Faculty Retreat 2008 Anthamatten

7/28/2019 Faculty Retreat 2008 Anthamatten

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Nanotechnology and Materials Science Thread

course 07-0806-07

CHM 131: Concepts, Systems, Practices [F] general chemistry 23 29

CHE 113: Chem. Process Analysis [S] phase diagrams 29 23

content

CHE 243: Fluid Dynamics [S] Newtonian, non-Newt. fluids 29 29

CHM 204: Organic Chem [S] Organic chem 14 11

CHM 234: Adv. Lab Techniques [J] ??? 0 0

CHE 244: Heat & Mass Transfer[J] conductivity, diffusivity &

nano/ bio miniproject 22 29

CHE 225: Thermodynamics [J] nothing, really 22 29

(removal ?)

CHM 232: Molecular Spect. Lab. [Sr] hands-on, Phys Chem-Lab 0 0

(MLA suggests removal)

CHE 286: Polymer Sci. & Tech .[Sr] polymer sci. concepts 0 0

CHE 280/480 : Chem. Advanced Materials [Sr] solid state chem.,

nanotech. concepts 3 3

required classes are underlined

* enrollment numbers only reflect ChE undergraduate enrollment

** currently not part of the thread

CHE 213/413 : Molec. Self Assembly [Sr] soft matter concepts 0 3

CHE 231** : Kinetics [J] catalysts, project 22 29

(addition?)

ChE Faculty RetreatSept 6th, 2008


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Overview:

Faculty Workshop on AssessingProgram Outcomes

(Baltimore, April 12, 2008)

Overall organization & terminology: where assessment

fits into ABET.

Our own process control : ChE long-term strategytoward assessing ABET outcomes.

Where we are now; what still needs to be done.

To cover:

M. Anthamatten; Faculty Retreat; Sept 6, 2008


3/14

mission

statement

program

educationalobjectives

engineering program

outcomes

performance criteria: specific,

measurable actions that students

should be able to perform

think graduates , we write

think students, while in our

program (ABET written)

associated with a

specific program outcome

ABET: organization & terminology ;

where assessment fits in.


4/14

mission

statement

programeducational

objectives

engineering program

outcomes

performance criteria

Miss ion:

to p repare students to become d is t inguished, soc ial ly respons ib le,

and in tel lectual ly c reat ive scient is ts, engin eers, and leaders b y

prov id ing them w ith an outs tanding base of know ledge, sk i l ls , and

abil i t ies.


5/14

mission

statement

program

educationalobjectives

engineering program

outcomes


what our graduates will

be able to do (we write)

understand and apply math, science, computational, and chemical engineering concepts tosolve problems in creative and ethically responsible ways;

work in multidisciplinary teams, taking on leadership roles in industry, academia, or

government;

communicate ideas and opinions in a clear, concise, and fluent manner, both orally and in

writing;

actively engage in lifelong learning and professional development activities;

be aware of environmental, societal, and economic issues facing science and technology andadhere to high ethical standards

to achieve one of the following within six years of graduation:

a) obtain an advanced degree in chemical engineering or in a related field including law,

medicine or business

b) advance professionally to leadership positions of greater technical or ethical responsibility

c) engage in a problem of societal or global importance


6/14

mission

statement

program

educational

objectives

engineering program

outcomes


(a) an ability to apply knowledge of mathematics, science, and engineering(b) an ability to design and conduct experiments, as well as to analyze and interpret data

(c) an ability to design a system, component, or process to meet desired needs within

realistic constraints such as economic, environmental, social, political, ethical, health

and safety, manufacturability, and sustainability

(d) an ability to function on multidisciplinary teams

(e) an ability to identify, formulate, and solve engineering problems

(f) an understanding of professional and ethical responsibility

(g) an ability to communicate effectively

(h) the broad education necessary to understand the impact of engineering solutions in a

global, economic, environmental, and societal context

(i) a recognition of the need for, and an ability to engage in life-long learning

(j) a knowledge of contemporary issues

(k) an ability to use the techniques, skills, and modern engineering tools necessary forengineering practice.

provided to provide general information

and thus are not measurable.

Outcomes must foster attainment ofeducational objectives. The following

outcomes will be evaluated by ABET:


7/14

mission

statement

programeducational

objectives

engineering program

outcomes

performance criteria (PC)

indicate concrete actions students should

be able to perform as a result of

participation in our program.

reflect knowledge and skills necessary tomaster one of ABETs outcomes

can be evaluated, unambiguously using

assessment methods. Performance

criteria consist of two main elements: an

action verb and content.

Each ABET outcome is associated with one or more PC.

We write and periodically evaluate PCs.

(j) knowledge of contemporary issues

j1. Students will be able to describe different perspectives of

global issues facing society.

j2. Students will have been exposed to and will be able to

discuss modern chemical engineering industrial processes.


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ChE long-term paradigm to assessing PCs and Outcomes

1. Agree on performance criteria for each ABET ProgramOutcome (completed through individual meetings)

2. Each instructor bears the responsibility for annual

assessment of assigned performance criteria.

3. At faculty retreat instructor will share assessment results

and interpretation thereof; program emphasis,

curriculum will be modified in feedback fashion.

Freshman Sophomore Junior Senior


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12/14

Examples of Assessment Methods

1. Written questionnaires

2. Interviews3. Locally developed exams (grades are not preferred)

4. Portfolios

5. Oral examination

6. Behavioral Observation

7. Focus Groups

design methods to address a specific performance criteria

method must be systematic, reproducible

results can be tabulated and analyzed

rubrics are useful tools in assessing student workand enable a-c.


13/14

Example: Mitchs Assessment Method

a1. Students w il l poss ess a broad-based knowledg e base in chemistry,

ph ysics , mathematics, and engineer ing.

Performance Criteria

Strategy: Five brief, short answer questions will be embedded to assess broad

knowledge base. Questions may be parts of larger Heat and Mass transfer

problems, but may be unrelated to taught material.

Estimate the mass of one cubic meter of gas.

Write down Newtons law in the form of a second order differential eqn.

Explain why, after running a dishwasher, one may observe liquid droplets on

plastic dishes while metal dishes are dry to the touch.

Estimate the minimum power required to heat 50 liters of water, 50 C, in 5

minutes.

Write down a chemical rate expression for a first order reaction A + B C.


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A rubric can be a useful device for methodical, targeted

assessment.

Outstanding (A)

Topic : Selected important, original area that shows strong technological promise. Convincing argumentsin introduction support the choice of topic.

Structure : Sections, paragraphs, and sentences organized in a logical fashion; all information is

relevant and important, introduction and conclusions are adequately developed (more than one

paragraph).

Evidence : Every major point supported with references to scholarly sources; cited important and recent

sources, avoided direct quotations.

Mechanics : Concise; sentence structure, grammar, and diction excellent; correct use of punctuation.Technical basis : Demonstrate strong understanding of technical concepts, identified unanswered key

research questions ( i.e . did not just pull from literature); proposed feasible experiments and specific

studies that will provide strong technical insight.

Good (B)

Topic : Selected important, original area; provided satisfactory arguments for topic choice.

Structure : Sections, paragraphs, and sentences reasonably organized, though may wanderoccasionally; few unclear transitions.

Evidence : Some evidence does not support points; some points are not supported with evidence; some

evidence is outdated or marginally important.

Mechanics : Fairly concise; sentence structure, grammar, and diction are okay despite occasional

lapses.

Technical basis : Good understanding of technical concepts, identified unanswered research questions;

proposed experiments or studies that will provide some technical insight.

Documents

Faculty Retreat 2008 Anthamatten