Chemical Engineering Program

Mission Statement

The overall program mission for the B.S. degree in chemical or petroleum engineering is to provide a modern chemical or petroleum engineering education with proper balance between theory and practice. Graduates are prepared for professional practice in industry or government and for post-undergraduate training in chemical or petroleum engineering, medicine, etc. In addition to scientific and engineering training, students receive training in educational skills and in the humanities and social sciences.

Program Statement

The principal objective of our program is to prepare graduates for professional practice in industry or government, and for post-undergraduate training in chemical engineering, medicine, and other related disciplines.

Program Outcomes (Goals)

Students must develop the ability to apply basic and engineering sciences to identity, formulate, and solve chemical engineering problems.

Students must display an ability to integrate and apply knowledge to solve complex problems, including the design of experiments and processes, interpretation of data/results and modification of the design based upon interpretation of data/results.

Students must be able to develop responsible solutions to the professional and ethical situations in which they may find themselves in practice.

Students must be able to evaluate the potential risks, i.e. consequences and probabilities of engineering solutions which may affect society and the environment.

Students must demonstrate proficiency in the use of computer software such as spreadsheets, mathematics packages, word processors, and graphics in solution of engineering problems.

Students must develop effective oral, written, and interpersonal communication skills.

Students must learn how to work and interact effectively in groups/teams which have diverse personalities, cultures, and backgrounds.

Students must demonstrate the ability to learn independently and be introduced to the necessity for life-long learning.

Students must demonstrate thorough grounding in chemistry and a working knowledge of advanced chemistry selected as appropriate to the goals of the program (AIChE Program Criteria).

Students must demonstrate a working knowledge of chemical engineering principles including material and energy balances applied to chemical processes; thermodynamics of physical and chemical equilibria; heat, mass, and momentum transfer; chemical reaction engineering; continuous stage-wise operations; process dynamics and control; process design; safety and environmental aspects and appropriate modern experimental and computing techniques.

Student Course Surveys
CPE students are requested to do two evaluations for each course, one for the instructor and one for the outcomes. Faculty are also required to provide brief written comments of their views on the extent to which the course outcomes were met in their courses. In addition to assigning numerical scores for various criteria, space is provided on the forms for students to make any additional comments. The results of the course evaluations are tabulated and statistically analyzed for each course. Numerical statistics (e.g., mean, standard deviation) are compiled for each question. The results of the student evaluation of the course outcomes and faculty comments are placed in the folder prepared for each course. Evaluation statistics and associated student comments are integral parts of the CPE department’s annual faculty performance evaluation process.

Senior Exit Interviews
Each student completing the baccalaureate program is asked to complete a senior exit survey. Each student is also asked to schedule an interview time with a member of the CPE Advisory Board during the Board’s spring meeting. The student is asked to complete the survey ahead of time and either turn the survey in or bring it to the interview. The interviewers are asked to follow the guidelines of the survey, following up on the answers given by the students.

Design Performance
The performance in the senior level capstone design course is assessed by the design instructor and other petroleum engineering faculty members. The students are requested to make a presentation in a class session to which faculty members have been invited. The faculty members present make a formal assessment which is given to the design instructor. As another assessment measure, starting in May 2000, selected students are asked to make a presentation of their design solution to members of the Advisory Board at the Spring Meeting.

FE-Exam
Job/Graduate School Placement
Placement data are maintained by the School of Engineering Placement Office. These data are an indication of the demand for students and the perception of industry and graduate programs relative to the quality of the program.

Alumni Surveys
The School of Engineering regularly surveys alumni relative to the quality of their undergraduate education and their preparedness for professional careers. Most of the data gathered are qualitative in nature and not quantitative, but the surveys do provide a general indication of the quality of the program.

The Chemical Engineering Program is accredited by the Engineering Accreditation Commision of ABET, Market Place, Suite 1050, Baltimore, MD 21202-4012 - telephone: (410) 347-7700.