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The Future of Chemical Engineering - An Educational Perspective

By Cobb, James T Jr; Patterson, Gary K; Wickramasinghe, S Ranil http://www.redorbit.com/news/science/817206/the_future_of_chemical_engineering__an_educational_perspectiv e/index.html?source=r_science Diversification, globalization, emerging technologies...Times have certainly changed for chemical engineers. But, has the undergraduate chemical engineering curriculum kept pace? The chemical engineering undergraduate curriculum, set by professors, not only provides students the traditional concepts and techniques for their practice, but also conveys their teachers' best insights into the new concepts and techniques that they will need over the first ten years of their careers and how to acquire what they will need beyond that period. Reviewing the first 100 years of the chemical engineering profession, it is clear that the description of a chemical engineer continues to evolve - and practitioners must be life-long learners (Box, p. 33s). From time-to-time, industry, government and academia gather to project the future of chemical engineering to assist educators in setting their curricula by defining and characterizing where the profession is heading. At the recent meetings commissioned by the Council for Chemical Research (CCR; www.ccrhq.org), funded by the National Science Foundation (NSF; www.nsf.gov), and organized by the Massachusetts Institute of Technology (MIT; www.mit.com), there was a call for a major adjustment to the strategy of the curriculum. Two parallel sets of activities are working toward transforming the curriculum: several universities have given particular attention to embedding new and developing computerized computational techniques into the curriculum; and the NSF has contracted several universities to create new frameworks that could be used for such new curricular material, as well as for the standard subjects. Industry and academia continue to work together under the umbrella of ABET, Inc. (originally known as the Accreditation Board tor Engineering and Technology) to set criteria for the various engineering curricula and verify proper alignment with the criteria by the engineering colleges and schools in the U.S. In 2000, ABET thoroughly revised its approach to setting criteria and established the EC2000 accreditation process that allows the new curricular strategy, defined at MIT, and the new framework, developed at the Univ. of Pittsburgh, to be instituted. Studies conducted in 2003-2004 indicate that implementation of these new criteria in 2001 has had a positive impact on engineering education. Engineering programs are increasing the emphasis on areas of knowledge and professional skills that employers judge to be the least well-developed in new engineering hires (Figures 1-3). This increased emphasis on professional skills has been accomplished without substantive decreases in attention to the development of technical skills. Specific to the emerging concepts and practices in bio-related aspects of a number of engineering disciplines, ABET continues to revise its criteria for biological engineering, bioengineering, biomedical engineering find biochemical/ biomolecular engineering, showing that bio-related engineering transcends the traditional disciplines and is truly multdisciplinary. ABET has established clear currirular criteria, the engineering licensing boards have the parameters they need to establish specifications and write items for examinations that verify the minimum competency of those seeking to publicly offer their engineering services in these new areas throughout their careers. Currently the National Council of Examiners for Engineering and Surveying (NCEES; www.ncees.org) offers licensing exams on behalf of U.S. State and Territory jurisdictions in many disciplines, including chemical engineering. AlChE, together with a number of other professional societies that represent engineers working with biological systems, are just beginning the process of establishing a bio-related engineering RE. license with NCEES. Technical societies and universities provide valuable assistance to all engineers by defining and offering a variety of continuing professional development offerings, including continuing education courses describing emerging technologies and techniques. AlChE's Continuing Education Program, now known as the Education Services Program, began in 1965 and has offered hundreds of courses to thousands of chemical engineers over the decades. Currently, its courses are offered through the Continuing Education Institute of the American Society of Mechanical Engineers. GLOBAL ASPECTS Globalization has unquestionably affected the practice of engineering. For one, chemical engineers of today need different skill sets than what was required 15 years ago. Engineering teams are now often multi-national. The ability to work with engineering colleagues from different cultures, with knowledge and sensitivity of multicultural issues, is key. The effects of globalization are resulting in the offshoring of U.S. engineering jobs to overseas competition. In a recent report by the McKinsey Global Institute, the offshoring potential of several professions related to eight industry sectors was studied, engineering was identified as the most "amenable" to offshoring (1).

Against this backdrop, the National Academy of Engineering (NAE; www.nae.edu) has challenged engineering schools to: develop ways to disseminate information on international engineering programs, and foster an awareness of the global nature of technology; and to expand opportunities for students to study abroad by pairing U.S. schools with global counterparts; and also to develop cooperative efforts between engineering schools and other campus units in international economic and cultural affairs. A survey of undergraduate engineering curricula across the U.S. indicates that many schools are responding to globalization. Examples of the global emphasis in chemical engineering programs include international internship opportunities offered by MIT and the dual degree program between the Univ. of Rhode Island and the Technische Universitt Braunschweig (Germany; www.tu- braunschweig.de), as well as numerous other study abroad programs (2, 3). In the future, many more chemical engineering departments will develop "global options" programs within undergraduate degrees, as well as international research experiences for graduate students. These changes are actively promoted by funding agencies such as NSF through its Partnerships for International Research and Education (4) program. Development of a global emphasis in chemical engineering programs will bo essential in order for U.S. chemical engineers to compete in a global environment. PAVING THE ROAD AHEAD Programs that are leading the way into the future for chemical engineering include the following: 1. Frontiers in chemical engineering education. In 2003, under the auspices of CCR and with financial support from NSF, MIT organized three workshops to examine whether and how to improve the existing chemical engineering curriculum 15). Based on the premise that chemical engineering is uniquely positioned at the interface between molecular sciences (including molecular biology), systems engineering, and management, MIT constructed a set of core organizing principle, including molecular scale transformations, multiscale descriptions, and system synthesis and analysis to use in the curriculum redesign. Examples of systems that graduates might be working on are: hot-filament chemical vapor deposition, microreactors, chemotherapy drug delivery wafers and multiple- layered materials for micro devices and coatings. Workshop attendees also suggested that the curriculum be consistently infused with relevant and demonstrative examples of open-ended problems and case studies, and challenges of engineering practice - safety, economics, ethics, regulation, intellectual property and market/social needs. With this in mind, attendees proposed a new set of courses - quite different from the standard chemical engineering curriculum - for each year of study: * Sophomore year - molecular basis of thermodynamics; classification of molecules; molecular basis of reaction rates, interfaces and assemblies; homogeneous reactor engineering * Junior year - molecular basis of reaction rates; molecular basis of other properties and constitutive equations; descriptions of reactive systems; introduction to molecular systems * Senior year - special topics (electives); beaker-toplant implementation of multi-scale principles for product and process design, systems and the marketplace. The challenge to develop such a broad new curriculum as the one envisioned by MIT is immense, and the expense of preparing a comprehensive set of new instructional modules will be considerable. Organizers of the three 2003 workshops have held additional seminars - the last of which took place at the 2005 AIChE Annual Meeting in Cincinnati. It was at this seminar that participants began to convert the vision of the new curriculum into action. It should be emphasized that most colleges and schools will likely make only incremental changes to their curricula along these lines, taking the position that the molecular approach gives too little emphasis to specific unit processes. They will continue to groun\d their curricula on traditional lines that include standard courses, such as those in fluid mechanics, heat transfer, mass transfer and reaction engineering. They won't ignore the multiscale approach, but will alert their students to the possibility of bringing molecular and process scales together. 2. Computerized computational techniques. One issue of growing importance in new approaches to curricula is the integration of computing throughout the chemical engineering curriculum. The CACHE Corp. (www.cache.org) is leading the way with a comprehensive website filled with information on computer programming instruction, software selection, mathematical modeling instruction, and teaching of process and product design. The website also includes a recent survey of computing practices in industry and descriptions of integrated computing approaches at selected departments (6). A new web-based capability, available in the labs at the Univ. Tennessee-Chattanooga (www.utc.edu), as well as other schools including the Univ. TexasAustin, Columbia Univ., Univ. of Toledo and MIT, enables real chemical engineering laboratory equipment to be controlled and monitored interactively by computers that are

connected to the Internet. This would permit faculty and students from any university to run Web-connected experiments at any time of the day or night, any day of the week. The laboratory station computer operates the equipment (pumps, valves, heaters, relays, etc.), collects the data (pressure, temperature, position, speed, concentration, etc.) and sends it to the web user. The Univ. TennesseeChattanooga website is accessed via http:// chem.engr.utc.edu/, and even includes audio and video of the operating equipment. 3. The pillars of chemical engineering. Each year, the NSF's division of engineering education awards grants for department- level reform of undergraduate engineering education (7). This program supports. updating engineering degree programs; developing new curricula for emerging engineering disciplines; and meeting the emerging workforce and educational needs of U.S. industry. For example, in 2002, NSF awarded a grant to the chemical and petroleum engineering department at the Univ. of Pittsburgh for the development of "Pillars of Chemical Engineering: A Block Scheduled Curriculum" (8). This curriculum will allow students "to integrate their knowledge across courses, disciplines [and scales of activity (molecules to chemical plants)] so that they are better prepared to address open-ended problems. A key element of the new curriculum is the use of block scheduling, in which the hours de-voted previously to two or three standard courses in one term are "blocked" into one course with considerably longer contact hours. Topics in this blocked course can be woven together in an integrated fashion, connecting them not only in an intellectually satisfying manner, but also in the way they are encountered in practice. Many of today's undergraduates have experienced this method of curricular organization in their earlier education. Blocked courses are made up of a series of modules. In the Pittsburgh version, the modules will be based on the standard core of chemical engineering (including mass balances, thermodynamics, kinetics, separations, transport phenomena, process systems, control, laboratory, and design). Using modules allows the integration of diverse elements, many changing with time, such as modules that may be developed by the Frontiers in Chemical Engineering Education initiative. 4. ABET EC2000 and criteria for chemical engineering. ABET's new general engineering criteria apply to all engineering programs and each program has criteria specific to its area. An important aspect of EC2000 is the requirement that the curricular design and its objectives be developed jointly with its constituents, e.g., industry, parents, students, faculty, etc. Evolution of the curricula depends on these constituents. The chemical engineering program criteria first established under EC2000 were rooted in the traditional view of the needs of a chemical engineering graduate (9). Those criteria specified that they were for engineering programs including "chemical" and similar modifiers in their titles. The program curriculum must demonstrate that graduates have: thorough grounding in chemistry as well as a working knowledge of advanced chemistry - such as organic, inorganic, physical, analytical and materials chemistry, or biochemistry selected as appropriate to the goals of the program; 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 knowledge and control; process design; and appropriate modern experimental and computing techniques. Last year, AIChE's Education and Accreditation Committee proposed new chemical engineering program criteria. These were approved by the AIChE Board and subsequently by the ABET Board. Effective in 2007, these revised criteria, which apply to engineering programs which include "chemical", "biochemical", "biomolecular" and similar modifiers in their titles, are: the program must demonstrate that graduates have a thorough grounding in the basic sciences, including chemistry, physics, and biology appropriate to the objectives of the program; and sufficient knowledge in the application of these basic sciences to enable graduates to design, analyze, and control physical, chemical, and biological processes consistent with the program education objectives. ABET has also organized a team to consider the division of responsibilities for various biologically oriented programs - presently bioengineering, biomedical engineering, biological engineering, biochemical engineering, and biomolecular engineering. ABET evaltiators from AIChE will have specific responsibility for biochemical and biomolecular engineering and programs that emphasize process and molecular design. Bioengineering and biomedical engineering will be the responsibility of the Biomedical Engineering Society (BMES; www.bmes.org). Biological engineering is the responsibility of the American Society of Agricultural and Biological Engineers (ASABE; www.asabe.org). 5. Chemical engineering and bio-relaled engineering P.E. examinations. Before graduate engineers are admitted to the public practice of engineering, state laws require that they take and pass the Professional Engineering (P.E.) Examination in their discipline. The examination is prepared by the NCEES, according to a set of specifications that are updated once every eight years or so (10). Revised specifications are based on an extensive survey of hundreds of practicing engineers to determine the current professional activities and knowledge needed by graduates to practice engineering competently. The knowledge needed is both broad core knowledge as well as emerging knowledge - typically similar to what's being added to the curricula by the undergraduate faculty under the guidelines of ABET. During the last update of the specifications for the chemical

engineering examination in 2003, topics in thermodynamics were transferred from a previous section devoted exclusively to this subject and distributed throughout other sections. In addition, complex processing systems, such as fluid-bed reactors, were given greater prominence, and topics related to the operation of chemical facilities were added, such as operating manuals (e.g., startup, shutdown, maintenance), performance of scheduled audits (e.g., testing safety valves, checking rupture disks), industrial hygiene and the design of pressure vessels per ASME Section VIII. The committees that prepare the semi-annual P.E. examinations are charged to write questions that meet the current specifications. Thus, the future of the discipline is an element of the P.E. Examination in chemical engineering. Unfortunately, the actual content of these examinations is proprietary and can only be viewed by those writing and taking them. Therefore, only the specifications and a booklet of sample questions and solutions, which are publicly available, can be used by the general engineering community as an additional guide to the future of the disciplines. Occasionally a significant new domain of engineering emerges that is given a distinct set of criteria by ABET, that experiences the development of one or more individual technical societies (or sub- societies) in the domain, and in which ten state engineering licensing boards request that a licensing examination be given. Under these circumstances, a new P.E. Examination may be created. The bio-related engineering area, discussed in the previous section, is currently in this situation. In August 2006, NCEES hosted a Bio Summit where representatives of six societies - American Association for Engineering Education, AIChE, ASABE, ASME, BMES, and IEEE - met to consider a Bio-related Engineering P.E. Examination. The boards of directors of the six societies are currently examining a prospectus that details a three-year project to validate the concept, set the specifications and prepare a first P.E. examination in this new field. If there is sufficient support from these six societies and from ten states, then a consortium of societies will begin work to establish this new examination by 2010. 6. AIChE education services program. One of the charges of the AIChI: Education Services Committee is to develop new courses that fit the first purpose. To that end, the committee is working with prospective instructors for "Fischer-Tropsch Catalysis; Fundamentals and Practice,""Microprocess Engineering," and "Size Enlargement of Powders and Bulk Materials by Agglomeration." In the future, more and more vehicles for maintaining continu\ing professional competency will be computer- and web-based. Recently an online course has been added - "Two Phase Flow and Heat Transfer," Another is being developed from "Chemical & Bioengineering Fundamentals for Technical and Scientific Professionals." An emerging technique now available on the AIChE website is the webcast (or vvebinar). AIChE pre-conference courses at the Annual and Spring National meetings are obvious candidates for webcasts. The Education Services Committee is exploring its possibilities for offering advanced seminars on state-of-the-art topics, such as the webcast in September 2006 on "Modeling and Design of Multiscale Chemical Systems." The committee welcomes proposals from AIChE members for other courses in emerging areas (11). Literature Cited 1. McKinsey Global Institute, "The Emerging Global Market: Part 1 - The Demand for Offshore Talent in Services," San Francisco, CA, p. 343 (2005). 2. http://web.mitedu./career/www/jobs/internshipsaboraod.html 3. http://www.uri.edu/iep/into/pire.htm 4. http://www.nsf.gov/funding/ pgm_summ.jsp?pims_id=12819&from=fund 5. http://mit.edu/che-curriculum/ 6. CACHE Corp., "Computing through the Curriculum: An Integrated Approach for Chemical Engineering," http://www.chc.utexas.edu/cache/ Edgar-computing% 20through.html 7. http://www.nsf.gov/pubs/2005/nsf05531/nsf05531/htm 8. http://granular.che.pitt.edu/curriculumn/ 9. http://www.abet.org/Linked%20DocumentsUPDATE/Criteria%20and %20PP/E001% 2006-07%20EAC %20Criteria%205-25-06-06.pdf 10.http://www.ncees.org/ 11. http://www.aiche.org/uploadedFiles/CarreersEducation/ Education/deparme ntUpload/2006-7%20AIChE% 20Catalog.pdf

12. Volkwein, F., et al., "The Impact of Accreditation on Student Experience and Learning Outmarks," paper presented at the meeting of the Association for Institutional Research, Chicago. IL (May 17, 2006). JAMES T. COBB, JR., P.E. UNIVERSITY OF PITTSBURGH GARY K. PATTERSON UNIVERSITY OF MISSOURI-ROLLA S. RANIL WICKRAMASINGHE COLORADO STATE UNIVERSITY JAMES T. COBB. JR., P.E., is associate professor emeritus at the University of Pittsburgh (141 Deerfield Drive; Pittsburgh. PA 15235; Phone: (412) 7932869; Fax: (412) 624-9639; E-mail: cobb@engr.pitt.edu). An AIChE Fellow, Cobb is also a general chemical engineering consultant specializing in renewable energy, including biomass gasification. He was the founding chair of AIChE's Education Services Committee. For the National Council of Examiners for Engineering and Surveying, he is chair of the ChE Subcommittee of the FE Exam Committee, a member of the chemical engineering PE Exam Committee and the leader of the development of the bio-related engineering PE examination. He received a BSChE from MIT, and an MS and PhD in chemical engineering from Purdue University. GARY K. PATTERSON is emeritus professor of Chemical Engineering at the University of Missouri-Rolla (One University Boulevard; St. Louis, MO 63121-4400; Phone: (314] 516-5000; Email: garyp@umr.edu), where he also served as associate dean for research and graduate affairs for the School of Engineering in the 19905. Patterson's industrial experience includes Proctor & Gamble, Columbia-Southern Chemical Company. Esso Research Laboratories, and Lawrence Llverrnore Laboratory. He has been active in AIChE as committee chair of the Kinetics, Catalysis and Reaction Engineering Committee, chair of the Education and Accreditation Committee, and a member of the board of directors of the North American Mixing Forum. He served on the ABET Engineering Accreditation Commission for five years and has been an ABET program reviewer since 1988. He has PhD in chemical engineering from University of Missouri. S. RANIL WICKRAMASINCHE, P.E., is Monfort associate professor in the Department of Chemical and Biological Engineering at Colorado State University (Fort Collins. CO 80523; Phone: (970) 4915276 ; Fax: (970) 491-7369; E-mail: wickram@engr.colostate.edu). He received both his bachelor's and master's degrees in chemical engineering from the University of Melbourne. Australia, and his PhD, also in chemical engineering, from the University of Minnesota. He is a life member of AIChE. His research specialization is membrane-based separations. In particular, he focuses on bioseparations. applications of membrane separations in the production of renewable energy and value-added compounds from lignocellulosic feeds stocks and biomedical separations. He is the 2004-2006 chair of the Professional Development Committee. He is also a member of the Chemical Engineering PE Exam Development Committee for the National Council of Examiners for Engineering and Surveying. Copyright American Institute of Chemical Engineers Jan 2007 (c) 2007 Chemical Engineering Progress. Provided by ProQuest Information and Learning. All rights Reserved. Source: Chemical Engineering Progress