Educational Objectives Report


New Mexico Tech

Chemical Engineering


Prepared Fall 2005




 Chemical Engineering Faculty

New Mexico Tech

Socorro, New Mexico




Mission of the Institute


New Mexico Tech is an institute of higher learning that serves the people of New Mexico by integrating education, research, public service, and economic development through emphasis on science, engineering, and natural resources. Its mission is threefold:


1.     helping students learn creative approaches to complex issues

2.     creating and communicating knowledge, and

3.     solving technical and scientific problems.



Mission of the Chemical Engineering Program


The mission of our program is to engage and prepare students for professional careers which require command of the principles of Chemical Engineering.  We will focus on the development of complete engineers who can foster innovation through know-how and champion ideas through effective communication.  We will deliver a thorough education with insightful teaching, an innovative curriculum, research opportunities, summer job experiences, and channels for permanent, successful careers.  All of our efforts are done in the context of providing the human and technical resources critical to enhancing the vitality of the State of New Mexico and the people and businesses that thrive within this region.  Like our counterparts in industry, we recognize that achievement of our mission can only be accomplished by continual self-assessment and actions to improve.





The Chemical Engineering program offers only a BS degree in Chemical Engineering.  An integral component of our program, however, is the research environment provided by the Chemical Engineering faculty and other researchers on campus.  Presently, 40% of our graduates enter graduate school, 20% work at government or military laboratories, 15% work in semiconductor/electronics manufacturing, 10% oil & gas industry, and 15% in traditional areas of food and chemical processing.  Over the past years, roughly 84% of our students are from the State of New Mexico with 14% from out-of-state.  Over the past two years, the Chemical Engineering program has witnessed a substantive increase in foreign national students.  With these aspects of our program in mind our constituents have been defined as follows:


1)    New Mexico Tech Chemical Engineering Students

2)    New Mexico Tech Chemical Engineering Faculty and Adjunct Faculty

3)    New Mexico Tech Administration:  represented by VP of Academic Affairs

4)    Advisory Board: with representation from predominant regional industry, government labs, and academia

5)    Citizens of New Mexico (Represented by Advisory Board Members)

Program and Educational Objectives:


Educational Objectives (Targeting the Outcomes of the Program):


1.     Develop complete engineers who can:  solve problems, innovate, experiment, be resourceful, and champion ideas through effective communication.


2.     Engender an understanding of the broad reach of a modern Chemical Engineering education and the array of knowledge required to implement solutions which will benefit our society.


3.     Provide a conduit to successful careers in the spectrum of fields which benefit from a command of the principles of Chemical Engineering.


4.     Foster a life long love of learning, opening doors to graduate study and enabling graduates to adapt to changes and opportunities in the profession.



Program Objectives (Targeting the Input to the Program):


1.     Foster insightful classroom and laboratory experiences enhanced by the presence of students with solid educational backgrounds, lead by strong teaching from engaging faculty.


2.     Together with our students, administration, industrial supporters, and other constituents (as both individuals and as a team), foster an environment of continual self-assessment and improvement.


Review of Educational and Program Objectives


Since the introduction of the Chemical Engineering Assessment Plan, the program has implemented 17 separate initiatives aimed at achieving our Educational Objectives and Outcomes of our Program.  Of the 17 initiatives, 7 have been aimed enhancing the traits and qualities of our alumni in the workplace (Educational Objectives) and 10 have targeted our stated Program Outcomes.  During our April 2005 faculty meeting in preparation for our biannual Spring program review by the outside Industrial Advisory Board, the status of 17 initiatives were reviewed.  The loop of using assessment tools to identify concerns, agree upon action with ownership, and measure/document results has been closed on 12 of the 17 initiatives as summarized in Tables 1 and 2.  For the 5 initiatives which results have not been obtained are considered ongoing.  The summary assessment of these initiatives has been delivered to our entire constituency.  As described in our Assessment Plan the status of these initiatives will continue to be reviewed on a biannual basis at the Sping and Fall Industrial Advisory Board reviews of the program.


During the April faculty meeting, the Chemical Engineering faculty jointly agreed that the adopted Assessment Plan is achieving “substantive” results in affecting the qualities/traits of graduates from our program early in their respective careers.  Additionally, the plan is being effectively used to develop measurable improvements in the desired Educational Outcomes of our students.  The review suggests that the initiatives have employed every Assessment Tool adopted to date including FE exam scores, placement statistics, and graduate survey results, to both identify concerns and measure results.  One new Assessment Tool adopted in the Fall 2004 and described in 90 Day Response has already been used to identify a concern regarding Educational Outcomes (See Table 2:  Outcome Initiative 13).


With the most recent feedback from the ABET-EAC Evaluator, the five suggested improvements in the 90-Day Response to the Educational Objectives and Outcomes Assessment Plan were adopted by the faculty, namely:


1)    The membership charter of the Outside Advisory Board has been modified to ensure Industrial Advisory Board members permits an understanding of the professional work activity of no less than 15% of our recent graduates employed in industry.  Presently, the percentage resides at 22% of our most recent 3 years of graduates.

2)    Adoption of a two tier Alumni Survey:  1) Recent Graduate Survey probing Educational Objectives 1-3, and 2) Alumni Survey probing achievement of Educational Objective #4 by targeting alumni with more than 5 years experience.

3)    Rephrased/Editted the Educational Objectives to more clearly identify that these are the traits to be reflected in our graduates (See attached Catalog Proofs).

4)    Accepted the Proofs of the revised Educational Objectives to be included in the Fall 2005 NMTech catalog.

5)    Continued to develop two new Assessment Tools including 1) Analysis of Chemical Engineering FE Exam scores benchmarked with other institutions with REQUIRED participation in this exam and 2)  Assesment of General Degree Requirements through analysis of Technical Writing (ENGL 341) portfolios.


As also described in the 90-Day Response, the first of two visitors (Dr. David Rockstraw – New Mexico State University) with ABET-EAC plan experience will visit the campus for the entire day on April 22, 2005 to review our program plan.


Following the April reviews by the Industrial Advisory Board and Dr. Rockstraw, in accord with our published plan, at the fall annual review, the goals and actions will be set for 2006.



Concern from ABET Regarding Health of Faculty:


The program and the institute have a paramount commitment to maintaining the quality and strength of the Chemical Engineering faculty.  In regard to the permanent faculty member who is eligible to retire, when a resignation letter is received we anticipate that there will be no problem finding a quality replacement.  Currently, the time of position announcement to hire at our Institute is averaging 6 months.  It should be noted, that this particular faculty member is a joint appointment with the Petroleum Engineering program.  At the time of his retirement, given the strength of the program, his one-half position will likely be converted to a full-time position for Chemical Engineering.  In regard to reducing the teaching load of the faculty with strong research programs, an active search has been initiated for a visiting professor position to be filled for the 2005-2006 academic year.  Resumes of qualified applicants have been received in response to the position and a hire is expected by June 1, 2005.


Table 1.         Summary Status of Educational Objective Improvement Initiatives



Concerns from Self-Analysis

(Assessment Tool Employed)

[Educational Objective Impacted]



Action (Owner)



Initiative #1

Concerns on the narrowness of exposure to industry, e.g. gas and oil focus with no background for inorganic operations, semiconductor processes, biosystems.  (Assessment Tool:  Placement Statistics)

[Educ. Objective #3 .       Our graduates will be engaged in successful careers covering the spectrum of fields which require a command of the principles of Chemical Engineering.]




Curriculum was modified to expand the number and type of elective offerings.  Faculty interests have been broadened away from Oil & Gas background to include advanced materials, nanotechnology, fuel cells, and separation sciecne.  Coordinated electives and course equivalents with other departments including Biology and Materials. (Owner:  Weinkauf)




Diverse student interests and a broadening employment base.  In 1998, the employment base included 33% oil and gas, 15% graduate school, 15% food, 15 % government labs, and 15% semiconductor.  Today the distribution includes a more diverse array of fields •           37% Attend graduate school, 22% Government Labs, 12% Oil and Gas, 12% Semiconductor, 8% Traditional Chemical Engineering:  Food, Engineering Design Firms, and 7% Pharmaceuticals


In 1998, 80% of the full-time faculty involved with the program had Petroleum backgrounds.  Today, only 25% have Petroleum backgrounds.


STATUS:  LOOP COMPLETED – IMPACT MODERATE to HIGH – Will continue to monitor through Placement Statistics and analysis of curriculum / research project content. 



Initiative #2:

Industrial input from employers suggests the need to develop better “sandbox” skills in our graduates and that we should be aiming to develop the key traits of Outstadning Engineers

(Assesment Tool:  Employer Feedback on Alumni through Industrial Advisory Board). 


[Educ. Objective - #1: 1.  Our graduates will be complete engineers who can:  solve problems, experiment, innovate, be resourceful, and champion ideas through effective communication.



Input was sought from representatives of companies and institutions which specifically employed ~20% of our alumni and represented 90% of the industries/institutions in which our alumni were employed.  The group met in a two session meeting facilitated by then Humanities Professor Dr. Doug Dunston (See Self-Study Report p. 26).  This meeting was documented in the Fall 1999 Advisory Board Report and Minutes,

“Doug Dunston facilitated two sessions in the meeting, in which ideas for curriculum innovation were discussed.  First, a provisional list of skills, abilities, and traits found in outstanding chemical engineers was assembled.  This list included the major headings: flexibility, technical depth, technical breadth, communication, curiosity, initiative, and fantasy.  It was agreed that hands-on experience with complex, real-world problems is essential for engineering students striving to obtain or improve these attributes in themselves.  Second, the Board examined possibilities for changing the NMT Chemical Engineering curriculum with the goal of more consistently producing outstanding chemical engineers.”

In the Spring 2000, Dunston and Weinkauf introduced a new course entitled Chemical Engineering Junior Design, with the implicit goals of addressing the softer skills and traits found in “outstanding Chemical Engineers”, namely dealing with ambiguity, communication, curiosity, initiative, and fantasy.  The course introduced team work skills, ethics, and creative problem solving approaches (eg. TRIZ) in a dynamic environment. 



In 2003, the alumni reported (See Self-Study Report p 45-47) an extremely high level of confidence in their ability to communicate in groups (Question 6), identify and create effective solutions to problems (Question 5), assess team strengths and weaknesses (Question 7), and using moral reasoning in evaluating ethical concerns (Question 8).  Additionally, specific comments regarding strengths and weaknesses of the program one student stated,

“as a student I poo-poo’d “soft” skill training, a couple of years of experience in industry has shown me how extremely important developing and maintaining relationships is.   Continue to working on this aspect of engineering and NMTech will continue to turn out the best engineers in New Mexico.”


STATUS:  LOOP COMPLETED – IMPACT HIGH – Will continue to monitor through Employer Feedback and Graduate Surveys to improve curriculum.


Initiative #3:

Students are not satisfied with the level of assistance in Career Services.  (Assessment Tool:  Recent Graudate Survey, Student Interviews)

[Educ. Objective #3 .       Our graduates will be engaged in successful careers covering the spectrum of fields which require a command of the principles of Chemical Engineering.]




Advisory Board should contact Melanie Torres in the placement office to share lessons learned from recruiter’s perspective..


(Owner:  Don Hooper – Intel )




AIChE Advisor and Sr. Seminar instructor should devote more time to organizing career related activities.


(Owner:  Weinkauf)




Don Hooper (Intel Corp) met with Career Services Office and offered assistance in improving methods of recruitment.  Level of professional response at Career Services has improved dramatically.  Tough job market, small school size, and geographic isolation limit capabilities of Career Services attracting employers to come. 


AIChE has begun vanpooling ChE students to Las Cruces and Albuquerque for UNM and NMSU career-expos.  Society of Hispanic Professional Engineers conferences are also leading to employment for students.  Students are encouraged from results. 


Most recent placement statistics indicate students are gaining access to large scale chemical employers who do not visit campus in 2004, two of the twelve alumni gained employment in DuPont and BP which marks the first entrance of alumni in large scale chemical company career paths. 



STATUS:  LOOP COMPLETED – IMPACT:  MODERATE/HIGH will continue to monitor through Placement Statistics Assessment Tool.





Initiative #4:

Concern about the lack of any formal safety training or culture in the program.  (Assessment Tool:  Employer Feedback and Student Intern Interviews)

[Educ. Objective #2 and #3: Objectives specifically states that our graduates will be equipped with the “array of knowledge required to implement solutions” and that they will be involved with “successful careers in the spectrum of fields” involving Chemical Engineering.  Neither of these objectives can be attained without the ability of our students to embrace the safety culture of their workplace.]




Perform a safety audit of all chemical engineering facilities and procedures.  Investigate transferring safety training from Intel to NMTech.


(Owners:  Weinkauf/ Lincoln Buselle – Intel)





Weinkauf/Dunston attended Intel safety course Spring 2001, Rio Rancho, NM.  Discuss with Busselle how course could be modified to target engineering students.  See Safety Course meeting notes in Appendix.


Mandatory safety glass areas adopted.  “Costly but Comfortable” Safety glasses supplied to students with excellent acceptance.


Safety program initiated for Unit Operations Course by Dong.


Modified - Intel safety course entitled “Safety as a Value” delivered to Chemical Engineering students by Lincoln Busselle (Nov. 7, 2001).  Course broadened to included Mechanical Engineers (Nov. 25, 2003).  Attendance 75+.   The Charlie Morecraft video segment has powerful impact on students.


STATUS:  LOOP COMPLETED – IMPACT HIGH.  Will continue to monitor through alumni feedback.


Initiative #5: 

Concern that with increased number of students that we can not meet departmental goals of having 75% students participate in “significant” research projects with a faculty member.  The alumni survey suggests that participation rate in recent years is around 67%.  The experience is highly valued by our alumni.  Concern that 2003 annualized research $ is below that of 2002.  Can program maintain its goals for student research experience?  (Assessment Tools:  Graduate Survey, Departmental Activity Report Assessment Data, Advisory Board Feedback.)


[Educational Objective - #1:  Our graduates will be able to “experiment and be resourceful.”]



Seek to increase annualized research expenditures rate (k$/FTE) by 10%. (Owner:  ChE Faculty)


Attain the highest publication rate of all programs on campus for 2004 (SCI pubs/FTE).  (Owner:  ChE Faculty)



In 2004, research expenditures increased by over 100% spending nearly 211k$/FTE.


In 2004, the faculty attained the highest publication rate/FTE on campus according to the Science Citation Index.  The level of publication has been achieved despite the fact that Chemical Engineering is the only Science and Engineering program which has no graduate component.



ONGOING – EXPECTED RESULTS from the Fall 2006 Recent Graduate Survey.

Initiative #6:

Alumni note a need for more Design of Experiments in the curriculum.

(Assessment Tools:  Fall 2003 Graduate Survey.)


[Educational Objective #1:  Our graduates will be able to “experiment.”]





Assess areas of the curriculum, where DOE experience can be enhanced.  (Owner:  Dong)

Intermediate Report: Formal lecture material regarding statistics is covered early in the Chemical Engineering curriculum (ES111 – Computer Programming– 2nd Semester) and  Chem 311&Lab - Quantitative Analysis – 3rd Semester).  Formal lecture and lab practice includes, Sample Error (random and systematic), Normal and Skewed Distributions, Q-test, Linearization, Linear Regression, Model Error, t-statistic, confidence, and One-way Analysis of Variance (ANOVA).  With the exception of DOE, the coverage appears to be substantive and adequate.  Question posed at Fall ’04 faculty meeting, how can the faculty and the curriculum build on this material and raise confidence in student’s ability to apply this knowledge?  So/Jr level course in Engineering Analysis and modification of lab content were discussed.  Course in Numerical Methods and Statistical Analysis also discussed as new required Chemical Engineering course.  Follow-up:  See Educational Objectives Recs for 2005 (Owner:  Dong/Jeon).



Recommendation:  Incorporate Design of Experiments into the Unit Operations Laboratory. 


ONGOING – Results expected from early student feedback.  Characteristics in Alumni not expected until Fall 2006. 


Table 2.         Summary Status of Educational Outcomes Improvement Initiatives



Concerns from Self-Analysis

(Assessment Tool Employed)

[Educational Outcome Impacted]



Action (Owner)



Outcomes Initiative #1:

Concerns about the relevance and challenge of introductory course content (ES110 and ES111). Suggest all or a portion focus on needs of the chemical engineers, and believe that this would benefit all engineering students. In addition, follow up with computer use in subsequent courses. 

(Assessment Tool:  Student Interviews with Advisory Board)

Outcome Affected:  3k



(Owner:  Weinkauf)

The ES111 course was adopted by Weinkauf (Chem Engr) and the course was modified to incorporate “real” engineering problems, statistics, and numerical methods.  ES110 not modified. 




Student evaluations of the most recent ES111 course rate the level of challenge at 4.5/5.0.  A large number of comments cite the use of “real” engineering examples and humor as keys to the courses success.  Suggestions to modify the ES110 have been introduced at the Engineering Council of Chairs Meetings and Championed by Dr. Mark Cal – Environmental Engineering.  ES110 status is ongoing pending action by the Council of Chairs.



Outcomes Initiative #2:

Low math scores on FE exams.  What is the source of the problem?

(Assessment Tool:  FE Exam Scores)


Outcome Affected:  3a


Conduct FE style Math exam on Seniors to identify Math areas which students are weak.  (Owner:  Jeon)

Mock FE math exam was given to the 2004 senior class to probe the confidence of approaching problems in the specific math areas.  Students expressed the lowest aptitude for problems involving numerical methods and model development  To a lesser degree, students showed some apprehension in solving statistics problems.  Details and Recs in Fall 2004 Educational Objectives Report.






Outcomes Initiative #3:

One of the most comprehensive assessments of an engineer’s ability to apply mathematics, science, and engineering is evaluating the performance of our students on the Fundamentals of Engineering (FE) Exam.  New Mexico Tech requires all of our students to take the exam enabling a fairly rigorous assessment of this desired outcome.  As reported in our 2002 Departmental Activity Reports, 66% of our graduates passed the FE exam.


(Assessment Tool:  FE Exam Scores)


Outcome Affected:  3a and 3e


The program established a goal in 2002 of 75% pass rate on the FE exam which is approximately 5% points above the average of Chemical Engineering schools which require the exam.  (See 2003 Departmental Activity Report).  Chemical Engineering faculty (Jeon and Weinkauf) actively participated in review sessions sponsored by Tau Beta Pi.  Discussions were held with the Mathematics Chair (Borchers) during a special session of the Engineering Council of Chairs to emphasize applied mathematics in the core math curriculum.

As described in the Self Study Report (p. 42),


“In the Spring 2004 academic year, 11 senior Chemical Engineering students took the FE exam.  The pass rate for these students was 82% (or 9 out of 11).  Most impressive, the average cumulative GPA of the 11 students taking the exam was only 3.12.  Six out of seven (86%) passed the General/Chemical test and 3 out of 4 (75%) passed the General/General exam.”


“Over the lifetime of the program, 70% of all NM Tech ChE graduates have passed the FE exam.”


This running average is 4% points above the 66% average when the goal was initially set.  Over the past 2 years, the pass rate on the exam is over 73% which is 2 points below the departmental goal.  Over the past year F2003-S2004, the FE pass rate rose to 83%. 


From the Fall program review, the faculty and industrial advisory board are extremely encouraged by improved trends and overall achievement of our outcomes goal.


As described in Outcomes Initiatives #2, #9, #10, the FE exam results will continue to be analyzed to identify specific weaknesses in the qualities of our graduating seniors and/or curriculum.


Outcomes Initiative #4:

Required reports for labs, and for Tech Writing can be time overwhelming.  The need for tech writing capabilities is acknowledged.   However the requirements for extensive papers in lab reports, or developing a complete thesis topic in Tech Writing could be modified.

(Assessment Tools:  Student Inteviews, Industrial Advisory Board Feedback).


Outcome Affected:  3g Effective Communication



(Owner:  Weinkauf)

Reduce “volume” of reports in some ChE labs and emphasize concise communication skills.

Explore how NMTech accomplishes goal of effective communication.


Results no concerns repeated.

Weinkauf has become member of the General Degree Requirements Assessment Team.  Established objectives in Fall 2003.  Review of student writing portfolios conducted in 2004.  Recommended actions pending but involve giving direction to faculty on “emphasizing” effective communication in reporting.


Outcomes Initiative #5:

Do the Chemical Engineering students have access to adequate simulation software.  Some complaints about ProSim II.


(Assessment Tools:  Student Inteviews, Industrial Advisory Board Feedback, Capstone Design Reviews).


Outcome Affected:  3k knowledge of contemporary tools



(Owner: Bretz/Barbara Savage – Phelps Dodge).


Evaluate different possibilities for getting ASPEN into classroom. Check into possibility of sharing with other departments in the university or sharing with industrial partners.


Reasonable 5 year multiuser license arranged with ChemStation ChemCad installed in 2003.  The package is much more comprehensive than the previous ProSimII software and included Heat Exchanger Design, Batch Distillation, Process Control Simulation, and many other additional features.  Administration shared cost of license purchase.


From the Capstone Design reports and feedback from the Instructor (Bretz), the ChemCad package is used at a much deeper level than that previously realized with ProSim.



Outcomes Initiative #6:


Continue to Expand Elective Offerings in Frontier and Contemporary Chemical Engineering Fields


(Assessment Tools:  Analysis of Curriculum).


Outcome Affected:  3j knowledge of contemporary tools




Expand curriculum to include Fuel Cell Technology.


Owner: Dong



$20k Fuel Cell Test Stand incorporated into Unit Operations course.  Dr. Dong taught ChE 489 Fuel Cell Technology in the Fall 2002.  Adopted into the catalog as ChE 470 in Fall 2002.  The course has been offered annually Spring 2004 and Spring 2005.  Enrollments have attracted students from a multitude of disciplines including graduate students in Materials Engineering.  The course is the highest enrollments of any engineering elective offered.  Enrollment has been 12, 18, and 16 over the past three times offered.


The course will continue to be offered on an annual basis.


Outcomes Initiative #7:


During the Capstone Design review sessions, the outside evaluators made several comments about the inconsistency in communication skills (page 47 Self-Study Report) The summary reports from the outside reviewers, clearly indicated that a notable percentage of the students were highly uncomfortable with public speaking.


(Assessment Tools:  Outside Capstone Design Review).


Outcome Affected:  3g Ability to communicate effectively



The Chemical Engineering Senior seminar (ChE 485) format was completely revamped and has changed focus entirely to developing effective communication skills.  The course catalog description and provided course materials clearly reflect these changes.  Each senior presents two technical talks during the semester talk, followed by peer review and written feedback from faculty and students.  Additionally, the talks are each digitally recorded and the students review their own effectiveness on the downloaded video.

The spring 2003 outside reviewer comments (page 47 of the Self-Study Report) specifically state


“the quality of the presentations has greatly improved over earlier years.”


Our focus on developing effective communication skills in our students is also evident in our students broader endeavors.  In 2004, Senior NM Tech Chemical Engineering student, William Lujan, was one of 8 finalists invited to participate in the AIChE National Paper competition in Austin, Texas. 



Outcomes Initiative #8:


A concern that students do not know “What do Chem E’s do?” Student feedback through the Industrial Advisory Board interview sessions indicated that the students wanted to learn more about Chemical Engineering earlier in their academic careers.  In their fall 2002 report and minutes, the Industrial Advisory Board wrote:


“The students do not get an indication of what a ChemE does until their junior year, leading some to drop out early, or be unhappy when they find out ChemE areas of expertise.”


With this earlier understanding, students feel that they would use electives more effectively, selecting specific internships, and begin planning for alternative career paths at an earlier stage in their tenure.  Additionally, students were taking Engineering Thermodynamics and Fluid Mechanics without any understanding of how this related to Chemical Engineering.


(Assessment Tools:  Advisory Board Feedback from Student Interviews).


Outcome Affected:  Criteria 8.  Application and knowledge of Chemical Engineering fundamentals.





Moved ChE 326 (Intro to Chemical Engineering) from 4th to 3rd Semester (Owner:  Dong/ChE Faculty)


Piloted new course ChE 189 – Frontiers in Chemical Engineering (Spring 2004) to Freshmen (Owner:  Weinkauf)


Retooled the Chemical Engineering Seminar Series (Owner:  Dong)

Continued to promote interactions of students at AIChE Conferences and Local Meetings (Owner:  Weinkauf/AIChE Student Chapter - President)



Results:  Earlier injection of Chemical Engineering 326 into the experience of our students.  Course content modified only marginally. Assessment shows student comprehension not affected by the earlier exposure.  Grades in course correlate almost exclusively with entering GPA, regardless of the number of semesters of experience.  

Results:  Discussion style course including History of Chemical Engineering, Frontiers in Chemical Engineering, Learning Styles Assessment, NMTech Chemical Engineering Curriculum, and Ethics.  A new course (EDUC 101-Chemical Engineering) lead by Chemical Engineering upper classmen may offer a better format for exploring this material with guest lectures by Chemical Engineering faculty.

Results:  Fall 2004 included 3 seminars.  The seminar series is well attended by students (~ 25% of all ChE students) along with the growing grad and post-doc population within the program. 

Results:  Seven student representatives at AIChE Annual Meeting 2003 (San Francisco), Eleven student representatives at AIChE Annual Meeting 2004 (Austin).  1st Place Finish of student in Paper Contest at Regional AIChE Meeting (Provo, Utah (3/04)) and contended in the National Paper Contest (Austin, Texas (11/04 of Albuquerque Local AIChE Sub-Chapter attend student chapter meeting in Socorro (Oct. ’04).

course ChE 189 was offered as a pilot course.  The faculty has decided to wrap this content into a currently offered Freshmen Experience course  in a section directed at Chemical Engineering students (EDUC 101 – for Chemical  Engineers).

Outcomes Initiative #9:

A complete analysis of the most recent 23 students to complete the FE Chemical Engineering section has led to a concern regarding our students ability to design process equipment.


(Assessment Tool:  FE Exam Scores)


Outcome Affected:  3a and 3e



Provide a more complete examination of the low FE exam scores in Process Equipment Design and suggest course of action (Owner:  Bretz)

ONGOING – EXPECTED RESULTS from the Spring  2006 FE Exam Scores.

Outcomes Initiative #10:

A complete analysis of the most recent 23 students to complete the FE Chemical Engineering section has led to a concern regarding our students ability to apply Numerical Methods to engineering problems.


(Assessment Tool:  FE Exam Scores)


Outcome Affected:  3a and 3e



Adjust the curriculum to reinforce students exposure to Numerical Methods in the Junior and Senior years.  (Owner:  Jeon)

ONGOING – EXPECTED RESULTS from the Spring  2006 FE Exam Scores.