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Reflecting on Your Teaching. Introduction to Chemical Engineering (and Nanotechnology) at USC. C. Ted Lee, Jr. Assistant Professor Department of Chemical Engineering and Material Science February 21, 2007. Outline. Industries ChE grads serve Macroscopic vs. Molecular approach
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Introduction to Chemical Engineering
(and Nanotechnology) at USC
C. Ted Lee, Jr.
Department of Chemical Engineering and Material Science
February 21, 2007
“Chemical Engineering education is at a crossroads. There is a disconnect between the curriculum (which is largely focused on unit operations, e.g., heat exchangers, distillation columns, etc., and heavily geared towards commodity chemicals) and faculty research (which has recently emphasized nano- and bio-technology). Furthermore, there is a disparity between the courses students take and the diversity of industries they will serve (only about 25% of graduates go to work in the chemical industry, while the biotech, food, fuels, and electronics industries continue to aggressively hire ChE graduates).”
From: NSF-DUE-0633372 “A Degree Project Approach to Engineering Education”, PI: C. Ted Lee
L-3 Communications- Electron Tech.
Lawrence Livermore Nat. Lab.
Micron Technology, Inc.
State Water Res. Control Board
Simpson Gumpertz & Heger
U.S. Patent & Trademark Office
Valero Energy Corporation
Central Intelligence Agency
Eler & Kanlinowski
Energy Corporation of America
ENVIRON International Company
Intel CorporationWho’s Hiring?(USC ENGINEERING CAREER FAIR - October 12, 2006
Over 25 companies actively recruiting ChE/PTE/MASC graduates (class size ~ 20)
Thermodynamicsis concerned with internal energy changes
E = K.E. + P.E. + U
Frink: And these should give you the grounding you\'ll need in thermodynamics, hypermathematics, and of course microcalifragilistics.Homer: Look, I just wanna know how to invent things...tell me!
‘01 ‘02 ‘03 ‘04 ‘05Customizing your degree
Nanocrystals, micelles, polymers,
TEM, SEM, AFM DLS
ordering, packing, nano-templating,
chemical kinetics dispersion polym.,
CHE 487 Nanotechnology and Nanoscale Engineering Through Chemical Processes
Focus: Chemical engineering fundamentals and engineering science
Topics: Properties of materials on the nanometer scale, probes capable of visualizing
matter on these length scales, techniques of processing nanoscale materials.
CHE 491 Nanotechnology Research for Undergraduates
Focus: Experimental learning
Topics: Individual research for the completion of the degree project, to be taken during
both semesters in the senior year.
MASC 350 Design, Synthesis and Processing of Engineering Materials
Focus: Engineering science (top-down approach to nanotechnology)
Topics: Structure, properties, synthesis, and design of metallic, ceramic, polymeric,
electronic, composite, nanostructured and biomaterials; microfabrication.
CHEM 453 Advanced Inorganic Chemistry
Focus: Fundamental (bottom-up approach to nanotechnology)
Topics: Atomic and molecular structure, bonding, coordination compounds, transition
and nontransition metals, magnetic and optical properties, crystal field theory.
EE/MASC 438L Processing for Microelectronics
Focus: Technical (microelectronics)
Topics: Applications and electrical evaluation of selected processes in microfabrication.
-or- CHE 489 Biochemical Engineering
Focus: Technical (bionanotechnology)
Topics: Biological and biochemical processes and materials, separation/purification
of biological products; proteins, enzymes, and nucleic acids.
-or- CHE 463L Introduction to Transport Processes in Porous Media
Focus: Technical (nanomaterials)
Topics: Single- and multi-phase flow though porous media; diffusion and heat transfer.
NSF-DUE-0633372 “A Degree Project Approach to Engineering Education”, PI: C. Ted Lee
Nano-module #1: Synthesis of Gold
1. Do your own experiences as a learner influence your teaching approaches when you teach? In what way?
2. “Critical reflection” is described as “a deliberate, consistent, systematic effort to uncover assumptions”: As you reflect on your teaching, what might have been erroneous assumptions that, upon critical reflection, needed your attention regarding either the effectiveness of a teaching approach or one aspect of student learning?
3. What type of student feedback do you find most helpful to your own critical reflection and, thus, your assessment about your teaching?
4. Research has shown that College teaching should not be an isolating profession: critical reflection about teaching requires a community of peers; it’s a social process: one needs peer feedback and emotional support. Do you agree? Why?