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New Curriculum Options


A.  All New Courses
Prepare all new courses designed to integrate molecular and nanoscale phenomena (MNP) throughout the course.

B.  Modified Existing Courses
Modify existing courses to include an aspect of MNP relevant to the course, typically in the form of an MNP module.

New Courses
Modified Courses


Advantages
  • Large impact on ChemE field
  • Traditional material with well-integrated MNP
  • Easier to implement
  • No major scheduling change
  • Final form may be marginally different than option A
  • Simplified approval process
Disadvantages
  • Large effort required
  • Major rescheduling of courses
  • Larger teaching load due to more required courses
  • Educational materials (textbooks) not available
  • Extensive approval process
  • Little impact on ChemE field
  • MNP integration may appear ad hoc to students


The table below summarizes how the two possible new curricula compare with each other and with the current curriculum.

Comparison of Curricula

Current Curriculum
New Courses
Modified Courses



Timing
 Junior-senior years
Transfers enter in junior year
Sophomore start
Junior-senior years
Multiple transfer options*
As in new courses
Math & Science
 Traditional
Traditional
Traditional
Material & Energy Balance
 Junior course subsequent to thermodynamics
Sophomore course preceeding thermodynamics
As in new courses
Tranport Phenomena
 Traditional three-course sequence of momentum, heat, and mass transfer
Rates Sequence:
Innovative, four-course sequence focussed on rates of processes: molecular basis of transport; momentum, heat, and mass transfer; reaction kinetics; and multiscale modeling
As in current curriculum with MNP added as modules
Unit Operations Two-course sequence of basic and more complex experiments; one course in colloidal and complex fluids
As in current curriculum except with MNP interpretaions in traditional unit ops and extended MNP work in the colloids lab.
As in current curriculum with MNP added as guides to  experiment interpretation
Reactions
 One course in reactor design
Part of the Rates Sequence described above
As in current curriculum with MNP added as module
Control
 One course, with lab.
As in current curriculum except with addition of MNP, for example, cellular processes
As in current curriculum with MNP added as module
Design
 Two courses with economics and design
Two-course sequence of economics, product/process design and traditional design
As in current curriculum with MNP added as modules
*Transfer options (tbd): (a) Spring soph. year; (b) Summer after soph. year; (c) Junior year.

Conclusions:

  • New Courses Curriculum
    • Substantial departure from the current curriculum.
    • The Rates Sequence is a novel way to integrate transport phenomena, reactions, and modeling.
    • Product design gives more variety and applicability in the design sequence.
  • Modified Courses Curriculum
    • Content similar to current curriculum except with addition of MNP modules.
    • MNP modules modernize current curriculum and provide a stepping stone to more substantive revisions.
    • Sophomore start enables shifting of course scheduling to mitigate bottleneck in Winter quarter of senior year.
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Revised: 4/24/09
 Comments, questions, information?  Contact Eric Stuve at stuve@u.washington.edu.