Trends in Chemical Engineering Education a U S

Trends in Chemical Engineering Education: a U. S. Perspective Ignacio E. Grossmann Carnegie Mellon University Pittsburgh, PA 15213 U. S. A.

Pittsburgh

Pittsburgh Population: 350, 000 (City) 1, 200, 000(Greater metropolitan area) Major corporations: Alcoa, Bayer, Heinz, Nova Chemicals, PPG, USSteel (Gulf Oil, J&L Steel, Rockwell Intl. , Westinghouse) Major universities: University Pittsburgh (Univ. Pittsburgh Medical School), Carnegie Mellon, Duquesne University Carnegie Mellon 3

Marcellus deposit might contain more than 500 trillion cubic feet of natural gas Pittsburgh If 10% recoverable could supply the entire United States consumption for about two years $200 billion (2010 prices) Price of natural gas has decreased from $12/MMBtu to $4/MMBtu Carnegie Mellon 4

Carnegie Mellon University 1900: Carnegie Institute of Technology (Engineering, Drama) 1968: Carnegie Mellon = Carnegie Institute, Mellon Institute, Margaret Morrison College 10, 000 Students (6, 000 undergraduates, 4, 000 graduates) Colleges: Engineering (Biomed, Chemical, Civil, Electrical, Mechanical, Matls. , EPP) Computer Science, Business, Science, Art, Humanities, Govt. Affairs Very strong interdisciplinary culture Carnegie Mellon 5

100 Years in October 2005 16 faculty, 220 undergraduates (2 nd, 3 rd, 4 th), 110 graduates Trend: Increasing enrollments Carnegie Mellon 6

Graduate Program 110 graduate students: 90 Ph. D students, 20 MS or MCh. E 8 courses are required: 4 core: choose from Fluids, Heat & Mass, Thermo, Kinetics Process Systems, Advanced Math 2 electives in Chemical Eng. 2 electives outside Chemical Eng. Research: Bioengineering (3), Complex Fluids (4), Envirochemical(1) Process Systems Engineering (4), Catalysis/Surface(4) Center for Advanced Process Decision-making (22 companies) Center for Energy Solutions (NETL) Center for Complex Fluids Engineering Center for Atmospheric Particles Carnegie Mellon 7

International growth engineering degrees

Bachelor degrees awarded in the US in the various engineering 5 th place Chemical Engineering Cyclic during the last three decades Recently significant growth in Chem. E due to Energy & decrease in ECE

Industry Hiring 2007 (AICh. E) ~ 42% chemicals/fuels

Diversity of jobs for B. S. Chemical Engineers (AICh. E)

Chemical engineers are highest paid! ~ $15, 000 more than Civil Engineering

U. S. Employment in 2008 (1, 600, 000 jobs) 2% of total Bureau Labor Statistics 2010 -2011 Report

Bureau Labor Statistics Predicted decrease in Chem. E employment 2% 2008 -2018

Major trends (cont. ) § Chemicals/Petrochemicals no longer dominant industries Many retirements are expected next decade (2% growth in jobs is expected) but effect of shale gas may revitalize petrochemicals § Bioengineering area poses opportunities and challenges: - Perceived as “hot” area: most new faculty in bio area - Biomedical Engineering Depts, are “stealing” students and faculty (Whitaker Foundation provided funding to establish many new Biomed Depts. ) Job market biomedical engineers? § Many departments (~50%) have been renamed as: Chemical and Biomolecular Engineering (e. g. Cornell, U. Penn. , Illinois, Georgia Tech) Chemical and Biological Engineering (e. g. Colorado, Northwestern, Notre Dame, Wisconsin)

Major trends (cont. ) § Nanotechnology is another “hot” area § Increasing emphasis on Science in Chemical Eng. Departments - Many professors are not chemical engineers and do not regard AICh. E as their primary organization - Has increased multidisciplinary approach - Decreased emphasis on chemical engineering fundamentals - Process Design courses largely outsourced to retired industry people - Process Control no longer required at many universities

New major emphasis: energy and sustainability Growing World Energy Demand Most Energy Growth in Developing Nations Sheppard, Socolow (2007)

New areas: Energy and Sustainability § Fossil fuels with low CO 2 impact (petroleum, natural gas, coal) § Biofuels (biodiesel, bioethanol, biorefineries) § Improved energy efficiency of chemical processes Will require advances in catalysis, reaction engineering and process engineering § Challenge: Environmental area was “lost” to Civil Eng. Renamed as Civil and Environmental Eng Departments § Remark: Recent interest in Innovation courses at CMU: Process Design, Product Design, Transport Lab, Unit Ops Lab

Impact of trends on curriculum § Fewer courses (promoted by deans) § Displacement of core subjects to make room for new courses: - 1 st & 2 nd Law and Phase/Chemical Equilibrium in one Thermo course - Reduction in Transport Phenomena - Elimination of Process Control as required course § New courses: biology, biomolecular eng. , product design § More electives courses: both free / technical

03 -232. Biochemistry I Spring: 9 units This course provides an introduction to the application of biochemistry to biotechnology. The functional properties of amino acids, nucleotides, lipids, and sugars are presented. This is followed by a discussion of the structural and thermodynamic aspects of the organization of these molecules into higherorder structures, such as proteins, nucleic acids, and membranes. The kinetics and thermodynamics of protein-ligand interactions are discussed for noncooperative, and allosteric binding events. The use of mechanistic and kinetic information in enzyme characterization and drug discovery are discussed. Topics pertinent to biotechnology include: antibody production and use, energy production in biochemical systems, expression of recombinant proteins, and methods of protein purification and characterization. 06 -463. Chemical Product Design Spring: 6 units Computer-aided design of a chemical product. Course involves design of molecular structure, microstructure, or devices/processes that effect chemical change. This is a project-based course, for which an extensive report must be submitted

Product Design Syllabus: 6 week course

Undergraduate Curriculum ABET Accreditation Board of Engineering and Technology Old ABET system: - Rigid - Bean counting (number of hours for various courses) - “Design experience” New ABET (2000): - Flexible - Requires vision, plan, metrics (strategies) - Process for changes (metrics, surveys)

Plan for undergraduate education in Chemical Engineering at CMU § VISION (2000) Students who study Chemical Engineering at Carnegie Mellon learn engineering and science relevant to the practice and research of chemical products and processes. Emphasis is placed on fundamentals, problem solving, self-confidence for developing creative solutions, and techniques for communicating clearly and effectively. The aim is also to make students aware of modern tools and industrial needs, and gain an appreciation of broader societal issues. § VISION (2006) Graduates in Chemical Engineering at Carnegie Mellon will obtain employment or attend graduate school, will advance in their chosen careers, and will be productive and fulfilled professionals throughout their careers.

Curriculum Carnegie Mellon Intro to Chem. E Physics I, II Calculus I, III Computer Science Thermo Modern Chem I Seminar Chem. E Math Lab Modern Chem II Chem Lab Adv Phys Chem Fluid Mech Chem. E Thermo Lab Heat & Mass Lab Seminar Organic I Rxn Eng Unit Ops Process Design Biochemistry Lab Control Optimization Product Design http: //www. cheme. cmu. edu/ 5 Free Electives 8 Humanities/S. Sci

Undergraduate Curriculum at Carnegie Mellon 384 units in 4 years (8 semesters) 121 units (1. 26 years) of Math and Basic Sciences 55 units are Chemistry 15 units Chemistry laboratory experience 146 units (1. 52 years) of Chemical Engineering Topics 15 units Chemical Engineering lab experience 18 of Fourth Year “Capstone Design” courses 45 units (0. 47 years) Electives 72 units (0. 75 years) General education

Students usually use free electives to pursue minors Minors: Colloids, Polymers and Surfaces Environmental Engineering Supply Chain Management (offered by Business School) Double major Biomedical/Health Eng. (unique in United States) Double major Engineering and Public Policy Chemistry Computer Science Business Administration English, French Philosophy Multidisciplinary courses Product Design and Innovation Carnegie Mellon 26

Program outcomes (motivated by ABET) A. Ability to apply knowledge of mathematics, science and engineering B. Ability to design experiments and analyze and interpret data C. Ability to design a chemical process D. Ability to identify, formulate, and solve engineering problems E. Ability to use modern engineering tools F. Ability to function on multidisciplinary teams G. Understanding of professional and ethical responsibility H. An ability to communicate effectively I. Ability to understand engineering in global/societal context J. Appreciation and capability for life-long learning K. Knowledge of contemporary issues

Gap analysis of courses

Constituencies /Info gathering tools: Students SAC (Student Advisory Council Senior Survey FCE (Faculty Course Evaluations) Parents/Guardians Informal Faculty Course Review (Gap Analysis) Alumni Advisory Board, Alumni Survey Recruiters (Industrial, Academic) Recruiter Surveys

Examples of changes due to above tools (1994 -2008): New Physical Chemistry Course Introduce mini-course Product Design Five Unrestricted Electives Exchange Programs (Aachen, Imperial) PISCES (industrial internship) MCh. E degree (integrated masters)

Minnesota Ch. E Curriculum (new) 35 courses in 4 years (8 semesters)

Princeton Ch. E Curriculum (new) 35 courses in 4 years (8 semesters) Lab • 1 Transport course (Fluid, Heat and Mass) • 5 Electives (Chem. E) and 2 Open electives • No Control

New Curriculum Project Council for Chemical Research (Bob Armstrong, MIT, 2006) New Core Organizing Principles

Envisioned Integrated Curriculum

The Business Connection One trillion dollar industry!

Remarks 1. 2. 3. 4. Need to keep core Chemical Engineering Knowledge Need to emphasize fundamentals: basis life-long learning Forecasts are almost always wrong Need to introduce flexibility in curriculum Need to modernize curriculum • Increase exposure molecular level • Increase exposure to energy (alternative/renewable) and sustainability issues • Reflect current technology • Introduce product design but only as complement of process design • Emphasize process operations, enterprise planning • Increase link to other industrial sectors (pharma, electronics) • The curriculum must also emphasize professionalism and ethics • 5. Need to recognize that “bio-area”, while important, will not be dominant force in Chemical Engineering, and emphasis should be on bioprocessing 6. Environmental Engineering will be increasingly important and requires chemical engineering (water use efficiency, pollution control, etc. ) 7. Need to provide excitement to recruit the very best young people to join the Chemical Engineering