| | Goal | | | | Goal #1: Improve the Quality of the Undergraduate Laboratory Experience Evidence-based rationale for including goal: The Materials and Unit Operations Laboratories have added two new board mounted experiments over the past year but other than that have not performed any renovations or improvement since the early 80’s. Consequently, students have regularly expressed concerns regarding the age, quality, and condition of the equipment in their course evaluations. Equipment regularly fails, thus drawing attention from the intended pedagogy. Although the two new pieces of new equipment have been commissioned, mostly with funding from donations, the majority of the experiments are very old and do not have data acquisition or any modern controls. |  | Measure: Student performance on Exams Program level; Direct - Exam | |  | | | | Proposed actions to achieve goal: 1) Continued decomissioning and removal of old equipment in the Materials Science Laboratory. The X-Ray Diffraction system has been removed so the ChEs now share the new XRD with Sciences. 2) Continued acquisition of small scale equipment for the Materials Science Laboratory, the Unit Operations Laboratory and the various research laboratories. 3) Linkage of the laboratory experience with the research program especially regarding the collagen research program. This linkage may require the addition of a new freeze dryer and vacuum pumps. 4) Continue the removal and purchase of experiments from the Unit Operations Laboratory. Install as available during the year. Expected Results: Increased ability as measured on exams Details/Description: The impact of the strategies will continue to be assessed in the usual ABET format since these strategies are directly related to several of the student outcomes listed in ABET (a)-(k). Initial findings indicate that the students are impressed with the changes that have been made and hope that these efforts continue. |
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| | | | Goal #2: Enhance the Research Enterprise Evidence-based rationale for including goal: The Chemical Engineering department recognizes the importance of teaching as a core value of Manhattan College. However, professors in the broad context of the Academy are viewed not only for teaching, but also for their scholarly activity and service. Scholarly activity has not been a significant component in the Chemical Engineering department. Engaging students in research is important because: 1) it develops critical thinking skills of participating students, 2) it prepares those students pursuing graduate studies for their careers as independent investigators, 3) it has the potential to increase the visibility of individual faculty members, Department, School, and College and 4) can have a nexus with the service activity of faculty members especially in the context of recent potable water related projects in Philippines, Haiti and Mexico, 5) allows participation in research at government laboratories such as the DOE-INL and the USDA. | | Measure: Student Presentation and Reports Program level; Direct - Other | | | | | | Proposed actions to achieve goal: 1) Provide regular presentations to students by faculty on their research interests. Such meetings with the students can also serve as opportunities to interact with faculty outside of the usual classroom setting. 2) Minimize the amount of overload for the junior faculty. This will allow them more time for grant writing and scholarly activity. 3) Encourage collaboration with the Director of Grants Administration to develop and submit proposals for external funding. 4) Provide funding for students and faculty to make presentations at conferences and at symposia organized by government laboratories and institutes Expected Results: Improvement demonstrated in performance at conferences and contests Details/Description: 1) Have 20% of the students in each class (so approximately 20 students), beginning with the Class of 2017, engaged in an independent research project per academic year. This can be solo projects or those coordinated with the ongoing research being performed by the graduate students. 2) Submit several proposals from the Chemical Engineering department to an external agency (federal or private) per fiscal year. This is especially important among the junior faculty and will be encouraged. 3) Solicit feedback from industrial and government research partners. 4) Solicit feedback on student presentations and overall program content from the Board of Advisors – program-wise and school-wise. |
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| | | | Goal #3: Encourage Student Participation in Organized Learning Opportunities Outside of the Classroom Evidence-based rationale for including goal: College is an integral time in a student’s personal growth and development. Although academics is a significant component, there is opportunity for learning outside of the classroom. Organized Learning Opportunities are sanctioned, supervised activities with the purpose of complementing and/or supplementing in-class learning. Examples include: 1) study abroad courses, 2) L.O.V.E. and E.W.B. excursions, 3) supervised service learning projects, 4) independent research projects, and 5) participation in outside presentations, contests and related events. Enriching the free-time of our students with meaningful activities will produce graduates that are intellectually broad and who can appreciate learning in a global context. This is also consistent with the required ABET student outcomes (a) – (k). | | Measure: Increase participation in Outside Learning Program level; Direct - Other | | | | | | Proposed actions to achieve goal: 1) Actively communicate Organized Learning Opportunities (e.g. study abroad course, L.O.V.E. and E.W.B. excursion, service learning project, contests, professional society events and independent research projects) to the students and encourage participation. 2) Participate in the Natural Gas upgrading Institute being founded by the DOE-INL at the STAR Campus of the University of Delaware. 3) Seek out new domestic and international Organized Learning Opportunities. Expected Results: 1) Have all of the students in each class, beginning with the Class of 2019, participate in at least one Organized Learning Opportunities over the three years they are in the Chemical Engineering Department. Details/Description: |
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Chemical Engineering 2017-2018 Goals