Program Mission Statement
Within the liberal arts learning atmosphere of the College, the Chemical Engineering program offers a curriculum that prepares its graduates to pursue a wide spectrum of career paths in chemical industries and enroll in top-ranked graduate programs. The graduates will have the necessary technical, communication, teamwork, and social skills to adjust to various facets of the profession and the changing technological challenges through lifelong learning.
Program Educational Objectives
The department defines educational objectives as “statements that describe the expected accomplishments of graduates during the first few years after graduation.” To achieve its mission regarding undergraduate student education in chemical engineering, the department has set the following five educational objectives.
While we recognize that some of our graduates will, because of their broad education, choose to follow career paths outside chemical engineering, the graduates who are practicing chemical engineers will:
- Be able to tackle unfamiliar problems and demonstrate an ability to understand, formulate, analyze, design, and provide solutions in the field of chemical engineering. (a, b, c, e, j, k, l, n)
- Demonstrate professional responsibility, addressing economic, sustainability, and environmental considerations in the solution of engineering problems in both local and global settings. (c, d, f, g, h, k, l, m)
- Work well in multidisciplinary teams and appreciate the value of multiple perspectives in engineering problem solving. (d)
- Explain and defend their solutions and communicate effectively using graphic, verbal, and written techniques to all audiences. (g, h, k)
- Value mentoring, lifelong learning and developing the talents of others and by accomplishing these objectives become effective leaders in engineering. (i, j)
In addition to achieving the departmental mission, the educational objectives are developed to address and meet the 2000 Criteria of the Engineering Accreditation Commission of ABET, 111 Market Place, Suite 1050, Baltimore, MD 21202-4012, (410) 347-7700, on Program Outcome and Assessment “a through k,” as listed in parentheses above.
An outcome is described as specific knowledge and skills that a student should possess at the time of graduation from an engineering program. With that view in mind, the chemical engineering faculty has identified 14 outcomes for the program. These outcomes, with their relevance to Criterion 3 of the Engineering Accreditation Commission of ABET and to the educational objectives of our program, are shown in Table 1. The first 11 outcomes listed in Table 1 are those instructed by Criterion 3 (a through k). The added three outcomes, l through n, are important to our program.
Table 1. Program outcomes of the Chemical Engineering Curriculum and their correlations to the Criterion 3 of the Engineering Accreditation Commission of ABET, 111 Market Place, Suite 1050, Baltimore, MD 21202-4012, (410) 347-7700, and the Educational Objectives of the program
|No.||Outcome||Criterion 3||Educational Objectives|
|a||Ability to apply knowledge of mathematics, science, and engineering||a||1|
|b||Ability to design and conduct experiments as well as to analyze and interpret data||b||1|
|c||Ability to design a system, component, or process to meet desired needs||c||1, 2|
|d||Ability to function in multidisciplinary teams||d||2, 3|
|e||Ability to identify, formulate, and solve engineering problems||e||1|
|f||Understanding of professional and ethical responsibility||f||2|
|g||Ability to communicate effectively||g||2, 4|
|h||Broad education necessary to understand the impact of engineering solutions in a global and societal context||h||2, 4|
|i||Recognition of the need for, and the ability to engage in, lifelong learning||i||5|
|j||Knowledge of contemporary issues||j||1, 2, 5|
|k||Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice||k||1, 2, 4|
|l||Understanding of safety and environmental factors||b, c, e, f, h, j||2|
|m||Understanding of engineering economics||c, f, h, j||2|
|n||Understanding of theoretical fundamentals||a, b, c||1|