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Chemical Engineering Program Structure at ICT Prague Frantisek Stepanek PowerPoint PPT Presentation


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www.vscht.cz. Chemical Engineering Program Structure at ICT Prague Frantisek Stepanek. Prague Czech Republic. www.vscht.cz. www.vscht.cz. 1803 Emperor Francis II. founded the Chemistry Department of the Royal Czech Polytechnical Institute in Prague

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Chemical Engineering Program Structure at ICT Prague Frantisek Stepanek

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Chemical engineering program structure at ict prague frantisek stepanek

www.vscht.cz

Chemical Engineering Program Structure at ICT Prague

Frantisek Stepanek


Chemical engineering program structure at ict prague frantisek stepanek

Prague

Czech Republic

www.vscht.cz


Chemical engineering program structure at ict prague frantisek stepanek

www.vscht.cz


History

  • 1803 Emperor Francis II. founded the Chemistry Department of the Royal Czech Polytechnical Institute in Prague

  • 1806 First courses in the Departments of Mathematics and Chemistry

  • Chemistry Department provided instruction in general and practical chemistry witha focus on the major industries: glass, iron and textile

History

  • 1920 transformation into the School of Chemical Technology, one of the seven faculties of the Czech Technical University

  • 1952 independent Institute of Chemical Technology, Prague

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Notable alumni

  • Professor Otto Wichterle (1913-1998)

  • macromolecular chemist

  • the inventor of soft hydro-gel contact lenses or polyamide thread Silon (Nylon)

Notable Alumni

  • ProfessorVlado Prelog (1906-1998)

  • organic chemist

  • awarded the Nobel Prize in Chemistry in 1975 as professor at the ETH Zürich (contribution to the stereochemistry of organic molecules and their reactions)

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Organisational structure

Organisational Structure

Vice-Rectors

External Relations

Studies

Research

Facilities and Building

RECTOR

Central Library

Central Labs.

Computer Centre

Faculty of Chemical Technology

Faculty of Environmental Technology

Faculty of Food and Biochemical Technology

Faculty of Chemical Engineering

Academic Departments

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www.vscht.cz


Sources of financial income

Sources of Financial Income

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Students and academic staff

Students and Academic Staff

Bc. & MSc. students3184

International students373

Bc. & MSc. graduates (2007/8)798

PhD students877

PhD graduates (2007/08)102

Faculty members

Professors 59

Assoc. Professors 96

Assistants 215

Scientists148

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Organisation of studies

Organisation of Studies

“Bologna scheme” – applied at Czech universities since 2004/5

PhD

degree,

4 years

Master degree,

2 years

Bachelor degree, 3 years

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www.vscht.cz


Chemical engineering program structure at ict prague frantisek stepanek

Faculty of Chemical Engineering

Master’s degree programs:

1. Process Engineering and Informatics (= Chemical Engineering)

2. Technical Physical and Analytical Chemistry

3. Economics and Management in the Process Industries

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Study plan overview

Study Plan - Overview

Years 1-3 (Bc level)Common Fundamental Subjects:e.g. organic chemistry, mathematics, physics, etc.Electives: - advanced versions of fundamental courses(aimed at students continuing to MSc) - more practically oriented technical electives(aimed at students intending to stop at Bc) - business electivesBc Project: - also called “mini diploma thesis”

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Study plan year 1 of bachelor s program

Study Plan - Year 1 of Bachelor’s program

Autumn

Spring

* 2 electives must be chosen

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Study plan year 2 of bachelor s program

Study Plan - Year 2 of Bachelor’s program

Autumn

* 1 elective must be chosen

Spring

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Study plan year 2 of bachelor s program continued

Study Plan - Year 2 of Bachelor’s program…continued

Spring

* 1 elective must be chosen

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Study plan year 3 of bachelor s program

Study Plan - Year 3 of Bachelor’s program

Autumn

* 2 electives must be chosen

Spring

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Study plan year 3 of bachelor s program continued

Study Plan - Year 3 of Bachelor’s program…continued

Spring

* 2 electives must be chosen

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Study plan overview1

Study Plan - Overview

Years 4-5 (MSc level)Common subjects specific to Chem Eng:e.g. reaction engineering, heat transfer, separation processes, safety, etc.Electives: - mainly technical electives - allowing students to specialiseMSc project (“diploma work”): - individual project, formal conclusion of studies

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Study plan year 4 year 1 of msc level

Study Plan - Year 4 (Year 1 of MSc level)

Autumn

* 2 electives must be chosen

Spring

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Study plan year 4 year 1 of msc level continued

Study Plan - Year 4 (Year 1 of MSc level)…continued

Spring

* 3 electives must be chosen

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Study plan year 5 year 2 of msc level

Study Plan - Year 5 (Year 2 of MSc level)

Autumn

* 2 electives must be chosen

Spring

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Experience with bologna style structure

Experience with Bologna-style structure

  • Students like the flexibility offered by early electives

  • In engineering disciplines, the vast majority of students continue for a full 5-year MSc (finishing at Bc level is regarded as a “drop out” by both employers and students)

  • In spite of this, many students tend to choose the “easy” practical electives in years 1-3 and then can miss the deeper understanding provided by the “advanced versions” of common fundamental courses

  • The Bc project is a welcome element in the curriculum which greatly enhances the quality of the subsequent MSc project in year 5

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Comparison with the uk system based on experience at imperial college london

Comparison with the UK system(based on experience at Imperial College London)

  • Much more chemistry at ICT, including lab work Studies are completed by an individual research projectDesign project is present but has a less prominent roleElectives are present in the curriculum from Year 1 Supervised tutorials form part of most courses in all 5 years and contribute significantly to the students’ assessment Starting from the Bc project in year 3, MSc students tend to be closely integrated into the supervisor’s research group through semestral projects and pre-diploma laboratory

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Conclusions and recommendations my personal views

Conclusions and Recommendations(my personal views)

  • Give students choice Keep the underlying science fundamentals strong Include project-based work early on Integrate students into on-going research and industrial consultancy projects Don’t assume ‘typical’ career paths or specific industry sectors for graduates, they end up everywhere

Thank You!

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