the full set of results and formulate

a set of recommendations. Those recommendations will be presented to the faculty at

the retreat (scheduled for September 7, 2010). A list of action items will be produced.

The list of action items will be presented to the Department Advisory Board as

representatives for all of the constituencies to garner their support.

c. Results Brought by the Changes

The Department Chair will have the responsibility to implement all action items

supported by the faculty and constituencies. Progress reports will be provided to the

faculty and the Department Advisory Board.

Documents

Chemical and Biological Engineering - Missouri S&T · PDF fileThe Department of Chemical and Biological Engineering has established 13 ... Diagnostic Problem ChE 251 ChE 251 Final