Chemical Engineering Department

Revised July 2016

Curriculum and Course Assessment

ChEn 170# Topic Initial

DateAction/Recommendation Reasse

ssment Date

Reassessment/ Status

1 Unit conversions were noted as a problem during the last assessment.

Fall 2007

This year it was stated that most of the class is proficient in unit conversions as a result of on-line sample problems with detailed (step-by-step) answer keys.

Fall 2009

Complete.

2 Quantitative assessment of environmental, social, political, etc. constraints was mentioned as difficult.

Fall 2008

Work on developing assessment tool(s) such as a short writing assignment, fill in the blank assignments, in class assignment, etc. to assess these aspects. Share your method(s) with the faculty.

Fall 2009

Complete.

3 The assessment method listed on the Faculty evaluation needs more direct evidence rather than generic definitions of H, E, F, and P.

Winter 2009

For instance, a specific homework assignment with some quantitative results should be shown to validate the proficiency score. Assessment training on this aspect will be addressed during the retreat.

August 2009

Complete

4 Cover sheet for course assessment is missing. This cover sheet is used to document changes based upon recommendations of the previous semester.

Winter 2009

Since this was not done, please look at Winter 2008 recommendations to make sure they are incorporated and addressed in Winter 2010

July 2009

Complete.

5 Great job on introducing a new hands-on project.

Fall 2009

Continue to work on assessing the effectiveness of this effort.

March 2010

Complete.

6 Would like to add competencies. Fall 2009

If there are competencies you would like to add to the course, please provide a list to the undergraduate committee. Please try to use existing competencies.

March 2010

No action/complete.

7 Teaching temperature units. Winter 2010

Used best practices to teach temperature units by emphasizing and warning of common mistakes.

March 2010

Complete.

8 Still concerned about the number of competencies for an introductory course, even after visiting with Ken as the UG committee recommended.

Winter 2010

The UG Committee shares the general concern and is addressing (see item 1 under “Competency Changes” above). Responsible Faculty: Undergraduate Committee.

March 2010

Ongoing (see 8a).

8a The instructor is still concerned about the number of competencies for an introductory course. He feels it is redundant to have competencies that are “introduce . . .” when other higher level competencies could be used to teach them at an introductory level.

Winter 2011

The Undergraduate Committee agrees that the competency list is lengthy for this class, but we would like to discuss a more concrete proposal. Please suggest which competencies should be eliminated or combined. Responsible Faculty: 170 Instructor.

March 2011

Ongoing (see 8b).

8b Competency list. Winter 2012

The Undergraduate Committee agreed with the previous instructor that the competency list was lengthy and requested a concrete proposal on recommended reductions from the previous instructor, but this was not provided. The new instructor recommends a major course revision and possible combined revamp of 170/191, but after the UO plans are made and being implemented (there is no link with UO implied, simply a workload management issue for the committee), to accompany the competency reduction. Responsible Faculty: UG Committee with previous 170 instructors.

May 2012

Ongoing (see 16).

9 Instructor comment. Winter 2010

Implemented “just in time” teaching, as necessary.

May 2011

Complete.

10 Formalize the continued implementation of hands-on, open ended projects, as these have been successful and viewed positively by the students.

Winter 2010

Responsible Faculty: 170 instructors. August 2011

Complete.

11 Change 10.8.2 (Students will be introduced to costs in capital ventures (e.g., capital vs

Winter 2010

Responsible: Tommy. May 2010

Complete.

operating costs, salvage value, equipment costing) to replace “salvage value” with “depreciation”.

12 Leadership experience. Fall 2010

Continue the good work of incorporating leadership experience and feedback into the team project.

March 2011

Complete.

13 Recommend that students take this course in the Fall, if possible.

Fall 2010

Change the Map and the website accordingly. Responsible: Tommy.After discussion, the Map and other student planning tools were not changed to recommend that students take the course in the Fall because the UG Committee is considering the role of 191 more broadly within the curriculum.

Fall 2011March 2012

Closed.

14 The instructor feels that the course is too detailed for a freshman introduction and is essentially a reduced version of ChEn 273. He recommends more time for hands-on and experiential learning to excite the students about chemical engineering.

Winter 2012

UG Committee considering revisions. May 2012

Ongoing.

15 Both instructors felt that there are too many competencies and would like to reduce them. Specific suggestions were to remove the process control and economics competencies.

Winter 2012

The UG Committee does not want to remove the economics components, but is considering the other options, as in the next item.

March 2013

Complete (see 17).

16 The instructors would like to make the class more hands on and creative or include more interesting class demonstrations with the time saved by covering fewer competencies.

Fall 2012

Responsible: the UG Committee is working to implement aspects of both Items 15 and 16 this Fall, with the Instructors.

March 2013

Complete (see 16a).

16a

The class was significantly modified to make it more lab-based and hands-on.

Fall 2013

Responsible: ChEn 170 instructors. March 2014

Complete, but we will monitor through our ongoing assessment.

17 Update and simplify competencies, planned prior to the Fall 2014 assessment cycle.

Fall 2013-

Responsible: UG Committee. Instructor should review updated competencies and then

Winter 2014-

Complete Winter 2016.

2015 interpret student feedback in light of these changes. Responsible Faculty: 170 instructor.

2016

18 Better define the boundary between ChEn 170 and ChEn 191

March 2014

Completed as part of course revamp to make it more lab-based and hands-on

Winter 2015

Complete.

19 Hands-on design experience Fall 2014

Please add a project, such as the ChE car, to allow them to experience the major aspects of a project, including performing a safety analysis/review, some kind of sign-off or approval process to proceed, and setting and reviewing milestones along the way.

February 2016

Complete.

20 Avoid making the class the material and energy balance class.

Fall 2014

Emphasize the chemical engineering experience rather than any particular technical topic: it is acceptable to cover fewer topics to help the students master a smaller set. This class is not intended to be ChEn 273.

February 2016

Complete.

ChEn 191 (formerly 291)# Topic Initial

DateAction/Recommendation Reasse

ssment Date

Reassessment/ Status

1 Need quantitative assessment listed under assessment method (i.e. use scores from assignments, etc rather than listing just general categories such as life-long learning assignment, homework, etc.)

Fall 2008

The UG committee will revise the form to emphasize this point.

March 2009

Completed Winter 2009.

2 Competency 1.5 (related to resumes) requested to be added.

Fall 2009

As requested, competency 1.5 will be added. March 2010

Complete.

3 Add a competency in the course for “familiarity with the profession of chemical engineering”.

Fall 2009

There is already a competency in the course for “familiarity with the profession of chemical engineering” (1.3). – confirm with Tommy.

March 2010

Complete

4 Required direct assessment of some competencies (soft skills) is too much for this course.

Fall 2009

The undergraduate committee agrees. We will remove the direct assessment requirement for specific competencies. However, please

March 2010

Complete.

continue to provide appropriate assessment for the course.

5 The instructor feels there are too many interruptions to the continuity of the class which impedes developing personal relationships with the class and favors elimination of the conflicts with the Dean’s lecture and AIChE speakers. The Dean’s lectures were particularly disorganized this semester.

Fall 2012

Responsible: the UG Committee is working on a proposal to address this concern along with revisions to 391.

March 2013

Complete (see 5b).

5a The instructor taught the course without interruption, but the UG Committee is to consider mechanisms to keep the AIChE connection and exposure to relevant Dean’s lectures.

Fall 2013

Responsible: ChEn 191 instructor. March 2014

Complete (see 5b).

5b The instructor compromised with requiring a few AIChE meetings and Dean’s lectures

Winter 2014

Continue to maintain the balance between interruptions to the class due to for AIChE meetings or Dean’s lectures while keeping a connection with both.

Fall 2014

Complete.

6 Invited speakers Winter 2015

Ask visiting speakers to include discussion of what they/ChE’s do day-to-day. If possible, invite new engineers (e.g., 6 months to 1 year experience) to help bridge the gap, since they are more likely to remember the questions they had as students. Responsible Faculty: 191 instructor.

Winter 2016

Complete.

7 Resumes and instruction by faculty. Fall 2015

Emphasize resumes and building them (perhaps using a gap analysis). Help with life-long learning. The UG Committee recommends that a faculty member should teach this. Responsible: ChEn 191 instructor and the department chair/co-chair.

May 2016.

Ongoing.

ChEn 263

# Topic Initial Date

Action/Recommendation Reassessment Date

Reassessment/ Status

1 Based on the 2007 feedback, there was some concern that programming may not be needed and that we should re-evaluate the computer tools used.

Fall 2007

Ken and Tommy surveyed graduate students and concluded that programming should be kept. Need to integrate through curriculum. The undergraduate committee should pursue this aspect.

Fall 2008

Complete. Mathcad remains the primary tool

2 Similar to last year’s feedback, the added VBA lectures increased the VBA capability of students. The average score on the programming project was 95%.

Fall 2008

Continue the VBA lectures. March 2009

Complete.

2a Similar to last year’s feedback, the increase in VBA lectures increased the VBA capability of students.

Fall 2009

The average score on the VBA project was 90%. This item does not need to be followed any longer unless the instructor notes a decrease in student capabilities.

March 2010

Complete.

3 Students had difficulty with T and T units in MathCad.

Fall 2008

Continue to emphasize this point and interact with the 273 instructor regarding ways to resolve this problem.

March 2009

Ongoing (see 3a).

3a In previous years students had difficulty with T and T units in MathCad.

Fall 2009

Instruction on temperature units was modified by teaching primarily K and ºR units. Students performed much better (>90%) on problems related to temperature units. Continue to monitor student’s progress another year.

March 2010

Ongoing(see 3b).

3b Student difficulty with T and T units in MathCad.

Fall 2010

Instruction improved again, with continued improvement in performance based on homework (from >90% of students doing it correctly last year to >95% this year). The instructor wants one more year of evaluation to see how the students do in the advanced junior classes. Responsible: Brad.

March 2011

Ongoing (see 3c).

3c Temperature units in Mathcad. Based on the instructor’s advice, the students primarily used absolute temperatures in Mathcad, but did

Fall 2011

Responsible: ChEn 263 instructor. March 2012

Ongoing (see 3d).

introduce °F and °C, with their associated complications. The instructor wants to assess again next year.

3d Temperature units in Mathcad. Fall 2012

The students are excelling here and choosing to use primarily R and K (as the instructor recommends). The instructor wants to assess one more year with a little more exposure to units of °F and °C. Responsible: ChEn 263 instructor.

March 2013

Ongoing (see 3e).

3e Temperature units in Mathcad. Fall 2013

The instructor was satisfied with his own and the student’s performance.

March 2014

Complete.

4 Competency 6.2 (“Students will be able to convert problem solving strategies to procedural algorithms”) wording is very general and needs to be modified.

Fall 2009

Visit with Tommy to update the wording of the competency. Generally, these changes have been made in the database, but website may not yet reflect them.

March 2010

Complete.

5 Solving engineering problems Fall 2009

Over 90% of the homework and exam problems were related to chemical engineers. Students expressed verbally and demonstrated through homework that they improved their ability to solve engineering problems (competency 6.1). This item does not need to be followed any longer unless the instructor notes a decrease in student capabilities.

March 2010

Complete.

6 Help students see multiple approaches to a problem.

Fall 2009

The UG committee likes your recommendation. However, as you implement your recommendation, please be careful in minimizing the impact this recommendation would have on a student’s time or your ability to cover the necessary course content.

March 2010

Complete

7 Leadership opportunity and student team learning environment.

Fall 2010Fall 2011

Students given an opportunity to present their team projects during an evening celebration in order to see a wider variety of approaches to team work, leadership, and solving problems. This was well-received. Continue next semester

March 2012March 2013

Complete.

and report on outcome. Responsible: Brad. The VBA project was well-received. The instructor plans to continue doing this as part of the students’ leadership experience.

8 The instructor plans to improve final preparation with a review sheet and checklist.

Fall 2010

Please report on this next semester. Responsible: Brad.The instructor completed both of these and review problems for the final, which were well-received based on informal feedback from the students.

March 2012

Complete.

9 The UG Committee’s review of the student feedback on Competency 5.4.2 (“Students will be able to write program structures, and understand when programming is most appropriate”) suggests the students may be expecting too much.

Fall 2011

They are not expected to be polished programmers at the end of the course. Try to help them understand that this is an introductory course in regard to programming. Responsible: ChEn 263 instructor.

Ongoing (see 9a)

9a The students are improving, but the instructor noted that this was again the most frequently listed “No” competency and indicated that the student secretary who administered the survey emphasized “Mastery” as the criteria for a “Yes” response. He suggests that we provide a script for the secretary in the future.

Fall 2012

Instead, the UG Committee recommends that the instructor and/or TA handle the in-class portion of the evaluation (as noted in General Action Items, there is no need to leave the room). Responsible: ChEn 263 instructor.

March 2013

Ongoing (see 9b).

9b Programming proficiency Fall 2013

There were no “No” responses on this competency in this assessment cycle.

March 2014

Complete.

10 L3 Exam highly missed concept for VBA project. The instructor implemented the VBA project mentioned previously on heat exchanger solutions using the log-mean temperature method.

Fall 2011

Based on UG Committee feedback, the instructor carefully structured the project and monitored the time the students spent on the project by formal survey (9.9 hours) and were given time both within class and outside of class (through a reduction in other 263 homework) to complete it. Their performance was outstanding. The instructor wishes to continue to monitor future performance on the L3 exam

March 2012

Ongoing (see 10a).

to evaluate the effectiveness of the effort. Responsible: ChEn 263 instructor (with UG Committee assistance with L3 performance monitoring).

10a L3 Exam highly missed concept for VBA project. Fall 2012

Based on UG Committee feedback, the instructor carefully structured the heat exchanger project and monitored the time the students spent on the project by formal survey (9.9 hours) and were given time both within class and outside of class (through a reduction in other 263 homework) to complete it. Their performance was outstanding. The instructor wishes to continue to monitor future performance on the L3 exam to evaluate the effectiveness of the effort. Responsible: ChEn 263 instructor (with UG Committee assistance with L3 performance monitoring).

March 2013

Ongoing (see 10b).

10b L3 Exam highly missed concept for VBA project. Fall 2013

Future monitoring will be done through routine L3 performance assessment.

Fall 2014

Complete

11 Need uniform computing platforms for the curriculum.

Fall 2014

The UG Committee recognizes the need to address and agree on computing platforms in the curriculum. Responsible: Undergraduate Committee, ChEn 263 instructor, and the rest of the faculty.

Fall 2015

Ongoing.

12 Competencies ranked below 3 by instructor Fall 2014

The instructor identified two competencies for which he ranked the students’ performance at less than a 3 (6.2 and 6.6). Please formulate a plan to improve these, as well as the other competency (5.4) with a high percentage of “No” responses from the students. The UG Committee believes that much of this can be resolved through improved communication and coaching. Please discuss strategies with Tommy. Responsible: ChEn 263 instructor, in

Fall 2015

Complete

consultation with Tommy.13 Scope of class. Fall

2015From a review of the student comments, it appears that some instructional changes should be considered. We agree with one of the instructors that the coverage may be too great, but we feel it is in the area of programming. Additionally, please consider streamlining the content by removing coverage of ODE’s (based on the recommended math sequence, the students have not covered these when they are taking this class). Finally, 263 is not a numerical methods class. The purpose is for students to learn to use appropriate computer tools to solve ChE problems at an undergraduate level. The most important outcome is for the students to feel confident in solving problems and being able to select the best tool to do it (Competencies 6.2 and 6.6) at the Excel/Mathcad level with some exposure to Python or VBA. Responsible: ChEn 263 instructor(s).

Ongoing.

ChEn 273# Topic Initial

DateAction/Recommendation Reasse

ssment Date

Reassessment/ Status

1 Question as to whether transient balances should be continued.

Winter 2009

The recommendation is to continue the instruction.

July 2009

Complete.

2 Concern about the TA’s not attending the class. Winter 2008

The TA’s are now attending the class based on last year’s recommendation. It was reported that the TA’s did a good job.

July 2009

Complete.

3 Adding psychrometric charts as a competency. Winter 2009

The UG committee recommends that humidity charts should NOT be added as a competency

July 2009

Complete.

since there are varying attitudes among faculty regarding the necessity for including instruction of humidity charts.

4 The assessment methods were well documented.

Winter 2009

Therefore, the evaluation sheet will be used as an example for future instruction among the faculty on how to document the assessment methods.

August 2009

Complete

5 From L3 exam feedback, the students appear to grasp the concept of ΔGo=−RT ln K , but do

not grasp the concept of K=(∏i yiν i)P

∑iν i

.

Winter 2009

In an effort to reinforce this concept, we will recommend that the instructors of 273, 373, and 478 (now 386) focus on calculating equilibrium concentrations from K at pressures other than 1 bar.

Winter 2010

Discussed with other instructors. Decided not to change coverage in 273.

6 Transient balances continue to be a challenge. The Math prerequisites were identified as a possible contributing factor.

Winter 2010

The UG Committee recommends making Math 113 a hard or enforced prerequisite to 273. Responsible Faculty: Undergraduate Committee. The instructor is considering an in class practice sheet for this material. Please try this. Responsible Faculty: 273 instructor.

August 2011

Complete.

6a Transient material balances were still difficult based on student feedback on competency 3.1.3. See student comments requesting more practice and examples and keep trying.

Winter 2014

Emphasize. Winter 2015

Ongoing (see 6a).

6b Students appear to be improving on transient balances. Monitor for one more cycle.

Winter 2015

Continue to emphasize. Winter 2016.

Ongoing.

7 The UG committee agreed to reconsider recommended wording the expectations of 3.1.5 concerning psychrometric charts.

Winter 2010

Please propose the wording. Responsible Faculty: 273 instructor with UG Committee. Reworded regarding the expectations concerning psychrometric charts. (Now reads “Students will be able to read pure component and mixture phase diagrams (e.g. psychrometric chart, solid solubility, liquid-liquid, VLE) and construct mass balances from them using the lever rule, tie lines, etc.”)

August 2011

Complete.

7 Degree of freedom analysis Winter The Undergraduate (UG) Committee agrees Winter Cancelled.

2014 with the instructor’s recommendation not to eliminate competency 3.1.4 (“Students will be able to use a degree-of-freedom approach to assist in the solution of material and energy balances.”). However, please review the student comments and work to present the concepts as clearly as possible, while helping the students to set realistic expectations.

2015

8 VLE competence. Winter 2014

Students did not feel as confident about VLE competence compared to instructor. Please investigate.

May 2015

Ongoing.

8a VLE competence. Winter 2015

The UG Committee thanks the instructor’s efforts and ask for him to continue to improve VLE competence (3.7.2, “Students will be able to apply Raoult’s law to solve VLE problems including bubble point, dew point, and flash calculations.”) and asks him to continue. Responsible Faculty: 273 instructor.

May 2016

Complete.

9 Fluid statics. Winter 2014

Students expressed lack of confidence with simple fluid statics (3.3.3). Please review and address.

May 2015

Ongoing (see 9a).

9a Fluid statics. Winter 2015-2016

The UG Committee noted that some students continued to express a lack of proficiency on Competency 3.3.3 “Students will be able to solve simple fluid statics problems (e.g., manometers, fluid head, etc.)”. Again, the UG Committee thank the instructor’s efforts and ask for him to continue. Responsible Faculty: 273 instructor.

May 2016

Ongoing.

10 Material balances with reactions with inerts Winter 2014

Based on a review of the L3 Exam results, the Undergraduate Committee found that students are missing the concept of inerts in L3 Competency 3.1.2.3: “Students will be able to solve steady-state material balances for single-

Winter 2015-2016

Ongoing.

unit, reacting systems.” Review again based on new L3 results. Responsible Faculty: UG Committee.

11 Competency change Winter 2016

Competency 3.3.3 changed to eliminate the words after “problems” (from “Students will be able to solve simple fluid statics problems (e.g., manometers, fluid head, etc.” to “Students will be able to solve simple fluid statics problems.”)

May 2016

Complete.

ChEn 311# Topic Initial

DateAction/Recommendation Reasse

ssment Date

Reassessment/ Status

1 Need quantitative assessment listed under assessment method (i.e. use scores from assignments, etc rather than listing just general categories such as life-long learning assignment, homework, etc.)

Fall 2008

The UG committee will revise the form to emphasize this point.

March 2009

Completed Winter 2009.

2 Course content augmented. Fall 2009

With the change in content for the course in Fall 2010, please provide a recommendation for the addition or deletion of competencies.

March 2010

Complete.

3 The 11 and 12 competencies will be dropped in Fall 2012, as they are covered in EngT 231.

Fall 2010

They will be retained through Fall 2011 because a poll indicated that the Econ 110 and EngT 231 heritage was still about 50/50 among current students.

March 2011

Ongoing (see 3a).

3a Ethics, teamwork, and leadership. The 11 and 12 competencies will be dropped in Fall 2012, as they are covered in EngT 231.

Fall 2011

These competencies were retained through Fall 2011 because a poll indicated that the Econ 110 and EngT 231 heritage was still about 50/50 among students in 2010. Add to EngT 231. Responsible: UG Committee/Tommy.

March 2012

Ongoing (see 3b).

3b Ethics, teamwork, and leadership. Fall 2012

Ethics (in particular, workplace ethics and their relation to environmental and safety considerations) are being retained, despite

March 2013

Complete.

coverage in EngT 231, because of the topic’s importance.

4 Safety. Energy and safety topics will be expanded after these competencies are discontinued.

Fall 2012

The students feel that safety needs more time, which the instructor will provide. Modify the competencies to reflect the recent AIChE/SAChE emphasis areas, such as runaway reactions. Responsible: ChEn 311 instructor.

March 2013

Ongoing (see 4a)

4a Enhanced coverage of Safety. Completed as part of fine-tuning the ethics coverage.

Complete.

ChEn 373# Topic Initial

DateAction/Recommendation Reasse

ssment Date

Reassessment/ Status

1 It was noted that Competency 6.6.2 was weak and that this competency can better be assessed throughout the curriculum.

Winter 2009

Added as an action item to be addressed at the program level.

July 2009

Forwarded to program level/ Complete.

1a Competency 6.6 remains weak. (“Students will be able to rationalize units, make order of magnitude estimates, assess reasonableness of solutions, and select appropriate levels of solution sophistication.”)

Winter 2011

The instructor feels that we need to train faculty how to teach this, for example by giving more “what if” questions, activities to assess “reasonableness”, and more opportunities to think. Responsible Faculty: Undergraduate Committee.

May 2011

Ongoing.

1b Competency 6.6 Winter 2012

The Undergraduate Committee asked all faculty to incorporate more exercises relating to Competency 6.6 into their instruction.

December 2012

Complete.

2 There was a suggestion that competencies 3.7.1 and 3.7.6 could be rewritten to separate open and closed systems into two separate competencies for better assessment. This suggestion was mainly due to problems with several students not being able to solve problems with closed systems.

Winter 2009

The recommendation is that the competencies remain as written but that two assessments be provided for each competency- one for closed systems and one for open systems. Following any assessment during the semester (such as an exam) in which it is noted that students have difficulty with closed systems, the instructor

July 2009August 2011

Complete. Noted improvement in

should talk with the students to identify the “incorrect” approach in which students tried to solve the problem so that corrective instruction can be incorporated into the course. The instructor should also discuss ideas with instructors in 273 and 451 to determine if further action should be implemented in these courses.

3 Based on last year’s recommendation, time spent on stability was reduced and more time was spent on competency 10.6.1 (“Students will be able to perform design (sizing) calculations for turbines and compressors (e.g., involving delta H, delta S, work, heat, efficiencies)”).

Winter 2008

Student scores improved on exams associated with competency 10.6.1. Spent more time on this subject by reducing time on stability.

Winter 2010

Complete.

4 There were still licensing issues regarding ChemCad.

Winter 2009

It is recommended that a committee be formed to address which simulator package should be used in the future.

Fall 2009

Ongoing—see Curriculum item 1a

5 From L3 exam feedback, the students appear to grasp the concept of ΔGo=−RT ln K , but do

not grasp the concept of K=(∏i yiν i)P

∑iν i

.

Winter 2009

In an effort to reinforce this concept, we will recommend that the instructors of 273, 373, and 478 focus on calculating equilibrium concentrations from K at pressures other than 1 bar.

Fall 2009

Complete: continue to emphasize.

5aInstructor taught K=(∏i yi

ν i)P∑iν i

in a new

way.

Winter 2011

Check L3 performance to assess effectiveness. Responsible Faculty: UG Committee.

August 2011

Ongoing.

5bInstructor taught K=(∏i yi

ν i)P∑iν i

in the new

way again.

Winter 2012

Some improvement in L3 performance was observed.

May 2012

Complete with ongoing L3 monitoring.

5c Delta G = -RTlnK Winter 2015

Based on a review of the L3 Exam results, the Undergraduate Committee found that students are again increasingly missing L3 Competency 3.7.3: “Students will know how Delta G is related to equilibrium constants and will be able

May 2016

Complete.

to calculate an equilibrium constant (from Delta Go) at 298 K and relate equilibrium constants to the extent of reaction for ideal gas phase reactions.” Keep reinforcing this during instruction by including drills or other activities to help the students understand this concept better. Responsible Faculty: 373 instructor. Students seem to be doing as well as expected with this concept.

6 Continue to emphasize 3.7.1 and 3.7.6. Winter 2010

Responsible Faculty: 373 instructor. August 2011

Complete.

7 Weak performance on competencies. Winter 2012

The instructor felt the students were weak at entropy “balances” (3.7.6) and transient problems (3.1.6). He felt they needed more practice, but was unsure how much to emphasize them, particularly transient balances. He also felt there was not enough time to add more material, but he will work on improving these competencies in the future. Responsible Faculty: 373 instructor.

May 2012

Complete.

8 Instructor suggestion to shift coverage to PChem (Chem 467).

Winter 2012

The instructor feels that some of the competencies on phase behavior and enthalpies (e.g., 3.2.1 and 3.7.5) are better covered primarily in PChem. The UG Committee members respectfully disagree. Please continue this instruction.

May 2012

Complete.

9 Exam format change Winter 2014Winter 2015

The instructor changed the exam format to 6 multiple-choice midterms with no partial credit and would like feedback from the senior instructors and L3 exam on the change. The instructor has received qualitative feedback on the change and is keeping it, with the opportunity for the students to correct mistakes for partial credit.

May 2014-May 2016

Complete.

10 Competency change Winter 2014

Reword competency 3.1.2 (“Students will be able to solve steady-state, overall, material and energy balances for systems which include one or more of the following: recycle, multiple units, chemical reactions.”) to eliminate the word “recycle

May 2016

Complete.

11 Competencies in which some students feel unprepared.

Winter 2014Winter 2015

The UG Committee recommends keeping the conversation going on these competencies with high “No” responses from the students: 3.7.7 and 10.4.2.

May 2016

Complete.

ChEn 374# Topic Initial

DateAction/Recommendation Reasse

ssment Date

Reassessment/ Status

1 Move 3.3.5 (“Students will understand the significance of steady-state, integral and differential mass, energy, and momentum balances in one dimension”) to Level 2 and remove “in one dimension”.

Fall 2008

Ask Tommy to do this. March 2009

See 1a.

1a Again, competency 3.3.5 requested to be changed to Level 2 and the wording “in one dimension” to be removed.

Fall 2009

As requested, competency 3.3.5 will be changed to Level 2 and the wording “in one dimension” will be removed.

March 2010

Complete.

2 Continue to emphasize 10.3.3 (“Students will be able to design flow systems involving pipes and pumps for power-law fluids”) since this appears weak.

Fall 2008

Fluids instructor to continue to emphasize. March 2009

Ongoing (see 2a).

2a Student evaluation and instructor comments noted that competencies 3.3.4 and 10.3.3 (related to power law) were weak.

Fall 2009

Previous instructors spent two days on this subject. Please interact with previous instructors to determine the best way to help strengthen these competencies.

March 2010

Ongoing (see 2b).

2b Power law fluids Fall 2010

Continue to improve instruction/learning relating to competencies 3.3.4 and 10.3.3.

March 2011

Ongoing (see 2c).

Responsible: David.2c Power law fluids. The instructor reports that

lectures are carefully crafted, with good response from the students.

Fall 2011

The UG Committee believes the student feedback may indicate further work is still needed. Please continue to monitor the students’ competency evaluation feedback. Particularly in relation to Competency 10.3.3 (“Students will be able to design flow systems involving pipes and pumps for power-law fluids”), the students appear to be expecting too much. Communicate that being able to calculate P in the system (and thus the required pump head) is the primary design feature, not the mechanical details of the pump. Responsible: 374 instructor.

March 2012

Ongoing (see 2d).

2d Power law fluids. Fall 2012

The UG Committee recommends rewording the following competencies: Competency 10.3.3 (“Students will be able to design flow systems involving pipes and pumps for power-law fluids”) to read “Students will be able to calculate pressure drop in flow systems involving pipes and pumps for non-Newtonian fluids.” Delete “power-law” from competency 3.3.4 (“Students will be able to determine velocity profiles for steady-state, laminar flow in simple geometries for Newtonian and power-law fluids.”) to read “Students will be able to determine velocity profiles for steady-state, laminar flow in simple geometries for Newtonian fluids.” Responsible: UG Committee if 374 instructor concurs.

March 2013

Ongoing (see 2e).

2e Non-Newtonian fluids Fall 2013

The competency wording changes were made; the instructor and student assessments indicate the positive effect of the change.

March 2014

Complete.

2f Non-Newtonian fluids Fall The students’ comments indicate a desire to Fall Complete.

2014 spend more time on non-Newtonian fluids. See if you can do this to improve their self-assessments in this area. Responsible Faculty: 374 instructor.

2015

3 Safety emphasis. Fall 2009

Please include some safety emphasis. SACHE materials provide an excellent resource.

March 2010

Ongoing (see 3a)

3a Safety. Fall 2010

Safety plans were required for class project proposals and implementation. Continue with your idea of homework case studies. Responsible: David.

March 2011

Ongoing (see 3b)

3b Safety. Fall 2011

The instructor modified several homework problems to include safety aspects, such as pressure relief valves, pump cavitation, and liquid storage tank design. Please continue and expand as the instructor feels is appropriate.

March 2012

Complete.

4 Environmental considerations. Fall 2010

Work to develop some homework simple problems involving environmental considerations or incorporate some environmental aspects into existing problems (competency 7.4). Responsible: David.

March 2011

Ongoing (see 4a).

4a Environmental considerations (Competency 7.4). The instructor reports that coverage remains thin because of time and coverage constraints and would like to drop material on turbines and pump scaling to increase coverage.

Fall 2011

The UG Committee does not support decreasing coverage of these areas. Similar to what was done for safety, we still recommend incorporation of environmental topics within a handful of (possibly existing) homework assignments that should require minimal additions to lecture/class time. Possible examples/ideas: leaking pump seals releasing VOC’s (annular orifice flow calculation), wind turbine and/or pipeline design environmental impact, etc. Consult former instructors or UG committee for additional ideas or clarification. Responsible: 374 instructor.

March 2012

Ongoing (see 4b).

4c Environmental and safety considerations Fall The instructor reports that coverage remains March Ongoing.

2012 thin because of time and coverage constraints, but has proposed revising exam and review schedules to make more class time available. The UG Committee supports this plan, but remains opposed to dropping turbines (because of their importance in the chemical processing industry) and suggests consideration of an inverted classroom instructional method for these competencies. Vince plans to cover some safety, health, and environmental ideas during the retreat in August 2013 that should provide assistance. The instructor’s suggestions of more important topics that are not currently being covered (e.g., mixing, dispersion of pollutants in the environment, flow in porous media, and mixed (gas/liquid) flows) are all worthy for consideration for addition to the course content. Please recommend specific changes to help the UG Committee weigh the trade-offs. Responsible: 374 instructor.

2013

4d Environmental and safety considerations Fall 2013

The instructor included two new lectures on environmental and safety topics (by reducing the exam results reviews), as well as a homework assignment on atmospheric mixing/pollutant dispersion and a safety problem on the final. The UG Committee commends this—keep up the good work.

March 2014

Complete.

5 Competency change Winter 2014

To be consistent with ChEn 451, remove “sizing” and “turbines” from 10.6.1 (“Students will be able to perform design (sizing) calculations for turbines and compressors (e.g., involving delta H, delta S, work, heat, efficiencies).”). Tommy may recommend further revision.

2016 Complete.

6 Competency change Winter To be consistent with ChEn 451, change 10.3.2 May Complete.

2014 from (“Students will be able to select pumps, turbines, and valves for a specific application.”) to “Students will be able to select type of pump and valve for a specific application.”

2016

7 Safety valve design Fall 2014

Cover safety valve sizing calculations. Please address what has been done in this area specifically in your comments next semester. (It looks like the students are doing OK based on their feedback, but we need to document your actions in response to this for the department’s records.) Responsible Faculty: 374 instructor.

February 2015

Ongoing.

8 Weak competencies. Fall 2015

Review student comments on competencies for which they felt weak and consider helping them to set appropriate expectations as part of the solution. Responsible Faculty: 374 instructor.

Ongoing.

9 Potential competency change Fall 2015

May want to reword Competency 3.2.4 to include a molecular view of viscosity and its implications. Please consider possible changes to Competency 3.2.4. Responsible Faculty: 374 instructor.

Ongoing.

10 Potential competency change Fall 2015

The UG Committee recommends spending more time on pumps in Competency 10.3.2 and agrees with the previous instructor that this can be done by deleting turbine coverage. Also, valve concepts are related to flow control (e.g., using a globe instead of a ball valve for control). Consider including wording similar to 10.5.3 (“Students will have a qualitative understanding of the role of valves in process control.”) from 436. Responsible Faculty: 374 instructor.

Ongoing.

ChEn 376# Topic Initial Action/Recommendation Reasse Reassessment/

Date ssment Date

Status

1 Competencies 10.2.1 and 10.2.2 were revised based on last year’s assessment.

Winter 2008

Tommy will update the database with the new revisions.

Fall 2009

Complete.

2 Methodologies should be added to competencies stating “able to solve”.

Winter 2009

The UG committee agrees. It is suggested that competency 3.4.6 be revised to include appropriate numerical methods for the course. Please provide a revised competency to the UG committee. New 3.4.6: “Students will be able to solve simple transient heat and mass transfer problems with methods such as lumped capacitance, Heisler charts, 1st term approximation, exact numerical solutions, etc.”The UG committee will also address this issue throughout the curriculum via input from the course instructors.

Fall 2009

Complete.

3 Competency 3.4.7 (“Students will understand radiative heat transfer including blackbody radiation and Kirchoff’s law, and be able to solve radiative problems involving view factors and radiative exchange between surfaces.”) was rated below 3.0 by the instructor.

Winter 2009

Follow up with more assessment next year and provide feedback on a plan of action if the assessment remains low.

Winter 2010

Ongoing (see 3a).

3a Continue to emphasize Competency 3.4.7. Winter 2010

Responsible Faculty: 376 instructor.Radiative heat transfer coverage increased a day with additional homework and quizzes. Student performance and student and faculty evaluations increased significantly (from 3.31 to 3.98 and from 3.0 to 4.0, respectively). The instructor plans to continue the current coverage in the future.

Winter 2011

Ongoing (see 3b).

3b Radiative heat transfer. Winter 2012

Radiative heat transfer was the weakest competency (although 86% of students reporting mastery). The end of semester timing likely impacts this performance, but this is the

Winter 2012

Complete.

best place for the topic. The instructor has previously added a day of instruction to improve student proficiency and will now focus instruction to improve the students’ performance.

3c Competency change. Winter 2016.

Please suggest a rewording of Competency 3.4.7, “Students will understand radiative heat transfer including blackbody radiation and Kirchoff’s law, and be able to solve radiative problems involving view factors and radiative exchange between surfaces.” Responsible Faculty: 376 instructor.

Ongoing.

4 Consider adding “flows with evaporation and/or condensation” to competency 3.4.3.

Winter 2011

Responsible Faculty: UG Committee. May 2011

Ongoing (see 4a).

4a Competency 3.4.3 Winter 2012

Added “flows with phase change” (“Students will understand convective heat transfer and use of heat transfer coefficients for laminar and turbulent flows, internal and external flows, fully developed flow, flow with entry effects, flows with phase change, and forced and free convection.”).

December 2012

Complete.

5 Added Leadership Feedback Program to project, with students setting two measurable goals for areas of weakness and provided them with constructive praise/criticism of performance.

Winter 2011

Responsible Faculty: 376 instructor. May 2011

Ongoing (see 5a).

5a Leadership assessment. Winter 2012

Instructor continued Leadership Feedback Program with the project and will continue, transitioning to the electronic portfolio, when available.

May 2012

Complete.

6 Workload assessment Winter 2012

The instructor again tracked time spent on homework assignments via self-reporting by students. The average was just over 2 hours (after including reading) and outliers were addressed.

May 2012

Complete.

7 Heat exchanger instruction Winter 2012

The instructor continued using improved LMTD instruction, with 94% of students reporting mastery of the competency. Effectiveness/NTU method was not neglected, with 87% of students reporting mastery. He will continue focusing on LMTD.

May 2012

Complete.

8 Competency awareness Winter 2012

The instructor again used the revised syllabus which introduced competencies in chronological order with subheadings to improve student understanding of the competencies covered and will continue doing this.

May 2012

Complete.

9 Improve heat transfer coverage. Winter 2013

The new instructor increased heat exchanger calculation coverage and made the tests harder, but the students continued to perform well on these competencies (10.2.1/3, 10.2.1/2, and 10.2.2)

Winter 2014

Complete.

10 Instructor recommended adoption of new edition of text book.

Winter 2013

7th edition adopted. Winter 2014

Closed.

11 Change competency 3.4.7 on radiative heat transfer

Winter 2014

Instructor recommended against it and increased/improved coverage.

Winter 2015

Closed.

12 Mass transfer. Winter 2014

The instructor recommends that mass transfer coverage be coordinated with necessary coverage in ChEn 476. He also felt that he overwhelmed the students covering 3.5.3.

May 2015

Ongoing (see 12a)

12a Mass transfer. Winter 2015

The UG Committee agrees that mass transfer coverage, (e.g., 3.5.3 “Students will be able to solve simple problems where heat and mass transfer are coupled.”, 3.4.5, “Students will be able to formulate and solve differential energy balances for conduction within a single phase.”, and 3.4.4, “Students will understand heat/mass transfer analogies including their limitations.”) can still be better coordinated with necessary coverage in ChEn 476. Please continue to

May 2016

Ongoing.

improve the coordination. Responsible Faculty: 376 and 476 instructors.

13 Reword competency 3.4.3. Winter 2014

The UG committee asked the instructor to propose new wording for “Students will understand convective heat transfer and use of heat transfer coefficients for laminar and turbulent flows, internal and external flows, fully developed flow, flow with entry effects, and forced and free convection, and flows with evaporation and/or condensation.” The UG Committee agrees with the instructor not to change.

May 2016

Closed.

ChEn 378# Topic Initial

DateAction/Recommendation Reasse

ssment Date

Reassessment/ Status

1 It was suggested by the instructor to discuss if any lectures can be cut.

Fall 2008

The UG committee would like the instructor to discuss this aspect with past instructors but the competencies must still be met.

March 2009

No action/Complete.

2 Competency 3.2.7 (“Students will be able to match the physical and chemical characteristics of a material to process conditions/variables in order to evaluate its suitability for use with the process”) was listed as weak and it was noted that the ChEn 451 instructor also noted this aspect.

Fall 2008

Please work with the ChEn 451 instructor to discuss ways to strength the learning of competency 3.2.7.

March 2009

Complete.

3 The suggestion was to move “corrosion” from competency 3.2.5 to 3.2.7.

Fall 2009

Please identify the appropriate wording changes and submit to Tommy.

March 2010

Complete.

4 Move corrosion topics to earlier in the semester. Fall 2009

Continue with your recommendation. March 2010

Ongoing (see 4a).

4a Corrosion. Fall 2010

Continue to monitor and report on the perceived positive impact of moving corrosion

March 2011

Ongoing (see 4b).

topics to earlier in the semester. Responsible: Dean.

4b Corrosion. The instructor felt that moving the material to the middle of the semester was an improvement, but wondered if there was other evidence (such as Plant Design team performance) to corroborate the improvement.

Fall 2011

These concepts are definitely being reinforced during Plant Design. However, please discuss in further detail with Vince and continue to monitor the students’ competency evaluation feedback. Responsible: ChEn 378 instructor.

March 2012

Ongoing (see 4c).

4c Corrosion. Fall 2012

The instructor discussed with Vince and will continue to monitor the students’ competency evaluation feedback.

March 2013

Complete.

5 Competency 3.2.7 Fall 2010

Changed to “Students will select materials appropriate for particular applications and processes, through consideration of physical and chemical characteristics of materials, including possible failure and corrosion modes.” As a design competency, it was renumbered 10.9.1. Responsible: Tommy.

March 2011

Not yet complete.

6 L3 exam question from Materials Science. Fall 2010

Work with previous instructors to propose one set of five questions. Responsible: Dean with Bill and Ken.

March 2011

Ongoing.

6a L3 Exam question on Materials Science. Fall 2011

The instructor will work with previous instructors to propose one set of five questions by the end of the Winter 2012 semester. Before implementing the new question, the UG Committee must consider that not all students take 378 before the L3 Exam dates. Responsible: ChEn 378 instructor with Bill Pitt and Ken Solen.

March 2012

Ongoing (see 6b).

6b L3 Exam question on Materials Science. Fall 2012

The UG Committee decided there is no effective way to implement this since 378 may be taken during the senior year after administration of the L3 Exam.

March 2013

Closed.

ChEn 386 (formerly 478)# Topic Initial

DateAction/Recommendation Reasse

ssment Date

Reassessment/ Status

1 Stoichiometric relationships should be included in a new competency.

Winter 2009

The UG committee agrees, but not to create a new competency; rather modify competency 3.6.1 by adding terminology such as “and relationships between moles, concentration, extent of reaction, and conversion”. However, the UG committee requests that the instructor provides a recommended revision.

Fall 2009

Complete. 3.6.2 now reads: Students will understand fundamentals of kinetics including definitions of rate and forms of rate expressions and relationships between moles, concentration, extent of reaction and conversion.

1a The instructor suggested subdividing competency 3.6.1 into two more detailed competencies and provided suggested wording.

Winter 2011

The instructor should feel free to include these changes at the course syllabus level because the specific interpretation is up to the faculty member. While we like the detail, the Undergraduate Committee does not recommend making all curriculum competencies this specific.

August 2011

Complete.

2 From L3 exam feedback, the students appear to grasp the concept of ΔGo=−RT ln K , but do

not grasp the concept of K=(∏i yiν i)P

∑iν i

.

Winter 2009

In an effort to reinforce this concept, we will recommend that the instructors of 273, 373, and 478 focus on calculating equilibrium concentrations from K at pressures other than 1 bar.

Fall 2009

Discussed with other instructors. Additional coverage added to 478 (386).

2a The instructor got the recommendation on

covering K=(∏i yiν i)P

∑iν i

mid-semester and

covered briefly. Continue to emphasize.

Winter 2010

Responsible Faculty: 386 instructor. Due to time constraints, the instructor feels that

K=(∏i yiν i)P

∑iν i

coverage does not fit well

August 2011

Complete.

with Fogler’s approach and is a more appropriate topic for ChEn 373. The UG will continue to monitor student performance on this skill during annual reviews of L3 results.

3 Instructor suggested combining competencies 3.6.4 (“Students will understand the kinetics of competing reactions and their influence on product yield and selectivity.”) and 10.1.3 (“Students will be able to select and size isothermal reactors for series and/or parallel systems of reactions.”).

Winter 2011

The Undergraduate Committee feels that these competencies focus on different aspects of comprehension and design and should remain separate.

August 2011

Closed.

3a The instructor repeated the suggestion in 3. Winter 2012

The UG Committee repeated its response. May 2012

Still closed.

4 Recommendations on competencies relating to heterogeneous catalysis.

Winter 2014

The instructor recommended the following wording to combine 3.6.6 and 3.6.7. The UG Committee suggested just deleting 3.6.7 retaining 3.6.6, which we will do with the instructor’s concurrence.

May 2015.

Complete.

5 Students struggling with fitting rate data. Winter 2014Winter 2015

Based on feedback from the UO instructors and the students, they are struggling with competency 4.8. Please evaluate their comments.

May 2015May 2016.

Ongoing.

6 Students report being weak on reactor designs for series/parallel reactions and on environmental considerations.

Winter 2014

Based on feedback from the students, the UG Committee recommends emphasizing or otherwise strengthening competencies 10.1.3 and 7.4. Please evaluate their comments. Thanks to the instructors for emphasizing and otherwise strengthening these competencies.

May 2015

Complete.

7 Competency change Winter 2015

Remove “systems of” from Competency 10.1.3 (which currently reads “Students will be able to select and size isothermal reactors for series and/or parallel systems of reactions.”) Responsible Faculty: UG Committee.

May 2016

Complete.

8 Proposed competency change Winter The UG Committee recommends removal of May Complete.

2015 “latent heat” from Competency 3.7.5 (“Students will understand and be able to apply the concepts of heat capacity, latent heat, heat of reaction, heat of combustion, and heat of formation.”), if the instructor agrees. Responsible Faculty: 386 instructor and UG Committee.

2016.

ChEn 391# Topic Initial

DateAction/Recommendation Reasse

ssment Date

Reassessment/ Status

1 Multiple field trips with smaller groups would provide greater options for students to work around their schedule and to go on a field trip based on their interests.

Fall 2008

Investigate possibility. March 2009

Winter 2009

1a Some students missed field trips in previous years.

Winter 2009

Field trip attendance was mandated as part of the course.

July 2009

Complete.

1b Field trips Fall 2009

The field trip to the BYU heating plant appeared highly successful (and efficient) from both the student and the instructor standpoint. If this field trip is continued, it would be beneficial for AIChE to provide opportunities for additional field trips.

March 2010

Ongoing (see 1c).

1c The BYU heating plant remains a popular option, but can still be improved.

Winter 2010

Please implement proposed improvements. Responsible Faculty: 391 instructors.

May 2010

Ongoing (see 1d).

1d Concern expressed about the adequacy of the BYU heating plant as a field trip

Fall 2010

Field trips remain the purview of the instructor (no endorsement of the adequacy of the BYU heating plant was intended). However, it is easier to make effective trips to some sites with a class of 10 than with 30. Please continue to make the field trip experiences the best possible for your class, as circumstances permit.

March 2011

Ongoing (see 1e).

1e Field trips. Fall 2011

Field trips remain a concern to various instructors. Again, we encourage creativity and effort to make the field trip experiences the best possible for your class. One of this semester’s instructors noted that the Rio Tinto trip was vastly superior to the Heating Plant, but less-well attended. The AIChE chapter is increasing its field trip efforts to improve both quality and quantity, which will provide participating students more varied experiences.

March 2012

Complete.

1f Field trips Winter 2015

Evaluate student comments, especially those related to developing a lifelong learning plan, field trips, and exposure to plant equipment. Work to set appropriate student expectations for these experiences. Responsible Faculty: 391 instructors.

May 2016

Ongoing.

2 There was a large amount of feedback provided (thank you, Hugh and Tommy). Some of the recommendations, such as increasing economic and business emphasis are currently covered in 451. However, the main emphasis of the feedback was questioning the effectiveness of the course, especially during the Winter semester (which is too late for the recruiting activities in the Fall).

Winter 2010

The UG Committee is considering all recommended changes, but one idea is to make this a Fall class and work to optimize it in this position in the curriculum. Responsible Faculty: Undergraduate Committee.

May 2010

Ongoing (see 2a).

2a The UG Committee is working on changes for this course to maximize its effectiveness in the overall curriculum.

Winter 2010

Responsible: UG Committee. May 2010.

Ongoing (see 2b).

2b The UG Committee continues to work to address the ongoing criticisms of this class (including too late coverage of resumes; unneeded oral presentation practice, especially the canned business presentations better done with “real” numbers in plant design and the technical

Winter 2011

Responsible Faculty: Undergraduate Committee.

August 2011.

Ongoing (see 2c).

presentations are only good if students have done the research themselves; and the industrial speaker and plant trips, which could be done elsewhere like the college lecture requirement and AIChE).

2c UG Committee assessment of ChEn 391 effectiveness and possible improvements.

Fall 2011Winter 2012

This remains an item of discussion. Responsible: UG Committee.

March 2012

Ongoing (see 2d).

2d UG Committee assessment of ChEn 391 effectiveness and possible improvements.

Fall 2012

This continues to be an item of discussion and is currently being evaluated in relation to possible addition of a 291 sophomore seminar. Responsible: UG Committee.

March 2013

Ongoing (see 2e).

2e UG Committee assessment of ChEn 391 effectiveness and possible improvements.

Fall 2013

This UG Committee discussed this and the possible addition of a 291 sophomore seminar at some length, but decided to postpone changes for now. However, it remains on our agenda for future work.

March 2014

Ongoing. Moved to general curriculum items in 2016.

3 Competency change. Winter 2015

The UG Committee agrees with one instructor’s recommendation to change Competency 12.2 from “Students will be dedicated to and prepared for a life time of learning.” to “Students will plan and be prepared for a lifetime of learning.” Responsible Faculty: UG Committee.

May 2016

Complete.

ChEn 436# Topic Initial

DateAction/Recommendation Reasse

ssment Date

Reassessment/ Status

1 Concern about students ability to perform transient energy balances

Fall 2005

Major improvements were noted in Fall 2006. Again, students performed very well and it appears that this has become a strength for

March 2009

Ongoing

students.2 In 2007, the final exam showed some concern

on the student’s ability with competency 3.8.1 (“Students will demonstrate familiarity with process control terminology and understand the following control strategies: feed-back control, feed-forward control, and cascade control; as well as the difference between linear and nonlinear systems”).

Fall 2007

This year, the students did very well on the final regarding 3.8.1. This competency was assessed many times throughout the semester with excellent performance by the students. Please continue with what you did last year regarding 3.8.1.

March 2009

Ongoing

2a In 2007, the final exam showed some concern on the student’s ability with competency 3.8.1. In 2008, the students did very well on the final regarding competency 3.8.1.

Fall 2009

This competency was assessed many times throughout the semester with excellent performance by the students. Additional assessment was continued in 2009 and the students continued to do well. This item does not need to be followed any longer unless the instructor notes a decrease in student capabilities.

March 2010

Complete

3 Need more environmental examples Fall 2008

Seek to implement environmental examples within the course.

March 2009

See 3a

3a Need more environmental examples Fall 2009

Seek to implement environmental examples within the course. (This was also a 2009 action item.)

March 2010

Complete.

4 Remove competency 3.8.2 since it is redundant with 3.1.3 and 3.1.6

Fall 2009

The undergraduate committee agrees. March 2010

Complete

5 10.3.2 and 10.5.3 should be combined. Fall 2008

The UG committee agrees. Reword and give the change to Tommy.

March 2009

See 5a.

5a 10.3.2 and 10.5.3 should be combined. Fall 2009

The UG committee agrees. Please reword and give the change to Tommy. (This was also a 2009 action item)

March 2010

Complete (see 5f).

5b Use existing 10.5.3 (“Students will be able to perform preliminary valve sizing and understand the interaction of the valve with other process components”), but delete 10.3.2 (“Students will understand the principles involved in selecting a

Fall 2010

Similar competencies are in 374 and 451, which will be evaluated for consistent treatment. Responsible: Tommy.

March 2011

Complete (see 5c).

control valve”). 5c For 10.5.3, instructor assessment and student

assessment did not match very well. Fall 2009

Look to see if this is a real issue or whether it is a problem with the wording of the competency.

March 2010

Complete (see 5f).

5d Valve sizing. In 2009, the instructor assessment and student assessment did not match very well for 10.5.3.

Fall 2010

The instructor evaluated this to see if there was a problem with the wording of the competency or another problem. The instructor feels it is simply related to the material coverage occurring early in the semester, which the students forget by evaluation time at the end of the semester. The ratings were better aligned this year.

March 2011

Complete

5e Valve “sizing”. Fall 2011

The meaning and intent of the valve sizing aspect of Competency 10.5.3 may not be clear. Please respond to the UG Committee with any suggested wording changes and your expectations for the students in regard to this competency. Responsible: ChEn 436 instructor.

March 2012

Complete (see 5f).

5f Valve “sizing”. Fall 2012

The meaning and intent of the valve sizing aspect of Competency 10.5.3 (“Students will be able to perform preliminary valve sizing and understand the interaction of the valve with other process components”) may not be clear. The UG Committee agrees with the instructor’s proposed wording "Students will be able to design valves in flow control applications," but eliminated the phrase “and tunes flow controllers.” Responsible: UG Committee/Tommy or Morris.

March 2013

Complete.

5g Valve “sizing”. Fall 2014

Despite the rewording, competency 10.5.3 remains a high “No.” The UG Committee discussed what this competency is intended to mean in association with Fluid Mechanics (ChEn 374) and Plant Design (ChEn 451). To be in accord with these classes, we proposed

Fall 2015

Complete.

rewording again to read “Students will have a qualitative understanding of the role of valves in process control.” We plan to implement this change, but still invite the instructor’s comments. Also, the instructor may want to provide more information about valve types and uses. Responsible: ChEn 436 instructor.

6 Environmental coverage Fall 2010

Environmental and safety problems were incorporated in the homework, but the documentation could be improved. A safety video was shown. Please continue and report the status in 2011. Responsible: Tom.

March 2011

Complete (see 6a).

6a Environmental coverage. Fall 2011

Environmental and safety problems were incorporated in the homework and safety video shown, with documentation transferred to the new instructor.

March 2012

Complete.

7 Competencies. Fall 2011

Please continue to monitor the students’ competency evaluation feedback and consider improvements as needed. The UG Committee recommends that the instructor reviews and discusses the competencies with Tom and then communicates the expectations to the students. The “Valve sizing” competency is a specific example that may need to be addressed. Responsible: ChEn 436 instructor.

March 2012

Complete (see 7a).

7a Competencies. Fall 2012

The instructor will continue to review the competencies and has recommended a change for one of them in item 6c.

March 2013

Complete.

8 Course Review. Fall 2012-2015

The UG Committee recommends doing a deeper evaluation of this course involving all stakeholders. Similarly, to address the students’ comments associated with competencies 4.1 and 4.4, the UG Committee recommends spending a little more time on them and making

March 2013March 2014May 2015

Ongoing.

the exposure more applied/practical. Responsible: ChEn 436 instructor with the UG Committee, Industrial Advisory Board, and students.

May 2016

9 Competency change. Fall 2015

Competency 10.5.3 reworded to read “Students will have a qualitative understanding of the role of valves in process control.”

May 2016

Complete

10 Course content. Fall 2015

Based on student feedback to Competency 3.8.5, the coverage may be heavy on theory. Consider providing more practice and practical problems. Responsible: ChEn 436 instructor.

Ongoing.

ChEn 451# Topic Initial

DateAction/Recommendation Reasse

ssment Date

Reassessment/ Status

1 Include competency 10.2.2 to the Faculty and Student evaluation sheets at the end of the semester. This addition was requested since all ChE main course topics are part of the assessment except for ChEn 376 topics.

Winter 2009

The UG committee agrees with the recommendation. Tommy will update the database.

July 2009

Complete

2 There were still licensing issues regarding ChemCad.

Winter 2009

It is recommended that a committee be formed to address which simulator package should be used in the future. Added Aspen in Fall 2011.

Fall 2011

Complete.

3 Offer simulator options. Consider introducing simulators earlier in curriculum and providing simulator options (like Aspen and Unisim).

Winter 2011

The UG Committee is addressing curriculum-wide computer program usage, but planning to adopt Aspen this year. Responsible Faculty: Undergraduate Committee.

May 2011

Ongoing (see 3a).

3a Simulator options. Winter 2012

Multiple simulator options were offered in ChEn 451. The results were 17 groups chose ChemCad, 1 chose Aspen, and 1 chose Unisim. Continue teaching Aspen.

May 2012

Complete.

4 Competency change Winter Remove “sizing” and “turbines” from 10.6.1 May Complete.

2014 (“Students will be able to perform design (sizing) calculations for turbines and compressors (e.g., involving delta H, delta S, work, heat, efficiencies).”). Tommy may recommend further revision.

2015

5 Competency change Winter 2014

Change 10.3.2 from (“Students will be able to select pumps, turbines, and valves for a specific application.”) to “Students will be able to select type of pump and valve for a specific application.”

May 2015

Complete.

6 Competency change Winter 2016

Competency 5.1.3 was changed from “Students will be able to use commercial process simulation software for process development” to “Students will be able to use process simulation software for process development.”

May 2016

Complete.

ChEn 475# Topic Initial

DateAction/Recommendation Reasse

ssment Date

Reassessment/ Status

1 Rewriting lab reports Fall 2005

Feedback with rewriting was instituted in Fall 2006. The rewriting was expanded in Fall 2007 to include students critiquing two lab reports (with labs that they would never do). The students were very supportive of this new change which has continued. The support for this process continues to be very strong.

March 2009

Complete.

2 Interview trips did not seem a problem as in previous years. However, nothing was changed to accommodate the trips.

Fall 2008

Continue to monitor. March 2009

Complete.

3 There is a major concern regarding the ability of students to write effectively and to utilize statistics.

Fall 2009

The UG will pursue this issue further and provide a recommendation.

March 2010

Ongoing.

4 All “R” competencies were recommended for elimination to focus on the “M”.

Fall 2010

The UG Committee is considering this recommendation, specifically looking at consolidation/elimination of 3.4.1-3.4.3 and 6.1 and 6.2 (but 3.3.2, 4.4.2, and 10.3.1 were also noted as needing to be addressed). Responsible: Tommy and UG Committee.

March 2011

Ongoing (see 4a).

4a R competencies. Fall 2011

Last year, one instructor recommended elimination of all “R” competencies to focus on the “M”. The UG Committee decided not to make this change, but is considering all competencies as part of the next item.

March 2012

Ongoing (see 4b).

4b Competencies and R competencies. Fall 2012

All three instructors were concerned with the lengthy list of competencies because all students are not able to do each type of experiment. Due to this, one instructor continues to recommend removing all R competencies, especially those for 3 and 10, and to reduce redundancy in 3.4.1, 3.4.2, 3.4.3, 6.1, and 6.3. This issue is being partially addressed (at least for 3.4 competencies) by having all students do the shell and tube heat exchanger now that new facilities are being added. This will be monitored during Fall 2013. Responsible: ChEn 475 instructors and UG Committee.

March 2013

Ongoing (see 4c).

4c Competency simplification Fall 2013-2015

Proposals to simplify the competency structure will be considered as the decisions about problem based learning content are made (see 6c).

March 2014-2016

Ongoing.

5 Get instructors together to choose the best Statistics course as a perquisite.

Fall 2010

Responsible: Tommy and Morris. March 2011

Ongoing (see 5a).

5a Best Statistics prerequisite. Fall 2011

The instructors agree that Stats 201 is probably the best of a weak field, with 121 as a possibility that includes regression analysis, but the course

March 2012

Complete.

appears too rudimentary.6 The UG Committee is considering the course

workload as part of our overall assessment of both semesters of UO.

Fall 2010

Responsible: UG Committee. March 2011

Ongoing (see 6b).

6a Workload. Fall 2011

The number of experiments that each team completed was reduced to 3 this semester to improve the writing experience. The three instructors all had the same presentations. Tom felt his worksheet on statistics was helpful for the students.

March 2012

Complete.

6b The UG Committee is considering the course workload as part of our overall assessment of both semesters of UO.

Fall 2011

Responsible: Undergraduate Committee. March 2011

Complete (see 6d).

6c The UG Committee continues to consider improvements to the course, including student workload and course content; some problem based learning is being implemented this Fall.

Fall 2012

Responsible: Undergraduate Committee and ChEn 475 instructors.

March 2013

Complete (see 6d).

6c Problem based learning was implemented in one section this Fall. We are developing a plan to expand the program to other sections.

Fall 2013

Responsible: Undergraduate Committee and ChEn 475 instructors.

March 2014

Complete.

6d PBL Fall 2014

Problem based learning will not be expanded at the present time due to space and human resource constraints.

May 2015

Complete.

7 Statistics Coverage. Fall 2011

The UG Committee is working with the Statistics Department and the other departments that send students to Stats 201 to add regression analysis to this service course. Responsible: Undergraduate Committee/Bill Pitt.

March 2012

Ongoing (see 7a).

7a Statistics Coverage. Fall 2012

Bill Pitt met with a member of the Statistics Department faculty (Scott Grimshaw), who indicated that they would work in some coverage of regression analysis.

May 2013

Complete.

7b Statistics Coverage (reopened) Fall 2013

The Statistics Department does not appear to be continuing their coverage of regression, so we

March 2013

Ongoing

need to revisit them. Responsible: Undergraduate Committee.

7c Statistics Coverage (reopened) Fall 2014

Although our department had previously worked out acceptable coverage within Stats 201 of regression analysis with the Statistics Department, it appears to have regressed (pun intended). The UG Committee needs to open this dialogue back up. One faculty member mentioned a positive experience with using Igor as a statistics tool, rather than having the students use Excel or Mathcad to do the calculations. Responsible: Undergraduate Committee. Currently working Statistics optimization with other user departments (ME and CEEn).

May 2016

Ongoing

8 Number of heat transfer experiments Fall 2014

A concern was raised about the number of heat transfer experiments available, but the decision was made to keep them the same for now.

May 2015.

Complete.

9 Technical Writing Course Fall 2014

English 316 remains a weak point of preparation, with spotty outcomes depending on the skill of the instructor of a given section. The UG Committee would like to explore if our department can be assigned sections in which the instruction can be tailored to our needs or if the skilled Engl 316 instructors can be identified and our students steered to their sections. This second part of this proposal seems unlikely to succeed, as often the instructors’ names are not visible/assigned at the time of registration. Responsible: Undergraduate Committee with Department Chair.

May 2015.

Ongoing (see 9a).

9b Technical Writing Course Fall 2015

The English 316 structure is not likely to be changed in the near-term. (Based on some discussion at the Dean’s level, it received little

May 2016

Complete.

traction.)10 Potential competency change. Fall

2015Consider removing “in their lab reports” from Competency 4.7, which currently reads “Students will demonstrate an understanding of basic engineering statistics in their laboratory reports.”

Ongoing.

ChEn 476# Topic Initial

DateAction/Recommendation Reasse

ssment Date

Reassessment/ Status

1 Student self ratings were 2.9 (Fall 05), 2.9 (Fall 06) and 3.11 (Fall 07) for competency 10.4.3 (“Students will be able to design tray-type columns (e.g., number of trays, tray efficiency, column height, column diameter, product specs) and packed columns (e.g., height of column, packing material, column diameter, flooding velocity).”).

Fall 2005

The ratings increased to 4.12 this year. The instructor stated that the instruction has continued to improve.

March 2009

Ongoing (see 1a).

1a Student self ratings were 2.9 (Fall 05), 2.9 (Fall 06), 3.11 (Fall 07), 4.12 (Fall 08), and 4.13 (Fall 09) for competency 10.4.3.

Fall 2009

The instructor stated that the instruction has continued to improve. This item does not need to be followed any longer unless the instructor notes a decrease in student capabilities.

March 2010

Complete.

2 Students evaluated themselves poorly in being able to use mass transfer coefficients (competency 3.5.2) during Fall 05 and Fall 06. Student evaluations increased to 3.2 (self) and 3.5 (course) in Fall 2007.

Fall 2005

The evaluations increased to 3.5 (self) and 3.9 (course) in Fall 2008. The instructor stated that the instruction has continued to improve.

March 2009

Ongoing (see 2a).

2a Students evaluated themselves poorly in being able to use mass transfer coefficients (competency 3.5.2) during Fall 05 and Fall 06.

Fall 2009

Student evaluations increased to 3.2 (self) and 3.5 (course) in Fall 2007. The evaluations increased to 3.5 (self) and 3.9 (course) in Fall 2008 and to 3.5 (self) and 3.8 (course) in Fall 2008. The instructor stated that the instruction

March 2010

Complete.

has continued to improve. This item does not need to be followed any longer unless the instructor notes a decrease in student capabilities.

2b Reopened. The new instructor again noted student weakness in the area of mass transfer.

Fall 2013

The instructor is working to find a better way to teach mass transfer. Responsible: ChEn 476 instructor.

March 2014

Ongoing (see 2c).

2c Mass transfer Fall 2014

Student performance on mass transfer (or at least their self-assessment) appears to have improved considerably. Well done and keep it up.

May 2015

Complete.

3 There has been a problem with the CAEDM license for ChemCad.

Fall 2008

The instructor needs to provide a recommendation (when enough information is gathered) to the UG committee on how to proceed. License issues resolved.

March 2009

Complete.

4 Improve effectiveness of teaching competency 3.7.2 (“Students will be able to apply solution thermodynamics fundamentals to solve VLE, LLE, SLE, and GLE problems including bubble point, dew point and flash calculations.”)

Fall 2009

Continue to work on your recommendation March 2010

Ongoing (see 4a).

4a Thermodynamic applications Fall 2010

The new instructor was concerned about student learning relating to competency 3.7.2 (involving solution thermodynamics applied to solving separation problems) after the first course. After a second course, he believes that it is probably not an area of special concern, but will continue to work to help the students apply these principles with greater confidence.

March 2011

Complete.

5 The instructor used the new 3rd edition of the textbook, which included more material on bio separations. The students did not respond favorably to the required reading assignments.

Fall 2011

The instructor will consider better methods to assess the students’ technical reading next year. Some initial thoughts are to reduce the amount of required reading to focus on important points that are not covered in class, but to improve the accountability assessments for this smaller

March 2012

Complete.

range of material.6 The instructor plans to use the new Y/N student

assessments to identify which competencies the students felt that they had not mastered and to modify instruction appropriately.

Fall 2011

Responsible: ChEn 476 instructor. March 2012

Ongoing (see 6a).

6a Y/N feedback review. Fall 2012

The instructor reviewed and worked to improve competencies 3.5.2, 5.1.2, and 10.4.3, in which the students felt weakest. Significant improvement was made with the last one (dealing with tray and packed column design), as the “No” responses went from 20% last year to 7% in Fall 2012. Despite revamping the coverage in an attempt to simplify and improve it, the other two (dealing with mass transfer and process simulator application, respectively) did not change significantly. The instructor believes that spending more time in class covering these concepts will be required to improve these competencies.

March 2013

Complete.

7 Simulator assessment Fall 2013

The instructor is seeking a better way to assess simulator proficiency. Responsible: ChEn 476 instructor.

March 2014

Ongoing (see 7a).

7a Simulator assessment Fall 2014

The instructor is seeking a better way to assess simulator proficiency. The ChEn 451 instructor has some ideas to share, so please contact him. Responsible: ChEn 476 instructor.

May 2015

Ongoing (see 7b).

7b Simulator assessment Fall 2015

The instructor and ChEn 451 instructor discussed ideas to better-assess simulator proficiency.

May 2016.

Complete.

8 Competency change. Fall 2014

The UG Committee recommends rewording Competency 10.4.7 (“Students should understand the implications of non-ideal phase behavior (e.g., azeotropes and partial miscibility) and the practical constraints of pressure, temperature, and available utilities on

May 2016

Complete.

distillation column design.”) to read “Students should be introduced to the implications of non-ideal phase (e.g., azeotropes and partial miscibility) and understand the practical constraints of pressure, temperature, and available utilities on distillation column design.” We invite the instructor’s comment. Responsible: ChEn 476 instructor.

ChEn 477# Topic Initial

DateAction/Recommendation Reassess

ment Date

Reassessment/ Status

1 Evaluate wording in competency 4.8.2. Winter 2009

The UG committee recommends changing “constant- and variable” to “constant- or variable” in competency 4.8.2. Tommy will update the database.

Fall 2009 Complete. 4.8 now reads: Students will be able to determine rate expressions by analyzing reactor data including integral and differential analysis on constant- and/or variable-volume systems in laboratory experiments.

2 Evaluate wording in competency 10.1.1. Winter 2009

The UG committee recommends changing “CSTR, and batch” to “CSTR, or batch” in competency 10.1.1. Tommy will update the database.

Fall 2009 Complete. 10.1.1 now reads: Students will be able to size and do performance

calculations on single, isothermal plug-flow, CSTR, or batch reactors for a single homogeneous or heterogeneous reaction from experimental data.

3 There was a concern that the fuel cell incorporates few relevant technical principles.

Winter 2009

The UG committee recommends that Mike provide a plan of action to address this issue.

Fall 2009 Complete.

4 There continues to be a concern regarding statistics as related to relevancy between lab and statistics course, degree to which statistics are applied in the lab, and the statistical methods that should be emphasized.

Winter 2009

A committee will be formed to address the UO lab in general—statistics will be part of the discussion.

Fall 2009 Ongoing.

5 Both instructors continued the theme of concern about some of the experiments, statistics integration, writing amounts and format, and whether more hands-on experimental set-up and experience can be offered.

Winter 2010

The UG committee is addressing the UO experience as one of its major tasks. Responsible Faculty: UG Committee, 475 and 477 instructors, Mike Beliveau.

May 2010.

Ongoing (see 7).

6 One instructor feels there are too many competencies and too few experiments to cover all of them for all students. His example was if one unit is down, that prevents coverage of some competencies, and even if all are operational, with the number of students in the sections, only a subset (~1/3 ) will experience that experiment anyway. He suggests managing

Winter 2011

Responsible Faculty: Mike Beliveau, with 475 and 477 instructors, to consider/prioritize and provide list to Randy Lewis.

August 2011

Complete.

experiments with critical components to be able to avoid months-long repair delays (which have occurred for both distillation units in the previous two semesters).

6a Experiment reliability. Winter 2012

Experiment reliability improved. May 2012

Complete.

7 The UG Committee continues to work to address the ongoing criticisms of this class (experiment quality/appropriateness, statistics integration, writing amounts and format, and hands-on experience).

Winter 2011-2016

Responsible Faculty: UG Committee, 475 and 477 instructors, Mike Beliveau.

May 2012-2016

Closed (transferred to general curriculum item).

8 Statistics Winter 2015

Consider having more than one lecture on statistics. The instructors worked to improve on this.

May 2016

Complete.

9 General course structure Fall 2015 Consider options, such as a class manual or assigning a single faculty member to be in charge of each piece of equipment. Responsible: UG Committee in consultation with the 477 instructors.

Ongoing.

General Curriculum# Topic Initial

DateAction/Recommendation Reasse

ssment Date

Reassessment/ Status

1 Concern that programming may not be needed and that we should re-evaluate the computer tools used.

Fall 2007

Ken and Tommy surveyed graduate students and concluded that programming should be kept. Need to integrate through curriculum. The undergraduate committee should pursue this aspect. Responsible faculty: Undergraduate committee.

Fall 2008

Complete. Mathcad and Chemcad remain the primary tools

1a There were still licensing issues in many courses regarding ChemCad.

Fall 2009

It is recommended that a committee be formed to address which simulator package should be used in the future. Responsible Faculty:

July 2009August

Licensing issues mainly resolved. Platform

Undergraduate Committee 2011 evaluation ongoing (see 1b).

1b Consider introducing simulators earlier in curriculum and providing simulator options (like Aspen and Unisim).

Winter 2011

The UG Committee is addressing curriculum-wide computer program usage, but planning to adopt Aspen this year. Responsible Faculty: Undergraduate Committee.

May 2011

Complete (see 1c).

1c Simulator assessment. Winter 2012

Multiple simulator options were offered in ChEn 451. The results were 17 groups chose ChemCad, 1 chose Aspen, and 1 chose Unisim. Continue teaching Aspen.

May 2012

Complete.

2 Need quantitative assessment listed under assessment method. (i.e. use scores from assignments, etc rather than listing just general categories such as life-long learning assignment, homework, etc.

Fall 2008

The UG committee will revise the form to emphasize this point. Responsible faculty: Undergraduate committee.

March 2009

Complete.

3 Some competency information is cutoff on the evaluation form (see ChEn 378, ChEn 374 form).

Fall 2008

Need to fix. Responsible faculty: Tommy Knotts.

March 2009

Completed Fall 2009

4 Faculty evaluation sheets (for end of semester assessment) need to be changed to better identify how assessment methods should be reported.

Winter 2009

Need to avoid ambiguity of using H, E, F, Q, and P. Responsible Faculty: Randy and Tommy

July 2009

Complete

5 Competency 6.6 was weak in ChEn 373. It was noted that this competency can better be assessed throughout the curriculum.

Winter 2009

The UG committee will provide recommendations on how to proceed beginning with the Fall 2009 courses. Responsible Faculty: Undergraduate Committee.

July 2009

Complete October 2009

5a Competency 6.6 (rationalize units, order of magnitude estimates/reasonableness) still recommended to be assessed throughout the curriculum.

Winter 2011

Possible ideas: Teaching Moment in faculty meeting; benchmark assessments in quiz, exam, etc.; clicker or Poll Everywhere exercises. Responsible Faculty: Undergraduate Committee.

May 2011

Ongoing.

6 Based on feedback from ChEn 376, the UG committee agrees that methodologies should be added to competencies stating “able to solve”.

Winter 2009

This issue will be addressed throughout the curriculum via input from the course instructors. Responsible Faculty: Undergraduate Committee.

July 2009

(See 6a).

6a The Undergraduate (UG) Committee is reviewing the competencies and how they are listed and maintained.

Winter 2010

We are discussing possible changes to simplify the competency listing that should streamline the maintenance process. Our primary focus is to make them a useful tool that will drive improvement, while maintaining coverage and continuity between instructors and courses. Also, we want to eliminate any prior slow or ineffective feedback and correction of issues. Responsible Faculty: Undergraduate Committee.

August 2011

Complete after minor revision. Benefits of complete overhaul deemed low.

7 There continues to be a concern regarding statistics as related to relevancy between lab and statistics course, degree to which statistics are applied in the lab, and the statistical methods that should be emphasized.

Winter 2009

A committee will be formed to address the UO lab in general—statistics will be part of the discussion. Responsible Faculty: Undergraduate Committee.

July 2009

Ongoing (see 7a).

7a In ChEn 475, there is a major concern regarding the ability of students to write effectively and to utilize statistics.

Fall 2009

The UG will pursue this issue further and provide a recommendation. Responsible: Undergraduate Committee

March 2009

Ongoing (see 7b).

7b Improve the UO experience for all involved. Winter 2011Winter 2012

The UG committee is considering all options, especially in view of the department’s desire and college funding to make this a showcase lab. Responsible Faculty: UG Committee, 475 and 477 instructors, Mike Beliveau.

May 2012

Ongoing.

8 There is a conflict between UO lab Section 2 and ChEn 378 (Fall semester).

Winter 2009

This should be resolved. Responsible Faculty: Undergraduate Committee.

July 2009

Resolved: ChEn 378 moved to 11:00 a.m. to not conflict with the afternoon UO class.

9 Continuous improvement. Fall 2009

For each course you teach, you need to remember to look at the action item(s) from the previous year before the semester begins and respond to the action item(s) at the end of the semester. If you are teaching a course for the

March 2009

This document will help to facilitate “closing the loop” as identified in this

first time, you should look at the past history of action items to provide guidance for your course preparation. Responsible: ALL

item.

10 There was a concern with TA’s in ChEn 170. Their reliability and competency were not at the expected level. TA’s had difficulty answering questions.

Fall 2009

It’s recommended that we put greater emphasis on TA’s used for this course. Responsible: Department Chair/Associate Chair.

March 2009

Complete.

11 Program outcomes related to soft skills need better assessment tools. Some concern has also been expressed regarding the assignment of specific courses for soft skill assessment.

Fall 2009

We need to reevaluate which courses should assess soft skills. The undergraduate committee will work on this. Responsible: Undergraduate Committee

March 2009

Ongoing.

12 Consider effectiveness of 391. Winter 2010

Responsible Faculty: Undergraduate Committee.

May 2011

Ongoing.

13 Improve the UO experience for all involved. Winter 2010-2016

The UG committee is considering all options, especially in view of the department’s desire and college funding to make this a showcase lab. Responsible Faculty: UG Committee, 475 and 477 instructors, Mike Beliveau.

May 2011-2016

Ongoing.

15 Before the students fill out the ABET competency evaluations at the end of the semester, spend a few minutes in class reviewing the competencies to refresh the students’ memories.

Fall 2010

Our goal is to get improved feedback from the students. Responsible: ALL

March 2011

Complete.

16 To further improve the student feedback, the Undergraduate Committee (UG) will add space for student comments on these evaluation forms.

Fall 2010

We have found that the written comments by faculty drive change more than the numeric values. Therefore, we want to provide the students the same opportunity. Responsible: UG Committee.

March 2012

Complete.

16a Student comments on evaluation forms. Fall 2011

Based on positive experience with the written faculty feedback for each course (and following a trial in two classes at the end of Winter 2011 semester), all student feedback forms were changed from the numeric scale to a Y/N format with comments. This change has substantially

March 2012

Complete.

improved the quality of actionable feedback and will be continued.

16b Evaluation forms Fall 2012

Have faculty and TA’s administer these forms to better control the instructions given to the students.

March 2013

Complete.

17 X91 classes Various The UG Committee considered creation of a sophomore level course (ChEn 291) to address several of the criticisms of this class (including too late coverage of resumes, streamlining the oral presentation practice, and the industrial speaker and plant trips, which could be done elsewhere like the college lecture requirement and AIChE). All x91 classes are being considered. As of 2016, we are not implementing a 291 class, but the option remains on the table.

Winter 2016.

Ongoing.