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1 drivers from Higher to Quality Education Drivers of Change: What Can We Learn by Comparing U.S. and EU University Education? 18-19 June 2010, Warsaw, Poland A View from the Outside: The Bologna Process with American Eyes Dr. David Dixon Fulbright Scholar 2009/2010 Technical University Darmstadt, Germany Chemical and Biological Engineering Department South Dakota School of Mines and Technology Rapid City, South Dakota USA david.dixon@sdsmt.edu

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2 Background: USA Engineering Education Bologna Process: Overview Bologna Process Compared with USA Engineering Education Summary/Next Steps The Bologna Process Through USA Eyes

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USA Engineering Education 3 USA system (BS 4 yrs) Industry/Government MS: 2 years PhD: 3-5 years Admission: by State & University & by Department Curriculum: by Department Faculty Some State & University Accreditation: University Degree / Program University: Various agencies i.e. SDSMT: North Central Association of Colleges and Secondary Schools Degree/Program (ChE): ABET (1925 first ChE Accd.) Applied Science Computing Engineering Technology Education

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Bologna Accord 1999 - Present 4 46 European Countries ~ 16 million students ~ 4000 institutions One of largest transformations of higher education Overview: Provide framework for student mobility Commonality and understanding of credentials/qualifications Bologna Process Observations: Mobility / integration of students Comparable/recognized qualifications Credit transfer system (ECTS) Quality assurance Life-long learning Studies abroad Clarity of degrees

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5 What is similar:What is different: Comparing Bologna Process with USA System Degree cycles: 3 + 2 (BS / MS)MS professional degree at Universities (DE) and BS at Fachhochschulen vs BS (USA) Discipline Qualification Frameworks National Qualification Framework (over all disciplines) ECTS (Student based) Diploma supplements Globalization of/in Education High percentage of students study abroad Education of students

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6 What is similar:Thoughts: Comparing Bologna Process with USA System Degree cycles: 3 + 2 (BS / MS)Diplom-Ing. Not well understood in USA academia and industry. BS & MS more clearly understood.

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European Engineer Titles 7 *Lucena, J., et.al., J. Engr. Ed., Oct 2008)

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8 What is similar:Thoughts: Comparing Bologna Process with USA System Degree cycles: 3 + 2 (BS / MS)Diplom-Ing. Not well understood in USA academia and industry. BS & MS more clearly understood. Discipline Qualification Frameworks In looking at ABET National & Program specific criteria, very nice match with VDI Verfahrenstechnik Und Chemieingenieurwese Discipline Qualification Frameworks.

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ABET 2000 and Engineering 9 GENERAL CRITERIA FOR BACCALAUREATE LEVEL PROGRAMS 1.Students: performance & admission policies 2.Program Educational Objectives: 3.Student Outcomes: a)Ability to apply knowledge (math, science, engineering) b)Ability to design/conduct experiments and analyze/interpret data c)Ability to design system/component/process to meet needs within constraints d)Ability to function on multidisciplinary teams e)Ability to identify/formulate/solve engineering problems f)Understand professional/ethical responsibilities g)Communicate effectively h)Understand impact of solutions (global, economic, environment, social) i)Ability to engage in life-long learning j)Knowledge of contemporary issues k)Ability to use techniques/skills/modern engineering tools as engineer 4.Continuous Improvement: of program 5.Curriculum: specific areas, broad quantities, general levels 6.Faculty: number, competencies, qualifications 7.Facilities: safe, sufficient, modern 8.Institutional Support

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10 What is similar:Thoughts: Comparing Bologna Process with USA System Degree cycles: 3 + 2 (BS / MS)Diplom-Ing. Not well understood in USA academia and industry. BS & MS more clearly understood. Discipline Qualification Frameworks In looking at ABET National & Program specific criteria, very nice match with VDI Verfahrenstechnik Und Chemieingenieurwese Discipline Qualification Frameworks. USA is recognizing the need to educate our students on global: issues, business, economy, engineering, commerce, etc. Globalization of/in Education

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11 Thoughts: What is different: Comparing Bologna Process with USA System Most German engineering students at University level are still considering the MS as the professional engineering degree. --Contrast that with BS Engineering in USA. MS professional degree at Universities (DE) and BS at Fachhochschulen vs BS (USA) There is a National QF for engineering in the USA, but no overarching National QF for USA Universities National Qualification Framework (over all disciplines) ECTS (Student effort based) ECTS is based on estimates of average student time spent on education. --Contrast with USA system based on faculty contact time.

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12 Thoughts:What is different: Comparing Bologna Process with USA System Seems like an excellent work in progress and USA can learn from this. This can be a challenge because of: Language hurdles Financial issues Distances involved in travel from/to the USA Need to encourage more US students to study abroad. Diploma supplements High percentage of European students and other students study abroad

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13 For Bologna Process: For USA Engineering Educators: Next Steps / Challenges Major undertaking / coordination Reform takes time and effort Find the Gold Nuggets Goal: improved education for students --- industry/economy Become more aware of Bologna Process Learn and adapt best practices Build bridges to other global educators Goal: improved education for students --- industry/economy Can universities around the world strive for compatibility without losing their unique identities?

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14 Thank You! Every day you may make progress. Every step may be fruitful. Yet there will stretch out before you an ever-lengthening, ever-ascending, ever-improving path. You know you will never get to the end of the journey. But this, so far from discouraging, only adds to the joy and glory of the climb. Sir Winston Churchill

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15 Background: USA Engineering Education Bologna Process: Overview Bologna Process Compared with USA Engineering Education Summary/Next Steps The Bologna Process Through USA Eyes

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16 S. Shelley, CEP, 14, Jan 2008 Initial Placement: 2006-2007

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ABET and Chemical Engineering 17 PROGRAM CRITERIA FOR CHEMICAL, BIOCHEMICAL, BIOMOLECULAR, AND SIMILARLY NAMED ENGINEERING PROGRAMS Lead Society: American Institute of Chemical Engineers These program criteria apply to engineering programs that include chemical, biochemical, biomolecular, and similar modifiers in their titles. 1. Curriculum The program must demonstrate that graduates have: thorough grounding in the basic sciences including chemistry, physics, and biology appropriate to the objectives of the program; and sufficient knowledge in the application of these basic sciences to enable graduates to design, analyze, and control physical, chemical, and biological processes, consistent with the program educational objectives.

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USA (engineers eyes): mine and AICHE (American Institute of Chemical Engineers) (Chemical Engineering Progress): CEE (Chemical Engineering Education): ABET (web site search): ASME (American Society of Mechanical Engineers) (web site search): NAE (National Academy of Engineering) (web site search): CCR (Council for Chemical Research) (web site search): ASEE (American Society of Engineering Education) (Journal of Engineering Education): Bologna Process 18 USA (engineers eyes): mine and 0 1 1 0 1 0 5 web hits

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Todays Chemical Engineering 19 USA system (BS 4 yrs) Problem solving Material and Energy balances Fluid / Heat / Mass Transfer Unit Operations/separations Thermodynamics I and II Chemical kinetics and reactor design Senior design courses and project Microbiology Process control Global and contemporary issues Soft skills i.e. communications 128 136 Credit hours ChE laboratory experiences Elective ChE courses Chemistry, Physics, Mathematics Industry/Government MS: 2 years PhD: 3-5 years BS Degree in USA: Freshman year ~ 25% non-technical courses Equivalent technical competencies

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20 References: Adelman, C., The Bolgna Club: What U.S. Higher Education Can Learn from a Decade of European Reconstruction, Institute for Higher Education Policy, Washington, DC, (2008). Adelman, C. The Bologna Process for U.S. Eyes: Re-learning Higher Education in the Age of Convergence, Institute for Higher Education Policy, Washington, DC, (2009). EU Education & Training website: http://ec.europa.eu/education German Bologna website: http://www.bmbf.de/en/3336.php Hanson, D.J., Gains in Chemistry Grads Persist, C&EN, 38-48, (23 Nov 2009). Shelley, S., Post-Graduation Plans, CEP, 14, (Jan 2008). Lucena, J., G. Downey, B. Jesiek, S. Elber, Competencies Beyond Countries: The Re-Organization of Engineering Education in the United States, Europe, and Latin America, J. Engr. Ed., 443-447, (Oct 2008). Rhinehart, R.R., Tracking Trends in Undergraduate Enrollments, CEP, 97-99, (Nov 2008). VDI-GVC, Qualification Frames and Curricula for Degree Courses for Process Engineering, Chemical Engineering, and Miomolecular or Bioprocess Engineering at Universities and Fachhochschulen (Universities of Applied Science), 2 nd ed., Druckerei Fuck, 56072 Koblenz, (2008).

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21 Background Chemical Engineering Today (Process Engineering; Chemical Engineering, or Bioprocess Engineering) USA Engineering: programs, placement, numbers Bologna Process: USA Awareness Bologna Process Compared with USA Summary/Next Steps The Bologna Process Through USA Eyes

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22 Introduction Rapid City, South Dakota

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23 Mt. Rushmore Black Hills Other Famous Faces

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24 Famous ChE Faces R. Clausius L. Euler H. Helmholtz G. Stokes J. Fourier J. Liebig A. Fick J. vant Hoff * Wikipedia

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Todays Chemical Engineering 25 * Wikipedia, Chemical Engineering

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26 D.J. Hanson, C&EN, 38- 48, 23 Nov 2009 R.R. Rhinehart, CEP, 97-99, 23 Nov 2008 ~ 160 ChE departments Chemical Engineering Graduates USA

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Thank You