Nanotechnology and Materials Science Thread

course CHM 131: Concepts, Systems, Practices [F] CHE 113: Chem. Process Analysis [S] CHE 243: Fluid Dynamics [S] CHM 204: Organic Chem [S] CHE 244: Heat & Mass Transfer[J] CHM 234: Adv. Lab Techniques [J] CHE 225: Thermodynamics [J] CHE 231** : Kinetics [J] CHM 232: Molecular Spect. Lab. [Sr] CHE 286: Polymer Sci. & Tech .[Sr] CHE 280/480 : Chem. Advanced Materials [Sr] CHE 213/413 : Molec. Self Assembly [Sr] content general chemistry phase diagrams Newtonian, non-Newt. fluids Organic chem conductivity, diffusivity & nano/ bio miniproject ??? nothing, really (removal ?) catalysts, project (addition?) hands-on, Phys Chem-Lab (MLA suggests removal) polymer sci. concepts solid state chem., nanotech. concepts soft matter concepts 06-07 23 29 29 14 07-08 29 23 29 11

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required classes are underlined * enrollment numbers only reflect ChE undergraduate enrollment ** currently not part of the thread

ChE Faculty Retreat Sept 6th, 2008

Overview: Faculty Workshop on Assessing Program Outcomes (Baltimore, April 12, 2008)
M. Anthamatten; Faculty Retreat; Sept 6, 2008

To cover: Overall organization & terminology: where assessment fits into ABET.

Our own process control : ChE long-term strategy toward assessing ABET outcomes.
Where we are now; what still needs to be done.

ABET: organization & terminology ; where assessment fits in.

mission statement program educational objectives engineering program outcomes performance criteria: specific, measurable actions that students should be able to perform

think graduates , we write think students, while in our program (ABET written) associated with a specific program outcome

mission statement
program educational objectives engineering program outcomes performance criteria

Mission: to prepare students to become distinguished, socially responsible, and intellectually creative scientists, engineers, and leaders by providing them with an outstanding base of knowledge, skills, and abilities.

mission statement program educational objectives engineering program outcomes performance criteria

what our graduates will be able to do (we write)

understand and apply math, science, computational, and chemical engineering concepts to solve problems in creative and ethically responsible ways; work in multidisciplinary teams, taking on leadership roles in industry, academia, or government; communicate ideas and opinions in a clear, concise, and fluent manner, both orally and in writing; actively engage in lifelong learning and professional development activities; be aware of environmental, societal, and economic issues facing science and technology and adhere to high ethical standards to achieve one of the following within six years of graduation: a) obtain an advanced degree in chemical engineering or in a related field including law, medicine or business b) advance professionally to leadership positions of greater technical or ethical responsibility c) engage in a problem of societal or global importance

mission statement program educational objectives engineering program outcomes performance criteria

provided to provide general information and thus are not measurable.

Outcomes must foster attainment of educational objectives. The following outcomes will be evaluated by ABET:

(a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multidisciplinary 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, economic, environmental, 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.

mission statement
program educational objectives engineering program outcomes performance criteria (PC)

indicate concrete actions students should be able to perform as a result of participation in our program. reflect knowledge and skills necessary to master one of ABETs outcomes can be evaluated, unambiguously using assessment methods. Performance criteria consist of two main elements: an action verb and content.

Each ABET outcome is associated with one or more PC. We write and periodically evaluate PCs.
(j) knowledge of contemporary issues

j1. Students will be able to describe different perspectives of global issues facing society.
j2. Students will have been exposed to and will be able to discuss modern chemical engineering industrial processes.

ChE long-term paradigm to assessing PCs and Outcomes

1. Agree on performance criteria for each ABET Program Outcome (completed through individual meetings)

2. Each instructor bears the responsibility for annual assessment of assigned performance criteria.
3. At faculty retreat instructor will share assessment results and interpretation thereof; program emphasis, curriculum will be modified in feedback fashion.

Freshman

Sophomore

Junior

Senior

Examples of Assessment Methods

1. 2. 3. 4. 5. 6. 7. Written questionnaires Interviews Locally developed exams (grades are not preferred) Portfolios Oral examination Behavioral Observation Focus Groups design methods to address a specific performance criteria method must be systematic, reproducible results can be tabulated and analyzed rubrics are useful tools in assessing student work and enable a-c.

Example: Mitchs Assessment Method

Performance Criteria a1. Students will possess a broad-based knowledge base in chemistry, physics, mathematics, and engineering.

Strategy: Five brief, short answer questions will be embedded to assess broad knowledge base. Questions may be parts of larger Heat and Mass transfer problems, but may be unrelated to taught material.
Estimate the mass of one cubic meter of gas. Write down Newtons law in the form of a second order differential eqn. Explain why, after running a dishwasher, one may observe liquid droplets on plastic dishes while metal dishes are dry to the touch. Estimate the minimum power required to heat 50 liters of water, 50 C, in 5 minutes. Write down a chemical rate expression for a first order reaction A + B C.

A rubric can be a useful device for methodical, targeted assessment.

Outstanding (A) Topic : Selected important, original area that shows strong technological promise. Convincing arguments in introduction support the choice of topic. Structure : Sections, paragraphs, and sentences organized in a logical fashion; all information is relevant and important, introduction and conclusions are adequately developed (more than one paragraph). Evidence : Every major point supported with references to scholarly sources; cited important and recent sources, avoided direct quotations. Mechanics : Concise; sentence structure, grammar, and diction excellent; correct use of punctuation. Technical basis : Demonstrate strong understanding of technical concepts, identified unanswered key research questions ( i.e . did not just pull from literature); proposed feasible experiments and specific studies that will provide strong technical insight. Good (B) Topic : Selected important, original area; provided satisfactory arguments for topic choice. Structure : Sections, paragraphs, and sentences reasonably organized, though may wander occasionally; few unclear transitions. Evidence : Some evidence does not support points; some points are not supported with evidence; some evidence is outdated or marginally important. Mechanics : Fairly concise; sentence structure, grammar, and diction are okay despite occasional lapses. Technical basis : Good understanding of technical concepts, identified unanswered research questions; proposed experiments or studies that will provide some technical insight.