CHEMICAL ENGINEERING (BS)
Methods of Assessment and Criteria for Success
Intended Program Outcomes
Direct Measures Indirect Measures
1. Fundamental Mathematical, Scientific, and The success criteria are 90% of the students scoring Level 3 or higher out of a The success criteria are 90% of the students
Chemical Engineering Knowledge:Upon possible Level 5 as determined by instructor constructed exams, homework scoring Level 3 or higher out of a possible Level 5
completion of the course of instruction, the assignments, and course projects embedded in the series of core courses. The as determined by instructor constructed exams,
student will be able to demonstrate and scoring rubric used for the assessment was: Level 5 (Exemplary), Level 4 homework assignments, and course projects
apply fundamental knowledge in a broad (Proficient),Level 3 (Promising),Level 2 (Apprentice),Level 1 (Novice). embedded in the series of core courses.
area of Chemical Engineering disciplines.
2. ChE Process Experimentation; Upon Each student's abilities are evaluated by his or her individual performance on a The success criteria are 90% of the students
completion of the course of instruction, the major laboratory report incorporated into the senior-year course Unit Operations scoring Level 3 or higher out of a possible Level 5
student will be able to design and conduct Laboratory (ECH 4404L), according to an assessment rubric for designing on a laboratory report. The scoring rubric used for
Ch. E experiments, and analyze and experiments, conducting experiments, and analyzing and interpreting data. the assessment was: Level 5 (Exemplary),Level 4
interpret fundamental data of importance (Proficient),Level 3 (Promising),Level 2
to the design and analysis of chemical (Apprentice),Level 1 (Novice).
processes.
3. ChE Process Design; Upon completion of The abilities of each three-member student team are evaluated by the team's The success criteria are 90% of the student teams
the ECH 4615 (Chemical Engineering performance on a major report to independently address the design project in the scoring 25 points or higher using the scoring rubric
Process Design I) course of instruction, the annual AIChE National Student Design Competition presented in the senior-year on a design report.
student will be able to design and analyze capstone course ECH 4615, according to an assessment rubric for chemical
new and existing chemical systems and process design and analysis.
processes to meet desired needs.
4. ChE Problem Formulation and Solution; Students should have the ability to analyze engineering problems, including open- The success criteria are 90% of the students
Upon completion of the course of ended chemical processes, clearly identifying the problem and applying analytical, scoring Level 3 or higher out of a possible Level 5
instruction, the student will be able to numerical, and/or experimental techniques to obtain a solution. They should be as determined by instructor constructed exams,
demonstrate an ability to identify, able to use criteria for the evaluation of proposed solutions, including comparing homework assignments, laboratory reports, and
formulate, and solve chemical engineering results to estimates. To this end, student will 1) practice problem-solving skills in course projects embedded in the courses. The
problems. classroom, laboratory, and examination situations; 2) receive formal training in scoring rubric used for the assessment was: Level
problem-solving methods and strategies; 3) define and solve problems relating to 5 (Exemplary),Level 4 (Proficient),Level 3
laboratory and process equipment in the laboratory courses; 4) be assigned (Promising),Level 2 (Apprentice),Level 1 (Novice).
open-ended problems throughout the curriculum, including comprehensive projects
in the capstone design course.
5. Upon completion of the course of Student should be able to: ) write technical laboratory reports in their laboratory The success criteria are 90% of the students
instruction, the student will be able to courses, which are evaluated for technical content, as well as errors in spelling, scoring Level 3 or higher out of a possible Level 5
demonstrate an ability to communicate punctuation, grammar, and usage; 2) prepare written reports in courses as determined by homework assignments,
effectively. throughout the curriculum that also are evaluated for technical content, as well as laboratory reports, oral presentations, and course
errors in spelling, punctuation, grammar, and usage; 3) give technical oral projects embedded in the courses. The scoring
presentations in at least three courses, including the Chemical Engineering rubric used for the assessment was: Level 5
laboratory courses that are graded for their technical accuracy and their use of (Exemplary),Level 4 (Proficient),Level 3
effective presentation aids (Promising),Level 2 (Apprentice),Level 1 (Novice).