The curriculum goals of the unit, as currently stated in the catalog or other departmental documents, are as follows: (from the catalog)

"The department prepares its graduates to make significant contributions in many diverse areas. Specifically, within three to five years its graduates will:

  • be recognized as academic and industrial leaders in a multitude of chemical and biological engineering or related fields
  • demonstrate the relevant technical, critical thinking, and problem solving skills and creativity required to solve challenging and open-ended problems
  • work and communicate with a diverse group of individuals in interdisciplinary areas
  • exhibit high ethical standards and moral responsibility necessary to safely protect public health and the environment and be knowledgeable of contemporary issues that face modern society
  • demonstrate an interest in and the pursuit of lifelong learning and possess the versatility necessary to adapt to a rapidly changing professional environment by applying their skills to new and developing technologies.

Program Outcomes

At the time of graduation, graduates will demonstrate:

  • an ability to apply knowledge of mathematics, science, and engineering
  • an ability to design and conduct experiments, as well as to analyze and interpret data
  • an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
  • an ability to function on multidisciplinary teams
  • an ability to identify, formulate, and solve engineering problems
  • an understanding of professional and ethical responsibility
  • the appropriate written and verbal communication skills required to communicate effectively
  • the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
  • a recognition of the need for, and an ability to engage in, lifelong learning
  • a knowledge of contemporary issues
  • an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
  • an ability to apply engineering to biological systems
  • a knowledge of advanced biological concepts"

During the last review period, what revisions, if any, have been made to your curriculum goals as stated in the CU course catalog? What is your schedule for such curriculum review?

There have been no changes to the curriculum goals during the last review period.  The curriculum goals were last revisited/modified during the 2011/2012 academic year.  Input is obtained from Alumni Surveys with regards to curriculum goals as well as from the External Advisory Board (EAB), which meets approximately every 3 years.  Curriculum goals will be revisited during the 2014/2015 academic year.  Back in 2011/2012 when the goals were last revisited by the Undergraduate Education Advisory Council (UEAC), the members recommended that changes not be made too frequently because it does not provide enough time to implement changes and observe the actions of those changes.  Consequently, the program objectives may not be changed significantly in 2014/2015.

Summarize the means you have employed to assess your success in attaining those curriculum goals.

The Department has in place a process for evaluating to what extent the program goals are met.  The program relies on surveys of our alumni (Alumni Survey) as well as surveys of employers of our graduates (Employer Survey) and graduates post-graduation (Post-Grad Survey).  At the conclusion of each academic year, the Alumni Survey is sent to alumni who graduated roughly 4 years prior.  The Employer Survey is sent out in January of every third year; this was last administered during the spring semester of 2014.  Furthermore, the Fundamentals of Engineering (FE) Exam is also used to assess program goals of students at the time of graduation.  The Undergraduate Committee compiles survey results and compares the results to the targets that were previously set.  In this way, the committee can identify areas of weaknesses and synthesize recommendations for the faculty.  Finally, changes are implemented to address these areas of weakness.                                                                                                             

  • Senior Survey (data from December 2013 and May 2014 graduates) – assessment of program outcomes
  • Post-Grad Survey (given to alumni about 6 months after graduation; data from May/Aug. 2013 and December 2013 available)
  • Employer Survey - A college-level Employer Survey was implemented for the first time in the spring of 2008 and most recently administered in the spring of 2014.  This survey was administered to employers of our graduates.
  • Alumni Survey - Approximately 4 years after graduation from the ChBE program, alumni are asked questions that relate directly to attainment of the Program Educational Objectives.  Data from the summer of 2014 are included here.
  • Fundamentals of Engineering (FE) Exam - The results of the FE exam are used to evaluate objectively how our students compare to other students nationwide in a variety of engineering areas and the exam also allows us to determine any deviations or changes in various topic areas over time.  In this analysis, scores from the October 2013 and June 2014 exams were evaluated.

Specify what actions you have taken as a result of employing your assessment protocols.

Student outcomes (ABET 3a-k) are assessed on a calendar year basis.  In the spring of 2014, the 2013 results were evaluated.  Data from the surveys mentioned above are analyzed and scores of “A” through “F” are given to each outcome as a whole.  Fortunately, for the 2013 calendar year none of the outcomes received a score of “C” or below.  According to the departmental assessment procedures, no remedial action is *required* if an outcome receives a score of “A” or “B”.  Instead, optional improvements can be made if an instructor of a course wishes to do so.  Many instructors continue to make course improvements.  For example, more than 40 interactive simulations, 50 new screencasts, and 100 ConcepTests were prepared for CHEN 3320 (Thermodynamics). 

One of the biggest improvements in the 2013-2014 academic year was the creation of a departmental Engineering Advisory Board (EAB).  Recent Employer Survey results indicate that there is significant room for improvement in areas of the curriculum.  We are hoping that a strong connection between the EAB and the ChBE programs will improve areas of the curriculum, specifically those related to career preparedness.  The goal of the EAB is to “Connect alumni, students, industry and faculty in a long-term relationship to support both the success of our students and the long-term success of the department.

The first EAB meetings were held in the spring and fall of 2013.  The EAB and faculty agreed that one undertaking which could have a significant positive impact is an Alumni-Student Mentor Program (ASMP). Through this program, we have connected 110 students with alumni, strengthening our CU ChBE community. Over the past few years, we have hosted an event each semester for alumni and students. These have ranged from a Research Symposium Series (focusing on energy, bioengineering and materials) to a Mentoring Program Meet-Up to a series of technical panels (focusing on energy and biotechnology thus far). These events have drawn many alumni and friends of the department.

Staff advising scores have been low during this evaluation period; however, most of these low scores are believed to be due to the fact that the current staff advisor is new to the position.  Furthermore, student enrollment has increased drastically, which makes advising more challenging.  The department will be hiring a second staff advisor in the near future.

With the hiring of a second, permanent faculty member capable of teaching design, we are hoping that students' experiences with the capstone design courses are more positive.