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Mission
Statement |
Mission
Statement
Educational Objectives and
Goals
Program
Outcomes
Constituencies (Stakeholders)
Long Range Vision
The mission of the Bachelor of Science Program in Chemical Engineering (BSChE Program) is derived from the mission of the North Carolina A&T State University, the College of Engineering, and the widely accepted purpose of the chemical engineering profession. The mission of the BSChE program at North Carolina A&T State University is:
To
provide students with a learning experience in Chemical Engineering that will
instill in them a lifelong sense of learning, social responsibility, and
commitment to improving the quality of life for all people.
The following statement, from
the current undergraduate bulletin, describes the University’s mission and
purpose:
The purpose of the University is to provide an
intellectual setting where students in higher education may find a sense of
identification, belonging, responsibility and achievement that will prepare them
for roles of leadership and service in the communities where they will live and
work. In this sense, the University
serves as a laboratory for the development of excellence in teaching, research
and public service.
The
Department seeks to provide a learning atmosphere with dedicated service to the
student by providing instruction, counseling, program planning, career guidance,
and any other supportive student services to facilitate their growth and success
in the academic and professional communities. The Chemical Engineering
curriculum provides students with a strong foundation in chemistry, physics and
mathematics, with the emphasis gradually shifting toward Chemical Engineering
courses in the junior and senior years. The program strives to develop a sound and broad background
in the fundamental areas of Chemical Engineering and stresses the development of
design, analysis and problem solving skills.
Students develop the ability to apply basic skills and sound judgement to
develop safe and environmentally responsible designs for economically converting
materials and energy into useful products for the benefit of our society and
culture. The Chemical Engineering
curriculum includes a design experience, which integrates various facets of
design throughout the curriculum. The
senior design sequence acts as a “capping stone” which coordinates all
technical aspects of the Chemical Engineering curriculum.
Toward fulfilling our mission, the faculty developed a set of
educational objectives for the B.S. program in chemical
engineering which are:
1.
To provide a quality Chemical Engineering educational experience that
results in technically and professionally competent Chemical Engineering
graduates who satisfy employer’s needs.
2.
To prepare students majoring in Chemical Engineering by teaching them
the skills needed to enter the Chemical Engineering profession or to continue
their education towards and advanced degree, regardless of race, creed, national
origin or sex.
3.
To maintain continuous quality improvement in all academic programs in
order to meet ABET/EAC and SACS accreditation requirements.
4.
To provide an atmosphere of dedicated teaching and service to the student
by providing counseling, program planning, career guidance, and any other
supportive student services to facilitate student growth and success in the
academic and professional communities.
5.
To participate actively in the application of Chemical Engineering
principles to the solution of the critical problems facing the society and the
world.
6.
To become recognized nationally and internationally as a center for
Chemical Engineering scholars, educators and researchers.
The
major goals of the University as
approved by the faculty are:
·
To
help students to improve their interpersonal and communication skills.
·
To
insure adequate career preparation for students that will enable them to lead
productive lives.
·
To
develop innovative instructional programs that will meet the needs of a diverse
student body and the expectations of the various professions.
·
To
maintain an environment, which fosters quality instruction and encourages the
further professional development of faculty and staff which supports the ideals
of academic freedom and shared governance.
·
To
assist students in developing their powers of critical and analytical thinking.
·
To promote managerial efficiency in all administrative
functions including the continued development of operational efficiency and
productivity in the accounting and fiscal system of the University consistent
with the needs of the various University programs and functions and with the
expectations of state and federal regulations.
·
To
assist students in developing in-depth competence in at least one subject area
for a global economy and for an environment with changing technology.
·
To
aid students in the further development of self-confidence and a positive self
image.
·
To
identify and secure additional sources for internal and external funds to
support the development of competitive financial aid awards to academically
qualified students and to needy students.
·
To
further develop and maintain the institutional research and planning processes
that are necessary for the continued competitiveness, relevance, productivity,
and credibility of the University, its programs, and its operations.
·
To
develop and maintain undergraduate and graduate programs of high academic
quality and excellence.
·
To
encourage research and other creative endeavors by the faculty and students.
·
To
identify and help to satisfy educational, cultural and other public service
needs in the state, nation, and international environment.
·
To
plan, construct, and maintain physical facilities for the achievement of the
goals of the educational programs, research, and administrative functions.
The
specific objectives of the College of
Engineering are:
·
To
prepare the student for an active career in his/her chosen discipline within the
profession.
·
To
provide a comprehensive background in all phases of the engineering design
process, namely: conception, planning, synthesis, analysis, design, and
management.
·
To
provide a basic knowledge of the mathematical and natural sciences upon which
the practice of engineering depends.
·
To
develop the student's judgment to utilize effectively and economically the
materials and forces of nature for the benefit of humankind.
·
To
develop in the student an appreciation for the process of continuing education.
·
To
develop in the student the intellectual, professional, and social
characteristics required of a responsible community leader.
Each
of the six chemical engineering program objectives is consistent with at least
one of the goals of the University and one of the goals the College. None of our
objectives disagree with any of the goals the University or the College.
The
chemical engineering program educational objectives are met by the fulfillment
of a set of program outcomes that must be demonstrated in the BSChE program
graduates. The outcomes include
general outcomes and chemical engineering specific outcomes that have been put
in place to ensure the continuing improvement of the program and our graduates.
The BSChE program outcomes list the knowledge and skills that graduates
are expected to possess at graduation. The
BSChE program outcomes as revised in February 2000 and August 2000 are:
1.
CHEN graduates will have the knowledge and skills needed to gain
employment as a chemical engineer or to pursue advanced training.
2.
CHEN graduates will have a working knowledge, including safety and
environmental aspects, of various chemical engineering topics including,
material and energy balances, thermodynamics, heat, mass and momentum transfer,
chemical reaction engineering, continuous and stage-wise separation operations,
process dynamics, process control and process design.
3.
CHEN graduates will be able to understand, analyze and design a process
component or a complete chemical process.
4.
CHEN graduates will be able to plan laboratory experiments, to perform
laboratory experiments, to gather data, to analyze data, and to test theories.
5.
CHEN graduates will be proficient in the oral, written and graphical
communication of their work and ideas.
6.
CHEN will be proficient in the use of computers, computer software and
computer-based information systems.
7.
CHEN graduates will have a working knowledge of mathematics, physics and
chemistry, including advanced chemistry.
8.
CHEN graduates will have the ability to work and learn effectively
in-groups of their peers.
9.
CHEN graduates will understand their professional and ethical
responsibilities.
10. CHEN
graduates will be prepared for and understand the need to continue learning
through their careers.
11. CHEN
graduates will have the broad education necessary to understand the impact of
engineering solutions in a global and societal context.
The department is also guided by a set of ABET/EAC
outcomes that must be demonstrated in the BSChE program graduates.
To maintain the ABET/EAC accreditation of our BS program, we must
demonstrate that our graduates have:
a)
an ability to apply knowledge of mathematics, science and engineering;
b1)
an ability to design and conduct experiments;
b2)
an ability to analyze and interpret data;
c)
an ability to design a system, component or process to meet desired
needs;
d)
an ability to function on multidisciplinary teams;
e)
an ability to identify, formulate and solve engineering problems;
f)
an understanding of professional and ethical responsibility;
g)
an ability to communicate effectively;
h)
the broad education necessary to understand the impact of engineering
solutions in a global/societal context;
i)
a recognition of the need for and an ability to engage in lifelong
learning;
j)
a knowledge of contemporary issues;
k)
an ability to use the techniques, skills, and modern engineering tools
necessary for engineering practice;
l) l) a thorough knowledge in chemistry and a working knowledge of advanced chemistry; and
m m) a working knowledge, including safety and environmental aspects, of material and energy balances applied to chemical processes; thermodynamics of physical and chemical equilibria; heat, mass, and momentum transfer; chemical reaction engineering; continuous and stage-wise separation operations; process dynamics and control; process design; and appropriate modern experimental and computing techniques
The chemical engineering faculty has defined our
constituencies (stakeholders) as those
·
To whom
we are responsible
·
To whom
we plan to satisfy their needs
·
From whom
by seek input, feedback and evaluation of our program.
We
have defined the constituencies of our program, our stakeholders, to be the
employers who hire our graduates, our faculty, our students and our alumni. Our
constituencies provide feedback to the faculty and participate in the evaluation
and guidance of our programs. The feedback and participation of each
constituency is described below.
Employers:
Our main avenue for employer feedback and input is through our External
Advisory Board (ChEAB). The Board is made up of representatives from major
corporations who have an interest in partnering with us and are essential
employers of our students and graduates. The ChEAB also has representatives from
our alumni. The board meets once each semester to update us on their needs,
advise us on the curriculum, partner with us to improve our teaching and
research, assess our student portfolios, and help guide our continuous
improvement processes.
Faculty:
The CHEN faculty meets regularly to discuss a variety of administrative,
assessment, development and educational issues. All faculties serve on most CHEN
standing committees. Many are part of the College’s general topics review
committee. All faculty are members of at least one College committee. Each
faculty is asked to complete the stakeholder survey each year. They are also
responsible for completing an instructor’s report for each undergraduate
course that they teach. Finally, each faculty is also responsible to participate
on several course assessment committees and to prepare the Assessment report,
when they are the course coordinators.
Students:
Our sophomore, junior and senior students have been defined as our
stakeholders. For the past seven years, we have had common engineering courses
in the College. Thus, the only formal contact we have had with our freshman was
advising. This year we have changed our curriculum to include a weekly
Colloquium to gain formal contact with our students. Assessment feedback from
our undergraduate students is obtained in several formal ways:
·
By a
student survey at the end of each CHEN course
·
By an
annual student stakeholder survey each spring
·
By a
senior exit survey administered just prior to graduation
Alumni:
Our alumni consist of all graduates from our BS program. For assessment purposes, we define our alumni as our students who graduated one to three years ago. Educational research has shown that a University’s influence ceases after about three years. We also plan to maintain contact with all graduates to measure their long-term success. We gain input from an Alumni-Employer survey and from their presence on our advisory board (ChEAB).
In August 1996, the chemical engineering faculty modified their long range vision statement as follows:
1. Maintain a professional atmosphere and develop outstanding facilities and services for the undergraduate and graduate programs.
2. Produce high quality BS and MS graduates as measured by their attractiveness to employers and graduate schools and by their success rate on the Fundamentals of Engineering exam.
3. Maintain ABET accreditation of the undergraduate program.
4. Become and remain the program that annually grants the largest number of BSChE and MSChE degrees to African Americans in the United States.
5. Continually implement enrollment management to main anundergraduate student body of 175 students and a graduate student body of 25 by annually recruiting:
6. Develop, gain authorization for, and implement a Masters level program in chemical engineering by 1997.
7. Develop, gain authorization for, and implement a PhD level program by 2000.
8. Seek and receive adequate University resources to:
9. Establish an endowment fund to help support first-year graduate students.
10. Develop and sustain an excellent research program to support graduate education and enrich the undergraduate program.
11. Increase the level of faculty involvement in funded research tothe extent that each faculty member annually provides financial aid to at least two graduate students, summer salary for themselves and 25% release time during the academic year.
12. Maintain a high quality and productive faculty who publish an average of two refereed publications each year and who acquire and maintain a PE license.
13. Establish a sabbatical leave program for faculty.
14. Establish an endowment for graduate fellowships and an endowed chair.
