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Chemical Engineering Undergraduate Student Learning Goals and Mission Statement

Program Educational Objectives, Chemical Engineering, March 18, 2013


Mission Statement

The mission of the Department of Chemical and Biomolecular Engineering is:

Fulfillment of this mission is achieved in part by the Department of Chemical and Biomolecular Engineering's accredited undergraduate degree program in chemical engineering. The undergraduate curriculum comprises both a technical curriculum, and breadth requirements.

The goals of chemical engineering breadth requirements are to teach the arts of writing clearly and persuasively, to develop the skills to read carefully and evaluate evidence effectively, and to instill an awareness of humanity in historical and social contexts. The Berkeley Campus American Cultures requirement affirms the value of diversity in acquiring knowledge.

The technical curriculum in chemical engineering seeks to provide students with a broad education emphasizing an excellent foundation in scientific and engineering fundamentals.

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Revised Program Educational Objectives

Final Version, Chemical Engineering ABET Committee, March 18, 2013

  1. Apply the Berkeley education in chemical and biomolecular engineering to meet the needs of society.
  2. Effectively pursue the advancement of lifelong learning through self-improvement and teaching of others.
  3. Lead and contribute through effective communication, teamwork, critical thinking, ethical decision-making, innovation, and technical skills.

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Process: Establishing Revised Program Educational Objectives

  1. A committee was appointed to draft new Program Educational Objectives (PEOs) at the November 7, 2012 faculty meeting: Douglas Clark, Jeffrey Reimer, and Shannon Ciston.
  2. This committee recommended a new set of PEOs for consideration by the faculty during the month of November.  Discussion continued until the faculty meeting on December 12, 2012.  A revised set of PEOs was approved by faculty vote at this meeting.
  3. A panel of department alumni and distinguished advisors was assembled on February 10, 2013, prior to the College Advisory Board meeting, for their feedback and approval of the PEOs.
  4. A panel of at six current students across all four years of study was consulted via a focus group on March 5, 2013 for their feedback and approval of the PEOs.
  5. The committee considered feedback from the alumni and student panels before finalizing the PEOs.  The faculty was consulted for final approval of the revised PEOs on March 19, 2013.

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Process: Periodic Review Of Program Educational Objectives

  1. The PEOs will be formally reviewed for update or approval every third fall, beginning fall 2015.
  2. An alumni panel of at least four department alumni will be contacted via email for their feedback on the whether the current PEOs are appropriate and meeting their needs.
  3. A panel of at least four current students will be consulted via a focus group for their feedback on the whether the current PEOs are appropriate and meeting their needs.
  4. At a fall faculty meeting, the faculty will review the PEOs in light of the feedback from the alumni and student panels, and examine the PEOs for consistency with the current ABET definitions of PEOs and mission of the University of California.
  5. The faculty will revise PEOs if needed, or approve the current PEOs. 

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ABET Student Outcomes
Course ABET Student Outcomes
a1 b2 c3 d4 e5 f6 g7 h8 i9 j10 k11
ChE 40 - Intro to Chem Eng Design x x x
ChE 140 – Chem. Process Analysis x x
ChE 141 - Thermodynamics x
ChE 142 – Reaction Engineering x x
ChE 150A - Transport x x
ChE 150B – Transport and Separations x
ChE 154 – Unit Operations Laboratory x x x
ChE 160 – Process Design x x x x x x
ChE 162 – Process Dynamics and Control x x
ChE 185 – Technical Communications     x x
1 a- An ability to apply knowledge of mathematics, science, and engineering.
2 b- An ability to design and conduct experiments, as well as to analyze and interpret data.
3 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.
4 d- An ability to function on multi-disciplinary teams.
5 e- An ability to identify, formulate, and solve engineering problems.
6 f- An understanding of professional and ethical responsibility.
7 g- An ability to communicate effectively.
8 h- The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
9 i- A recognition of the need for and an ability to engage in life-long learning. 
10 j- A knowledge of contemporary issues.
11 k- An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

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Process: Assessing And Evaluating Attainment Of Student Outcome

  1. Direct Measures: Student Course Work
    1. Each Student Outcome is assessed in at least two core chemical engineering courses that apply the Outcome to a high degree.
      1. See Student Outcome-Course Matrix for mapping.
      2. For each Outcome, core courses are chosen from different levels of the curriculum (such as sophomore and senior) so that the development of each Student Outcome may be monitored over time.
      3. Each core course in the curriculum is used to assess at least one Student Outcomes.
    2. Faculty and graduate student instructors of each course assess student course work and use the course Outcome Assessment Template to report the number of students who fail, pass, or pass with distinction each of the Student Outcomes.
      1. Outcome Assessment Templates are also used for course-level outcome assessment.
      2. When a course-level outcome is highly similar to the given Student Outcome, the same measure is used for both.
      3. See Outcome Assessment Templates for Student Outcomes for details.
      4. Outcome Assessment Templates are collected each semester by instructor submission to a specified site in the Berkeley online course management system, administered by the department ABET coordinator.
    3. In June of each year, the ABET coordinator generates a Quantitative Student Outcome Attainment report using the data from the Outcome Assessment Templates.
      1. For each Student Outcome, the lower level course is analyzed in odd calendar years, and the higher level course is analyzed in even calendar years. For example, Student Outcome b is analyzed in 142 (sophomore) in 2013 and in 154 (senior) in 2014.
      2. The Outcome Assessment Template data are used to calculate a percentage pass rate for each Student Outcome.
      3. Trends in pass rate are monitored over time.
  2. Indirect Measures: Student Survey and Focus Groups
    1. Graduating seniors are surveyed about the Student Outcomes on the senior graduation survey administered by the College of Chemistry.
      1. Graduating seniors are asked to rate the level to which the curriculum prepared them to attain each Student Outcome.
      2. The survey is administered in spring of each year.
      3. Survey completion is required for tickets to the Commencement ceremony
      4. Survey results are reported to the Chemical and Biomolecular Engineering Department in spreadsheet format by August of the same calendar year.
    2. Student focus groups occur twice each academic year, giving student representatives a forum to discuss curricular issues with faculty representatives.
      1. The AIChE Lunch is each fall semester, with 5-10 students from the Berkeley AIChE Student Section, including officers and non-officers across all years of study.
      2. The Honors Tea is each spring semester, with 10-15 chemical engineering honors students across all years of study.
      3. During these focus groups, students are asked to consider the Student Outcomes and comment on those that the curriculum addresses well, and those that should be improved.
      4. The student feedback is recorded in the meeting minutes.
  3. Evaluation and Action
    1. The results from the direct and indirect measures of student outcome attainment are considered by the Undergraduate Education Committee prior to the departmental Annual Faculty Retreat each year.
      1. A pass rate of 50% or lower in direct measures is considered to be an action threshold for any given Student Outcome.
    2. Strategies for addressing any areas for improvement in the attainment of Student Outcomes are discussed at the Faculty Retreat.
    3. All actions requiring curricular change are voted on by the faculty at the retreat, and implemented as soon as possible.
    4. Results of the Student Outcome assessment and evaluation are published online in Reports of the Undergraduate Education Committee, available at: http://chemistry.berkeley.edu/student_info/USLI/chemical_engineering/

Joint Majors

Chemical Engineering also has two joint major programs, with Materials Science and Engineering, and Nuclear Engineering. All of these joint majors meet the same Chemical Engineering program educational objectives and student outcomes as the Chemical Engineering single major, listed above.  In addition, each of these joint majors meets the program educational objectives and outcomes of their other respective single major programs.

The ChemE/MSE joint major also meets the Materials Science and Engineering program objectives and student outcomes.

The ChemE/NE joint major also meets the Nuclear Engineering program educational objectives and student outcomes.

Enrollment

In Fall 2013, 445 student were enrolled in the chemical engineering program, with seven enrolled in the joint Chemical and nuclear engineering program, and 28 in the joint chemical and materials science engineering program.  In academic year 2012-2013, 80 bachelors degrees were awarded in chemical engineering, with two in the joint chemical and nuclear engineering program, and nine in the joint chemical and materials science engineering program.

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