A chemical engineering program at a big research extensive university has undertaken a project to design and implement a sustainable and responsive process to renew its entire four-year undergraduate curriculum to address pressures of multi-disciplinary technological developments and the growing breadth of abilities and knowledge areas expected for competitive chemical engineering graduates. This paper discusses the process, the outcomes and experiences of the three-year, NSF-sponsored project to reform chemical engineering undergraduate curriculum. Additionally, it includes a discussion of the elements of a continuous improvement process, assessment methods and how assessment data were used to improve chemical engineering courses and curriculum.
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