5. CRITERION 5 CURRICULUM - Auburn Universitytplacek/courses/3600/section5.pdf · curriculum and...

2010 Self‐Study Report Auburn University – Chemical Engineering 5 ‐ 1 Section 5 – Program Curriculum

5. CRITERION 5 ‐ CURRICULUM

Required Content (as per E003 SelfStudy Questionnaire 2009 61109.doc)

A. Program Curriculum

1. Describe how students are prepared for a professional career and further study in the discipline through the curriculum and indicate how the curriculum is consistent with the Program Educational Objectives and Program Outcomes.

2. Provide evidence that the minimum credit hours and distribution, as specified in Criterion 5, are met. Complete and include Table 5‐1.

3. Describe the culminating major design experience, including how it is based on the knowledge and skills acquired in earlier course work and how appropriate engineering standards and multiple realistic constraints are incorporated in the experience.

4. Demonstrate that adequate time and attention are given to each curricular component, consistent with the outcomes and objectives of the program and the institution.

5. Describe the provisions for any cooperative education that is used to satisfy curricular requirements.

6. Describe the additional materials that will be available for review during the ABET on‐site review to demonstrate achievement related to this criterion, per section II.E.3.c of the ABET Accreditation Policy and Procedure Manual (APPM).

B. Prerequisite Flow Chart

Attach a flow chart showing the prerequisite structure of the program’s courses required or allowed towards the major.

C. Course Syllabi

In Appendix A, include a syllabus for each course used to satisfy the mathematics, science, and discipline‐specific requirements required by Criterion 5 or any applicable Program Criteria. The syllabi format should be consistent for each course, must not exceed two pages per course, and, at a minimum, contain the following information:

Department, course number, and title of course

Designation as a Required or Elective course

Course (catalog) description

Prerequisites

Textbook(s) and/or other required material

Course learning outcomes

Topics covered

Class/laboratory schedule, i.e., number of sessions each week and duration of each session

Contribution of course to meeting the requirements of Criterion 5

Relationship of course to Program Outcomes

Person(s) who prepared this description and date of preparation


5.1 Program Curriculum

5.1.1.1 BACHELOR OF CHEMICAL ENGINEERING CURRICULUM

The Department of Chemical Engineering offers a Bachelor of Chemical Engineering degree (BCHEN). The curriculum followed is designed to meet the education requirement of ABET and the engineering profession. The Engineering Accreditation Commission of ABET has accredited the program since 1950.

Since the last ABET on‐site review (2004) the BCHEN program has undergone a major restructuring due to improvements and action plans derived from our assessment and improvement processes. These changes were implemented in Fall 2004 and were discussed in Section 4.2. Since this restructuring, the program has undergone additional changes that are also described in Section 4.2.

The curriculum model currently in effect is presented in the Table 5.1. A term‐by‐term flowchart of the curriculum model is presented in Figure 5.1. The requested distribution of hours in Chemical Engineering Curriculum is presented in Table 5.5.

Table 5.1 Distribution of Hours in Chemical Engineering Curriculum

CHEMICAL ENGINEERING CrHrs MathBasicSci

Engr Topics

Genl Educ

Other

Freshman Year Fall Semester

CHEM 1110 General Chemistry I 3 3

CHEM 1111 General Chemistry Lab I 1 1

ENGL 1100 English Composition I 3 3

ENGR 1110 Introduction to Engineering 2 2

MATH 1610 Calculus I 4 4

Core History 3 3

Freshman Year Spring Semester

CHEM 1120 General Chemistry II 3 3

CHEM 1121 General Chemistry Lab II 1 1

COMP 1200 Computer Science 2 2

ENGL 1120 English Composition II 3 3

ENGR 1100 Engineering Orientation 0 0

MATH 1620 Calculus II 4 4

PHYS 1600 Engineering Physics I 4 4

Sophomore Year Fall Semester

BIOL 1020 Principles of Biology 3 3

BIOL 1021 Principles of Biology Lab 1 1

CHEN 2100 Principles of CHEN 4 4

MATH 2630 Multivariate Calculus 4 4


PHYS 1610 Engineering Physics II 4 4

Sophomore Year Spring Semester

CHEM 2070 Organic Chemistry I 3 3

CHEM 2071 Organic Chemistry Lab I 1 1

CHEN 2AA0 Progress Assessment I 0 0

CHEN 2610 Transport I 3 3

ENGL 2200 World Literature I 3 3

ENGR 2010 Thermodynamics 3 3

MATH 2650 Differential Equations 3 3

Junior Year Fall Semester

CHEM 2080 Organic Chemistry II 3 3

CHEN 3370 Phase & Reaction Equil 3 3

CHEN 3600 Computer ‐ Aided CHEN 3 3

CHEN 3620 Transport II 3 3

ENGL 2210 World Literature II 3 3

Junior Year Spring Semester

CHEN 3AA0 Progress Assessment II 0 0

CHEN 3650 Applied ChE Analysis 3 3

CHEN 3660 ChE Separations 3 3

CHEN 3700 Chemical Reaction Engineering 3 3

CHEN 3820 ChE Lab I 2 2

Core History 3 3

Junior Year Summer Semester

CHEN 4860 ChE Lab ll 2 2

PHIL 1040 Business Ethics 3 3

CHEN Technical Elective 1 3 3

Core Social Science Group ll 3 3

Senior Year Fall Semester

CHEN 4170 Digital Process Control 3 3

CHEN 4450 Process Economics & Safety 3 3

CHEN 4460 Process Simulation & Optimization 2 2

CHEN Technical Elective 2 3 *

Advanced Chemistry Elective 3 3

Senior Year Spring Semester

CHEN 4470 Process Design Practice 3 3

CHEN Technical Elective 3 or ROTC 3 *

CHEN Technical Elective 4 or ROTC 3 *

Core Fine Arts 3 3

Core Social Science Group l 3 3

UNIV 4AA0 EN1 Undergraduate Graduation 0 0 * Electives, Technical Electives, Advanced Chemistry Elective: See adviser for approved course listing. denotes courses with significant design content.


5.1.1.2 STUDENT DEVELOPMENT IN PROFESSIONAL ENGINEERING PRACTICE

The curriculum and other education activities of the Chemical Engineering program are structured to ensure achievement of the department’s Program Educational Objectives (Criteria 2) and Program Outcomes (Criteria 3). Great care has been taken during the development of the curriculum to best prepare our students for their professional careers. The consistency of the curriculum with our Program Educational Objectives and Program Outcomes has been described in Sections 2 and 3, respectively, and will be further discussed in Section 5.1.4 below.

The curriculum is designed to accomplish the following:

Provide all students with a excellent educational experience that provides an understanding of the learning process and how to retain and employ knowledge gained in the classroom and during the college experience. Provide augmentation of this knowledge through a vigorous laboratory experience and other student activities and organizations.

Provide all students with a strong general education focused on areas relevant to engineering and its impact on society and the environment. These include ethics, economics, and social sciences.

Provide all students with a solid background in mathematics and enabling sciences such as chemistry, physics, and biology to assure their ability to continue gaining knowledge and skills (life‐long learning) as well as pursuing graduate studies, if desired.

Provide all students with a comprehensive background in all fundamental chemical engineering areas (through the core of required CHEN and ENGR courses) to allow successful careers in the broad spectrum of opportunities available to chemical engineering graduates.

Provide all students with the necessary leadership, professional and communications skills to be able to effectively participate in teams in solving the engineering problems of the 21st century.

Provide all students with multiple design and problems solving experiences culminating with a major design experience critiqued by industry and faculty reviewers.

Student Poster Sessions (CHEN 2610 Transport I)


5.1.1.3 PROGRAM SPECIALIZATIONS

In addition to the basic‐level curriculum, the department currently offers six program specializations that are constructed by careful selection of technical elective courses to provide specialized knowledge, classroom experiences and professional advising. These program specializations are informal and non‐binding so that students may change from a program specialization back to the standard curriculum model without loss of credit.

Table 5.2 provides a general description of the emphasis of each program specialization offered by the department.

Note: Information about the fashion in which elective courses are employed in each specialization is detailed in the AU Bulletin. Web Reference: http://www.auburn.edu/student_info/bulletin/engineering.pdf

Table 5.2 – Program Specializations Offered (Optional Participation)

Biochemical Engineering Specialization

Chemical engineers trained in biochemical engineering and biotechnology are the key to successful commercialization of new biologically based processes ranging from high value pharmaceuticals to new food processes. This program specialization provides a strong biology and chemistry fundamental background for graduate work in biochemical engineering and a plan of study to meet these objectives.

Biomedical Engineering Specialization

This specialization provides the necessary preparation for students wanting to do graduate work in biomedical engineering or work in a career with an emphasis of medical applications of chemical engineering.

Computer‐Aided Chemical Engineering Specialization

Chemical engineers with expertise in the application of advanced computer‐aided tools in areas like process systems engineering, process control, and advanced process technology are highly sought after by all process industries. The program specialization provides appropriate courses for an individual with interests in advanced use of computers for solving chemical and biological engineering problems.

Environmental Chemical Engineering Specialization

The environmental specialization in chemical engineering prepares students for careers in the expanding environmental arena. Students specializing in this area learn about the chemical processes and reactions that affect the environment, pollution prevention, the latest standards for air, water and land quality, as well as, hazardous materials management. This specialization prepares students for environmental positions in a broad range of manufacturing and service industries all of which must comply with increasingly complex environmental

Student Performing Pulp Testing Experiment


standards, and in various state and federal agencies.

Pre‐Medicine Specialization

This specialization provides the necessary preparation for students wanting to go to medical school. A Pre‐Med series of courses, when completed, provides a chemical engineering degree while simultaneously meeting medical school admission requirements. Students in this program specialization who are interested in medical school must also work with the director for Pre‐Health Professions in the College of Science and Mathematics.

Pulp, Paper and Bio‐Resource Engineering Specialization

This specialization prepares students for challenging and rewarding careers in the pulp, paper and bio‐resource industries. These industries are unique in being capable of sustainable development with a renewable raw material base, recyclable products, and processing technology able to achieve energy self‐sufficiency and environmental compatibility. This specialization prepares students for a broad range of career paths in process engineering, product development, bio‐technology and sustainable engineering.

5.1.1.4 TECHNICAL ELECTIVES

The program curriculum provides for four chemical engineering technical electives. These 12 hours are employed to construct emphasis areas (in the case of the previously discussed program specializations) or to allow students to pursue areas of individual interest.

Table 3‐5 (presented previously) shows the fashion in which courses taken in the major relate to achieving program outcomes. We have also included those technical elective courses that have been recently selected by students. Each outcome that receives significant attention is rated as either being (I) “introductory” in nature, receiving (S) “strong coverage” to develop the outcome, or being (R) “reinforced” or employed significantly in the course.

Service courses offered by other departments and university core courses are not included in this table although these may contribute to the total learning experience. The main purpose of this table is to provide a better understanding of the fashion in which the department’s courses provide exposure to AUCHEN (A‐K). If deficiencies in program outcomes were suggested by assessment data, this data would serve as a logical starting point to design a strategy to improve.

Tables 5.3a – 5.3c reflects the current selection of elective courses used to meet the requirements for CHEN Technical Elective I, II, III, IV. Students pursuing a program specialization must select electives in accordance with the particular program specialization requirements. This information is available from the departmental Academic Advisor.

Table 5.4 reflects the current selection of elective courses used to meet the requirements for the Advanced Chemistry Elective.


Table 5.3a Technical Electives (Engineering) Department Courses Accepted

Aerospace Engineering AMLG‐3050 AVIATION METEOROLOGYAERO‐3110 AERODYNAMICS

Chemical Engineering

CHEN‐3090 PULP AND PAPER TECHNOLOGYCHEN‐3400 CREATIVITY AND CRITICAL THINKING CHEN‐4100 PULP AND PAPER PROCESSING LAB CHEN‐4160 PROCESS DYNAMICS AND CONTROL CHEN‐4180 ADV PROCESS CONTROL CHEN‐4560 PULP & PAPER PROCESS SIMULATION CHEN‐4630 INTRODUCTORY TRANSPORT PHENOMENA CHEN‐4930 DIRECTED STUDIES CHEN‐4970 SPECIAL TOPICS IN CHEMICAL ENG CHEN‐4980 UNDERGRADUATE RESEARCH CHEN‐5120 SURFACE & COLLOID SCIENCE CHEN‐5410 MACROMOLECULAR SCIENCE AND ENGINEERING CHEN‐5420 POLYMER CHEMICAL ENGINEERING CHEN‐5430 BUSINESS ASPECTS OF CHEMICAL ENG CHEN‐5440 ELECTROCHEMICAL ENGINEERING CHEN‐5650 HAZARDOUS MATERIALS MNGT & ENG CHEN‐5670 POLLUTION PREVENTION ENGINEERING CHEN‐5700 ADVANCED SEPARATION PROCESSES CHEN‐5800 BIOCHEMICAL ENGINEERING CHEN‐5810 BIOMEDICAL ENGINEERING CHEN‐5970 ADV SPECIAL TOPICS IN CHEMICAL ENG

Biosystems Engineering BSEN‐3240 THERMAL PROCESS OPS IN BIOSYSBSEN‐5550 PRINCIPLES OF FOOD ENGR TECH

Civil Engineering CIVL‐3230 INTRO ENVIRONMENTAL ENGINEERING CIVL‐4230 URBAN HYDRAULIC SYSTEM DESIGN CIVL‐5240 AIR POLLUTION

Computer Science and Software Engineering

COMP‐2000 NETWORK PROGRAM W/HTML AND JAVA COMP‐3000 OBJECT ORIENTED PROG ENG & SCI

Engineering ENGR‐2050 STATICS ENGR‐2070 MECHANICS OF MATERIALS

Electrical Engineering

ELEC‐2020 ELECTRICAL ENGINEERING LAB IIELEC‐2010 ELECTRICAL ENGINEERING LAB I ELEC‐2110 ELECTRIC CIRCUIT ANALYSIS ELEC‐2120 LINEAR SIGNALS & SYSTEMS ANLYS ELEC‐2200 DIGITAL LOGIC CIRCUITS ELEC‐2210 DIGITAL ELECTRONICS ELEC‐2220 COMPUTER SYSTEMS ELEC‐3500 CONTROL SYSTEMS ELEC‐3820 INDUSTRIAL INSTRUMENTATION

Industrial and Systems Engineering

INSY‐3020 OCCUPATIONAL SAFETY & ERGONOMICS INSY‐4330 STAT QUALITY DESIGN & CONTROL INSY‐5010 SAFETY ENGINEERING I

Material Engineering

MATL‐3200 ENGINEERING MATERIALS ‐ POLYMERS MATL‐4500 MATERIALS PROPERTIES & SELECTION MATL‐3201 POLYMER & COMPOSITES LABORATORY MATL‐5100 THERMODYN OF MATERIALS SYSTEMS

Statistics STAT‐3010 STATS FOR ENGINEERS & SCIENTISTS


STAT‐3600 PROBABILITY & STATISTICS ISTAT‐3610 PROBABILITY & STATISTICS II

Polymer and Fiber Engineering PFEN‐3100 FUNDAMENTALS OF POLYMERS PFEN‐3200 POLYMER PROCESSING PFEN‐3500 STRUCTURE & PROPERTIES OF POLYMERS & FIBERS

Table 5.3b Technical Electives (Science) Department Courses Accepted

Biology

BIOL‐1030 ORGANISMAL BIOLOGYBIOL‐3000 GENETICS BIOL‐3200 GENERAL MICROBIOLOGY BIOL‐4100 CELL BIOLOGY BIOL‐4101 CELL BIOLOGY LABORATORY BIOL‐4220 INTRODUCTORY MOLECULAR GENETICS BIOL‐4400 CLINICAL PHYSIOLOGY

Chemistry

CHEM‐4070 PHYSICAL CHEMISTRY ICHEM‐4071 PHYSICAL CHEMISTRY I LABORATORY CHEM‐4080 PHYSICAL CHEMISTRY II CHEM‐4081 PHYSICAL CHEMISTRY II LABORATORY CHEM‐4100 INORGANIC CHEMISTRY I CHEM‐4101 INORGANIC CHEMISTRY LABORATORY I CHEM‐4130 INSTRUMENTAL ANALYSIS CHEM‐4131 INSTRUMENTAL ANALYSIS LAB

Biochemistry BCHE‐5180 BIOCHEMISTRY IBCHE‐5181 BIOCHEMISTRY I LABORATORY

Forest Products FOPR‐3440 ENVIRONMENTAL LAW

Mathematics MATH‐2660 TOPICS IN LINEAR ALGEBRA

Physics PHYS‐2200 INTRO QUANT PHYSICS & RELATIVITY

Table 5.3c Technical Electives (Other Areas) Department Courses Accepted

Economics ECON‐2030 PRIN OF MACROECONOMICSECON‐3020 INTERMEDIATE MICROECONOMICS

English ENGL‐3040 TECHNICAL WRITINGENGL‐3080 BUSINESS WRITING ENGL‐4000 ADVANCED COMPOSITION

Finance ACCT‐2110/2810 PRINCIPLES OF FINANCIAL ACCT ACCT‐2210 PRINCIPLES OF MANAGERIAL ACCT FINC‐3610/3810 PRINCIPLES OF BUSINESS FINANCE

Management

MNGT‐3090 ANALYSIS & DESIGN OF BUSINESS ISMNGT‐3100/3810 PRINCIPLES OF MANAGEMENT MNGT‐3140 INTRO TO MIS MNGT‐3250 INTRO TO ENTERPRISE OPER SYSTEMS MNGT‐4140 ENTREPRENEURSHIP MNGT‐4740 QUALITY MANAGEMENT SYSTEMS


MNGT‐4890 STRATEGIC ENVIRONMENTAL MNGT

Marketing MKTG‐3310/3810 PRINCIPLES OF MARKETING

The following list provides approved courses that meet the 3‐semester credit hour Advanced Chemistry Elective requirement.

Table 5.4 Advanced Chemistry Electives Biochemistry BCHE‐5180 BIOCHEMISTRY I

Chemistry CHEM‐4070 PHYSICAL CHEMISTRY ICHEM‐4080 PHYSICAL CHEMISTRY II

5.1.1.5 DESCRIPTION OF AUBURN UNIVERSITY’S CORE CURRICULUM

The total educational experience represented by the department’s curriculum is an integral part of the Auburn University Core Curriculum. From the standpoint of an engineering program, the university’s core provides much of the student’s contact with the “so‐called” soft outcomes (ABET F, G, H, I, J). Despite many programs minimizing the importance of these aspects of the engineering profession, we have sought to assure that not only do non‐engineering courses contribute to an appreciation of “real‐world” issues, but that our departmental courses also reflect these topics (when possible and appropriate). Table 3.5 illustrates that AUCHEN (A‐K) are covered in departmental courses.

On the other hand, there is a comprehensive core of courses required of all students and many of the course outcomes for these courses are consistent with AUCHEN outcomes.

The following describes the nature of the core and delineates the courses taken by chemical engineering students.

The general purpose of the Auburn University Core Curriculum is to foster the development of educated citizens. This purpose leads to three goals:

First, the Core Curriculum seeks to assure that all graduates of Auburn University are competent in critical reading, writing, mathematics, and information literacy.

Second, the Core Curriculum seeks to assure that all graduates of Auburn University develop analytical skills that allow them to discern significant issues and events; ask appropriate questions; approach problems; gather, synthesize and interpret information;

Chemical Engineering Student Assisting at Science Fair


critically analyze established positions; and use knowledge creatively for the enhancement of society.

Finally, the Core Curriculum seeks to assure that all graduates of Auburn University possess an educated appreciation of the natural world, of human life, and of the interaction between them, especially through technology. Emphasis falls on human behavior, history and social organization, encouraging students to understand and appreciate both their own cultural traditions and the great diversity of other human cultures and experiences. The Core Curriculum also encourages inquiry into moral and aesthetic values and into ideas and their consequences.

To accomplish these goals, Auburn University’s Core Curriculum provides a shared learning experience to all Auburn undergraduates based on the principles of coherence and integration. Coherence is achieved by course sequences and by providing connections among courses. Integration is accomplished through interdisciplinary courses.

More information can be found at the following links.

Web Information: http://www.auburn.edu/academic/provost/undergrad_studies/core.html

Bulletin Description: http://www.auburn.edu/student_info/bulletin/academic_policies.pdf

The following courses are selected from the core:

ENGL 1100 English Composition I (3) ENGL 1120 English Composition II (3) ENGL 2200 World Literature I (3) ENGL 2200 World Literature II (3) Core History I (3) Core History II (3) Core Social Science Group I (3) Core Social Science Group II (3) Core Fine Arts (3) PHIL 1040 Business Ethics (3)

Through this selection of courses, the students augment the coverage of the “soft outcomes” as delivered in the traditional chemical engineering courses.

5.1.2 Credit Hours and Distribution

The basic‐level curriculum for the chemical engineering program is listed in Table 5‐1. This table lists the courses in the program in the order in which they are taken, and are classified in the appropriate categories to indicate how the program meets ABET requirements.

The data in Table 5‐1 is summarized in Table 5‐5 and demonstrates that the current curriculum plan satisfies all ABET requirements.


Table 55 Distribution of Hours in Chemical Engineering Curriculum

CrHrs

MathBasicSci

Engr Topics

Genl Educ

Other

Total Hours 134 45 50 30 0

Percent Total Hours 33.6% 37.3%

Must meet one of

these two sets

Minimum Hours 32 48

Minimum Percent 25% 37.5%

The curriculum requires 45 hours of Mathematics and Basic Sciences which exceeds the ABET requirement of 32 hours. These hours can be broken down into mathematics and basic science. The mathematics sequence (15 hours) includes calculus, vector calculus, multivariable calculus, and linear differential equations. The basic sciences sequence (30 hours) includes biology, engineering physics, general chemistry, organic chemistry and physical chemistry or biochemistry.

The curriculum requires 50 hours of Engineering Topics which exceeds the ABET requirement of 48 hours. The curriculum contains 23 courses focused on engineering topics including 16 chemical engineering courses, 3 engineering science courses, and 1 computer science course. In addition, the curriculum contains 4 chemical engineering technical electives with the requirement that at least one of these be a technical elective offered by the Department of Chemical Engineering.

The General Education component is well focused and complements the technical component, to best achieve the program educational outcomes and program objectives of the chemical engineering program, and to be consistent with the academic philosophy of the university. These courses comprise the Auburn University Core Curriculum that is required of all students. Because of the importance of the core in providing coverage of many non‐technical aspects of our program educational outcomes, we present a brief description of the rationale employed in developing, establishing and implementing the Auburn University Core Curriculum in Section 5.1.1.5

5.1.3 Major Design Experience

5.1.3.1 DISCUSSION OF THE DESIGN EXPERIENCE

The design experience is well integrated in the curriculum beginning with elementary design principles being introduced in ENGR 1110 Introduction to Chemical Engineering and CHEN 2100 Principles of Chemical Engineering (i.e. Mass and Energy Balances). The design experience culminates in a capstone design project in CHEN 4470 Process Design Practice where the students develop solutions to open‐ended design problems using the

Chemical Car Competition


skills and knowledge obtained in earlier courses while employing commercial process simulation software (ASPEN Plus).

In the second year in CHEN 2100, students are introduced to parametric analyses and to solving problems with multiple solutions using spreadsheet software to solve complex material and energy balance problems. The need for making decisions among many alternatives with safety, economic and societal issues as concerns is introduced in this course. Homework problems and classroom discussions in CHEN 2610 Transport I for example also focus on open‐ended problems and their systematic solution.

In the third year, CHEN 3660 Chemical Engineering Separations and CHEN 3700 Chemical Reaction Engineering both have design content. In these courses, students are required to use creativity in developing solutions for open‐ended problems and become aware of various constraining factors and alternatives that must be considered. For example, homework assignments deal with designing specific separation and reaction systems to meet design parameters.

Furthermore, CHEN 3600 Computer‐Aided Chemical Engineering has significant focus on problem solving and communication skills, both of which are essential components of an effective design experience in the senior year. CHEN 3650 Chemical Engineering Analysis provides the students with a thorough understanding of the formulation and solution of mathematical models as employed in chemical engineering. When this course was restructured, a major emphasis was to better prepare our students for the senior design sequence, specifically with respect to process control/dynamics and process simulation. The instructors of both of these senior classes have seen a significant improvement in the students’ preparation as a result of the changes to CHEN3650.

In the fourth year, the senior design sequence starts with CHEN 4170 Process Control, CHEN 4450 Process Economics and Safety, and CHEN 4460 Process Synthesis, Simulation and Optimization. These courses provide an integrated breadth and depth of coverage of design‐related subject matter aimed at providing the students with the knowledge and tools necessary to be effective in the capstone design class CHEN 4470 Process Design Practice described in Section 5.1.3.2. The objective of this sequence is to enable the students to experience the various issues of process design, synthesis, simulation and optimization while recognizing important design issues such as safety, environmental acceptability, sustainability and operability. Based on preliminary flowsheet information or literature (patent) search, the students learn to systematically generate process alternatives and screen these based on techno‐economic criteria. Students also learn how to improve performance of existing facilities and undertake retrofitting analyses. Students learn how to target design performance and develop optimum strategies for cost reduction, yield

Students in CHEN 3600 (Computer‐Aided Chemical Engineering) Verify Tank Drainage Time


enhancement, debottle‐necking, resource conversion, energy reduction, and pollution prevention. Computer simulation is subsequently used to validate the developed designs.

In CHEN 4170, the students acquire a thorough understanding of the dynamic nature of chemical process systems along with a strong foundation in control theory. Although the focus in the capstone design project is on steady state systems, there is a requirement that all projects include a control concept for every unit operation in their process. The knowledge obtained in CHEN 4170 allows the students to identify effective control structures for their designs.

In CHEN 4450, the principles of process economics and equipment sizing/costing methods are introduced. The material covered in this course is essential for the students to perform the economic analyses of their senior design project. Furthermore, a thorough understanding of the principles of process safety is obtained in this course. Since 2008, an integral part of the class has been for each student to complete the Safety and Chemical Engineering Education (SaChE) process safety training modules. A Certificate of Safety Achievement is presented by SaChE and AIChE to students who demonstrate proficiency in these modules.

In CHEN 4460, the students learn how to be effective using modern commercial process simulation software (ASPEN Plus) to solve complex chemical engineering problems. In addition, systematic methods for process synthesis, integration and optimization are introduced including separation sequencing, thermal pinch analysis and mathematical optimization.

Throughout the curriculum, several group projects are undertaken to reinforce teaming and related skills necessary for each student to contribute effectively to their senior design teams. Introductory design projects are part of both ENGR 1110 and CHEN 2100, and also CHEN 2610 has had a design project as an integral component for several years, where the students have designed a variety of fountains/pump systems and more recently have focused on the design of an artificial heart/lung machine. In CHEN 4450, a comprehensive equipment design/costing project is a major part of the class allowing the students to apply the tools taught in the lectures on a practical problem. A small simulation project has been added to CHEN 4460 to teach the students how to prepare effective reports from simulation data.

In summary, the curriculum provides the breadth and depth necessary to prepare the students for the capstone design experience by integrating design concepts throughout the curriculum and including smaller design projects in several classes.

5.1.3.2 CAPSTONE DESIGN EXPERIENCE

In the capstone design course, CHEN 4470 Process Design Practice, a comprehensive design problem is assigned to a team of three or four students. Students must draw upon their previous knowledge and use the tools available to them to synthesize various process configurations. The students take these preliminary solutions and develop final process plans via screening, further simulation, process integration, risk analysis, and environmental and economic optimization. Results are presented to peers, faculty and industry both orally and in written form with particular attention to engineering standards and realistic constraints. A significant amount of assessment data is generated from the students’ performance in this course using available rubrics. At the time of the ABET on‐site review, examples of final design reports will be available for inspection, while the rubrics used to critique these reports are included in Appendix E3‐E8.

In addition to the project, a wide range of state of the art methods and tools are covered in this class including:

Six Sigma and product manufacturing


Integration of design and control Inherently safer design practices Physical property prediction and molecular design Mass integration

Apart from the lectures, the instructor meets with each team weekly to discuss progress and provide guidance on the project. Generally, the design projects focus on development of a complete plant design given specific product requirements (a list of the projects from 2004‐2010 is provided in Table 5.7). Each team prepares three progress reports during the semester, which are then combined in a final report encompassing all the work on the project. Furthermore, each team is given an individual assignment for investigation as part of the general project. Although deviations can occur depending on the specific project in a given year, the general contents of each report is provided in Table 5.6.

Table 5.6 General Contents of Design Reports

Progress Report #1

Literature review on production, market and economics of the chemicals involvedDescription of the governing chemical/physical principles including phase behavior Identification of principal process units necessary to produce desired products Process flow diagram for the manufacturing process Mass and energy balances for process including turndown cases Preliminary economic analysis

Progress Report #2

Base case design in ASPEN Plus to refine material and energy balances Economic analysis of base case design including equipment cost Discussion of recycle potentials and their effects on the process economics Thermal pinch analysis to identify potential for energy recovery

Progress Report #3

Implementation of material and energy recovery strategies and design optimizationFinal energy analysis of process including turndown cases Complete control strategy to include on process flow diagram Propose a safety concept including inherently safe design considerations

Final Report Combines the results from all progress reports into one comprehensive reportResults from individual team assignment

The department has been committed to involving industrial collaborators in the design course, as it provides unique opportunities for the students to work on relevant problems and get feedback on the additional constraints they will be facing in the workplace. Having external evaluators read the students reports and attend their oral presentations infuses additional professionalism to the project, which has been noted and appreciated by the industrial evaluators as well as the students on numerous occasions.

We have established connections with several high‐ranking engineers in the chemical process industry, who serve as external evaluators. Furthermore, whenever schedules permit, at least one member of the department’s Alumni/Industrial Advisory Council serves on the review team. Examples of external evaluators include Dr. J. Todd Reaves (Ciba Specialty Chemicals), Robert Kline (Eastman Chemical), Jennifer Kline (Eastman Chemical), Robert D’Alessandro (Evonik Degussa), Dr. Jeffrey Seay (Evonik Degussa), S. Lee Daniel (Civil Systems), Joan Cordiner (Syngenta), Dr. Douglas Lenz (Falconeer Technologies), Dr. Nimir Elbashir (Engelhard) and David Webster (Ark Resources).


Table 5.7 Capstone Design Project Topics

2004

Production of Acrylonitrile and Styrene for use in Polymer Manufacturing

Acrylonitrile from ammoxidation of propene

Styrene from direct dehydrogenation of ethylbenzene

Challenge lies in the separation process design due to very non‐ideal phase behavior

2005

Production of Industrial Solvents – Acetaldehyde, Cyclohexane and Acetone

Acetaldehyde from catalytic dehydrogenation of 2‐propanol

Acetone from catalytic dehydrogenation of ethanol

Cyclohexane from hydrogenation of benzene

Challenge is to integrate the hydrogen and optimize the production rate of each solvent

2006

Production of Styrene from Toluene

Benzene is produced from hydrodealkylation of toluene with biphenyl as byproduct

Benzene is reacted with ethylene to produce ethylbenzen and diethylbenzene

Ethylbenzene is dehydrogenated to styrene

Challenges include optimization of reaction conditions and integration of hydrogen

2007

Sustainable Production of Acrolein

Current process is catalytic partial oxidation of propylene

Alternative process is dehydration of glycerin, a byproduct of biodiesel manufacture

Challenges include evaluation of liquid vs. vapor phase dehydration process and economic aspects of switching to a renewable feedstock

2008

Production of Sodium Methylate for use as Catalyst in Biodiesel Manufacture

Equilibrium limited reaction between sodium hydroxide and methanol

Performed in reactive distillation column with 3 minutes of residence time on each tray

Challenges include balancing column hydraulics and reaction requirements

2009

Production of n‐Butyl Acetate

Equilibrium limited esterification reaction

Challenge lies in the separation process design due to very non‐ideal phase behavior

2010

Production of Acetic Acid from Coal and/or Biomass Resources

Two types of coal available along with two types of biomass

Gasification of coal and/or biomass feedstock

Synthesis gas cleanup and conditioning

Methanol production from synthesis gas

Acetic acid production from carbonylation of methanol

Challenges include modeling of solids, selection of feedstock and integrating the three plants, which operate at very different conditions

Since 2007, the industrial involvement in the capstone design class has not been limited to participation in the review process. The 2007 and 2008 design projects were formulated in collaboration with Evonik Degussa Corporation in Mobile, AL.

For example, in the 2007 project the students evaluated the feasibility of switching an Evonik Degussa product from being produced from crude‐oil derived feedstocks (and thus unsustainable) to a novel process that uses renewable, bio‐based glycerin as the feed. This was a very challenging project for the students to work on. This problem is representative of what the chemical industry is facing in general. As such, the students can be expected to lead this transition as they enter the workforce. Evonik Degussa agreed to have one of their senior process engineers serve as a technical consultant for the students during the semester and to give guest lectures describing the processes and ongoing research.


Finally, a field trip to the Evonik Degussa site was organized for the senior class. The Mobile, AL site has every unit operation imaginable implemented and as such is a great experience for the students to visit. The Director of Process Engineering enthusiastically agreed to host the students for the day and give a tour of the facilities. The event was extremely well received by the students and Degussa engineers alike. The visit was such a success that the plant trip has become an integral part of the senior design class ever since. As a result of the inclusion of coal and/or biomass gasification in the 2010 design project, an additional field trip was organized to visit the National Carbon Capture Center, a DOE facility operated by Southern Company in Wilsonville, AL. During this visit, the students were given overview presentations of gasification and carbon capture technology for power production and they toured the facilities.

When the 2008 project was being formulated, a senior process engineer at Eastman Chemical Company expressed a strong interest in becoming involved with our design class, after having heard of the sequence from new hires. Since the 2008 project was already decided upon, it was agreed that the Eastman employee would participate in the review process and that the 2009 project would be formulated in collaboration with Eastman. The recently completed 2010 senior design project was also formulated in collaboration with Eastman Chemical.

The external evaluators have consistently commented on how impressed they are with the quality of our design sequence, and the department wants to maintain this level of achievement. We will continue to formulate interesting projects in collaboration with industry to ensure that our students are exposed to projects that are technically challenging, timely and have broad societal impacts.

5.1.4 Demonstration of Adequate Time and Attention

5.1.4.1 MATHEMATICS AND SCIENCE COMPONENT

The ABET criteria specifies at least one year of mathematics and science. This guideline consists of 32 credit hours as a combination of college level mathematics and basic sciences appropriate to Chemical Engineering.

MATH 1610 Calculus I (4) MATH 1620 Calculus II (4) MATH 2630 Multivariable Calculus (4) MATH 2650 Differential Equations (3) CHEM 1110/1 General Chemistry I & Lab (4) CHEM 1112/1 General Chemistry II & Lab (4) CHEM 2070/1 Organic Chemistry I & Lab (4) CHEM 2080 Organic Chemistry II (3) PHYS 1600 Engineering Physics I (4) PHYS 1610 Engineering Physics II (4) BIOL 1020/1 Principles of Biology I & Lab (4) Advanced Chemistry Elective (3)

In the Chemical Engineering curriculum, 45 hours of mathematics and science courses are required (exceeding the ABET guideline). These courses clearly pertain to the AUCHEN (A) outcome. Additionally, we believe that a strong knowledge and the ability to apply statistics is essential to prepare the student for success and one‐third of the content of CHEN 3600 (Computer‐Aided Chemical Engineering) addresses this topic. There is further reinforcement of the application of statistics in the two lab courses (CHEN 3820 & CHEN 4860). Additional topics


in math (numerical methods, etc.) are also covered in CHEN 3600 and CHEN 3650 (Applied CHEN Analysis).

5.1.4.2 ENGINEERING SCIENCE AND DESIGN

The ABET criteria specifies at least one‐and‐one‐half years of engineering science and design. This guideline consists of 48 credit hours of engineering topics appropriate to Chemical Engineering.

ENGR 1100 Engineering Orientation (0) ENGR 1110 Introduction to Chemical Engineering (2) ENGR 2010 Thermodynamics (3) COMP 1200 Computer Science (2) CHEN 2100 Principles of CHEN (4) CHEN 2610 Transport I (3) CHEN 3370 Phase & Reaction Equil (3) CHEN 3600 Computer‐Aided CHEN (3) CHEN 3620 Transport II (3) CHEN 3650 Applied CHEN Analysis (3) CHEN 3660 CHEN Separations (3) CHEN 3700 Chemical Reaction Engineering (3) CHEN 3820 CHEN Lab I (2) CHEN 4170 Digital Process Control (3) CHEN 4450 Process Economics and Safety (3) CHEN 4460 Process Simulation and Optimization (2) CHEN 4470 Process Design Practice (3) CHEN 4860 CHEN Lab II (2) CHEN Engineering Technical Elective (3)

In the Chemical Engineering curriculum, 50 hours of engineering science and design courses are required (exceeding the ABET guideline). These courses clearly pertain to the AUCHEN (A) outcome. Additionally, these courses provide knowledge and skills pertaining to AUCHEN (A‐K) as demonstrated in Table 3‐5.

Although the major design experience occurs in the capstone CHEN 4470 (Process Design Practice), elements of design are developed throughout the curriculum (again, see Table 3‐5).

It should be noted that there are four Technical Electives (12 hours) required in the curriculum. One of these technical electives must be an approved “engineering science” elective. Moreover, many students select additional engineering courses as part of all of the remaining three technical electives. The list of acceptable courses to satisfy this requirement is maintained by the departmental academic advisor.

In the following section, we consider special situations where the coverage of a curricular component involved either university service and core courses combined with departmental courses.


5.1.4.3 EXPERIMENTS AND DATA HANDLING

AUCHEN (B) pertains to the ability to design and conduct experiments as well as analyze and interpret data. In the Chemical Engineering curriculum, the following courses have a lab component or emphasis:

CHEM 1110/1 General Chemistry I & Lab (4) CHEM 1112/1 General Chemistry II & Lab (4) CHEM 2070/1 Organic Chemistry I & Lab (4) PHYS 1600 Engineering Physics I (4) PHYS 1610 Engineering Physics II (4) BIOL 1020/1 Principles of Biology I & Lab (4) CHEN 3600 Computer‐Aided CHEN (3) CHEN 3650 Applied CHEN Analysis (3) CHEN 3820 CHEN Lab I (2) CHEN 4170 Digital Process Control (3) CHEN 4450 Process Economics and Safety (3) CHEN 4460 Process Simulation and Optimization (2) CHEN 4470 Process Design Practice (3) CHEN 4860 CHEN Lab II (2)

The extensive laboratory opportunities above provides students with substantial “hands‐on” experience and gives them the opportunity to develop the necessary competence and skills to conduct experimental work properly and in a safe manner.

5.1.4.4 MODERN ENGINEERING TOOLS

AUCHEN (K) pertains to the ability to employ modern engineering tools. In the Chemical Engineering curriculum, the following courses provide this exposure:

COMP 1200 Computer Science (2) CHEN 3600 Computer‐Aided CHEN (3) CHEN 3650 Applied CHEN Analysis (3) CHEN 3820 CHEN Lab I (2) CHEN 4170 Digital Process Control (3) CHEN 4450 Process Economics and Safety (3) CHEN 4460 Process Simulation and Optimization (2) CHEN 4470 Process Design Practice (3) CHEN 4860 CHEN Lab II (2)

The COMP 1200 Computer Science course provides a uniform freshman exposure to basic computing concepts via MATLAB.

The main “computer information” course is CHEN 3600 Computer‐Aided CHEN where the emphasis is on computer programming in Excel and VBA as well as statistics and probability concepts. Extensive discussion of effectiveness of computer‐generated graphics and other computer‐derived materials is also a component of this course.

The senior design courses (CHEN 4460 and CHEN 4470) employ various software products with the focus being on the ASPEN process simulator.


Departmental computing facilities, College of Engineering computing facilities and University computer facilities are all excellent and up‐to‐date.

A general description of the Information Systems available at the university and college level can be found at the following web sites:

University IT Link: http://www.auburn.edu/oit/

COE Network Services Link: http://eng.auburn.edu/admin/ens/

5.1.5 Cooperative Education

Cooperative education students complete the same program as regular students. All required sophomore and junior chemical engineering undergraduate courses and laboratories are offered at least twice each year and most are offered fall, spring and summer terms. Co‐op employers are primarily technology‐based companies and organizations and include many of the same businesses that employ our graduates.

Cooperative education students alternate terms, including summer terms, between full‐time on‐campus instruction and full‐time employment. Each Auburn co‐op student works a minimum of one calendar year (12 months), preferably with the same employer. The typical cooperative education student starts during the sophomore year with some beginning the summer of the freshman year. About 50% of our chemical engineering students participate in the co‐op program or participate in formal internships. Many also complete an additional term of internship after completing the co‐op program.

Complete information can be reviewed at the following link:

Web Information: http://www.auburn.edu/co‐op

The following general information about the Auburn University Cooperative Education Program is provided for reference:

• Program established in 1937 • Currently 535 students enrolled • 87% of co‐ops are from the Samuel Ginn College of Engineering • 22% of undergraduates in Samuel Ginn College of Engineering graduate from the program. • 192 active employers • 23 different academic curricula represented • 2.99 average grade point (GPA) for participating students • $6,352,000 total collective co‐op wages earned last year (figure does not include benefits, housing assistance, etc.) • Number of AU co‐ops at work by term:

Spring 2010 ‐ 172 Fall 2009 ‐ 150 Summer 2009 ‐ 200

5.1.6 Materials Available During On‐Site Review

The materials that will be available to the ABET Review Team during the on‐site review are:

1. Course notebooks for each course that includes: a. Course syllabus or outline


b. Textbook c. Course schedule (list of topics covered, reading assignments, etc.) d. List of course homework (textbook problems may be cited on course schedule

otherwise provide hardcopy of each assignment) e. Copies of exams (with solutions) f. Copy of final exam (with solution) g. Copy of quizzes (with solution) h. Departmental Evaluation Questions (DEQs) assigned to this course (with solutions and

representative samples) i. List of lab assignments (if appropriate) j. Copy of course assignments other than homework and labs k. Special computer emphasis assignments (if not provided in homework) l. Special writing emphasis assignments (if not provided in homework) m. Copies of materials distributed in hardcopy to students (reference materials, etc.) n. Copies of materials made available via web link or other electronic means, etc.

2. Student Work Exhibit notebooks for each course that includes examples of topics (below)

consistent with the following performance level: Exceptional work (indicated using a GREEN sticker on the label), Acceptable work (indicated using a YELLOW sticker on the label), Unacceptable work (indicated using a RED sticker on the label)

a. Exams b. Final Exam c. Quizzes (typical) d. Lab assignments (if appropriate) e. Course assignments other than homework and labs (typical) f. Special computer emphasis assignments (if not provided in homework) g. Special writing emphasis assignments (if not provided in homework)

3. Outcome notebooks for each program outcome (A‐K) that provides references to actions

taken and supporting data

4. Accreditation data summary notebooks (compilations of data from each major assessment tool, and survey). These include:

a. Sophomore Survey b. Junior Survey c. Senior Exit Surveys d. Progress Assessment Exam I (CHEN2AA0) e. Progress Assessment Exam II “Concept Inventory Exam” (CHEN3AA0) f. End of Course Faculty Survey g. End of Course Student Survey h. EBI Survey i. Course Embedded Assessment (CEA) Reports j. Departmental Evaluation Question (DEQ) Reports

5. CAPAC Committee minutes and handout notebooks

6. Alumni/Industrial Advisory Council notebooks

7. Capstone design project reports and presentations


5.2 Prerequisite Flow Chart

In order to most easily visualize the prerequisite requirements for the program’s courses required or allowed towards the major, separate flow charts representing the courses associated with the freshman, sophomore, junior and senior year are provided in Figures 5.2 through 5.5. A diagrammatic representation of the entire curriculum is provided in Figure 5.1 for reference and continuity.

Figures 5.1 Curriculum Flowchart (TermbyTerm without Prerequisite Information


Figures 5.2 Curriculum Flowchart Showing Prerequisites for Freshman Year


Figures 5.3 Curriculum Flowchart Showing Prerequisites for Sophomore Year


Figures 5.4 Curriculum Flowchart Showing Prerequisites for Junior Year


Figures 5.5 Curriculum Flowchart Showing Prerequisites for Senior Year


5.3 Course Syllabi

The requested course syllabi are provided in Appendix A. The courses provided include the syllabus for each course used to satisfy the mathematics, science, and discipline‐specific requirements required by Criterion 5. There are no applicable Program Criteria requiring particular courses. The syllabi contain the following information:

Department, course number, and title of course Designation as a Required or Elective course Course (catalog) description Prerequisites Textbook(s) and/or other required material Course learning outcomes Topics covered Class/laboratory schedule, i.e., number of sessions each week and duration of each session Contribution of course to meeting the requirements of Criterion 5 Relationship of course to Program Outcomes Person(s) who prepared this description and date of preparation

Note: Due to errors at the universitylevel related to the production of prerequisite information in the university bulletin, a number of small errors appeared in the electronic version (pdf) of the 200910 course catalog. These errors were independent of the enforcement of “prerequisites” and “prerequisites with concurrency” (commonly called corequisites) which was properly handled by the enrollment system. The department has been active in bringing these issues to the attention of the administration and has been informed that the 201011 course catalog will be free of such errors. Where necessary, the course syllabi indicate the correct information (that is, the information used to control enrollment).

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