Chemical and Biochemical Engineering Student Learning Outcome Assessment Report

Chemical and Biochemical Engineering Student Learning Outcome Assessment Report 1. Department/Program Mission The mission of the Department of Chemical and Biochemical Engineering is to: Prepare chemical engineers for successful careers as leaders and innovators in chemical engineering and related fields Expand the knowledge base of chemical engineering through its scholarly pursuits Develop technology to serve societal needs Benefit the public welfare through service to the chemical engineering and related professions 2. Student Learning Outcomes (SLO) a. Campus-Wide Student Learning Outcomes: Programs must demonstrate that their graduates have: I. An ability to communicate effectively both orally and in writing. II. An ability to think critically and analyze effectively. III. An ability to apply disciplinary knowledge and skills in solving critical problems. IV. An ability to function in diverse learning and working environments. V. An understanding of professional and ethical responsibility. VI. An awareness of national and global contemporary issues. VII. A recognition of the need for, and an ability to engage in, life-long learning. b. Additional Program Specific Student Learning Outcomes (Optional) The department of Chemical and Biochemical Engineering has established 11 program outcomes (listed below) for its undergraduate program based on the a-k criteria required by the ABET accreditation board. Program Outcome 1 apply knowledge of mathematics, science, and engineering fundamentals. Program Outcome 2 outline and conduct experiments as well as analyze and interpret data. Program Outcome 3 design an integrated system and its various components and processes, within realistic

economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability constraints. Program Outcome 4 function on multi-disciplinary teams to analyze and solve problems. Program Outcome 5 identify, evaluate, and solve chemical engineering problems. Program Outcome 6 The S&T Chemical & Biochemical Engineering Program graduate will have an understanding of the responsibility of chemical engineers to practice in a professional and ethical manner at all times. Program Outcome 7 communicate effectively using oral, written, and graphic forms. Program Outcome 8 The S&T Chemical & Biochemical Engineering Program graduate will have the broad education necessary to understand the potential impact of engineering solutions on society and the environment. Program Outcome 9 The S&T Chemical & Biochemical Engineering Program graduate will have an understanding of the need for up-to-date engineering tools and other knowledge acquired through life-long learning. Program Outcome 10 The S&T Chemical & Biochemical Engineering Program graduate will have knowledge of contemporary issues related to chemical engineering. Program Outcome 11 use modern engineering tools, skills, and design techniques necessary for the practice of chemical engineering. 3. Curriculum Mapping to Campus and/or Program Outcomes The following table shows the connections between the required chemical engineering courses, department Program Outcomes (PO), and the campus Student Learning Outcomes (SLO). It is worth noting that the mathematics, chemistry, physics, and freshman engineering courses required by the curriculum but not taught by the department are among the courses that introduce students to PO 1, PO 4, and PO 7, and hence have relevance to SLO I, SLO II, and SLO IV. In

addition, virtually all chemical engineering courses can be considered to be of relevance to PO 6 and PO 11, and hence to SLO III and SLO V. Table 1: Map of Department Courses, Department Program Outcomes (PO), and Campus Student Learning Outcomes (SLO) for students entering before Fall 2016 Course PO 1 (SLO II) 2100 2110 2300 2310 3100 3110 3120 3130 3140 3150 3160 3200 4096 4097 4100 2 4110 4120 4130 4140 4200 4210 4220 PO 2 (SLO II) PO 3 (SLO II) PO 4 (SLO IV) PO 5 (SLO III) PO 6 (SLO V) PO 7 (SLO I) PO 8 (SLO V) PO 9 (SLO VII) 1 1 1 1 1 1 1 1 1 PO 10 (SLO VI) 1 2 1 3 1 2 PO 11 (SLO III) 1 2 1 1 3 3 3 3 3 3 3 3 3 2 3 1 1 1 1 3 3 3 3 3 3 3 3 3 2 1 1 1 1 3 1 2 1 3 2 2 3 KEY: Assessed 1 = Introduced 2 = Practiced 3 = Reinforced

Table 2: Map of Department Courses, Department Program Outcomes (PO), and Campus Student Learning Outcomes (SLO) for students entering after Fall 2016 Course PO 1 (SLO II) 2100 2110 2300 2310 3101 3111 3120 3131 3141 3150 4091 4097 4101/4220 4110 4130/4201 4140/4241 4210 5250 PO 2 (SLO II) PO 3 (SLO II) PO 4 (SLO IV) PO 5 (SLO III) 1 1 1 1 1 1 1 2 PO 6 (SLO V) PO 7 (SLO I) PO 8 (SLO V) PO 9 (SLO VII) PO 10 (SLO VI) 1 1 1 2 1 1 2 1 1 1 1 2 1 1 2 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 KEY: Assessed 1 = Introduced 2 = Practiced 3 = Reinforced PO 11 (SLO III) 4. Methods/Instruments and Administration The Assessment Plan (following pages) currently implemented was developed by defining performance indicators for each of the Program Outcomes and utilizing relevant curricular and extracurricular activities to assess each performance indicator as the strategy. The assessment methods, source of assessment, time of data collection, assessment coordinator, and evaluation of results for each of the performance indicators were discussed by individual instructors and the faculty and approved by the faculty. As a result, each program outcome is assessed by multiple performance indicators and by multiple sources/courses. This approach to assessment is patterned after examples published by Rogers [Rogers, G., ABET, http://www.abet.org/assessment.shtml].

Figure 1. Assessment plan for Chemical and Biochemical Engineering Department Program Outcomes

Performance on special assignments and diagnostic problems was evaluated using a four-point Likert scale (1 = Beginning, 2 = Developing, 3 = Accomplished, 4 = Exemplary skill level) for each category of the technical skills identified to be associated with a performance indicator. For this purpose, common rubric templates were developed for assessment coordinators to use and for assisting the overall analyses and evaluations of the program outcomes. An example is attached below. PROGRAM OUTCOME 13 PERFORMANCE INDICATOR 13.2 SOURCE 236 PERSON RESPONSIBLE OCS METHOD DESCRIPTION The S&T Chemical Engineering Program graduate will have sufficient knowledge of basic sciences to design, analyze, and control physical, chemical and/or biological processes. Size or rate separation equipment. ChE Laboratory II Laboratory problem Laboratory problem requiring the students to rate the performance of a batch distillation. PROBLEM STATEMENT Evaluate batch distillation for the separation of a mixture of methyl, i-propyl and n-butyl alcohols. Measure the residual liquid composition, the distillate composition and the distillate flow rate during the course of the separation. Starting with the general overall and component balance equations, develop a model describing the change in each composition and quantity of the residual liquid composition over time. Use the integral form of this model equation to validate the measured experimental data. Compute the molar recovery of each component. Test the hypotheses that the vapor-liquid equilibrium ratio and the relative volatility (butyl alcohol as reference) remain constant during the course of the separation. Develop a residue curve for the separation. RUBRIC CRITERION Identification and Application of Underlying Scientific and/or Engineering Principles to Problem Solution 1 BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY 1 2 3 4 Student identifies the major principles but Student identifies the principles and properly misapplies them in the solution process. applies most of them to the problem solution Student does not identify or apply the appropriate principles. Student identifies the principles and properly applies them to the solution. Ability to Develop/Select an Accurate Model for the Identified Problem 2 Student does not develop the appropriate balance equations nor select the correct constitutive models. Student develops the balance equations but misses key terms or uses incorrect constitutive models. Student develops the balance equations and selects the correct constitutive models even though there are errors in the development or selection processes. Student accurately develops the appropriate balance equations and selects the correct constitutive models. Ability to Develop an Accurate Solution to the Developed Model (math, numerical calculation, units) 3 Student exhibits major mathematical errors in her solution. Student exhibits major numerical errors in her solution stemming from miscalculation or improper unit conversion Student performs the mathematical and numerical activities with only minor errors in either values or unit conversions. Student correctly and accurately performs the mathematical and numerical activities leading to the correct solution. Ability to Assess the Proposed Problem Solution for Accuracy and Feasibility 4 Student does not assess the accuracy or feasibility of the solution Student questions the accuracy or feasibility of her solution but does not correct the problem Student questions the accuracy or feasibility of her solution but improperly corrects the problem. Student properly assesses the accuracy and feasibility of her solution. Figure 2. Example of PO assessment for a specific performance indicator in a particular course To facilitate the implementation of the Assessment Plan, an Excel file was developed where every course associated with each performance indicator was assigned a tab/spreadsheet. The Excel file is distributed at the start of each semester to all faculty members that are responsible for assessment in that term. Each assessment coordinator is responsible for completing his/her tabs with the problem statements, assessment rubrics, results from each student, overall analyses and suggestions for improving student performance. A pivot table and bar graph are automatically generated to aid in the analysis. Each completed spreadsheet is transferred into a master spreadsheet containing assessment results for that semester. The master spreadsheet is a single repository that contains a complete and consistent set of data and analyses for each semester. 5. Results and Changes Implemented or Planned a. Findings

The performance indicators have been assessed regularly since the fall 2009 semester. A number of special assignments and diagnostic problems are given each term and the Graduating Student Exit Survey is given at the end of each semester since the Spring 2010 semester. The department ABET coordinator compiles the results each semester for review by the faculty. b. Use of results and results brought by the changes The department ABET coordinator compiles the results each semester and presents these to the department ABET committee and to the full faculty. Performance indicators with low scores or scores that are declining are particularly studied. A cumulative score < 2.5 requires that the faculty take action. In some cases, the assessor felt that the diagnostic problem may have been too difficult. In that case, the instructor selected to repeat the assessment the next time the course was taught to see if the low score was indicative of an actual problem. In other cases, the professor elected to change the presentation of the material in that course. For some topics, the department has started to establish a repository of review materials to assign for students when they are not adequately prepared for follow-up courses. These materials are in a shared course using Canvas. As this process was initiated, it became apparent that there were gaps in knowledge as students moved up the curriculum. Frequently this was because more material was designated for inclusion in a course than could be done well. The department spent two years developing a major curriculum revision to reflect these gaps. This new curriculum combines four of the old courses (Fluid Mechanics, Heat Transfer, Staged Mass Transfer, and Continuous Mass Transfer) into three different courses (Transport Phenomenon, Process Operations, and Separations) plus one new course (Numerical Computations). The Numerical Computation course includes many topics that were dispersed unevenly through the upper level curriculum and will ensure that all students are introduced to all topics. Video tutorials will be developed from this course so that faculty in the upper level courses can assign this material for review as appropriate. Another change for the new curriculum is that several of the courses have had the topics and number of credit hours re-allocated. The new curriculum was approved by the department faculty, the industrial advisory council, and the university curriculum committee in Spring 2015. Effective Fall 2016, entering freshman pursue this new curriculum. The old and new curriculum are shown below. Additionally, the department approach to continuing improvement has also been changed. Originally we were only considering courses and SLO that were performing below the threshold. Those, of course, are always examined, but since Spring 2017 we also look at the lowest performing items in our semi-annual review of SLOs. This includes any item that is below the performance threshold as well as considering items that are declining or have been near the threshold for a long period of time. This reduces the complacency that was beginning to develop. Other major changes that have resulted from this process: 1. Students with weak math and chemistry backgrounds were not succeeding in later courses. Courses that had heavy use of mathematics had low scores on PO 1. In Fall 2016, the department voted to strengthen the requirements for admission to the department so that students with poor performance in these key courses are not allowed

to start the curriculum until they are adequately prepared. These students will be assessed for the first time in Fall 2018. 2. After our last ABET review, it was brought to our attention that we were making a large number of exceptions to course prerequisites. In Fall 2015, the course prerequisites were reduced to make a structure that included only the essential courses. This means that faculty and students alike are less likely to make exceptions. We have not noticed any significant change (positive or negative) to the SLOs as a result of this change, but we are more in line with the expectations of our last ABET review team. 3. Faculty recognized that when students had a long gap (due to coops or other breaks in their schedule) between a required course and its prerequisite, sometimes their performance in the required course was low. Faculty felt that one solution was to create a repository of shared resources. If faculty have handouts or video lessons from a course that would be helpful as review in more advanced courses, they share these materials via the university S: drive or with a recently-created shared Canvas page. This is an ongoing effort. No measurements of the effect are yet available.

Chemical Engineering Prior to 2016 FRESHMAN YEAR - First Semester CR FRESHMAN YEAR - Second Semester CR FE 1100 - Study and Careers in Engineering 1 MECH ENG 1720 - Intro. to Engineering Design 3 Chem 1310 - General Chemistry 4 ChE 1100, or Comp Sci 1970 & Comp Sci 1980, or Comp Sci 1971 & Comp Sci 1981, or 3 Comp Sci 1570 & Comp Sci 1580 Chem 1319 - General Chemistry Laboratory 1 Chem 1320 - General Chemistry II 3 Engl 1120 - Exposition and Argumentation 3 Math 1215 - Calculus II for Engineers 4 Hist - 1200, 1300, 1310, or Pol Sci 1200 3 Physics 1135 - Engineering Physics I 4 Math 1214 - Calculus I for Engineers 4 TOTAL 16 TOTAL 17 SOPHOMORE YEAR - First Semester CR SOPHOMORE YEAR - Second Semester CR ChE 2100 - Chemical Engineering Material Balances 3 ChE 2310 Professional Practice and Ethics 1 Chem 2210 - Organic Chemistry 4 ChE 2110 - Chemical Engr. Thermo I 3 Econ 1100 or 1200 3 ChE 2300 Chemical Process Materials 3 Math 2222 - Calculus with Analytical Geometry III 4 Humanities or Social Science Elective 3 Physics 2135 - Engineering Physics II 4 Humanities or Social Science Elective 3 Math 3304 - Elementary Differential Equations 3 TOTAL 18 TOTAL 16 JUNIOR YEAR - First Semester CR JUNIOR YEAR - Second Semester CR ChE 3100 Fluid Flow 3 ChE 4100 Chem Eng Lab 2 ChE 3110 Heat Transfer 2 ChE 3130 Stage Mass Transfer 3 ChE 3120-Chemical Engineering Thermodynamics II 3 ChE 3140 - Continuous Mass Transer 3 Chem 3410 Chemistry Thermo I 3 ChE 3160 Molecular Chem Eng 3 Humanities or Social Science Upper Level Elective 3 Chem and Lab Elective 4 Humanities or Social Science Upper Level Elective 3 TOTAL 17 TOTAL 15 SENIOR YEAR - First Semester CR SENIOR YEAR - Second Semester CR ChE 4130 Chem Eng Lab II 3 ChE 4096 Chem Eng Economics 2 ChE 4110 Process Dynamics 3 ChE 4140 Process Safety 3 ChE 4120 Process Dynamics Lab 1 ChE 4097 Process Design 3 ChE 3150 Reactor Design 3 ChE 5XXX - Chemical Engineering Elective 3 ChE 5XXX - Chemical Engineering Elective 3 Free Electives 3 Free Electives 3 TOTAL 16 TOTAL 14 Figure 3. Curriculum for Students Entering Chemical Engineering Program prior to Fall 2016

Chemical Engineering 2016 and on Name Student # Transfer Credit Form Advisor FRESHMAN YEAR - First Semester CR GR FRESHMAN YEAR - Second Semester CR GR FE 1100 - Study and Careers in Engineering 1 MECH ENG 1720 - Intro. to Engineering Design 3 Chem 1310 - General Chemistry 4 ChE 1100, or Comp Sci 1972 & Comp Sci 1982, or Comp Sci 1971 & comp Sci 1981 3 Chem 1319 - General Chemistry Laboratory 1 Chem 1320 - General Chemistry II 3 Engl 1120 - Exposition and Argumentation 3 Math 1215 - Calculus II for Engineers 4 Hist - 1200, 1300, 1310, or Pol Sci 1200 3 Physics 1135 - Engineering Physics I 4 Math 1214 - Calculus I for Engineers 4 Chem 1100 Intro to Lab Safety 1 TOTAL 17 TOTAL 17 SOPHOMORE YEAR - First Semester CR GR SOPHOMORE YEAR - Second Semester CR GR ChE 2100 - Chemical Engineering Material Balances 3 ChE 2310 Professional Practice and Ethics 1 Chem 2210 - Organic Chemistry 4 ChE 2110 - Chemical Engr. Thermo I 3 Math 2222 - Calculus with Analytical Geometry III 4 Humanities or Social Science Elective 3 Physics 2135 - Engineering Physics II 4 Humanities or Social Science Elective 3 ChE 2300 Chemical Process Materials 3 Math 3304 - Elementary Differential Equations 3 Science Elective 4 TOTAL 18 TOTAL 17 JUNIOR YEAR - First Semester CR JUNIOR YEAR - Second Semester CR GR ChE 3120-Chemical Engineering Thermodynamics II 3 ChE 3141 Process Operations 2 ChE 3101- Transport Phenomena 4 ChE 3131 Separations 3 ChE 3111 Numerical Computing 3 ChE 3150 Reactor Design 3 Econ 1100 or 1200 3 Stat 3113 Applied Engineering Statistics 3 Humanities or Social Science Upper Level Elective 3 English 1160 or 3560 3 TOTAL 16 TOTAL 14 SENIOR YEAR - First Semester CR SENIOR YEAR - Second Semester CR GR ChE 4110 - Process Dynamics and Control 3 ChE 4097-Chemical Process Design 3 ChE 5XXX - Chemical Engineering Elective 3 ChE 5XXX - Chemical Engineering Elective 3 ChE 4101 Chemical Engineering Laboratory I 3 ChE 4130 Chemical Engineering Laboratory II 3 ChE 4140 Chemical Process Safety 3 ChE 5XXX - Chemical Engineering Elective 3 ChE 4091 Process Design I 3 ChE 5XXX - Chemical Engineering Elective 3 TOTAL 15 TOTAL 15 Figure 4. Curriculum for Students Entering Chemical Engineering Program after Fall 2016

Sample Assessment Rubric Results for Student Outcome 1

Student Outcome 1: The S&T Chemical Engineering Program graduate will have an ability to apply knowledge of mathematics, science, and engineering fundamental Performance Indicators Source of Assessment Time of Data Collection Assessment Coordinator Sp13 Fa13 Sp14 Fa14 Sp15 Fa15 Sp16 Fa16 Sp17 Fa17 Course Average PI 1.1 Score 0 0 0 0 0 0 0 2.76271 0 0 ChE 4110 Fall Even Instructor Name Ryan 2.76 # Students 0 0 0 0 0 0 0 59 0 0 59 2.78 Solve differential equations that result from chemical engineering problems Score 3.58 0 0 0 1.95 0 0 0 3.31 0.00 213 ChE 3150 Spring Odd Instructor Name Liapis Liapis Liang 2.79 # Students 43 0 0 0 67 0 0 0 44 0 154 PI 1.2 Score 0 0 0 3.1 0 0 0 3.05 0 0 ChE 2100 Fall Even Instructor Name Luks/Wang SBarua/Park 3.08 # Students 0 0 0 94 0 0 0 89 0 0 183 3.05 Develop material and energy balances for chemical or biochemical processes Score 0 0 0 0 0 0 2.98 0 0 0 183 ChE 3130 Spring Even Instructor Name Luks 2.98 # Students 0 0 0 0 0 0 59 0 0 0 59 PI 1.3 Score 2.42 0 0 0 2.64 0 0 0 3.32 0.00 Obtain and apply ChE 2110 Spring Odd Instructor Name Ludlow, S Barua Wamg/D Barua 2.84 thermophysical # Students 47 0 0 0 39 0 0 0 59 0 145 properties and data for Score 2.31 0 0 0 3.22 0 0 0 3.20 0.00 reactive and ChE 2300 Spring Odd Instructor Name Liang, Rezaei Rezaei 2.94 3.05 nonreactive systems # Students 99 0 0 0 101 0 0 0 128 0 328 565 Score 0 0 0 0 0 0 3.8 0 0 0 ChE 3160 Spring Even Instructor Name Wang 3.80 # Students 0 0 0 0 0 0 92 0 0 0 92 Exit Survey Results Score 2.63 2.65 2.71 2.83 2.74 3.54 3.43 3.18 3.36 0.00 Exit Survey Each Semester Dept Chair Name Luks Luks Luks Luks Luks Luks Luks Luks Luks Luks 3.06 3.06 # Students 24 19 28 28 30 26 31 42 44 0 2772 Score out of 5: 3.29 3.31 3.39 3.54 3.43 4.42 4.29 3.976 4.2045 PI Average