Chemical Engineering Curriculum Renewal

Abstract

Based on results of our own research and stakeholder surveys, the School of Chemical and Biomolecular Engineering at The University of Sydney has identified a number of imperatives for curriculum change, and has used this stimulus to embark on the task of curriculum renewal. First, the desired graduate attributes were determined, followed by the design of mechanisms needed to integrate these within the curriculum. The curriculum was designed to incorporate an integrated framework for teaching all core concepts, enabling technologies and engineering practice paradigms. The new curriculum was introduced in stages, commencing in 2004. Each unit of study comprises several modules, most supported by problem-based learning. Integration within, and between semesters is vitally important, and is enhanced by team teaching, which has also helped to provide a sense of peer-support. Assessment against sets of competencies rather than differentiated grading was introduced for core technical courses. Students progress between years of study with a greater understanding of the inter-relationship between the analytical, synthesis and practice components of the curriculum. There are a few issues to resolve, but several positive features have emerged so far. The positive reviews of the new curriculum by the Accreditation Panels of both Engineers Australia and the Institution of Chemical Engineers, as well as comments from student representatives, have been significant confirmations of our approach.