A. Background InformationA1. Degree TitlesFor students majoring in the field of chemical engineering (“CHEG”) at the University of Connecticut, the official university degree title is “Bachelor of Science in Engineering.” Chemical Engineering is further identified as the major on the transcript. Double majors are similarly identified, e.g. “Chemical Engineering/Materials Engineering” is used to indicate a double major in Chemical Engineering and Materials Engineering. A double major is earned by meeting the requirements of both majors. A double major in Materials Engineering may be earned by choosing at least fifteen credits of materials courses among the elective courses that a student takes. This particular form of the double major will last be offered as an option to the class that entered in Fall 1999, as students entering in subsequent classes will have the option of a separate major in Metallurgy and Materials Engineering.

A2. Program ModesThe Chemical Engineering program is offered as a day program at the basic level. In addition to studying at the main Storrs campus, students can do most lower division (freshman and sophomore) coursework at one of the Regional campuses of the University.

The Chemical Engineering program does not have a required co-op experience. Students may participate in a co-op experience through the Cooperative Education Program of the Career Services Department. This is an individual decision by the student. Students in their sophomore, junior, and senior years may participate. During the academic year 1999-2000, three chemical engineering students pursued this option.

Students also have the opportunity to participate in the EUROTECH program. This program leads to two degrees, one in engineering and the other in German. It includes a year in Germany that includes work with a German company. There are currently two chemical engineering students in the program.

A3. Actions to Correct Previous DeficienciesSchool Wide

“There seems to be great variation in the thoroughness and quality of feedback provided to the students on writing {in W courses}.”

ACTION: All departments in the School of Engineering have reviewed their writing (W) requirements and have come up with department specific actions to correct the deficiency. In the CHEG department, the required W courses are CHEG 237W and 239W, the senior laboratories. Following the last ABET site visit, the CHEG department began individual student/faculty "report writing" consultation sessions in these courses. During these sessions, students receive individual advice on report structure, grammar, style, technical content, data analysis, data presentation, and statistics. Two full-time faculty members instruct the laboratory classes and grade all reports. Attendance at the faculty/student meetings is mandatory and factored into the student's overall grade. In addition, a "model report" is provided to the students at the beginning of semester in CHEG 237W as a common basis for students to judge their own reports. Generally, our students and alumni comment favorably on the writing and presentation skills that they acquire in CHEG 237 and 239.

“The public may have difficulty in discerning from catalog statements, and other documents the goals, logic of selection, and in particular how the design experience is developed and integrated throughout the curriculum.”

ACTION: While information in the printed catalogs (p-catalog) identifies graduation requirements only, as mandated by the university, the web-based electronic version (e-catalog) addresses these issues by presenting a more comprehensive description of the logic of course selection and integration of design. Also included in the e-catalog are clearly stated program goals and objectives. In addition, each department produces a "Guide to Course Selection" which contains an even higher level of detail regarding content and purpose of required courses toward fulfillment of program objectives. The guide to course selection is published on the Chemical Engineering Department Web page and is referenced by both the p- and e-catalogs. This guide is updated as necessary.

Departmental

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No departmental deficiencies were cited during our last review.

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B. Accreditation Summary

B1. StudentsStudents

Students are admitted to the School of Engineering as matriculating freshmen or as transfer students. Matriculating freshmen with superior high-school records are admitted on a competitive basis. They are required to have taken 4 years of English, 3.5 years (4 recommended) of math, 2 years of a foreign language, 2 years of a laboratory science (chemistry or physics required), 2.5 years of social science, and 2.5 years of other coursework for a total of 16.5 units. The student must also submit satisfactory Scholastic Aptitude Test (SAT) scores. The recommendation from the high school is reviewed during the evaluation of credentials. At the time of admission, students may receive advanced standing based on their performance on Advanced Placement Examinations.

Details of the criteria and procedures for admitting freshman and transfer students to the program are provided in Appendix II.I Admission and Graduation Requirements, Basic Program. Information on the acceptance of transfer students is also provided in Section B3 of this report.

Student AdvisingAll students accepted into the School of Engineering attend an orientation meeting during the summer, where they register for their fall semester courses. They meet with the Associate Dean for Undergraduate Education to discuss what to expect during their first semester, what services are available in the School and University, and what types of courses they will be taking throughout their college career. Individual departmental advisors are also present at the orientation meeting to help with registration and answer questions regarding particular disciplines.

The Associate Dean also discusses the advising system for the School and encourages students to meet with their advisor early in the semester, especially if they experience any difficulties with their beginning courses. All advisors are faculty in the School. Students who have designated chemical engineering as their field of study are assigned an advisor from the chemical engineering department. The Director of Student Advising handles undeclared student advising until the student selects a major and can be assigned an advisor in the appropriate department. Once a student is assigned a departmental advisor, they usually keep that advisor for the duration of their college career.

The advisor provides direction and guidance about career choices and how the engineering program fits into these choices. The advisor also provides help in the selection of courses and the meeting of School and University requirements. Registration for courses is handled electronically. Before students can register, the advisor must release an electronic bar to registration. Although the advisor is responsible for making appropriate academic recommendations, students are responsible for their own academic progress.

Advising records for each student are kept by the faculty advisor, with a separate copy maintained by the Director of Advising. Advisors are kept informed of the students' progress by transcripts sent out at the end of each semester. Advisors are also provided with Programmed Academic Curriculum Evaluation (PACE) Audit Reports by the Registrar’s Office; these reports list the degree requirements, indicate which have been fulfilled, and provide a list of remaining requirements. Students with low semester GPAs or other deficiencies are sent notices, with copies forwarded to the advisor, to schedule a meeting with their advisor. During the meeting, the student and advisor design a plan to correct the deficiency.

Student graduation is dependent on meeting all curricular and GPA requirements set out by the department, school and university. The degree program requires that each student to complete a total of 134 applicable credit hours and earn at least a 2.0 (on a 4.0 basis) for all calculable Upper Division work (work in excess of the first 60 credits earned). Students are on academic probation for the next semester if their performance is such that they are included in any of the following groups:

Students who have completed their first Lower Division semester and have earned less than a 1.6 semester grade point average on a 4.0 scale.

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Students who have completed their second Lower Division semester and have earned less than a 1.8 semester grade point average for that semester.

Students who have completed their third Lower Division semester and have earned less than a 1.9 semester grade point average for that semester.

Students who have completed their fourth Lower Division semester and have earned less than a 2.0 semester grade point average for that semester.

Students who have completed their first Upper Division semester (earned more than sixty credits) or more and who have earned less than a 2.0 semester grade point average or Upper Division cumulative GPA.

The Dean of Students informs the student and the student’s advisor that a marked academic improvement in future semesters is necessary to obtain the minimum scholastic standards. Students who fail to meet the minimum scholastic standards for two consecutively registered semesters, or for three in the same division, or for a total of four in their academic career, are subject to dismissal.

Details regarding graduation requirements are provided in Appendix II.I Admission and Graduation Requirements, Basic Programs.

Our advising system is designed so that advisors and students contact each other regularly. Normally, a student must meet with the advisor twice a year to discuss coursework and the program requirements and to register for the next semester. To assist them in planning their program, each student is given the "Chemical Engineering Department Guide to Course Selection". This document spells out details of the many requirements of the academic program, provides information regarding choice of technical courses to meet program objectives and outcomes, and shows how to fill out the plan of study. It also provides a brief overview of the chemical engineering profession. In addition, each student receives a copy of the aforementioned PACE report listing degree requirements that have been met and that are still to be met.

Student MonitoringTwo mechanisms are used to ensure that students meet all ABET, Department, School, and University requirements: a Plan of Study and the PACE computerized degree audit system mentioned above. Students must submit for approval a Plan of Study during their Junior year, with the help and guidance of the advisor. This document lays out the details of the student's academic program, and carefully indicates how all of the degree requirements, including ABET criteria, will be satisfied.

Upon approval by the advisor, the initial Plan of Study is reviewed and approved by the Plan of Study Reviewer or by the Department Head, and the Director of Advising. Care is taken at all levels to ensure that any accepted program meets all requirements. Revisions require the same approvals. In our Department, either the Department Head or the faculty member designated as Plan of Study Reviewer (currently Prof. Emeritus G.M. Howard), verifies all plans of study. Before graduation, the final Plan of Study is used by the University Degree Auditor in the Registrar's Office to certify that all the graduation requirements have been met. A copy is shown on the next page.

The University has fully implemented the PACE computer degree audit system. PACE monitors semester-by-semester progress of a student towards his/her degree requirements. A PACE audit is sent to both the faculty advisor and the student every semester. The report indicates which requirements have been met, how they have been met, and which requirements have not been met. For the student, this helps eliminate last semester surprises. It gives both the advisors and students more time for meaningful one-on-one program and career planning. Because credit restrictions are programmed into PACE, it effectively provides an accurate report of students' degree credits.

Student evaluationIn addition to monitoring credit hours, student learning outcomes are evaluated using "end of course" surveys. These surveys are administered in every undergraduate course to both the students and the faculty. The purpose of the survey is to determine "student level of attainment" of learning objectives from both student and faculty perspectives. These are used in program outcome assessment. An example of this survey is included in section B.3 (Program Outcomes and Assessment). Evaluation of "student level of attainment" is based on sets of well

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defined criteria to ensure consistent and objective results. Faculty assessments are based on test results, homework, quizzes, design projects, written and oral reports, and other means.

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B2. Program Educational ObjectivesThe Chemical Engineering Department is committed to excellence in its undergraduate program and to maintaining its accreditation status. In the Spring 2000, the Department implemented a formal process which continually reviews and revises program objectives, outcomes and curriculum to meet current needs in chemical engineering education, to meet the needs of our constituents, and to satisfy University and School missions and ABET/AIChE criteria. Recommendations resulting from this process as well as other aspects of the undergraduate program are regularly discussed at Departmental faculty meetings. The Mission, Approach, and Program Objectives of the Chemical Engineering Department, determined using the process described later in this section are as follows.

Program Mission Statement, Approach and ObjectivesMission

The Department of Chemical Engineering at the University of Connecticut prepares students for productive careers in this versatile, dynamic, evolving discipline. Upon graduation, students will have learned skills in critical thinking, problem solving, and communication necessary for success as practicing chemical engineers or in graduate studies. Particular strengths of the department lie in the areas of biotechnology, advanced materials, computer applications and environmental protection.

ApproachTo achieve its mission, the Department of Chemical Engineering provides an intensive educational program with faculty dedicated to developing the framework for and stimulating the desire to pursue ongoing active learning. A thorough base in mathematics; physical science; engineering science; and laboratory, design, and communication skills is given through course activities, individual and group-based projects, and independent research. The curriculum also exposes students to relevant safety, environmental, social, and economic issues facing the engineer in modern society. A low student to faculty ratio permits one-on-one contact with members of the faculty, creating opportunities for independent research, active advising, and mentoring. The department also provides a student experience that fosters leadership development, encourages creativity and intellectual curiosity, and demands responsible behavior and high quality performance. Flexibility in the curriculum provides opportunities to pursue a double major or minor, study abroad, or gain practical job experience through voluntary participation in an industrial co-op program.

Program ObjectivesI. Produce graduates who are able to adapt and become successful, lifelong contributors to the ever-

changing discipline of chemical engineering.II. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long

mutually supportive relationships among graduates, academia, and industry.

The program mission statement and program objectives have been "published" on our web page and in our undergraduate recruiting brochure. They are consistent with School of Engineering (SoE) and University missions in that they strive to1)..."build a challenging intellectual environment for all students...and examine all we do with a global perspective"2)..."ensure that the student experience fosters the transmission of knowledge and inspires intellectual curiosity"3)..."serve the state and its citizens in a manner that enhances the social and economic well-being of its communities"

The University of Connecticut Vision, Mission, Values and Goals statement, approved by the Board of Trustees on February 10, 1995, can be found at http://www.uc2000.uconn.edu/part1.html and the School of Engineering (SOE) Mission statement can be found at http://www.engr.uconn.edu/SoE/mission.html.

ConstituenciesProgram constituencies, as determined by the department and SOE ABET Assessment Committee, are faculty, alumni, employers (as represented by our Advisory Board), school and university mission statements, and ABET/AIChE criteria. The following table contains a list of our Advisory Board industrial affiliations along with a list of the top ten employers of our graduates. The department has sought to choose advisory board members from among these top employers.

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Advisory Board Industrial Affiliation Top 10 EmployersPfizer Central Research Pfizer Inc. (1)Exxon Mobil Exxon (2)Uniroyal Chemical Company, Inc. Uniroyal (3)

United Technologies (4)Pratt & Whitney (5)

Cytech Industries Cytech Industries (6)Alstom (ABB Power Plant Laboratories) ABB Combustion Engineering (7)Olin Research Center Olin Chemicals (8)

IBM (9)Andersen Consulting (10)

Procter & Gamble Union Carbide Corp.Boelringer Ingelheim Pharmaceuticals, Inc.Rogers CorporationAdvanced Fuel ResearchSaint-Gobain AbrasivesNortheast Utilities System

Processes to Establish and Review Program ObjectivesThe program objective process consists of two steps: 1. establish/review departmental objectives using input from our constituents and results from our assessment process (every 6 years); and 2. Achieve those objectives via curricular and extracurricular activities defined, reviewed, and updated (yearly).

Establishing Program ObjectivesThe process of establishing the departmental objectives begins with a critique of the old objectives, performed by the Program Objective Review Committee (3 faculty within the department) during the summer a full year prior to the desired deadline. This group develops a rough draft of new objectives, which are circulated to the faculty for review and comment. Modifications are discussed and changes made in several iterations (5-6 drafts produced during the fall semester; fall 1999, this cycle). Following faculty approval, new objectives are sent via survey to the alumni for critique and comment (at the beginning of spring semester; spring 2000, this cycle). The objectives are also discussed at an Advisory Board meeting (May 11, 2000, this cycle) in which board members are asked to develop "program objectives" in line with their needs. Results from these two exercises, along with information from ABET workshops and input from SOE ABET committee members, consultants from various academic institutes, school and university mission statements, and informal conversations with local employers are combined to shape the final draft of departmental objectives.

Final program objective approval is established by faculty vote at the end of the spring semester. This process will be repeated every 6 years. Alumni survey results, Advisory Board input, and the developmental history of our current program objectives are shown at the end of this section.

Reviewing Program Objectives:Review of the stated program objectives will occur once every 6 years. This review will follow the same procedure used to "establish program objectives" stated above. Program objective "update" will be the focus of at least one faculty/advisory board meetings every 6 years, where program objectives will be scrutinized in light of collected data (alumni surveys) and the changing needs of our constituencies. The next update will be due in the Spring 2006. As changes are made in the objectives, the department's Undergraduate Program Committee (consisting of three faculty members, including the Assistant Department Head) will monitor how these changes are incorporated into curricular and extracurricular activities and ensure that they are carried out.

Process to Ensure Achievement of ObjectivesEach program objective is linked to one or more program outcomes. Specific student learning outcomes have been identified and associated with each program outcome. Learning outcomes are then linked with courses

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and/or activities contained in the program and required for degree fulfillment. Detailed information on graduation requirements is provided in Appendix II.I and in Section B3 of this report. Thus we strive to achieve our objectives through our curricular and extracurricular activities.

To facilitate this process, we have split our curriculum into four major "areas" of concentration. Review of each is coordinate by a faculty subcommittee led by a different faculty member. The fundamental area includes chemistry, physics, math, freshman engineering and our Introduction to Chemical Engineering course (CHEG 203). The core area contains chemical engineering thermodynamics, transport phenomena, unit operations, and kinetics. The integration area includes senior-level unit operations laboratories, design, and control. The elective area encompasses all undergraduate elective courses. Program activities that contribute to the program objectives through means other than courses are contained in extracurricular area .

The following table shows the contributions of the four curricular areas and the extracurricular area to the Program Objectives, broken down by chemical engineering courses or activities. This table was developed by the Assistant Department Head based on the course syllabi and in consultation with course instructors.

B2- Table 1CHEG Program Content & Contributions to the Program Objectives

indicates significant contribution to the objectiveCourse Obj I - "adapt to and become

successful, lifelong contributors to the field of chemical eng"

Obj II - "Promote a sense of prof. ethics and responsibility...form mutually supportive relationships.."

Fundamentals Area Cheg 203 - Intro to Cheg

Core Area Cheg 211 - Thermo I Cheg 212 - Thermo II Cheg 223 - Transport I Cheg 224 -Trans II/UnitOps Cheg 251 - Process Kinetics

Integration Area Cheg 237W - Senior Lab I Cheg 239W - Senior Lab II Cheg 243 - Process Design Cheg 247- Dynamics and control

Elective Area Cheg 245, 256, 261, 283, 285, 295, 299*students are required to take 2 Cheg electives and 4 professional electives

7 's 7 's

Extracurricular Area Advising AIChE Student Chapter Internship/Coop/Eurotech Low student/faculty ratio

Objective attainment will be assessed yearly using alumni surveys, advisory board input, alumni data base statistics, Uconn Foundation records of alumni donations, and informal input from alumni, recruiters, and company representatives. Assessment data will be collected, summarized and presented at the annual faculty/program outcomes assessment meeting held in late May or early June (as described in section B3). Program modifications resulting from this meeting will then be put into place (i.e. changes in the assessment

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process, additional course offerings, improvements in the advising system, greater flexibility in the curriculum, etc).

Specifically, attainment of Objective I will be determined by surveying alumni to assess: 1. general preparedness for and contributions to work in the field of chemical engineering. Questions linking "preparedness" to specific elements of our curriculum are included.2. starting and current salary3. continuing education/short courses taken4. professional meeting attended5. publications, patents, and other activities

Alumni from 10, 5, and 2 years out were selected as survey recipients for the Spring 2000 "program objective" evaluation. This particular survey sought to ascertain information regarding both the establishment and achievement of objectives. A high response rate was achieved by (1) offering incentives (basketball tickets!) for filling out and returning the survey within a specified time frame, and (2) having student volunteers phone those alumni who did not respond within the specified time. An overall 43% response rate on surveys mailed out to these three classes in the spring of 2000 was achieved using these techniques. Spring 2000 alumni survey results are presented at the end of this section.

Attainment of Objective II will be determined using information from the alumni survey (or alumni database), the advisory board, and the Uconn Foundation regarding:

1. Preparedness regarding impact of engineering in a global and societal context and understanding of professional and ethical responsibility. Questions linking "preparedness" to specific elements of our curriculum are included. 2. alumni/industry ties (employment history from alumni survey ).3. industry/academia ties (history of departmental support, both financial and otherwise).4. alumni/academia support (Uconn Foundation data on annual donations, alumni newsletter).5. general satisfaction of alumni with their undergraduate education (from alumni survey).

Program Objectives Assessment DataSummaries of the data collected to evaluate Program ObjectivesI and II are presented below along with a discussion of results and suggested actions. A more detailed summary of the alumni survey is presented at the end of sxn. B2.

Assessment Data for Program Objective I: "Produce graduates who are able to adapt and become successful, lifelong contributors to the ever-changing discipline of chemical engineering"

Results: 1. General preparedness for work in the field of chemical engineering is evaluated by two questions from the alumni survey:(a) "Rate you preparation for employment or grad school relative to others 1= not as well prepared

on the following scale: 2= about average3= better prepared

The Results from 30 respondents out of 70 surveys mailed Representing the classes of '98, '93, and '88 = 2.55 .57

(b) "Rate components of your undergraduate education for VALUE (=How important they were in attaining your first professional position and performing at that level) and QUALITY (=Did your UConn education prepare you adequately). B2 - Table 2 contains averaged results for components relating to Objective I.

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B2- Table 2Spring 2000 Alumni Survey Results

Numerical Rating of Components of the Chemical Engineering ProgramPertaining to the Achievement of Objective I

Scale 1=lowest value/quality 5=highest value/quality VALUE QUALITYBasic Math (Calculus, Differential Equations) 3.46 1.37 3.78 .91Basic Sciences (Physics, Chemistry) 4.11 .88 3.79 .88Problem Solving Skills 4.55 .78 4.20 .67Computer Programming/Numerical Methods 3.43 1.40 3.21 .83General Software Applications 3.85 1.03 3.22 .89Special Software Applications (Process Simulations, etc) 2.89 1.26 3.43 .88Basic Chemical Engineering (Thermo, Trans, Kinetics) 3.76 1.09 4.17 .66Experimental/Research Methods and Analysis 3.79 .94 3.60 .78Process Design and Economics 3.48 .87 3.38 .86Process Control 2.86 1.24 3.61 .92Optimization 3.21 1.13 3.03 .81Model Development 2.86

1.142.86 .85

Engineering Electives 3.82 1.09 3.89 .92Communications (Speech and Writing) 4.55 .74 3.93 .75Ability to learn independently 4.45 .91 4.03 .82Multidisciplinary Teamwork/Leadership 4.55 .74 3.90 .72

The "Bolded" text represents an area requiring discussion and possible modification

2. Starting and current salary information: no data available (question will be added to next survey)3. Continuing education/short courses: no data available (question will be added to next survey)4. Professional meetings: no data available (question will be added to next survey)5. Publications, patents, other activities: no data available (question will be added to next survey)

Discussion: Alumni generally feel that they were well prepared to become successful contributors to the field of chemical engineering. Low scores in the VALUE of “Model Development” indicate that this is not necessary for success at the bachelors degree level and is reflected in the low QUALITY of education devoted to this area.

Suggested Action: Next year’s alumni survey will include questions regarding salary, professional development, and other activities that indicate success in today’s technologically evolving world (responsibility of the Assistant Department Head).

Assessment Data for Program Objective II "Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry."

Results: 1. General preparedness in the areas of professional ethics and social responsibility is evaluated by one question from the alumni survey:

"Rate components of your undergraduate education for VALUE (=How important they were in attaining your first professional position and performing at that level) and QUALITY (=Did you Uconn education prepare you adequately). B2 - Table 3 contains averaged results for components relating to Objective 2.

B2- Table 3

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Spring 2000 Alumni Survey ResultsNumerical Rating of Components of the Chemical Engineering Program

Pertaining to the Achievement of Objective 2

Scale 1=lowest value/quality 5=highest value/quality VALUE QUALITYEnvironmental, health and safety considerations 3.93 .86 3.36 .95Professional and ethical responsibilities 4.21 .82 3.62 .90Knowledge of Contemporary and Global Issues 3.59 .87 2.62 .90

The "Bolded" text represents an area requiring discussion and possible modification

2. Alumni/industry ties are obtained by asking for initial and current employer/position data on the alumni survey:

Results show that19 out of 29 respondents are still employed by their initial employer (65%)1 had graduated from graduate school and obtained a position in engineering 9 had changed employers (but were still in engineering or engineering related fields)1 was no longer in an engineering position (3%)

3. Industry/academia support is evaluated partly by tracking the history of company donations to the department (discontinued support indicating a failure to meet our objectives). This information is presented in B2 - Table 4.

B2- Table 4History of Industrial Support to the Department

AcademicYear*

Contributing Companies Total MonetaryContributions $

Number of Scholarships and/or Internships

97-98 Chesebrough-Pond’sDow ChemicalOlin Chemical

Rogers CorporationUniroyal

$31,500 8 scholarships ($14,500)2 internships ($10,000)

98-99 Dow ChemicalChrysler FundOlin Chemical

Proctor & GambleRogers Corporation

Unilever (Chese-Ponds)Uniroyal

$42,650 12 scholarships ($21,500)2 internships ($10,000)

99-00 Dow ChemicalExxon

Olin ChemicalProctor & Gamble

Rogers CorporationUnileverUniroyal

$63,500 18 scholarships ($29,500)3 internships ($15,000)

* Year in which contribution was received. Some funds (scholarships funds in particular) may not have been expended until the following academic year.

4. Alumni/academia support is evaluated by tracking alumni gifts to the University as shown in the following table.

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B2- Table 5History of CHEG Alumni Gifts to the University

Totals to all Purposes Totals to Engineering97-98 $ 21,570 $ 7,47098-99 $ 26,280 $ 7,12099-00 $ 69,630 $ 38,400

5. General Satisfaction of alumni with their undergraduate education is evaluated using the Alumni Survey question "Would you recommend UConn Chemical Engineering to friends and relatives?"

28 respondents answered yes.2 respondents answered no. market for Chem E's in the New England area was small - Uconn's program was small market for Chem E's is quite small in area

Discussion: Alumni indicate a weakness in the area of “Knowledge of Contemporary and Global Issues”. This is due to the program’s lack of attention to this area (until recently). Alumni/Industrial relations seem strong, with 65% of respondents remaining with their initial post-graduate employer and 97% remaining in engineering. However this could be due to the fact that most respondents were only 2 and 5 years out of school. It would be interesting to 1) find out the employment history of students from comparable programs and 2) to track our own alumni for ten or more years.

Data on industrial support is an indicator (but not conclusive evidence) of industrial/academic relations and industrial satisfaction with the chemical engineering program and its products (students). The number of industrial supporters has increased over the past three years and the top employers of our graduates remain faithful supporters of the program, indicating a high level of mutual support.

Records of alumni giving show a dramatic increase in the fiscal year 2000, in part due to active solicitation by the School of Engineering. Most alumni responded that they would recommend Uconn Chemical Engineering to friends and family, showing a high level of satisfaction with the program and the university.

Suggested Action: Incorporate more discussion of global issues in elective courses and offer more elective courses. Develop more robust data in support of Program Objective II via improved alumni surveys, continuing discussion with Advisory Board, employer surveys, longer alumni employment histories (regularly update and maintain data base), and data from other institutes regarding employment history if available (responsibility of the Department Head and Assistant Department Head)

First Cycle ImprovementsThe results of the first cycle of evaluation were viewed with four main purposes in mind:

1. Produce an Objective Statement that accurately represents the needs of our constituents2. Identify and correct Assessment Process deficiencies (deficiencies in surveys, type of data collected)3. Identify and correct Objective Attainment deficiencies (deficiencies in our curriculum)4. Determine whether our Objectives are truly Meeting the Needs of our constituents

One problem occurred in the Objective Statement development process, namely that it was difficult to determine a "proper" level of specificity to include in the statements. It was found that constituent input regarding objective statements" was more detailed than warranted, i.e. the term "objective" is very loosely defined and can be interpreted many different ways. For this reason, constituent input on our objectives was not directly incorporated into the wording of the statements.

Being our first round of formal program assessment, some deficiencies were noted in our Assessment Process. In particular, surveys need to be developed that fully evaluate our performance on Objectives I and II.

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With the data gathered, we were able to confirm that our curricular and extracurricular programs are producing satisfied, well prepared alumni and that we are Attaining our Program Objectives. Furthermore, our objectives satisfactorily meet the needs of our constituents. Therefore, only slight modifications to the educational program have been proposed.

Based on the results of the first cycle of the objective identification/objective achievement process, several improvements have been identified and will be incorporated in the next cycle. They are listed below

B2- Table 6Program Objective Process Improvements

Spring 2000

Objective Establishment & Achievement Process Deficiencies

Corrective Measures Employed

Establishment of Objectives -Advisory Board "program objectives" require students to possess business skills immediately upon graduation

Program objectives will not be modified to contain the words "business skills"(too specific) however business skills will be introduced into the curriculum via various methods mentioned below

Alumni survey results in variety of suggestions concerning the objective statements (see Survey summary at the end of this section)

Alumni comments were incorporated by including the "Approach" paragraph between the Mission Statement and the Program Objectives

Objective Assessment Process Alumni Survey -

No salary info gatheredNo continuing edu info gatheredNo publications/patents info gatheredNo color coding to determine GPA

Include the items noted on future alumni surveys

Alumni Data Base - In state of neglect

Employment History – Data from other institutes missing

Data Base has been completely updated and plans for continuous maintenance implemented (secretarial time allotted)

Obtain employment history data from other institutes if available

Objective Attainment Process -Advisory Board desires more exposure toBusiness skills

Create a new elective "Engineering Entrepreneurship". To be first offered S’01.

Alumni survey indicates need for moreexposure to contemporary and global issues

We have recently begun and will continue to increase the coverage of these issues in our elective courses. Also, the number of required elective courses will be increased by one, thus increasing exposure in these areas

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Documents Relating to Section B2Program Educational Objectives

1. Alumni Survey / Summary of Results - Spring 2000

2. Program Educational Objective / Advisory Board Input - Spring 2000Board statement from May 11, 2000 meeting.

3. Developmental History of Current Program Objectives

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Alumni Survey Summary of Results

Spring 2000

Based on 30 responses (from a pool of ~70 potential respondents in graduating classes '98, '93, and '88), a 43% response rate.

Employer / Position Summary -

1st Employer & Position following B.S. Class Current Employer and PositionDEP Permit Engineer 98 same sameClinipad Industrial Eng 93 same sameKaman Aerospace Liaison Eng 98 same sameCYRO Industries Tech Service Eng 98 same sameSartomer Process Eng 98 same sameFairPreene Process Eng 98 same sameABD Engineer 93 same senior engFit Linxx Internet Developer 98 same Web DevelEnv Risk LTD Env. Eng 88 Jocobi, Kappel,etc Lawyer Grad student Biomedical eng 98 same samePfizer Assistant scientist II 98 same sameGrad student 98 same sameTeknor Apex Co Polymer devel chemist 93 M.A. Hanna Eng Mat Senior chemist Ham Sundstrand Chem/materials Eng 98 same sameCYRO Industries Product Eng 93 Curtin Ins. Agency TreasurerABB Nuclear Eng 98 March First ProgrammerHam Standard Analytical Eng 88 Veco Rocky Mt. Inc Sr Process EngMetcalf & Eddy Env Eng 93 Ensign-Bickford Chemical EngProcter & Gamble Eng/ Product devel 98 same sameGrad student Chem eng at Cornell 98 IntelCytec Industries Production supervisor 93 same Process EngCT DEP Air poll control eng 98 same sameTimet Castings Metal control super 93 Control Components Quality Control Dow Chemical Production eng 88 same Comm Devel MngrRegeneron Pharm Research Associate II 98 same sameEWR Process chemist 93 Mott Corp Sales engISIS Chemicals Chemist 88 Thomson Newspapers Sr. Network EngTRC Env Consul Asst Project manager 88 Enviro Science Consul Env ConsultantProton Energy Sys Staff Chemical Eng 98 same sameUniroyal Chemical Engineer 98 same same

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Rate Components of Your Undergraduate Education VALUE= How important they were in attaining your first professional position and performing at that levelQUALITY= Did your Uconn education prepare you adequately

Scale 1=lowest value/quality 5=highest value/quality VALUE QUALITYBasic Math (Calculus, Differential Equations) 3.46 1.37 3.78 .91Basic Sciences (Physics, Chemistry) 4.11 .88 3.79 .88Problem Solving Skills 4.55 .78 4.20 .67Computer Programming/Numerical Methods 3.43 1.40 3.21 .83General Software Applications 3.85 1.03 3.22 .89Special Software Applications (Process Simulations, etc) 2.89 1.26 3.43 .88Basic Chemical Engineering (Thermo, Trans, Kinetics) 3.76 1.09 4.17 .66Experimental/Research Methods and Analysis 3.79 .94 3.60 .78Process Design and Economics 3.48 .87 3.38 .86Process Control 2.86 1.24 3.61 .92Optimization 3.21 1.13 3.03 .81Model Development 2.86

1.142.86 .85

Engineering Electives 3.82 1.09 3.89 .92Communications (Speech and Writing) 4.55 .74 3.93 .75Environmental, health and safety considerations 3.93 .86 3.36 .95Ability to learn independently 4.45 .91 4.03 .82Multidisciplinary Teamwork/Leadership 4.55 .74 3.90 .72Professional and Ethical Responsibilities 4.21 .82 3.62 .90Knowledge of Contemporary and Global Issues 3.59 .87 2.62 .90

Rate your preparation for employment or graduate school, in comparison with your peers using the following scale: 3=Better prepared 2=About average 1=Not as well prepared Results = 2.55 .57

General Comments:Negatives: weak team skills and speaking skills, grad school peers (foreign) more knowledgeable in science, no coop experience, lack coop experience

Positives: eng electives allow greater breadth of skills; better than most non-chem E's; teachers willing to help; just as good or better than RPI& WPI; better written and oral tech comm skills; independent study key to success; great practical prep; practical sr lab - great prep for designing equip and responding to unplanned situations; as well or better prepared than highly qualified and talented peers; high expectations of faculty pushed students to stand on their own two feet; 3 work experiences while at Uconn gave me an advantage; comparable prep to peers from RPI & WPI

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The most important component of my UConn EducationSummary - Oral & Written communication - 12 respondentsTeamwork - 10 respondentsLab & Unit operations - 6 respondentsIndependent Study - 5 respondFaculty Interactions - 4 respondents Problem Solving - 3 respondentsElective Classes - 3 respondentsCo-op - 2 respondents

Tools/skills that you wish you had receivedSummary -Computer skills/software applications - 7 respondentsCommunications - 6 respondentsDesign projects/independent research - 4 respondentsFlexibility/work study opportunities - 3 respondentsBusiness - 3 respondentsExperimental Design/Statistical Analy - 2 respondentsOther - 6 respondents

Would you recommend UConn Chemical Engineering to friends, relatives, etc.?28 respondents answered yes...2 respondents answered no....

market for Chem E's in the New England area was small - Uconn's program was smallmarket for Chem E's is quite small in area

Program Objectives/ Mission Statement Additions & SuggestionsSuggestions: provide a foundation for life-long learning responsible care/ process safety management, provide students w/ knowledge concerning industry standards toward

safety there is a need in the marketplace for engineers skilled in new process development in both plastics and

chemicals...consider adding process development to mission statement or goals and curriculum more flexible curriculum so students can co-op more easily chemical engineers receive an education in multiple disciplines (mechanical, controls, electrical, financial) in order to

effectively design production equipment provide educational tools to produce chemical engineering graduates that can improve and create chemical processes

regarding safety, health, and the environment a graduate described as such is worthless to a company. A graduate must be well-rounded. Though the graduate can

think critically, does he/she have common sense? Too many graduates do not have common sense. maybe a note of its versatility & application to other fields produce graduates who will have the capability of demonstrating their leadership that will influence positive change &

the sustainability of this discipline w/in their immediate environments (academia, industry) & w/in society as a whole their should be some more emphasis on computer-related technology as well chance for students to pursue more projects that pertain to their goals/ career objectives; more interactive means to

achieve their goals and yours for the education to be of more value to future employers and administrators I feel that the department needs to strive more vigorously to attain program goal #3. In particular, exposing students

more to new and emerging technologies today and in the future.

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Developmental History of Current Program Educational Objectives

1995 Objectives Sept '99 Objectives

Dec '99 Objectives Mar '00 Objectives

June '00 Objectives

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The goal of the undergraduate program is to prepare men and women to enter the challenging fields spanning the spectrum of activities that require the talents of chemical engineers. The first two years of the curriculum are similar for all branches of engineering and are designed to give sound knowledge of basic principles in mathematics, physics, chemistry and communications skills, to provide a broad exposure to the humanities and social sciences, and to introduce engineering design. In the last two years this knowledge is expanded and complemented by courses in chemical engineering, chemistry, and other relevant disciplines. The students build on their knowledge of underlying chemical engineering principles, to increase their understanding of the design and operation of chemical processes, to reinforce their problem solving skills, and to develop an appreciation of relevant safety, environmental, social, and economic issues.Engineering science and design are integrated throughout the curriculum, as are computer applications. The classroom and laboratory experiences in the curriculum enable students to... pursue successful careers in industry, government,

The mission of the undergraduate program is to prepare our graduates for productive careers in the ever changing and evolving fields requiring the talents of chemical engineers... ...Flexibility in the curriculum allows students to gain real world experience through voluntary participation in the co-op program.

Program Objectives1.Students will be able to participate in one semester of co-op work experience without creating “course sequencing” problems in their senior year. 2.Our students will be able to communicate effectively. 3. Our students will be able to apply design principles in a variety of areas.

The Dept....prepares students for productive careers in this versatile, dynamic, evolving discipline. Upon graduation, students will have learned skills in critical thinking, analytical problem solving, and communication necessary for success in diverse

careers in the chemical process industries, sustainable fuels, biotechnology, pharmaceuticals, advanced materials, and environmental protection. Program Objectives:1. Produce graduates who think critically and can define, formulate and solve technical problems by effectively applying scientific, mathematical, engineering and computational tools and principles.2. Develop teamwork habits and communication skills necessary for technical achievement in the modern industrial world.3. Expose students to technology in emerging and

interdisciplinary fields and produce graduates who can design

and conduct independent research as well as analyze and interpret data in those fields.4. Promote a sense of commitment, service, professional ethics,...

The Department of Chemical Engineering at the University of Connecticut prepares students for productive careers in this versatile, dynamic, evolving discipline. Upon graduation, students will have learned skills in critical thinking, problem solving, and communication necessary for success as practicing chemical engineers or in graduate studies. Particular strengths of the department lie in the areas of biotechnology, advanced materials, computer applications and environmental protection. Program Objectives:

I. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

II. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive

relationships among graduates, academia, industry, and the greater society.

As printed in section B.2

B3. Program Outcomes and AssessmentThe Department prides itself in trying to provide an excellent education and preparation for aspiring engineers. To this end, the Department implemented a formal process for continual program outcome assessment and improvement in the Spring 2000.

Program Outcomes:The following list of program outcomes has been developed by the faculty to support the program objectives described in Section B2. This list was also developed with ABET Criterion 3 in mind and using alumni input from the Spring 2000 Alumni Survey. A detailed list of specific student learning outcomes associated with each of the program outcomes, the ABET criteria satisfied by each, where each learning outcome is placed in the curriculum, and the assessment methods used for each is included in B3 -Table 1 at the end of this section. A mapping of program outcomes to individual CHEG courses is provided in B3 - Table 2 at the end of this section.

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles. (Satisfying ABET criteria a, c, e & k)

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields. (Satisfying ABET criteria a, b, c, e, f, h, i, j, & k)

3. Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world. (Satisfying ABET criteria d & g)

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development. (Satisfying ABET criteria f, h, i & j)

Program Outcome 1 includes all fundamental and core courses of the program (with the exception of senior unit operation laboratories) and satisfies ABET criteria a,c,e and k. Experimental design and data analysis fit well with our strong desire to provide students more opportunities to explore emerging and interdisciplinary areas, and were included in Outcome 2. Outcome 2 also requires that students apply fundamental concepts to solving new and interdisciplinary problems and understand professional and ethical responsibility, the need for life-long leaning and the impact of this technology in today's rapidly changing world (encompassing ABET criteria a, b, c, e, f, h, i, j, & k). Communication and teamwork, highly valued and closely related skills, were placed in the 3 rd program outcome (ABET criteria d & g). These skills represented by Outcomes 1, 2, and 3 are necessary to satisfy Program Objective I, "Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering".

Desirable non-technical traits such as educational breath and an understanding of ethics and responsibility (ABET criteria f, h, i, & j) are included in Outcome 4. Outcomes 2 and 4 support the achievement of Objective II , "Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry".

A mapping of Program Outcomes to Criterion 3 ABET requirements is shown in the table below.

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B3 Table 3Mapping Program Outcomes to Criterion 3 Requirements

ABET Criterion 3 a b c d e f g h i j kProgram Outcome 1 1-1 problem solving 1-2 design 1-3 interdisciplinary prob solving 1-4 use computing tools

X XX X XX X

XProgram Outcome 2 2-1 exposed to tech in emerging fields 2-2 lab safety, equip op, exper design 2-3 use statistical methods 2-4 conduct independent research 2-5 incorporate lab into lecture courses

X X X X X X XX XX XX X XX X

Program Outcome 3 3-1 posses written and oral comm skills 3-2 gain confidence in comm ability 3-3 work in teams

XX

XProgram Outcome 4 4-1 societal impact of engin practices 4-2 profession and ethical responsibility 4-3 make infomed career choices 4-4 participate in prof organizations 4-5 broad backgr in humanities, soc sci 4-6 appreciation for life-long learning

X XX

X XX

X

Process to Achieve Program Outcomes:Each program outcome (and its associated ABET criteria) is described by a detailed list of learning outcomes that are linked to specific courses and/or other activities in the program. For example, Program Outcome 2, "Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields" is supported by the following learning outcomes:

2-1 Students will be exposed to technology in emerging and interdisciplinary fields and successfully apply chemical engineering principles in solving problems relevant to these fields (ABET a, c, e ). Students will also understand the professional and ethical responsibility, the need for life-long leaning and the impact of new technology in today's rapidly changing world. (ABET f, h, i, j)

2-2 Students will demonstrate lab safety and a knowledge of equipment operation, identify independent and dependent variables and the range of variables to be measured and will be able to gather, analyze and interpret data and test theories (ABET b & k)

2-3 Students will use statistical methods to estimate and interpret error in experimental data, extract key results/parameters from data, and perform a regression analysis on data (ABET b & k)

2-4 Students will conduct independent research by performing a literature search, designing or specifying experimental equipment, determining appropriate analytical techniques, specifying experimental runs and procedures, and collecting and analyzing data (ABET b, i & k)

2-5 Students will have increased comprehension of lecture material and will gain experience in designing and conducting experiments by incorporating laboratory exercises in traditional lecture courses (ABET b & k).

Each of these learning outcomes is linked to specific courses and activities in the program (see B3- Tables 1 & 2 at the end of section B3). For instance, Outcome 2-3 is linked with CHEG 237W and 239W (senior unit operation labs). A set of clearly defined “course objectives” that coincide with specific learning outcomes are developed at

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the beginning of the semester for each undergraduate course offered that semester. The course objectives are written by each instructor and presented to the students at the beginning of the semester, along with a list of assessment methods (exams, homework, labs, design projects, etc.) and expected level of achievement. Students receive a passing mark in a class after demonstrating an acceptable level of achievement in all learning outcomes. Student graduation is dependent on meeting all curricular and GPA requirements set out by the department, school, university, and ABET. The degree program requires that each student must complete a total of 134 applicable credit hours and earn at least a 2.0 (on a 4.0 basis) for all calculable Upper Division work (work in excess of the first 60 credits earned). "Applicable credits" are laid out in the Plan of Study, which provides a breakdown of the credits for each course into the appropriate ABET credit categories. The Assistant Dean for Undergraduate Education, with input from the Department, establishes the ABET credit breakdown for each course in the curriculum. Procedures to validate credit for courses taken elsewhere are presented later in this section. The University Degree Auditor in the Office of the Registrar ensures that degree requirements spelled out in the student's Plan of Study are met before the degree is conferred.

Details concerning degree fulfillment are provided in Appendix II.I. Specific engineering curriculum requirements that must be met are those shown in the Plan of Study (section B1) and described in detail in section B4 of this report. Table 1 in Appendix IA summarizes the basic-level curriculum in chemical engineering. Table 2 Appendix IA contains a summary of course and section size. Course syllabi are contained in Appendix IB.

Data Used to Demonstrate Program Outcome Achievement:B3- Table 4 summarizes the data sources used to demonstrate program outcome achievement.

B3 Table 4Data Gathered to Demonstrate Outcome Achievement

Assessor Data Source Resulting Data Responsibility Students 1. End of Course Surveys

(EOC)

2. EBI Survey

3. Senior Exit Survey

1. Student Level of Achievement on each course objective2. Comprehensive rating of components of students education 3. Info regarding post grad plans, likes & dislikes of dept, etc

1.Students/course instructor2.Students/ Assist Dept Head3.Students/ Dept Head

Individual Faculty

1. HW, quizzes, lab reports, etc2. End of Course Surveys

3. Year End Course Summary Forms

1. grades2. Student level of achievement on each course objective3. Proposed changes in course content, teaching style, course objectives

Individual Faculty

Alumni 1. Alumni Surveys 1. Rating of all components of alumni's education, current employer/position, relative prep for career compared to fellow employees, etc

Admin Assist/ Assist Dept Head

Advisory Board

1. Advisory Board Meeting

2. Informal discussion

1. Rating of student level of achievement on the job2. " " " "

Dept. Head

Using student learning outcomes (i.e. course objectives) stated in the course syllabi presented at the start of the semester, students and instructors complete an End of Course Survey to assess student level of achievement. Level of achievement is judged according to the scale: 1=not acceptable, 2= below expectations, 3=meets expectations, and 4=exceedes expectations. An explicit set of definitions for "not acceptable", "below expectations", etc. is provided on the survey form to ensure that students and instructor evaluate performance using a common basis. An example survey is given at the end of this section.

Both student and instructor survey results are compiled in a Year End Course Summary Form. This form is compiled by the instructor and contains the instructor’s interpretation of the results and recommended changes to

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course objectives, course content, and/or teaching methods needed to correct deficiencies or shortcomings. An example “Course Summary Form” is included at the end of this section.

In addition to monitoring “course objective achievement”, a Senior Exit Survey is conducted yearly by the Department Head just prior to graduation. During the survey students are asked to provide input on all aspects of the program, including advising, co-op/summer internship opportunities, the curricula, the instructors, extracurricular activities, and their employment/grad school choices. Seniors are also asked to fill out a standardized survey (EBI) offered by Educational Benchmarking, Inc. that covers similar material. Results from the senior exit and EBI surveys are attached at the end of this section.

The Alumni Survey (shown at the end of section B2) and information gathered from recruiters and the advisory board are also used in evaluating program outcome achievement.

Faculty discussion is also an important component in determining program outcome achievement. The undergraduate program is often a topic of discussion among the faculty. This past academic year (Spring 2000) the Department initiated a formal process involving year-end discussions of student outcome achievement and program assessment and modification. These and other informal meetings lead to a critical discussion of our program with questions such as: How does this course fit into the overall program? Is this course necessary? Are the courses being taught in the most effective manner? Are there new mechanisms for presenting the material that may be more effective? Is the workload reasonable and coordinated? What do students like about our courses? And, what do students dislike about our program? The diverse background of the faculty also contributes to this discourse; faculty from different universities have experienced various programs and can suggest alternative techniques, syllabi, etc. to improve our program. A faculty that is critical of itself and demands only the best in the undergraduate program is perhaps the best way of ensuring that the educational goals are met.

Program Improvement ProcessThe formal program improvement process, initiated in the spring of 2000, occurs yearly. Components of the process are the alumni survey, the end of course surveys, the year end course summary forms, the senior exit survey, the EBI survey, the advisory board meeting, and a series of faculty meetings culminating in recommendations for the following year. A schematic of the "Program Improvement Process" is shown below and described in the following narrative.

Input from all sources mentioned above are gathered from September to May. At the end of the spring semester in May, small groups of faculty meet to review and discuss the end of course survey and year-end course summary forms pertaining to their educational “area”. Four “areas” have been identified. They are the “fundamentals” area, covering freshman and sophomore level courses, the “core” area, including thermodynamics, transport, kinetics, and unit operations courses (junior level required courses), the “integration” area, covering senior level design, control, and laboratory courses, and the “electives” area, covering all undergraduate electives. During "area" meetings, the faculty assess weaknesses in their area and recommend changes in individual courses or the program to remedy these weaknesses. Four reports are generated from these meetings to summarize and document the finding. An example report from the "Core" area meeting is contained at the end of this section. The reports are then presented at the “Undergraduate Program Assessment” faculty meeting (attended by all faculty).

Following the “area” meetings, an “Undergraduate Program Assessment” faculty meeting is held to discuss program improvements in light of all the data gathered during the year, including alumni survey, senior exit survey, EBI survey, advisory board input, and “area reports”. Data from these sources are summarized, program improvements discussed, and recommendations approved during the meeting. Minutes of the meeting are taken to document all material discussed and a final "Program Improvement" report is generated. A summary of actions to be implemented in the academic year 2000-2001 is given in B3- Table 6.

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Schematic of the "Program Improvement Process"

99-00 Assessment DataData collected from the end of course surveys, senior exit survey, and EBI survey in the Spring of 2000 are presented at the end of this section. Data from the alumni survey for that same period were presented at the end of Section B2 of this report. A brief summary of the data, discussion, and suggested actions follows. Note: One year of data collection is insufficient to determine "outcomes attainment" with a high level of certainty. The real value of the assessment process will only become visible over time.

End of Course SurveysResults: Course surveys show student level of achievement ranging from “acceptable” to “above expectations” in 90% of all course objectives from both the student and instructor perspectives. Learning outcomes that were below acceptable were, for the most part, due to overstatement of the outcomes, for example one outcome stated that “students will be proficient at using ASPEN” after only five ASPEN labs. One notable exception was that students self-rated their performance in verbal and written communication in CHEG 239W (senior lab) as slightly less than acceptable (2.6).

Discussion: From these results, the majority of learning objectives, and hence Program Outcomes 1, 2, and 4, are being successfully achieved. Some weakness in verbal and written communication was expressed (Outcome 3). A few of the learning objectives were found to be overstated, and will be restated during the next academic cycle.

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Suggested Action: Add more oral and written communications into the curriculum, particularly in the junior year (responsibility of the "core area" faculty and the Department Head). Overstated objectives will be corrected (responsibility of the individual faculty)

Senior Exit SurveyResults: The senior exit survey revealed that 70% of all seniors had participated in CHEG 299 (elective Independent Study) and that the majority said it helped them in choosing their post graduate career path. Only 21% participated in co-op while 67% participated in summer internships. Over half of the respondents expressed a desire for more flexibility in the curriculum so that a co-op would only set them back one semester, rather than two. Students also requested better “advertisement” of summer internship positions. Concerning the curriculum, the second semester of “Design” was cited as the most useful course. It was, however, felt that two semesters of design were unnecessary. Other curricular issues include a desire for fewer experiments explored in greater depth in the senior lab, and better preparation in the statistical treatment of data. The senior survey of our year 2000 graduates also showed that over 90% had been offered jobs or were accepted for graduate school studies, reflecting well on the preparation our students receive.

Discussion: High level of participation in CHEG 299 is desirable and has been achieved (Outcome 2 and 4). High level participation in co-op is desirable but not been achieved (Outcome 4). The faculty thus agreed that more flexibility should be permitted in the senior curriculum (affecting Outcome 4). It was agreed that reducing the number of senior level core CHEG requirements would provide more flexibility. Better advertisement of summer "engineering" positions is requested (also affecting Outcome 4). Lab equipment and experiment upgrades could incorporate students request for fewer, more "in depth" labs (Outcome 2). Lack of statistics "ability" can be addressed in many ways without adding a required statistics class to the curricular requirements (Outcome 2); the most logical way is for students to take a statistics course using the additional professional elective that has been added to the curriculum.

Suggested Action: The existing senior level Design sequence, CHEG 241 (3 cr) and 242 (3 cr) will be changed to a new single 4 credit Design course, CHEG 243. This action will require that certain design elements be incorporated into courses earlier in the curriculum, specifically ENGR 166, CHEG 203, and CHEG 224 (responsibility of the "core" and "integration" area faculty, individual course instructors of 166, 203, 224, and 243, and the Dept. Head)

Summer internship and permanent jobs should be advertised by email or on our web page. Future development could lead to links between our page and selected industries for use by both students and alumni (responsibility of Doug Cooper or Web Developer). Chemical Engineering lab renovations will consolidate the two kinetics and two control experiments into one kinetics and one control experiment (responsibility of Rich Kozel, C. Erkey, and D. Cooper). Faculty will advise students seeking a strong background in statistics to take STAT 243 as an elective (responsibility of all faculty).

EBI SurveyResults: The EBI survey rates a wide array of components of the educational program with a response range of one (very dissatisfied) to seven (very satisfied) with 4 being neutral. B3- Table 5 on the next page shows average student ranking of EBI-defined factors distributed into the four chemical engineering "Outcomes". The only EBI factor that received an average rating less than 4 was "Satisfaction with Career Services & Job Placement" (Outcome 4, factor 3). In comparison with the other 52 schools participating in the EBI survey, the only factor rated significantly differently by our students was "Satisfaction with Fellow Students" (Outcome 3, factor 1). For this factor, our rating was 17% less than the average of all schools. A graph showing our performance relative to the other 52 institutions is given in B3 Table 8 at the end of this section.

Discussion: It is not a clear to us why students are dissatisfied with their fellow students. Class "personalities" tend to vary widely from year to year. Therefore, the faculty felt it best to not try and correct this problem unless it persists for several years (affecting Outcome 4). The student's dissatisfaction with Career Services was echoed in the Senior Exit Survey and affects Outcome 4.

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B3 Table 5EBI Survey Results as Pertaining to

Chemical Engineering Outcomes

EBI Factor Definition Mapped into CHEG OutcomesOutcome 1-"Produce grads who think critically and can define, formulate and solve technical problems..." Factor 1 – Satisfaction with Major Courses (grades/ accessibility/ responsiveness/ size/ availability) Factor 2 – Satisfaction with Computer Resources (quality/ availability/ remote access/ training) Factor 3 - Degree of system Design & Problem Solving (Design/ interpret/ identify/ analyze/ solve problems) Factor 4 - Degree that Major Design Experience Built on Previous Course Work and Skills Factor 5 - Degree that Major Design Experience Addresses Issues (economic/ env/ ethical/ health & safety/ etc)

Outcome 2- "Expose students to technology in emerging and interdisciplinary fields and… experimental skills…" Factor 1 – Satisfaction with the Breadth of the Curriculum (technology, practical experience) Factor 2 - Degree of Understanding Ethical Responsibilities and Global Impact of Engineering solutions Factor 3 - Degree that Laboratory Facilities Aided in Learning/ Use of Modern Engineering Tools

Outcome 3- "Produce graduates with teamwork habits and communication skills necessary for technical...." Factor 1 – Satisfaction with Fellow Students (Academic Quality/ Team Work/ Camaraderie) Factor 2 - Oral and Written Communication Skills

Outcome 4- "Provide curricular and extracurricular student experiences that present a holistic view of eng..." Factor 1 – Satisfaction and Instruction and Interaction in Major Courses Factor 2 – Satisfaction with Extracurricular Activities (Team experiences/ Organization Activities/ Leadership Factor 3 – Satisfaction with Career Services & Job Placement (Assis/ # and Quality of Companies/ Alumni) Factor 4 - Overall Satisfaction with the Engineering Program

Suggested Action: Closely monitor "Level of Satisfaction with Fellow Students" over the next few years to see whether dissatisfaction is truly a manifestation of the program or just a whim of the class (responsibility of the Assistant Department Head). Advertise job opportunities on the CHEG web page or by email as stated above.

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Alumni SurveyResults: Alumni, in response to the question “Rate your preparation for employment or graduate school, in comparison with your peers using the following scale: 3=Better prepared 2=About average 1=Not as well prepared” rated themselves as average or better prepared (average of all respondents was 2.55 .57). Alumni offered positive comments regarding their training, for example "better prepared in oral and written technical communications," "independent study was key to my success," "practical senior lab was great prep for designing equip. and responding to unplanned situations," "high expectations of faculty pushed students to stand on their own two feet." In evaluating specific components of their education, training in “knowledge of contemporary issues” was rated as the weakest point (2.6) on a scale of 1=lowest quality to 5= highest quality. Most other components received a score of 3 or above. Alumni cited communication, problem solving, teamwork, and ability to learn independently as the most important skills required for success upon graduation. Other alumni survey results were presented in section B2.

Discussion: Alumni feel that they are well prepared for employment as chemical engineers upon graduation with the exception of "knowledge of contemporary issues" (affecting Outcome 4). Faculty have only recently (past 3 or 4 years) started stressing this point, primarily in CHEG elective classes. Alumni completing the survey therefore reflected the teaching at the time; it will be instructive to follow response to this question over the next few years.

Suggested Action: Offer more elective classes and include ample discussion of global and societal issues (responsibility of Department Head and individual faculty)

Advisory Board and Employer InputResults: Almost all of our students who participate in co-op or summer internship are offered permanent jobs with these employers after graduation. Informal conversations with employers and the continued support from our Advisory Board and other industrial affiliates indicate a high level of employer satisfaction with our graduates. Firms contacted include managers and executives from Uniroyal, CYRO, CYTECH, Dow, Rogers, and Olin. Company representatives speak very highly of our students and of our program which prepared those students for their careers.

Discussion: All four (4) program outcomes are being met based on these results.

Suggested Action: Continue to monitor employer satisfaction on a yearly basis. Track history of "company specific" involvement in the department via continued support in the form of donations of time and money (responsibility of the Department Head and Assistant Department Head).

Changes Implemented to Improve the ProgramThe following table contains a list of changes, justifications for each change, and implementation procedures that were recommended at the Spring 2000 Undergraduate Program Assessment meeting. Data in support of these changes are mentioned above and presented in greater detail at the end of this section.

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B3 Table 6Recommended Program Changes for Academic Year 2000-2001

Developed in the Spring 2000

Change Justification ImplementationChange the two semester (6 credit hour) senior design sequence to a one semester (4 credit hour) course. Increase the number of required professional electives from 3 courses to 4.

Students desire more flexibility in the curriculum to pursue co-op. Faculty agreed that senior design could be shortened to one semester if aspects of design are incorporated into lower level courses.

The recommended change in the senior design sequence will be implemented in the 2000-2001 academic year. Aspects of design (flowsheet methods) will be introduced in Cheg 203, 211, and 224.

Offer more elective courses that stress the impact of engineering in a global and societal context and that offer “business sense.”

Alumni expressed the need for better coverage of global and societal issues and the advisory board expressed a desire for more “business sense”. Faculty agree that these issues can best be addressed through elective courses.

“Industrial Ecology”, “Eng Entrepreneurship”, and other courses will be offered in the 2000-2001 academic year.

Refurbish the senior lab control experiment and build a new kinetics experiment.

Students found that two control and two kinetics experiments were redundant and expressed a desire for fewer but more “in depth” experiments.

Control and kinetics experiments will be consolidated and upgraded in the summer 2000

List job postings electronically on the CHEG homepage and/or by email contact with students.

Some students felt that better communication of job opportunities was necessary, and were dissatisfied with career services/job placement.

Our web page / email postings will be used to include job listings for students and alumni

Advise students to take Stat 243 as a professional electives and include discussion of statistics in Engr 166, Cheg 203 and Cheg 251, and Cheg 237W.

Students felt that they lacked skills in the statistical treatment of data.

Said changes will be implemented in the coming year.

Restructure the freshman level engineering course ENGR 166 (formerly ENGR 151)

The SOE has modified the freshman engineering course sequence in response to faculty and student desire for more “department specific” content in the freshman year. ENGR 151 (a course currently directed entirely by the SOE) will be replaced by ENGR 166 (where each department will customize the content to their particular field)

Prof. Tom Anderson has developed a plan for ENGR 166 and will teach this course in the Spring 2001

Materials Available for Review:The following materials will be available for review during the visit:

Individual Course Binders Containing- Course Syllabus, Samples of Student work supporting achievement of program outcomes (homework, design projects, lab reports, video tapes of oral reports, team work assessments), End of Course Surveys, Year End Course Summary Forms.Program Outcome Assessment Binder Containing-Listing of Program Outcomes, Mapping of Program Outcomes to Courses/Curricula, Course Syllabi (including description of Course Objectives/learning outcomes and assessment methods), Narrative Description of the Assessment/Improvement Process

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Program Outcome Improvement Binder Containing-Four “Area” Reports, Year End “Program Improvement” Report, Minutes from the Year End Faculty Meeting to discuss program improvement, Summaries of Alumni, Senior Exit, and EBI surveys (raw survey results will also be available for viewing in separate binders), Minutes from the Advisory Board Meeting that pertain to undergraduate education.Samples of Student Transcripts-

Admission of Students as TransfersThree major factors are used in processing applications for admission to the School of Engineering as transfer students from another institution. These factors are as follows: (1) A previous college cumulative grade point average (G.P.A.) of 3.0/4.0 in a technically oriented program is usually needed for an application to be considered for admission. For certain majors and depending on the type of institution from which the student is seeking to transfer, the G.P.A. cut-off may be higher to gain admission. In some cases, the G.P.A. minimum for admission may be lower, depending on the student’s background and educational experience. (2) Above average high school records and Scholastic Aptitude Tests (SAT) scores are needed, although this depends, in part, on the time spent since graduation from high school. (3) Other factors such as age, related work experience, military service, etc. are also considered as part of the admissions decision.

Applications are reviewed by both the Assistant Dean for Undergraduate Education and the Associate Director of Transfer Admissions. Other Admissions professional staff personnel may help in the initial screening process. In all cases the most qualified students are selected for admission. Of the 165 Academic Year 99-00 (August, December 99, and May 2000) graduates in Engineering, 41 or 25% entered the University as an external transfer student as shown in Appendix II Table II-8.

Students already enrolled in another School, College, or Academic Center for Exploratory Students (ACES), within the University may apply to enter the School of Engineering in a specific program. A grade point average of 2.7 to 3.0 in technical courses (Mathematics, Physics, Chemistry, and Engineering) has generally been used as a basis for admission, although this is not a strict requirement since other factors, such as the student’s performance in specific key courses, may also be used in the decision process.

Internal TransfersStudents seeking a school change may do so by submitting a School Change Petition to the Assistant Dean’s Office. The Assistant Dean and Director of Advising are responsible for decisions on admittance via the internal transfer route. Approximately 70 petitions are reviewed at the end of each semester. This involves careful scrutiny of the transcript for each student, and, in some cases, consultation with department heads or a student’s instructor prior to making decisions on admission. Often students are unable to meet the criteria after only one semester at the University and may be rejected on their initial request. Encouragement is given to students showing potential for success, usually accompanied by a recommendation to reapply after the following semester. In all cases, the policy is one of exercising caution, i.e., having the students demonstrate they are capable of handling the rigors of the engineering curriculum prior to admitting them from another School or College within the University.

Of the 165 academic year 99-00 (August, December 99, and May 2000) graduates in engineering, 36 or 22% entered the School of Engineering as an internal transfer student as shown in Appendix II Table II-8.

External transfersFor external transfer students seeking admission to the University of Connecticut an overall grade point average of 2.5/4.0 for two years of college study at an accredited institution is necessary to be eligible for admission consideration. Entrance into the School of Engineering generally requires an overall grade point average of 3.0/4.0. Courses taken at another accredited college or university that are comparable in character, quantity, and quality to courses at the University are normally transferable. Course credit may be transferred only if the grade earned is a “C-” or above.

The School of Engineering has recently completed formal articulation agreements with the twelve two-year community-technical colleges that has resulted in the “College of Technology” Pre-Engineering Pathway transfer

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program. Students are, therefore, able to complete the first two years of the Engineering degree at one of the twelve community-technical colleges. This new program is similar to the Engineering Science transfer programs that exist at several two-year institutions and is markedly different from the traditional Engineering Technology programs that do not have a calculus-based approach to the treatment of the fundamental course material. The Assistant Dean for Undergraduate Education serves as a member of the College of Technology. The School of Engineering also maintains a 3/2 arrangement with Fairfield University.

All of these agreements are handled on a transfer admissions basis, and therefore the same stringent criteria for admission are adhered to despite the articulation agreements. The agreements in effect serve to allow students from various regions within the State to complete the Bachelor of Science degree in engineering here at the University, since the engineering degree is not obtainable at these other institutions.

Benefits of the articulation agreements for both the School of Engineering and the transfer schools include the following: a consistent supply of transfer students who have taken core coursework in a pre-transfer program that is specifically tailored to coincide with the School of Engineering requirements, a close monitoring of the curriculum at these transfer institutions by the Assistant Dean, and a good dialogue between institutions with personnel familiar with the abilities of the students and the curriculum here at the University.

Procedures to Validate Credit for Courses Taken ElsewhereAdvanced Placement Credit

For students entering as freshmen with Advanced Placement test scores in the 4-5 range, the University grants credit for freshman level coursework. In addition, the University maintains a High School Cooperative Coursework Program whereby schools throughout the state offer freshman level courses following the same course syllabi as used here at the University. The Director of this program is Michael Menard. Course credits and grades are posted on the student’s record as if the course was completed at the University. Careful monitoring by the respective departments that allow the High School Co-op courses is done to ensure quality is maintained.

Of the 165 students who graduated in the Academic Year 99-00, 26 or 16% had Advanced Placement credit and 38 or 23% had UConn High School Co-op course credit as shown in Appendix II Table II-8. It should be noted, however, that in many of these cases the students chose (and/or were advised) to re-take some of the credits that they had received so as to ensure a solid understanding prior to enrolling in the subsequent course in the sequence. This is especially important in the calculus sequence, and we have tended to be cautious and somewhat conservative in advising students on how to make the best use of credits from high school.

Advanced standing is determined on the basis of the amount of transfer credit granted to the student as determined by the University Evaluator within the Transfer Admissions Office. Transfer credit for Freshman/Sophomore level courses is assigned by the University Evaluator, adhering to the current articulation agreement and, in some instances, guidelines developed in conjunction with the Assistant Dean’s Office.

Credit Transfer from other InstitutionsCourses taken at another accredited college or university that are comparable in character, quantity, and quality to courses at the University are normally transferable. Course credit may be transferred only if the grade earned is a “C-” or above. Transfer credits are evaluated on an individual course basis. Courses outside of engineering (math, science, etc.) are appraised by the corresponding departments and then reported to the Admissions Office who is responsible for notifying the registrar, the faculty advisor, and the student. Courses within engineering are evaluated internally by a Department faculty member who examines the course objectives, the text used, the time spent, and if necessary, discusses the course in detail with the student. Care is taken to ensure that the learning objectives of the transferring course correspond closely to the learning objectives contained in the course that it will replace. Repetition of all learning objectives within the our curricula ensures that, if missed in one course, the learning objective will likely be covered in one or more other required courses during the students tenure at the University of Connecticut. In all cases, a formal document is included in the student's record indicating the number and type of transfer credits. Transfer credit from schools that are not regionally accredited is not normally awarded.

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Documents Relating to Section B.3Program Outcomes and Assessment

1. B3 Table 1 - Program Outcomes, Program Requirements, Student Leaning Outcomes, ABET Criteria Satisfied, Assessment Methods and Metrics

2. B3 Table 2 - Mapping Program Outcomes to CHEG Courses

3. End of Course Survey

4. Year End Course Summary Form

5. Senior Exit Survey

6. B3 Table 7 - Summary of Data from End of Course Surveys - Spring 2000

7. Summary of Data from Senior Exit Survey - Spring 2000

8. B3 Table 8 - Summary of Data from EBI Survey - Spring 2000

9. "Core" Area Report - Academic Year 1999-2000

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B3 Table 1Program Outcomes

Program Outcome 1: ABET criteria satisfied- a, c, e & kProduce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

Program Requirements Student Learning OutcomesStudents will be….

ABET a-k

Assessment Methods/Metrics

1-1Students must take basic math, science, Engr 166 (Intro to Engineering), and core chemical eng courses including Cheg 203 (Intro to Chemical Eng), CE 211 (Applied Mechanics I), Cheg 223 & 224 (Transfer Operations I & II), Cheg 211 & 212 (Thermodynamics I & II), Cheg 251 (Process Kinetics), and Cheg 247 (Process Dynamics & Control).

Familiar with technical and creative problem solving strategies. Able to define the problem; determine appropriate solution method; identify relevant principles, equations and data; systematically solve the problem; and apply engineering judgment to evaluate the answers

a,e Methods – HW, exams, design projects, alumni survey, “end of course” (EOC) student survey

Metrics – faculty, student and alumni assess

1-2Students must take Engr 166, Cheg 203, 211, 212, 223, 224, 247 and 252 and must complete a capstone design course Cheg 243 (Process Design & Economics).

Able to design individual equipment and design and optimize an industrially relevant process and assess its safety, environmental & societal impacts.

c Methods –HW, exams, design projects, capstone design project, alumni survey, EOC student surveyMetrics – faculty, student and alumni assess

1-3Students must complete two Chemical Engineering electives. Students are also encouraged, via flexibility in the Sr year curriculum, to participate in co-op, summer internship, and industrially sponsored independent research projects (Cheg 299’s).

Able to apply technical problem solving skills to interdisciplinary and real world situations

a,e Methods – HW, exams, design projects, alumni survey, EOC surveyMetrics – faculty, student and alumni assess

1-4Students must use computational tools throughout the curriculum.

Able to use a programming language and solve problems, prepare oral and written reports, and find information using a variety of computer software (process simulators, equation solvers, office suite, and information systems.)

k Methods – HW, lab reports, design projects, 299 projects, alumni survey, EOC surveyMetrics – faculty, student, and alumni assess

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Program Outcome 2: ABET criteria- a, b, c, e, f, h, i, j, kExpose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields .

Program Requirements Student Leaning OutcomesStudents will…

ABET a-k

Assessment M & M’s

2-1Students must take 2 Cheg electives and 4 professional electives. New elective courses in bioremediation, industrial ecology, engineering entrepreneurship, risk management, and catalysis will complement existing offerings in air pollution, nuclear energy, polymeric materials, biochemical eng, fermentation & separation, and numerical methods.

be exposed to technology in emerging and interdisciplinary fields and successfully apply math, science and engineering principles in solving problems relevant to these fields. Students will understand professional and ethical responsibility, the need for life-long leaning and the impact of this technolgy in today's rapidly changing world.

a, e, f,h, i, j

Methods – HW, exams, reports, design projects, alumni survey, EOC surveyMetrics - faculty, alumni, and student assess

2-2Students must take chemistry and physics labs (Chem 127Q, 128Q, Chem 240 & 256, Phys 151Q and Phys 152Q) and unit operation labs (Cheg 237W and 239W).

Demonstrate lab safety and a knowledge of equipment operation, identify independent and dependent variables and the range of variables to be measured and will be able to gather, analyze and interpret data and test theories.

b, e, kMethods – lab experiments, reports, safety test, EOC survey, alumni surveyMetrics – faculty, TA, Rich Kozel, alunmi, and student assess.

2-3Cheg 237W will include material on the statistical treatment of data. Advise students to take Stat 243 as a professional elective

use statistical methods to estimate and interpret error in experimental data, extract key results/parameters from data, perform a regression analysis on data

b, k Methods – lab reports, EOC survey, alumni surveyMetrics – faculty, alumni, student assess

2-4Strongly encourage and facilitate (via flexible curriculum) student participation in Cheg 299 (Independent Research)

conduct independent research in emerging areas by performing a literature search, designing or specifying experimental apparatus, determining appropriate analytical techniques, specifying experimental runs and procedures, and collecting and analyzing data.

a, b, c, e, k

Methods – independent work and project reports, alumni survey, EOC survey Metrics – faculty, student and alumni assess, regional AIChE paper competition

2-5 Incorporate laboratory experience into traditional lecture courses Cheg 223, Cheg 224, Cheg 251, and Cheg 247.

have increased comprehension of lecture material and will gain experience in designing and conducting experiments.

b, k Methods – lab reports, exams, HW, exit interview, EOC surveyMetrics – faculty, R. Kozel, student assess

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Program Outcome 3: ABET criteria- d & gProduce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.

Program Requirements Student Learning OutcomesStudents will….

ABET a-k

Assessment M & M’s

3-1“Effective communications” lectures are given in Eng 166 and Cheg 237W courses.

be able to present information effectively and efficiently in written and oral communication to audiences of varied backgrounds…learn how to prepare effective slides; logically organize material; use correct format; check for spelling, grammar, and punctuation; use proper documentation; and efficiently communicate results via proper word choice, tables and graphs.

g Methods – oral presentations, written reports, videos, EOC survey, alumni surveyMetrics – Faculty, alumni, and student peer and self assessment, regional AIChE student paper competition

3-2Writing and oral presentation assignments are included throughout the curriculum, specifically in Eng 166, Cheg 223 or 212, Cheg 224, Cheg 237W & 239W (Chemical Engineering Lab I & II), and Cheg 299 (Independent Research).

Gain experience and confidence in oral and written communication and demonstrate smooth delivery, confident and accurate explanations, and poised and thoughtful responses to questions.

g Methods – oral presentations, written reports, videos, EOC survey, alumni surveyMetrics – Faculty, alumni, and student peer and self assessment, regional AIChE student paper competition

3-3Team projects are included throughout the curriculum, specifically in Eng 166, Cheg 203, Cheg 223/212, Cheg 224, Cheg 237W & 239W, and Cheg 243.

Be able to work efficiently and effectively in small to medium sized groups (2-6 persons), divide work evenly, complete projects on time, respect and include contributions of all members, produce work of a quality that would exceed that which an individual could produce

d Methods – Group projects, lab, capstone design projects, alumni survey, EOC surveyMetrics – Faculty, alumni, and student assess.

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Program Outcome 4: ABET criteria- f, h, i, and jProvide curricular and extracurricular experiences that give a holistic view of the consequences of engineering actions and our ethical responsibilities as engineers, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

Program Requirements Student Learning OutcomesStudents will…

ABET a-k

Assessment M & M’s

4-1Health, safety, environmental, and other societal and contemporary issues are addressed specifically in required courses Engr 166, Cheg 203, Cheg 237W & 239W, Cheg 243, and Cheg 247 and in all Cheg elective courses.

Understand the safety and environmental consequences of chemical engineering practices and their societal impact. Apply safety and environmentally conscientious strategies in equipment and process design, including recycle, alternative solvents, energy & resource conservation, waste disposal, and governmental compliance.

h, j Methods – HW, design projects, capstone design project, EOC survey, alumni survey Metrics – faculty, student, alumni

4-2Students must take Phil 104 (Philosophy & Ethics). Class time will be allocated for the discussion of professional ethics in Cheg 243.

learn the professional and ethical responsibilities of engineers and become familiar with ethics codes published by AIChE and NSPE

fMethods – EOC survey, alumni survey, classroom discussionMetrics – faculty assess of classroom discussion, student and alumni assessment

4-3Flexible senior year course sequence will facilitate student participation in coop. Students are encouraged to participate in summer internship and independent research projects (Cheg 299’s).

Make informed career choices, will be prepared to join the workplace and will develop strong and lasting relationships with the industrial community.

h, i, j Methods – exit interview, alumni surveyMetrics – track no. of coops, internships, and 299’s taken, alumni, faculty, and dept head

4-4Encourage student participation in AIChE, SWE, Tau Beta Pi, and other student organizations and activities on campus

gain leadership skills, develop a positive self image through service and commitments beyond the classroom and form a basis for life long learning through participation in professional organizations

f, i Methods – exit interview, alumni surveyMetrics – track no of outside activities, alumni and dept head assess

4-5Students must fulfill the university general education requirements in liberal arts and science

have a general background in the humanities and social sciences as a basis for understanding the impact of engineering solutions in a global and societal context

h Methods – exit interview, alumni surveyMetrics – alumni and dept head assess

4-6Provide student centered learning in classes and one-on-one faculty/student interactions outside of the classroom.

Gain an appreciation for life long learning and develop strong and lasting relationship with the chemical engineering department and university

iMethods – EOC survey, exit interview, alumni surveyMetrics – faculty, student, alumni, dept head assess

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B3 Table 2Mapping Program Outcomes to CHEG Courses

Department of Chemical Engineering - Mapping Program Outcomes to Curriculum updated 6/12/00

Program Outcomes Engr Cheg Course Number 299ABET criteria satisfied 166 203 211 212 223 224 247 251 237w 239w 241 242 elect elect elect elect

Prog. Outcome 1 - Produce grads who can define, formulate and solve technical problems and design chemical processes and equipment by effectively applying scientific, mathematical, engineering and computational tools and principles.

1-1, Prob Solving/ Eng Princ ABET a, e X X X X X X X X X X X X

1-2, Design ABET c X X X X X X X X X

1-3, Interdisciplinary/ real world X X X X X X problem solving ABET a, e 1-4, Use computing tools ABET k X X X X R X X X X X X X X X X X

Prog. Outcome 2 - Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields

2-1, Elective courses ABET a e, h, i, j, k X X X X

2-2, Basis lab requirements ABET b, k X X

2-3, Statistics lecture ABET b, k A X A X X 2-4, Independent Research ABET a, b, c, e

X

2-5, Include lab experiments in 223, 224, 251, 247 X X X R

R = outcome removed from course as a result of 99-00 Assessment ProcessA = outcome added to course as a result of 99-00 Assessment Process

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Program Outcomes Engr Cheg Course Number 299ABET criteria satisfied 166 203 211 212 223 224 247 251 237w 239w 241 242 elect elect elect electProg. Outcome 3 - Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.

3-1, Oral Reports required ABET g X R R X X X

3-2, Written reports required ABET g X X X X X X X

3-3, Communication Lectures ABET g X R X

3-4, Team projects ABET d X X X R X X X X

Prog. Outcome 4 - Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development

4-1, health,safety & envir issues ABET f, j X X X X X X A A A A

4-2, ethics issues ABET f (also Phil 104, Phil and Ethics)

X X X X X

4-3, encourage co-ops, summer intern and indep research ABET h, i, j 4-4, encourage particip AIChE ABET f

4-5, University general ed req's ABET h

4-6, student centered learning & X X X X X X X X X X X X X X X X one on one faculty/student interactions

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End of Course SurveyCheg 211

Chemical Engineering Thermodynamics

Instructions: While the faculty evaluation form focuses on the skills of the instructor, this survey specifically targets the contents of this course and its contribution to your chemical engineering education. Please focus on the course itself when answering the questions.

1) Was your previous education here at UConn, especially considering the prerequisites for this course, sufficient preparation for this course?

1- Not 2- Below 3- Meets 4- Exceeds Acceptable Expectations Expectations Expectations

2) Following is a list of course objectives handed out at the beginning of the semester. Please rate your personal level of achievement in each objective according to the scale and definitions given.

Level of AchievementCheg 211 Course ObjectivesStudents will...

NotAccept

BelowExpect

MeetsExpect

ExceedsExpect

Understand fundamental concepts of first and second laws of thermodynamics 1 2 3 4

Understand thermal & PVT properties of matter 1 2 3 4

Understand exact differentials and thermodynamic identities 1 2 3 4

Design and analyze power cycles 1 2 3 4

Analyze refrigeration and liquefaction processes 1 2 3 4

Develop teamwork skills and improve communications through group projects and assignments

1 2 3 4

Definition of Terms

1-Not Acceptable No understanding of principles; inability to apply principles; computer not used or used incorrectly; no communications skills were required; no teamwork required

2-Below Expectations Minimal understanding of principles; weak ability to apply principles; use computers but contains errors; communications required but not critiqued; teamwork required but not evaluated

3-Meets Expectations Clear understanding of principles; good ability to apply principles; use computers to obtain correct/valid results; communication skills tested and critiqued; teamwork required and evaluated

4-Exceeds Expect's Superior understanding of principles; superior/unique application of principles; superior use of computer to obtain unique solution; communications skills tested, critiqued, and improved in subsequent testing; unique teamwork situations presented and evaluated

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Year End Course Summary Form Cheg 224

Transfer Operations II

Instructor: Suzanne Fenton Teaching course for the 1st time? no

Achievement of Course Objectives: Based on the scale 1= not acceptable, 2=below expectations, 3=meets expectations, 4=exceeds expectations (see student survey for definition of terms)

Level of AchievementCheg 224 Course ObjectivesStudents will...

Student SurveyResults 18/20 respd

Faculty AssessmentResults

Faculty AssessmentMethods Used(HW, Quiz, project)

Apply principles of heat and mass transfer to the solution of engineering problems. 2.9 .3 3.0

Hw, quizzes, exams

Design and analyze separation processes and understand the industrial relevance of this equipment. 3.1 .3 3.0

Hw, quizzes, exams, design proj report

Gain expertise in the use of spreadsheet and ASPEN process simulation package for design of separation equipment. 2.7 .8 3.0

ASPEN lab sessions, quizzes, hw

Operate bench scale equipment, gather and analyze data, and compare experimental results to theory. 3.0 .5 3.0

Labs, written reports

Work individually and in teams to solve engineering problems. 3.2 .7 3.0 Design proj, labs

Use outside sources in problem-solving exercises and the design project. 2.9 .5 3.0 Design proj, hwPractice effective writing skills via the design project and lab reports. 3.1 .5 3.0 Lab, design

proj

Comments: Class picked up a working knowledge of ASPEN rather quickly (although they do not consider themselves "experts"). ASPEN labs "engaged" the class to a much greater extent than lecture. The trial Absorption and Membrane Separation labs went well but need to work out better schedule. The design project was a good exercise in report writing and called on students to use outside sources of information

Recommended Changes in Course Content / Teaching Style / Teaching Tools:1. Use more computer lab time for instruction if possible2. Schedule experiments so students are not standing around doing nothing3. Switch textbook from Geankoplis to McCabe, Smith, & Harriot 6th ed.4. Find a more hands-on design project

Recommended Changes in Course Objectives (additions / deletions): Change objective 3 to read - "Use spreadsheets and ASPEN process simulation package to design and analyze separation equipment."

Justification of Changes:1. Computer labs engage students in active learning2. Hands-on experiments are great but scheduling 1 piece of equipment to be used by 20 people during a regularly scheduled class period is not practical3. Geankoplis is not as thorough as MSH in describing unit operations equipment

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Senior Exit Survey

Degree (CHEG, CHMT, other) ________

(1) INDEPENDENT RESEARCH(a) Did you undertake independent research (CHEG 299, summer for pay, etc.)? Y N(b) Number of semesters of independent research (count each summer as one): ___(c) If yes to 1a: Did this research experience help you choose a career path or find

a job? Y N Please explain.

If no to 1a: Please explain why you did not undertake independent research.

(2) CO-OP(a) Did you undertake a co-op while at UConn? Y N

If yes to 2a: Do you plan to work for your employer after graduation? Y NWas the co-op experience valuable? Y NWhy or why not?

Did it help you in making a career choice? Y N

(b) Is there enough flexibility in the program for co-op? Y N

(c) If no to 2b: Would you have taken a co-op if there were more flexibility? Y NWhat specifically needs to be changed to provide this flexibility?

If yes to 1b but did not undertake a co-op:Please briefly indicate why you did not take a co-op.

(3) SUMMER INTERNSHIPS(a) Did you undertake a summer industrial internship? Y N

If yes to 3a: Please indicate the company. _____________Will you be taking a full time job with the company? Y NWhy or why not? Please explain.

If no to 3a: Please indicate why you did not take a summer internship.

(b) Were you aware of summer internship opportunities? Y NIf yes to 3b: How did you find out about it / them?

(c) Do you feel that summer job opportunities are effectively communicated or advertised to students? Y N

(d) How can communication of summer job opportunities be improved?

(4) OTHER ACTIVITIES(a) Did you participate in student AIChE meetings and activities? Y N

If yes to 4a: What did you gain from them?If no to 4a: Why not?

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(b) What student organizations and activities did you participate in?

(c) Please briefly comment on how these enhanced your educational experience.

(5) CURRICULUM(a) Which one CHEG course did you find most useful / interesting / informative?

(b) Which one CHEG course did you find least useful / interesting / informative?

Please briefly indicate your reasons for answering 5a and 5b as you did.

(c) What can the department do to improve the quality of the educational program?

(d) What CHEG electives did you take? ________ ________ ________Did your electives help you make career choices? Y N

Please explain your answer.

(e) Are there any specific electives that you would like to have seen in the curriculum?

(f) Did you general education (humanities) courses provide a basis for placing engineering in a global context? Y N Please explain.

(6) OVERALL(a) Was your overall UConn experience positive or negative?(b) Was your overall UConn CHEG experience positive or negative?

Please briefly indicate your reasons for answering 6a and 6b as you did.

(7) FUTURE PLANS(a) Have you accepted a position for full time employment or graduate studies at this time? Y N

If yes to 7a, please provide the following information:

Employer or Grad School Name:

Position Title or Job Description:

Employer or Grad School Address (if known):

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B3 Table 7End of Course Survey Results

Spring 2000

*Student achievement on course objectives were rated according to the scale:1 = not acceptable, 2 = below expectations, 3 = meets expectations, 4 = exceeds expectations

Course/Objective DescriptionStudent Rating

Instructor Rating

Cheg 211: Chemical Engineering Thermodynamics IObj. 1: Understand the fundamental concepts of the 1st & 2nd laws of thermodynamics

3.4 .5 4.0Obj. 2: Understand thermal & PVT properties of matter 3.4 .5 4.0Obj. 3: Understand exact differentials and thermodynamic identities 2.9 .7 3.0Obj. 4: Design and analyze power cycles 3.2 .6 3.0Obj. 5: Analyze refrigeration and liquefaction processes 3.0 .6 3.0Obj. 6: Develop teamwork skills and improve communications through group projects

and assignments 3.5 .6 4.0

Cheg 224: Transfer Operations IIObj. 1: Apply principles of heat and mass transfer to the solution of

engineering problems. 2.9 .3 3.0

Obj. 2: Design and analyze separation processes and understand the industrial relevance of this equipment. 3.1 .3 3.0

Obj. 3: Gain expertise in the use of spreadsheet and ASPEN process simulation package for design of separation equipment. 2.7 .8 3.0

Obj. 4: Operate bench scale and definitions separations equipment, gather and analyze data, and compare experimental results to theory. 3.0 .5 3.0

Obj. 5: Work individually and in teams to solve engineering problems. 3.2 .7 3.0Obj. 6: Use outside sources in problem-solving exercises and the design project. 2.9 .5 3.0

. Obj. 7: Practice effective writing skills via the design project and lab reports 3.1 .5 3.0

Cheg 239W: Senior Lab IIObj. 1: Integrate knowledge and skills acquired in earlier courses. 3.0 .4 3.0Obj. 2: Solve open-ended problems by applying theory and planning and executing an

experimental program. 2.9 .5 3.0Obj. 3: Work effectively in teams. 2.9 .8 3.0Obj. 4: Demonstrate laboratory safety and knowledge of equipment operation. 3.0 .5 3.0Obj. 5: Communicate their results clearly and effectively. 2.6 .6 2.8

Cheg 242: Process Design and EconomicsObj. 1: Integrating knowledge and skills acquired in earlier courses 3.3 .6 3.0Obj. 2: Incorporating engineering standards 3.3 .5 3.5Obj. 3: Using realistic constraints, including economic, environment, sustainability,

manufacturing, ethical, health & safety, and social 3.0 .6 3.0Obj. 4: Working effectively in teams 3.3 .8 3.0Obj. 5: Using process simulation and other computing tools 3.3 .8 3.5Obj. 6: Communicating their results clearly and effectively 3.2 .6 3.0

Cheg 251: Process KineticsObj. 1: Understand the fundamental science of chemical kinetics and reactive systems

and processes 2.7 .5 2.9

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Obj. 2: Solve important engineering problems in chemical kinetics and reactor design2.8 .4 3.4

Obj. 3: Use computers and software (POLYMATH) to solve reaction engineering problems involving differential equations and data regression analysis 2.6 .7 2.2

Obj. 4 Apply reaction engineering concepts to problem solving in both mechanical and biological systems 2.3 .6 2.9

Cheg 256: Polymeric MaterialsObj. 1: Possess a qualitative understanding the breadth and nature of a

large range of synthetic polymers with industrial relevance. 2.9 .6 3.0

Obj. 2: Possess an understanding of the common methods used to synthesize polymers and the underlying mechanisms of these methods. 3.0 .5 4.0

Obj. 3: Understand, quantitatively and qualitatively, methods of polymer characterization and the underlying physical phenomenology. 3.2 .5 3.0

Obj. 4: Be able to describe the role of molecular structure in determining a range of physical properties, such as thermal and viscoelastic behavior. 3.2 .4 4.0

Obj. 5: Be able to design a component (structural or otherwise) to be made from polymers, reflecting a practical understanding of ultimate mechanical and thermal properties relevant to an application.

3.3 .5 4.0

Cheg 285: Intro to Air PollutionObj. 1: Understand the laws and regulations that have been promulgated in an attempt

to achieve and maintain acceptable ambient air quality. 3.1 .4 3.0Obj. 2: Recognize the effects of air pollutants on health and welfare. 3.3 .5 4.0Obj. 3: Understand the mechanisms responsible for the effectiveness of each control

device. 3.5 .5 4.0Obj. 4: Solve problems in this area by applying fundamental engineering, math, and

science. 3.6 .5 4.0Obj. 5: Be aware of ethical, environmental, societal, and economic impacts of air

pollution and its abatement technologies. 3.6 .5 4.0

Cheg 295: Industrial EcologyObj. 1: Define and describe industrial ecology 3.5 .6 3.0Obj. 2: Use industrial ecology as a framework for the consideration of environmentally

related aspects of science, technology policy, and technology management in government and society.

3.8 .5 4.0

Obj. 3: Apply industrial ecology to pollution prevention, design for environment, and ISO 14000. 3.8 .5 3.0

Obj. 4: Understand the life cycle environmental impact of design decisions and how product development processes can be utilized to produce environmentally friendly designs.

3.8 .5 3.7

Cheg 295: Fermentation and Separation LabObj. 1: Be exposed to technology in an emerging and/or interdisciplinary field 3.3 .7 3.0Obj. 2: Design and conduct experiments and analyze and interpret data 3.6 .5 4.0Obj. 3: Be aware of ethical, environmental, health, safety, and societal impacts related

to this course 2.3 .9 3.0Obj. 4: Recognize the need for and be able to engage in life-long learning related to

this course 3.2 .6 3.0Obj. 5: Learn specialized lab skills including aseptic experimental technique and

microbiological safety 3.5 .6 4.0Obj. 6: Conduct representative experiments related to fermentation and separation.

Analyze experimental results. 3.4 .4 4.0

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Obj. 7 Submit lab reports to develop writing skills, perform lab experiments as part of a team. 3.4 .3 3.0

Cheg 299: Independent ResearchObj. 1: Performing a literature search 3.5 .6 naObj. 2: Designing or specifying experimental apparatus 3.5 .6 naObj. 3: Determining appropriate analytical techniques 3.5 .6 naObj. 4: Specifying experimental runs and procedures 3.5 .6 naObj. 5: Collecting, analyzing, and interpreting data 3.5 .6 naObj. 6: Effectively communicating the results 3.5 .6 na

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Summary of Data from Senior Exit SurveySpring 2000

Interviews: May 09, 2000 (final session of CHEG 239 W) plus selected individual students in my office throughout remainder of May.

Number interviewed: 24 (includes returning “super seniors”)

(1) INDEPENDENT RESEARCH17 out of 24 students completing the forms took some form of independent research.

16 out of 23 graduating seniors took at least 1 semester of independent research based upon enrollment records.

Out of 17 who took some form of independent research: 10 stated that it helped them choose acareer path or find a job, 2 did not respond, and 5 indicated that it did not help find a career path or first job.

Comments: Helped learn about R&D.Helped decide to go to grad school.Learned that “I do not like lab work.”

Reasons for not taking independent research: Did not want to, took co-op instead, or conducted research in another department.

SUMMARY: Most students are taking independent research in chemical engineering, and most are finding it to be a positive educational experience.

(2) CO-OP5 out of 24 students (21%) participated in a co-op work experience.

Comments: Teamwork skills development and hands-on learning were cited by most as the benefits of their co-op experience.

16 out of 24 (67%) students felt there was not enough flexibility in the program for a co-op experience.

11 out of these 16 (69%) felt that they would have taken a co-op if there had been more flexibility 1in the program. The reason most frequently cited was that one semester off sets a student one year behind.

SUMMARY: The department needs to address the co-op issue. If a large co-op is desired, more flexibility needs to be incorporated into the curriculum. With the changes proposed for the senior design sequence, it may be possible to do this by having students co-op senior year first semester and then graduating in December of the following year. The department must therefore address (1) whether we wish co-op to be more important in the curriculum, and (2) how we can modify course sequencing to be accommodating.

(3) SUMMER INTERNSHIPS16 out of 24 (67%) students participated in some form of summer internship.

Students were evenly split on whether summer job opportunities were effectively communicated to students. All summer job opportunities were announced by posting on a bulleting board above student

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mailboxes and all were posted in a notebook in the department office and accessible to all students (“open shelf.”) Several job opportunities were also announced in classes, and those with scholarships were announced by placing notices in the mailbox of each eligible student. Many students felt that the department should be informing them directly by email of job opportunities. While the department can easily take this step, the implication that nearly 50% of students feel that the department must contact each individually and directly to inform them of job opportunities is somewhat discouraging. Students need to be informed that it is their responsibility to seek out job opportunities with the help of the faculty and the department.

SUMMARY: Most students who are seeking a summer position found one the past two years. To improve communication of opportunities, students will be asked to provide an email address sometime during the first week of classes this fall. Listserves consisting of juniors and seniors could then be established so that each class could be notified en mass of job opportunities.

(4) OTHER ACTIVITIES12 out of 22 responding to the question indicated that they participated in AIChE activities.

Many who did not cited “lack of time” as the main reason. Other activities students cited as positives included SWE (2), intramural sports (2), fraternity / sorority life (1), Tau Beta Pi and/or Omega Chi Epsilon (3), other organizations (5). Eight of the 12 students who participated in AIChE also participated in one or more other activities.

(5) CURRICULUM

Students were asked which one chemical engineering course they found most useful / interesting / informative, and which one chemical engineering class they found least useful / interesting / informative. Many students chose to provide several course numbers in the “most useful” category, so the totals will exceed the number of students completing the survey (24).

Courses cited as being most useful: 242 Second semester design (9)211/212 Thermodynamics sequence (7)247 Process control (4)224 Transport (3)237/9 Lab (2)Courses cited once: 223 (fluids), 251 (kinetics)

Courses cited as being least useful: 241 First semester design (7)237/9 Lab (4)203 Heat and Mass Balances (4)251 Kinetics (2)Courses cited once: 223 (fluids), 261 (nuclear engineering)

Discussion: Students responded most positively to design (challenging, interesting, a good synthesis of all they had been taught, application to “real world” problems), the thermodynamics sequence (good introduction to fundamental science), and control (control station software cited). Courses cited frequently as being least useful were noted to be “slow,” “repetitive,” or not challenging. In both positive and negative categories, students frequently cited the quality of the instruction being the reason for making the particular choice.

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Students were also asked what could be done to improve the educational program. Comments that were cited more than once were as follows:

Distribute faculty more broadly so that students see a greater variety of professors (5)Add a statistics class (2)Improve TAs (2)In class lab / hand on experience comments (2)

Comments that were only made once included: more closed book exams; more industry tours (note: this student did not participate in AIChE); greater variety of classes (1); more feedback within class (note: meaning uncertain here).

Students were asked what electives they took, and what they would like to see offered. Students took a variety of classes (as confirmed by enrollment statistics) and offered a variety of (single response) requests for new electives ranging from biomedical engineering to mass transfer. One consistent note: 7 students requested a chemical engineering class in statistics.

Students were asked whether their humanities electives provided a basis to help them place engineering in a global context. 4 said yes, 17 said no, 3 did not reply. Note that the comment most frequently made by the “no” respondents was that engineering was not addressed in these classes, suggesting that they did not interpret the question as intended.

SUMMARY: Design being restructured through the elimination of 241, which will address student concerns about repetitiveness and the real challenge not coming until second semester (242). Other comments can be addressed by rotating teaching assignments, a comment made by several students. Regarding new offerings, the department will encourage students to use the new professional elective to take a class in statistics and will simultaneously explore the possibility of teaching one geared toward chemical engineering within the department.

(6) OVERALLStudents were asked the following:

Overall UConn experience positive or negative? POS 19 NEG 1 AVG 2UConn CHEG experience positive or negative? POS 18 NEG 2 AVG 1Would you recommend UConn chemical engineering to a prospective student? YES 14 NO 1 UNSURE 6

RECOMMENDATIONS(1) Implement design sequence change as planned.(2) Encourage statistics as professional elective.(3) Examine curriculum during 2000 – 01 academic year to determine what changes would need to be made to reduce time to graduation after co-op.(4) Develop email list of students and post job notices electronically (listserve).(5) If student comments about positive / negative course experiences do not change, introduce more rotation into faculty assignments where needed (note: not all courses need rotation. Some, such as control, were cited as very positive) J. Helble 6/12/99

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B3 Table 8EBI Survey Results Spring 2000

Factor Summary Comparison: Chemical Engineering

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Factors

1. Instruction & Interaction in Major Courses 8. Engineering Skill Development2. Aspects of Major Courses 9. Impact of Engineering solutions3. Breadth of Curriculum 10. Use of Tools and Text4. Team & Extracurricular Activities 11. Design Experience Built on Coursework5. Computing Resources 12. Design Experience Issues6. Fellow Students 13. Laboratory Facilities7. Career Services and Job Placement 14. Overall Student Satisfaction

"Core" Area ReportCheg 211,212, 223, 224, 251

Spring 2000 Faculty in attendance: Suzanne Fenton - leader, Luke Achenie, Can Erkey, Bob Weiss

I. Assessment Results:No assessment results are available for Cheg 212 (F'99) and 223 (F'99) because formal assessment strategies and processes for the Chemical Engineering Department were not implemented until S'00

Cheg 211 - Student Survey: student's perceived level of achievement of objectives range between level 3 (meets expectations)

and level 4 (exceeds expectations) in all objectives except "Understand exact differentials and thermodynamic identities" (2.9 0.7).

Faculty Assessment: student performance in all objectives is greater than or equal to level 3Cheg 224 -

Students Survey: student's perceived level of achievement of objectives range between 2.9 - 3.2 for all objectives except "Gain expertise in the use of spreadsheet and ASPEN process simulation package for design of separation equipment" (2.7 .8).

Faculty Assessment: student performance level = 3 on all objectives except "operate bench scale equipment, gather and analyze data, and compare experimental results to theory" (2.5).Cheg 251 -

Student Survey: student's perceived level of achievement of objectives range between 2.3 and 2.8 (level 2 = below expectations). The lowest score was for the objective "Apply reaction engineering concepts to problem solving in both mechanical and biological systems"

Faculty Assessment: student's level or achievement range between 2.2 and 3.4, with the lowest score for "use computers and software to solve reaction engineering problems involving differential equations and data regression analysis"

II. General Discussion Cheg 211, 212, 223, 224, and 251 are meeting all program and ABET learning outcomes (except oral reports) teaching techniques will evolve to encompass changes in technology but courses should continue to cover

fundamentals of thermo, transport, and kinetics faculty teaching assignments should be rotated every 3 years undergrad elective in transport phenomena would be nice oral reports cannot easily be incorporated into core classes - suggest making Cheg 299 a required course with oral

and written reports required (minimum credit limits should be set for the 299's) students have trouble applying their math skills to cheg problems (should we try to assess Non Cheg courses??) Homework problems in Geankoplis are too easy...change textbook to McCabe, Smith, Harriot? learning does not have to be made "fun" but should be tied to real world examples/applicationsIII. Suggested ActionThe core curriculum is meeting all program and ABET learning outcomes with the exception of "oral presentations". Implementation of an "oral presentation" somewhere in the core courses is logistically difficult. The group proposes that Cheg 299 become a required course for the following reasons: it would provide exposure to open-ended design and problem solving, experimental design, data analysis and interpretation, independent thinking, and communications (particularly oral presentation). No other major curricular changes were suggested regarding the core courses. Slight modifications in "teaching style/teaching tools" and "course objectives" will be made in Cheg 224 and Cheg 251 to address items that scored below 2.75 on the course evaluation surveys. The current textbook used for Cheg 223 and 224 (Geankoplis) will not be replaced by MSH until the new edition (6th) of MSH has been released (2001) . Supplemental homework problems from the 5th edition of MSH will be used in Cheg 223 and 224 courses to introduce a higher level of difficulty. It was also suggested that an undergrad elective in transport phenomena be offered.

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B4. Professional ComponentThe curriculum for the Bachelor of Science in Chemical Engineering degree meets the program objectives outlined in section B.2, ABET criterion 3 (Section B3), and Program Criteria (Section B.8). The curriculum is shown in Appendix IA Table 1: Basic Level Curriculum of Appendix IA. A total of 134 semester credit hours is required for the degree, including 44 credit hours of math and basic sciences, 60 credit hours of engineering topics (including design), 24 credit hours of general education courses, and 6 credit hours of free electives. One semester credit hour normally corresponds to one lecture hour (50 minutes) or eighty minutes of laboratory-time per week. A typical 3 credit hour course consists of 42 lecture hours or equivalent. One academic year represents 28 weeks of classes, exclusive of final examinations. All degree requirements are spelled out in the Plan of Study (Section B1) and Appendix II, Admission and Graduation Requirements.

Course syllabi describing the course offerings for 2000-2001 are provided in Appendix IB. Information regarding actual course offerings and section enrollment for the academic year 2000-2001 is provided in Appendix IA Table 2: Course and Section Size Summary. The Department policy is to offer basic required courses once a year. Each academic semester a selection of technical electives is also offered to facilitate exposure to current technologies and specialization in an area if desired.

General Education RequirementsThe General Education requirements applicable to all degree programs at the University of Connecticut are fully incorporated within the Chemical Engineering curriculum. The General Education Requirements comprise eight categories:

Group 1. Foreign Languages The minimum requirement is met if the student is admitted to the University with three years of a single foreign language in high school, or the equivalent. If the student has not met the minimum requirement through high school coursework, he or she must complete a two-semester course sequence in a language at the University.

Group 2. Expository Writing All students must take ENGL 105 English Composition and ENGL 109 Literature and Composition. In addition to these courses, all students must complete two Writing (W) courses. CHEG 237W and CHEG 239W satisfy this requirement in Chemical Engineering.

Group 3. Mathematics and Computer Course All students must take two Quantitative (Q) courses and one Computer (C) course. Students majoring in CHEG meet this through required coursework MATH 115Q, 116Q, 210Q, 211Q, CHEM 263Q, CSE 123C.

Group 4. Literature and the Arts All students must take two courses: one that emphasizes major works of literature and one that emphasizes major achievements in art, and/or music and/or dramatic arts.

Group 5. Culture and Modern Society All students must take HIST 100 The Roots of the Western Experience or HIST 101 Modern Europe and a course which emphasizes non-Western or Latin American Cultures.

Group 6. Philosophical and/or Ethical Analysis All students must take a course in philosophical and/or ethical analysis. For students in Engineering, the course that must be taken is PHIL 104 Philosophy and Social Ethics.

Group 7. Social Scientific and Comparative Analysis All students must take one course in social science and/or comparative analysis.

Group 8. Science & Technology All students must take two courses in science and technology, at least one of which must include a semester of laboratory. Chemical engineering students meet this requirement through required coursework in their major.

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Chemical Engineering Curriculum RequirementsBasic Mathematics and Sciences-Students are required to take four semesters of calculus (MATH 115Q, 116Q, 210Q, 211Q), totaling 15 credit hours, including integral and differential calculus. Students are also required to take CHEG 247 (Process Dynamics and Control) which includes the equivalent of one half credit hour of mathematics. Students are advised to take statistics (STAT 243-Design of Experiments) and/or analysis (CHEG 245-Chemical Engineering Analysis) if they desire additional math. The curriculum includes two semesters of general chemistry with laboratory (CHEM 127Q and 128Q), two semesters of physics with laboratory (PHYS 151Q and 152Q), two semesters of organic chemistry with laboratory (CHEM 243, 240, 244), one semester of physical chemistry with laboratory (CHEM 263Q and 256), and one additional science course from the following list: CHEM 264Q Physical Chemistry, CHEM 232Q Analytical Chemistry, MCB 203 Introduction to Biochemistry, MCB 204 Biochemistry, MCB 229 Microbiology. Students may choose additional science courses as free electives or from the approved list of Professional Requirement courses (technical electives).

Substitution of some lower division chemistry, math, or physics courses is allowed on a case by case basis and with the written approval of the Associate Dean for Undergraduate Programs.

Engineering Sciences-Our program requires students to take over one and one-half years of engineering topics, i.e. engineering design and engineering science. These topics are spread throughout the curriculum, but are more concentrated in the junior and senior years. The freshman and sophomore years provide the basic knowledge in mathematics, physics, and chemistry, which is required for understanding and applying engineering topics. Many of the social science and humanities courses are taken during the first two years, as part of the University General Education Requirements.

Engineering topics begin in the freshman year with ENGR 100 (Orientation to Engineering), CSE 123C (Intro to Computing), and ENGR 166 (Foundations of Engineering). In these courses, students are introduced to applications of science and exposed to undefined, open-ended problems that they solve in teams. They are also required to write concise reports and to make short presentations on these projects. Engineering ethics and professionalism are also discussed in ENGR 166. Computer programming is required in two of these courses.

During their sophomore year, Chemical Engineering students take three engineering courses. CE 211 (Applied Mechanics I) is taken in the fall. This engineering problem-solving course requires the application of mathematics and physics to analyze forces acting on structures and machines. Students also take CHEG 203 (Introduction to Chemical Engineering) which focuses on applications of material and energy balances. For students still new to engineering concepts, these problems do not appear to be well defined and many of the problems are used to introduce topics related to environmental, social, and safety issues. In the Spring, students take CHEG 211 (Chemical Engineering Thermodynamics) which stresses basic thermodynamic principles, as well as the application of these principles to engineering problems, e.g. a study of gas liquifaction.

Students continue their engineering courses in the junior year. The second thermodynamic course, CHEG 212, covers properties of mixtures and phase behavior with applications to the design of flash separators. The transfer operations courses, CHEG 232 and 224, teach basic understanding of fluid dynamics, heat transfer, mass transfer, equilibrium separations and the design of equipment and processes based on these phenomena. Health, safety, and environmental issues are often the focus of homework problems in these classes. Process Kinetics, CHEG 251, provides a sound basis for reaction kinetics, reactor design, and catalysis. All of these courses contain elements of computer use, communication, teamwork, and open-ended problem solving/design. It is the future desire of the department to include laboratory elements in several of these courses as well.

In their senior year, students take CHEG 237W and 239W (Senior Laboratory), CHEG 243 (Process Design & Economics), and CHEG 247 (Process Control and Analysis). In these courses, students integrate theory and analysis with applications to design and include economic, health and safety, environmental, and other professional and ethical considerations. Students are also required to work in teams and to present their results in both written and oral reports.

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Tables relating components contributing to professional development (communication, problem solving, design, etc) to their location in the CHEG curricula (i.e. oral communication skills are developed in CHEG 223, 237W, & 239W) are presented at the end of Section B3 in Tables 1 and 2.

Substitution for required chemical engineering courses is not allowed (except via transfer credit from another institution).

CHEG & Professional Electives-In addition to general education courses and required basic math, science and engineering courses, all students take two chemical engineering (CHEG) electives and four professional electives. These courses provide additional engineering science and design experience. With the plan of study we insure that appropriate courses are selected to satisfy the required ABET engineering science and design categories. These courses may be selected to provide a broad variety of topics or to allow the student to specialize on a particular interest. Chemical engineering elective courses expose students to technology in emerging and interdisciplinary fields where they must successfully apply math, science and engineering principles in solving problems relevant to these fields. Professional and ethical responsibility, the need for life-long leaning and the impact of new technology in today's rapidly changing world are also stressed in these courses. Chemical engineering electives must be chosen from the Chemical Engineering Department offerings. Usually two or three CHEG elective courses are offered per semester and are changed periodically to keep pace with new developments in the field. Current CHEG elective offerings are:

CHEG 245 - Numerical AnalysisCHEG 256 - Polymeric MaterialsCHEG 261 - Nuclear EngineeringCHEG 283 - Biochemical EngineeringCHEG 285 - Air PollutionCHEG 295-01 - Fermentation and Separation LabCHEG 295-02 - Industrial EcologyCHEG 295-03 - BioremediationCHEG 295-04 - Engineering EntrepreneurshipCHEG 295-05 - CatalysisCHEG 299 - Independent Research

A listing of these courses is included in Appendix IA Table 1, Basic Level Curriculum. Course descriptions for the majority of these courses are provided in Appendix IB.

Professional requirements must be technical courses in the upper division curricula (defined as 200 level courses in engineering, mathematics, statistics, physical and life sciences). At least one professional elective must be taken outside the field of chemical engineering.

Extracurricular ActivitiesThere are many professional societies and organizations in which Chemical Engineering students may participate: AIChE Student Chapter, Omega Chi Epsilon Tau Beta Pi, Society of Women Engineers, and National Society for Black Engineers to name a few. Each of these organizations has an active faculty advisor.

All of our students are encouraged to attend the AIChE Student Chapter meetings and become student members of AIChE. Students start becoming interested in AIChE during the first semester of their sophomore year when they take their first Chemical Engineering course. Nearly all of our juniors and seniors become involved with AIChE and the faculty encourages participation. Officers from each academic class are chosen for duties in the society to ensure that all classes are represented and remain active in and informed of activities. The Student Chapter has a very active program.

Students become eligible for Omega Chi Epsilon and Tau Beta Phi during their Junior and Senior years, based on their grade point averages. Over the years Chemical Engineering has been strongly represented in Tau Beta Pi as evidenced by the large fraction of officers who have been Chemical Engineering students. Omega Chi Epsilon is the Chemical Engineering honor society which was introduced at Connecticut in 1982.

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Since a relatively large percentage of our students are women (30%), our presence and leadership in the Society for Women Engineers (SWE) is very strong. Our students can also participate in the Society for Plastics Engineers and the National Society for Black Engineering. In addition to engineering organizations, students have a vast array of University sponsored clubs and activities in which to participate.

Our Department has always maintained an atmosphere where students are provided the opportunity to get to know both their fellow students and the faculty and staff. All students have mailboxes within the Department and two CHEG student study lounges (equipped with computers, copy machines, desks and chairs). The Department Head and faculty are available should they have academic or career concerns. Our faculty is genuinely concerned about the students and all are involved in course work and advising. Most of the faculty participate in outside activities such as student AIChE meetings, picnics, basketball and softball games, and career counseling.

The outline presented here meets the program outcomes and objectives. Specifically, students are introduced to engineering concepts early in their curriculum to gain an understanding of the profession and engineering problem solving. At the same time, students acquire basic knowledge on which to build an understanding of engineering principles. Problem solving, design, teamwork, computing, report writing, and oral presentations are introduced in lower level courses and, with repeated practice, are well developed by graduation. During the senior year, students are required to integrate this knowledge to solve open-ended problems involving design with constraints (economic, environmental, health & safety, sustainability, etc) in the laboratory and classroom. Engineering ethics and professionalism, the impact of engineering solutions, and the need for life-long learning are integrated into freshman, sophomore, junior and senior level required and elective courses. Upon graduation, students have a solid theoretical understanding and have developed skills necessary for successful careers.

B5. FacultyCompetency

The twelve full-time faculty represent a good balance in terms of interests, education, and experience. Their research interests are diverse but complementary and include the areas of Biochemical Engineering and Biotechnology, Polymer/Material Science, Environmental Research and Pollution Prevention, and an area entitled “Computer Applications” and encompassing optimization, control and educational computing. All faculty members have Ph.D. degrees and most have significant industrial experience through prior work or consulting. Eleven different institutions are represented by their earned doctorates. Their teaching experience ranges from 1 to 39 years. The average number of years of industrial experience is nearly 4 years. A complete analysis of the faculty is provided in Appendix IA Table 4.

Our faculty pursue a balanced distribution of teaching, research and service. All full time faculty are involved in research and have continued to maintain strong ties with industry, resulting in assistance in placing our graduates and in fruitful collaborative research projects. Many are involved with a wide variety of professional organizations in many different capacities. Details are found in the resumes given in Appendix IC.

The average classroom teaching load for research active faculty is three (3) courses per year. Teaching assignments are generally rotated every three years to keep faculty fresh, to let them see how CHEG courses feed into one another, and to keep them abreast of improvements in teaching methodology and tools in various areas of the curriculum. There are ten (10) required and six to seven (6-7) elective CHEG courses offered every year. Faculty members develop teaching expertise in approximately half of the required courses and approximately two elective courses. Thus, the department has sufficient faculty in appropriate subject areas to meet all of the teaching objectives of the Program. A summary of faculty teaching and non-teaching workloads is provided in Appendix IA Table 3.

The Department is known for its commitment to excellence in teaching. Doug Cooper, a CHEG faculty member, was awarded with the first ever School of Engineering Excellence in Teaching Award in 1998. In addition, two CHEG faculty are well known for developing progressive teaching tools (POLYMATH and CONTROL STATION) that have gained widespread use at universities throughout the country.

Non-Teaching Involvement

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Each faculty member serves as academic advisor for 5-10 undergraduate students. Students are typically assigned an advisor as freshmen and remain with that advisor through their entire program. Students are required to meet with their advisors a minimum of once per semester to review their course selections for the following semester and to assess their progress towards graduation. This provides an opportunity to discuss career objectives and allows the student personal contact with at least one faculty member for the duration of their academic career. Additionally the Department has a Director of Undergraduate Studies (Emeritus Profession Howard) and an Assistant Department Head (S. Fenton) who are available to students for academic advising.

Students and faculty interact on a number of levels outside the classroom. Each student chapter of a professional society (AIChE, Omega Chi Epsilon) has a faculty advisor. Professional society activities provide a numerous occasions for interaction, including beginning-of-year and end-of-year picnics, seminars, society banquets, industrial tours, and the annual Northeast Regional Meeting. Other opportunities include the annual School of Engineering Award Banquet, Engineering Open Houses, Graduate Student / Senior / Faculty Picnic, and the Invention Convention.

All faculty are involved in some aspect of department service through membership on a standing or ad-hoc committee. This is important to the concept of faculty governance and the shared development of the curriculum. The faculty members are also well-represented at the national professional level, participating in technical committees, conference organization, and technical panels. In addition, all faculty review papers and proposals for journals and agencies and many currently serve on journal editorial boards. Faculty service on internal and external committees is noted on their resumes. The Department continues to recruit highly talented faculty as noted by the recent hires and the currently open positions.

Faculty members are encouraged to attend conferences, short courses, and professional workshops. The funds for professional travel are provided by individual research grants as well as by the School of Engineering, the Graduate School, and the Professional Development Fund of the UConn chapter of American Association of University Professors. During the last fiscal year, every tenure-track/tenured faculty member attended at least one conference, short course, or workshop. Further, the University supports faculty development in the form of sabbatical leave.

All tenure-track CHEG faculty members are active researchers and scholars. Many have been elected Fellows of the AIChE or other professional societies. It is through active research (both at the graduate and undergraduate levels) that faculty maintain close interactions with industry. Undergraduates are provided ample opportunities to participate in industrially sponsored research through our Undergraduate Honors Program and CHEG 299 (Independent Research) offerings. The faculty productivity in research and scholarship as well as the wide-ranging involvement in professional activities are demonstrated in the faculty resumes in Appendix I.C.

Adequacy of the Size of the FacultyOur Department has always maintained an atmosphere in which students are provided the opportunity to get to know fellow students, faculty, and staff. All students have mailboxes within the Department, and they know that the Department Head, Assistant Department Head, and faculty are available should they have academic or career concerns. Our faculty are genuinely concerned about the students and all are involved in course work and advising.

There are twelve full-time faculty and an additional two part time faculty (1 adjunct) with regular advising and teaching duties in the department. In addition, an emeritus faculty member assists with advising by reviewing Plans of Study. All CHEG classes are taught by faculty members. Our class sizes typically range between 15 and 25, resulting in a student to advisor ratio between 4 and 7 and student to instructor ratio between 15 and 25 (except in the lab classes CHEG 237W & 239W where the ratios are 7.5 to 12.5). Elective course sizes are often less than ten, giving excellent opportunity for student/faculty interaction. CHEG 299 projects offer one-on-one contact between student and teacher.

B6. FacilitiesInstructional facilities within and available to the Chemical Engineering Department are well-equipped, staffed, and functional, meeting the needs of our educational objectives. Major renovations to our science and engineering facilities have been ongoing since the inception of UCONN 2000. UCONN 2000 is providing a ten year, $1 billion investment in new University facilities including a newly opened state-of-the-art chemistry building and newly

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renovated multimedia classrooms. Planned for future construction is a new Information Technology building which will house the Electrical and Computer Engineering and the Computer Science and Engineering Departments.

The CHEG Department presently occupies approx. 10,550 sq ft of space in the Engineering II (EII) and 5,900 sq ft in the United Technologies Engineering (UTEB) buildings, with additional office and lab space in the Institute of Material Science and Environmental Research Institute facilities. The EII building provides consolidated space for the Department's main office, faculty offices, all the CHEG instructional laboratories, several high-tech instructional classrooms, computer labs, space for graduate student offices and research laboratories, one seminar/conference room, and several undergraduate student lounges. As part UConn 2000, a majority of the building has recently been renovated with new paint, furniture, carpeting or flooring, drop-ceilings, and lights. Upon completion of the new IT Building, space in exisiting buildings will be made available for expansion of the CHEG department facilities.

ClassroomsThe University assigns classroom space using a centralized system. However, wherever possible, the registrar’s office tries to assign engineering courses to classrooms located in the math/science/engineering complex of buildings. All the classrooms in the engineering buildings as well as many in the math/science building have been fully renovated in recent years, so that the rooms are adequate for the instructional needs. All classrooms provide a blackboard/whiteboard, an overhead projector and a screen as a minimum. Many of the classrooms are already equipped with sophisticated audio-video equipment and computer-projection systems. As part of a university-wide drive to make more “high-tech” classrooms available, the number of well-equipped rooms is increasing every semester. Any course requesting a “high-tech” room can generally be accommodated by the registrar’s office, although sometimes the class may be assigned to a classroom outside the math/science/engineering complex. In addition, the CHEG Department owns an LCD projector available for moving into classrooms/labs as needed. During the 99-00 academic year, the School of Engineering also purchased a laptop computer for every engineering faculty member who requested one for instructional/professional purposes. These laptops can be used for presentations and demonstrations in multimedia classrooms.

LaboratoriesDepartmental laboratory facilities used by the CHEG undergraduates are all located in the EII building. B5-Table 1 summarizes the conditions of the laboratories used for Chemical Engineering instruction. The Departmental laboratories are being continually modified and upgraded. Since the last accreditation visit, several new experiments have been established and rooms renovated to house existing and new equipment.

In general, the undergraduate laboratory is well equipped and instrumented. Although a number of pieces of equipment are old (bubble-cap distillation column, double-effect evaporator, and double-pipe heat exchanger), they are still relevant to our curriculum. The larger pieces of equipment are especially useful in that they introduce students to nearly industrial-scale equipment. The large bubble-cap distillation column is well instrumented and includes a number of control options. We have numerous smaller experiments to complement these larger experiments. Experiments are continuously evaluated and either modified or upgraded as appropriate.

The undergraduate laboratory has adequate high-pressure steam, water, compressed air, and gas. These services are provided by the University's Office of Facilities. Chemical and equipment storage is adequate. The department has one full-time technician (Richard Kozel) that is responsible for maintaining instruments and equipment in the lab. He is also capable of installing new experiments and making minor repairs on existing equipment. His strong background in chemistry and his industrial experience make him a valuable addition to our staff. The School of Engineering also staffs an electronic repair shop headed by John Fikiet.

At the present enrollment levels the laboratory space and equipment are quite adequate. Enough major pieces of equipment are available to allow a variety of different experiments to be utilized in our core courses, CHEG 237W and CHEG 239W. This also allows experiment substitution if a current experiment becomes temporarily inoperative and in need of repair. The number and condition of the experiments have continually improved due to a Departmental policy to spend resources each year for undergraduate lab equipment and experiments.

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General maintenance of the laboratory and equipment is adequate. Redundant pieces of key equipment are purchased as backup, and the engineering shops provide assistance as needed. We have a dedicated laboratory technician who handles all needs relative to maintaining, installing and rebuilding instructional and research laboratory equipment

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B6- Table 1Chemical Engineering Laboratory Facilities

Physical Facility Purpose of Laboratory, Condition of Adequacy Number of Area(Building and Room.No.) Including Courses Taught Laboratory for Instruction Student Station (Sq. ft.)

Engineering II Undergraduate Instruction: CHEG 237W & 239W Good Good; sometimes hot in 3 1400 Rooms 114 & 218A Fluid Flow and Pressure Drop Measurement late spring and early fall

(High bay area) Double-Effect Evaporator

Bubble-Cap Distillation

Engineering II Undergraduate Instruction: CHEG 237W & 239W Very good; Needs more adequate ventilation 2 280 Room 218 Gas Chromatographic Analysis air conditioned

Batch Distillation

Engineering II Undergraduate Instruction: CHEG 237W & 239W Good Good; 6 1300 Room 114 Shell-&-Tube and Double-Pipe Heat Transfer

(Large open corridor) Pump Characterization Experiment

Gas Absorption

Batch Tray Drier

Analysis of Draining Tank

Engineering II Undergraduate Instruction: CHEG 237W & 239W Good; Excellent; Reverse Osmosis 1 220 Room 114B Gas Membrane and Reverse Osmosis Separators air conditioned Unit is a brand new

Engineering II Undergraduate Instruction: CHEG 237W & 239W Good Excellent; Brand new 3 165 Room 114H Digital Control of Liquid Level control equipment and experiment

Developed

Engineering II Undergraduate Instruction: CHEG 237W & 239W Good Excellent; Brand new state-of- 3 165 Room 114J Kinetics Reactor w/ in-situ FTIR spectrophotometry The art reactor equipped with FTIR

To study reaction kinetics and

Catalysis

Engineering II Undergraduate Computing Labs Excellent; used by Excellent; 50 Networked 50 1685 Rooms 305, 306, 307 Used in all CHEG Courses all Departments Computers with full line of

Software

FLC Undergraduate/Graduate Sun Workstation Lab Excellent; used by Excellent; 24 Sun Workstations 24 720 Room 205 CHEG 251, 241, 242 all Departments

TOTAL AREA: 5935

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The tables below list the major equipment purchased and renovations accomplished over the past several years. Consistent with the goals of the undergraduate laboratory, large experiments are maintained and upgraded to insure that students are exposed to pilot plant scale operations. New experiments are purchased or assembled as needed to provide flexibility in the assortment or to cover new topics that may not have been covered sufficiently well with previous equipment.

Equipment and Instrumentation 1998-99General Supplies for Laboratory Maintenance $ 769Repair GC Reintegraion Board 1,000Repair pressure gauges 344Computer Upgrades for Laboratory Experiments 2,000Stirrer (Absorption Column) 483Conductivity Meter 380

Total $ 4,976Equipment and Instrumentation 1999-00General Supplies for Laboratory Maintenance $ 1,504Oxygen Sensors 250Differential Pressure Guage 350Diaphragm Pump 260Reverse Osmosis Unit (donated by Millipore) 2,000Mettler Balance 1,210Centrifugal pump (Absorption Column) 999

Total $ 6,573Equipment and Instrumentation 2000-01General Supplies for Laboratory Maintenance (chemicals, tubing, etc.) $ 1,165Reactor System w/ in-situ FTIR spectoscopy 50,000Fuel Cell Experiment (not yet purchased) ?????Upgrade for control experiment (not yet purchased) ?????

Total $

Computer FacilitiesThe Undergraduate Computer Laboratories are comprised of the Engineering Learning Center which houses PCs and a few Macs (Engineering II Rooms 305-307), and the Undergraduate Unix Laboratory equipped with SUN workstations (Castleman Room 205).

The Engineering Learning CenterThe newly renovated Learning Center not only offers a bright, cheery, and comfortable environment for learning and instruction, but also provides a facility that is more convenient for the user community and much easier for BRC to manage. It currently has 60 plus PCs and a few Macs. All the computers are connected to servers that also provide printing support and are linked to the campus network and the Internet. They also have access to laser printers, a color inkjet printer and a scanning device. A major effort during the Summer of 98 was to upgrade the PC operating system from Window 3 to Windows NT 4.0, and to integrate the PCs with BRC general computing facilities. Users now logged onto Windows NT in the Learning Center will have their Unix home directories available just as if they had logged into a Unix workstation. Work saved on either drive will be reliably backed-up and available on any other Learning Center machine the user logs onto. The laboratory is extremely active for both teaching and general undergraduate computing.

The Undergraduate Unix LaboratoryThe Undergraduate Unix Laboratory in Room 205 of Castleman is our only School-wide laboratory for undergraduate Unix-based computing. At the end of last semester, there were 24 SparcStation LX's – very old and obsolete 1993 machines. The latest version of the operating system will not run on them since they have little memory and the disks are too small. These machines are also too slow for many of the computation-intensive software packages. We have recently replaced nine of them with SUN Ultra 5’s each with a 4 GB disk and 128 MB memory. A recent survey of

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Engineering faculty members indicates that there is a strong need for Unix-based computing, and we should replace all the remaining 15 SparcStation LX's with Ultra 5’s as soon as possible.

The four laboratories are managed and maintained by the Booth Research Center (BRC). Management staff is comprised of two full time BRC staff persons with one person supporting the PC DOS/Macintosh environment and the other person providing technical support for the UNIX environment. Additionally, a large student staff supports the Computer Laboratories. All systems (Unix - PC Windows - Macintosh) are connected to the campus-wide network and the Internet.

General Purpose Software MS Office 97 Professional (all components) Ghostscript Netscape 4.05 Win3270 Internet Explorer 5 WS_FTP LE Acrobat Reader 3.01 Winzip 6.3 SR-1 Labpop

Course Applications AutoCad 2000 Maple Release 5 Allegro CL Lite 5.0 MicroSim AspenPlus 10.0-1 MS Visual Studio AweSim 2.0 Data Access SDK 2.0 Borland C++ 4.52 Digital Visual Fortran 5.0 CadKey 7.5 CStation CodeWarrior Pro 4 LogicWorks 3.02 Control Station Mathematica 4 Invention Machine 2.1 Polymath

Bolded Programs are those used primarily in the Chemical Engineering curricula

Other Support ServicesOther institutional facilities provided for this program include newly renovated department and faculty offices, research laboratories, electronics, machine, and glassblowing shops, the aforementioned new state-of-the-art chemistry building and a newly renovated library.

The Department office is located in Engineering II Building and includes an open reception/office area; side offices for the Department Head, Assistant Department Head, and purchasing agent; and a utility/storage room; and a lunch/informal gathering room. The office is staffed by one full-time Administrative Assistant and a full-time University Research Assistant who acts as our purchasing agent. Two part-time secretaries have been hired to assist in graduate recruitment, data-base management, and other office tasks. Our undergraduate laboratory has a full-time Chemical Engineering Laboratory Technician; his office is located in room adjoining the main undergraduate lab, Room 114. Eight faculty offices are located in the Engineering II Building near the Departmental office; four faculty have offices in the adjoining UTEB building (connected to EII via hallway); and four faculty have offices in the IMS Building, principally because of their close association with the Polymer Science Program and the interdisciplinary nature of their research, and

The School of Engineering maintains both an electronics shop and a mechanical shop. The electronics shop assists in configuring and maintaining electronic and computing equipment for both the instructional labs as well as the research laboratories. The mechanical shop provides the necessary machining, welding, sheet metal, and woodworking skills which cannot be handled by our laboratory technician. Both shops support not only the undergraduate instructional facilities, but also the research laboratories. The University also provides a Technical Services Center. In addition to providing machining and metal working services, this shop provides glassblowing capabilities, which are crucial to the Chemical Engineering Department. The IMS also provides shop facilities by agreement for engineering faculty and their research projects.

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The 200,000 square foot five-story Chemistry building is the first of several buildings in the University's new "Technology Quad" envisioned to centralize the science and engineering programs on campus. The Chemistry Building incorporates nine graduate and undergraduate divisions including analytic, inorganic, organic, physical, polymer, environmental analytical, general chemistry, material and biological chemistry and includes research labs for 30 professors and 150 graduate students and post-doctoral researchers. The building includes an innovative outreach center for bringing chemistry education to the public; multi-media capabilities in all classrooms and lecture halls; state-of-the-art safety features in both teaching and research environments; networked laboratories, classrooms and offices, energy efficient design; and user friendly facility for the environmentally sensitive use of chemicals.

The University library has over 300,000 square feet of space and houses one of the major collections in New England. Books, journals, and other reference material related to chemical engineering are held in this facility. New textbooks and references are periodically purchased at the request of Chemical Engineering faculty, and the reserve room service is used regularly by faculty and students. The library has a state-of-the-art computer-based literature search with extensive references stored on CD ROM. It also provides access to numerous external data bases. An inter-library loan and use program exists and is available to both faculty and students.

Opportunities to Learn the Use of Modern Engineering ToolsComputer Experience

Freshman Year: All of our students are required to take CSE 123 during the first semester of their freshman year, which introduces modern programming language (C++). CSE 123 may be used to satisfy the university computing course requirement and carries the "C" course designation. Students are introduced to spreadsheet, word processor, slide presentation, and internet software during their second semester in ENGR 166. Both courses utilize personal computers located in the Engineering Learning Center.

Sophomore Year: Students taking CE 211 (Applied Mechanics I) and use the programming language learned in the Freshman year to solve suitable problems. In addition, several experiments in the physics laboratory require computer analysis. CHEG 203 (Intro to Chemical Engineering), taken in the fall, requires computer use in plotting and analyzing data, solving iterative problems, solving sets of linear algebraic equations and introduces students to the process simulation package ASPEN. CHEG 211 (Chemical Engineering Thermodynamics I), taken in the spring, also requires the use of computer programming or mathematical software to solve a variety of homework problems.

Junior Year: At the beginning of the Junior year, students are introduced to an educational software package named POLYMATH (authored within the Department). POLYMATH, which allows interactive problem solving with all the basic numerical methods, is made available to students who have their own computers and is present in personal computer labs throughout the University. During CHEG 223 (Transfer Operations I), students are introduced to MATHEMATICA for solving simple ordinary and partial differential equations. The ASPEN package is used for flash, multi-component distillation, extraction, absorption and other unit operation design calculations in CHEG 224 (Transfer Operations II). Computer problems are also assigned in CHEG 212 (Chemical Engineering Thermodynamics II) and CHEG 251 (Process Kinetics) and students are encouraged to use computers to solve their homework problems whenever appropriate.

Senior Year: Extensive computer use is required in CHEG 243 (Process Design and Economics) and CHEG 237W and 239W (Chemical Engineering Laboratory). POLYMATH, MATHEMATICA, ASPEN, spreadsheet, word processing, data acquisition, and slide presentation, and internet software are used as appropriate. CHEG 247 (Introduction to Process Dynamics and Control) uses an in-house process control simulator package, CONTROL STATION.

Laboratory ExperienceFreshman and Sophomore Years:

The laboratory training of our students is initiated in the two basic chemistry and two physics courses taken in the freshman and sophomore years.

Junior Year: Required laboratory sections in advanced chemistry courses (organic and physical chemistry) are designed specifically for Chemical Engineering students, and contain experiments requiring the use of both classical and

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modern experimental methods and equipment. These are usually taken in the junior year. Additional exposure to modern engineering tools via laboratory experience comes from the selection of one of the following five advanced science courses, CHEM 232Q (Quantitative Analytical Chemistry), CHEM 264Q (Physical Chemistry II), MCB 203 or 204 (Biochemistry), or MCB 229 (Fundamentals of Microbiology).

Senior Year: Chemical engineering laboratory experience is concentrated in the two required courses, CHEG 237W (Chemical Engineering Laboratory I) and CHEG 239W (Chemical Engineering Laboratory II), both taken in the senior year. During these classes, students are in the laboratory for 4-5 hour sessions twice weekly. Laboratory equipment is described in B6- Table 1, and combines both old and new technology as described earlier in this section. Lab experiments investigate numerous aspects of fluid flow, heat and mass transfer, process control, and kinetics and reactor design. Both courses require students to design experiments, learn safety procedures, operate bench scale and industrial scale equipment, analyze samples using both traditional and new techniques and equipment, interpret data, and produce oral and written reports. A brief description of the laboratory experiments performed in CHEG 237W and 239W is included at the end of section B6.

In addition to these required courses, all faculty research laboratories are used in undergraduate instruction via CHEG 299's (Introduction to Research/Independent Study). CHEG 299 is not a required course, but over 70% of our undergraduates take 299 to fulfill one or more of their electives. Faculty research areas are diverse, and yet complimentary, and include the area of biotechnology, environmental engineering, polymer science, dynamics and control, electrochemistry, and catalysis. Faculty research laboratories and support facilities are fully outfitted with state-of-the-art equipment. Faculty vitae are provided in Appendix IC. Sample 299 projects include:

1. Aerosol droplet combustion synthesis of nonequilibrium nanoscale materials2. Behavior of lyotropic liquid crystal polymers3. Modeling of hydrogen/oxygen and methanol/air fuel cell systems4. Recombinant bacteria for green chemistry

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Documents Relating to Section B6Facilities

Instructional Laboratory CoursesExperiments and Equipment

CHEG 237W1. Draining Time for a Tank with Outlet Pipe

Objective: The purpose of this topic is to compare a mathematical model of a physical system with observed experimental results.

Equipment: A cylindrical tank is fitted with a drain pipe in the bottom. The problem is to predict how long it will take for the level in the tank to drop to an inch above the bottom. The tank and a selection of exit pipes are located in the laboratory. Auxiliary equipment is available from the technician.

2. Bubble-Cap Distillation ColumnObjective: The objective of this topic is to gain experience in operation of larger equipment, to practice sampling

and analysis technique, and to review the principles and hardware of distillation. The students must review concepts of continuous distillation. The column is to be run continuously using various reflux ratios and various feed plates.

Equipment: The Artisan 18 plate bubble-cap distillation column is located on both levels of the high bay area in the laboratory. The main control station contains six Foxboro controllers along with both digital and strip chart recorder output. Feed may be introduced to six of the 18 plates. Temperatures and liquid samples are available at 20 places in the column. Flowrates are measured via the controllers and orifice plates. The system to be separated is methanol and water.

3. Operation of a Double-Effect EvaporatorObjective: The object of this topic is to expose the students to some of the problems of operating large scale

equipment and to develop skill in evaluating process operation.

Equipment: The Swenson double-effect evaporator is in the high bay area in the laboratory. Backward and forward feed, varying feed rates and vacuum levels are investigated.

4. Pumps and Fluid FlowObjective: The objective is to gain familiarity with the operation and characteristics of a typical centrifugal pump.

Various flow measuring devices are used to determine friction losses and orifice coefficients.

Equipment: A centrifugal pump, driven by a variable speed d.c. dynamometer motor is mounted on a cart which carries the water reservoir. Inlet and outlet pressures, flowrate, speed and torque are measured. A rack of horizontal pipes is located on the laboratory wall near the evaporator. The rack includes 45 and 90 degree bends, valves, contractions, expansions, various size pipes, a rotameter, a venturi meter, two orifice meters and several differential pressure gauges.

5. Heat TransferObjective: The performance of a double-pipe heat exchanger is evaluated with respect to the amount of heat

transferred and to the changes in temperatures of the interacting water streams as affected by flow rate and direction. The performances of shell-and-tube and double-pipe heat exchangers are evaluated and compared with respect to heat transferred and temperature changes of the steam and water phases as affected by steam temperature and water flow rates.

Equipment: Two double-pipe heat exchangers, a Struthers-Wells shell-and-tube heat exchanger, a multipoint-temperature recorder, several thermocouples and two rotameters.

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6. Gas Separation by Membrane Permeation Objective: The objective of this experiment is to study membrane separation of air and determine the effects of process parameters on membrane performance. Students should develop a fundamental understanding of membrane processes and after modeling the experimental data, should be able to predict the performance of the gas separator.

Equipment: Two PrismTM separator columns that can operate individually, in series, or in parallel; pressure regulators; needle valves; flow meters; and oxygen analyzers.

CHEG 239W1. Control of a Steam - Heated Mixing Tank (Pneumatic Control)

Objective: The experiment involves tuning a controller for temperature control of a steamheated mixing tank. Students are asked to generate process reaction curves to determine tunings, to experimentally optimize these tunings through set point changes, and to investigate the controllers ability to reject disturbances.

Equipment. The process contains a steam-heated constant volume well mixed tank with a .pneumatic control valve on the steam line. A Foxboro controller, thermocouple electronic temperature transmitter, air lines and strip chart recorder are also a part of the process. An inlet water stream acts as an adjustable disturbance.

2. Batch and flow kinetics (usually done as two separate experiments)Objective: The purpose of this experiment is to examine and determine the reaction kinetics of a simple

homogeneous liquid phase system, and to compare experimental data to a mathematical model for the saponification of ethyl acetate in a CFSTR and/or tubular plugflow reactor.

Equipment: The batch reaction is run in a glass beaker immersed in a temperature controlled bath. The two flow reactors are complete with fluid flow measurement devices and temperature control. Burettes, pipettes and general glassware are used with wet analytical chemical techniques for concentration measurement.

3. Gas AbsorptionObjective: This experiment reviews mass transfer of a solute between two phases and provides experience with a

gas absorption column and several auxiliary analysis instruments.Equipment: The equipment consists of a 75 rnm diameter column containing Raschig ring packing material,

pressure taps, manometers, sampling points, sump tank, pump, calibrated flowmeters, gas cylinder, small compressor, two types of gas analyzers (infrared and wet chemical) and a titration station. Currently the apparatus is designed to absorb a carbon dioxide/air mixture into an aqueous solution flowing down the column.

4. Control of Two Tanks in Series (Computer Control)Objective: This experiment explores the characteristics of different types of control algorithms by providing a

user-friendly interface between the user and the process being controlled.Equipment: The equipment consists of two Plexiglas tanks, flowmeter, pump, pressure sensor, a control and data

acquisition system and a computer.

5. Batch DistillationObjective: This experiment reinforces phenomena associated with batch distillation; specifically, fluid flow

characteristics in the sieve plate column, pressure drop vs. boil-up rate, and column separation efficiencies are studied.Equipment: UOP Microcomputer controlled batch distillation unit; refractometer; IBM compatible PC.

6. Batch Tray DryerObjective: The objective of this experiment is to study drying rates of various wetted solids and to produce drying

rate curves. From these curves, the different drying behavior can be observed; further analysis is used to determine the types of mechanisms involved.

Equipment: Armfield steam heated batch tray dryer; anemometer; thermometers; nonporous granular solids; stop watch; balance.

B7. Institutional Support and Financial ResourcesBudgeting Process

The annual budget for the Chemical Engineering Department is determined by the School of Engineering Dean’s Office and takes into account specific requests made on an annual basis by the Department. Departmental resource

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requests outside the baseline budget may include new faculty to support increased enrollments, equipment and student support to assist new faculty (start-up packages), equipment support for the undergraduate laboratory or new educational initiatives, and computing support. For example, during the 1999-2000 academic year, $50,000 in so called one-shot funds were provided by the Dean for the acquisition of an FT-IR monitored reaction cell that is to form the basis of a new experiment in the senior laboratory. A $10,000 donation from an alumnus through his corporation was also obtained and was used to begin upgrading the process control experiment in the senior laboratory and to acquire a computer driven projection system for ‘remote classroom’ capability.

Adequacy of SupportThe major item of the annual budget is salaries and associated fringe benefits for faculty and staff, and represents 75-90% of the overall operations (non-equipment) budget. The range reflects staffing levels; in other words, if a faculty or staff vacancy exists, the percentage expended on salaries and fringe benefits in a given year will decrease, and the discretionary funds will increase. Equipment is provided for in a separate budget pool. The baseline budget has generally been adequate to cover needs such as chemicals for the undergraduate laboratory, office supplies for the departmental office, and graduate student support. Increasing graduate enrollments the past two years will make it difficult for the department to continue its tradition of fully supporting all first year graduate students for 1.5 semesters unless outside funds (corporate and alumni support) are obtained for this purpose. Note that the current increase in student numbers has been addressed by having faculty cover a larger portion of the first year student support on their research grants, and by using a portion of a temporary excess of operational funds (due to an unfilled faculty vacancy).

Faculty Professional DevelopmentFaculty members are encouraged to seek professional development through participation in national society meetings, the AIChE, the American Society for Engineering Education (ASEE), and other activities. As the c.v.s of the individual faculty attest, departmental faculty are quite active in this area. Several are extremely active in ASEE and in AIChE educational sections, while others are quite active in professional societies. The Chemical Engineering Department does not have a budgeted line item to cover such activities, but funds are available through the Dean’s Office of the School of Engineering, the University of Connecticut Research Foundation, and the AAUP Professional Development Fund. Additional funds are generally obtained by individual faculty through research grants.

Facilities and Equipment – Operation, Maintenance, AcquisitionEach fiscal year funds are provided by the University for laboratory, research, and computing equipment. The Department Head with guidance from the faculty plans the use of these funds relative to the academic and research needs for the current year. During the past several years, the emphasis has been on improving computational facilities because of an increase in the incorporation of computer-based computational exercises into the chemical engineering curriculum at all levels. In part, this is due to the increased use of new versions of Control Station software in the process control course and Polymath in the undergraduate reaction kinetics and transport phenomena (“transfer operations”) courses; both of these widely used educational tools were authored by faculty in our department. This increase is also driven in part by increasing use of Aspen software, both in senior design and in an introductory fashion in lower level courses. Computational resources needed to meet this increased demand are provided primarily by the Learning Center (computer facilities of this Center are located in our building), but also by the acquisition of personal computers for faculty and student use. During the past year, we have acquired several p.c.s for use by graduate students in a common room during the fall semester, and as a “design cluster” for seniors taking the capstone design course during the spring semester.

This significant upgrading of computer facilities has constituted the major portion of the departmental capital expenditure the past year. As noted above, this has been supplemented by funding from the Engineering Dean’s Office for acquisition of an FT-IR spectrometer instrumented reaction cell that will become the focal point of a new reaction kinetics experiment (designated for the senior lab, but once operating, we are optimistic that it can be used at a less detailed level in the reaction kinetics course), and funding from an alumnus and the Engineering Dean’s Office to reconstruct and re-instrument the process control based draining tanks experiment in the senior laboratory.

Future planning calls for development of additional senior lab experiments that reflect the changing trends in chemical engineering. As outlined in discussions with our industrial Advisory Board at our most recent meeting (May 11, 2000), our five year plan includes (a) development of a membrane gas separation experiment and (b) development of an experiment in biochemical engineering, in which genetically modified bacteria will be used to produce an enzyme

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that oxidizes toluene. These will be supported through a combination of external donations and departmental (university provided) resources. In addition to these two planned experiments, departmental resources are targeted toward replacement and/or renovation of existing pieces of equipment in the laboratory.

Support Personnel and ServicesThe institutional facilities provided for this program include a department office, faculty offices, and teaching and research laboratories. Classrooms for the various departmental courses are located around campus and are scheduled by the Scheduling Office within the Office of the Registrar. A significant fraction of chemical engineering courses are held in classrooms in the Engineering II Building, home to the Department, thus minimizing student travel between classes and increasing the opportunity for faculty contact. These three classrooms have all been renovated into “high tech” classrooms during the past five years, and thus include digital document camera, VCR projection, and link for computer projection in each classroom.

The Department office is located in Engineering II Building and has been completely renovated during the 1999-2000 academic year. It includes an open reception/office area, side offices for the Department Head, Assistant Department Head, and purchasing agent, a small kitchen area / conference room, and photocopying facilities. Additional photocopying facilities are located across the hallway in Engineering II Room 214; for the first time during the coming (2000-2001) academic year, this room is to be used to house first year graduate students during the fall semester, and as a meeting and work room for undergraduates – specifically the senior design groups – during the spring semester. The Department office is staffed by a full-time Administrative Assistant, a full-time University Research Assistant who acts as our purchasing agent, and two half-time secretary. Our undergraduate laboratory has a full-time Chemical Engineering Laboratory Technician, whose primary responsibilities are maintenance and operation of the undergraduate laboratory. His office is located in room adjoining the main undergraduate lab, Room 114. Most faculty offices are located in the Engineering II Building near the Departmental office or in the continuation of the corridor in the adjacent United Technologies Engineering Building, making it easy for students to access most faculty in a single location. Four faculty have offices in the IMS Building (across the street from the United Technologies Engineering Building), principally because of their close association with the Polymer Science Program and the interdisciplinary nature of their research.

All faculty offices are equipped with Pentium-type PCs. All engineering faculty have networking capabilities through the Booth Research Center, which maintains several Sun servers and the School of Engineering server connections to the outside. Aspen resides on a Sun machine in the Booth Research Center, and is maintained by their personnel in cooperation with departmental faculty. As noted above, the Engineering Learning Center (third floor of Engineering II Building) also provides PC based network computing available to engineering students. The University also has an IBM mainframe which may be used by faculty, staff, and students for most standard computing tasks for coursework and research which involve large mainframe computing. The University Computer Center also maintains personal computer laboratories and has satellite PC labs in the library and other campus locations, and it is continually expanding its graphics facilities.

The School of Engineering maintains both an electronics shop and a mechanical shop as discussed previously. The electronics shop assists in configuring and maintaining electronic and computing equipment for both the instructional labs as well as the research laboratories. The mechanical shop provides the necessary machining, welding, sheet metal, and woodworking skills which cannot be handled by our laboratory technician. Both shops support not only the undergraduate instructional facilities, but also the research laboratories. The University also provides a Technical Services Center. In addition to providing machining and metal working services, this shop provides glassblowing capabilities, which are crucial to the Chemical Engineering Department. The IMS also provides shop facilities by agreement for engineering faculty and their research projects .

The University library has over 300,000 square feet of space and houses one of the major collections in New England. Books, journals, and other reference material related to chemical engineering are held in this facility. New textbooks and references are periodically purchased at the request of Chemical Engineering faculty, and the reserve room service is regularly employed by faculty and students. The library also provides for posting of course notes, course syllabi, etc. on the world wide web for ease of student access. The library has a state-of-the-art computer-based literature search with extensive references stored on CD ROM. It also provides access to numerous external data bases. An inter-library loan and use program exists and is available to both faculty and students.

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B8. Program CriteriaEach program must satisfy applicable Program Criteria. Program Criteria for chemical engineering are determined by the American Institute of Chemical Engineers (AIChE). The following table gives AIChE Program Criteria for chemical engineering and how these criteria are met through our curriculum.

B7- Table 1Program Criteria & How they are Satisfied Through the CHEG Curriculum

AIChE Program Criteria RequirementsGraduates must have demonstrated...

CHEG Curricular RequirementsStudents must pass...

Thorough grounding in chemistry and a working knowledge of advanced chemistry such as organic, inorganic, physical, analytical, materials chemistry, or biochemistry, selected as appropriate to the goals of the program

CHEM 127 Q and 128Q - General ChemistryCHEM 243 & 244 - Organic ChemistryCHEM 240 - Organic Chemistry LabCHEM 263Q - Physical ChemistryCHEM 256 - Physical Chemistry Lab And one of the followingCHEM 264Q - Physical Chemistry CHEM 232Q - Analytical ChemistryMCB 203 - Introduction to BiochemistryMCB 204 – BiochemistryMCB 229 – Microbiology

Working knowledge, including safety and environmental aspects, of material and energy balances applied to chemical processes

CHEG 203 - Intro to Chemical Engineering

Thermodynamics of physical and chemical equilibria CHEG 211 - Chemical Engineering ThermodynamicsCHEG 212 - Chemical Engineering Thermodynamics

Heat, mass and momentum transfer CHEG 223 - Transfer Operations ICHEG 224 - Transfer Operation II

Chemical reaction engineering CHEG 251 - Process KineticsContinuous and stage-wise separation operations CHEG 224 - Transfer Operations II

CHEG 237W - Unit Operation Lab ICHEG 239W - Unit Operations Lab II

Process dynamics and control CHEG 247 - Process Dynamics and ControlProcess design CHEG 243 - Process Design and EconomicsAppropriate modern experimental and computing techniques

CHEM 240 (lab)CHEM 256 (lab)CHEG 237W (lab)CHEG 239W (lab)Computing is incorporated throughout CHEG courses

B9. Cooperative Education Criteria-A separate accreditation action is not desired for a cooperative work element as part of the professional component.

B10. General Advanced-Level Program-Accreditation of an advanced-level program is not being sought.

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Appendix I

A. Table 1 - Basic Level CurriculumTable 2 - Course and Section SizeTable 3 - Faculty Workload SummaryTable 4 - Faculty Analysis Table 5 - Support Expenditures

B. Course Syllabi

C. Faculty Curriculum Vitae

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Appendix IA - Tabular data for Program

Table 1. Basic-Level CurriculumChemical Engineering

Year; Semester or

Course(Department, Number, Title)

Category (Credit Hours)

Quarter Math & Basic

Sciences

Engineering Topics General

Education.

Other

Check if Contains Design

(ü)

Freshmen FallCHEM 127Q General Chemistry 4

MATH 115Q Calculus I 4 ( )ENGR 100 Orientation to Engineering I ( ) 1CSE 123C Introduction to Computing 1.5 (X) .5ENGL 105 English Composition ( ) 3HIST 100 Western Exp or HIST 101 Modern Europe

( ) 3

Freshmen SpringCHEM 128Q General Chemistry 4 ( )

MATH 116Q Calculus II 4 ( )ENGR 166 Foundations of Engineering 3 (X)ENGL 109 Literature and Composition ( ) 1.5 1.5Social Science Course ( ) 3

Sophomore FallPHYS 151Q Physics for Engineers I 4 ( )

MATH 210Q Multivariable Calculus 4 ( )CE 211 Applied Mechanics I 3 ( )CHEG 203 Introduction to Chemical Engineering

3 ( )

PHIL 104 Philosophy and Social Ethics ( ) 3Sophomore Spring PHYS 152Q Physics for Engineers II 4 ( )

MATH 211Q Power Series and Differential Eqn..

3 ( )

CHEG 211 Chemical Engineering Thermodynamics

3 (X)

English Literature Course (200 Level) ( ) 3Elective ( ) 3

Junior FallCHEG 212 Chemical Engineering Thermodynamics

3 (X)

CHEG 223 Transfer Operations 3 (X)CHEM 243 Organic Chemistry 3 ( )CHEM 263Q Physical Chemistry 1 3* ( )CHEM 240 Organic Chemistry Laboratory

1

Non-Western Course ( ) 3

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Table 1. Basic-Level Curriculum (continued)Chemical Engineering

Year; Semester or

Course(Department, Number, Title)

Category (Credit Hours)

Quarter Math & Basic

Science

Engineering Topics General

Education

Other

Check if Contains Design

(ü)

Junior SpringCHEG 224 Transfer Operations 3 (X)

CHEG 251 Process Kinetics 3 (X)CHEM 244 Organic Chemistry 3 ( )CHEM 264Q Physical Chemistry 4 ( )CHEM 256 Physical Chemistry Laboratory

1

Professional Requirement (3 credits) + + ( )

Senior FallCHEG 237W Chemical Engineering Lab

3 (X)

Professional Requirement (3 credits) + + ( )CHEG 247 Process Dynamics & Control

1 2 (X)

CHEG Requirement 3 (X)Fine Arts Course ( ) 3Elective ( ) 2

Senior SpringCHEG 239W Chemical Engineering Lab

3 (X)

CHEG 243 Process Design & Economics

4 (X)

CHEG Requirement 3 (X)Professional Requirement (3 credits) 3 ( )Professional Requirement (3 credits) + + ( )

TOTALS-ABET BASIC-LEVEL REQUIREMENTS 45+ 50+ ( ) 19.5 11OVERALL TOTAL FOR DEGREE 134 134 ( ) 134 134PERCENT OF TOTAL 33+ 35+ ( ) 14.6 8.2

Totals must Minimum semester credit hours 32 hrs 48 hrs

satisfy one set Minimum percentage 25% 37.5 %

Note that instructional material and student work verifying course compliance with ABET criteria for the categories indicated above will be required during the campus visit.

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Table 1. Basic-Level Curriculum (continued)Chemical Engineering

Year; Semester

or

Course(Department, Number, Title)

Category (Credit Hours)

Quarter Math & Basic

Sciences

Engineering Topics General

Education.

Other

Check if Contains Design

(ü)

Chemical Engineering Electives # ( )

( )CHEG 225 Advanced Transfer Operations

3 ( X )

CHEG 245 Chemical Engineering Analysis

3 ( X )

CHEG 252 Chemical Processes 3 ( X )CHEG 256 Polymeric Materials 3 ( X )CHEG 261 Intro to Nuclear Engineering 3 ( X )CHEG 270 Energy Process Technology 3 ( X )CHEG 271 Chemical Processes of Fossil Fuels

3 ( X )

CHEG 280 Intro to environmental Rate Processes

3 ( X )

CHEG 281 Intro to Water Pollution Control

3 ( X )

CHEG 283 Intro to Biochemical Engineering

3 ( X )

CHEG 285 Intro to Air Pollution 3 ( X )CHEG 295 Special Topics in Chemical Engineering

(Variable)

CHEG 299 Intro to Research (Variable)

Footnotes to previous page:

X Courses containing significant design* 3 credits of advanced chemistry are counted as engineering science as allowed under Chemical

Engineering Program Criterion 2.a+ Professional electives must be technical courses (defined as engineering, mathematics, statistics,

physical and life sciences) in the upper division curricula. These may often include additional creditsin Engineering Science/Design.

- 73 -

Table 2. Course and Section Size SummaryChemical Engineering

Course No. TitleNo. of

Sections offered

in Current

Year

Avg. Section Enrollment

Type of Class (1)

Lecture Laboratory Recitation Other

CHEG 203 Introduction to Chemical Engineering 1 29 75% 25%CHEG 211 Chemical Engineering Thermodynamics 1 24 75% 25%

CHEG 212 Chemical Engineering Thermodynamics 1 20 75% 25%

CHEG 223 Transfer Operations 1 20 75% 25%

CHEG 224 Transfer Operations 1 18 75% 25%

CHEG 237W Chemical Engineering Laboratory 1 25 10% 80% 10%

CHEG 239W Chemical Engineering Laboratory 1 24 10% 80% 10%

CHEG 243 Process Design & Economics 1 26 100%

CHEG 245 Chemical Engineering Analysis 1 5 100%

CHEG 247 Process Dynamics & Control 1 18 100%

CHEG 251 Process Kinetics 1 20 100%

CHEG 256 Polymeric Materials 1 18 100%

CHEG 261 Nuclear Engineering 0 -0- 100%

CHEG 280 Intro. to Environmental Rate Processes 0 -0-

CHEG 283 Intro. Biochemical Engineering 1 8 100%

CHEG 285 Introduction to Air Pollution 1 14 100%

CHEG 295-01 Fermentation & Separation 1 9 60% 40%

CHEG 295-02 Catalysis 0 -0- 100%

CHEG 295-03 Chem. Proc. Safety, Health, Loss Prev. 0 -0-

- 74 -

CHEG 295 Industrial Ecology 1 4 60% 30% 10%

CHE 299 Introduction to Research 18 Fall 9 total 90% 10% Research

18 Sp. 16 total 90% 10% Research

- 75 -

Table 3. Faculty Workload SummaryChemical Engineering, 2000-2001

Faculty Member(name)

FT Classes Taught (Course No./Credit Hrs.)Term and Tear1

Total Activity distribution2

Or

PT Teaching Research Other3

Achenie, Luke

FT F00: CHEG 320 (3)S01: CHEG 243 (4) (team)

30 40 30

Anderson, Thomas

FT F00: CHEG 301 (3)S01: ENGR 166 (3)

45 5 50

Bell, James FT F00: release / retirementS01: retirement

0 100 0

Cooper, Douglas

FT F00: CHEG 241 (3), CHEG 247 (3)S01: CHEG 295 (3)

40 30 30

Coughlin, Robert

FT F00: CHEG 321 (3)S01: CHEG 239 (3) (team), CHEG 295/384 (3) (team)

45 35 20

Cutlip, Michael

FT None (Director, University Honors Program) 0 10 90

Erkey, Can FT F00: CHEG 223 (3)S01: CHEG 239 (3) (team), CHEG 251

40 40 20

Fenton, James F.

FT F00: CHEG 315 (3), CHEG 320 (3)S01: ENGR 166 (3)

40 40 20

Fenton, Suzanne S.

PT F00: CHEG 203 (3)S01: CHEG 224 (3)

60 0 40

Helble, Joseph J.

FTS01: CHEG 285/385 (3)

15 35 50

Khalil, Yehia F.

PT F00: CHEG 261/360 (3) 100 0 0

Mather, Patrick

FT F00: CHEG 351 (3)S01: CHEG 211 (3), CHEG 256 (3)

40 40 20

Parnas, Richard

FT None (start date August 01) 0 100 0

Shaw, Montgomery T.

FT F00: CHEG 237 (3) (team), CHEG 368 (3)S01: CHEG 352 (3)

35 40 25

Weiss, Robert A.

FT F00: CHEG 237 (3) (team), CHEG 212 (3)S01: CHEG 320 (3)

35 40 25

Wood, Thomas K.

FT F00: CHEG 295 (3)S01: CHEG 243 (4) (team), CHEG 283/383 (3)

35 40 25

1. Indicate Term and Year for which data apply.2. Activity distribution should be in percent of effort. Members' activities should total 100%.3. Indicate sabbatical leave, etc., under "Other

- 76 -

Table 4. Faculty Analysis(Chemical Engineering, dates / experience as of June 2000)

Name Age

Rank FT or

PT

Highest

DegreeInstitution from which

Highest Degree Earned &

YY Year

Years of Experience Professional

Registration

(in(Indicate State)

Level of Activity (high, med, low, none) in:

Year Govt./Industry

Practice

Total Faculty This Insti-

tution

(Indicate State) Professional

Society (Indicate

Research Consulting/Summer

Work in Industry

Achenie, Luke E.K. 44 Assoc. FT Ph.D. Carnegie Mellon Univ., 1988 3 9 9 None Medium High Medium

Anderson, Thomas F. 54 Assoc. FT Ph.D. U Cal. Berkeley, 1978 1 22 22 None Low Low Low

Bell, James P. 65 Prof. FT Sc.D. MIT, 1966 11 31 31 None Medium High Medium

Cooper, Douglas J. 45 Prof. FT Ph.D. U. Colorado, 1985 3 15 15 None High Medium High

Coughlin, Robert W. 66 Prof. FT Ph.D. Cornell U., 1961 5 35 24 PA. NJ Low Medium High

Cutlip, Michael B. 59 Prof. FT Ph.D. U. Colorado, 1968 1 31 31 None High Low Low

Erkey, Can 37 Assist. FT Ph.D. Texas A&M Univ., 1989 5 5 5 None Medium High Low

Fenton, James F. 43 Prof. FT Ph.D. U. Illinois, 1984 0 16 16 None High High Medium

Fenton, Suzanne S. 43 Assist. PT Ph.D. U. Illinois, 1988 6 9 9 None Low Low Low

Helble, Joseph J. 40 Assoc. FT Ph.D. MIT, 1987 8 5 5 None High High High

Khalil, Yehia F. 51 Assist. PT Ph.D. U. Connecticut, 1992 19 8 8 None NA NA NA

Mather, Patrick T. 33 Assist. FT Ph.D. U. Cal Santa Barbara, 1994 5 1 1 None Medium High High

Parnas, Richard S. 42 Assoc. FT Ph.D. UCLA, 1990 10 0 0 None Low High None

Shaw, Montgomery T. 57 Prof. FT Ph.D. Princeton Univ., 1970 7 22 22 None High High High

Weiss, Robert A. 49 Prof. FT Ph.D. U. Massachusetts, 1976 5 19 19 None High High High

Wood, Thomas K. 38 Assoc. FT Ph.D. NC State Univ., 1991 2 9 2 None Medium High Low

Instructions: Complete table for each member of the faculty of the program. Use additional sheets if necessary. Updated information is to be provided at the time of the visit. The level of activity should reflect an average over the current year (year prior to visit) plus the two previous years.

- 77 -

Table 5. Support Expenditures(Chemical Engineering)

1 2 3 4Fiscal Year (1998-1999) (1999-2000) (2000-2001)* (2001-2002)

Expenditure CategoryEstimates available early summer 2001

Operations (1)(not including staff)

109,671(A) 156,948(A) 126,000(B) -Travel (2) 18,851(C) 17,872(C) 18,000(B) -Equipment (3) -

(a) Institutional Funds 59,857(D) 34,314(D) 30,000(B) -(b) Grants and Gifts (4) 0 5,225(E) 0 -

Graduate Teaching Assistants 138,660(F) 153,534(G) 123,186(H) -Part-time Assistance (5) (other than teaching)

45,154(I) 61,312(J) 37,543(K) -

Instructions:

Report data for the engineering unit(s) and for each engineering program being evaluated. Updated tables are to be provided at the time of the visit.

Column 1: Provide the statistics from the audited account for the fiscal year completed 2 years prior to the current fiscal year.

Column 2: Provide the statistics from the audited account for the fiscal year completed prior to your current fiscal year.

Column 3: This is your current fiscal year (when you will be preparing these statistics). Provide your preliminary estimate of annual expenditures, since your current fiscal year presumably is not over at this point.

Column 4: Provide the budgeted amounts for your next fiscal year to cover the fall term when the ABET team will arrive on campus.

Notes:

1. Categories of general operating expenses to be included here.2. Institutionally sponsored, excluding special program grants.3. Major equipment, excluding equipment primarily used for research. Note that the expenditures (a) and (b) under

“Equipment” should total the expenditures for Equipment. If they don’t, please explain.4. Including special (not part of institution’s annual appropriation) non-recurring equipment purchase programs.5. Do not include graduate teaching and research assistant or permanent part-time personnel.

Table Entry Notes:

* All figures for FY 2001 (academic year 2000 – 2001) are best estimates as of August 10, 2000.

A. Includes office supplies and laboratory supply items.

B. Estimates made August 10, 2000 as follows: Operations based on detailed projection using numbers from prior

two years, estimated expenses, and overall budget. Travel: Estimate based on prior two years. Equipment: estimate based on anticipated needs of undergraduate laboratory and continued improvement to computing facilities.

- 78 -

C. Includes departmental funds plus funds provided by Dean and funds provided by UCRF and AAUP for faculty and graduate student travel.

D. Computers, and balance for undergraduate laboratory. Funds expended on office furniture totaling $50,350 in FY 2000 were not included.

E. Projector for ‘mobile classroom’ use.

F. Basis: Actual FRS 259801 expenditures plus IMS allotment and the following one-time (non permanent budget) Graduate School funds: predoctoral fellowships, named fellowships, Multicultural Fellowship.

G. Basis: Actual FRS 259801 expenditures plus IMS allotment, one time transfers from the Dean to support two students, and the following Graduate School funds: predoctoral fellowships, named fellowships, Multicultural Fellowship, Outstanding Scholar Fellowship.

H. Estimated based on committed support as part of faculty start-up packages, 10 new students full time fall semester, 5 new students half time fall semester, 3 returning students half time fall semester.

I. From financial record system (FRS) summary plus cost of student office help. Includes cost of adjunct instructor.

J. From FRS summary plus cost of student office help and part time non-permanent office staff. Includes cost of

adjunct instructor.

K. Estimated based on anticipated cost of student office assistance, part time non-permanent office assistance, one

adjunct faculty member.

- 79 -

Appendix IB - Course Syllabi

1 Cheg 203: Introduction to Chemical Engineering

2 Catalog description:Application of the principles of chemistry and physics to chemical processes; units, dimensions and process variables; material balances; equations of state (ideal and real); single component equilibria; energy balances; non reactive and reactive processes.

3 Prerequisite: CHEM 128, MATH 114 or MATH 116, ENGR 150 or CSE 110 or CSE 123C.

4 Texts:Felder, R. M. and Rousseau, W. W., Elementary Principles of Chemical Engineering, 3rd Ed, John Wiley and Sons, (1999).Fogler, H. S. and LeBlanc, Strategies for Creative Problem Solving, Prentice Hall (1995).

5 Course Objectives: Students will be able to:1.  Formulate and solve problems using an engineering approach2.  Practice creative problem solving strategies3.  Incorporate concepts of material and energy balance & simple thermodynamic property behavior in analyzing chemical process systems I.e. synthesize, integrate, ;utilize process information to solve technical problems4.  Develop teamwork skills5. Use computer tools to solve problems involving mass and energy balance and thermodynamic properties

6 Topics:1. Units, dimensions, and process variables2. Material balances3. Single Phase Systems - ideal and real gases4. Multi phase Systems - single and multi-component equilibria5. Energy balances6. Nonreactive and reactive processes (combined material and energy balances and thermo property behavior)7. Creative problem solving

7 Schedule: Lecture MWF 11-12

8 Contribution to Professional Component:3 credits Engineering Science

81

9 Relationship of Course Objectives to:

A. Program Objectives:Cheg 203 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

2. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among fraduates, academia, and industry.

B. Program Outcomes:Cheg 203 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

3. Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringb. an ability to design & conduct experiments, as well as analyze & interpret datad. an ability to function on multi-disciplinary teamse. an ability to identify, formulate, and solve engineering problemsf. an understanding of professional and ethical responsibilityk. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Prepared by: Suzanne S. Fenton July 10, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

82

1 Cheg 211: Chemical Engineering Thermodynamics

2 Catalog description:First and second law of thermodynamics; Thermal and PVT properties of matter; exact differentials and thermodynamic identities; design and analysis of power cycles; analysis of refrigeration and liquefaction processes.

3 Prerequisite: MATH 210 and 211, CHEM 128 and CHEG 203

4 Texts:Smith, Van Ness and Abbott, Introduction to Chemical Engineering Thermodynamics, 5th Ed., McGraw-Hill, 1996.

5 Course Objectives: Students are expected to master the following topics:1. Understand fundamental concepts of first and second laws of thermodynamics.2. Understand thermal & PVT properties of matter3. Understand exact differentials and thermodynamics identities.4. Design and analyze power cycles5. Analyze refrigeration and liquefaction processes.6. Develop teamwork skills and improve communications through group projects and assignments.

6 Topics:1. Temperature, Work, Energy, Heat2. First Law, Enthalpy, Phase Rule3. Properties of Fluids: Virial Equations of State4. Properties of Fluids: Cubic Equations of State; Generalized Correlation's5. Heat Effects6. Second Law, Entropy7. Third Law8. Thermodynamic Properties of Fluids9. Residual Properties10. Thermodynamic Diagrams and Tables11. Flow Processes, Mass and Energy Balances12. Turbines, Compressors13. Power Cycles, Carnot Cycle14. Refrigeration and Liquefaction

7 Schedule: Lecture MWF 8-9 Discussion Th 12:30-1:30

8 Contribution to Professional Component:2 credits Engineering Science, 1 credit Engineering Design

83

9 Relationship of Course Objectives to:

A. Program Objectives:Cheg 211 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

2. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry.

B. Program Outcomes:Cheg 211 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

3. Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringc. An ability to design a system, component, or process to meet desired needsd. an ability to function on multi-disciplinary teamse. an ability to identify, formulate, and solve engineering problemsf. An understanding of professional and ethical issuesg. An ability to communicate effectivelyk. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Prepared by: Robert A. Weiss February 28, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

84

1 Cheg 212: Chemical Engineering Thermodynamics

2 Catalog description:Properties of ideal and non-ideal mixtures; ideal and non-ideal phase equilibria; design of equilibrium flash separators; phase equilibria using equations of state; chemical equilibria; optimum condition for feasible reaction equilibria.

3 Prerequisite: MATH 210 and 211, CHEM 128, CHEG 203

4 Texts:Smith, Van Ness, Abbott, Chemical Engineering Thermodynamics, 5th Edition, McGraw-Hill

5 Course Objectives: Students will understand and apply the following principles in solving chemical engineeringproblems and assisting in design:1.  Properties of ideal and non-ideal mixtures;2.  Ideal and non-ideal phase equilibria;3.  Design of equilibrium flash separators;4.  Phase equilibria using equations of state;5.  Chemical equilibria; 6.  Optimum conditions for feasible reaction equilibria.7. Be able to communicate technical information more clearly and effectively, and develop teamwork skills.

6 Topics:1.  Review of fundamental concepts: property relations, exact differentials, thermodynamic identities2.  Introduce phase equilibria: chemical potential, ideal gas mixtures, ideal solutions, Raoult's law; design of equilibrium flash separator3.  Thermodynamics of non-ideal phase equilibria; partial molar properties, fugacity, fugacity coefficients, excess properties, activity coefficients4.  Calculation of phase equilibria: qualitative description of phase diagrams, low pressure phase equilibrium calculations, non-ideal phase equiliabria5.  Thermodynamic properties and phase equilibria using equations of state6.  Fundamentals of chemical equilibria7.  Complex phase equilibria: stability analysis, liquid-liquid equilibria, electrolyte equilibria; selection and evaluation of solbents for liquid extraction8.  Combined chemical and phase equilibria; selection of optimum condition for feasible reaction equilibria

7 Schedule: Lecture MWF 9-10; Discussion M 12-1

8 Contribution to Professional Component:3 credits Engineering Science

85

9 Relationship of Course Objectives to:

A. Program Objectives:Cheg 212 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

B. Program Outcomes:Cheg 212 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

3. Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.

C. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringc. An ability to design a system, component, or process to meet desired needsd. an ability to function on multi-disciplinary teamse. an ability to identify, formulate, and solve engineering problemsk. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Prepared by: Robert A. Weiss July 10, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

86

1 Cheg 223: Transfer Operations

2 Catalog description:Overall mass, energy and momentum balances; fluid flow phenomena;relationships for design of incompressible fluid-flow systems; conductive heat transfer; theoretical and empirical heat transfer coefficients and design of heat exchange systems

3 Prerequisite: MATH 210 and 211, CHEM 128 and CHEG 203

4 Texts:Geanropolis, Transport Processes and Unit Operations, Prentice Hall.

5 Course Objectives: For the students be able to:1. understand the principles of mass, energy, and momentum balance and fluid and heat transfer2. apply these concepts in solving problems and designing chemical engineering process equipment3. appreciate the importance of fluid flow and heat transfer in industry 4. use computers to solve engineering problems in fluid flow and heat transfer5. write and speak effectively

6 Topics:1. Fluid properties2. Fluid Statics3. Buoyancy4. Macroscopic mass, energy and momentum Balances5. Frictional losses in piping systems6. Pumps 7. Flow measuring devices

7 Schedule: Lecture MWF 10-11 Discussion F 12-1

8 Contribution to Professional Component:3 credits Engineering Science

87

9 Relationship of Course Objectives to:

A. Program Objectives:Cheg 223 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

2. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry.

B. Program Outcomes:Cheg 223 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringb. an ability to design and conduct experiments, as well as to analyze and interpret datac. an ability to design a system, component, or process to meet desired needse. an ability to identify, formulate, and solve engineering problemsf. an understanding of professional and ethical issuesk. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Prepared by: Can Erkey July 10, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

88

1 Cheg 224: Transfer Operations II – Heat & Mass Transfer

2 Catalog description:Radiation heat transfer, design of heat exchange equipment; evaporation; design of mass transfer processes including distillation and extraction; analysis and design of diffusional processes such as gas absorption and humidification.

3 Prerequisite: MATH 210 and 211, CHEM 128, and CHEG 203

4 Texts:Geankoplis, C.J., Transport Processes and Unit Operations, 3rd ed.

5 Course Objectives: After completing this course, successful students will:1. Apply principles of heat and mass transfer to the solution of engineering problems2. Design and analyze separation processes and understand the industrial relevance of this equipment3. Gain expertise in the use of spreadsheet and ASPEN process simulation package for design of separation equipment4. Operate bench scale separations equipment, gather and analyze data, and compare experimental results to theory5. Work individually and in teams to solve engineering problems6. Use outside sources in problem-solving exercises and the design project7. Practice effective writing skills via the design project and lab reports

6 Topics:1. Evaporation2. Principles of Mass Transfer3. Principles of Thermodynamic Equilibria4. Principles of staged separation5. Mass transfer coefficients6. Principles of continuous separation7. Gas Absorption/Stripping 8. Distillation, Binary and Multicomponent9. Column Design10. Extraction 11. Leaching 12. Adsorption 13. Membrane Separations

7 Schedule: Lecture MWF 10-11 Discussion M 12-1

8 Contribution to Professional Component:2 credits Engineering Science, 1 credit Engineering Design

89

9 Relationship of Course Objectives to:

A. Program Objectives:Cheg 224 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

B. Program Outcomes:Cheg 224 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

3. Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.

C. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringb. an ability to design & conduct experiments, as well as analyze & interpret datac. An ability to design a system, component, or process to meet desired needsd. an ability to function on multi-disciplinary teamse. an ability to identify, formulate, and solve engineering problemsg. an ability to communicate effectivelyk. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Prepared by: Suzanne Fenton January 25, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

90

1 Cheg 237W: Chemical Engineering Laboratory

2 Catalog description:Open-ended laboratory investigations in chemical engineering focusing on fluid mechanics, heat transfer, thermodynamics, and combined heat and mass transfer; emphasis on student teamwork and on design of experiments to meet objectives; technical report writing; oral presentations

3 Prerequisite: CHEG 212 and 224.

4 Texts:Laboratory Handouts.

5 Course Objectives: After completing this course, successful students will: 1.  Integrate knowledge and skills acquired in earlier courses;2.  Solve open-ended problems by applying theory and planning and executing an experimental program;3.  Work effectively in teams;4.  Demonstrate laboratory safety and a knowledge of equipment operation;5. Communicate their results clearly and effectively.

6 Topics:1. Material and energy balances2. Thermodynamics and phase equilibria3. Momentum, heat, and mass transfer4. Equilibrium stage processes

Labs performed:Bubble-cap distillationDouble-effect evaporatorCentrifugal pump and pipe flow Heat transfer with double-pipe and shell-and-tube exchangersExperimental and theoretical analysis of a draining tankGas permeation membraneBatch distillation column

7 Schedule: Discussion Tu/Th 1-2 Lab Tu/Th 2-5

8 Contribution to Professional Component:3 credits Engineering Science

91

9 Relationship of Course Objectives to:

A. Program Objectives:Cheg 237W supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

2. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry.

B. Program Outcomes:Cheg 237W supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

3. Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringb. an ability to design & conduct experiments, as well as analyze & interpret datad. an ability to function on multi-disciplinary teamse. an ability to identify, formulate, and solve engineering problemsf. an understanding of professional and ethical responsibilityg. an ability to communicate effectivelyk. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Prepared by: Montgomery T. Shaw & Robert A. Weiss July 10, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

92

1 Cheg 239W: Chemical Engineering Laboratory

2 Catalog description:Open-ended laboratory investigations in chemical engineering focusing on reaction kinetics, reactor design, process control, and mass transfer; emphasis on student teamwork and on design of experiments to meet objectives; technical report writing; oral presentations.

3 Prerequisite: CHEG 237, 251 and 247 which may be taken concurrently

4 Texts:Laboratory Handouts

5 Course Objectives: After completing this course, successful students will:1. Integrate knowledge and skills acquired in earlier courses;2. Solve open-ended problems by applying theory and planning and executing an experimental program;3. Work effectively in teams;4. Demonstrate laboratory safety and a knowledge of equipment operation;5. Communicate their results clearly and effectively.

6 Topics:1. Reaction kinetics2. Reactor design3. Mass transfer4. Process control

7 Schedule: Lecture Tu/Th 1-2 Lab Tu/Th 2-5

8 Contribution to Professional Component:1.5 credits Engineering Science, 1.5 credits Engineering Design

93

9 Relationship of Course Objectives to:

A. Program Objectives:Cheg 239W supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

2. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry.

B. Program Outcomes:Cheg 239W supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

3. Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringb. an ability to design & conduct experiments, as well as analyze & interpret datad. an ability to function on multi-disciplinary teamse. an ability to identify, formulate, and solve engineering problemsf. an understanding of professional and ethical responsibilityg. an ability to communicate effectivelyk. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Prepared by: Robert Coughlin July 10, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

94

1 Cheg 243: Process Design and Economics

2 Catalog description:Chemical engineering process synthesis and design; comparison of alternative processing steps; instrumentation; cost estimation; economic analysis; process optimization; emphasis on conceptual design in application of chemical engineering principles; design of process equipment; computer-aided design of equipment and flow sheets; design and analysis of complete process plants.

3 Prerequisite: CHEG 212, CHEG 224, and CHEG 251.

4 Texts:

“Plant Design & Economics for Chemical Engineers”, 4th Edition, Peters & Timmerhaus, McGraw-Hill..

5 Course Objectives: After completing this course, our students will be able to design a chemical process by:1. Integrating knowledge and skills acquired in earlier courses;2. Incorporating engineering standards;3. Using realistic constraints, including economic, environment, sustainability, manufacturing, ethical, health & safety, and social;4. Working effectively in teams;5. Using process simulation and other computing tools; and6. Communicating their results clearly and effectively.

6 Topics:1. Units, dimensions, and process variables2. Material balances3. Single Phase Systems - ideal and real gases4. Multi phase Systems - single and multi-component equilibria5. Energy balances6. Nonreactive and reactive processes (combined material and energy balances and thermodynamic property behavior)7. Creative problem solving

7 Schedule: Lecture Tu/Th 8:00-9:30

8 Contribution to Professional Component:3 credits Engineering Science

95

9 Relationship of Course Objectives to:

A.Program Objectives:Cheg 243 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

2. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry.

B. Program Outcomes:Cheg 243 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

3. Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C.ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringc. An ability to design a system, component, or process to meet desired needsd. an ability to function on multi-disciplinary teamse. an ability to identify, formulate, and solve engineering problemsf. an understanding of professional and ethical responsibilityg. an ability to communicate effectivelyh. The broad education necessary to understand the impact of engineering solution in a global societyj. a knowledge of contemporary issuesk. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Prepared by: Thomas Wood/Luke Achenie July 17, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

96

1 Cheg 245: Chemical Engineering Analysis

2 Catalog description:Mathematical and numerical methods for solving engineering problems; description and computer modeling of physical and chemical processes with ordinary and partial differential equations; treatment and interpretation of engineering data.

3 Prerequisite: CHEG 203 and MATH 210 and 211.

4 Texts:Chapra and Canale, Numerical Methods for Engineers, Wiley & Sons.

5 Course Objectives: Students completing this course will: 1. Be exposed to problems arising in chemical engineering that require a numerical solution2.  Learn the theory behind numerical solution methods and the popular techniques for implementation3.   Gain significant practice in designing and programming computer solutions to numerical problems4. Communicate problem solutions through neat, complete and well-documented homework sets

6 Topics:1.  Finding roots of equations2.   Solutions to systems of linear algebraic equations3.   Parameter optimization via Golden Section4.   Curve fitting of data5.   Numerical differentiation and integration6.   Solutions of ordinary differential equations7. Solutions of partial differential equations

7 Schedule: MWF 10-11

8 Contribution to Professional Component:3 credits Engineering Science

97

9 Relationship of Course Objectives to:

A.Program Objectives:Cheg 245 supports the achievement of the following Program Educational Objectives:1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

B. Program Outcomes:Cheg 245 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

C.ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringb. an ability to design & conduct experiments, as well as analyze & interpret datae. an ability to identify, formulate, and solve engineering problemsk. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Prepared by: Douglas J. Cooper July 10, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

98

1 Cheg 247: Introduction to Process Dynamics and Control

2 Catalog description:Chemical process modeling, dynamics, and analysis; measurement and control of process variables; design, and computer simulation of simple processes and control systems.

3 Prerequisite: CHEG 212 and 224 and MATH 210 and 211.

4 Texts:Seborg, Adgar, Mellichamp, Process Dynamics and Control, Wiley & Sons.

5 Course Objectives: By the end of the course, students will: 1. Understand the role control systems play in assuring the safety of people and the environment;2. Learn the technology and practice of process dynamics and control from an industrial perspective;3. Design control solutions and then test and refine them using a training simulator;4. Be exposed to the 'theory behind the technology" using time domain and Laplace domain math analysis;5. Communicate problem solutions through neat, complete and well-documented homework sets.

6 Topics:1.  Fitting Models to data2.  P-only and PI Control3.  Advanced Model Fitting4.  PI and PID Control5.  First Principles Process Modeling6.  Time Domain Solutions to ODE's7.  Linearizing Nonlinear ODE's8.  Laplace Domain Solutions to ODE's9.  Laplace Domain Transfer Functions10. Block Diagram System Analysis11. Laplace Domain Controller Design12. Cascade Control13. Feed Forward Control14. Decoupling Control

7 Schedule: MWF 10-11

8 Contribution to Professional Component:3 credits Engineering Science

99

9 Relationship of Course Objectives to:

A.Program Objectives:Cheg 247 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

2. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry.

B. Program Outcomes:Cheg 247 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C.ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringc. An ability to design a system, component, or process to meet desired needse. an ability to identify, formulate, and solve engineering problemsf. an understanding of professional and ethical responsibilityh. The broad education necessary to understand the impact of engineering solution in a global societyj. a knowledge of comtemporary issuesk. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Prepared by: Douglas J. Cooper July 10, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

100

1 Cheg 251: Process Kinetics

2 Catalog description:Design and analysis of homogeneous flow and batch reactors. Chemical kinetics and equilibria. Reaction rate expressions from mechanisms and experimental data. Mass and heat transfer in heterogeneous reactors. Heterogeneous reactor design. Catalysis.

3 Prerequisite: Recommended preparation CHEG 212.

4 Texts:Elements of Chemical Reaction Engineering, 3nd edition, H.S. Fogler, Prentice-Hall.

5 Course Objectives: After completing this course, our students should be able to1. understand the fundamental science of chemical kinetics and reactive systems and processes;2. solve important engineering problems in chemical kinetics and reactor design;3. use computers and software (POLYMATH) to solve reaction engineering problems involving differential equations and data regression analysis;

4. apply reaction engineering concepts to problem solving in both mechanical and biological systems;5. express themselves effectively through written homework assignments and class participation.

6 Topics:1. General material balances for chemical reactors.2. Design equations for batch, semibatch, plug flow, stirred tank reactors.3. Reaction stoichiometry and conversion relationships.4. Reaction rate laws and chemical equilibrium.5. Reactor sequencing and sizing.6. Packed bed reactors and pressure drop effects.7. Analysis of rate law data.8. Multiple reactions and selectivity/yield relationships.9. Energy balances for nonisothermal reactors.10. Reactors with heat exchange systems.11. Reactor equilibrium, unsteady-state operation.12. Heterogeneous catalysis: adsorption and desorption, reaction mechanisms, catalyst deactivation and regeneration.13. Homogeneous catalysis: active intermediates, reaction mechanisms, polymerization, enzyme-catalyzed reactions.

7 Schedule: 3 lectures (50 minutes each)

8 Contribution to Professional Component:2 credits Engineering Science, 1 credit Engineering Design

101

9 Relationship of Course Objectives to:

A. Program Objectives:Cheg 251 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

B. Program Outcomes:Cheg 251 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

C. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringb. an ability to design & conduct experiments, as well as analyze & interpret datac. an ability to design a system, component, or process to meet desired needse. an ability to identify, formulate, and solve engineering problemsk. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

10Prepared by: Luke E. K. Achenie, January 28, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

102

1 Cheg 256: Polymeric Materials

2 Catalog description:Structure, properties, and chemistry of high polymers; solution and phase behavior; physical states, viscoelasticity and flow; production and polymer processing ; design of polymers for specific applications.

3 Prerequisite: CHEM 244

4 Texts:Principles of Polymer Systems, 4th Editionby Ferdinand Rodriguez

5 Course Objectives: After completing this course, successful students will:1. Possess a qualitative understanding the breadth and nature of a large range of synthetic polymers with industrial relevance.2. Possess an understanding of the common methods used to synthesize polymers and the underlying mechanisms of these methods.3. Understand, quantitatively and qualitatively, methods of polymer characterization and the underlying physical phenomenology.4. Be able to describe the role of molecular structure in determining a range of physical properties, such as thermal and viscoelastic behavior.5. Be able to design a component (structural or otherwise) to be made from polymers, reflecting a practical understanding of ultimate mechanical and thermal properties of relevance to an application.

6 Topics:1. Introductory concepts, definitions, classifications, molecular forces, and nomenclature.2. Molecular weights, molecular weight distributions, and their measurements.3. Polymer synthesis and kinetics.4. Solution behavior of polymers.5. Physical states and transitions of polymers.6. Rubber elasticity, flow, and linear viscoelasticity.7. Ultimate mechanical properties.8. Polymer processing methds.9. Future: Polymers from renewable resources.

7 Schedule: Two Lectures/week (75 minutes each)

8 Contribution to Professional Component:2 credits Engineering Science, 1 credit Engineering Design

103

9 Relationship of Course Objectives to:

A.Program Objectives:Cheg 256 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

2. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry.

B. Program Outcomes:Cheg 256 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C.ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringc. an ability to design a system, component, or process to meet desired needse. an ability to identify, formulate, and solve engineering problemsh. The broad education necessary to understand the impact of engineering solution in a global societyi. a recognition of the need for, and an ability to engage in life-long learningj. a knowledge of contemporary issues

Prepared by Patrick T. Mather, February 7, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

104

1 Cheg 261: Introduction to Nuclear Engineering

2 Catalog description:Nuclear physics, reactor kinetics, and the nuclear fuel cycle; classification and analysis of nuclear power reactors; environmental effects of nuclear power; analysis of severe nuclear accidents.

3 Prerequisite: CHEG 211 and 223.

4 Texts:Laboratory Handouts.

5 Course Objectives: Students will: 1.  Gain a broad understanding or the various types of nuclear power reactors, their design characteristics, and their operation2.  Understand the ethical, environmental, societal and safety issues related to nuclear power production and how they are currently managed3. Perform probabilistic risk assessment of severe nuclear accidents

6 Topics:

1.  Introduction2.  Nuclear physics3.  Nuclear reactor kinetics4.  Nuclear fuel cycle and waste management5.  Nuclear power and its environmental effects6.  Severe nuclear accidents; Probabilistic Risk Assessment7.  Exams8. Nuclear plant tour

7 Schedule: Lecture MW 5-6:30

8 Contribution to Professional Component:3 credits Engineering Science

105

9 Relationship of Course Objectives to:

A. Program Objectives:Cheg 261 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

2. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry.

B. Program Outcomes:Cheg 261 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringe. an ability to identify, formulate, and solve engineering problemsf. an understanding of professional and ethical responsibilityh. The broad education necessary to understand the impact of engineering solution in a global societyi. a recognition of the need for, and an ability to engage in life-long learningj. a knowledge of contemporary issues

Prepared by: Yehua Khalil July 10, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

106

1 Cheg 285: Introduction to Air Pollution

2 Catalog description:

Understanding of available and emerging control technologies for air pollution produced by power generation from fossil, nuclear, and other combustion sources. Topics covered include: ambient air quality, emission standards, fuel types, combustion fundamentals, coal pyrolysis, gasification, liquefaction, alternate combustion strategies, SOx, NOx, and particulate emission control technologies, and environmental risk assessment (fault tree and event tree analysis).

3 Prerequisite: Thermodynamics and Numerical Methods.

4 Texts:Main Text:Cooper, C.D., and E.C. Alley, “Air Pollution Control: A Design Approach,” Second Edition, Waveland Press, 1994.

5 Course Objectives: After completing this course, our students will:1. Understand the laws and regulations that have been promulgated in an attempt to achieve and maintain acceptable ambient air quality.2. Recognize the effects of air pollutants on health and welfare.3.  Be exposed to available and emerging control technologies for air pollution produced by power generation from fossil, nuclear, and other combustion sources.4.   Understand the mechanisms responsible for the effectiveness of each control device.5.   Solve problems in this area by applying fundamental engineering, math, and science.6.   Be aware of ethical, environmental, societal, and economic impacts of air pollution and its abatement technologies.

6 Topics:1. Air pollution types, sources, and effects, clean air act, regulations, and standards.2. Fuel types, coal pyrolysis, hydrocarbonization, and hydrogasification, Integrated Gasification Combined Cycle (IGCC) plants.3. Nuclear power, its environmental effects (emphasis on air quality). Environmental consequences of Three Mile Island and Chernobyl accidents.4. Combustion fundamentals: Stoichiometry and thermodynamics.5. Control of sulfur oxides (SOx).6. Control of nitrogen oxides (NOx).7. Coal liquefaction, coal gasification, and clean coal emerging technologies.8. Particulate control: cyclones and electrostatic precipitators (ESPs).9. Particulate control: Fabric filters.10. Particulate scrubbers.11. Mobile sources.12. Meteorology and atmospheric dispersion modeling.13. Stacks and plume rise.14. Environmental risk assessment and risk management (fault and event tree analysis).15. Stratospheric ozone and Global warming.

107

7 Schedule: Class: 2 lectures/week (90 minutes each).Schedule: Tuesday & Thursday: 5:00 – 6:30 p.m.

8 Contribution to Professional Component:2 credits Engineering Science, 1 credit Engineering Design

9 Relationship of Course Objectives to:

A.Program Objectives:Cheg 285 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

2. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry.

B. Program Outcomes:Cheg 285 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C.ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringe. an ability to identify, formulate, and solve engineering problemsf. an understanding of professional and ethical responsibilityh. The broad education necessary to understand the impact of engineering solution in a global societyi. a recognition of the need for, and an ability to engage in life-long learningj. a knowledge of contemporary issues

Prepared by: Yehia F. Khalil, Ph.D., Sc.D., February 18, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

108

1 Cheg 295 - Special Topics in Chemical Engineering

2 Catalog description:CHEG 295: Special Topics in Chemical Engineering. Semester, credits, and hours by arrangement or as announced.

3 Prerequisite: Announced separately for each course.

Notes:These are special-topics courses which vary in content from year to year. Often these are graduate level courses which are open to undergraduate seniors who satisfy the prerequisites and/or obtain the consent of the instructor. The following special topics courses were offered in the past two years, their descriptions are given on the following pages

Fall 1999:none

Spring 2000:CHEG 295-01: Fermentation and Separation LabCHEG 295-02: Industrial Ecology

Fall 2000:CHEG 295: Bioremediation

Spring 2001:CHEG 295: Engineering EntrepreneurshipCHEG 295-01: Fermentation and Separations Lab

Fall 2001:CHEG 295: BioremediationCHEG 295: Catalysis

Spring 2002:CHEG 295-01: Fermentation and Separations LabCHEG 295: Risk Management

109

1 Cheg 295: Bioremediation

2 Catalog description:Application of engineering and biological principles toward remediation of hazardous wastes. Degradation of toxic chemicals using genetically-engineered microorganisms. Contacting devices for waste remediation.

3 Prerequisite: CHEG 251 and CHEG 283

4 Texts:None required (journal articles will be used)

5 Course Objectives: After completing this course, our students will:1. Understand which compounds are degraded and why2. Understand how compounds are degraded (biochemical pathways and their genetic regulation)3. Understand when recombinant microorganisms may be useful4. Design bioreactors for remediation

6 Topics1. Microbiology of soil bacteria2. Mechanisms of genetic exchange3. Degradative plasmids4. Gene cloning and manipulation in Pseudomonas and E. coli5. Bioremediation using wild-type microorganisms6. Bioremediation using recombinant microorganisms7. Bioreactors for bioremediation8. Genetic Release9. Contaminated Site Studies

7 Schedule: Lecture MW 11-12:15

8 Contribution to Professional Component:3 credits Engineering Science and Design

110

9 Relationship of Course Objectives to:

A. Program Objectives:Cheg 295-Biochem. Eng. supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

2. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry.

B. Program Outcomes:Cheg 295-Biochem. Eng. supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringc. an ability to design a system, component, or process to meet desired needse. an ability to identify, formulate, and solve engineering problemsf. an understanding of professional and ethical responsibilityh. The broad education necessary to understand the impact of engineering solution in a global societyi. a recognition of the need for, and an ability to engage in life-long learningj. a knowledge of contemporary issues

Prepared by: Thomas K. Wood July 10, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

111

1 Cheg 295-01: Fermentation & Separation Lab

2 Catalog description:

Introduction to techniques used for industrial mass culture of prokaryotic and eukaryotic cells, and methods used to extract useful products from these cultures. Metabolic processes, energetics, growth kinetics and nutrition of microorganisms. Synthesis of cellular material and end products. Heat exchange, oxygen transfer, pH control, sterilization and design of fermentors. Culture of eukaryotic cell mass. Immobilized enzyme and cell reactors. Product recovery methods of precipitation, centrifugation, extraction, filtration and chromatography.

3 Prerequisite: Course work in bio-chemistry or microbiology recommended.

4 Texts:Principles of Fermentation Biology, 3rd ed. (1995) by Stanbury P.F., Whitaker, A., Hall. S. J., Elsevier Press.

Reference: Manual of Industrial Microbiology, Eds.: Demain, A. L. & Davis J. E. (1999), ASM Press.

5 Course Objectives: After completing this course, our students will:1. Be exposed to technology in an emerging and/or interdisciplinary field.2. Design and conduct experiments and analyze and interpret data.3. Be aware of ethical, environmental, health, safety, and societal impacts related to this course.4. Recognize the need for and be able to engage in life-long learning related to this course.5. Learn specialized lab skills including aseptic experimental technique and microbiological safety.6. Conduct representative experiments related to fermentation and separation. Analyze experimental results.7.  Submit lab reports to develop writing skills, perform lab experiments as part of a team.

6 Topics:Experiments:1. Measurement of microbial growth.2. In a yeast fermentation, study the effects of oxygen saturation on product accumulation and substrate depletion.3. Preparation, operation and characterization of an immobilized enzyme reactor.4. Isolation of lysozyme from eggwhite.5. Production of the antibiotic gentamicin from an actinomycete.6. Production of alkaline phosphate using a mutant strain, a wild type strain and a recombinant strain of E. coli.Lectures:In addition to lectures pertaining specifically to the experiments, there will be lectures and problems related to the subjects listed in the course description above and other topics.

7 Schedule: Experiments per arrangementLectures per arrangement and Wed 12:00

8 Contribution to Professional Component:2 credits Engineering Science, 1 credit Engineering Design

112

9 Relationship of Course Objectives to:

A.Program Objectives:Cheg 295 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

2. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry.

B. Program Outcomes:Cheg 295 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

3. Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C.ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringb. an ability to design & conduct experiments, as well as analyze & interpret datad. an ability to function on multi-disciplinary teamsf. an understanding of professional and ethical responsibilityg. an ability to communicate effectivelyh. The broad education necessary to understand the impact of engineering solution in a global societyi. a recognition of the need for, and an ability to engage in life-long learningj. a knowledge of contemporary issues

Prepared by: Robert W. Coughlin, February 28, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

113

1 Cheg 295-02: Industrial Ecology

2 Catalog description:new offering

3 Prerequisite: new offering

4 Texts:Industrial Ecology, Graedel and Allenby, Prentice-Hall, 1995.

5 Course Objectives: After completing this course, our students will:1. Define and describe industrial ecology.2. Use industrial ecology as a framework for the consideration of environmentally-related aspects of science, technology policy, and technology management in government and society.3. Apply industrial ecology to pollution prevention, design for environment, and ISO 14000.4. Understand the life cycle environmental impact of design decisions and how product development processes can be utilized to produce environmentally-friendly designs.

6 Topics:1. Historical impact of human activity on the environment2. Material budgets and cycles3. Ecological cycles4. Modern design of products and processes5. Design for environment (DFE) and life cycle approaches6. DEF: Energy, materials and processes7. DFE: Product packaging, installation, use and end-of-life8. Matrix system methodologies for DEF9. Factory visit10. Economic and policy issues in industrial ecology11. Implications of industrial ecology in private firms12. Industrial Ecology and the future

7 Schedule: M/W: 9:00-10:30 AM

8 Contribution to Professional Component:2 credits Engineering Science, 1 credit Engineering Design

114

9 Relationship of Course Objectives to:

A.Program Objectives:Cheg 295 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

2. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry.

B. Program Outcomes:Cheg 295 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C.ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringc. an ability to design a system, component, or process to meet desired needse. an ability to identify, formulate, and solve engineering problemsf. an understanding of professional and ethical responsibilityh. The broad education necessary to understand the impact of engineering solution in a global societyi. a recognition of the need for, and an ability to engage in life-long learningj. a knowledge of contemporary issues

Prepared by: James M. Fenton, February 28, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

115

1 Cheg 299 - Introduction to Research

2 Catalog description:An introduction to the methods of conducting research and development. Laboratory investigations to develop resourcefulness and initiative. Correlation and interpretation of experimental results, and writing of formal technical reports. Oral presentations are required.

3 Prerequisite: Consent of Instructor

4 Texts:none

5 Course Objectives: Provide an opportunity for students to engage in independent research projects one-on-one with a faculty member. After completing this course, students will be able to conduct an independent research project by:1. Performing a literature search2. Designing or specifying experimental apparatus3. Determining appropriate analytical techniques4. Specifying experimental runs and procedures5. Collecting, analyzing, and interpreting data6. Effectively communicating the results

6 Topics:vary by section

7 Schedule: vary by section

8 Contribution to Professional Component:3 credits of engineering science and design

116

9 Relationship of Course Objectives to:

A.Program Objectives:Cheg 299 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

2. Promote a sense of commitment, professional ethics and responsibility in students and forge life-long mutually supportive relationships among graduates, academia, and industry.

B. Program Outcomes:Cheg 299 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

3. Produce graduates with teamwork habits and communication skills necessary for technical achievement in the modern industrial world.

4. Provide curricular and extracurricular student experiences that present a holistic view of engineering actions and their consequences, encourage student/faculty and student/industry interactions, and present opportunities for personal development.

C.ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringb. an ability to design & conduct experiments, as well as analyze & interpret datac. an ability to design a system, component, or process to meet desired needse. an ability to identify, formulate, and solve engineering problemsg. an ability to communicate effectivelyi. a recognition of the need for, and an ability to engage in life-long learningj. a knowledge of contemporary issuesk. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Prepared by: Suzanne Fenton, February 28, 2000Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

117

1 CHEM 243-244 - Organic Chemistry

2 Catalog description:Structure and reaction of the simpler classes of the compounds of carbon.

3 Prerequisite: CHEM 128 or 130 or 138 or 152 or 154

4 Texts:Carey, F., Organic Chemistry, 2nd Ed, McGraw-Hill, 1992. Carey, F. & R. Atkins, Study Guide to Accompany Organic Chemistry, 2nd ed. Molecular Model Set

5 Course Objectives: This course is intended to provide a fundamental study of the classes of carbon compounds

6 Topics CHEM 243:1 Fundamental nature of chemical bond2 Dissociation energy; polarity; molecular forces; acid-base theory3 Organic structures; molecular shape; nomenclature4 Alkanes & cycloalkanes; molecular models5 Chemical reactivity; activation energy; thermochemistry6 Alcohol's & alkyl halides7 Sterochemistry and reaction mechanisms8 Organic functional groups; solvent effects9 Nucleophilic substitutions; alkenes & alkynes

Topics CHEM 244:1 Systematic study of organic functional groups2 Organic transformations and mechanisms3 Arenes & aromticity; electrophilic aromatic substitution4 Physical methods of organic chemistry5 Spectroscopic methods; mass spectroscopy; NMR6 Orbital symmetry; organometalic compounds7 Alcohols, diols, thiols; Ehters & sulfides8 Aldehydes, ketones, and carbonyl compounds9 Carbohydrates; biochemical transformations

7 Schedule: 3 class periods per week

8 Contribution to Professional Component:3 credits Basic Science each

118

9 Relationship of Course Objectives to:

A.Program Objectives:CHEM 243 & 244 support the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

B. Program Outcomes:CHEM 243 & 244 support the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

C.ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

Prepared by: Suzanne S. Fenton 8/5/00Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

119

1 CHEM 240 - Organic Chemistry Laboratory

2 Catalog description:Introduction to techniques, manipulations, calculations and spectroscopy.

3 Prerequisite: CHEM 243 which may be taken concurrently

4 Texts:Williamson, Macroscale and Microscale Organic Experiments, 2nd ed.

5 Course Objectives: This course is intended to reinforce the fundamental concepts of organic synthesis.

6 Topics CHEM 240:1 Melting point experiment2 Recrystallizationof impure dibromobenzene3 Extraction4 Thin-layer chromatography5 Steam distillation and sublimation6 Simple/fractional distillation; component identification by bp7 Infrared Spectrophotometry8 Macroscale synthesis of 1-bromobutane9 Preparation of acetylsalicylic acid

10Multistep synthesis-aldol condensation followed by Diels-Alder reaction11Aldhydes and ketones - preparation and identification12Nitration of methyl benzoate; Friedel-Crafts alkylation13Grignard reaction

7 Schedule: one 4 hour lab per week

8 Contribution to Professional Component:3 credits Basic Science each

120

9 Relationship of Course Objectives to:

A.Program Objectives:CHEM 240 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

B. Program Outcomes:CHEM 240 supports the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

C. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

Prepared by: Suzanne S. Fenton 8/5/00Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

121

1 CHEM 263Q-264Q - Physical Chemistry

2 Catalog description:A study of gases, liquids, solids, solutions, thermodynamics, kinetics, electrochemistry, and atomic and molecular theory.

3 Prerequisite: CHEM 128 or 130 or 152; PHYS 122 or 132 or 142 or 152; MATH 210 or 220 for CHEM 263, and MATH 211 or 221 for CHEM 264

4 Texts:Atkins, P. W.., Physical Chemistry, 5th ed., 1994.

5 Course Objectives: The goal of this course is to provide a fundamental background in physical chemistry. Students should be able to apply the knowledge gained here to the solution of problems in physical chemistry as well as in other disciplines.

6 Topics CHEM 263:1 Introduction; physical chemistry as a discipline2 Crystal structure3 Gases: kinetic theory and transport properties4 Laws of thermodynamics5 Chemical potential6 Changes in state; mixtures, phase rule, reactions7 Chemical equilibria8 Reaction rates; complex reactions

Topics CHEM 264:1 Failures of Newtonian physics and classical mechanics2 Quantum mechanical principles; applications of quantum mechanics3 The H atom; the covalent bond4 Atomic spectra; molecular structure; symmetry and spectroscopy5 Partition functions; molecular degrees of freedom6 Statistical mechanics; diffraction methods

7 Schedule: 4 class periods per week

8 Contribution to Professional Component:4 credits Basic Science each

122

9 Relationship of Course Objectives to:

A. Program Objectives:CHEM 263 & 264 support the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

B. Program Outcomes:CHEM 263 & 264 support the achievement of the following Program Educational Outcomes:

1. Produce graduates who think critically and can define, formulate and solve technical problems and design chemical processes by effectively applying scientific, mathematical, engineering and computational tools and principles.

C. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

Prepared by: Suzanne S. Fenton 8/5/00Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

123

1 CHEM 256 - Physical Chemistry Laboratory

2 Catalog description:Laboratory experiments in thermodynamics, kinetics and spectroscopy.

3 Prerequisite: CHEM 263 which may be taken concurrently

4 Texts:Shoemaker, Garland, Steinfeld and Nibler, Experiments in Physical Chemistry, 5th ed., McGraw-Hill, New York, 1989.

5 Course Objectives: The primary objectives of this course are to introduce students to the techniques of experimental physical chemistry and to get a feel for the molecular level parameters which can be obtained using rather simple measurements.

6 Topics CHEM 240:Students are required to complete five laboratory experiments. The grade is determined by two factors: lab performance (technique) and the lab notebook. Safety and good laboratory technique are heavily stressed. The following experiments are presently offered:

1 Absorption spectra and onjugated dyes2 Determination of Avogadro's number3 Dissociation energy of iodine4 The heat of combustion5 Hydrolysis of sucrose6 Intrinsic viscosity of a polymer solution7 Determination of reaction mechanism for iodine clock reaction8 Measurement of gas viscosity9 Chemical equilibria and temperature dependence of NO2-N2O4 reaction

10 Vapor pressure of liquid using isoteniscope method11 Kinetics of H2 evolution12 Balmer spectrum of H and D gas

7 Schedule: one 3 hour lab per week

8 Contribution to Professional Component:1 credit Basic Science

124

9 Relationship of Course Objectives to:

A. Program Objectives:CHEM 256 supports the achievement of the following Program Educational Objectives:

1. Produce graduates who are able to adapt to and become successful, lifelong contributors to the ever-changing discipline of chemical engineering.

B. Program Outcomes:CHEM 256 supports the achievement of the following Program Educational Outcomes:

2. Expose students to technology in emerging and interdisciplinary fields and produce graduates who can design and conduct an experimental program as well as analyze and interpret data in traditional and emerging fields.

C. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringb. an ability to design & conduct experiments, as well as analyze & interpret data

Prepared by: Suzanne S. Fenton 8/5/00Reviewed by:Revised by:Reviewed by: C&CApproved by: Head

125

1 CHEM 127Q-128Q - General Chemistry

2 Catalog description:This course is designed to provide a foundation for more advanced courses in chemistry. The topics covered include the atomic theory, the laws and theories concerning the physical and chemical behavior of gases, liquids, solids, and solutions. The properties of some of the more familiar elements and their compounds are discussed. The laboratory work in the first semester involves quantitative measurements illustrating the laws of chemical combination. In the second semester particular attention is given to equilibrium in solutions and to the qualitative reactions of the common cations and anions.

3 Prerequisite: none

4 Texts: Masterton, W.L. and Hurley, C.N., Chemistry: Principles & Reactions, 4th Edition, 2000 Saunders College PublishingSlowinski, E., Wolsey, W. and Masterton, W., Chemical Principles in the Laboratory, 7th Edition, 2000 Saunders College PublishingHurley, C.N., Study Guide/Workbook for Chemistry: Principles and Reactions by Masterton and Hurley, 4th Edition, 2000 Saunders College Publishing

5 Course Objectives: The objective of this two-semester course sequence is to provide a solid foundation of chemical principles and methods for use in subsequent courses.

6 Topics:1 CHEM 127: Matter and measurement; atoms, molecules, and ions; mass relations in chemistry;

Stoichiometry; reactions in aqueous solutions; gases; electronic structure and the periodic table; covalent bonding; thermochemistry; and liquids and solids.

2 CHEM 128: Solutions; rate of reaction; gaseous chemical equilibrium; acids and bases; acid-base and precipitation equilibria; complex ions; coordination compounds; spontaneity of reaction; electrochemistry; and nuclear reactions.

7 Schedule: Each week: Two 1-hour lectures, one 1-hour discussion and one 3-hour laboratory

8 Contribution to Professional Component:This course sequence is part of the "basic sciences" with experimental experience.

9 Relationship of Course Objectives to:

A. Program Objectives:Varies by program.

126

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

Students learn fundamental knowledge necessary for engineering.b. an ability to design & conduct experiments, as well as analyze & interpret data

Students perform weekly experiments and analyze and interpret their data.c. an ability to design a system, component, or process to meet desired needs

------d. an ability to function on multi-disciplinary teams

Students work in groups during some laboratory periods and all discussion periods.e. an ability to identify, formulate, and solve engineering problems

-----f. an understanding of professional and ethical responsibility

-----g. an ability to communicate effectively

Students submit reports for each weekly laboratory and explain how their team arrived at a solution during the discussion period.

h. the broad education necessary to understand the impact of engineering solutions in a global 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 for engineering practice

Students use state-of-the-art chemistry labs.

10 Prepared by:Erling Murtha-Smith, 6/16/00

Reviewed by:Cecile N. Hurley, Chemistry, 6/28/00

Revised by:Erling Murtha-Smith, 7/24/00

Approved by: School of EngineeringErling Murtha-Smith, 7/24/00

127

1 PHYS 151Q - Physics for Engineers I

2 Catalog description:Basic facts and principles of physics. Elementary concepts of calculus are used. Classical dynamics, rigid-body motion, harmonic motion, wave motion, acoustics, relativistic dynamics, thermodynamics.

3 Prerequisite: PHYS 101 or secondary school physics; CE 211 or 213, as well as MATH 210 or 220, which may be taken concurrently

4 Texts: Serway and Beichner, Physics for Scientists and Engineers, (5th Edition), SaundersLaboratory Manual: "Lab Materials -- Physics 151" prepared by Physics department faculty.

5 Course Objectives: The objective of this course is to prepare engineering students for mechanics and thermodynamics courses, building on skills and knowledge obtained in calculus courses. After successfully completing this course, students will be able to apply the mechanics of particle and rigid body motion, wave motion, and the laws of heat and thermodynamics.

6 Topics:1 Measurements2 One-dimensional motion3 Vectors; Two and three-dimensional motion4 Forces and motion5 Work and energy6 Conservation laws; momentum7 Particles and collisions8 Rotation, torque, angular motion9 Equilibrium and elasticity

10 Oscillations11 Fluids12 Gravitation13 Waves and wave motion14 Thermal physics

Laboratory projects: techniques; propagation of error using a simple pendulum; free fall; forces; Atwood's machine; collisions on air table; torques; rotational inertia; gyroscope; oscillating systems; and gas laws.

7 Schedule: Three 1-hour class periods and one 3-hour laboratory period.

8 Contribution to Professional Component:This course is part of the "basic sciences" with experimental experience.

9 Relationship of Course Objectives to:

A. Program Objectives:Varies by program.

128

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

Students learn fundamental knowledge necessary for engineering.b. an ability to design & conduct experiments, as well as analyze & interpret data

Students learn different experimental techniques to determine error and propagation of error.c. an ability to design a system, component, or process to meet desired needs

-----d. an ability to function on multi-disciplinary teams

Students work in groups during the laboratory periods.e. an ability to identify, formulate, and solve engineering problems

-----f. an understanding of professional and ethical responsibility

-----g. an ability to communicate effectively

Students submit reports on each weekly laboratory.h. the broad education necessary to understand the impact of engineering solutions in a global 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 for engineering practice

-----

10 Prepared by:Erling Murtha-Smith, 6/16/00

Reviewed by:Barrett O. Wells, 6/30/00

Revised by:Erling Murtha-Smith, 7/6/00

Approved by: School of EngineeringErling Murtha-Smith, 7/6/00

129

1 PHYS 152Q - Physics for Engineers II

2 Catalog description:Electric and magnetic fields, electromagnetic waves, quantrum effects, introduction to atomic physics.

3 Prerequisite: PHYS 151Q - Physics of Engineers I

4 Texts: Serway and Beichner, Physics for Scientists and Engineers, (5th Edition), SaundersLaboratory Manual: "Lab Materials -- Physics 152" prepared by Physics department faculty.

5 Course Objectives: The objective of this course is to prepare engineering students to apply the laws of electromagnetism and give an introduction to modern physics building on skills and knowledge obtained in PHYS 151 and MATH 210.

6 Topics:1 Electric charge and electric field2 Gauss's law and electric potential3 Capacitance4 Current and resistance, circuits5 Electrical conduction in solids; superconductivity6 Magnetic field, Ampere's law, Faraday's law, Biot-Savart Law7 Inductance, magnetism and matter8 Electromagnetic oscillation9 AC circuits

10 Maxwell's equations and electromagnetic waves11 Optics12 Geometric optics; interference and diffraction13 Relativity and quantum physics

Laboratory projects: electric fields and equipotentials; electrical resistance; Ohm's law: galvanometers,voltmeters and ammeters; bridge circuits; the oscilloscope; capacitors in DC circuits; AC circuits; refraction; mirrors and lenses; and optical spectrometer.

7 Schedule: Three 1-hour class periods and one 3-hour laboratory period.

8 Contribution to Professional Component:This course is part of the "basic sciences" with experimental experience.

9 Relationship of Course Objectives to:

A. Program Objectives:Varies by program.

130

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

Students learn fundamental knowledge necessary for engineering.b. an ability to design & conduct experiments, as well as analyze & interpret data

Students learn different experimental techniques, and measurement error and propagation of error.c. an ability to design a system, component, or process to meet desired needs

-----d. an ability to function on multi-disciplinary teams

Students work in groups during the laboratory periods.

e. an ability to identify, formulate, and solve engineering problems

-----f. an understanding of professional and ethical responsibility

-----g. an ability to communicate effectively

Students submit reports on each weekly laboratory.h. the broad education necessary to understand the impact of engineering solutions in a global 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 for engineering practice

-----

10 Prepared by:Erling Murtha-Smith, 6/16/00

Reviewed by:Barrett O. Wells, 6/30/00

Revised by:Erling Murtha-Smith, 7/6/00

Approved by: School of EngineeringErling Murtha-Smith, 7/6/00

131

1 MATH 112Q - Introductory Calculus 1

2 Catalog description:Limits, derivatives, and extreme values of algebraic functions, with supporting algebraic topics.

3 Prerequisite: None

4 Texts:Hughes-Hallet, Gleason, McCallum, et al., Calculus, 2nd ed., Wiley

5 Course Objectives: The objective of this course is to provide students with a clear understanding of the principles of calculus and a solid foundation for MATH 113. After successfully completing this course, students will be able to differentiate functions and find maxima and minima of functions, using several techniques.

6 Topics:1 What is a Function?, Linear Functions2 Exponential functions, Power Functions3 Inverse Functions, Logarithms4 Natural Logarithms5 New Functions from Old, Trigonometric Functions6 Polynomials and Rational Functions, Continuity Speed, Derivatives7 Speed, Derivatives8 Derivative Function, Interpretations of the Derivative 9 Second Derivative10 Limits, Continuity, Derivatives of Powers, Polynomials11 Exponential, Product, Quotient Rules12 Chain rule, Trigonometric Functions, Applications of Chain Rule

7 Schedule: 4 class periods per week

8 Contribution to Professional Component:This course contributes directly to the professional component (a).

9 Relationship of Course Objectives to:

A. Program Objectives:Varies by program.

132

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringStudents learn fundamental skills and knowledge necessary for engineering.

b. an ability to design & conduct experiments, as well as analyze & interpret data -----

c. an ability to design a system, component, or process to meet desired needs -----

d. an ability to function on multi-disciplinary 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 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 for engineering practice -----

10 Prepared by:Erling Murtha-Smith 6/15/00

Reviewed by:Jeff Tollefson 7/14/00

Revised by:Erling Murtha-Smith 7/24/00

Approved by: School of EngineeringErling Murtha-Smith, 7/24/00

133

1 MATH 113Q - Introductory Calculus 2

2 Catalog description:Limits, derivatives, and extreme values of trigonometric functions, with supporting trigonometric topics; anti-derivatives of algebraic and trigonometric functions; the definite integral and applications.

3 Prerequisite: MATH 112

4 Texts:Huges-Hallet, Gleason, McCallum, et al, Calculus, 2nd ed., Wiley

5 Course Objectives: The objective of this course is to provide students with a clear understanding of the principles of calculus and a solid foundation for MATH 114. After successfully completing this course, students will be able to integrate functions using several techniques.

6 Topics:1 Implicit Functions2 Linear Approximation & Limits, Newton's Method3 Distance Traveled, Definite Integral4 Intrepretations of the Definite Integral5 Theorems about Definite Integral, Theory6 Using 1-st & 2-nd Derivatives, Families of Curves7 Optimization8 Marginality, Modeling9 Hyperbolic Functions10 Antiderivatives: Graphically & Analytically11 D.E., 2-nd Fundamental theorem

12 Integration by Substitution13 Integration by Parts

7 Schedule: 4 class periods per week

8 Contribution to Professional Component:This course contributes directly to the professional component (a).

9 Relationship of Course Objectives to:

A. Program Objectives:Varies by program.

134

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineeringStudents learn fundamental skills and knowledge necessary for engineering.

b. an ability to design & conduct experiments, as well as analyze & interpret data -----

c. an ability to design a system, component, or process to meet desired needs -----

d. an ability to function on multi-disciplinary 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 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 for engineering practice -----

10 Prepared by:Erling Murtha-Smith 6/15/00

Reviewed by:Jeff Tollefson 7/14/00

Revised by:Erling Murtha-Smith 7/24/00

Approved by: School of EngineeringErling Murtha-Smith, 7/24/00

135

1 MATH 114Q - Introductory Calculus 3

2 Catalog description:The transcendental functions, formal integration, polar coordinates, infinite sequences and series, lines and planes in three dimensions, vector algebra.

3 Prerequisite: MATH 113

4 Texts:Huges-Hallet, Gleason, McCallum, et al, Calculus, 2nd ed., Wiley

5 Course Objectives: The objective of this course is to provide students with a clear understanding of the principles of calculus and a solid foundation for MATH 210 and MATH 211. After successfully completing this course, students will be able to work with infinite series, parametric equations, and vector algebra functions.

6 Topics:1 Approximating Definite Integrals2 Improper Integrals3 Applications to Geometry4 Density & Center of Mass, Applications to Physics5 Applications to Economics, Distribution Functions6 Probability, Polar Coordinates7 Complex Numbers8 Taylor Polynomials and Series, Convergence9 Using Taylor Series, Geometric Series

10 Convergence of Series11 Parametric Equations12 D.E., Slope Fields13 Euler's Method, Separation of Variables, Growth & Decay

7 Schedule: 4 class periods per week

8 Contribution to Professional Component:This course contributes directly to the professional component (a).

9 Relationship of Course Objectives to:

A. Program Objectives:Varies by program.

136

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

Students learn fundamental skills and knowledge necessary for engineering.b. an ability to design & conduct experiments, as well as analyze & interpret data

-----c. an ability to design a system, component, or process to meet desired needs

-----d. an ability to function on multi-disciplinary 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 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 for engineering practice

-----

10 Prepared by:Erling Murtha-Smith 6/16/00

Reviewed by:Jeff Tollefson 7/14/00

Revised by:Erling Murtha-Smith 7/24/00

Approved by: School of EngineeringErling Murtha-Smith, 7/24/00

137

1 MATH 115Q or V - Calculus 1

2 Catalog description:Limits, continuity, differentiation, antidifferentiation, definite integrals, with applications to the physical and engineering sciences. Sections with V credit integrate computer-laboratory activity.

3 Prerequisite: Passing score on the Calculus Readiness Test, or the former MATH 107.

4 Texts:J.Stewart, Calculus, 4th ed., 1999, ITP, Brooks/Cole

5 Course Objectives: The objective of this course is to prepare students for MATH 116. After successfully completing this course, students will be able to differentiate many types of function, and integrate some functions.

6 Topics:1 Limits, continuity, derivatives2 Trigonometric functions3 Differentiation rules, chain rule4 Mean value theorem, extreme values and applications5 Geometric significance of the derivative, Curve sketching, Asymptotic behavior6 Newton's Method7 Antiderivatives8 Definite integrals9 Fundamental theorm of calculus

10 Substitution Method for Integration

7 Schedule: 4 class periods per week

8 Contribution to Professional Component:This course contributes directly to the professional component (a).

9 Relationship of Course Objectives to:

A. Program Objectives:Varies by program.

138

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

Students learn fundamental skills and knowledge for engineering.b. an ability to design & conduct experiments, as well as analyze & interpret data

-----c. an ability to design a system, component, or process to meet desired needs

-----d. an ability to function on multi-disciplinary 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 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 for engineering practice

-----

10 Prepared by:Erling Murtha-Smith 6/15/00

Reviewed by:David L. Gross 6/29/00

Revised by:Erling Murtha-Smith 7/24/00

Approved by: School of EngineeringErling Murtha-Smith, 7/24/00

139

1 MATH 116Q or V - Calculus II

2 Catalog description:Volumes and applications of the integral, transcendental functions, formal integration, numerical integration, polar coordinates, parametric equations, infinite sequences and series, vector algebra and geometry, with applications to the physical sciences and engineering.

3 Prerequisite: MATH 115 or 120, or advanced placement credit for calculus (a score of 4 or 5 on the Calculus AB exam or a score of 3 on the Calculus BC exam).

4 Texts:J. Stewart, Calculus, 4th ed., 1999, ITP, Brooks/Cole

5 Course Objectives: The objective of this course is to prepare students for MATH 210 and MATH 211.

6 Topics:1 Logarithms, exponential function, inverse trigonometric functions2 L'Hopital's rule3 Integration of trigonometric functions4 Integration by parts5 Integration by partial fraction decomposition6 Numerical Integration7 Improper integrals8 Polar coordinates9 Parametric equations

10 Series and sequences11 Taylor polynomials12 Power series13 Taylor series

7 Schedule: 4 class period per week

8 Contribution to Professional Component:This course contributes directly to the professional component (a).

9 Relationship of Course Objectives to:

A. Program Objectives:Varies by program.

140

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

Students learn fundamental skills and knowledge for engineering.b. an ability to design & conduct experiments, as well as analyze & interpret data

-----c. an ability to design a system, component, or process to meet desired needs

-----d. an ability to function on multi-disciplinary 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 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 for engineering practice

-----

10 Prepared by:Erling Murtha-Smith 6/15/00

Reviewed by:David L. Gross 6/29/00

Revised by:Erling Murtha-Smith 7/24/00

Approved by: School of EngineeringErling Murtha-Smith, 7/24/00

141

1 MATH 210Q - Multivariable Calculus

2 Catalog description:Two- and three-dimensional vector algebra, calculus of functions of several variables, vector differential calculus, line and surface integrals.

3 Prerequisite: MATH 114, 116, or 121 or a score of 4 or 5 on the Advanced Placement Calculus BC exam.

4 Texts:J. Stewart, Calculus, 4th ed., 1999, ITP, Brooks/Cole

5 Course Objectives: The objective of this course is to prepare students for applying skills and knowledge gained to engineering problem solving.

6 Topics:1 Vector geometry, graphing2 Quadric surfaces, partial derivatives3 Directional derivatives, chain rule4 Extreme values5 Lagrange multiplier6 Double integrals, triple integrals7 Cylindrical coordinates, spherical coordinates8 Vector Differentiation9 Line Integrals

10 Geen's theorem, surface integrals11 Stoke's theorem, and Gauss's theorm

7 Schedule: 4 class periods per week

8 Contribution to Professional Component:This course contributes directly to the professional component (a).

9 Relationship of Course Objectives to:

A. Program Objectives:Varies by program.

142

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

Students learn fundamental skills and knowledge for engineering.b. an ability to design & conduct experiments, as well as analyze & interpret data

-----c. an ability to design a system, component, or process to meet desired needs

-----d. an ability to function on multi-disciplinary 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 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 for engineering practice

-----

10 Prepared by:Erling Murtha-Smith 6/15/00

Reviewed by:Vincent Giambalvo 6/29/00

Revised by:Erling Murtha-Smith 7/24/00

Approved by: School of EngineeringErling Murtha-Smith, 7/24/00

143

1 MATH 211Q - Elementary Differential Equations

2 Catalog description:Introduction to ordinary differential equations and their applications, linear differential equations, systems of first order linear equations, numerical methods.

3 Prerequisite: MATH 114, 116, or 121

4 Texts:Paul Blanchard, Robert Devaney & Glenn Hall, Differential Equations, Brooks/Cole, 1998

5 Course Objectives: The objective of this course is to prepare students for applying the skills and knowledge gained to engineering problem solving.

6 Topics:1 Modeling via differential equations2 Analytic techniques: separation of variables3 Qualitative techniques: slope fields4 Numerical techiques: Euler's Method5 Existence and uniqueness of solutions6 Equilibria and phase lines7 Bifurcations8 Linear differential equations9 Modeling via systems

10 The geometry of systems11 Properties of linear systems and the linearity principle12 Phase planes; real and complex eigenvalues13 Trace-determinant plane14 Second-order linear equations15 Forced harmonic oscillators16 Laplace transforms17 Delta function and impulse forcing

7 Schedule: 3 class periods per week

8 Contribution to Professional Component:This course contributes directly to the professional component (a).

9 Relationship of Course Objectives to:

A. Program Objectives:Varies by program.

144

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

Students learn fundamental skills and knowledge for engineering.b. an ability to design & conduct experiments, as well as analyze & interpret data

-----c. an ability to design a system, component, or process to meet desired needs

-----d. an ability to function on multi-disciplinary 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 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 for engineering practice

-----

10 Prepared by:Erling Murtha-Smith 6/15/00

Reviewed by:Roger Hansell 6/29/00

Revised by:Erling Murtha-Smith 7/24/00

Approved by: School of EngineeringErling Murtha-Smith, 7/24/00

145

1 ENGR 100 - Orientation to Engineering

2 Catalog description:A series of orientation lectures on the many fields of engineering, followed by a series of seminars and discussions in engineering discipline-specific sections on engineering topics.

3 Prerequisite: None

4 Texts:

None

5 Course Objectives: The objective of this course is to assist students in their selection of major in engineering.

6 Topics:1 Brief history of engineering; what is engineering2 Chemical engineering; civil engineering3 Computer science and engineering; electrical engineering4 Mechanical engineering; metallurgy and materials engineering5 Computer engineering; computers in engineering6 Environmental engineering; management and engineering7 Emerging technologies and engineering8 Information technology, library and web skills9 Communication skills10 Problem solving and critical thinking11 Safety, ethics and intellectual property

7 Schedule: Two one-hour periods per week

8 Contribution to Professional Component: ------

9 Relationship of Course Objectives to:

A. Program Objectives:Varies by program

146

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

-----b. an ability to design & conduct experiments, as well as analyze & interpret data

-----c. an ability to design a system, component, or process to meet desired needs

-----d. an ability to function on multi-disciplinary teams

-----e. an ability to identify, formulate, and solve engineering problems

-----f. an understanding of professional and ethical responsibility

Students given an orientation to engineering ethical issues.g. an ability to communicate effectively

Students given an orientation to communication skills.h. the broad education necessary to understand the impact of engineering solutions in a global 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 for engineering practice

Students given an orientation to searching for resources through library and web searches.

10 Prepared by:Erling Murtha-Smith, 6/27/00

Reviewed by:Erling Murtha-Smith, 8/10/00

Revised by:Erling Murtha-Smith, 8/10/00

Approved by: School of EngineeringErling Murtha-Smith, 8/10/00

147

1 ENGR 166 - Foundations of Engineering

2 Catalog description:Introductory topics in a specific engineering major. Topics selected by Department or Program, or Regional Campus faculty. Students to select section based on their selected or intended major. In the context of the discipline, students would develop skills transferable to other engineering disciplines.

3 Prerequisite: None

4 Texts:

Varies by course section

5 Course Objectives: The objective of this course is to prepare students for their sophomore engineering courses. After successful completion of this course, students will have developed skills in basic problem solving, algorithmic thinking, programming, word processing, using spread sheets, engineering communications applying engineering ethics, and teamwork.

6 Topics:1 Topics vary by major

7 Schedule: 2 one-hour lectures and 1 two-hour discussion period per week

8 Contribution to Professional Component: -----

9 Relationship of Course Objectives to:

A. Program Objectives:Varies by program

148

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

Problems assigned build on mathematics science and engineering knowledge.b. an ability to design & conduct experiments, as well as analyze & interpret data

-----c. an ability to design a system, component, or process to meet desired needs

Students begin to identify system, components and the desired needs of engineering problems.d. an ability to function on multi-disciplinary teams

Students work in teams on design projects.e. an ability to identify, formulate, and solve engineering problems

Students learn to identify the elements of engineering problems.f. an understanding of professional and ethical responsibility

Students solve a series of ethical problems.g. an ability to communicate effectively

Students submit written reports, graphical items and make oral presentations.h. the broad education necessary to understand the impact of engineering solutions in a global and societal context

Students oriented to global and societal context of engineering.i. a recognition of the need for, and an ability to engage in life-long learning

Students oriented to the principal of life-long learning.j. a knowledge of contemporary issues

-----k. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

Students develop programming skills and use spreadsheets.

10 Prepared by:Erling Murtha-Smith, 6/27/00

Reviewed by:Erling Murtha-Smith, 8/10/00

Revised by:Erling Murtha-Smith, 8/10/00

Approved by: School of EngineeringErling Murtha-Smith, 8/10/00

149

1 PHIL 104 - Philosophy and Social Ethics

2 Catalog description:Topics may include the nature of the good life, the relation between social morality and individual rights, and practical moral dilemmas. At least one section each term emphasizes women-men issues; sex relations, sex roles, sex equality, abortion, the family, etc. Other sections may emphasize issues concerning Science and Technology or Political Philosophy.

3 Prerequisite: None

4 Texts:Varies by section. Sample list:Teich, Technology and the Future, St. Martin'sKant, I. Grounding for the Metaphysic of Morals, Hackett Publishing Co.Mitcham, C. and Mackey, R. Philosophy and Technology: Readings in the Philosophical Problems of Technology, Free Press

5 Course Objectives: The objective of this course is for students to develop a foundation for consideration of ethical issues in personal life, and social and political policy.

6 Topics:1 For the first five weeks students read and discuss selections from important philosophers, such

as Plato and Kant. 2 In weeks six through twelve, students read and discuss a number of essays taking a broad view

of our modern technological society.3 In the final two weeks, the course comes back to the works of Plato and Kant.

7 Schedule: 3 one-hour class periods

8 Contribution to Professional Component:This course is part of the University General Education requirement. [Criterion 4 (c) ]

9 Relationship of Course Objectives to:

A. Program Objectives: -----

150

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

-----b. an ability to design & conduct experiments, as well as analyze & interpret data

-----c. an ability to design a system, component, or process to meet desired needs

-----d. an ability to function on multi-disciplinary teams

-----e. an ability to identify, formulate, and solve engineering problems

-----f. an understanding of professional and ethical responsibility

This course lays the foundation for consideration of ethical issues.g. an ability to communicate effectively

This course requires writing assignments with instructor feedback.h. the broad education necessary to understand the impact of engineering solutions in a global and societal context

As part of the General Education requirement, this course contributes to understanding the 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 for engineering practice

-----

10 Prepared by:Erling Murtha-Smith 6/27/00

Reviewed by:John Troyer, Acting Head, Dept. of Philosophy 7/27/00

Revised by:Erling Murtha-Smith 7/27/00

Approved by: School of EngineeringErling Murtha-Smith, 7/27/00

151

1 ENGL 105 - English Composition

2 Catalog description:Instruction in composition through critical reading and frequent short essays.

3 Prerequisite: None

4 Texts:

One multi-disciplinary reader; one full-length single optional book; a handbook (titles chosen by individual section instructors).Sample section: Bartholomae, D. and Petrosky, A. Ways of Reading: An Anthology for Writers 5th Edition, 2000 Bedford Books of St. Martin's PressSonstroem, D. The Style Booklet, 4th Edition, 1994 McGraw-Hill, Inc.

5 Course Objectives: The objective of this course is for students to develop critical reading, thinking and writing skills for university level work. After, successfully completing this course, students will be able to compose an expository essay reflecting their own point of view and demonstrating thoughtful engagement with complex readings.

6 Topics:1 Reading: education in reading as a practice of textual construction, as an interpretive activity that

responds to potential meanings embodied in the language of a text.

2 Writing: use of writing as the means of appropriating new knowledge; readings chosen to enact this process of appropriation, the process of thinking through an issue in conversation with other voices.

3 Revision: attention to papers as discrete "works"; making students effective critics of their own work by covering the process of textual construction and the rhetorical and stylistic conventions that guide this process.

7 Schedule: 3 one-hour class periods

8 Contribution to Professional Component:This course is part of the University General Education requirement. [Criterion 4 (c) ]

9 Relationship of Course Objectives to:

A. Program Objectives: -----

152

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

-----b. an ability to design & conduct experiments, as well as analyze & interpret data

-----c. an ability to design a system, component, or process to meet desired needs

-----d. an ability to function on multi-disciplinary 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

This course requires writing assignments with instructor feedback and peer feedback incorporated into the writing and revision process. (25 "finished" pages)

h. the broad education necessary to understand the impact of engineering solutions in a global and societal context

As part of the General Education requirement, this course contributes to understanding the 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 for engineering practice

-----

10 Prepared by:Erling Murtha-Smith 6/27/00

Reviewed by:Stephanie Roach, 8/4/00

Revised by:Erling Murtha-Smith, 8/10/00

Approved by: School of EngineeringErling Murtha-Smith, 8/10/00

153

1 ENGL 109 - Literature and Composition

2 Catalog description:Continued training in writing expository prose through the study of selections from prose, poetry, and drama.

3 Prerequisite: ENGL 105

4 Texts:

An introduction to literature anthology or a combination of individual texts chosen by the instructor.Varies. Sample section: Scholes, R. Textual Power, Yale University PressHemingway, E. In Our Times, ScribnersLeGuin, U. Hard Times, SignetMurdock, I. The Black Prince, PenguinDe Roche, J. The Heath Introduction to PoetryIbsen, H. Four Great Plays by Ibsen, Signet

5 Course Objectives: The objective of this course is for students to continue their development in writing expository prose through the study of selected readings from prose, poetry and drama.

6 Topics:1 Topics include an investigation of "what is literature and how do we read it?" through the use of

several primary texts. Secondary readings on those questions are used to continue a comparison of answers asserted or implied in those readings with one's initial answers. Student responses are extended through reading, discussing, and writing about primary literary texts. Discussions of reading, writing, revision as described in ENGL 105 topics extended.

7 Schedule: 3 one-hour class periods

8 Contribution to Professional Component:This course is part of the University General Education requirement. [Criterion 4 (c)].

9 Relationship of Course Objectives to:

A. Program Objectives: -----

154

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

-----b. an ability to design & conduct experiments, as well as analyze & interpret data

-----c. an ability to design a system, component, or process to meet desired needs

-----d. an ability to function on multi-disciplinary 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

This course requires writing assignments with instructor feedback. (25 pages of revised and edited prose)

h. the broad education necessary to understand the impact of engineering solutions in a global and societal context

As part of the General Education requirement, this course contributes to understanding the 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 for engineering practice

-----

10 Prepared by:Erling Murtha-Smith 6/27/00

Reviewed by:Stephanie Roach, 8/4/00

Revised by:Erling Murtha-Smith, 8/10/00

Reviewed by: C&C

Approved by: School of EngineeringErling Murtha-Smith, 8/10/00

155

1 HIST 100 - The Roots of the Western Experience

2 Catalog description:An analysis of the traditions and changes which have shaped Western political institutions, economic systems, social structures and culture in ancient and medieval times.

3 Prerequisite: None

4 Texts:

Vary by section. Sample:Spielvogel, J. Western Civilization Volume A Top 1500, West Publishing Company, 1994Watling, E., Sophocles -- The Theban Plays, Penguin Books,1974 translationStaniforth, M. Marcus Aurelius -- Meditations, Penguin Books, translation 1964Wright, D. Beowulf, Penguin Books, 1957, translationD. Sayers, The Song of Roland, Penguin Books, 1957 translation

5 Course Objectives: The objective of this course is for students to develop a historically-minded point of view. After successfully completing this course, students will know the major developments of Western Civilization up to 1500 A.D.

6 Topics:1 The Ancient world (prehistory to c. A.D. 300)2 The Early Middle Ages (c. A.D. 300-1000)3 The High and Later Middle Ages (10-00-1500)

7 Schedule: 3 one-hour class periods

8 Contribution to Professional Component:This course is part of the University General Education requirement. [Criterion 4 (c) ].

9 Relationship of Course Objectives to:

A. Program Objectives: -----

156

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering

-----b. an ability to design & conduct experiments, as well as analyze & interpret data

-----c. an ability to design a system, component, or process to meet desired needs

-----d. an ability to function on multi-disciplinary 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

This course requires writing assignments with instructor feedback.h. the broad education necessary to understand the impact of engineering solutions in a global and societal context

As part of the General Education requirement, this course contributes to understanding the 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 for engineering practice

-----

10 Prepared by:Erling Murtha-Smith 6/27/00

Reviewed by:

Revised by:

Approved by: School of Engineering

157

1 HIST 101 - Modern Europe

2 Catalog description:The origins of the economy, society, politics, and culture of contemporary Europe with emphasis on aspects of European history which have contributed to the shaping of the modern world from the Renaissance to the present.

3 Prerequisite: None

4 Texts:

Varies by section. Sample list:Spielvogel, J. Western Civilization Since 1300, West Publishing Company, 1994McKay, Hill Buckler A History of Western Society Beatty, Johnson Heritage of Western Civilization

5 Course Objectives: The objective of this course is for students to develop a historically-minded point of view. After successfully completing this course, students will know the major world developments since 1500 A.D.

6 Topics:1 The Western Civilization in 15002 The Reformation3 Formation of Modern States4 Thirty Years War5 Absolutism & Constitutionalism6 Scientific Revolution7 Age of Enlightenment8 French Revolution & Napoleon9 Industrial Revolution

10 Conservatism & Liberalism; Nationalism11 The Great War12 Russian Revolution13 Versailles to the Depression14 Fascism, Nazism, Stalinization15 World War II & the Holocaust16 Postwar and Europe

7 Schedule: 3 one-hour class periods

8 Contribution to Professional Component:This course is part of the University General Education requirement. [Criterion 4 (c) ]

9 Relationship of Course Objectives to:

A. Program Objectives: -----

158

B. ABET 3a-k:

a. an ability to apply knowledge of mathematics, science, and engineering -----

b. an ability to design & conduct experiments, as well as analyze & interpret data -----

c. an ability to design a system, component, or process to meet desired needs -----

d. an ability to function on multi-disciplinary teams -----

e. an ability to identify, formulate, and solve engineering problems -----

f. an understanding of professional and ethical responsibility -----

g. an ability to communicate effectivelyThis course requires writing assignments with instructor feedback.

h. the broad education necessary to understand the impact of engineering solutions in a global and societal contextAs part of the General Education requirement, this course contributes to understanding the 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 for engineering practice -----

10 Prepared by:Erling Murtha-Smith 6/27/00

Reviewed by:

Revised by:

Approved by: School of Engineering

159

Appendix IC - Faculty Curriculum Vitae

160

Curriculum Vitae

LUKE E. ACHENIE

Rank: Associate Professor of Chemical Engineering (full-time)

Education: B.S. Chemical Engineering, Massachusetts Institute of Technology, 1981M.S. Engineering Science, Northwestern University, 1982M.A.M. Carnegie Mellon University, 1984Ph.D. Chemical Engineering, Carnegie Mellon University, 1988

Faculty Service, University of Connecticut:

1991-1997: Assistant Professor, Chemical Engineering

1997- present: Associate Professor, Chemical Engineering

Related Experience:1982-84: Teaching Assistant, Math Department, Carnegie Mellon, Pittsburgh, PA (part-time)1984: Technical Staff Member, AT&T Bell Laboratories, Naperville, IL (summer)1984-88: Research Assistant, Chemical Engineering, Carnegie Mellon, Pittsburgh, PA (part-time)1988-91: Associate Research Engineer, Shell Development Co., Houston, TX

Consulting, Patents, etc.:

(1) Advanced Fuel Research, East Hartford, CT; (2) Rostra Vernatherm, Bristol, CT

States Registered:

None

Principal Publications (1995 to present or 10 most recent): Churi, N. and Achenie, L. E. K. “A Novel Mathematical Programming Model for Computer Aided Molecular

Design,” I&EC Research, 35, 10, 3788-94, 1996. Duvedi, A. P. and Achenie, L. E. K. “Designing Environmentally Safe Refrigerants Using Mathematical

Programming,” Chemical Engineering Science, 51, 15, 3727-3739, 1996. Yuan, L., Achenie, L. E. K., and Jiang, W., “Robust H-infinity Control for Linear Discrete Time Systems

with Norm-Bounded Time-Varying Uncertainty,” Systems and Control Letters , 27, 4, 199-208, 1996. Yuan, L., Achenie, L. E. K., and Jiang, W., “Linear Quadratic Optimal Output Feedback Control for Systems

with Poles in a Specified Region,” International Journal of Control, 64, 6, 1151-1164, 1996. Duvedi, A. P. and Achenie, L. E. K. “On the Design of Environmentally Benign Refrigerant Mixtures: a

Mathematical Programming Approach,” Computers & Chemical Engineering, 21, 8, 915-923, 1997. Churi, N. and Achenie, L. E. K. “On the Use of a Mixed Integer Nonlinear Programming Model for

Refrigerant Design,” Int. Trans. Opl. Res., 3, 1, 1-21, 1997. Churi, N. And Achenie, L. E. K., “An MINLP Model for Optimal Design of Refrigerant Mixtures for a Two-

Evaporator Refrigeration System,” Computers & Chemical Engineering, 21, 13, 349-354, 1997. Zhao, M., Garrick, N. W. and Achenie, L. E. K. “Data Reconciliation-Based Traffic Count Analysis

System,” Transportation Research Record, 1625, 12-17, 1998. Sinha, M., Achenie, L. E. K. and Ostrovsky, G. M. “Design of Environmentally Benign Solvents via Global

Optimization,” Comp. Chem Eng. 23, 1381-1394, 1999. Ostrovsky, G. M., Achenie, L. E. K. and Y. Wang, “Deterministic Methods of Flexibility Analysis,” Comp. &

Chem. Eng. Suppl., 23, 387-390, 1999. Ostrovski G.M., Achenie, L. E. K., Gomelsky, V., and Volin, Y.,"A New Approach to Flexibility Analysis,"

Hungarian Journal of Industrial Chemistry, 28, 27-30, 2000.

161

Ostrovsky G.M., L.E.K. Achenie and Yu.M. Volin , “Optimization of Chemical Processes under uncertainty,” (book chapter, pages 209-226 in “System Modeling and Optimization”, ed. M.J.D. Powell and S. Scholtes, Kluwer Academic Publishers, June 2000, ISBN 0-7923-7881-4).

Professional Societies:Society for Industrial and Applied Mathematics; American Institute of Chemical Engineers;

American Chemical Society; International Neural Network Society; International Federation of Operations Research Societies (IFORS); American Association of University Professors.

Honors or Distinctions:

Member of AIChE Area 10a Coordinating Body (1999 - 2002, Chair – 2002), Olin Faculty Fellow (1999), Secretary to the School of Engineering (1997/98 Academic Year), Rogers Outstanding Teaching Award (1997), NASA Summer Fellowship (1996), Rogers Outstanding Teaching Award (1992), Sigma Xi, Faculty Summer Fellowship, University of Connecticut (1992), Finalist, Chemical Engineering Graduate Students' Symposium (Carnegie Mellon, October 1986).

Institutional and Professional Service 1995-2000:

Courses Taught 1999-2000:

Fall 1999: CHEG 241, Process Design and Economics; 3 hours lecture, undergraduate, day.

ENGR 150, Introduction to Engineering; 3 hours lecture, undergraduate, day.

Spring 2000: CHEG 251, Process Kinetics; 3 hours lecture, undergraduate, day.

Other Duties (1995-2000):Graduate Admissions Chair, Dept. of Chemical Engineering; Scholarship Committee; School of Engineering Computing & Communications Committee; School of Engineering Lower Division Curriculum Committee; AIChE Student Chapter Advisor; Director, Chemical Processing Laboratory, Booth Research Center, (11/94 - present); Member of the University of Connecticut Graduate Faculty Council, 2000 – 2002. AIChE and SIAM conference organizer. The above duties total about 12 hours per week.

Professional Development 1995-2000:

I have made several conference presentations and will continue to do so. I will strive to attend ASEE conferences.

162

Curriculum Vitae

THOMAS F. ANDERSON

Rank: Associate Professor and Associate Dean for Academic Affairs(full-time)

Education: B.S. Chemical Engineering, Iowa State University, 1964Ph.D. Chemical Engineering, University of California, Berkeley, 1978

Faculty Service, University of Connecticut:

1978-81: Assistant Professor, Chemical Engineering1981-present: Associate Professor, Chemical Engineering1989-1998: Department Head, Chemical Engineering1998-present Associate Dean for Academic Affairs, School of Engineering

Related Experience:

1965-68: Research Assistant, Ames Lab USAEC, Ames, IA (part-time)1967: Research Engineer, Ethyl Corporation, Baton Rouge, LA (summer)1968: Field-Consultant Engineer, E.I.duPont & Nemours Co., Beaumont, TX1969-74: Officer and Patrol Plane Commander in U.S. Navy1974-78: Teaching Assistant, University of California, Berkeley, CA (part-time)1985-86: Visiting Professor, Norwegian Technical University, Trondheim, Norway1987; Visiting Scientist, Petroleum Research Institute, Norwegian Technical University, Trondheim,

Norway (summer)

Consulting, Patents, etc.:

Consultantships: Simulation Sciences, Inc. (1976); Linde Corporation (1978); Control Data Corporation (1978-84); Stauffer Chemical Company (1979); Union Carbide Corporation (1980); C.E. Lumus Corporation (1980); National Bureau of Standards (1981); Merck and Company (1982); Merix Corporation (1983); Engineering MicroSimulations, Inc. (1984-91).

States Registered:

None

Principal Publications (1990 to present or 10 most recent):

Whitson, C.H., T.F. Anderson and I. Soereide, "Application of the Gamma Distribution Model to Molecular Weight and Boiling Point Data for Petroleum Fractions," Chem. Eng. Commun., 96, 259 (1990).

Bertucco, A., H.E. Klei, T.F. Anderson and D.W. Sundstrom, "The Stability of Activated Sludge Reactors with Substrate Inhibition Kinetics and Solids Recycle," Water Research, 24, 169 (1990).

Howard, G. M., and T.F. Anderson, "Chemical Engineering at the University of Connecticut," Chem. Eng. Education, 31, (1) p.2 (1997).

Professional Societies:

American Institute of Chemical Engineers; American Chemical Society; American Society for Engineering Education; American Association of University Professors.

Honors or Distinctions:

Tau Beta Pi; Omega Chi Epsilon; Sigma Xi; Norwegian NTNF Visiting Fellowship (1985-86); Rogers Teaching Award (1990)

163

Courses Taught 1999-2000:

Fall 1999: ENGR 150, Introduction to Engineering; 4 hours lecture; undergraduate, day.

Spring 2000: ENGR 150, Introduction to Engineering; 4 hours lecture; undergraduate, day.

Other Duties (1999-2000):

Associate Dean; Information Technology Building Committee, Chairman; School of Engineering Budget Planning; Coordination of School Renovation Projects; Supervision of School of Engineering Machine Shop and Electrical Shop; Faculty Advisor to Omega Chi Epsilon; Faculty Representative to Tau Beta Pi; Energy Monitor, Engineering II Building; School of Engineering Academic Council; University Senate; Senate Budget Committee, Chairman; University Distance Learning Committee; Staff Service Award Selection Committee, Chairman; Open House; Visitation Day; Treasurer of UConn Chapter of Sigma Xi.

Above duties total about 30 hours per week.

Professional Development 1995-2000:

Workshop on Chairing the Academic Department, Spring (1991); ASEE Chemical Engineering Summer School (1982, 1987,1992, etc.)

164

Curriculum Vitae

JAMES P. BELL

Rank: Professor of Chemical Engineering (full-time)

Education: B.S. Chemical Engineering, Lehigh University, 1956Sc.D. Chemical Engineering, Massachusetts Institute of Technology, 1966

Faculty Service, University of Connecticut:

l969-75: Associate Professor, Chemical Engineering1975-present Professor, Chemical Engineering

Related Experience:

l956-62: Research Engineer, DuPont Plastics Department, Willmington, DE1962-66: Graduate Research and Teaching Assistant, MIT, Boston, MA (part-time)1962,63,69: Senior Engineer, Lawrence Livermore Laboratory, Livermore, CA (summers)l966-69: Senior Research Engineer, Monsanto Company Textile Fibers Division and New Enterprise

Division, Research Triangle Park, NC1991-93: Director, Polymer Science Program, University of Connecticut1996- Associate Director, Institute of Materials Science, University of Connecticut

Consulting, Patents, etc.:

Patents: Process for Improving Copper-Epoxy Adhesion (with J.M. Park), US Patent #4,428,987 (1984); Process for Improving Steel-Epoxy Adhesion (with J.J. DeNicola), US Patent #4,448,847; Polymeric Coupling Agent (with R.G. Schmidt), US Patent #4,812,363; Polycarbonate-Epoxy Polymer (with Y. Yu), US Patent #4,943,619; Electropolymerization Method and Process (with J. Iroh and D.A. Scola), #5,232,560 (1993); Process for Forming Methacrylamide Polymer Prepreg Compositeby Electropolymerization (with J. Liang and D. Scola, U.S. 5,238,542 (1993); A Coated Polycarbonate and Method for Making the Same (with Y. Yu and Y. Huang) , U.S. 5,554,702 (1996); J P. Bell. J. Iroh, D Scola and J. Liang, “Thermoplastic Composites Formed by Electropolymerization” U. S. #5,549,807 (1996): J. P. Bell, X Zhang and R. Agarwal, “Method for Coating Metals by Dip Autopolymerization” U.S. 5,807,612 (1998), J. P. Bell, X Zhang and R. Agarwal, “Polymer- Coated Metal Composites by Dip Autopolymerization (Filed, 2000), J. P. Bell and K. Tsuchida, “Curable Episulfide Systems Having Enhanced Adhesion to Metal”, (Filed, 2000).

Consultantships: Short term consulting for a number of local and national corporations.

States Registered: None

Principal Publications ( 1995 to present or 10 most recent):

T.-M. Don and J. P. Bell, “Fourier Transform Infrared Analysis of Polycarbonate/Epoxy Mixtures Cured with an Aromatic Amine.” J. Appl. Polym. Sci., 69, 2395, 1998.

R. Agarwal, X. Zhang and J. P. Bell, “Metal Coating.” 1999 Yearbook of Science & Technology, McGraw-Hill, New York, p. 230, 1999.

X. Zhang and J. P. Bell, “Synthesis of Protective Coatings on Steel by Surface Spontaneous Polymerization: 3. Process Development and Coating Property Studies.” Polym. Eng. & Sci., 39, 119, 1999.

R. Agarwal and J. P. Bell, “Electropolymerization of 2-Methacryloyloxy (ethyl) acetoacetate on Aluminum Using a Novel Initiation Method.” J. Appl. Polym. Sci., 71, 1665, 1999.

165

X. Zhang and J. P. Bell, “Studies of Arenediazonium Salts as a New Class of Electropolymerization Initiator.” J. Appl. Polym. Sci., 73, 2265, 1999.

K. Vaideeswaran, J. P. Bell and D. E. Nikles, “Quinone-amine polyurethanes: Novel corrosion inhibiting coupling agents for bonding epoxy to steel.” J. Adhes. Sci. & Tech., 13, 477, 1999.

T.-M. Don, C.-H. Yeh and J. P. Bell, “Structures and properties of polycarbonate-modified epoxies from two different blending processes.” J. Appl. Polym. Sci., 74, 2510, 1999.

R. Agarwal and J. P. Bell, “Coating Formation by Spontaneous Polymerization on Aluminum: Various Monomers.” J. Appl. Polym. Sci., 76, 875, 2000.

K. Vaideeswaran, J. P. Bell and D. E. Nikles, “Quinone-Amine Polyurethanes: New Coupling Agents for the Steel-Epoxy System.” J. Appl. Polym. Sci., 76, 1338, 2000.

S. L. Nesbitt, J. A. Emerson and J. P. Bell, “Evaluation of -diketone-containing polymeric coupling agents for enhancing the adhesion of epoxy to aluminum,” J. Adhesion, 74, 245-268, 2000

Professional Societies:

American Institute of Chemical Engineers; American Chemical Society; Plastics Engineers; Adhesion Society (Awards Committee 1999, Executive Committee 1994-98); American Association of University Professors (UCONN faculty executive committee, negotiating team, research committee, grievance committee (1998-2000).

Honors or Distinctions:

Sigma Xi; Educational Service Award, Plastics Institute of America (1975); German Academic Exchange Service Fellowship (October-December l975); Senior Fulbright Lecturer (l975-76); Visiting Professor, Institute for Macro-molecular Chemistry, University of Freiburg, Freiburg, W. Germany (l975-76); Visiting Senior Scientist, Shell Development Co., Houston, Texas (Fall l982); Visiting Professor, Chemical Engineering Dept., University of Naples, Italy (January l983); Visiting Professor and Lady Davis Fellow, Israel Institute of Technology, Haifa, Israel (Spring 1983); Guest of Chinese Academy of Sciences (May 1991); Plenary lecturer at several international conferences (Japan, Switzerland, Czechoslovakia, the Netherlands,etc.); President, The Adhesion Society, Inc. (1994-1996); Medal of the City of Mulhouse, France (1994). Noelting Fellow, University of Mulhouse,France, April- June 1997, Visiting Professor, University of Trent, Italy, February- April 1997; Patrick Fellow, The Adhesion Society, Inc. (1999)

Institutional and Professional Service 1995-2000:

Courses Taught (1999-2000):

Fall 1999: CHEG 237W, Chemical Engineering Laboratory, 2 hours Discussion,Two 3hr laboratory periods, undergraduate (seniors), day.

Spring 2000: CHEG 352, Polymer Properties, 3 hours lecture, graduate, day.

Other Duties (average hours per week):

Associate Director, IMS; IMS Examination Committee; IMS Faculty Search Committee; Department Graduate Examination Committee; Department PTR Committee (chair).

Above duties total about 25 hours per week.

Professional Development 1995-2000:

Sabbatical leave in Spring semester 1997, study and course development in the area of polymer interfaces and adhesion.

166

Curriculum Vitae

DOUGLAS J. COOPER

Rank: Professor of Chemical Engineering (full-time)

Education: B.S. Chemical Engineering, University of Massachusetts, 1977M.S. Chemical Engineering, University of Michigan, 1978Ph.D. Chemical Engineering, University of Colorado, 1985

Faculty Service, University of Connecticut:

1985-1991: Assistant Professor, Chemical Engineering1991-1999: Associate Professor, Chemical Engineering1999-present: Professor, Chemical Engineering

Related Experience:

1977: Summer Engineer, Arthur D. Little, Inc., Cambridge, MA (summer)1977-1978: Graduate Research Assistant, Department of Chemical Engineering, University of Michigan,

Ann Arbor, MI (part-time)1978-1981: Research Engineer, Computer Process Control Division, Chevron Research Company,

Richmond, CA1981-1985: Graduate Research Assistant, Department of Chemical Engineering, University of Colorado,

Boulder, CO 1992: Research Associate, United Technologies Research Center, East Hartford, CT

Consulting, Patents, etc.:

Consultantships: United Technologies Research Center (1991-1994) Control Station Technologies (1995-present)

States Registered:

None

Principal Publications (1995 to present or 10 most recent):

Cooper, D. J., and D. Dougherty, "Enhancing Process Control Education with the Control Station Training Simulator," Computer Applications in Engr. Education., 7, 203 (1999).

Shridhar, R., and D. J. Cooper, "A Tuning Strategy for Unconstrained Multivariable Model Predictive Controllers," Industrial & Engr. Chem. Research, 37, 4003 (1998).

Shridhar, R., and D. J. Cooper, "A Novel Tuning Strategy for Multivariable Model Predictive Control," ISA Transactions, 36, 273 (1998).

Woll, S. L. B., and D. J. Cooper, "A Dynamic Injection Molding Process Model for Simulating Mold Cavity Pressure Patterns," Polymer Plastics Technology & Engr. Journal, 36, 809 (1997).

Shridhar, R., and D. J. Cooper, "Selection of the Move Suppression Coefficient in Tuning Dynamic Matrix Control," Proc. 1997 American Control Conf., IEEE Publications, NJ, 729 (1997).

Shridhar, R., and D. J. Cooper, "A Tuning Strategy for Unconstrained SISO Model Predictive Control," Industrial & Engr. Chem. Research, 36, 729 (1997).

167

Woll, S. L. B., and D. J. Cooper, "Pattern-Based Closed Loop Part Quality Control of the Injection Molding Process," Polymer Engr. Science, 37, 801 (1997).

Cooper, D. J., "Picles - A Simulator for Virtual World Education and Training in Process Dynamics and Control," Computer Applications in Engr. Education, 4, 207 (1996).

Woll, S. L. B., D. J. Cooper and B. V. Souder, "Online Pattern Based Part Quality Monitoring of the Injection Molding Process," Polymer Engr. Science, 36, 1447 (1996).

Hinde, R. F., Jr., and D. J. Cooper, "A Unified Excitation Diagnostic and Performance Diagnostic Adaptive Control Framework," AIChE Journal, 41, 110 (1995).

Professional Societies:

American Chemical Society; American Institute of Chemical Engineers; American Association of University Professors; Instrument Society of America

Honors or Distinctions:Outstanding Faculty Teaching Excellence in Engineering Award, University of Connecticut (Storrs, 1998); Best Poster Honorable Mention CAST Director's Award, AIChE 1997 Annual Meeting (Los Angeles, 1997); Best Paper of Session Award, 1997 American Control Conference (Albuquerque, 1997); Outstanding Contribution to Computer Aided Engineering Education Award (CACHE/ASEE, 1997); Best Paper in Thermoplastic Materials Division Award, 1996 SPE ANTEC (Indianapolis, 1996); Teacher of the Year by UConn Chemical Engineering Students Award (Rogers Corporation, 1996); Best Paper in Injection Molding Division Award, 1994 SPE ANTEC (San Francisco, 1994); Best Paper of Session Award, 1993 American Control Conference (San Francisco, 1993); Excellence in Research and Creative Work Award, University of Colorado (Boulder, 1985); Phi Lambda Upsilon - Chemistry Honor Society; Tau Beta Pi - Engineering Honor Society (Chapter President, 1977)

Institutional and Professional Service 1995-2000:

Courses Taught (classroom and laboratory):

Fall 1999: CHEG 245, Numerical Analysis; 3 hours lecture, undergraduate, day.CHEG 345, Numerical Analysis; 3 hours lecture, graduate, day.CHEG 247, Introduction to Process Dynamics and Control; 3 hours lecture, undergraduate, day.

Spring 2000: CHEG 336, Process Dynamics and Control I; 3 hours lecture, graduate, day

Other Duties (1995-2000):

Department Promotion, Tenure and Review Committee; Department Web Page Development Committee; ABET Committee; Faculty Search Committee (chair); Undergraduate Program Committee; Institute of Teaching and Learning Board of Advisors

Above duties total about 11 hours per week.

Professional Development:

"Control Station," Version 2.5 for Windows, Copyright 2000 by Douglas J. Cooper, distributed by Control Station Technologies Co.. in 1999-2000, Control Station was used by 125 colleges and universities around the world for hands-on training in process dynamics and control system design.

168

Curriculum Vitae

ROBERT W. COUGHLIN

Rank: Professor of Chemical Engineering (full-time)

Education: B.S. Chemistry, Fordham University, 1956 (cum laude)Ph.D. Chemical Engineering, Cornell University, 1961

Faculty Service, University of Connecticut:

1976-present: Professor, Chemical Engineering1976-81 Department Head, Chemical Engineering

Related Experience:

1960-61: Postdoctoral Research-Fulbright Fellow at Heidelberg University, (Germany)1961-64: Chemical Engineer and Systems Analyst at Exxon Research and Engineering Company1964-65: Senior Scientist and Manager, Engineering Science Division at Isotopes-a Teledyne Company,

Westwood, NJ1971: Director, Institute of Environmental Studies, the Graduate Program in Environmental

Engineering and Science and Professor of Chemical Engineering at Drexel University, Philadelphia, PA.(on leave from Lehigh Univ.)

1965-76: Assistant Professor, Associate Professor and Professor of Chemical Engineering. Associate Director, Center for Marine and Environmental Studies, Lehigh University, Bethlehem, PA

Consulting, Patents, etc.:

Consultantships: Symbiotech, Inc.; Innotech, Inc.; Synergic Isis, Inc.; Adept Group; HCH Industries; Stauffer Chemical Company; U.S.E.P.A.; NIH; United Nations; W.R. Grace, Engelhard Industries; NL Industries; Hartford Insurance Company; Air Products and Chemicals; Technicon, Inc.; United Catalysts Division of Suedchemie; Futures Group; expert witness for American Cyanamide and various law firms.

Patents: Process and Device for Purifying Air, US Patent # 3,710,548 (1973); Radiation Crosslinked, Swelled Semipermeable Membranes (with R. D. Siegel), US Patent # 3,720,321 (1973); Method of Carrying Out Enzyme Catalyzed Reactions, US Patent # 3,928,143 (1975); Method of Carrying Out Enzyme Catalyzed Reactions (with M. Charles), US Patent # 4,016,293 (1977); Method of Carrying Out Enzyme Catalyzed Reactions (with M. Charles), US Patent # 4,048,018 (1977); Method of Immobilization of Biologically Active Organic Substances Including Enzymes (with M. Charles and B. R. Allen), US Patent # 4,115,198 (1978); Method for Electrowinning Metals, US Patent # 4,268,363 (1981); Method of Gasifying Carbonaceous Materials, US Patent # 4,279,710 (1981); Desensitizing Activated Carbon Sorbents to the Effects of Humidity (with E.M. Davis), US Patent #4,978,650 (1990); Partially Treated Shellfish Waste for Removal of Heavy Metals from Aqueous Solution, US Patent #5,010,181 (1991); Enhanced Bioconversion of Toxic Substances, U.S. Patent #5,173,413 (1992); 5,716,628 Synergistic biocide composition containing pyrithione plus an additive, (with R. Vinopal, J. Nelson, M. Glynn, R. Vieth, J. Geiger) Feb 10, 1998; 5,635,150 Sorption of acidic gases by solid residue from sugar refining, Jan 3, 1997; 5,540,920 Synergistic biocide composition containing pyrithione plus an additive, (with R. Vinopal, J. Nelson, M. Glynn, R. Vieth, J. Geiger) July 30, 1996; 5,277,821 Purification of samples by interphase mass transfer using microporous hollow-fiber membranes (with E.M. Davis, P. Rao) June 11, 1994; 5,252,220 Preparation of analytical samples by liquid-liquid extraction using microporous hollow-fiber membranes (with E.M. Davis) Oct 12, 1993.

States Registered:

Pennsylvania, New Jersey

Principal Publications (1995 to present or 10 most recent):

169

Growth of Hydrocarbon-Utilizing Isolates in Chemically Defined Media, (with A.H.M.M. ElSayed, M.M.Mahmoud, E.M. Davis), International Biodeterioration and Biodegradation 37, 61-68 (1996)

Biodegradation of polyurethane coatings by hydrocarbon-degrading bacteria, (with A.H.M.M. ElSayed, M.M. Mahmoud, E.M. Davis), International Biodeterioration and Biodegradation 37, 69-79 (1996)

Comparative behavior of E. coli and S. aureus regarding surface attachemnt to and removal from polymeric surface. (with S. Magnotta, A. Bogucki, R. F. Vieth) J. Biomaterial Sci. Polymer Ed. 8(9), 683-689 (1997)

Effects of stratification in a Fluidized Bed bioreactor During Treatment of Metalworking Wastewater. (with H. Brett Schreyer) Biotechnology and Bioengineering 1999; 63:129-140

Surface roughness enhances upward migration of bacteria on polymer fibers above liquid cultures.(with V. Rezmann, D. Mullen, M. Brancieri, R. Vieth) Journal of Biomaterials Science, Polymer Edition, 10: 827-844 (1999)

Professional Societies:

American Institute of Chemical Engineers; American Chemical Society; American Society for Artificial Internal Organs; Society for Industrial Microbiology

Honors or Distinctions:

Sigma Xi; Phi Kappa Phi; Fulbright Fellow (1960-61); Lehigh University Robinson Award for Outstanding Service (1967); Fordham University Alumni Association Award (1971); AIChE Fellow (1987-present).

Institutional and Professional Service 1995-2000:

Courses Taught (classroom and laboratory):

Fall 1999: CHEG 321, Chemical Engineering Kinetics; 3 hours lecture, graduate, evening.

Spring 2000: CHEG 239W, Chemical Engineering Laboratory; 6 hrs/wk, lecture/lab, undergraduate, day.CHEG 295-01/384, Fermentation and Separation Laboratory, 3 hours lecture, 1 hour lab, evening, undergraduate/graduate.

Other Duties (1995-2000):

Undergraduate Advising; Co-Director Fermentation/Separation Laboratory of the Biotechnology Center; Member–Administrative Committee of the Biotechnology Center; Biotechnology Steering Committee; School of Engineering Biomedical Engineering/Bioengineering Committee; School of Engineering M. Eng. Committee; Department Space, Facilities, & Safety Committee. Above duties total about 17 hours per week.

Professional Development (1995-2000):

Attended AIChE fall meeting 1999

170

Curriculum Vitae

MICHAEL B. CUTLIP

Rank: Professor of Chemical EngineeringDirector of the University of Connecticut Honors Program

Education: B.S. Chemical Engineering, Ohio State University, 1964M.S. Chemical Engineering, Ohio State University, 1964Ph.D. Chemical Engineering, University of Colorado, 1968

Faculty Service, University of Connecticut1968-1973: Assistant Professor, Chemical Engineering1973-1980: Associate Professor, Chemical Engineering1980-1989: Department Head, Chemical Engineering1981-present: Professor, Chemical Engineering1998-present: Director, Honors Program

Related Experience:1962 Applications Engineer, Du Pont Film Department, Wilmington, Delaware (summer)1963 Research Engineer, Du Pont Plastics Department, Wilmington, Delaware (summer)1967-1968: Post-Doctoral Research Associate, University of Colorado1973 Assistant Project Engineer, Fuel Cell Analysis Group, Pratt and Whitney Aircraft,

East Hartford, Connecticut (summer)1974-1975 Senior Visiting Fellow, Dept. of Chemical Engineering, University of Cambridge,

Cambridge, England (sabbatical)1976 Senior Visiting Fellow, Dept. of Chemical Engineering, University of Cambridge,

Cambridge, England (summer)1982 Visiting Professor, Dept. of Chemical Engineering, University of Michigan,

Ann Arbor, Michigan (sabbatical, fall semester)1983 Senior Visiting Fellow, Dept. of Chemical Engineering, University of Cambridge,

Cambridge, England (sabbatical, Jan. - Aug.)1989 Visiting Profewssor, Dept. of Chemical Engineering, University of Adelaide, Adelaide,

South Australia, (sabbatical, fall semester)

Consulting, Patents, etc.:Consultantships: Pratt and Whitney Aircraft, Fuel Cells (1973-1974); Control Data Corporation (1978-1988); United Technologies Corporation (1980-1981).

Patents: U.S. Patent Application, April 27, 2000, Membranes, Membrane Electrode Assemblies and Fuel Cells Employing Same, and Process for Preparing, James M. Fenton, H. Russell Kunz, Michael B. Cutlip, Jung-Chou Lin. Reference UCT-0004 of Cantor Colburn LLP. Includes provisional application 60/132,038.

States Registered:

Principal Publications (1995 to present or 10 most recent):Cutlip, M. B., and M. Shacham. "Problem Solving in Chemical Engineering with Numerical Methods,"Prentice Hall, ISBN 0-13-86256-2, 1999.

Shacham, M. and M. B. Cutlip. "A Comparision of Six Numerical Software Packages for Educational Use in the Chemical Engineering Curriculum," Computer in Education Journal, Vol. IX, No. 3, 9-15, 1999.

Shacham, M. and M. B. Cutlip. "Selecting the Appropriate Numerical Software for a Chemical Engineering Course," Comp. & Chem. Engng. Supp., S645-S648, 1999.

171

Chen, J., J. C. Lin, V. Purohit, M. B. Cutlip and S. L. Suib. "Photoassisted Catalytic Oxidation of Alcohols and Halogenated Hydrocarbons with Amorphous Manganese Oxides," Catalysis Today, 33, 205-214, 1997.

Shacham, M., N. Brauner, and M. B. Cutlip. "Replacing Graph Paper with Interactive Software in Modeling and Analysis of Experimental Data," Computer Applications in Engineering Education, Vol. 4 (3), 241-251, 1996.

Lin, Jung-Chou, J. Chen, S. L. Suib, M. B. Cutlip, and J. D. Freihaut. "Recovery of Bromine from Methyl Bromide Using Amorphous MnOx Photocatalysis," J. Catalysis, 161, 659-666, 1996.

Vileno, E., M. K. LeClair, S. L. Suib, M. B. Cutlip, F. S. Galasso, and S. J. Hardwick. "Thermal Decomposition of NF3 with Various Oxides," Chemistry of Materials, 8, 1217-1221, 1996.

Shacham, M., M. B. Cutlip, and N. Brauner. "General Purpose Software for Equation Solving and Modeling of Data," Computers in Chemical Engineering Education, p. 75-86, CACHE Corporaiton, Austin, TX, 1996.

Brauner, N., M. Shacham, and M. B. Cutlip. "Computational Results - How Reliable are They?," Chemical Engineering Education, 30, 1, 20-25, 1996.

Grasso, Domenic, M. B. Cutlip, and R. Garg. "Modeling of Nucleophilic Substitution Reactions to Investigate Feasibility of Elution Processes for a Hydrophobic Contaminant," Journal of Toxicological and Environmental Chemistry, 50, 73-96, 1995.

Professional Societies:American Institute of Chemical Engineers; American Chemical Society; American Society for Engineering Education; Association of Environmental Engineering Professors; American Association for Fuel Cells; Catalysis Society; Electrochemical Society; Elected Trustee CACHE Corporation.

Honors or Distinctions:Tau Beta Pi; Phi Lambda Upsilon; Sigma Xi; Senior Visiting Fellow, Science Research Council, United Kingdom, 1974-1975, Summer 1976, and Jan. - Aug. 1983; Fellowship from the Japan Society for the Promotion of Science, 1990; Featured Chemical Engineering Educator, Chemical Engineering Education, 28, 3, pp. 160-163, 1993; Distinguished Alumni Award, College of Engineering and Applied Science, University of Colorado, 1995

Institutional and Professional Service 1995-2000:Courses Taught 1999-2000:

None, release granted (Director of Honors Program)

Other Duties 1995–2000:

Institutional: University Committees: Scholastic Standards, Honors Program Board of Associate Directors (Chair), Enrollment Services, Registrar's Advisory , Open House, Nutmeg and Day-of-Pride Scholarship Selection and Interview (Chair), Undergraduate Research, Frontiers in Undergraduate Research, Career Services Advisory, Scholars Day (Chair); School of Engineering Committees: Engineering Computing Advisory, Undergraduate Education and Instruction, Undergraduate Education Admistrative, Undergraduate Education and Instruction; Honors Program Committees: Strategic Planning, Community Planning, Honors Office, Summer Internship, Honors 2000 Planning.

Professional: National Chairman of the Chemical Engineering Division of the American Society of Engineering Education 1999-2000, National Program Chair 1998; Elected Trustee of the CACHE Corporation; Executive Committee and Awards Committee of the Chemical Engineering Division of the American Society for Engineering Education.

Professional Development 1995–2000:Participant in the Mathematical Association of American - Curriculum Foundations Engineering Workshop, Clemson University, May 4-7, 2000.

172

Curriculum Vitae

CAN ERKEY

Rank: Assistant Professor of Chemical Engineering (full-time)

Education: B.S. Chemical Engineering, Bogazici University, 1984M.S. Chemical Engineering, University of Bradford, 1985Ph.D. Chemical Engineering, Texas A&M University, 1989

Faculty Service, University of Connecticut:

1995-present: Assistant Professor, Chemical Engineering

Related Experience:

1995-present: Assistant Professor, University of Connecticut 1994-1995: Visiting Assistant Professor, Texas A&M University1989-1994 Research Scientist, Texas A&M University

Consulting, Patents, etc.:

Serial No. 09/188/513 allowed 4/16/99, "Conductive Elastomeric Foams by In-Situ Vapor Phase Polymerization of Pyrroles," with Bessette, M., R.A. Weiss, C.P.-P. Gan, C. Erkey and Y. Fu. (Assigned to Rogers Corp.)

States Registered:

None

Principal Publications (1995 to present or 10 most recent):

Erkey, C., "Supercritical Extraction of Heavy Metals from Aqueous Solutions: A Review," J.Supercrit. Fluids, 17, 259 (2000).

Sherman, G., S. Shenoy, R.A. Weiss and C. Erkey, "A Static Method Coupled with Gravimetric Analysis for the Determination of Solubilities of Solids in Supercritical Carbon Dioxide," Ind. Eng. Chem. Res., 39, 846 (2000)

Palo, D.R. and C. Erkey, "Effect of Ligand Modification on Homogeneous Hydroformylation in Supercritical Carbon Dioxide," Organometallics, 19, 81 (2000).

Palo, D.R. and C. Erkey, Rhodium Catalyzed Homogeneous Hydroformylation of Unsaturated Compounds in Supercritical Carbon Dioxide. in Reaction Engineering for Pollution Prevention, ed. M. Abraham and R.P. Hesketh, Elsevier, 1999.

Palo, D.R. and C. Erkey, "Kinetics of the Homogeneous Catalytic Hydroformylation of 1-Octene in Supercritical Carbon Dioxide," Ind. Eng. Chem. Res., 38, 3786 (1999).

Palo, D.R. and C. Erkey, “Homogeneous Hydroformylation of 1-Octene in Supercritical Carbon Dioxide with RhH(CO)(P(p-CF3C6H4)3)3,” 38, 2163 (1999)

Palo, D.R. and C. Erkey, “Solubility of Dichlorobis(triphenylphosphine)nickel (II) in Supercritical Carbon Dioxide,” J.Chem.Eng. Data, 43, 47 (1998)

173

Palo, D.R. and C. Erkey, “Homogeneous Catalytic Hydroformylation of 1-Octene in Supercritical Carbon Dioxide Using a Novel Rhodium Catalyst with Fluorinated Arylphosphine Ligands,” Ind.Eng.Chem.Res., 37, 4203 (1998)

Fu, Y., D. R. Palo, C. Erkey and R.A. Weiss, “Synthesis of Conductive Polypyrrole/Polyurethane Foams via a Supercritical Fluid Process,” Macromolecules, 30, 7611 (1997)

Murphy, J.M. and C. Erkey, “Copper (II) Removal from Aqueous Solutions by Chelation in Supercritical Carbon Dioxide using Fluorinated b-Diketones,” Ind.Eng.Chem.Res., 36, 5371 (1997)

Professional Societies:

American Institute of Chemical Engineers; American Chemical Society

Honors or Distinctions:

Rogers Outstanding Teacher Award (1998-1999)

Institutional and Professional Service 1995-2000:

Courses Taught:

Fall 1999: CHEG 223, Transfer Operations I; 3 hours lecture, undergraduate, day.

Spring 2000: NONE.

Other Duties (1995-2000):

AIChE Student Chapter Advisor; Undergraduate Advising; Department Space, Facilities & Safety Committee; CHEG Department Development Committee

Above duties total about 12 hours per week.

Professional Development 1995-2000:

Grant from the School of Engineering for Development of a Catalytic Reaction Engineering Experiment for CHEG 239W (2000)

174

Curriculum Vitae

JAMES M. FENTON

Rank: Professor of Chemical Engineering (full-time)

Education: B.S. Chemical Engineering, University of California, Los Angeles, 1979M.S. Chemical Engineering, University of Illinois, 1982Ph.D. Chemical Engineering, University of Illinois, 1984

Faculty Service, University of Connecticut:

1984-1991: Assistant Professor, Chemical Engineering1991-1998: Associate Professor, Chemical Engineering1991-present: Director, Pollution Prevention Research & Development Center1992-present: Associate Director, Environmental Research Institute1998-present: Professor, Chemical Engineering1998-1999: Acting Head, Chemical Engineering

Related Experience:

1980-83: Graduate Teaching Assistant, University of Illinois, Urbana, IL1980-84: Research Assistant, University of Illinois, Urbana, IL1991: Visiting Scientist, IBM Thomas Watson Research Center, Yorktown Heights, NY

Consulting, Patents, etc.:

Consultantships: Yukon ReSteel and Millipore Corporation.

U.S. Patent 6,045,686, April 4, 2000, METHOD AND APPARATUS FOR ELECTROCHEMICAL DELACQUERING AND DETINNING, James M. Fenton, John E. Dresty, Jr., Richard Bodensteiner, Chunzhi He, Jung-Chou Lin, Ramakrishnan Venkataraman, and Antonio J. Aldykiewicz, Jr.

U.S. Patent Application, April 27,2000, MEMBRANES, MEMBRANE ELECTRODE ASSEMBLIES AND FUEL CELLS EMPLOYING SAME, AND PROCESS FOR PREPARING, James M. Fenton, H. Russell Kunz, Michael B. Cutlip, Jung-Chou Lin. Reference UCT-0004 of Cantor Colburn LLP. Includes provisional application 60/132,038

U.S. Patent Application, August 2000, IMPROVED MEMBRANE ELECTRODE ASSEMBLIES USING IONIC COMPOSITE MEMBRANES, James M. Fenton, H. Russell Kunz, Jung-Chou Lin. Reference UCON-126 of Cummings & Lockwood.

Principal Publications (1995 to present or 10 most recent):

He, C., H. R. Kunz and J. M. Fenton. 1997. “Evaluation of Platinum-Based Catalysts for Methanol Electro-oxidation in Phosphoric Acid Electrolyte.” Journal of the Electrochemical Society, 144:3, 970(1997). Lin. J.-C., M. Ouyang, J. M. Fenton, H. R. Kunz, J. T. Koberstein and M. B. Cutlip. 1998. “Study of Blend Membranes Consisting of Nafion and Vinylidene Fluoride-Hexafluoropropylene Copolymer.” J. Applied Polymer Science, 70:1, 121(1998).

Bett, J. S., H. R. Kunz, A. J. Aldykiewicz Jr., J. M. Fenton, W. F. Bailey and D. V. McGrath. 1998. "Platinum-macrocycle co-catalysts for the electrochemical oxidation of methanol.” Electrochimica Acta., 43:24, 3645(1998).

DiMascio, F., J. Wood and J. M. Fenton. 1998. "Continuous Electrodeionization: Production of High-Purity Water without Regeneration Chemicals." The Electrochemical Society Interface, 7:3, 26(1998).

175

Fenton, J. M. 1998. "Is One of the E’s in IEEE for Environmental?, No, but maybe it should be, although IEEEE might be too much!" The Electrochemical Society Interface, 7:1, 30(1998).

Fenton, J. M., J.-C. Lin, C. He, R. Venkataraman, A. J. Aldykiewicz, Jr., J. E. Dresty and P. J. Sweetser. 1998. “Recycling of Post Consumer Tin Cans using Electrochemical Methods.” Proceedings of the Symposia on Environmental Issues in the Electronics/Semiconductor Industries and Electrochemical/Photochemical Methods for Pollution Abatement, ed. C. R. Simpson, L. Mendicino, K. Rajeshwar and J. M. Fenton, The Electrochemical Society, 98-5, 264(1998).

Fenton S., and J. Fenton. 1999. “The Green Square Manufacturing Game; Demonstrating Environmentally Sound Manufacturing Principles.” Chemical Engineering Education, 33:2, 166 (Spring 1999).

Venkataraman, R., L. E. K. Achenie and J. M. Fenton. 1999. “Parameter Estimation and Electrochemical Reactor Optimization Using Fundamental Electrochemical Engineering Models.” Proceedings of the Symposia Tutorials in Electrochemical Engineering – Mathematical Modeling, ed. R. F. Savinell, A. C West, J. M. Fenton, and J. Weidner. The Electrochemical Society, 99-14, 261 (1999).

Lin, J. C., H. R. Kunz, M. B. Culip and J. M. Fenton. 1999. “Preparation of High Temperature Composite Membranes for Hydrogen Proton Exchange Membrane Fuel Cell.” Hazardous and Industrial Wastes; Proceedings of the 31 st Mid-Atlantic Industrial and Hazardous Waste Conference , ed. N. Nikolaidis, C. Erkey and B. F. Smets. Technomic Publishing Company, Inc., Lancaster, Pennsylvania, 656, 1999.

He, C. , R. Venkataraman, H. R. Kunz and J. M. Fenton. 1999. “CO Tolerant Ternary Anode Catalyst Development for Fuel Cell Application,” .” Hazardous and Industrial Wastes; Proceedings of the 31 st Mid-Atlantic Industrial and Hazardous Waste Conference, ed. N. Nikolaidis, C. Erkey and B. F. Smets. Technomic Publishing Company, Inc., Lancaster, Pennsylvania, 663, 1999.

Professional Societies:

American Institute of Chemical Engineers; The Electrochemical Society; American Chemical Society; American Society for Engineering Education; Association of Environmental Engineering Professors; Materials Research Society; International Society of Electrochemistry.

Honors or Distinctions:

Electrochemical Society, Inc., Boston Section Special Award “Distinguished Service to the Society and Continuing Contribution to Electrochemistry”. Recognition by Universidad Iberoamericana of Mexico City for Excellence in Research in Environmental Electrochemical Engineering

Institutional and Professional Service 1995-2000:

Courses Taught:

Fall 1999: CHEG 315, Transfer Operations I; 3 hours lecture, graduate, day.

Spring 2000: CHEG 295, Industrial Ecology, 3 hours lecture, undergraduate, day.ENGR 151, Introduction to Engineering II, 3 hours lecture, undergraduate, day.

Other Duties (1995-2000):

ERI Executive Committee; Undergraduate Advising;

Above duties total about 12 hours per week.

Professional Development:

Sabbatic leave to develop knowledge in Industrial Ecology (1997);

176

Curriculum Vitae

SUZANNE SCHADEL FENTON

Rank: Assistant Department Head (part time)Assistant Professor in Residence (part time)

Education: B.S. Environmental Engineering, Northwestern University, 1979M.S. Chemical Engineering, University of Illinois, 1985Ph.D. Chemical Engineering, University of Illinois, 1988

Faculty Service, University of Connecticut:

1991-present: Lecturer, Chemical Engineering, University of Connecticut

1998-present Assistant Department Head, Chemical Engineering, University of Connecticut

Related Experience:

1978: Research Assistant, Northwestern University, Evanston, IL (part-time)1979-80: Consulting Engineer, Metcalf & Eddy, Inc., Arlington Heights, IL1980-82: Applications Engineer, C-E Raymond, Inc., Chicago, IL1982-88: Research Assistant, University of Illinois, Urbana, IL (part-time)1988-91: Research Engineer, Westvaco Research, Laurel, MD

Consulting, Patents, etc.:

Patent: Wet Densification: A Novel Method for Producing Superior Fine Scale Printed Smoothness on Paper, submitted January 1995 (with D.W. Donigian, B.J. Ortman, and H.P. Watkins).

States Registered:

None

Principal Publications (1995 to present):

D.W. Sundstrom, J.S. Allen, S.S. Fenton, F.E. Salimi, and K.J. Walsh, “Treatment of Chelated Iron and Copper Wastes by Chemical Oxidation”, J. Environ. Sci. Health, A31(5), 1215-1235, (1996).

J.S. Allen, S.S. Fenton, J. M. Fenton and D.W. Sundstrom, “Treatment of Metal-EDTA Wastes Using Electrochemical Reduction, Chemical Oxidation, and Metal Precipitation Techniques”, Proceeding of the 51st Industrial Waste Conference, Ann Arbor Press, (1997).

Fenton, S. S. and J. M. Fenton, “The Green Square Manufacturing Game, Demonstrating Environmentally Sound manufacturing Principles,” Chemical Engineering Education, Vol. 33(2), (1999).

Professional Societies:

American Institute of Chemical Engineers; Society of Women Engineers; Women in Engineering Program Advocates Network; American Society for Engineering Education.

Honors or Distinctions:

Tau Beta Pi - Engineering Honor Society.

Institutional and Professional Service 1995-2000:

Courses Taught (1995-2000):

177

CHEG 203 - Introduction to Chemical Engineering

CHEG 223 - Transfer Operations I

CHEG 224 - Transfer Operations II

CHEG 237W - Chemical Engineering Laboratory

CHEG 239W - Chemical Engineering Laboratory

Other Duties (1995-2000):

School of Engineering ABET Committee (15 hrs), Undergraduate Recruitment Committee (3 hrs) Undergraduate Student Advising (2 hrs), SWE Faculty Advisor (<1)

Programs Development:

ABET EC 2000 Engineering Faculty Wrokshop, Marriott BWI Airport Hotel, January (2000).

NSF Undergraduate Faculty Enhancement Workshop, Rowan University, July (1999).

Seminar on the use of CFDS “Flow 3-D” computational fluid dynamic software, Pittsburgh, PA, October (1993)

Seminar of the use of “Fluent” computational fluid dynamic software, Lebanon, NH, December (1993).

178

Curriculum Vitae

JOSEPH J. HELBLE

Rank: Associate Professor and Head of Chemical Engineering (full-time)

Education: B.S. Chemical Engineering, Lehigh University, 1982 (summa cum laude)Ph.D. Chemical Engineering, Massachusetts Institute of Technology, 1987

Faculty Service, University of Connecticut:

1999-present: Department Head, Chemical Engineering1995-present: Associate Professor, Chemical Engineering

Related Experience:

1998–present: consultant, Niksa Energy Associates, Belmont CA1993: Environmental Fellow, U.S. EPA Office of Solid Waste, Washington DC 1987-1995: Principal Research Scientist, Physical Sciences Inc., Andover MA1981, 1982: Research Engineer, Air Products & Chemicals Inc., Allentown PA (summers)

Consulting, Patents, etc.:

Consultantships: Niksa Energy Associates (1998-present); Connecticut Mutual Electrical Energy Cooperative (2000); Physical Sciences Inc. (1995-1997).

Patents: Apparatus for Producing Nanoscale Ceramic Powders (with T.F. Morse and G.A. Moniz), European Patent EP 0 697 995 B1, (1997); Apparatus for Producing Nanoscale Ceramic Powders (divisional) (with T.F. Morse and G.A. Moniz), US Patent 5,599,511 (1997); Process for Producing Nanoscale Ceramic Powders (with G.A. Moniz and J.R. Morency), German Patent 0680454 (1997); Apparatus for Producing Nanoscale Ceramic Powders (with T.F. Morse and G.A. Moniz), U.S.Patent 5,447,708 (1995); Process for Producing Nanoscale Ceramic Powders (with G.A. Moniz and J.R. Morency), U.S. Patent 5,358,695 (1994).

States Registered: None (EIT-PA)

Principal Publications (1995 to present or 10 most recent):

Hirsch, M.E., Sterling, R.O., Huggins, F.E., and Helble, J.J., Speciation of combustion-derived particulate phase arsenic, Environmental Engineering Science (accepted) (2000).

Liu, B.B., Srinivasachar, S., and Helble, J.J., The fractal-like structure of combustion-generated inorganic aerosols, Aerosol Science and Technology (accepted) (2000)

Xu, X., Yang, X., Miller, D.R., Helble, J.J., Thomas, H., and Carley, R.J., A Sensitivity Analysis on the Atmospheric Transformation and Deposition of Mercury in the Northeastern United States, Sci. Total Environment (accepted) (2000).

Xu, X., Yang, X., Miller, D.R., Helble, J.J., and Carley, R.J., A Regional Scale Modeling Study of Atmospheric Transport and Transformation of Mercury. II. Simulation Results, Atmospheric Environment (accepted) (2000)

Xu, X., Yang, X., Miller, D.R., Helble, J.J., and Carley, R.J., A Regional Scale Modeling Study of Atmospheric Transport and Transformation of Mercury. I. Model Development and Validation, Atmospheric Environment (accepted) (2000)

Sarofim, A.F., Helble, J.J., and Senior, C.L., Emissions of Mercury, Trace Elements, and Fine Particles from Combustion Sources, Fuel Processing Technology 65-66, 263-268 (2000).

179

Helble, J.J., A Model for the Air Emissions of Trace Metallic Elements from Coal Combustors Equipped with Electrostatic Precipitators, Fuel Processing Technology 63, 125-147 (2000).

Senior, C.L., Sarofim, A.F., Zeng, T., Helble, J.J., and Mamani-Paco, R., Gas phase Transformations of Mercury in Coal-fired Power Plants, Fuel Processing Technology 63 (2/3) (2000).

Xu, X., Yang, X., Miller, D.R., Helble, J.J., and Carley, R.J., Formulation of bi-directional atmosphere-surface exchanges of elemental mercury, Atmospheric Environment 33, 4345-4355 (1999)

Helble, J.J., Combustion aerosol synthesis of nanoscale ceramic materials, J. Aerosol Science 29 (5/6), 721-736 (1998).

Professional Societies:

American Institute of Chemical Engineers; American Chemical Society; American Association for the Advancement of Science; American Association for Aerosol Research; The Combustion Institute; Association of Environmental Engineering and Science Professors; American Association of University Professors.

Honors or Distinctions:Outstanding Young Faculty Award, University of Connecticut School of Engineering (1999); CAREER Award, National Science Foundation (1998); Barnard Award, American Association for the Advancement of Science (AAAS) (1994); R.A.Glenn Award, American Chemical Society (1989); Physical Sciences Inc. Technical Achievement Award (1995, 1990, 1989, 1988); National Science Foundation Graduate Fellowship (1982); W.H. Chandler Chemistry Award, Lehigh University (1982); A.I.Ch.E. Award, Lehigh University (1981).

Institutional and Professional Service 1995-2000:

Courses Taught 1999-2000: CHEG 301, Thermodynamics, 3 hours lecture, graduate, day.

Other Duties 1995–2000:

Institutional: Department Head, Chemical Engineering (1999-present); NU Chemical Engineering Endowed Chair Search Committee, Chair (present); NU Environmental Engineering Search Committee (present); School of Engineering Academic Council (present); Environmental Research Institute Executive Committee (1997-1999); Mechanical Engineering Outstanding Faculty Committee (1999-present); Chemical Engineering Graduate Committee (1995-1999; Chair, 1996-1999); Department Head Search Committee (1998); Department Development Committee (1995-present)

Professional: Publications Review Committee, Combustion Institute (1995-present); Combustion Aerosols Working Group, American Association for Aerosol Research (1996-present; co-chair, 1999-2000; Chair, 2000-2001); Division of Fuel Chemistry Session Developer and Organizer, American Chemical Society Fall 2000 Annual Meeting; Scientific Planning Committee, Engineering Foundation Conference on Vapor Phase Materials Synthesis (1998-1999); Scientific Planning Committee, 3rd and 4th International Symposia on High Temperature Gas Cleaning (1995-1996; 1998-1999); Fellowship Review, American Association for the Advancement of Science Environmental Fellows Program (1995-1998); journal article review for more than 10 journals annually; Panel Review Member, National Science Foundation (various panels; 1996-present).

Professional Development 1995–2000:

Attendance at workshop/sessions at annual A.I.Ch.E. meeting regarding undergraduate teaching; collaborative project with Boston Museum of Science on developing hands-on materials to demonstrate nanoscale concepts (1998-2002); attendance at several short courses sponsored by the American Association for Aerosol Research regarding aerosol sampling and air pollution.

180

Curriculum Vitae

YEHIA F. KHALIL

Rank: Adjunct Assistant Professor of Chemical Engineering

Education: B.Sc. in Chemical Engineering, Cairo University, Cairo, Egypt, 1971M.Sc. in Chemical Engineering, Cairo University, Cairo, Egypt, 1979Nuclear Engineering’s degree, Massachusetts Institute of Technology, 1985M.S. in Nuclear Engineering, Massachusetts Institute of Technology, 1985M.S.C.E.P., MIT School of Chemical Engineering Practice, MIT, 1986Ph.D. in Chemical Engineering, University of Connecticut, 1992Sc.D. in Management, School of Business, University of New Haven, 1997

Faculty Service, University of Connecticut:

1993-present: Adjunct Assistant Professor, Chemical Engineering

Related Experience:

1971-1972: Teaching Staff Officer at the Military Academy, Cairo, Egypt1971-1980: Lecturer, Nuclear Research Center, Atomic Energy Establishment, Cairo, Egypt1983-1984: Teaching Assistant, Department of Nuclear Engineering, MIT, Cambridge, MA1984: Homer Research Laboratory, Bethlehem Steel Corporation, Bethlehem, PA1984: General Electric Company, Selkirk, New York1986-present: Engineer, Senior Engineer, and Supervisor, Northeast Utilities, Berlin, Connecticut1993-present: Lecturer and Research Affiliate, Dept. of Chem. Eng., Yale University, New Haven, CT1993-1999 Lecturer, Department of Industrial Engineering, University of New Haven, CT1996-1997 Lecturer, School of Business, MBA Program, University of New Haven, CT1993-present: Lecturer in Chemical Engineering and Research Affiliate, Dept. Chem. Eng., Yale University1995-1997 Research Affiliate, Yale School of Management (SOM), New Haven, CT1995-1997 Research Scholar, Department of Social Science and Policy studies, Worcester Polytechnic

Institute (WPI), Worcester, MA1998-present Invited lecturer, Department of Nuclear Engineering, Massachusetts Institute of Technology1999-present Research Affiliate, Department of Nuclear Engineering, Massachusetts Institute of Technology

Consulting, Patents, etc.:

1995-present: Senior Engineer, Sustainable Solutions, Inc., Worcester, MA

1999-Present: Technical reviewer on the civilian use of defense science resources for the US Civilian Research and Development Foundation.

1998-Present: Merit technical reviewer for the Department of Energy’s DOE/NEER program

States Registered:

None

Principal Publications (1995 to present or 10 most recent):

Khalil, Y.F., and D.E. Rosner, “Erosion Rate Prediction Technique for Ceramic Surfaces Exposed to High Speed Flows of Abrasive Suspensions,” ChE Dept., Yale University, Paper Submitted for Publication at the Journal of the American Ceramic Society, March (1995).

181

Rosner, D. E., P. Tandon, and Y. F. Khalil, "Erosion Rate Predictions for Ceramic Cylinder Exposed to Abrasive Suspensions", Proceedings of the AIChE 1995 Conference, Miami, FL., November 1995.

Khalil, Y. F. and M. J. Radzicki, "The Dynamics of the Zero Emission Vehicle Industry", The Fourteenth International Conference of the System Dynamics Society, Cambridge, Massachusetts, July 22-25, 1996.

Rosner, D. E., Y. F. Khalil, and P. Tandon, "Prediction/Correlation of Erosion Rates and Shape Evolution for Ceramic Surfaces Exposed to FLows of Abrasive Suspensions", Paper #112e, Proceedings of the 5 th World Congress of Chemical Engineering, Vol. IV, pp. 1013-1018, San Diego, CA, July 14-18, 1996.

Khalil, Y. F. and D. E. Rosner, "Erosion Rate Prediction Technique for Ceramic Surfaces Exposed to High Speed Flows of Abrasive Suspensions,” Wear Journal, December 1996.

Khalil, Y. F. and D. E. Rosner, “Effects of Fractal Aggregates Morphology on Nuclear Aerosol Deposition Rates,” Twelfth Proceedings of Nuclear Thermal Hydraulics, Sponsored by the Thermal Hydraulics Division of the American Nuclear Society, Albuquerque, New Mexico, November 16-20, 1997.

Khalil, Y. F., “Knudnsen Transition Effects on Nuclear Aerosol Mass Deposition Rates by Convective-Brownian Diffusion from Self-Preserving Log-Normal Size Distribution,” Proceedings of the Sixth International Conference on Nuclear Engineering (ICONE-6), San Diego, California, May 10-15, 1998.

Khalil, Y. F., “Knudnsen Transition Effects on Nuclear Aerosol Mass Deposition Rates by the Mechanism of Particle Thermophorsis from Self-Preserving Log-Normal Size Distribution,” Proceedings of the Sixth International Conference on Nuclear Engineering (ICONE-6), San Diego, California, May 10-15, 1998.

Rosner, D. E. and Y. F. Khalil, “Particle Morphology and Knudsen Transition Effects on the Thermophoretically Dominated Total Mass Deposition Rates from Coagulation-Aged Aerosol Population,” J. Aerosol Science, Vol. 31, No. 3, pp. 273-292, 2000.

Professional Societies:

American Association of University Professors (AAUP); Sigma Xi Society, MIT Chapter; American Institute of Chemical Engineers; American Chemical Society; Chairman American Nuclear Society, CT Section, and member of Executive Board of the Thermal Hydraulics Division of the National American Nuclear Society.

Honors or Distinctions:

Fulbright Scholar (1980-1982); MIT Fellow Award (1980-1982); Bethlehem Steel Guest Fellowship (1984); General Electric Fellowship (1985); Northeast Utilities “ESRP” Recognition Awards, (1992, 1995); American Nuclear Society Author Recognition Award, November (1993); ABB Combustion Engineering Technical Leadership Awards, (1995, 1998), Best Technical Papers Awards in Fundamental Research from ASME International, and Recognition Plaques from the Japanese Society of Mechanical Engineers (JSME), and the French Nuclear Society (EDF) for internationally recognized leadership in risk assessment.

Institutional and Professional Service 1995-2000:

Courses Taught (classroom and laboratory):

Fall 1999: CHEG 261, Introduction to Nuclear Engineering, 3 hours lecture, undergraduate, day.

Spring 2000: CHEG 285, Introduction to Air Pollution, 3 hours lecture, undergraduate, day.

Other Duties: None

Professional Development 1995-2000: None

182

Curriculum Vitae

PATRICK T. MATHER

Rank: Assistant Professor of Chemical Engineering (full-time)

Education: B.S. Engineering Science, Penn State University, 1989M.S. Engineering Mechanics, Penn State University, 1990Ph.D. Materials Engineering, Univ. California, Santa Barbara, 1994

Faculty Service, University of Connecticut:

1999-present: Assistant Professor, Chemical Engineering

Related Experience:

1997-1999 Group Leader, Structural Polymer Properties, Air Force Research Lab, Wright Patterson AFB, OH

1994-1997 Materials Research Engineer, USAF Phillips Laboratory, Edwards AFB, CA

Consulting, Patents, etc.:

Consultantships: Air Force Research Laboratory; Cornerstone Research Group, Inc.; Loctite, Inc.; Rogers Corp.; Olin Inc.; Gerber Scientific.

Patents: High Temperature Polymers with Low Dielectric Properties (with F.E. Arnold, T.D. Dang, R.J. Spry, and M.D. Alexander), US Patent # 6,057,417 (2000).

States Registered:

Pennsylvania

Principal Publications (1995 to present or 10 most recent):

Dang, T.D., P.T. Mather, M.D. Alexander, Jr., C. Grayson, M.D. Houtz, R.J. Spry, and F.E. Arnold, “Synthesis and Characterization of fluorinated benzoxazole polymers with high TG and low Dielectric constant,” Journal of Polymer Science A: Polymer Chemistry, 38, 1991 (2000).

Mather, P.T., W. Barnes, P.J. Hood, and T.J. Bunning, “Rheo-Optics Studies in the Development of Hybrid MWIR Polarizers,” Materials Research Society Proceedings, 559, 51 (1999).

Nagvekar, D.S., P.T. Mather, H.G. Jeon, and L.-S. Tan, “New Wholly-Aromatic Thermotropic Polyesters with Controlled Flexibility,” Materials Research Society Proceedings, 559, 165 (1999).

Jeon, H.G., P.T. Mather, and T.S. Haddad, “Shape Memory and Nanostructure in Poly(norbornyl-POSS) copolymers,” Polymer International, 49, 453 (2000).

Fu, B.X., B.S. Hsiao, H. White, M. Rafailovich, P.T. Mather, H.G. Jeon, S. Phillips, J.D. Lichtenhan, and J.S. Schwab, “Nanoscale Reinforcement of Polyhedral Oligomeric Silsesquioxane (POSS) in Polyurethane Elastomer,” Polymer International, 49, 437 (1999).

Pragliola, S., C. Ober, P.T. Mather, and H.G. Jeon, “Mesogen-Jacketed Liquid Crystalline Polymers via Stable Free Radical Polymerization,” Macromolecular Chemistry and Physics, 200, 2338 (1999).

Jiang, H., W. Su, P.T. Mather, and T.J. Bunning, “Rheology of Highly Swollen Chitosan/Polyacrylate Hydrogels,” Polymer, 40, 4593 (1999).

Bunning, T.J., W. Barnes, P.T. Mather, and P.J. Hood, “Mid-Wavelength IR (MWIR) Polarizers from Glassy Cholesteric Liquid Crystals,” Liquid Crystals, 26, 557 (1999).

183

T.S. Haddad, PTM, H.G. Jeon, A. Romo-Uribe, A.R. Farris, and J.D. Lichtenhan, “Thermoplastics Modified with Nanoscale Inorganic Macromers,” Mater. Res. Soc. Proc., 519, 381-386 (1998).

Mather, P.T., H.G. Jeon, A. Romo-Uribe, T.S. Haddad, and J.D. Lichtenhan, “Mechanical Relaxation and Microstructure of Poly(norbornyl-POSS) Copolymers.” Macromolecules, 32, 1194 (1999).

Professional Societies:

Society of Plastics Engineers; Materials Research Society; American Chemical Society; American Physical Society; Society of Rheology.

Honors or Distinctions:

Olin Inc. Advisor (2000); Who’s Who in Plastics and Polymers (1999); SPE Engineering Properties and Structure Division, Best Paper, 55th ANTEC (1997); Member of AFOSR Star Team, “Inorganic Synthesis” (1997); USAF Palace Knight Fellowship (1992-1994); National Defense Science and Engineering Graduate Fellowship (1989-1992); University Scholars - Penn State Honors Curriculum (1986-1989); Tau Beta Pi (1988); Best Summer Research, Rohm and Haas Company (1988); Golden Key National Honor Society (1989); George Gleeson Scholarship for Undergraduate Research (1989).

Institutional and Professional Service 1995-2000:

Courses Taught:

Spring 2000: CHEG 256, Polymeric Materials; 3 hours lecture, undergraduate, day.

Spring 2000: CHEG 367, Polymer Rheology, 3 hours lecture, graduate, day, co-taught.

Other Duties (1995-2000):

Polymer Program Graduate Admissions Committee (Fall 1999 – present); Polymer Program Faculty Search Committee (Fall 1999-present); Chemical Engineering ABET Subcommittee on Assessment (Fall 1999); Chemical Engineering Departmental ABET committee (Spring 2000 – present); Committee member for Frontiers in Undergraduate Research (Spring 2000 – present); Advisor for the University of Connecticut Honors Program (Fall 2000-present).

Above duties total about 10 hours per week.

Professional Development 1995-2000:

N/A

184

Curriculum Vitae

MONTGOMERY T. SHAW

Rank: Professor of Chemical Engineering (full-time)

Education: B.S Chemical Engineering, Cornell University, 1966M.S. Chemical Engineering, Cornell University, 1966M.A. Chemistry, Princeton University, 1968Ph.D. Chemical Engineering, Princeton University, 1970

Faculty Service, University of Connecticut:

1977-82: Associate Professor, Chemical Engineering1982-present: Professor, Chemical Engineering

Related Experience:

1970-76: Research Staff, Union Carbide Corporation1983-84: Sabbatical Professor, Sandia National Laboratories, Albuquerque, NM1991-92 Sabbatical Leave, Visiting Scientist, Experimental Station, DuPont, Wilmington, DE

Consulting, Patents, etc.:

Patents: Rheological Measurement Method (with S. J. Kurtz and T. A. DeRossett), US Patent # 4,447,395 (1984); Low Density Microcellular Foams (with J.H. Aubert, R.L. Clough, J.G. Curro, C.A. Quintana, and E.M. Russick), U.S Patent # 4,673,695 (1987).

States Registered:

None

Principal Publications (1995 to present or 10 most recent):

Remediakis, N. G., R. A. Weiss and M. T. Shaw. 1997. Phase Structure Changes in a Sheared Blend of High-Molecular-Weight Polybutadiene and Polyisoprene Elastomers. Rubber Chem. Technol. 70: 71-89.

Qi, M. and M. T. Shaw. 1997. Sedimentation-Resistant Electrorheological Fluids Based on PVAL-Coated Microballoons. J. Appl. Polym. Sci. 65: 539-547.

Liu, Y.-M. and M. T. Shaw. 1998. Optimized Data Collection for Determination of the MWD from the Viscosity Data of Polymer Melts. Polym. Eng. Sci. 38: 169-176

Liu, Y.-M. and M. T. Shaw. 1998 Investigation of the Nonlinear Mixing Rule for Its Influence on the Transform of Viscosity to MWD. J. Rheol. .42: 267-279

Kanu, R. C. and M. T. Shaw. 1998. Enhanced Electrorheological Fluids using Ellipsoidal Particles . J. Rheol. 42: 657-670.

Liu, Y.-M., M. T. Shaw and W. H. Tuminello. 1998. Obtaining MWD Information from the Viscosity Data of Linear Polymer Melts. J. Rheol. 42: 453-476.

Hong, Z., M. T. Shaw and R. A Weiss. 1998. Effect of shear flow on the morphology and phase behavior of a near-critical SAN/PMMA blend. Macromolecules 31: 6211-6216

Inn, Y. W., R. J. Fisher and M. T. Shaw. 1998. Visual Observation of Development of Sharkskin Melt Fracture in Polybutadiene Extrusion. Rheol. Acta 37: 573-582

185

White, C. C., J. Wagenblast and M. T. Shaw. 2000. Reusing XLPE from Electrical Cable Waste Scrap- I. Materials Preparation and Characterization. Polym. Eng. Sci.40: 863-879.

Hong, Z., M. T. Shaw and R. A. Weiss. 2000. Structure evolution and phase behavior of polymer blends under shear flow. Polymer 41: 5895-5902

Professional Societies:

American Chemical Society; American Physical Society; The Society of Rheology; Society of Plastics Engineers; Institute of Electrical and Electronics Engineers.

Honors or Distinctions:

Sigma Xi; Tau Beta Pi; Phi Kappa Phi; Phi Eta Sigma; Secretary of the Society of Rheology, (l977-8l); Program Chairman, SPE NATEC (1982); Meritorius Performance Award (l980, l98l); Who's Who in Engineering; Best Paper Award, SPE RETEC (l988); Associate Editor, IEEE Transactions on Electrical Insulation (1991-present); Advisory Board, Journal of Applied Polymer Science, (1981-1991); International Research Award, SPE, 1998, Distinguished Engineering Professor, 1999; SPE Fellow, 2000.

Institutional and Professional Service 1995-2000:

Courses Taught 1999-2000:

Fall 1999: CHEG 237W, Chemical Engineering Laboratory, 3 hours lecture, undergraduate, day (team taught).

Spring 2000: CHEG 212, Chemical Engineering Thermodynamics, 3 hours lecture, undergraduate, day.CHEG 368, Rheology & Processing Laboratory, 1 hour lecture, 4 hours lab, graduate, day.

Other Duties 1995-2000:

Department PTR Committee; various search committees.

Professional Development:

Felder Effective Teaching Workshop (1996).

186

Curriculum Vitae

ROBERT A. WEISS

Rank: Professor of Chemical Engineering (full-time)

Education: B.S. Chemical Engineering, Northwestern University, 1972Ph.D. Chemical Engineering, University of Massachusetts, 1976

Faculty Service, University of Connecticut:

1981-86: Associate Professor, Chemical Engineering1986-present: Professor, Chemical Engineering1998-present: A. T. DiBenedetto Distinguished Professor of Engineering

Related Experience:

1975-77: Research Engineer, Exxon Chemical Company1977-81: Staff Engineer, Exxon Research and Engineering Co.1979: Visiting Professor, Stevens Inst. Tech.1985-89 Assistant Director, Institute of Materials Science, University of Connecticut1984-91: Director, Polymer Program, University of Connecticut1987-94: Director, Liquid Crystalline Polymer Research Center1987-88: Academic Visitor, Imperial College, University of London1989-95: Associate Director, Institute of Materials Science, Universtiy of Connecticut1994-95: Academic Visitor, Imperial College, University of London

Consulting, Patents, etc.:

Patents: Electrically Conductive Polymeric Compositions (with R.D. Lundberg), US Patent # 4,288,352 (1981); Neutralized Phosphonated Elastomeric Polymers, US Patent # 4,255,540 (1981); Method of Fabricating and Composition for Chalcognide Electrodes (with B.M.L. Rao), US Patent # 4,322,317 (1982); Adhesive Composition, (with R.D. Lundberg and P.K. Agarwal), US Patent # 4,387,174 (1983); Polymeric Compositions of Co- and Terpolymers. (with R.D. Lundberg), US Patent # 4,526,951 (1985); Elastomeric Sulfonate Terpolymers and Process for Forming the Sulfonated Terpolymers (with R.D. Lundberg and A.C. Werner), US Patent # 4,520,986 (1985); Compatibilizer for Polymer Blends and the Polymer Blends Derived Therefrom. U. S. 5,422,398 (1995); Golf Ball Cover Compositions (with M. Sullivan) U. S. 5,542,677 (1996); Golf Ball Cover Compositions. (with M. Sullivan) U. S. 5,591,803 (1997);

Consultantships: Spalding Sports, DuPont de Nemours, Hoechst Celanese, Ticona, Rogers Corp., W. R. Grace

States Registered:

None

Principal Publications (1995 to present or 10 most recent):

Mani, S., R. A. Weiss, C. E. Williams and S. F. Hahn. 1999. Microstructure of Ionomers based on Sulfonated Block Copolymers of Polystyrene and Poly(ethylene-alt-propylene). Macromolecules, 32: 3663-3670

Tucker, R., B. Gabrys, W. Zajac, M. S. Kalhoro, K. Andersen and R. A. Weiss. 2000 . Destruction of Short-Range Order in Polycarbonate/Ionomer Blends. Scattering from Polymers, B. Hsiao, D. Lohse and P. Cebe, Eds., American Chemical Society, Washington, D.C., ACS Symp. Ser.739: 328-340.

187

Mani, S., R. A. Weiss, M. E. Cantino, L. H. Khairallah, S. F. Hahn and C. E. Williams. 2000. Evidence for a Thermally Reversible Order-Order Transition Between Lamellar and Perforated Lamellar Microphases in a Triblock Copolymer. Eur. Polym. J., 36: 215-219.

Weiss, R. A., Y. Ghebremeskel and L. Charbonneau. 2000. Miscible Blends of a Thermotropic Liquid Crystalline Polymer and Sulfonated Polystyrene Ionomers. Polymer, 41: 3471-3477.

Zhang, H., R. A. Weiss, J. E. Kuder and D. Cangiano, 2000. Reactive Compatibilization of Blends Containing Liquid Crystalline Polymers. Polymer. 41: 3069-3082.

Hong, Z., M. T. Shaw and R. A. Weiss. 2000. Structure Evolution and Phase Behavior of Polymer Blends Under the Influence of Shear. Polymer, 41: 5895-5902.

Bae, S. S., K. Chakrabarty, T. A. P. Seery and R. A. Weiss. 1999. Thermoprocessible Hydrogels I: Synthesis and Properties of Polyacrylamides with Perfluoroalkyl Side Chains. J. Macromol. Sci., Pure Appl. Chem., A36(7-8): 931-948.

Jackson, D. A., J. T. Koberstein and R. A. Weiss. 1999. Small Angle X-Ray Scattering Studies of Zinc Stearate-Filled Sulfonated EPDM Ionomers. J. Polym. Sci., Physics Ed., 37, 3141-3150.

Sherman, G., S. Shenoy, C. Erkey and R. A. Weiss. 2000. A Static Method Coupled with Gravimetric Analysis for the Determination of Solubilities of Solids in Supercritical Carbon Dioxide, IEC Research, 39: 846-848.

VanderHart, D. L., Y. Feng, C. C. Han and R. A. Weiss. 2000. Morphological Characterization of Blends of Metal-Sulfonated Polystyrene and Methylated Polyamide by Solid State NMR, Macromolecules, 33: 2206-2227.Lu, X., and R.A. Weiss, “Morphology and Phase Behavior of Blends of a Styrenic Block Copolymer Ionomer and Poly(Caprolactone),” Macromolecules, 26, 3615 (1993).

Professional Societies:

American Chemical Society; Society of Rheology; Society of Plastics Engineers; North American Thermal Analysis Society; American Physical Society; Materials Research Soc.

Honors or Distinctions:

Tau Beta Pi; Phi Kappa Phi; Fulbright Scholar, Imperial College, University of London (l987-88); Best Contributed Paper, MRS Mtg. (1989); Chairman, Ion-Containing Polymer Gordon Research Conf. (1991); Connecticut Academy of Science and Engineering (1990-present); Advisory Board, Petroleum Research Fund (1991-94); Editor-in-Chief, Polymer Engr. and Science (1997-present); Editor-in-Chief, Polymer Composites (1997-present); Int. Advisory Board, Polymers and Polymer Composites (1996-present) Advisory Board, ACS Books (1988-92), Fellow, North American Thermal Analysis Soc.; Fellow, American Physical Soc.; Fellow, Soc. Plast. Eng.; International Education Award, Soc. Plast. Eng. (2000)

Institutional and Professional Service 1995-2000:

Courses Taught (classroom and laboratory):

Fall 1999: CHEG 212 (Thermodynamics II)

Spring 2000: CHEG 211 (Thermodynamics I)

Other Duties 1995-2000:

Institutional: Chemical Engineering Development Committee, Polymer Science Search Committee, Chemical Engineering Graduate Admissions Committee, Polymer Science Graduate Admissions Committee

Professional Development 1995-2000: None

188

Curriculum Vitae

THOMAS K. WOOD

Rank: Associate Professor of Chemical Engineering (full-time)

Education: B.S. Chemical Engineering, University of Kentucky, Lexington, 1985Ph.D. Chemical Engineering, North Carolina State University, 1991

Faculty Service, University of Connecticut:

1998-present: Associate Professor, Chemical Engineering

2000-present: Joint Appointment in Molecular & Cellular Biology

Related Experience:

1991: Becton Dickinson and Company, Research Triangle Park. Corporate research center.1999-1998: University of CA, Irvine. Dept. of Chem. & Biochem. Engring., Assist. Professor (1991), earned rank

of Assoc. Professor with two-yr acceleration toward full professor (1997). 1985-1986: Rohm and Haas Company, Bristol, PA (1985-1986). Corporate center for engineering. 1984: Exxon Company, USA, Baton Rouge, LA. Petroleum refinery projects. 1983: Westinghouse Hanford Company, Richland, WA. Uranium recovery project.

Consulting, Patents, etc.:

Patents:

"Inhibition of Sulfate Reducing Bacteria Using Bacteria which Secrete Antimicrobials," T. K. Wood, A. Jayaraman, and J. C. Earthman, patent application filed 6 May 1998.

"Preventing Pitting Corrosion with Beneficial Biofilms," T. K. Wood, D. Ornek, and F. B. Mansfeld, patent application filed 9 May 2000.

States Registered:

none

Principal Publications (1995 to present or 10 most recent):

"Rhizosphere Competitiveness of Trichloroethylene-Degrading, Poplar-Colonizing Recombinants," H. Shim, S. Chauhan, D. Ryoo, K. Bowers, S. M. Thomas, K. A. Canada, J. G. Burken, and T. K. Wood, accepted by Applied & Environmental Microbiology.

"Aerobic Degradation of Tetrachloroethylene by Toluene-o-Xylene Monooxygenase of Pseudomonas stutzeri OX1," D. Ryoo, H. Shim, P. Barbieri, and T. K. Wood, NatureBiotechnology18: 775-778 (2000).

"Aerobic Degradation of Mixtures of Chlorinated Aliphatics by Toluene-o-Xylene-Monooxygenase and Toluene o-Monooxygenase," H. Shim and T. K. Wood, in press Biotechnology and Bioengineering.

"Degradation of 2,4,5-Trichlorophenol and 2,3,5,6-Tetrachlorophenol by Combining Pulse Electric Discharge with Bioremediation," S. Chauhan, E. Yankelevich, V. M. Bystritskii, and T. K. Wood, Applied Microbiology and Biotechnology 52: 261-266 (1999).

"Axenic Aerobic Biofilms Inhibit Corrosion of Copper and Aluminum," A. Jayaraman, D. Ornek, D. A. Duarte, C.-C. Lee, F. B. Mansfeld, and T. K. Wood, Applied Microbiology and Biotechnology 52: 787-790 (1999).

"Inhibiting Sulfate-Reducing Bacteria in Biofilms by Expressing the Antimicrobial Peptides Indolicidin and Bactenecin," A. Jayaraman, F. B. Mansfeld, and T. K. Wood, Journal of Industrial Microbiology and Biotechnology 22:167-175 (1999).

"Inhibiting Sulfate-Reducing Bacteria in Biofilms on Steel with Antimicrobial Peptides Generated in situ," A. Jayaraman, P. J. Hallock, R. M. Carson, C.-C. Lee, F. B. Mansfeld, and T. K. Wood, Applied Microbiology and Biotechnology 52: 267-275 (1999)

189

"Oxidation of Trichloroethylene, 1,1,-Dichloroethylene, and Chloroform by Toluene/o-Xylene-Monooxygenase from Pseudomonas stutzeri OX1" Sadhana Chauhan, Paola Barbieri, and T. K. Wood, Applied & Environmental Microbiology 64: 3023-3024 (1998).

"Degradation of Perchloroethylene and Dichlorophenol by Pulsed-Electric Discharge and Bioremediation," D. C. Yee, S. Chauhan, E. Yankelevich, V. Bystritskii, and T. K. Wood, Biotechnology and Bioengineering 59:438-444 (1998).

"Rhizoremediation of Trichloroethylene by a Recombinant, Root-Colonizing Pseudomonas fluorescens Strain Expressing Toluene ortho-Monooxygenase Constitutively," D. C. Yee, J. A. Maynard, and T. K. Wood, Applied & Environmental Microbiology 64: 112-118 (1998).

Professional Societies:

American Chemical Society & American Society for Microbiology

Honors or Distinctions:University of Connecticut School of Engineering Outstanding Junior Faculty Award (2000) University of Connecticut Rogers Outstanding Teaching Award in Chemical Engineering (2000)Discover Magazine Award for Technical Innovation (1999 semi-finalist)E. I. du Pont de Nemours and Company Unrestricted Educational Aid Grant (1998)American Society for Microbiology News Journal Highlights (March 1998 rhizoremediation AEM manuscript)Univ. of CA, Irvine 2-year acceleration toward full professor (1997)Univ. of CA, Irvine Chair of the Undergraduate Scholarships, Honors, and Financial Aid Committee (1996-97)Univ. of CA, Irvine Campuswide Faculty Career Development Award (1996)Univ. of CA, Irvine Department of Chemical & Biochemical Engineering Outstanding Professor Award (1996)Univ. of CA, Irvine School of Engineering Outstanding Assistant Professor Award (1994)U.S. Army Research Office Young Investigator Award (1992)National Science Foundation Research Initiation Award (1992)UCI Faculty Research Fellowship (1992) North Carolina State University Dean's Distinguished Graduate FellowshipSoutheastern Regional Ph.D. Fellowship in Chemical EngineeringUniversity of Kentucky College of Engineering Outstanding Student AwardUniversity of Kentucky Campuswide Oswald Research and Creativity Award (second place)American Institute of Chemical Engineering Environmental Division Student Paper Award (second place)Treasurer and Member of Tau Beta Pi, Engineering HonoraryUniversity of Kentucky E. F. White Memorial Engineering Merit ScholarshipMember Omega Chi Epsilon Chemical Engineering HonoraryAmerican Institute of Chemical Engineering Scholar AwardVirginia Tech Marshall Hahn Engineering Merit Scholarship

Institutional and Professional Service 1995-2000:

Courses Taught:

Fall 1999: CHEG 283, Introduction to Biochemical Engineering; 3 hours lecture, undergraduate, day.

Spring 2000: CHEG 242, Chemical Engineering Design, 3 hours lecture, undergraduate, day.

Other Duties 1995-2000):

Undergraduate Advising; Endowed Chair Search Chemical Engineering; Endowed Chair Search Environmental Engineering; Assistant Prof. Search Chemical Engineering; Graduate Admissions Chemical Engineering; Environmental Engineering Steering Committee; Ad-hoc Biomedical Engineering Program Committee; Ad-hoc ATI/Bioengineering Genesis Committee; Civil & Environmental Engineering Assistant Professor Search Committee.

Above duties total about 12 hours per week.

190

Programs for Improving Teaching or Professional Competence: None

191

Appendix IIInstitutional Profile

192

Table II-6. Personnel and Students(Department of Chemical Engineering)

Year1: Fall 2000

HEAD COUNT FTE(see Note 2)

RATIO TO FACULTY

(3)FT PT

Administrative (4) 1 1 0.8(a)

Faculty (tenure-track) 13 0 10.5(c)

Other Faculty (excluding student Assistants) 0 3(b) 0.4(d)

Student Teaching Assistants 0 13(e) 6.5 0.63Student Research Assistants 48 13 54.5 5.24Technicians/Specialists 2 0 2 0.18Office/Clerical Employees 1 2 2 0.18Others (5) 21(f) 1(g) 21.25 2.04

Undergraduate Student enrollment (see Note 6) 90 0 90 8.65Graduate Student enrollment 61(h) 8 63 6.06

Instructions: Report data for the engineering unit(s) as defined in Section II. A. 2. and for each engineering program being evaluated. Updated tables for the fall term when the ABET team is visiting are to be prepared and presented to the team when they arrive.

Notes:

1. Data on this table should be for the fall term immediately preceding the visit.

2. For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For undergraduate and graduate students, 1 FTE equals 15 semester credit-hours (or 24 quarter credit-hours) per term of institutional course work, meaning all courses--engineering, humanities and social sciences, etc. For faculty members, 1 FTE equals what your institution defines as a full-time load.

3. Divide FTE in each category by total FTE Faculty. Do not include administrative FTE.

4. Persons holding joint administrative/faculty positions or other combined assignments should be allocated to each category according to the fraction of the appointment assigned to that category.

5. Specify any other category considered appropriate, or leave blank.

6. Specify whether this includes freshman and/or sophomores.

Table Entry Notes:

(a) Department Head at 0.5 FTE. Assistant Dept. Head S.S. Fenton holds 60% appointment times 0.5 FTE.

(b) S.S. Fenton (part time), Y.F. Khalil (adjunct), J.D. Bryers (joint appointment)

(c) Dept. Head Helble, Assoc. Dean Anderson, Assoc. Director IMS Bell each at 0.5 FTE. Honors Program

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Program Self-Study Report

Appendix II

Background Information Relative to the Institution

General InformationThe University of Connecticut, Storrs, CT 06269Philip E. Austin, PresidentAmir Faghri, Dean, School of Engineering

Type of ControlThe University of Connecticut is a public, higher education institution of the State of Connecticut.

Regional or Institutional AccreditationThe University of Connecticut is accredited by the New England Association of Colleges and

Secondary Schools. Initial accreditation was received in 1931. The most recent accreditation occurred in 1997.

Faculty & Students

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Table II-1. Faculty and Student Count for InstitutionSchool Year: Fall 1999__

HEAD COUNT FTE(see Note 2)

TOTAL STUDENTCREDIT HOURS

FT PTTenure Track Faculty 204 0 204Other Teaching Faculty (excluding student assistants)

918 32 938

Student Teaching Assistants 425 317 596

Undergraduate Students 13,313 2,428 13,920 208,800

Graduate Students 2,771 3,092 3,544 53,160

Professional Degree Students 890 242 950 14,258

1. Data should be provided here for the fall term immediately preceding the visit.For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For undergraduate and graduate students, 1 FTE equals 15 credit-hours per term of institutional course work, meaning all courses--engineering, humanities and social sciences, etc. For faculty members, 1 FTE equals what your institution defines

195

Mission

UNIVERSITY'S VISION, MISSION, VALUES AND GOALS

Vision The University of Connecticut will be perceived and acknowledged as the outstanding public

university in the nation - a world class university. It will be a community of scholars and a center for learning where individuals can develop their intellectual capabilities throughout their lives in an environment that promotes academic achievement and research excellence. Each individual's responsibility to one's self and obligation to society will be nurtured. It will be a diverse community where the highest moral and ethical values will prevail with a dual purpose, an inward focus on learning and an outward focus on service. It will be the embodiment of the land grant, sea grant, public research university dedicated to excellence. It will provide outstanding educational programs having a global perspective with a foundation based on knowledge, compassion and understanding.

Mission Founded in 1881, the University of Connecticut serves as the flagship for higher education and the

sole doctoral degree granting public institution in the state. The University serves as a center for research, dedicated to excellence in higher education and fulfillment of its land grant status. We are committed to meeting the educational needs of our undergraduate, graduate, professional and continuing education students and providing our faculty with the means to develop their intellectual capacity through teaching, research and interaction with society. Through the integration of teaching, research and service, we shall provide an outstanding educational experience for each student.

The University of Connecticut aspires to be the outstanding public university in the nation; a center for learning providing excellence in both teaching and research. We will be a center for intellectual pursuits offering the citizens of Connecticut, the nation, and the world the highest quality educational services. The research and creative endeavors of our faculty will provide the foundation upon which we build a challenging intellectual environment for all students. We will examine all we do with a global perspective in recognition of the exponential increase in knowledge in a rapidly changing world.

The University will focus its efforts on ensuring that the student experience fosters the transmission of knowledge and inspires intellectual curiosity in each student. The university experience will be oriented to ensure a positive, productive and responsible student life. We will create an atmosphere of trust and mutual respect enabling each community participant to benefit from the University's resources. We shall recognize our ever-changing leadership role as a flagship university to provide and facilitate educational services for all those seeking to expand their intellectual horizons.

The University will serve the state and its citizens in a manner that enhances the social and economic well-being of its communities. It will do so by providing leadership in the pursuit and dissemination of knowledge to all its constituents, recognizing that the continual transmission of knowledge and lifelong learning are essential to Connecticut's future in a global context. It will seek to enhance the quality of life and the economic well-being of Connecticut.

Values We believe that there are certain central elements to our existence as a university.

- We are all members of a community. - We must provide a challenging academic environment. - We must foster intellectual and artistic curiosity and creativity. - Education must be a lifelong pursuit. - We apply the standards of excellence, quality and relevance to all we do. - Enhancement of happiness and fulfillment of each member are important.

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- We value academic freedom and debate.- Teaching, research and service are our primary missions and are interrelated. - We must have all members of the community participate.

University Goals

SERVING AS A CENTER FOR LEARNINGThe University will: be a center for learning through teaching, research, intellectual investigation and

artistic endeavors. provide an environment supportive of teaching, research, and service. attract and retain outstanding students, faculty and staff. focus on students, creating a partnership among undergraduates, graduate students and faculty members, with mutually understood expectations. provide outstanding teaching, research and service. provide support to the community at large by being an intellectual center for Connecticut and the nation. bring a global perspective to all its activities. ensure that the University's image reflects its excellence.

AN ORGANIZATION FOCUSED ON OUTCOMES AND A SHARED VISIONThe University will: create a climate of community, understanding, and mutual respect, with a

shared vision of the future. foster diversity to reflect our global environment. strive for a faculty, staff and student body fully committed to University goals and objectives. focus administrative functions on serving the educational mission in the largest sense, establishing procedures that help rather than hinder achieving that mission. assert its authority to establish and achieve objectives and will be accountable for outcomes. achieve financial responsibility for its own destiny.

COMMITMENT TO CONNECTICUT AND TO THE WORLDThe University will: be oriented toward public service, recognizing its responsibility to enhance the

quality of life and the economic well-being of Connecticut. ensure that education is available to all qualified state residents. interact with the world through its students and programs.

Institutional Support Units

A. Computer FacilitiesUpdated version to be provided at a later date (Aug 28, 2000)

1. Equipment and Facilities

The computer facilities available for use in the engineering programs are provided by the University Computer Center, the School-wide computing network and laboratories, and Departmental dedicated computing laboratories. These facilities support undergraduate and graduate education, faculty, researchers, and staff computing needs.

University Computer Center

General academic computing resources are provided by the University Computer Center (UCC). The School of Engineering works closely with UCC to provide general computing support to engineering students, faculty, and staff. The School of Engineering also uses the UCC’s network facilities for communicating with other units on campus and with other universities and research institutions via the Internet.

The UCC manages a large mainframe facility at the Storrs campus and personal computer labs distributed on the Storrs campus and at the regional campuses. The regional campuses also have remote access and remote printing connections to the mainframe. The Center provides computing and communication services to all campuses of the University, other educational institutions, and a number of other state agencies. A campus-wide network is in place and allows for high-speed data communications through a fiber optic backbone to all buildings on campus.

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The UCC is housed in the Math Science Building (on the ground floor of the Edward V. Gant Science Complex) adjacent to the School of Engineering. Its mainframe facilities and primary open student personal computer labs, and most of its offices are at that location. The Telecommunications Division (UConnect) is located in the Kennedy building at the grounds of the Mansfield Training School, about two miles from the main campus.

The UCC central computing facilities and UCC-managed laboratories are described in the following:

Central Computing Facilities:

Mainframe:Mainframe processing is done on an IBM ES/9000-580 (9021-580) triadic processor (3 scalar processors) with a combined relative processor speed rated at 64 MIPS. In addition to its three scalar processors, its three vector processors put its total performance in the super computing category. The mainframe system provides 768 megabytes of main memory and 200 gigabytes of disk storage. The system is available 24 hours a day, except 5:30 a.m. to 7:30 a.m. Monday-Friday which is reserved for test time. There are plans to upgrade the mainframe within the 1995/96 fiscal year.

Terminals:

Raytheon 1000 and 2000 and Telex 317X terminals are attached directly to the mainframe. In addition, workstations throughout the University have access through the University’s network.

Operating systems:The mainframe runs under the VM/ESA operating system, with CMS providing interactive logon access for all users. The MVS/ESA operating system runs as a guest operating system under VM/ESA. The University’s major on-line administrative systems are maintained under the MVS/CICS operating system.

Printers:An IBM continuous-form 3900-1 production laser printer capable of 229 impressions per minute and an IBM 3829 cut-sheet, high quality printer which offers many advanced function printing options. Two StorageTek 5000 impact printers print 2,000 lines per minute and are used mostly for labels and special forms printing.

DASD:Over 200 Gigabytes of on-line data storage capacity on an IBM 3380 and StorageTek 8380R devices. There are plans to replace a portion or all of the DASD facility by the end of the 1995 calendar year.

Tape Facilities:A robotic cartridge library provides automated mounts of 3480 cartridges. These cartridges provide 300 MB of storage per cartridge. StorageTek (triple-density) nine-track drives are also available. Two reel tape drives are available.

Input/Output area:I/O Room (M030/30A) contains 24 mainframe terminals and is open twenty-four hours a day, whenever the Computer Center is open. Most of these terminals are graphics terminals which are also capable of using the APL character set. A large system impact printer is used for quick turnaround of small mainframe listings. The I/O bins, into which most mainframe printout is put, are located against the wall in this room.

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University Computer Center-managed labs:

The following facilities are located in the UCC on the ground floor:

Administrative Training Room (M042):Is strictly a teaching facility used for training faculty and staff. The room contains (IBM) DOS computers, and is supported by the Computer Center’s Information Systems Services group. These machines are network attached and offer easy access to the mainframe.

Macintosh Homework Lab (M037):Contains 18 Macintosh Iici, and 3 Macintosh IIFX computers as well as scanners, a plotter, and dot matrix and laser printers. This lab tends to offer a greater variety of commercial software for the Macintosh, and the most sophisticated Macintosh consulting is available in this lab. These machines are network attached and offer easy access to the mainframe, the Internet, and WWW.

Mainframe Consulting/PC Homework Lab (M038):Mainframe consulting offers walk-in and telephone assistance for mainframe software problems. The PC Homework Lab offers 24 IBM 486 DX4 computers with CD and 3-1/2” floppy drives. All are connected to the campus network and, therefore, offer easy access to the mainframe and support mainframe graphics. Limited PC consulting is also available in this room.

Multimedia Lab (M037):Contains a small number of (IBM) PC and Macintosh computers which are outfitted with peripherals suited to multimedia development and playback (CD players, laserdisc player, scanner, speakers/headphones, etc.). This lab can be reserved in whole or by the seat.

PC Training Room (M051):Contains 26 IBM 486 DX4 computers with CD and 3-1/2” floppy drives. Dot matrix and laser printers are available. One instructor workstation is outfitted with multimedia peripherals. Two 35” Mitsubishi monitors provide for display of the instructor’s screen images to the whole class. This lab tends to offer a greater variety of commercial and class software; the most sophisticated PC consulting is available in this lab. These machines are network attached and, therefore, offer easy access to the mainframe, the Internet, and WWW, and support mainframe graphics. This lab can be reserved for classes.

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Partnered laboratories include the following:

Culpeper PC Lab (Level 3 of the Homer Babbidge Library):Offers 20 Zenith 386 and 20 IBM Model 80 386 PCs. A variety of software and dot matrix printing is available. The PCs in this lab are not mainframe connected and to not provide access to the Internet.

Library Terminal Room:24 Mainframe terminals are on Level B (basement) of the Homer Babbidge Library. No printing is available at this site. This room can be reserved for classes.

Library 24-Hour Room:8 Mainframe terminals are available on the entry (plaza) level of the Homer Babbidge Library. No printing is available at this site.

Buckley Computer Room:19 Macintosh Iisi, and 15 Mainframe terminals are available for general use in Room 117, on the parking level of the Buckley Residence Hall. The Macintoshes are not mainframe connected, but are attached to dot matrix and laser printers.

Towers PC Lab:10 IBM PS/2 30-286 and 8 IBM 386 computers are available in this lab in Room A4 in the basement of the Webster Residence Hall. Dot matrix printing is available. The PCs in this lab are not mainframe connected.

Regional Campuses:Avery Point 53 microcomputers, 18 mainframeHartford 35 microcomputers, 23 mainframe

& MBA 9 microcomputers, 4 mainframe& Registrar 3 microcomputers, 11 mainframe

Stamford 50 microcomputers, 30 mainframe, 3 special purpose& MBA 13 microcomputers, 2 mainframe

Torrington 11 microcomputers, 11 mainframeWaterbury 40 microcomputers, 15 mainframe

All regional campuses have access to the Internet.

All of the UCC and Engineering buildings have been linked to the campus data network. The School provides an integrated and yet distributed computing environment for the support of engineering education, research, and administrative services. All computing facilities within the buildings will be connected. Access to external networks and facilities, such as the NSF Supercomputer Center at Cornell University, is available through the Internet.

The UCC supports both academic and administrative computing. Most of the University’s major on-line administrative systems are maintained under the MVS/CICS mainframe operating system. This production processing is scheduled to minimize the impact on academic computing. The micro computer labs primarily support academic computing. Academic computing is the primary purpose of all UCC facilities.

Academic computing supported by UCC includes undergraduate coursework, graduate coursework and theses, faculty research, and general academic computing. Undergraduate engineering courses making use of UCC facilities are:

Chemical Engineering 203, 212, 224, 247, 299Civil Engineering ? 211, 212, 234, 239, 287 ?Computer Science & Engineering ? 130, 207, 221, 257, 267 ?Electrical Engineering ? 202, 232, 234, 242, 248, 257, 266 ?Engineering 100Mechanical Engineering ? 218, 220, 225, 232, 233, 240, 250, 265 ?

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The University Computer Center has an operational plan for expanding, updating, maintaining, and replacing computer equipment, related facilities, and software. The University Computing Committee Biennial Report represents the University’s overall goals, priorities, and planned expenditures for computing. This report includes planning for the University Computer Center, as well as general computing objectives of the constituent units of the University.

Priorities of the University Computing Committee Biennial Plan include equipment replacement, new computers for faculty/staff, upgrades and expansion of student computer labs, campus networking support, departmental LAN expansion, computer-enhanced lecture halls, computer maintenance support, library systems enhancement, and general Computer Center support. Funding of these initiatives, as well as on-going operation and maintenance of current facilities, is budgeted by the University and the State. Equipment acquisition and replacement, personnel, maintenance, etc., are part of the UCC budget which has its own line in the University budget.

School of Engineering General Computing Facilities

In addition to the UCC facilities, the School of Engineering has developed its own general computing facilities to support education, research, administration, and communications. The Booth Research Center provides support of each of these areas, through the provision of facilities and support personnel for general educational and research needs, and through consulting support for administrative/office needs. Support funding for research-related needs is derived through charges made to faculty grants and contracts; support for educational needs is provided through University budgeting. In addition, the School has specialized educational or research facilities which are managed by the department or center with which they are associated.

University of Connecticut Library

The University library has over 300,000 square feet of space and houses one of the major collections in New England. Books, journals, and other reference material related to chemical engineering are held in this facility. New textbooks and references are periodically purchased at the request of the Department faculty, and the reserve room service is regularly employed by faculty and students. The library has a state-of-the-art computer-based literature search with extensive references stored on CD ROM. It also provides access to numerous external data bases. An inter-library loan and use program exists and is available to both faculty and students.

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Background Information Relative to the Engineering Unit

Engineering Educational Unit

202

1. School of Engineering – Administrative Chart8-9-00

203

2. Engineering Educational UnitThe School of Engineering consists of six academic departments, three additional

interdisciplinary academic programs, and three research centers, in addition to the administrative offices of the Dean. The administrative chart for the School of Engineering is shown above, in addition, the principal unit administrators are listed in the following section.

3. Administrative Head of Unit

a. School of EngineeringAmir Faghri, DeanThomas F. Anderson, Associate Dean for Academic AffairsKazem Kazerounian, Associate Dean for Research and OutreachMarcelle E. Wood, Assistant Dean for Undergraduate Programs

b. DepartmentsJoseph J. Helble, Head, Chemical EngineeringErling Murtha-Smith, Head, Civil and Environmental EngineeringReda Ammar, Head, Computer Science and EngineeringMehdi Anwar, Head, Electrical and Computer EngineeringTheodore L. Bergman, Head Mechanical EngineeringJohn E. Morral, Head, Metallurgy and Materials Engineering

c. Centers/InstitutesKazem Kazerounian, Director, Advanced Technology InstitutePeter B. Luh, Director, Taylor L. Booth Center for Computer App. and ResearchNorman W. Garrick, Director, Connecticut Transportation Institute

4. Other Administrative UnitsTo be provided at a later date (Aug 28, 2000)

5. Mission Statement – School of EngineeringThe mission of the School of Engineering is to provide educational programs of the highest

quality in the various disciplines of engineering and relevant interdisciplinary areas. The School also has the special responsibility of advancing knowledge and leading change in these fields through leading edge research. Degree programs include chemical engineering (B.S., M.S., Ph.D.), civil & environmental engineering (B.S., M.S., Ph.D.), computer science & engineering (B.S., M.S., Ph.D.), electrical & computer engineering (B.S., M.S., Ph.D.), mechanical engineering (B.S., M.S., Ph.D.), metallurgy & materials engineering (B.S., M.S., Ph.D.), biomedical engineering (M.S., Ph.D.), computer engineering (B.S., M.S., Ph.D.), computer science (B.S.), environmental engineering (B.S., M.S., Ph.D.), and polymer science (M.S., Ph.D.). An undergraduate major in management and engineering for manufacturing is offered in collaboration with the School of Business Administration. A strong tutorial type of relationship between faculty and students, especially in upper division and graduate coursework, design projects, and research is a necessary part of the School’s efforts to provide a first-class engineering education. Several interdisciplinary centers allow faculty and students to come together with professionals from the private and public sectors for research and development on complex problems: the Advanced Technology Institute, Taylor L. Booth Center for Computer Applications & Research, and the Connecticut Transportation Institute. The School interacts strongly with the Institute of Materials Science, Environmental Research Institute, and Biotechnology Center. The School of Engineering is committed to equal opportunity for students, faculty and staff.

Programs Offered and Degrees GrantedThe University of Connecticut grants the following degrees associated with engineering:

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BSE - Bachelor of Science in EngineeringBS - Bachelor of Science in Computer Science and Management & Engineering for

Manufacturing (joint with the School of Business Administration)MS - Master of SciencePhD - Doctor of Philosophy

The BSE degree requires 134 credits in one of the five accredited engineering programs. The BSMEM degree requires 138 credits and the BS in Computer Science requires 120 credits. The MS degree may be completed under two formats: Plan A requires completion of at least 15 credits and a thesis, while Plan B requires at least 24 credits. Plan B is usually chosen by part-time students. The PhD degree has a residency requirement of one academic year on-campus, full-time study.

Tables II-3 (Parts 1 and 2) found on the following pages present detailed information on programs offered and degrees granted.

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Table II-3 (Part 1). Engineering Programs Offered

Undergraduate: B.S. Degrees

1Program Title

2Modes Offered

3NominalYears to

Complete

4Administrative

Head

5AdministrativeUnit or Units(e.g. Dept.)ExercisingBudgetary

Control

6Submitted for

Evaluation

Offered, NotSubmitted for

Evaluation

Day Co-op

Off Campus

Alternative Mode

NowAccred.

Not Now

Accred.

NowAccred.

Not NowAccred.

Chemical Engineering X 4 J. Helble Department XCivil Engineering X 4 E. Murtha-Smith Department XComputer Science & Engr. X 4 R. Ammar Department XElectrical Engineering X 4 A.F.H. Anwar Department XMechanical Engineering X 4 T. Bergman Department XManagement & Engr. For Manufacturing

X 4 R. JeffersJ. Rummel

Schools of EG and SBA

X

Biomedical Engineering X 4 J. Enderle Department XComputer Engineering X 4 R. Ammar

A.F.M. AnwarDepartment X

Engineering Physics X 4 School of Engineering & College of Liberal Arts & Sciences

Department X

Environmental Engineering

X 4 E. Murtha-Smith Department X

Metallurgy & Materials Engineering

X 4 J. Morral Department X

Computer Science X 4 R. Ammar Department X

206

Graduate: M.S. Degrees

1Program Title

2Modes Offered

3NominalYears to

Complete

4Administrative

Head

5AdministrativeUnit or Units(e.g. Dept.)ExercisingBudgetary

Control

6Submitted for

Evaluation

Offered, NotSubmitted for

Evaluation

Day Co-op

Eve Off Cam-pus

Tele-Comm.

Other NowAccred.

Not Now

Accred.

NowAccred.

Not NowAccred.

Biological Engr. X N/A J. Enderle Field of Study XChemical Engr. X N/A J. Helble Department XCivil Engr. X N/A E. Murtha-Smith Department XComputer Science & Engr.

X N/A R. Ammar Department X

Electrical Engr. X N/A A.F.M. Anwar Department XEnvironmental Engr.

X N/A E. Murtha-Smith Field of Study X

Mechanical Engr.

X N/A T. Bergman Department X

Metallurgy X N/A J. Morral Department XOcean Engr. X X N/A T. Bergman Field of Study X

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Graduate: Ph.D. Degrees

1Program Title

2Modes Offered

3NominalYears to

Complete

4Administrative

Head

5AdministrativeUnit or Units(e.g. Dept.)ExercisingBudgetary

Control

6Submitted for

Evaluation

Offered, NotSubmitted for

Evaluation

Day Co-op

Eve Off Cam-pus

Tele-Comm.

Other NowAccred.

Not Now

Accred.

NowAccred.

Not NowAccred.

Biological Engr. X N/A J. Enderle Field of Study XChemical Engr. X N/A J. Helble Department XCivil Engr. X N/A E. Murtha-Smith Department XComputer Science & Engr.

X N/A R. Ammar Department X

Electrical Engr. X N/A A.F.M. Anwar Department XEnvironmental Engr.

X N/A E. Murtha-Smith Field of Study X

Mechanical Engr.

X N/A T. Bergman Department X

Metallurgy X N/A J. Morral Department X

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Table II-3 (Part 2). Degrees Awarded and Transcript Designations

Undergraduate: B. S. degrees

1Program Title

2Modes Offered

3Name of Degree Awarded

4Designation on Transcript

Day Co-op Off Campus

Alternative Mode

Chemical Engineering X Bachelor of Science in Engineering (See Below)Civil Engineering X Bachelor of Science in Engineering (See Below)Computer Science & Engr. X Bachelor of Science in Engineering (See Below)Electrical Engineering X Bachelor of Science in Engineering (See Below)Mechanical Engineering X Bachelor of Science in Engineering (See Below)Management & Engr. For Manufacturing X Bachelor of Science (See Below)Biomedical Engineering X Bachelor of Science in Engineering (See Below)Computer Engineering X Bachelor of Science in Engineering (See Below)Engineering Physics X Bachelor of Science in Engineering (See Below)Environmental Engineering X Bachelor of Science in Engineering (See Below)Metallurgy & Materials Engineering X Bachelor of Science in Engineering (See Below)Computer Science X Bachelor of Science (See Below)

The designation on transcript is similar for all departments: BACHELOR OF SCIENCE IN ENGINEERINGDEGREE CONFERRED month day, yearIN THE SCHOOL OF ENGINEERINGMAJOR – Program Title

209

Table II-3 (Part 2). Degrees Awarded and Transcript Designations

Graduate: M. S. degrees

1Program Title

2Modes Offered

3Name of Degree Awarded

4Designation on Transcript

Day Co-op Off Campus

Alternative Mode

Biological Engr. X Master of ScienceChemical Engr. X Master of ScienceCivil Engr. X Master of ScienceComputer Science & Engr. X Master of ScienceElectrical Engr. X Master of ScienceEnvironmental Engr. X Master of ScienceMechanical Engr. X Master of ScienceMetallurgy X Master of ScienceOcean Engr. X Master of Science

The designation on transcript is similar for all fields: THESIS TITLE:REQUIREMENTS COMPLETED: Month Day YearDEGREE: MASTER OF SCIENCEFIELD: MajorAREA: Area of ConcentrationCONFERRED: Month Day Year

210

Table II-3 (Part 2). Degrees Awarded and Transcript Designations

Graduate: Ph. D. degrees

1Program Title

2Modes Offered

3Name of Degree Awarded

4Designation on Transcript

Day Co-op Off Campus

Alternative Mode

Biological Engr. X DOCTORATE OF PHILOSOPHY (See Below)Chemical Engr. X DOCTORATE OF PHILOSOPHY (See Below)Civil Engr. X DOCTORATE OF PHILOSOPHY (See Below)Computer Science & Engr. X DOCTORATE OF PHILOSOPHY (See Below)Electrical Engr. X DOCTORATE OF PHILOSOPHY (See Below)Environmental Engr. X DOCTORATE OF PHILOSOPHY (See Below)Mechanical Engr. X DOCTORATE OF PHILOSOPHY (See Below)Metallurgy X DOCTORATE OF PHILOSOPHY (See Below)

The designation on Transcript is similar for all fields: THESIS TITLE:REQUIREMENTS COMPLETED: Month Day YearDEGREE: DOCTOR OF PHILOSOPHYFIELD: Field of StudyAREA: Area of ConcentrationCONFERRED: Month Day Year

211

Information Regarding Administrators

213

Dean of the School of Engineering

Dr. Amir Faghri; Professor and Dean, School of Engineering

Academic Degrees:University of California, Berkeley – Ph.D. 1976University of California, Berkeley – MS in Mechanical Engineering 1974Oregon State University, Corvallis – BS in Mechanical Engineering 1973

Service at the University of Connecticut:Professor, 1994-presentDean, School of Engineering, 1998 – presentHead, Department of Mechanical Engineering, 1994-1998

Related Experience:Wright State University, Brage Golding Distinguished Professor 1989-1993Wright State University, Professor, Department of Mechanical and Materials Science Engineering, 1987-1994Wright State University, Associate Professor, Department of Mechanical and Materials Engineering, 1982-1987

Consulting and Patents:Thermal Energy Storage Heat Exchanger. US patent # 4976308, December 11, 1990. Micro Heat Pipe Energy Storage System. US patent # 5000252, March 19, 1991. Centrifugal Heat Pipe Vapor Absorption Heat Pump. US patent # 5201196, April 13, 1993. Effective Composite Liner. U.S. patent # 5225812. July 6, 1993.Temperature Regulation System for the Human Body Using Heat Pipe Using Heat Pipes, US patent # 52699369, Date 14, 1993. ????Centrifugal Heat Pipe System, US patent # 5297619, March 29, 1994.A. Faghri is Sole Inventor on all the preceding patents.

States Registered:Connecticut, #00017887

Scientific and Professional Society Membership:American Society of Mechanical Engineering (ASME), Fellow American Institute of Aeronautics and Astronautics (AIAA), Associate FellowAmerican Society of Engineering education (ASEE), Member

Honors and Awards:Induction to Oregon State University Council of Academy of Distinguished Engineering, 1999AIAA Certificate of Distinguished Service, 1999ASME Heat Transfer Memorial Award (Art), 1998Member of Connecticut Academy of Science and Engineering, 1998AIAA Thermophysics Award, 1998

Representative Institutional and Professional Service:Associate Editor, ASME Journal of Heat Transfer, 1993-1996Editorial Board for Journal of Applied Thermal Engineering, 1996-presentEditorial Board for Journal of Heat Transfer Research, 1997-presentHonorary Editorial Advisory Board for International Journal of Heat and Mass Transfer 1997-presentHonorary Member, Editorial Advisory Board for Communications in Heat and Mass Transfer 1997-presentEditorial Advisory Board, International Journal of Numerical Methods for Heat and Fluid Flow 1998-presentEditorial Board, Journal of Process Mechanical Engineering, 1998-2001

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Associate Dean for Academic Affairs

THOMAS F. ANDERSON Associate Professor and Associate Dean for Academic Affairs(full-time)

Education: B.S. Chemical Engineering, Iowa State University, 1964Ph.D. Chemical Engineering, University of California, Berkeley, 1978

Faculty Service, University of Connecticut:

1978-81: Assistant Professor, Chemical Engineering1981-present: Associate Professor, Chemical Engineering1989-1998: Department Head, Chemical Engineering1998-present Associate Dean for Academic Affairs, School of Engineering

Related Experience:

1965-68: Research Assistant, Ames Lab USAEC, Ames, IA (part-time)1967: Research Engineer, Ethyl Corporation, Baton Rouge, LA (summer)1968: Field-Consultant Engineer, E.I.duPont & Nemours Co., Beaumont, TX1969-74: Officer and Patrol Plane Commander in U.S. Navy1974-78: Teaching Assistant, University of California, Berkeley, CA (part-time)1985-86: Visiting Professor, Norwegian Technical University, Trondheim, Norway1987; Visiting Scientist, Petroleum Research Institute, Norwegian Technical University, Trondheim,

Norway (summer)

Consulting, Patents, etc.:

Consultantships: Simulation Sciences, Inc. (1976); Linde Corporation (1978); Control Data Corporation (1978-84); Stauffer Chemical Company (1979); Union Carbide Corporation (1980); C.E. Lumus Corporation (1980); National Bureau of Standards (1981); Merck and Company (1982); Merix Corporation (1983); Engineering MicroSimulations, Inc. (1984-91).

States Registered:

None

Professional Societies:

American Institute of Chemical Engineers; American Chemical Society; American Society for Engineering Education; American Association of University Professors.

Honors or Distinctions:

Tau Beta Pi; Omega Chi Epsilon; Sigma Xi; Norwegian NTNF Visiting Fellowship (1985-86); Rogers Teaching Award (1990)

Other Duties (1999-2000):

Associate Dean; Information Technology Building Committee, Chairman; School of Engineering Budget Planning; Coordination of School Renovation Projects; Supervision of School of Engineering Machine Shop and Electrical Shop; Faculty Advisor to Omega Chi Epsilon; Faculty Representative to Tau Beta Pi; Energy Monitor, Engineering II Building; School of Engineering Academic Council; University Senate; Senate Budget Committee, Chairman; University Distance Learning Committee; Staff Service Award Selection Committee, Chairman; Open House; Visitation Day; Treasurer of UConn Chapter of Sigma Xi.

215

Assistant Dean for Undergraduate Education

Mr. Marcelle E. Wood; Lecturer and Assistant Dean, School of Engineering

Academic Degrees:The University of Connecticut – MS in Mechanical Engineering 1987Auburn University – BS in Mechanical Engineering 1971

Service at the University of Connecticut:Lecturer, 1989 – presentInstructor, 1987-1989Associate Head, Department of Mechanical Engineering, 1989-1999Assistant Dean (Undergraduate Education), School of Engineering, 2000-present

Related Experience:U.S. Naval Submarine Force, 1964-1985

Consulting and Patents:Pratt & Whitney, Carolina Resources

States Registered:None

Principal publications, Last 5 Years:Wood, M.E. and Olgac, N. 1987, Optimal Strategies for Mobile Robot Motion, SPIE International Conference, Cambridge, MA.

Wood, M.E. and Olgac, N. 1987, Optimal Strategies for Autonomous Robots, IEEE International Conference, Drexell Univ.

Wood, M.E. 1998, Senior Design Capstone Experience-A One Year Academic Experience, LILLY Conference, Northeastern University.

Scientific and Professional Society Membership:American Society of Mechanical Engineers (ASME)American Society of Engineering Education (ASEE)Society of Manufacturing Engineers (SME)

Honors and Awards:None

Representative Institutional and Professional Service:Director, Mechanical Engineering Undergraduate Program, 1995-1999.Co-Director and Director of Mechanica 2000 Program, 1997-1998.Director of Engineering 2000 Program, 1999-present.

216

Associate Dean for Research & Graduate Education

Dr. Kazem Kazerounian; Professor and Associate Dean, School of Engineering

Academic Degrees:University of Illinois at Chicago – Ph.D. 1984University of Illinois at Chicago – MS in Mechanical Design 1981University of Illinois at Chicago – BS in Mechanical Analysis & Design 1980

Service at the University of Connecticut:Professor, 1996-presentAssociate Professor, 1990-1995Assistant Professor, 1984-1989Director, Advanced Technology Institute, 1999-present Associate Dean (Research & Outreach), School of Engineering, 1998 – present

Related Experience:Pratt & Whitney, East Hartford, Visiting Scientist, 1993-1994

Consulting and Patents:Pratt & Whitney (1992-present), Singapore Institute of Standards and Industrial Research, (1993-present), Norton Company , Torrington Company, Brin Tec , BrandRex, Couch & Company, Wauregan Mills, Charl's Associates, Specialized Mechanisms, various attorneys.

States Registered:None

Scientific and Professional Society Membership:American Society of Mechanical Engineers (ASME), FellowAmerican Society of Engineering Education (ASEE)AGMA

Honors and Awards:George Wood Award, ASME, 1997Mechanical Engineering Outstanding Faculty Award, 1997

Representative Institutional and Professional Service:Designated Chairman of the ASME Mechanisms Committee.Mechanics Review Advisory Board (1992-1999).ASME Design Division Liaison to Applied Mechanics Review (1992-1999).Member of the organizing committee, Int. Manufacturing Engineering Conference (IMEC), Storrs, CT, 1996.Reviewer of technical papers in: IEEE Journal of Robotics and Automation, Int. Journal of Robotics and Automation, ASME J. of Dynamic Systems, Control & Measurement, ASME Journal of Mechanisms, Trans. & Aut. In Design, International J. of Robotics Research, IEEE and ASME conferences.Proposal Reviews: National Science Foundation, Army Research Office, NASA.Chair of various national conferences and committees (ASME Mechanisms Committee, 2000 ASME Mechanisms and Robotics Conference, 2002 ASME Joint Design Conference, ASME Subcommittee in CAD/CAM of Mechanisms.Associate Editor, ASME J. of Mech. Design (1995-1998).Member, ASME Applied Mechanics Review Advisory Board (1992-1999).

217

Head of Chemical Engineering Department

JOSEPH J. HELBLE, Associate Professor and Head of Chemical Engineering (full-time)

Education: B.S. Chemical Engineering, Lehigh University, 1982 (summa cum laude)Ph.D. Chemical Engineering, Massachusetts Institute of Technology, 1987

Faculty Service, University of Connecticut:

1999-present: Department Head, Chemical Engineering1995-present: Associate Professor, Chemical Engineering

Related Experience:

1998–present: consultant, Niksa Energy Associates, Belmont CA1993: Environmental Fellow, U.S. EPA Office of Solid Waste, Washington DC 1987-1995: Principal Research Scientist, Physical Sciences Inc., Andover MA1981, 1982: Research Engineer, Air Products & Chemicals Inc., Allentown PA (summers)

Consulting, Patents, etc.:

Consultantships: Niksa Energy Associates (1998-present); Connecticut Mutual Electrical Energy Cooperative (2000); Physical Sciences Inc. (1995-1997).

Patents: Apparatus for Producing Nanoscale Ceramic Powders (with T.F. Morse and G.A. Moniz), European Patent EP 0 697 995 B1, (1997); Apparatus for Producing Nanoscale Ceramic Powders (divisional) (with T.F. Morse and G.A. Moniz), US Patent 5,599,511 (1997); Process for Producing Nanoscale Ceramic Powders (with G.A. Moniz and J.R. Morency), German Patent 0680454 (1997); Apparatus for Producing Nanoscale Ceramic Powders (with T.F. Morse and G.A. Moniz), U.S.Patent 5,447,708 (1995); Process for Producing Nanoscale Ceramic Powders (with G.A. Moniz and J.R. Morency), U.S. Patent 5,358,695 (1994).

States Registered:

None (EIT-PA)

Professional Societies:

American Institute of Chemical Engineers; American Chemical Society; American Association for the Advancement of Science; American Association for Aerosol Research; The Combustion Institute; Association of Environmental Engineering and Science Professors; American Association of University Professors.

Honors or Distinctions:Outstanding Young Faculty Award, University of Connecticut School of Engineering (1999);

CAREER Award, National Science Foundation (1998); Barnard Award, American Association for the Advancement of Science (AAAS) (1994); R.A.Glenn Award, American Chemical Society (1989); Physical Sciences Inc. Technical Achievement Award (1995, 1990, 1989, 1988); National Science Foundation Graduate Fellowship (1982); W.H. Chandler Chemistry Award, Lehigh University (1982); A.I.Ch.E. Award, Lehigh University (1981).

Institutional and Professional Service 1995-2000:

Institutional: Department Head, Chemical Engineering (1999-present); NU Chemical Engineering Endowed Chair Search Committee, Chair (present); NU Environmental Engineering Search Committee (present); School of Engineering Academic Council (present); Environmental Research Institute Executive Committee (1997-1999); Mechanical Engineering Outstanding Faculty Committee (1999-present); Chemical Engineering Graduate Committee (1995-1999; Chair, 1996-1999); Department Head Search Committee (1998); Department Development Committee (1995-present)

218

Professional: Publications Review Committee, Combustion Institute (1995-present); Combustion Aerosols Working Group, American Association for Aerosol Research (1996-present; co-chair, 1999-2000; Chair, 2000-2001); Division of Fuel Chemistry Session Developer and Organizer, American Chemical Society Fall 2000 Annual Meeting; Scientific Planning Committee, Engineering Foundation Conference on Vapor Phase Materials Synthesis (1998-1999); Scientific Planning Committee, 3rd and 4th International Symposia on High Temperature Gas Cleaning (1995-1996; 1998-1999); Fellowship Review, American Association for the Advancement of Science Environmental Fellows Program (1995-1998); journal article review for more than 10 journals annually; Panel Review Member, National Science Foundation (various panels; 1996-present).

219

Head of Civil & Environmental Engineering Department

Erling Murtha-Smith, Professor and Head of Department (Full-time)

EDUCATION: B.S. 1969 Civil Engineering, University of Leeds, UKPh.D. 1975 Engineering Science, University of Durham, UK

FACULTY EXPERIENCE, UNIVERSITY OF CONNECTICUT2000-Present: Head of Department of Civil & Environmental Engineering1998-99: Associate Dean for Undergraduate Education, School of Engineering 1997-98: Acting Associate Dean, School of Engineering 1994-96: Professor & Director of Graduate and Research Programs, Department of Civil

Engineering1990-Present: Professor, Department of Civil Engineering1990-92: Professor & Interim Head, Department of Civil Engineering1981-90: Associate Professor, Department of Civil Engineering1976-81: Assistant Professor, Department of Civil Engineering

RELATED EXPERIENCE: 1975-1976: Visiting Assistant Professor, University of Rhode Island1974-1975: Lecturer, University of Maine at Orono1973-1974: Graduate Assistant, University of Maine at Orono1971-1973: Graduate Assistant, University of Durham, UK1969-1971: Assistant Engineer, Oscar Faber & Partners, St. Albans, UK

CONSULTING: Occasional. Expert consultant to Thornton-Tommassetti (1999)

STATES REGISTERED: Connecticut

MEMBERSHIPS: American Society of Civil Engineers American Society of Engineering Education

HONORS AND AWARDS: Chi Epsilon, Honorary Member

INSTITUTIONAL and PROFESSIONAL SERVICE:National Science Foundation - panel reviewer (6/98) and reviewer; Space Structures, An International Journal - editorial board and reviewer; Journal of Structural Engineering, ASCE – Reviewer; School of Engineering Curriculum & Courses Committee – Chair 1998-1999; School of Engineering Academic Council (Ex-Officio); School of Engineering Dean’s Advisory Council on PTR 1996-1998; School of Engineering ABET 2000 Committee – Chair; University of Connecticut Ad-Hoc Committee on General Education – Chair 8/99; University of Connecticut, Mathematics Program Assessment - External Committee (11/99); University of Connecticut Pre-Architecture Curricula Development Committee; BS in Engineering Physics Ad-Hoc Development Committee; BSE in Biomedical Engineering Ad-Hoc Development Committee; University of Connecticut Equipment Competition Committee 98-99 and 99-00;

220

Head of Computer Science & Engineering Department

Reda Ammar, Professor and Head of Computer Science & Engineering

To be supplied at a later date (Aug 28, 2000)

221

Head of Electrical & Computer Engineering Department

A.F.M. ANWAR, Professor and Head of Electrical & Computer Engineering

Education:Ph.D. (Electrical and Computer Engineering), Clarkson University, Potsdam, NY, July, 1988M.S. (Electrical and Electronic Engineering), BUET, December, 1984.B.S. (Electrical and Electronic Engineering), BUET, July, 1982.

Experience:UNIVERSITY OF CONNECTICUT06/99-present Head of the Department, Electrical & Computer Engineering, Storrs, CT08/99-present Professor, Electrical & Computer Engineering, Storrs, CT09/94-08/99 Associate Professor, Electrical & Systems Engineering09/88-08/94 Assistant Professor, Electrical and Systems EngineeringBANGLADESH UNIVERSITY OF ENGINEERING AND TECHNOLOGY08/82-12/84 Lecturer, Electrical and Electronic Engineering Department, Dhaka, Bangladesh

Consulting: Air Force, Hanscom Air Force Base, Massachusetts

Honors/Awards:Nominated for Air Force (Hanscom AFB) Scientific Achievement Award, 1998.Air Force Office of Scientific Research, Summer Fellowship, 1996 and 1997.Chairperson of the session on Modelling of Quantum Effect Devices (ICMCM’93), Berkeley (1993) and Boston (1995).Member of the organizing committee of the 9th and the 10th International Conference on Mathematical and Computer Modelling (ICMCM).

Professional Society: Senior Member IEEE

222

Head of Mechanical Engineering Department

Dr. Theodore L. Bergman; Professor and Head

Academic Degrees:Purdue University – Ph.D. 1985Purdue University – MS in Mechanical Engineering 1981University of Kansas – BS in Mechanical Engineering 1978

Service at the University of Connecticut:Professor, 1996-presentHead, Department of Mechanical Engineering, 1998 – present

Related Experience:University of Texas, Austin, Department of Mechanical Engineering, Myron L. Begeman Professor, 1996University of Texas, Austin, Department of Mechanical Engineering, Myron L. Begeman Associate Professor, 1990-1996University of Texas at Austin, Assistant Professor, 1985-1989

Black & Veatch Engineers, Kansas City, Design Engineer, 1978-1980

Consulting and Patents:DTM Corporation (1995), Louisiana Board of Regents (1999)

Registration: None

Scientific and Professional Society Membership:ASME, ASEE, Sigma Xi

Honors and Awards:Distinguished Engineering Faculty Award, University of Connecticut, 1999ASME Heat Transfer Division Certificate of Appreciation for Service to the Society, 1998OLIN-UConn Faculty Award, OLIN Corporation, New Haven, CT, 1996ASME Journal of Heat Transfer Outstanding Reviewer Award, 1995ASME, Melville Medal Recipient, 1988National Science Foundation, Presidential Young Investigator, 1986ASME, Heat Transfer Division Best Paper Award, 1986

Representative Institutional and Professional Service, Last 5 Years:Technical Program co-Chairman, 2001 National Heat Transfer Conference, 1999-present Editorial Advisory Board, ASME Heat Transfer Recent Contents, 1998-presentASME Journal of Heat Transfer, Associate Technical Editor, 1995-1998Member, US Scientific Committee, 11th International Heat Transfer Conference, 1997-1998

223

Director of Booth Center for Computer Applications

PETER B. LUH, Professor

Education:Ph.D. (Applied Mathematics), Harvard University, 9/77-10/80 M.S. (Aeronautics and Astronautics), M.I.T., 9/75-6/77B.S. (Electrical Engineering), National Taiwan University, 9/69-6/73

Experience:UNIVERSITY OF CONNECTICUT1999-present Distinguished Engineering Professor1997-present Director, Taylor Booth Center for Computer Applications & Research1991-present Professor, Electrical and Computer Engineering1986-1981 Associate Professor, Electrical and Systems Engineering1980-1986 Assistant Professor, Electrical and Systems Engineering

NATIONAL TAIWAN UNIVERSITY1987-1988 Visiting Professor in the Department of Electrical Engineering. Taught the graduate course

“Information, Control & Games,” and performed research on hydro scheduling of electric power systems.

Consulting:4/90-present: Northeast Utilities Service Company (Berlin, CT)4/95-99: United Technologies Research Center (East Hartford, CT)9/94-2/95: Toshiba Corporation (Kawasaki, Japan):4/88-8/92: Pratt & Whitney (East Hartford, CT)

Professional Society: Society of Manufacturing Engineers, Senior MemberIIE (Institute of Industrial Engineers), Senior MemberINFORMS (Institute for Operations Research and the Management Sciences), Full MemberSPICS (The Educational Society for Resource Management, Member

Recent Institutional and Professional Service: Campus Climate Committee (2000-present) Panel for the NSF “Action Agenda for Engineering Curriculum Innovation” Program, May 2000. University Senate (senator, 99-2003) Information Technology Steering Committee (1999-present) Faculty Search Committee (Chair, 1999-2000 for the Computer Engineering Positions) Panel for the NSF Production Systems Program, June 1999. Discrete Event Dynamic Systems , Associate Editor (starting 1999) Connecticut Academy of Science and Engineering, Member; Standing Committee on Membership (1998-2001);

Council Member (2000-2004) Connecticut Academy of Science and Engineering, Membership Committee, 1998-2000. Precision Manufacturing Institute Steering Committee (Member, 1998, 99 Research Advisory Council (1998-99) IEEE Robotics and Automation Society Fellows Committee, 1998-99. Panel for the NSF “Knowledge and Distributed Intelligence Initiative” 1998. Kayamori Best Automation Paper Review Committee, 1998 IEEE International Conference on Robotics and

Automation. IIE Transactions on Design and Manufacturing , Associate Editor (1997-present) Faculty Review Board (1997-99) Academic Information Technology Planning Committee (member, 1997-98) Search Committee, Vice Provost for Multicultural Affairs (member, 1997) Manufacturing Task Force (member, 97) National Research Council Review Panel, March 1997.

224

Industry-University Task Force on Post-Baccalaureate Business/Technology Program (Member, 96-present) IEEE Robotics and Automation Magazine , Editor (1996-1999) Strategic Planning Committee (Chair, 1996, 97) International Journal of Intelligent Control and Systems , Associate Editor (1995- present) IEEE Robotics and Automation Society, Administrative Committee (1992-1997) IEEE Transactions on Robotics and Automation , Technical/Associate Editor (1990-1994), Editor (1995-present),

Editor-in-Chief (1999-2004) Promotion, Tenure and Reappointment Committee (member, 89, 91, 95, 98) IEEE Fellow, Robotics and Automation Society, Control Systems Society, Power Engineering Society

225

Supporting Academic DepartmentsTo be provided at a later date (Aug 28, 2000)

Engineering Finances

226

Table II-5. Support ExpendituresSchool of Engineering Totals

To be provided at a later date (Aug 28, 2000)

1 2 3 4Fiscal Year 1999 2000 2001 2002

Expenditure CategoryOperations (1)(not including staff)Travel (2)

Equipment (3)

(a) Institutional Funds

(b) Grants and Gifts (4)

Graduate Teaching Assistants

Part-time Assistance (5) (other than teaching)

Updated tables are to be provided at the time of the visit.

227

Table II-5. Support ExpendituresEngineering Dean’s Offices

(Includes: Undergraduate Prgm., Diversity Prgm., Electronics Shop, Machine Shop)

1 2 3 4Fiscal Year 1999 2000 2001 2002

Expenditure CategoryOperations (1)(not including staff)

365,997 317,618 370,000 375,000Travel (2) 20,248 25,845 30,000 35,000Equipment (3) 174,178 123,876 200,000 225,000

(a) Institutional Funds 174,178 123,876 200,000 225,000(b) Grants and Gifts (4) 0 0 0 0

Graduate Teaching Assistants 0 0 0 0Part-time Assistance (5) (other than teaching)

14,424 1,373 19,588 15,000

228

Table II-5. Support ExpendituresChemical Engineering

1 2 3 4Fiscal Year (1998-1999) (1999-2000) (2000-2001)* (2001-2002)

Expenditure CategoryEstimates available early summer 2001

Operations (1)(not including staff)

109,671(A) 156,948(A) 126,000(B) -Travel (2) 18,851(C) 17,872(C) 18,000(B) -Equipment (3) -

(a) Institutional Funds 59,857(D) 34,314(D) 30,000(B) -(b) Grants and Gifts (4) 0 5,225(E) 0 -

Graduate Teaching Assistants 138,660(F) 153,534(G) 123,186(H) -Part-time Assistance (5) (other than teaching)

45,154(I) 61,312(J) 37,543(K) -

Table Entry Notes:

* All figures for FY 2001 (academic year 2000 – 2001) are best estimates as of August 10, 2000.

A. Includes office supplies and laboratory supply items.

B. Estimates made August 10, 2000 as follows: Operations based on detailed projection using numbers from prior two years, estimated expenses, and overall budget. Travel: Estimate based on prior two years. Equipment: estimate based on anticipated needs of undergraduate laboratory and continued improvement to computing facilities.

C. Includes departmental funds plus funds provided by Dean and funds provided by UCRF and AAUP for faculty and graduate student travel.

D. Computers, and balance for undergraduate laboratory. Funds expended on office furniture totaling $50,350 in FY 2000 were not included.

E. Projector for ‘mobile classroom’ use.

F. Basis: Actual FRS 259801 expenditures plus IMS allotment and the following one-time (non permanent budget) Graduate School funds: predoctoral fellowships, named fellowships, Multicultural Fellowship.

G. Basis: Actual FRS 259801 expenditures plus IMS allotment, one time transfers from the Dean to support two students, and the following Graduate School funds: predoctoral fellowships, named fellowships, Multicultural Fellowship, Outstanding Scholar Fellowship.

H. Estimated based on committed support as part of faculty start-up packages, 10 new students full time fall semester, 5 new students half time fall semester, 3 returning students half time fall semester.

I. From financial record system (FRS) summary plus cost of student office help. Includes cost of adjunct instructor.

J. From FRS summary plus cost of student office help and part time non-permanent office staff. Includes cost of

229

adjunct instructor.

K. Estimated based on anticipated cost of student office assistance, part time non-permanent office assistance, one

adjunct faculty member.

230

Table II-5. Support ExpendituresCivil & Environmental Engineering Department

1 2 3 4Fiscal Year (prior to previous year) (previous year) (current year) (year) “of visit”

Expenditure CategoryFY99

$FY00

$FY01

$FY02

$Operations (1)(not including staff)

79,016 117,169 120,000 130,000Travel (2) 15,841 18,186 17,000 17,000Equipment (3)

(a) Institutional Funds 76,097 54,099 187,028 150,000(b) Grants and Gifts (4) 0 0 0 0

Graduate Teaching Assistants 28,336 52,772 50,732 55,000Part-time Assistance (5) (other than teaching)

9,752 29,070 32,500 25,000

231

Table II-5. Support ExpendituresComputer Science & Engineering

To be provided at a later date (Aug 28, 2000)

1 2 3 4Fiscal Year 1999 2000 2001 2002

Expenditure CategoryOperations (1)(not including staff)

47,755 45,490Travel (2) 9,384 11,455Equipment (3)

(a) Institutional Funds 148,926 196,527(b) Grants and Gifts (4) 90,927 26,718

Graduate Teaching Assistants 172,285 184,680Part-time Assistance (5) (other than teaching)

3,693 8,650

232

Table II-5. Support ExpendituresElectrical & Computer EngineeringTo be provided at a later date (Aug 28, 2000)

1 2 3 4Fiscal Year 1999 2000 2001 2002

Expenditure CategoryOperations (1)(not including staff)Travel (2)

Equipment (3)

(a) Institutional Funds

(b) Grants and Gifts (4)

Graduate Teaching Assistants

Part-time Assistance (5) (other than teaching)

233

Table II-5. Support ExpendituresMechanical Engineering

1 2 3 4Fiscal Year (1998-99) (1999-00) (2000-01) (2001-02)

Expenditure CategoryOperations (1)(not including staff)

238,221 237,832 204,406 214,620Travel (2) 4,710 11,665 8,200 8,700Equipment (3) 110,699 261,587 115,500 115,500

(a) Institutional Funds 110,699 261,587 115,500 115,500(b) Grants and Gifts (4) 0 0 0 0

Graduate Teaching Assistants 92,006 120,405 163,226 141,000Part-time Assistance (5) (other than teaching)

7,275 41,063 113,878 106,600

234

Table II-5. Support ExpendituresBooth Research Center

1 2 3 4Fiscal Year (prior to previous year) (previous year) (current year) (year) “of visit”

Expenditure CategoryOperations (1)(not including staff)

40,813 41,307 40,000 40,000Travel (2) 0 0 0 0Equipment (3) 230,616 285,250 64,795 89,400

(a) Institutional Funds 230,616 285,250 64,795 89,400(b) Grants and Gifts (4) 0 0 0 0

Graduate Teaching Assistants 0 0 0 0Part-time Assistance (5) (other than teaching)

0 0 0 0

235

Engineering Personnel and Policies

Personnel

236

Table II-6. Personnel and Students

School of Engineering TotalsTo be provided at a later date (Aug 28, 2000)

Year1: Fall 2000

HEAD COUNT FTE(see Note 2)

RATIO TO FACULTY

(3)FT PT

Administrative (4)Faculty (tenure-track)Other Faculty (excluding student Assistants)Student Teaching AssistantsStudent Research AssistantsTechnicians/SpecialistsOffice/Clerical EmployeesOthers (5)

Undergraduate Student enrollment (see Note 6) 0 0 0 0Graduate Student enrollment 0 0 0 0

237

Table II-6. Personnel and Students

Engineering Dean’s Offices(Includes: Undergraduate Prgm., Diversity Prgm., Electronics Shop, Machine Shop)

Year1: Fall 2000

HEAD COUNT FTE(see Note 2)

RATIO TO FACULTY

(3)FT PT

Administrative (4) 4 0 1.9Faculty (tenure-track) 0 0 0Other Faculty (excluding student Assistants) 1 0 0.9Student Teaching Assistants 0 0 0 0Student Research Assistants 0 0 0 0Technicians/Specialists 6 1 6.5 0Office/Clerical Employees 5 2 6.35 0Others (5) 1 0 1.0 0

Undergraduate Student enrollment (see Note 6) 0 0 0 0Graduate Student enrollment 0 0 0 0

238

Table II-6. Personnel and Students

Chemical Engineering Department

Year1: Fall 2000

HEAD COUNT FTE(see Note 2)

RATIO TO FACULTY

(3)FT PT

Administrative (4) 1 1 0.8(a)

Faculty (tenure-track) 13 0 10.5(c)

Other Faculty (excluding student Assistants) 0 3(b) 0.4(d)

Student Teaching Assistants 0 13(e) 6.5 0.63Student Research Assistants 48 13 54.5 5.24Technicians/Specialists 2 0 2 0.18Office/Clerical Employees 1 2 2 0.18Others (5) 21(f) 1(g) 21.25 2.04

Undergraduate Student enrollment (see Note 6) 90 0 90 8.65Graduate Student enrollment 61(h) 8 63 6.06

Table Entry Notes:

(a) Department Head at 0.5 FTE. Assistant Dept. Head S.S. Fenton holds 60% appointment times 0.5 FTE.

(b) S.S. Fenton (part time), Y.F. Khalil (adjunct), J.D. Bryers (joint appointment)

(c) Dept. Head Helble, Assoc. Dean Anderson, Assoc. Director IMS Bell each at 0.5 FTE. Honors Program Director Cutlip at 0 FTE. All other full time tenure track faculty at 1 FTE.

(d) Part time faculty S. Fenton at 60% appointment times 0.5 FTE. Adjunct Y. Khalil at 0.1 FTE. Joint Appointment Bryers at 0 FTE.

(e) Chemical engineering typically supports most first year students half time as TAs and half time as RAs. Most upper year full time graduate students are fully supported as RAs. RA funds are generally provided by faculty research grants.

(f) Post doctoral fellows. Includes post doctoral fellows that are supervised by Chemical Engineering faculty that were hired through a center or institute as polymer scientists or environmental engineers.

(g) Part time student labor (office assistant).

(h) Taken from Department enrollment records. Includes graduate students in the interdisciplinary polymer science program or the interdisciplinary environmental engineering program who are supervised by Chemical Engineering faculty.

239

Table II-6. Personnel and Students

Civil & Environmental Engineering Department

Year1: Fall 2000

HEAD COUNT FTE(see Note 2)

RATIO TO FACULTY

(3)FT PT

Administrative (4) 2 0 1.0Faculty (tenure-track) 23 (incl. V) 0 17.0Other Faculty (excluding student Assistants) 0 3 0.75Student Teaching Assistants 1 3 2.5 0.14Student Research Assistants 32 2 33 1.86Technicians/Specialists 0 0 0 0Office/Clerical Employees 3 0 3 0.17Others (5) 0 0 0 0

Undergraduate Student enrollment (includes declared CE Freshmen) (see Note 6)

132 0 132 7.44

Graduate Student enrollment 35 8 37 2.08

240

Table II-6. Personnel and Students

Computer Science and Engineering Department

Year1: Fall 2000 data

HEAD COUNT FTE(see Note 2)

RATIO TO FACULTY

(3)FT PT

Administrative (4) 2 0 1Faculty (tenure-track) 15 0 12.5Other Faculty (excluding student Assistants) 2 3 2.5Student Teaching Assistants 9 10 14 0.93Student Research Assistants 8 17 15.5 0.97Technicians/Specialists 1 0 1 0.07Office/Clerical Employees 2 0 2 0.13Others (5) 2 0 2 0.13

Undergraduate Student enrollment (see Note 6) 304 0 304 20.27Graduate Student enrollment 77 7 78.75 5.23

241

Table II-6. Personnel and Students

Electrical and Computer Engineering Department

Year1: Fall 2000 data

HEAD COUNT FTE(see Note 2)

RATIO TO FACULTY

(3)FT PT

Administrative (4) 2 0 1Faculty (tenure-track) 17 0 15.5Other Faculty (excluding student Assistants) 6 0 6Student Teaching Assistants 2 14 5.2 0.34Student Research Assistants 57 14 60 3.9Technicians/Specialists 1 0 1 0.064Office/Clerical Employees 4.5 0 4.5 0.29Others (5) 1 5 2.2 0.145

Undergraduate Student enrollment (see Note 6) 111 0 111 7.2Graduate Student enrollment 90 5 91 5.9

242

Table II-6. Personnel and Students

Mechanical Engineering Department

Year1: 2000-2001

HEAD COUNT FTE(see Note 2)

RATIO TO FACULTY

(3)FT PT

Administrative (4) 2 1Faculty (tenure-track) 16 12.9Other Faculty (excluding student Assistants) 2 1 1.6Student Teaching Assistants 20 15.50 1.2Student Research Assistants 24 24.0 1.86Technicians/Specialists 2 1.5 0.12Office/Clerical Employees 3 3 0.23Others (5) 2 4 3 0.23

Undergraduate Student enrollment (see Note 6) 180 (6) 0 180 13.95Graduate Student enrollment 44 57 35 2.71

243

Table II-6. Personnel and Students

Advanced Technology Center

Year1: Fall 2000

HEAD COUNT FTE(see Note 2)

RATIO TO FACULTY

(3)FT PT

Administrative (4) 2 0 1.25Faculty (tenure-track) 0 0 0Other Faculty (excluding student Assistants) 0 0 0Student Teaching Assistants 0 0 0Student Research Assistants 0 0 0Technicians/Specialists 0 0 0Office/Clerical Employees 1 0 1Others (5) 0 0 0

Undergraduate Student enrollment (see Note 6) 0 0 0Graduate Student enrollment 0 0 0

244

Table II-6. Personnel and Students

Connecticut Transportation Institute

Year1: Fall 2000

HEAD COUNT FTE(see Note 2)

RATIO TO FACULTY

(3)FT PT

Administrative (4) 1 1 1.0Faculty (tenure-track) 0 0 0.0Other Faculty (excluding student Assistants) 0 0 0.0Student Teaching Assistants 0 0 0.0Student Research Assistants 0 0 0.0Technicians/Specialists 2 0 2.00Office/Clerical Employees 1 1 1.85Others (5) 2 1 2.50

Undergraduate Student enrollment (see Note 6) 0 0 0.0Graduate Student enrollment 0 0 0.0

245

Faculty Salaries, Benefits, and Other Policies

Faculty hiring is accomplished through formal search procedures issued and monitored by the President. The School or Department establishes a search committee that solicits applications, screens and interviews candidates, and recommends final candidates to the Dean or Department Head. The Dean then approves the results of the search and forwards the recommendation to the Vice President for Academic Affairs and Provost, who formally approves the issuing an offer to the candidate. Upon acceptance of the offer, the President formally appoints the candidate to the position. Initial salary is approved by the Vice President for Academic Affairs and Provost after recommendation by the Dean. Salary adjustments after hiring are treated as part of the annual merit/performance review process.

Faculty are normally hired into tenure track positions. The initial appointment is for one year and it is continued on a yearly basis subject to annual review. Promotion, Tenure and Reappointment (PTR) is accomplished through formal procedures issued by the President & Chancellor, and as specified in the collective bargaining agreement between faculty and the administration. Criteria for promotion and the granting of tenure are stated on pages 15-28 of the University of Connecticut Laws and By-laws (Twelfth Edition, 1985).

Promotion, Tenure and Reappointment consideration occurs at three levels. At the departmental level, a faculty committee recommends action to the department head. The department head then determines an appropriate action and recommends to the dean. The Dean’s Advisory Council reviews the information and makes a recommendation to the dean. The dean considers all the information and formulates a recommendation to the Vice President for Academic Affairs. The Vice President for Academic Affairs makes a final determination for presentation to the President and Board of Trustees. Faculty have right of appeal at each level f consideration. All reappointments are issued by the President. All promotions and granting of tenure are issued by the President after approval of the Board of Trustees.

All untenured faculty in the tenure track are reviewed for reappointment at the departmental dean’s level each year. Assistant Professors in the first two years are not reviewed above the dean’s level. Untenured faculty in the tenure track are reviewed for tenure in their sixth probationary year, or sooner if warranted. Credit may be given for academic service prior to an appointment at the University of Connecticut. The PTR packet is completed by the candidate and the department head (a) for untenured faculty, each year, and (b) for promotion to professor. For cases where awarding of tenure is being considered along with an initial appointment, the PTR packet is completed and reviewed at the departmental, dean and provost levels. Evaluation and evidence of teaching effectiveness is a required part of all PTR reviews.

Initial salaries are determined according to the current salaries at peer institutions adjusted as necessary for other competitive factors. Thereafter, all faculty are reviewed annually for salary adjustment. Funds for salary adjustment are included in the faculty contract and department budgets are adjusted according to the total faculty salary pool in the unit. Salary adjustment has three components: an amount for satisfactory performance, an amount for merit, and a component identified with market pressure, inequity, or special achievement.

Performance review is conducted in the spring of each year at the departmental, school and Vice President levels. The review is based on documented performance in the areas of teaching, research, and service according to the individual’s assignment over the past year. The faculty is responsible for presenting documentation and may question the evaluation and salary adjustment at any level.

In addition to salary, faculty are entitled to many benefits including full health benefits that may cover his/her family an a co-pay basis. Life and disability insurance at group rates is optional. Faculty may participate in the State’s retirement plan, or may elect TIAA/CREF. Social Security may be included in the former. Faculty may participate in tax-shelter annuity programs for retirement purposes.

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Table II-7. Faculty Salary Data (Optional Table)

Academic Year 1999-2000

1. For the Institution as a Whole

Professor Associate Professor Assistant Professor Instructor

Number 477 338 280 16

High 199,046 109,532 95,133 86,450

Mean 92,409 68,186 53,809 48,411

Low 41,497 43,686 30,741 30,918

2. For the Engineering Educational Unit as a Whole

Professor Associate Professor Assistant Professor Instructor

Number 45 27 16 4

High 173,022 128,337 71,078 79,545

Mean 86,977 80,292 61,786 73,849

Low 77,605 67,350 54,000 59,081

3. Average Percent Salary Raises Given to Continuing Faculty Members for the Past Six (6) Years.

Unit Year 95/96 Year 96/97 Year 97/98 Year 98/99 Year 99/00 Year 00/01

Institution as a Whole 4.68% 4.71% 3.21% 3.21% 5.21% 5.21%

Engineering Education Unit as a Whole

4.68% 4.71% 3.21% 3.21% 5.21% 5.21%

(continued)

247

TABLE II-7 (Continued)

4. For Each Program Submitted for Evaluation

Program Professor Associate Professor Assistant Professor Instructor

Chemical Number 7 4 2 1

High 130,607 128,337 64,256 79,545

Mean 106,898 91,765 60,628 79,545

Low 79,854 73,177 57,000 79,545

Civil & EnvironmentalNumber 8 7 6 1

High 125,784 85,137 71,078 79,226

Mean 102,553 75,833 63,366 79,226

Low 78,800 65,156 55,000 79,226

Computer ScienceNumber 5 7 2 2

High 116,660 83,135 69,565 77,545

Mean 101,458 79,035 64,783 68,313

Low 91,180 72,639 60,000 59,081

Electrical & ComputerNumber 11 2 2 0

High 114,957 78,570 63,417 0

Mean 95,552 72,960 62,459 0

Low 77,605 67,350 61,500 0

MechanicalNumber 8 5 3 0

High 173,022 104,651 55,683 0

Mean 111,044 85,560 55,091 0

Low 81,375 72,649 54,000 0

(continued)

248

TABLE II-7 (Continued)

Program Professor Associate Professor Assistant Professor Instructor

Metallurgy & Number 6 2 1 0

MaterialsHigh 144,095 73,043 67,378 0

Mean 112,068 71,522 67,378 0

Low 90,557 70,000 67,378 0

Number

High

Mean

Low

Number

High

Mean

Low

Number

High

Mean

Low

Number

High

Mean

Low

Number

High

Mean

Low

Number

High

Mean

Low

249

Faculty Workload

Individual faculty workloads are determined according to assignment – each receiving an assignment of teaching, research and service activity, including any administrative assignments. The relative proportion of these components is dependent on the instructional needs of the respective programs, research commitments of the faculty member, continued professional growth of the faculty member, administrative assignments, and any internal or external service commitments of the faculty member.

A typical load for a faculty member primarily engaged in teaching and research would be two courses per semester with primary teaching responsibility, funded and unfounded research, and several committee responsibilities each year. The faculty member determines his/her summer assignment consistent with research commitments and the need for continued professional growth. Typically, junior faculty may receive a reduced teaching assignment consistent with other start-up incentives to aid professional advancement and establish a research program. Faculty with heavy administrative assignments or other service responsibilities typically have a reduced teaching and research assignment although all faculty are expected and encouraged to remain active in both teaching and research.

Sabbatical leaves may be granted to assure continued teaching competence and research and other professional growth of faculty. A leave may be applied for after six continuous years (or twelve consecutive semesters) of service. Application for a leave is made by the faculty member and approved or disapproved by the Head based the other needs of the department including the capability to offer required courses, and the merits of the proposed sabbatical leave program of the faculty member. If the request is approved by the Head, the request is then considered by the Dean on the basis of the needs of the School. Approved requests are then forwarded to the Vice President and Provost for final action. Should the request for a sabbatical leave be disapproved, the faculty member retains the earned credit for a sabbatical leave. Sabbatical leaves may be granted for one semester at full pay or two semesters at half pay in which case the unused salary becomes available to the department as discretionary budget.

Faculty are encouraged to engage in private consulting activities consistent with the following requirements: total time per faculty member may not exceed the equivalent of one day per week during the academic year, consulting activities must not interfere with the faculty member’s assigned duties, the consulting activities must not be in conflict with any University relationship with federal and state governments and or industry, and consulting activities must be professionally rewarding and meaningful. Prior approval for private consulting activities must be obtained from the Head, Dean and Vice President for Academic Affairs.

Supervision of Part-Time Faculty

Part-time faculty are supervised by the appropriate department head and are exposed to the same conditions, requirements, teaching performance expectations, office hours, and teaching evaluation procedures as regular faculty. However, they are not eligible for promotion, tenure, or merit increases in salary from the AAUP merit pool.

Engineering Enrollment and Degree Data

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Table II-8. Engineering Enrollment and Degree Data

Engineering education unit as a whole: School of Engineering

CURRENT

AcademicYear

Enrollment Year TotalUndergrad

Total Grad

Degrees Conferred

1st 2nd 3rd 4th 5th Bachelor Master Doctor Other

1103 FT 265 215 261 362 --- 1103

00-01 --- PT --- --- --- --- --- --- --- --- --- --- ---

1 982 FT 277 195 168 342 --- 982 161 Data Avail. 8/31 99-00 --- PT --- --- --- --- --- --- --- --- --- --- ---2 918 FT 234 147 206 331 --- 918 237 141 72 24 98-99 --- PT --- --- --- --- --- --- --- --- --- --- ---3 908 FT 180 184 215 329 --- 908 271 169 69 33 97-98 --- PT --- --- --- --- --- --- --- --- --- --- ---4 944 FT 234 175 179 356 --- 944 277 168 75 34 96-97 --- PT --- --- --- --- --- --- --- --- --- --- ---5 935 FT 205 138 212 380 --- 935 291 169 90 32 95-96 --- PT --- --- --- --- --- --- --- --- --- --- ---

Program: Chemical

CURRENT

AcademicYear

Enrollment Year TotalUndergrad

Total Grad

Degrees Conferred

1st 2nd 3rd 4th 5th Bachelor Master Doctor Other

1103 FT 10 22 22 36 --- 90

00-01 --- PT --- --- --- --- --- --- --- --- --- --- ---

1 982 FT 26 17 13 38 --- 94 22 Data Avail. 8/31 99-00 --- PT --- --- --- --- --- --- --- --- --- --- ---2 918 FT 20 16 20 43 --- 99 37 25 9 3 98-99 --- PT --- --- --- --- --- --- --- --- --- --- ---3 908 FT 18 23 25 60 --- 126 39 33 2 4 97-98 --- PT --- --- --- --- --- --- --- --- --- --- ---4 944 FT 25 19 26 57 --- 127 35 24 6 5 96-97 --- PT --- --- --- --- --- --- --- --- --- --- ---5 935 FT 19 27 39 39 --- 124 30 11 16 3 95-96 --- PT --- --- --- --- --- --- --- --- --- --- ---

251

Program: Civil

CURRENT

AcademicYear

Enrollment Year TotalUndergrad

Total Grad

Degrees Conferred

1st 2nd 3rd 4th 5th Bachelor Master Doctor Other

1103 FT 13 27 37 55 --- 132

00-01 --- PT --- --- --- --- --- --- --- --- --- --- ---

1 982 FT 19 17 29 56 --- 121 30 Data Avail. 8/31 99-00 --- PT --- --- --- --- --- --- --- --- --- --- ---2 918 FT 17 18 35 53 --- 123 49 30 16 3 98-99 --- PT --- --- --- --- --- --- --- --- --- --- ---3 908 FT 26 25 28 59 --- 138 62 34 23 5 97-98 --- PT --- --- --- --- --- --- --- --- --- --- ---4 944 FT 27 25 25 66 --- 143 51 29 18 4 96-97 --- PT --- --- --- --- --- --- --- --- --- --- ---5 935 FT 19 16 32 75 --- 142 72 36 29 7 95-96 --- PT --- --- --- --- --- --- --- --- --- --- ---

Program: Computer Science and Engineering

CURRENT

AcademicYear

Enrollment Year TotalUndergrad

Total Grad

Degrees Conferred

1st 2nd 3rd 4th 5th Bachelor Master Doctor Other

1103 FT 64 65 78 97 --- 304

00-01 --- PT --- --- --- --- --- --- --- --- --- --- ---

1 982 FT 107 78 68 101 --- 354 50 Data Avail. 8/31 99-00 --- PT --- --- --- --- --- --- --- --- --- --- ---2 918 FT 91 59 75 94 --- 319 60 43 13 4 98-99 --- PT --- --- --- --- --- --- --- --- --- --- ---3 908 FT 66 57 70 69 --- 262 42 22 11 9 97-98 --- PT --- --- --- --- --- --- --- --- --- --- ---4 944 FT 73 66 46 69 --- 254 50 33 12 5 96-97 --- PT --- --- --- --- --- --- --- --- --- --- ---5 935 FT 71 40 43 62 --- 216 38 25 11 2 95-96 --- PT --- --- --- --- --- --- --- --- --- --- ---

252

Program: Electrical

CURRENT

AcademicYear

Enrollment Year TotalUndergrad

Total Grad

Degrees Conferred

1st 2nd 3rd 4th 5th Bachelor Master Doctor Other

1103 FT 24 11 36 67 --- 138

00-01 --- PT --- --- --- --- --- --- --- --- --- --- ---

1 982 FT 17 18 26 54 --- 115 27 Data Avail. 8/31 99-00 --- PT --- --- --- --- --- --- --- --- --- --- ---2 918 FT 21 16 28 51 --- 116 44 12 21 11 98-99 --- PT --- --- --- --- --- --- --- --- --- --- ---3 908 FT 17 25 36 45 --- 123 65 29 27 9 97-98 --- PT --- --- --- --- --- --- --- --- --- --- ---4 944 FT 34 15 27 72 --- 148 75 41 21 13 96-97 --- PT --- --- --- --- --- --- --- --- --- --- ---5 935 FT 27 20 32 97 --- 176 79 45 20 14 95-96 --- PT --- --- --- --- --- --- --- --- --- --- ---

Program: Mechanical

CURRENT

AcademicYear

Enrollment Year TotalUndergrad

Total Grad

Degrees Conferred

1st 2nd 3rd 4th 5th Bachelor Master Doctor Other

1103 FT 34 35 40 71 --- 180

00-01 --- PT --- --- --- --- --- --- --- --- --- --- ---

1 982 FT 45 39 22 77 --- 183 32 Data Avail. 8/31 99-00 --- PT --- --- --- --- --- --- --- --- --- --- ---2 918 FT 36 26 37 78 --- 177 47 31 13 3 98-99 --- PT --- --- --- --- --- --- --- --- --- --- ---3 908 FT 24 31 48 87 --- 190 63 51 6 6 97-98 --- PT --- --- --- --- --- --- --- --- --- --- ---4 944 FT 36 35 42 91 --- 204 66 41 18 7 96-97 --- PT --- --- --- --- --- --- --- --- --- --- ---5 935 FT 35 25 60 107 --- 227 72 52 14 6 95-96 --- PT --- --- --- --- --- --- --- --- --- --- ---

253

Program: Undecided

CURRENT

AcademicYear

Enrollment Year TotalUndergrad

Total Grad

Degrees Conferred

1st 2nd 3rd 4th 5th Bachelor Master Doctor Other

1103 FT 48 36 10 1 --- 95 --- --- --- --- ---

00-01 --- PT --- --- --- --- --- --- --- --- --- --- ---

1 982 FT 58 21 3 1 --- 83 --- --- --- --- --- 99-00 --- PT --- --- --- --- --- --- --- --- --- --- ---2 918 FT 45 10 5 1 --- 61 --- --- --- --- --- 98-99 --- PT --- --- --- --- --- --- --- --- --- --- ---3 908 FT 27 19 4 0 --- 50 --- --- --- --- --- 97-98 --- PT --- --- --- --- --- --- --- --- --- --- ---4 944 FT 34 10 4 0 --- 48 --- --- --- --- --- 96-97 --- PT --- --- --- --- --- --- --- --- --- --- ---5 935 FT 29 8 5 0 --- 42 --- --- --- --- --- 95-96 --- PT --- --- --- --- --- --- --- --- --- --- ---

Program: Other Engineering Programs

CURRENT

AcademicYear

Enrollment Year TotalUndergrad

Total Grad

Degrees Conferred

1st 2nd 3rd 4th 5th Bachelor Master Doctor Other

1103 FT 72 19 38 35 --- 164

00-01 --- PT --- --- --- --- --- --- --- --- --- --- ---

1 982 FT 5 5 7 14 --- 31 0 Data Avail. 8/31 99-00 --- PT --- --- --- --- --- --- --- --- --- --- ---2 918 FT 4 2 6 11 --- 23 74 98-99 --- PT --- --- --- --- --- --- --- --- --- --- ---3 908 FT 2 4 4 9 --- 19 4 97-98 --- PT --- --- --- --- --- --- --- --- --- --- ---4 944 FT 5 5 9 1 --- 20 0 96-97 --- PT --- --- --- --- --- --- --- --- --- --- ---5 935 FT 5 2 1 0 --- 8 0 95-96 --- PT --- --- --- --- --- --- --- --- --- --- ---

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Definition of Credit UnitOne credit unit consists of either one class hour or two to three laboratory hours per week.

Admission and Graduation Requirements, Basic Programs

1. Admission of Students

a. General Admission Criteria and Procedures

Students are admitted to the School of Engineering as matriculating freshmen or as transfer students. Students transferring into the School of Engineering may be coming from other institutions (external transfer) or may already be University of Connecticut students (internal transfer). General admission criteria and procedures for each of these categories are described below.

Admission of Students as Freshmen

Students must be graduates of an accredited High School with at least 16½ units of work, including 14 units of college preparatory work. This preparatory work must include 4 years of English, 3½ years of Mathematics (2 years of Algebra, 1 year of Geometry, and ½ year of Trigonometry), 2 years of a Laboratory Science (Chemistry or Physics is required), 2½ years of Social Science or History (including at least one year of History), and 2 years of a Single Foreign Language. The student must also submit satisfactory Scholastic Aptitude Test (SAT) scores. The recommendation from the High School is reviewed during the evaluation of credentials. Students admitted who have less than the specified amount of work in mathematics, science, or foreign languages may have to take one or more extra courses in addition to those in the regular four-year curriculum. Applications are reviewed by members of the Admissions professional staff, and, based on the following criteria, admission is offered to students with the highest qualifications.

School of Engineering-Storrs and Regional Campuses

SLIDING SCALE FOR ENGINEERINGRank in Class Academic G.P.A. SAT

85%-99% 3.2 1100+75%-84% 3.2 1150+70%-74% 3.0 1200+65%-69% 3.0 1250+

Rank in Class Percentile - 70%+ (Top 30%)Academic G.P.A. - 3.0SAT/ACT - 1200+; 27+

Applicants who do not meet the above criteria but do meet the general admissions criteria are offered their second choice program. If they do not indicate a second choice, they are admitted to the Academic Center for Exploratory Students (ACES). Which allows the students to “shadow” their engineering program of choice. These students can subsequently internal transfer admission to the School of Engineering.

Of the 165 Academic Year 99-00 (August, December 99, and May 2000) graduates in Engineering, 124 or 75% entered the University as a freshman student, and 92 or 56% entered as Engineering freshmen.

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Conditional Admissions Policy

The University of Connecticut has no conditional admissions policy.

b. Admission Standards for Past Six Years

Table II-9 outlines the admission standards of new freshmen students over the last six years. In general, the average Freshmen Scholastic Aptitude Test (SAT) combined score is about 1250 (approximately 100+ points higher than the average entering freshman to the University) and the average High School percentile rank is about 84 for an incoming class size of approximately 200-250 students. These figures have remained fairly stable, but with a marked enrollment drop, in recent years.

TABLE II-9

HISTORY OF ADMISSION STANDARDS FOR FRESHMEN ENGINEERING STUDENTS

All Campuses (Fall Entrance)

Academic Year Composite ACT(SAT Scores are

normally utilized)

Composite SAT Percentile Rank in High School

Number of New Students Enrolled

MIN. AVG. MIN. AVG. MIN. AVG.2000-01 NA NA 770+ 1255 ? 84 254 (Projected)1999-00 NA NA 1050 1256 ? 84 2511998-99 NA NA 1050 1237 ? 84 2131997-98 NA NA 930 1216 ? 83 1571996-97 NA NA 1030 1220 ? 85 2051995-96 NA NA 820* 1131* ? 85 191

*Non-recentered+EBI ave. data is 2% of the population have an SAT score in this range(This score represents 2.8% of our population)

c. Describe how advanced placement course credits are evaluated.

For external transfer students seeking admission to the University of Connecticut an overall grade point average (G.P.A.) of 2.5/4.0 for two years of college study at an accredited institution is necessary to be eligible for admission consideration. Entrance into the School of Engineering requires an overall grade point average of around a 3.0/4.0. Courses taken at another accredited college or university that are comparable in character, quantity, and quality to courses at the University are normally transferable. Course credit may be transferred only if the grade earned is a “C-“ or above.

Advanced standing is determined on the basis of the amount of transfer credit granted to the student as determined by the University Evaluator within the Transfer Admissions Office. Transfer credit for Freshman/Sophomore level courses is assigned by the University Evaluator, adhering to the current articulation agreement and, in some instances, guidelines developed in conjunction with the Assistant Dean’s Office.

256

Normally, all courses considered as possible equivalents to upper division courses (i.e., 200’s level) in the School of Engineering are evaluated by the department offering the similar course here. Each department within the School of Engineering has a faculty member responsible for the evaluation of transfer work. The faculty member making this evaluation will speak to the student about the courses being presented and may require examinations if the college from which the student is transferring is unfamiliar. In all instances, ample supporting documentation in terms of textbooks, syllabi, coursework, and exams is needed to determine whether the courses under consideration are equivalent to the offerings of the School of Engineering.

Transfer credit from schools that are not regionally accredited is not normally awarded.

d. Upper Division Admissions Requirements

The School of Engineering requires a cumulative grade point average (G.P.A.) of at least 2.0/4.0 in all courses in mathematics, physics, chemistry, and engineering in order for a student to be admitted to the Junior year in his or her selected major. The Assistant Dean enforces this “supplemental dismissal” rule by reviewing the records of all students who have completed the Sophomore year requirements and are about to enter the Junior year in the curriculum. The students who are not in compliance with this rule fall into two categories: Supplemental Dismissals and Provisionally admitted to the Junior year.

Each year, the records of approximately 150 students are reviewed at the completion of what would be the normal end of the Sophomore year. The objective of this review is multifold: to determine which students are subject to the supplemental dismissal rule, which students are no longer following an engineering curriculum, and which students have shown marginal ability in technical coursework. Based on this review, approximately 5 students are dismissed from the School of Engineering for failure to meet the supplemental dismissal rule, roughly 10 other students are dismissed or told to initiate a School change since they are following a non-engineering curriculum, and around 10 students are provisionally continued. Additionally, students who have earned at least 54 credits and less than a 2.0 GPA are reviewed and sent a warning letter notifying them of the 2.0 requirement to enter the Junior year.

Of the students who are dismissed due to the supplemental rule, some continue to follow the engineering curriculum from within another School or College at the University. These students often reapply for admission to the School of Engineering at a later date through the School Change Petition procedure.

e. Transfer Student Admission Policy

For external transfer students seeking admission to the University of Connecticut an overall grade point average (G.P.A.) of 2.5/4.0 for two years of college study at an accredited institution is necessary to be eligible for admission consideration. Entrance into the School of Engineering requires an overall grade point average of around a 3.0/4.0. Courses taken at another accredited college or university that are comparable in character, quantity, and quality to courses at the University are normally transferable. Course credit may be transferred only if the grade earned is a “C-“ or above.

The School of Engineering has recently completed formal articulation agreements with the twelve two-year community-technical colleges that has resulted in the “College of Technology” Pre-Engineering Pathway transfer program. Students are, therefore, able to complete the first two years of the Engineering degree at one of the twelve community-technical colleges. This new program is similar to the Engineering Science transfer programs that exist at several two-year institutions and is markedly different from the traditional Engineering Technology programs that do not have a calculus-based approach to the treatment of the fundamental course material. The Assistant Dean for Undergraduate Education serves as a member of the College of Technology. The School of Engineering also maintains a 3/2 arrangement with Fairfield University.

257

All of these agreements are handled on a transfer admissions basis, and therefore the same stringent criteria for admission are adhered to despite the articulation agreements. The agreements in effect serve to allow students from various regions within the State to complete the Bachelor of Science degree in Engineering here at the University, since the engineering degree is not obtainable at these other institutions.

Benefits of the articulation agreements for both the School of Engineering and the transfer schools include the following: a consistent supply of transfer students who have taken core coursework in a pre-transfer program that is specifically tailored to coincide with the School of Engineering requirements, a close monitoring of the curriculum at these transfer institutions by the Assistant Dean, and a good dialogue between institutions with personnel familiar with the abilities of the students and the curriculum here at the University.

f. History of Transfer Students

Table II-10 (shown below) outlines the enrollment of transfer students over the past six years. In general, around 25-30 students enroll as new transfer students for the Fall semester each year. Another 10-15 students enroll for the Spring semester each year. These figures have remained fairly stable, but with a slight drop in recent years.

TABLE II-10

HISTORY OF TRANSFER STUDENTS

All Campuses (Fall Entrance)

Academic Year Number of Transfer Students Enrolled

2000-01 321999-00 251998-99 311997-98 411996-97 491995-96 45

2. Requirements for Graduation

a. Compliance with ABET Criteria

In order to ensure that each student is following a selection of coursework that meets ABET, School, and University requirements, a detailed Plan of Study for is prepared at the start of the Junior year in the curriculum. A sample Plan of Study form for the Fall requirements is shown on the following page.

The Plan of Study form serves the purpose of detailing exactly which courses the student will use to meet curriculum requirements. Besides listing the courses used to satisfy the 134 credit requirement, the Plan of Study form provides a breakdown of the credits for each course into the appropriate ABET credit category. This allows a quick tabulation of credits to ensure that the minimum ABET requirements are met or exceeded.

258

In order to determine the Engineering Science and Engineering Design credit breakdowns of the courses within the School, the School of Engineering Course Credit Breakdown By A.B.E.T. Categories pamphlet is made available to all students and advisors. This pamphlet is included in the Appendix. The credit breakdown is maintained by the Assistant Dean for Undergraduate Education, with input from the Departments within the School on a regular basis.

The Plan of Study form is prepared by the student in consultation with his or her advisor and in accordance with the published instructions (also included in the Appendix). After approval by the advisor, the form is then submitted to the Department Head or his designee for approval, after which the form is sent to the Director of Advising for final approval. Any deviation from ABET, School, or University requirements results in the rejection of the form, and thus the proposed sequence of courses that had been requested must be modified to meet requirements. Once the form is approved, the student knows exactly which courses may be used to meet requirements. The form used to inform the student of action on his or her Plan of Study is also included in the Appendix.

In the event that the student decides to change some of the alternatives listed on the Plan of Study form, he or she may do so at any time by submitting a revised Plan of Study form for approval. Therefore, the student is advised at all times on his or her selection of courses and the need to meet requirements.

The University Degree Auditor in the Office of the Registrar ensures that degree requirements spelled out in the student’s Plan of Study form are met before the degree is conferred. The Degree Auditor works closely with the Assistant Dean for Undergraduate Education in verifying that what a student has taken is acceptable toward meeting curriculum requirements.

To aid in this regard, a new computerized degree audit Programmed Academic Curriculum Evaluation (PACE) system has been developed by the University. The PACE audit sheets show how a student is meeting particular catalog requirements. Students and faculty advisors receive copies of the degree audit sheet each semester showing how certain courses are being used to meet School and University requirements and outlining what additional requirements remain to be completed. The Assistant Dean for Undergraduate Education works with the Degree Auditor to modify/update the degree audit sheets on a continual basis. A sample PACE degree audit sheet will be available at the visit.

b. Other ModesNot applicable

c. Graduation GPAThe minimum grade point average required for graduation is 2.0/4.0 in upper division work

(junior and senior level courses)

Non-academic Support UnitsTo be provided at a later date (Aug 28, 2000)

259