Citation
Chemical engineering education

Material Information

Title:
Chemical engineering education
Alternate Title:
CEE
Abbreviated Title:
Chem. eng. educ.
Creator:
American Society for Engineering Education -- Chemical Engineering Division
Place of Publication:
Storrs, Conn
Publisher:
Chemical Engineering Division, American Society for Engineering Education
Publication Date:
Frequency:
Quarterly[1962-]
Annual[ FORMER 1960-1961]
Language:
English
Physical Description:
v. : ill. ; 22-28 cm.

Subjects

Subjects / Keywords:
Chemical engineering -- Study and teaching -- Periodicals ( lcsh )

Notes

Citation/Reference:
Chemical abstracts
Additional Physical Form:
Also issued online.
Dates or Sequential Designation:
1960-June 1964 ; v. 1, no. 1 (Oct. 1965)-
Numbering Peculiarities:
Publication suspended briefly: issue designated v. 1, no. 4 (June 1966) published Nov. 1967.
General Note:
Title from cover.
General Note:
Place of publication varies: Rochester, N.Y., 1965-1967; Gainesville, Fla., 1968-

Record Information

Source Institution:
University of Florida
Rights Management:
All applicable rights reserved by the source institution and holding location.
Resource Identifier:
01151209 ( OCLC )
70013732 ( LCCN )
0009-2479 ( ISSN )
Classification:
TP165 .C18 ( lcc )
660/.2/071 ( ddc )

UFDC Membership

Aggregations:
Chemical Engineering Documents

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Volumes 36 through 40
(Note: Author Index begins on page 338)


TITLE INDEX
Note: Titles in italics are books reviews.


A
Active Learning and Critical Thinking, Using Small
Blocks of Times for ................................................. 38(2),150
Active Learning That Addresses Four Types of Student
Motivation, Survivor Classroom: A Method of.......... 39(3),228
Adsorption Laboratory Experiment, A Fluidized Bed....... 38(1),14
Agitation and Aeration: an Automated
Didactic Experiment................................................. 38(2),100
Agitation Experiment with Multiple Aspects, An............ 40(3),159
Analogies: Those Little Tricks That Help Students to
Understand Basic Concepts in Chemical Engineering 39(4)302
Applied Probability and Statistics, An Undergraduate
Course in.................................................................. 36(2),170
ASEE Annual Meeting Program, 2002.......................... 36(2),128
ASEE Annual Meeting Program, 2003.......................... 37(2),120
Aspects of Engineering Practice Examining Value and
Behaviors in Organizations....................................... 36(4),316
Aspen Plus in the ChE Curriculum: Suitable Course
Content and Teaching Methodology ........................... 39(1),68
Assessing the Incorporation of Green Engineering into
a Design-Oriented Heat Transfer Course.................. 39(4),320
Assessing Learning Outcomes, Rubric Development and
Inter-Rater Reliability Issues in................................ 36(3),212
Assessment of a Simple Viscosity Experiment for High
School Science Classes, Demonstration and............ 40(3),211
Assessment of Teaching and Learning, Using Test
Results for................................................................ 36(3),188
Assessment of Undergraduate Research Evaluating
Multidisciplinary Team Projects, Rubric
Development for........................................................ 38(1),68
Automated Distillation Column for the Unit Operations
Laboratory, An ......................................................... 39(2),104
Automotive Applications, Design of a Fuel Processor
System for Generating Hydrogen for....................... 40(3),239

Award Lectures
Equations (of Change), Don't Change, The: But
the Profession of Engineering Does ..................... 37(4),242
Membrane Science and Technology in the 21st
Century .................................. ...................... 38(2),94
Future Directions in ChE Education: A New
Path to G lory ......................................................... 37(4),284
Azeotropic System in a Laboratorial Distillation Column,
Validating The Equilibrium Stage Model for an......... 40(3),195


B
Batch Fermentation Experiment for L-Lysine
Production in the Senior Laboratory, A.................... 37(4),262
(BLEVE), Boiling-Liquid Expanding-Vapor Explosion:


An Introduction to Consequence and Vulnerability
Analysis .................................................................. 36(3),206
Beer, Teaching Product Design Through the
Investigation of Commercial .................................... 36(2),108
Binary Molecular Diffusion Experiments,
Inexpensive and Simple............................................ 36(1),68
Biochemical and Biological Engineering Courses, The
Research Proposal in ......................................... 40(4),323
Biochemical Engineering Taught in the Context of
Drug Discovery to Manufacturing............................ 39(3).208
Biodiesel Production Using Acid-Catalyzed
Transesterification of Yellow Grease, Plant
Design Project: ......................................................... 40(3),215
Biointerfacial Engineering, Multidisciplinary Graduate
Curriculum on Integrative ........................................ 40(4),251
Biological Systems in the Process Dynamics and
Control Curriculum, Integrating ............................ 40(3),181
Biology and ChE at the Lower Levels, Integrating .........38(2),108
Biomass as a Sustainable Energy Source: An Illustration
of ChE Thermodynamic Concepts........................... 40(4),259
Biomedical and Biochemical Engineering for K-12
Students ....................... ........................................... 40(4),283
Biomolecular Modeling in a Process Dynamics and
Control Course......................................................... 40(4),297
Bioprocess Engineering, A Course In: Engaging the
Imagination of Students Using Experiences Outside
the Classroom .......................................................... 37(3),180
Bioreactor, Mass Transfer and Cell Growth Kinetics
in a ........................................... .............................. 36(3),216
Block-Scheduled Curriculum, Pillars of Chemical
Engineering, A ......................................................... 38(4),292
Brine-Water Mixing Tank Experiment, Teaching
Semiphysical Modeling to ChE Students Using a......39(4),308
Building Molecular Biology Laboratory Skills in
ChE Students ........................................................... 39(2),134
Building Multivariable Process Control Intuition
Using Control Station" ........................................ 37(2),100



Carbon Cycle, Earth's: Chemical Engineering Course
M aterial............................................. ........................ 36(4),296
Career, Factors Influencing the Selection of Chemical
Engineering as a........................................................ 37(4),268
Cars Accelerate Learning, Fast: High-Performance
Engines ................................................................... 37(3),208
Catalytic Reactor, Experiments with a Fixed-Bed............. 36(1),34
Cell Growth Kinetics in a Bioreactor, Mass Transfer
and ....................................... 36(3),216
Chemical Engineering Education











Cellular Biology into a ChE Degree Program.
Incorporating Molecular and....................................39(2),124
CFD Tools, Teaching Nonideal Reactors with................. 38(2),154
ChE Principles, A Respiration Experiment to Introduce .38(3),182
Chem-E-Car Competition, Engineering Analysis in the....40(1),66
Chem-E-Car Down Under ............................................. 36(4),288
Chemical Product Engineering. A Graduate-Level-
Equivalent Curriculum in ......................................... 39(4).264
Chemical Reaction Engineering Lab Experiment.
An Integrated ........................................................... 38(3),228
Chemical Thermodynamic Concepts to Real-World
Problems, Relating Abstract..................................... 38(4),268
Chemistry into the ChE Curriculum, Incorporating
Com putational ......................................................... 40(4),268
Classroom Demonstration of Natural Convection,
A Sim ple ...................................................... ......... 39(2),138
Choosing and Evaluating Equations of State for
Thermophysical Properties....................................... 37(3),236
Coffee on Demand: A Two-Hour Design Problem............ 36(1 ),54
Coherence in Technical Writing, Improving.................. 38(2),116
Collaborative Learning and Cyber-Cooperation in
M ultidisciplinary Projects......................................... 37(2),114
Combining Modern Learning Pedagogies in Fluid
Mechanics and Heat Transfer ................................... 39(4),280
Combustion Principles for Engineering Freshman,
The Potato Cannon: Determination of...................... 39(2).156
Commercial Simulator to Teach Sorption Separations.
U sing A .................................................................... 40(3),165
Common Plumbing and Control Errors in
Plantwide Flow Sheets............................................ 39(3),202
Community-Based Presentations in the Unit Ops
Laboratory ............................................................... 39(2),160
Communication Skills in Engineering Students, An
Innovative Method For Developing ......................... 38(4),302
Compact Heat Exchangers, A Project to Design
and B uild............................................ ......................... 39(1),38
Compendium of Open-Ended Membrane Problems
in the Curriculum A ................................................... 37(1).46
Compressible Flow Analysis Discharging Vessels .......... 38(3),190
Computation in the Analysis of Separation Processes,
Using Visualization and............................................ 40(4),313
Computational Fluid Dynamics, Incorporating Nonideal
Reactors in a Junior-Level Course............................ 38(2),136
Computer Evaluation of Exchange Factors
in Therm al Radiation ................................................ 38(2),126
Computer-Facilitated Mathematical Methods in ChE
Similarity Solution................................................... 40(4),307
Computer Programming to Teach Numerical Methods,
Increasing Time Spent on Course Objectives by
U sing.......................................................................... 37(3),214
Computer Science or Spreadsheet Engineering: An
Excel/VBA-Based Programming and Problem-
Solving Course ........................................................ 39(2),142
Computing Experience, Enhancing the Undergraduate... 40(3),231
ConcepTests and Instant Feedback in Thermodynamics,
Use of......................................................................... 38(1),64
Conceptual Understanding in Chemical Engineering........ 36(1),42
Condensation, Solvent Recovery by: An Application of
Phase Equilibrium and Sensitivity Analysis............... 38(3).216
Conducting the Engineer s Approach to Problem Solving,
Fall 2006


Discussion of the Method: ........................................ 38(3),203
Consequence and Vulnerability Analysis, Boiling-Liquid
Expanding-Vapor Explosion (BLEVE) .................... 36(3),206
Construction and Visualization of VLE Envelopes in
M athcad .................................. ................ 37(1),20
Consulting, The Vagaries of ............................................. 36(1),74
Control Station". Building Multivariable Process Control
Intuition Using............................ ............ ... 37(2),100
Cooking Potatoes: Experimentation and Mathematical
M odeling.................................................................... 36(1),26
Cooperative Work That Gets Sophomores on Board.......39(2),128
Copper Rotating-Disc Electrode, Reduction of
Dissolved Oxygen at a................................................ 39(1),14
Coupled Transport and Rate Processes, Teaching ........... 38(4),254
Course-Level Strategy for Continuous Improvement, A.39(3),186
Course Project, Partnering With Industry for a
M eaningful............ .......................................... ... 40(1),32
Cross-Disciplinary Projects in a ChE Undergraduate
Curriculum, Development of.................................... 38(4),296
Curriculum: Suitable Course Content and Teaching
Methodology, Aspen Plus in the ChE......................... 39(1),68
Cyber-Cooperation in Multidisciplinary Projects,
Collaborative Learning and ...................................... 37(2),114

Class and Home Problems
A Simple Open-Ended Vapor Diffusion Experiment.. 38(2),122
An Open-Ended Mass Balance Problem.................... 39(1),22
Boiling-Liquid Expanding-Vapor Explosion
(BLEVE) An Introducton to Consequence and
Vulnerability Analysis ............................................ 36(3),206
Computer-Facilitated Mathematical Methods in
ChE Similarity Solution......................................... 40(4),309
Cooperative Work That Gets Sophomores on Board.. 39(2),128
Data Analysis Made Easy With DataFit ..................... 40(1),60
Fuel Processor System for Generating Hydrogen for
Automotive Applications ....................................... 40(3),239
Gas Permeation Computations with Mathematica .....40(2),140
'Greening' a Design-Oriented Heat Transfer Course 39(3),216
Incorporating Green Engineering into a Material
and Energy Balance Course.......................................38(1),48
Scaled Sketches for Visualizing Surface Tension....... 39(4),328
Solvent Recovery by Condensation: An Application of
Phase Equilibrium and Sensitivity Analysis............ 38(3),216
The Sherry Solera: An Application of Partial
Difference Equations ........................................... 36(1),48

D
Data Analysis Made Easy With Datafit............................ 40(1),60
Decision Analysis for Equipment Selection .................. 39(2),100
Demonstration and Assessment of a Simple Viscosity
Experiment for High School Science Classes ............ 40(3),211
Design Experience: Multidisciplinary Design of a
Potable Water Treatment Plant, A Freshman ............ 39(4),296
Design in Chemical Engineering at Rose-Hulman
Institute of Technology, Freshman ........................... 38(3),222
Design of a Fuel Processor System for Generating
Hydrogen for Automotive Applications ................... 40(3),239
Design Problem, ATwo-Hour: Coffee on Demand........... 36(1),54
Design Project: Biodiesel Production Using Acid-
Catalyzed Transesterification of Yellow Grease,











Plant ......................................................................... 40(3),215
Design Project Curricula, An International Comparison
of Final-Year...................... ...... ... ........... 40(4),275
Design Projects of the Future........................................... 40(2),88
Design Projects, Web-Based Delivery of ChE.................39(3),194
Design Through the Investigation of Commercial
Beer, Teaching Product............................................. 36(2),108
Determining Self-Similarity Transient Heat Transfer
with Constant Flux, A Method for.............................. 39(1),42
Determining the Flow Characteristics of a Power
Law Liquid .............................................................. 36(4),304
Developing Metacognitive Engineering Teams............. 38(4),316
Development and Implementation of an Educational
Simulator: Glucosim ................................................. 37(4),300
Development of Cross-Disciplinary Projects In a
ChE Undergraduate Curriculum............................... 38(4),296
Differential Equations, Scaling of: "Analysis of the
Fourth Kind,"............................................................ 36(3),232
Diffusion Experiments, Inexpensive and Simple
Binary M olecular........................................................ 36(1),68
Diffusivities in the Classroom, Using Molecular-Level
Simulations to Determine......................................... 37(2),156
Discharging Vessels, Compressible Flow Analysis ......... 38(3),190
Discussion of the Method: Conducting the
Engineer's Approach to Problem Solving................. 38(3),203
Dissolved Oxygen at a Copper Rotating-Disc
Electrode, Reduction of ............................................. 39(1),14
Distillation Case Study, Using Mathematica to Teach
Process Units, A ..................................................... 39(2),116
Division Program, Chemical Engineering.....................36(2),128

Departmental Articles
California Berkeley, University of............................37(3),162
Columbia University................... .... ............. 40(1),8
Illinois Institute of Technology..................................... 39(1),2
Kansas State University............................................... 36(1),2
Maryland Baltimore County, University of ................ 37(2),82
Oklahoma, University of.......................................... 38(3),162
Rice U niversity....................................................... 38(2),88
Rowan University................................................... 39(2),82
Sherbrooke, University of......................................... 40(3),146
Tulane University ........................................ 36(2),88;40(2),80
Vanderbilt University................... .... .............. 37(1),2
W ashington University ............................................ 39(3),170

Doctoral Student's Perspective, Teaching and Mentoring
Training Programs at Michigan State
University: A............................................................ 38(4),250
Drawing the Connections Between Engineering
Science and Engineering Practice............................. 39(2),110
Drug Delivery for Chemical Engineers, An
Introduction to ......................................................... 36(3),198
Drug Discovery to Manufacturing, Biochemical
Engineering Taught in the Context of....................... 39(3),208
Durbin-Watson Statistics to Time-Series-Based
Regression Models, On the Application of................. 38(1),22
Dust Explosion Apparatus Suitable for Use in Lecture
Dem onstrations, A .................................................... 38(3),188
Dynamic Simulation to Converge Complex
Process Flow Sheets, Use of..................................... 38(2),142


E
Earth's Carbon Cycle Chemical Engineering Course
M material, The............................................................ 36(4),296
Economic Risk Analysis: Using Analytical and Monte
Carlo Techniques ....................................................... 36(2),94
Economics and Business Strategies, A Lesson in
Engineering: Gas Station Pricing Game................... 36(4),278

Educator Articles
Davis, Robert H.; University of Colorado.................. 37(2),88
Doherty, Mike; UC Santa Barbara............................. 38(3)168
Doraiswamy, L.K.; Iowa State University................ 36(3),178
Eckert, Chuck; Georgia Institute of Technology ............38(1),2
Gast, Alice; Massachusetts Institute of Technology .....39(2),88
Hesketh, Robert; Rowan University.............................37(1),8
King, C. Judson; UC Berkeley ................................. 39(3),178
LeBlanc, Steve; University of Toledo ........................ 36(2),82
Montgomery, Susan; University of Michigan ............ 40(3),154
Rhinehart, R. Russell; Oklahoma State University ........ 39(1),8
Seider, Warren; University of Pennsylvania................. 36(1),8
Shuler, Michael L.; Cornell University ...................... 38(2),82
Schulz, Kirk; Mississippi State University................... 40(1),2
Stuve, Eric M.; University of Washington.................. 40(2),74

Electrochemical Method, Metal Recovery from
W astewater with an.................................................. 36(2),144
Electrodialysis, Exploring the Potential of ......................37(1),52
Electrolyte Thermodynamics, Teaching............................. 38(1),26
Energy Balances on the Human Body: A Hands-On
Exploration of Heat, Work, and Power.......................39(1),30
Energy Consumption vs. Energy Requirement.............. 40(2),132
Energy Source: An Illustration of ChE Thermodynamic
Concepts, Biomass as a Sustainable.........................40(4),259
Enhancing the Undergraduate Computing Experience....40(3),231
Engineering Analysis in the Chem-E-Car Competition.....40(1),66
Engineering Science and Engineering Practice, Drawing
the Connections Between ......................................... 39(2),110
Engines, High-Performance: Fast Cars Accelerate
Learning .................................................................. 37(3),208
Environmental Engineers Through Development of a
New Course, Introducing Molecular Biology to........ 36(4),258
Environmental Impact Assessment: Teaching the
Principles and Practices by Means of a Role-Playing
C ase Study ................................................................. 39(1),76
Equations (of Change) Don't Change, But the
Profession of Engineering Does............................... 37(4),242
Equations of State at the Graduate Level,
M olecular-Based... ... .................................................. 39(4),250
Equations of State for Thermophysical Properties,
Choosing and Evaluating......................................... 37(3),236
Equilibrium Stage Model for an Azeotropic Systems
in an Laboratorial Distillation Column, Validating
the ............................................................................ 40(3),195
Equipment Selection, Decision Analysis for ................. 39(2),100
Evolutionary Operation Method to Optimize Gas
Absorber Operation, Using the: A Statistical
Method for Process Improvement ............................ 38(3),204
Examining Value and Behaviors in Organizations:
Aspects of Engineering Practice...............................36(4),316
Excel/VBA-Based Programming and Problem Solving
Chemical Engineering Education











Course, Computer Science or Spreadsheet
Engineering: An.................................................. 39(2).142
Exceptions to the Le Chatelier Principle ....................... 37(4),290
Excitement and Interest in Mechanical Parts, Pressure
for Fun: A Course Module for Increasing ChE
Students' ........................................ ......................... 40(4),291
Exercise for Practicing Programming in the ChE
Curriculum Calculation of Thermodynamic
Properties Using the Redlich-Kwong Equation of
State ......................................................................... 37(2).148
Experiment, Agitation and Aeration
an Autom ated Didactic ............................................. 38(2),100
Experiment, A Nonlinear, Multi-Input, Multi-Output
Process Control Laboratory......................................... 40(1)54
Experiment, A Quadruple-Tank Process Control............. 38(3),174
Experiment, A Simple Open-Ended Vapor Diffusion...... 38(2),122
Experiment for Transport Phenomena, An
Easy Heat and M ass Transfer..................................... 36(1),56
Experiment with Multiple Aspects, An Agitation............ 40(3),159
Experimental Air-Pressure Tank Systems for Process
Control Education........................................................ 40(1),24
Experimental Design, Personalized, Interactive,
Take-Home Examinations for Students Studying....... 37(2).136
Experimental Design into the Unit Operations
Laboratory, Incorporating.............. ......................... 37(3).196
Experimental Investigation and Process Design in a
Senior Laboratory Experiment ................................. 40(3).225
Experimental Projects for the Process Control
Laboratory ............................................................... 36(3),182
Experimentation and Mathematical Modeling:
Cooking Potatoes...................................................... 36(1),56
Experiments Across the Atlantic, Performing Process
Control ...................................................... ............. 39(3),232
Experiments, Inexpensive and Simple Binary
M olecular Diffusion.................................... .......... 36(1),68
Experiments and Other Learning Activities
Using Natural Dye Materials...................................... 38(2),132
Experiments with a Fixed-Bed Catalytic Reactor.............. 36(1),34
Explicit Models, Sensitivity Analysis in ChE Education:
Part 1. Introduction and Application to .................... 37(3),222

F
Factors Influencing the Selection of Chemical
Engineering as a Career..............................................37(4).268
First-Semester Course Focusing on Connection,
Communication, and Preparation, A Successful
Introduction to ChE".............................................. 39(3),222
Fixed-Bed Catalytic Reactor, Experiments with a.............36(1),34
Flexible Pilot-Scale Setup for Real-Time Studies in
Process Systems Engineering, A................................. 40(1),40
Flow Characteristics of a Power Law Liquid,
Determining the ....................................................... 36(4).304
Fluid Mechanics, Water Day: An Experiential
Lecture for ............................................................... 37(3).170
Fluid-Mixing Laboratory for ChE Undergraduates .........37(4).296
Fluidized Bed Adsorption Laboratory Experiment............ 38(1),14
Fluidized Bed Polymer Coating Experiment................. 36(2).138
For the Sake of Argument: If the Conventional Lecture
Is Dead Why is it Alive and Thriving.............................. 40(2)
Free Convection, A Computational Model for Teaching. 38(4),272

Fall 2006


French Fry-Shaped Potatoes, Optimum Cooking of: A
Classroom Study of Heat and Mass Transfer ............. 37(2),142
Freshman Design Experience: Multidisciplinary
Design of a Potable Water Treatment Plant, A ........... 39(4),296
Freshman Design in Chemical Engineering at Rose-
Hulman Institute of Technology ............................... 38(3),222
Frontiers of Chemical Engineering: a Chemical
Engineering Freshman Seminar.................................. 37(1),24
FTIR Spectroscopy: An Experiment for the
Undergraduate Laboratory, Kinetics of Hydrolysis
of Acetic Anhydride by In-Situ................................... 39(1),56
Fuel Processor System for Generating Hydrogen for
Automotive Applications. Design of a ..................... 40(3),239
Fuel Cell: An Ideal ChE Undergraduate Experiment......... 38(1),38
Future Directions in ChE Education: A New Path to
Glory ....................................... 37(4),284

G
Gas Permeation Computations with Mathematica...........40(2),140
Gas Separation Membrane Experiments, A Simple
Analysis for................................................................ 37(1),74
Gas Separation Using Polymers, Tools for Teaching.........37(1),60
Gas Station Pricing Game: A Lesson in Engineering
Economics and Business Strategies.......................... 36(4),278
Gasification Senior Design Project That Integrates
Laboratory Experiments and Computer Simulation,
A Tire ....................................................................... 40(3),203
Gene Subcloning for Chemical Engineering Students,
Laboratory Experiment on.......................................... 38(3),212
Gibbs Energy Considerations Reduce the Role of
Rachford-Rice Analysis, Computing Phase Equilibria: 36(1),76
Gillespie Algorithm and MATLAB. Introducing the
Stochastic Simulation of Chemical Reactions
Using the..................................................................... 37(1),14
Glucosim: Development and Implementation of an
Educational Simulator ............................ .................. 37(4),300
Graduate Course on Multi-Scale Modeling
of Soft M atter. A ...................................................... 38(4),242
Graduate Courses, Reflections on Project-Based
Learning in................................................ .......... 38(4),262
Graduate Curriculum on Integrative Biointerfacial
Engineering, M ultidisciplinary ................................. 40(4),251
Graduate Education: A Novel Approach for Describing
Micromixing Effects in Homogeneous Reactors........ 36(4),250
Graduate Education: Introducing Molecular Biology
to Environmental Engineers Through
Development of a New Course................................... 36(4),258
Graduate-Level Course in Tissue Engineering,
Teaching A ............................................................ 39(4),272
Graduate-Level-Equivalent Curriculum in Chemical
Product Engineering, A............................................. 39(4),264
Graduate Level, Molecular-Based Equations of State
at the ........................................................................ 39(4),250
Graduate Programs, Productivity and Quality Indicators
for Highly Ranked ChE .............................................. 37(2),94
Graduate Students the Role of Journal Articles in
Research, Teaching Entering.................................... 40(4),246
Graduate Thermodynamics Course in Chemical
Engineering Departments Across the United States,
A Survey of the................................................... 39(4),258
331











"Greening" a Design-Oriented Heat Transfer Course .....39(3),216
Green Engineering into a Design-Oriented Heat
Transfer Course, Assessing the Incorporation of........39(4),320
Green Engineering into a Material and Energy Balance
Course, Incorporating ................................................ 38(1),48
Group Learning, Introduction to Synthesis, Resourcefulness, and
Effective Communication in
Biochemical Engineering ........................................ 37(3),174
Group Work, Teaching Engineering in a Modern
Classroom Setting: Making Room for ..................... 39(2),164



Hands-On Laboratory in the Fundamentals of
Semiconductor Manufacturing, A........................ 36(1),14
Heat Transfer Visualization Tools, Java-Based.............. 38(4),282
Heat and Mass Transfer Experiment for Transport
Phenomena, An Easy.........................................36(1),56
Heat and Mass Transfer, Optimum Cooking of French Fry-Shaped
Potatoes: A Classroom Study of ...............................37(2),142
Heat Transfer Analysis and the Path Forward in a
Student Project on the Splenda Sucralose Process..... 39(4),316
Heat Transfer Course, Assessing the Incorporation of
Green Engineering into a Design-Oriented .............. 39(4),320
Heat Transfer Course, "Greening" a Design-Oriented .... 39(3),216
Heat Transfer Problems, Spreadsheet Solutions to
Two-Dimensional ................................. ..........36(2),160
Heat, Work, and Power; Energy Balances on the Human
Body: A Hands-On Exploration of ............................ 39(1),30
High School Science Classes, Demonstration and
Assessment of a Simple Viscosity Experiment for..... 40(3),211
High-Performance Engines: Fast Cars Accelerate
L earning ...................................................................... 37(3),20 8
High-Performance Learning Environments..................... 38(4),286
High School Outreach into ChE Courses, Incorporating. 37(3),184
Holistic Unit Operations Laboratory, A........................ 36(2),150
Homogeneous Reactors, A Novel Approach for
Describing Micromixing Effects in.......................... 36(4),250
Hydrogen for Automotive Applications, Design of a
Fuel Processor System for Generating ..................... 40(3),239
Hydrolysis of Acetic Anhydride by In-Situ FTIR
Spectroscopy: An Experiment for the
Undergraduate Laboratory, Kinetics of ......................39(1),56
Hyper-TVT: Development and Implementation of an
Interactive Learning Environment............................ 40(3),175

I
Improving Coherence in Technical Writing.................... 38(2)116
Improving "Thought with Hands", On .......................... 36(4),292
Incorporating Computational Chemistry into the ChE
Curriculum ............................................................... 40(4),268
Incorporating Experimental Design into the Unit
Operations Laboratory............................................. 37(3),196
Incorporating Green Engineering into a Material and
Energy Balance Course.............................................. 38(1),48
Incorporating High School Outreach into ChE Courses.. 37(3),184
Incorporating Molecular and Cellular Biology into
a ChE Degree Program ............................................. 39(2),124
Incorporating Nonideal Reactors in a Junior-Level
Course Using Computational Fluid Dynamics...........38(2),136
Industrial Training in Chemical Engineering Education,
332


The Role of.............................................................. 40(3),189
Industry for a Meaningful Course Project, Partnering
W ith ........................................................................ 40(1),32
Innovative, Can We Teach Our Students to be............... 36(2),116
Innovative Method for Developing Communication
Skills in Engineering Students, An........................... 38(4),302
Instant Messaging: Expanding Your Office Hours .......... 39(3),183
Integrating Biological Systems in the Process
Dynamics and Control Curriculum........................... 40(3),181
Integrating Biology and ChE at the Lower Levels .......... 38(2),108
Integrated Chemical Reaction Engineering Lab
Experiment, An........................................................ 38(3),228
Integrating Kinetics Characterization and Materials
Processing in the Lab Experience............................. 36(3),226
Integration Technique to Trace Phase Equilibria
Curves, U se of an...................................................... 36(2),134
Interactive Learning Environment, Hyper-TVT:
Development and Implementation of an .................. 40(3),175
International Comparison of Final-Year Design Project
Curricula, A n ........................................................... 40(4),275
Internet Resources for Chemical Engineers................... 36(2),100
Inter-Rater Reliability Issue in Assessing Learning
Outcomes, Rubric Development and ....................... 36(3),212
Introducing the Stochastic Simulation of Chemical
Reactions Using the Gillespie Algorithm and
M ATLA B ........................................... ................... 37(1),14
"Introduction to ChE" First-Semester Course Focusing
on Connection, Communication, and Preparation,
A Successful ............................................................ 39(3),222
Introduction to Drug Delivery for Chemical
Engineers, An........................................................... 36(3),198
Introductory ChE Courses, Portfolio Assessment in........ 36(4),310
Introductory Chemical Reaction Engineering Course,
Micromixing Experiments in the................................ 39(2),94
Investigation into the Propagation of Baker's Yeast: A
Laboratory Experiment in Biochemical Engineering. 38(3),196


I
Java-Based Heat Transfer Visualization Tools............... 38(4),282
Journal Articles in Research, Teaching Entering
Graduate Students the Role of.................................. 40(4),246


K
K-12 Students, Biomedical and Biochemical Engineering
for....................................................... ..................... 40(4),283
Kinetics and Reactor Design, Modeling of Chemical........37(1),44
Kinetics Experiment for the Unit Operations Laboratory,
A................ ....................................................... 39(3),238
Kinetics of Hydrolysis of Acetic Anhydride by In-Situ
FTIR Spectroscopy: An Experiment for the
Undergraduate Laboratory....................................... 39(1)56


L
L-Lysine Production in the Senior Laboratory, A Batch
Fermentation Experiment for.................................... 37(4),262
Lab-Based Unit Ops in Microelectronics Processing......37(3),188
Laboratory Exercise, Using a Commercial
Movie for an Educational Experience; Alternative:... 37(2),154
Lab Experience, Integrating Kinetics Characterization and
Chemical Engineering Education











M materials Processing in the....................................... 36(3),226
Lab Experiment, An Integrated Chemical Reaction
Engineering...... ... ......................................................... 38(3),228
Laboratory, A Batch Fermentation Experiment for
L-Lysine Production in the Senior.............................. 37(4),262
Laboratory Experiment, Experimental Investigation and
Process Design in a Senior ....................................... 40(3),225
Laboratory in the Fundamentals of Semiconductor
M manufacturing, A Hands-On....................................... 36(1),14
Laboratory Experiment on Gene Subcloning for
Chemical Engineering Students................................ 38(3),212
Laboratory Experiment, Pem Fuel-Cell Test Station and 38(3),236
Laboratory Skills in ChE Students, Building
M olecular Biology..................................................... 39(2), 134
Laboratory to Supplement Courses in Process Control, A. 36(1),20
Laboratory Structure Encouraging Realistic Communication
and Creative Experiment Planning........................... 37(3),202
Learning Environments, High-Performance.................. 38(4),286
Learning Pedagogies in Fluid Mechanics and Heat
Transfer, Combining................................................ 39(4),280
Learning Through Simulation: Student Engagement.......39(4),288
Lecture Demonstrations, A Dust Explosion Apparatus
Suitable for U se in ................................................ 38(3),188

Letters to the Editor .............36(1),59;37(1),45;(2),124;(3),207

Le Chatelier Principle, Exceptions to the ...................... 37(4).290
Liquid Diffusion Coefficients, Mass Transfer
Experiment: Determination of.................................. 36(2),156
Lower Levels, Integrating Biology and ChE at the ..........38(2)108


M
Making Room for Group Work: Teaching Engineering
in a Modern Classroom Setting ............................... 39(2),164
Manufacturing, Biochemical Engineering Taught in the
Context of Drug Discovery and................................ 39(3),208
Mathematica, Gas Permeation Computations with.......... 40(2),140
Mass Balance Problem, An Open-Ended......................... 39(1).22
Mass Transfer and Cell Growth Kinetics in a
Bioreactor ................................................................ 36(3),216
Mass Transfer Experiment: Determination of Liquid
Diffusion Coefficients................................................. 36(2).156
Mass Transfer Experiment for Transport Phenomena,
An Easy Heat and ...................................................... 36(1),56
Materials Processing in the Lab Experience, Integrating
Kinetics Characterization and................................... 36(3),226
MathCad, Construction and Visualization of VLE
Envelopes in .............................................................. 37(1),20
MathCad in Undergraduate Reaction Engineering,
Numerical Problem Solving Using...........................40(1),14
Mathematica to Teach Process Units: A Distillation
C ase Study, U sing....................................................... 39(2),116
Mathematical Methods in ChE Similarity Solution,
Computer-Facilitated..................... .... ................. 40(4),307
Mathematical Modeling: Cooking
Potatoes, Experimentation and................................... 36(1),26
Mathematical Modeling and Process Control of
Distributed Parameter Systems: The
One-Dimensional Heated Rod ................................. 37(2),126
MATLAB, Introducing the Stochastic Simulation of
Fall 2006


Chem. Reactions Using the Gillespie Algorithm and...37(1),14
McCabe-Thiele Modeling Specific Roles in the Learning
Process, Process Simulation and ..............................37(2),132
Mechanical Testing of Common-Use Polymeric
Materials with an In-House-Built Apparatus.............. 40(1),46
Membrane Science and Technology in the 21st Century... 38(2),94
Mentoring Training Programs at Michigan State
University: A Doctoral Student's Perspective,
Teaching and............................................ ............... 38(4),250
Metacognitive Engineering Teams, Developing............ 38(4),316
Micromixing Experiments in the Introductory
Chemical Reaction Engineering Course..................... 39(2),94
Mixing Writing with First-Year Engineering: An
Unstable Solution ................................................... 37(4),248
Mechanical Parts, Pressure for Fun: A Course Module
for Increasing ChE Students' Excitement and
Interest in .......................................... ........ ............ 40(4),29 1

Membranes in ChE Education
Analysis of Membrane Processes in the Introduction-
to-ChE Course....................................................... 37(1),33
Compendium of Open-Ended Membrane Problems
in the Curriculum ................................................... 37(1),46
Exploring the Potential of Electrodialysis.................. 37(1),52
Membrane Projects with an Industrial Focus in the
Curriculum ............................................................ 37(1),68
Press Ro System: An Interdisciplinary Reverse Osmosis
Project for First-Year Engineering Students ............ 37(1),38
Simple Analysis for Gas Separation Membrane
Experim ents, A ...................................................... 37(1),74
Tools for Teaching Gas Separation Using Polymers.... 37(1),60

Membrane Science and Technology in the 21st
Century ..................................................................... 38(2),94
Membrane Problems in the Curriculum, A
Compendium of Open-Ended..................................... 37(1),46
Metal Recovery from Wastewater with an
Electrochemical Method............................................. 36(2),144
Method for Determining Self-Similarity Transient
Heat Transfer with Constant Flux, A.......................... 39(1),42
Micromixing Effects in Homogeneous Reactors, A Novel
Approach for Describing .......................................... 36(4),250
Modeling of Chemical Kinetics and Reaction Design ....... 37(1),44
Modeling in a Process Dynamics and Control Course,
Biomolecular ........................................................... 40(4),297
Modern Classroom Setting, Making Room for Group
Work: Teaching Engineering in a ............................. 39(2),164
Mole Balances Systematically, Put Your Intuition to
Rest: W rite .......................................................... ..... 38(4),308
Molecular and Cellular Biology into a ChE Degree
Program, Incorporating............................................. 39(2),124
Molecular-Based Equations of State at the
Graduate Level ........................................................ 39(4),250
Molecular Diffusion Experiments, Inexpensive and
Sim ple Binary ............................................................ 36(1),68
Molecular-Level Simulations to Determine Diffusivities
in the Classroom, Using............................................ 37(2),156
Molecular Biology to Environmental Engineers Through
Development of a New Course, Introducing............ 36(4),258
Monte Carlo Techniques:
333











Economic Risk Analysis, Using Analytical and........... 36(2),94
Movie for an Educational Experience: An Alternative Laboratory
Exercise, Using a Commercial................................. 37(2),154
Multidisciplinary Design of a Potable Water Treatment
Plant, A Freshman Design Experience: .................... 39(4),296
Multidisciplinary Graduate Curriculum on Integrative
Biointerfacial Engineering........................................ 40(4),251
Multidisciplinary Projects, Collaborative Learning
and Cyber-Cooperation in........................................... 37(2),114
Multidisciplinary Team Projects, Evaluating: Rubric
Development for Assessment of Undergraduate
R esearch....... .. .................................... ...................... 38(1),68
Multi-Scale Modeling of Soft Matter, A
Graduate Course on .............................................. 38(4),242


N
Nanostructured Materials Synthesis of Zeolites.............. 38(1),34
Natural Convection, A Simple Classroom
Demonstration of .......................................................... 39(2),138
Natural Dye Materials, Experiments and Other
Learning A activities ............................................... 38(2),132

Next Millennium in Chemical Engineering
Crystal Engineering: From Molecules To Products.... 40(2),116
Different Chemical Industry, A................................. 40(2),114
Inside the Cell: A New Paradigm for Unit Operations
and Unit Processes .............................................. 40(2),126
Next Millennium in Chemical Engineering, The ......... 40(2),99
Teaching Engineering in the 21st Century with a 12th-
Century Teaching Model: How Bright is That...... 40(2),110
Vision of the Curriculum of the Future, A................ 40(2),104

Nonideal Reactors in a Junior-Level Course Using
Computational Fluid Dynamics, Incorporating .......... 38(2),136
Nonlinear, Multi-Input, Multi-Output Process Control
Laboratory Experiment, A ........................................... 40(1),54
Numerical Methods, Increasing Time Spent on Course
Objectives by Using Computer Programming to
Teach.......................................................................... 37(3),214
Numerical Problem Solving Using MathCad in
Undergraduate Reaction Engineering........................... 40(1),14
Numerical Problems, A Separation Processes Course
Using Written-Answer Questions to Complement.....36(2),130



Office Hours, Instant Messaging: Expanding Your ......... 39(3),183
On Improving "Thought with Hands"............................ 36(4),292
On the Application of Durbin-Watson Statistics to
Time-Series-Based Regression Models...................... 38(1),22
One-Dimensional Heated Rod: Mathematical Modeling
and Process Control of Distributed
Parameter System s ................................................. 37(2),126
Open-Ended Mass Balance Problem, An......................... 39(1),22
Optimum Cooking of French Fry-Shaped Potatoes: A
Classroom Study of Heat and Mass Transfer.............37(2),142
P
Paradox of Papermaking, The........................................ 39(2),146
Partial Difference Equations, The
Sherry Solera: An Application of ............................... 36(1),48


Particle Demonstrations for the Classroom and Lab.......37(4),274
Particle Technology, Novel Concepts for Teaching......... 36(4),272
Partnering with Industry for a Meaningful
Course Project....................................... ............... .... 40(1),32
Performing Process Control Experiments Across
the A tlantic................................................................ 39(3),232
Pem Fuel-Cell Test Station and Laboratory Experiment. 38(3),236
Personalized, Interactive, Take-Home Examinations
for Students Studying Experimental Design ............ 37(2),136
Plantwide Flow Sheets, Common Plumbing and
Control Errors in.................................................... 39(3),202
Potato Cannon: Determination of Combustion
Principles for Engineering Freshman, The............... 39(2),156
Product Design Through the Investigation of
Commercial Beer, Teaching...................................... 36(2),108
Phase Equilibria, How Gibbs Energy
Considerations Reduce the Role of
Rachford-Rice Analysis: Computing:......................... 36(1),76
Phase Equilibria Curves, Use of an Integration
Technique to Trace.................................................... 36(2),134
Phase Equilibrium and Sensitivity Analysis, Solvent
Recovery by Condensation: An Application of.......... 38(3),216
Phase Equilibrium More User-Friendly, Making............. 36(4),284
Pillars of Chemical Engineering: A
Block-Scheduled Curriculum................................... 38(4),292
Pilot-Scale Setup for Real-Time Studies in Process
Systems Engineering, A Flexible................................ 40(1),40
Plant Design Project: Biodiesel Production Using Acid-
Catalyzed Transesterification of Yellow Grease......... 40(3),215
Polymer Coating Experiment, Fluidized Bed.................. 36(2),138
Polymeric Materials with an In-House-Built Apparatus,
Mechanical Testing of Common-Use......................... 40( 1),46
Portfolio Assessment in Introductory ChE Courses......... 36(4),310
Potable Water Treatment Plant, A Freshman Design
Experience: Multidisciplinary Design of a............... 39(4),296
Power, Energy Balances on the Human Body: A
Hands-On Exploration of Heat, Work, and................. 39(1),30
Power Law Liquid, Determining the Flow
Characteristics of a .................................................. 36(4),304
Press RO System: An Interdisciplinary Reverse Osmosis
Project for First-Year Engineering Students...............37(1),38
Pressure for Fun: A Course Module for Increasing ChE
Students' Excitement and Interest in Mechanical
Parts .................................................. ..................... 40(4),291
Problem, And Open-Ended Mass Balance....................... 39(1),22
Problem-Solving Skills, Assessing: Part 2.......................36(1),60
Process Control of Distributed Parameter Systems Case
Study: The One-Dimensional Heated Rod,
Mathematical Modeling and....................................... 37(2),126
Process Control Education, Experimental Air-
Pressure Tank Systems for............................................40(1),24
Process Control Experiment, A Quadruple-Tank .............38(3),174
Process Control, A Laboratory to Supplement Courses in. 36(1),20
Process Control Intuition Using Control Stations,
Building M ultivariable ............................................ 37(2),100
Process Control Laboratory Experience, Simulation and
Experiment in an Introductory.................................. 37(4),306
Process Control Laboratory Experiment, A Nonlinear,
M ulti-Input, M ulti-Output .......................................... 40(1),54
Process Control Laboratory, Experimental Projects

Chemical Engineering Education











for the........................................................................ 36(3),182
Process Control with a Numerical Approach Based on
Spreadsheets, Teaching............................................. 36(3),242
Process Design in a Senior Laboratory Experiment,
Experimental Investigation and................................ 40(3),225
Process Dynamics and Control Course, Biomolecular
M odeling in a..................................... .................... 40(4),297
Process Dynamics and Control Curriculum, Integrating
Biological Systems in the ......................................... 40(3),181
Process Flow Sheets, Use of Dynamic Simulation
to Converge Complex........................................... 38(2),142
Process Security in ChE Education.................................. 39(1),48
Process Simulation and McCabe-Thiele: Modeling
Specific Roles in the Learning Process..................... 37(2),132
Process Simulation Used Effectively in ChE
Courses?, Is.............................................................. 36(3),192
Process Systems Engineering, A Flexible Pilot-Scale
Setup for Real-Time Studies in................................... 40(1),40
Productivity and Quality Indicators for Highly Ranked
ChE Graduate Programs............................................ 37(2),94
Profession of Engineering Does, Equations (of Change)
Don't Change but the...................... .................... 37(4),242
Professor, Returning as a ............................................... 37(4),310
Project-Based Learning in Graduate Courses,
Reflections on .......................................................... 38(4),262
Project to Design and Build Compact Heat
Exchangers, A ............................... .... ......... 39(1),38
Project on the Splenda Sucralose Process, Heat Transfer
Analysis and the Path Forward in a Student ............ 39(4),316
Project, VCM Process Design: An ABET 2000 Fully
Compliant ................................ ...... ......... 39(1),62
Propagation of Baker's Yeast: A Laboratory Experiment in
Biochemical Engineering, Investigation into the .......38(3),196
Put Your Intuition to Rest: Write Mole
Balances Systematically ...................................... 38(4),308


Q
Quadruple-Tank Process Control Experiment, A............. 38(3),174

R
Rachford-Rice Analysis, Computing Phase Equilibria: How Gibbs
Energy Considerations Reduce the Role of ................36(1),76
Rate Processes, Teaching Coupled Transport and ........... 38(4),254
Reaction Engineering, Numerical Problem Solving
Using MathCad in Undergraduate.............................. 40(1),14
Reactor Design, Modeling of Chemical Kinetics............... 37(1),44
Real-Time Studies in Process Systems Engineering, A
Flexible Pilot-Scale Setup for..................................... 40(1),40
Real-World Problems, Relating Abstract Chemical
Thermodynamic Concepts to.................................... 38(4),268
Recommendation Letters, Value of Good...................... 37(2),122
Redlich-Kwong Equation of State: An Exercise for
Practicing Proramming in the ChE Curriculum, Calculation
of Thermodynamic Properties Using the ................. 37(2),148
Reduction of Dissolved Oxygen at a Copper
Rotating-Disc Electrode ............................................ 39(1),14
Reflections on Project-Based Learning in
Graduate Courses.................... .................... 38(4),262
Regression Models, On the Applications of Durbin-Watson


Fall 2006


Statistics to Times-Series-Based................................... 38(1),22
Relating Abstract Chemical Thermodynamic Concepts
to Real-W orld Problems ........................................... 38(4),268
Research Proposal in Biochemical and Biological
Engineering Courses, The........................................... 40(4),323
Research, Teaching Entering Graduate Students the Role
of Journal Articles in................................................ 40(4),246
Respiration Experiment to Introduce ChE Principles, A. 38(3),182
Returning as a Professor ............................................... 37(4),310
Reverse Osmosis Project for First-Year Engineering
Students, Press RO System:........................................ 37(1),38
Risk Analysis: Using Analytical and Monte
Carlo Techniques, Economic......................................36(2),94
Role of Industrial Training in Chemical Engineering
Education, The....................................................... 40(3),189
Role-Playing Case Study, Environmental Impact
Assessment: Teaching the Principles and Practices
by M means of a ................................ .... ......... 39(1)76
Rose-Hulman Institute of Technology, Freshman
Design in Chemical Engineering at.......................... 38(3),222
Rubric Development and Inter-Rater Reliability Issues
in Assessing Learning Outcomes.............................. 36(3),212
Rubric Development for Assessment of Undergraduate
Research Evaluating Multidisciplinary Team
Projects .................................. ........ ......... 38(1),68

Random Thoughts
Changing Times and Paradigms................................. 38(1),32
Death By PowerPoint ..................... .................. 39(1),28
Educator For All Seasons, An................................... 38(4),280
Effective, Efficient Professor, The............................ 36(2),114
FAQs. V. Designing Fair Tests.................................. 36(3),204
FAQs. VI. Evaluating Teaching and Converting
the M asses ....................................................... 37(2),106
Fond Farewell, A................................................. 39(4),279
How to Evaluate Teaching......................................... 38(3),200
How to Survive Engineering School.......................... 37(1),30
How to Teach (Almost) Anybody (Almost)
A anything .............................................................. 40(3)173
Incontrovertible Logic of the Academy, The.............. 37(3),220
Learning By Doing .................................................. 37(4),282
Screens Down, Everyone: Effective Uses of Portable
Computers in Lecture Classes ............................. 39(3),200
So You Want to Win a CAREER Award..................... 36(1),32
Speaking of Education-III.......................................... 36(4),282
Speaking of Everything-II.........................................39(2),93
The W ay to Bet ........................................................ 40(1),32
We Hold These Truths To Be Self-Evident............... 38(2),114
W hat's in a Name .................................................... 40(4),281
Whole New Mind For a Flat World, A ....................... 40(2),96

S
Scaled Sketches for Visualizing Surface Tension............ 39(4),328
Scaling of Differential Equations: "Analysis of the
Fourth Kind"........................... .................... 36(3),232
Self-Similarity Transient Heat Transfer with Constant
Flux, A Method for Determining................................ 39(1),42
Semiconductor Manufacturing, A Hands-On Laboratory
in the Fundamentals of .............................................. 36(1),14
Semiphysical Modeling to ChE Students Using a
335











Brine-Water Mixing Tank Experiment, Teaching.......39(4),308
Sensitivity Analysis in ChE Education: Part 1. Intro. and
Application to Explicit M odels................................. 37(3),111
Sensitivity Analysis in ChE Education: Part 2.
Application to Implicit Models................................. 37(4),254
Sensitivity Analysis, Solvent Recovery by Condensation:
An Application of Phase Equilibrium and................38(3),216
Separation Processes Course: Using Written-Answer
Questions to Complement Numerical Problems ........ 36(2),130
Separation Processes, Using Visualization and
Computation in the Analysis of ................................40(4),313
Senior Design Project That Integrates Laboratory
Experiments and Computer Simulation, A Tire
G asification.............................................................. 40(3),203
Sherry Solera: An Application of Partial Difference
Equations, The ........................................................... 36(1),48
Similarity Solution, Computer-Facilitated Mathematical
M ethods in ChE....................................................... 40(4),307
Simple Classroom Demonstration of Natural
Convection, A .......................................................... 39(2),138
Simple Open-Ended Vapor Diffusion Experiment, A......38(2),122
Simulation and Experiment in an Introductory Process
Control Laboratory Experience................................ 37(4),306
Simulation: Student Engagement, Learning Through...... 39(4),288
Soft Matter, A Graduate Course on Multi-Scale
M odeling of ............................................................. 38(4),242
Software Tools for ChE Education Students'
Evaluations, Use of................................................... 36(3),236
Solids Product Engineering Design Project, A.............. 37(2),108
Solvent Recovery by Condensation: An Application
of Phase Equilibrium and Sensitivity Analysis...........38(3),216
Sorption Separations, Using a Commercial Simulator
to Teach..................................................................... 40(3),165
Splenda Sucralose Process, Heat Transfer Analysis and
the Path Forward in a Student Project on the ............. 39(4),316
Spreadsheet Engineering, An Excel/VBA-Based
Programming and Problem Solving Course:
Computer Science or ................................................ 39(2),142
Spreadsheet Solutions to Two-Dimensional Heat
Transfer Problems.................................................... 36(2),160
Spreadsheets, Teaching Process Control with a Numerical
Approach Based on................................................... 36(3),242
Spreadsheets and Visual Basic Applications as Teaching
Aids for a Unit Ops Course, Using........................... 37(4),316
Statistics, An Undergraduate Course in Applied
Probability and......................................... ........... 36(2),170
Stochastic Modeling of Thermal Death Kinetics of a
Cell Population Revisited......................................... 37(3),228
Stochastic Modeling, Using a Web Module to Teach...... 39(3),244
Stochastic Simulation of Chemical Reactions Using the
Gillespie Algorithm and MATLAB, Introducing the....37(1),14
Student Motivation, Survivor Classroom: A Method of
Active Learning That Addresses Four Types of......... 39(3),228
Students, Teaching ChE to Business and Science............ 36(3),222
Students' Evaluations, Use of Software Tools for ChE
Education ................................................................. 36(3),236
Successful "Introduction to ChE" First-Semester Course
Focusing on Connection, Communication,
and Preparation, A...................... .... .................. 39(3),222
Summer School


Course in Bioprocess Engineering Engaging the
Imagination of Students Using Experiences
Outside the Classroom, A.................................... 37(3),180
Incorporating Experimental Design into the Unit
Operations Laboratory........ ................................. 37(3),196
Incorporating High School Outreach into ChE
Courses ............................................................... 37(3),184
Increasing Time Spent on Course Objectives by
Using Computer Programming to Teach
Numerical M ethods............................................. 37(3),214
Introduction to Biochemical Engineering: Synthesis,
Resourcefulness, and Effective Communication
in Group Learning............................................... 37(3),174
Lab-Based Unit Operations in Microelectronics
Processing............................................................ 37(3),188
Passing it On: A Laboratory Structure Encouraging
Realistic Communication and Creative
Experiment Planning............................................ 37(3),202
Water Day: An Experiential Lecture for Fluid
M echanics................................ ............ 37(3),170

Survivor Classroom: A Method of Active Learning
That Addresses Four Types of Student Motivation .... 39(3),228
Survey of the Graduate Thermodynamics Course in
Chemical Engineering Departments Across the
United States, A ............................... ..................... 39(4),258


I
Tank Systems for Process Control Education,
Experimental Air-Pressure............................................ 40(1),24
Teach Our Students to be Innovative? Can We.............. 36(2),116
Teaching ChE to Business and Science Students............. 36(3),222
Teaching Coupled Transport and Rate Processes ............ 38(4),254
Teaching Electrolyte Thermodynamics ............................. 38(1),26
Teaching Engineering Courses with Workbooks............. 38(1),74
Teaching Entering Graduate Students the Role of Journal
Articles in Research.................................................. 40(4),246
Teaching Free Convection, a Computational Model for.. 38(4),272
Teaching a Graduate-Level Course in Tissue
Engineering...... ... ........................................................ 39(4),272
Teaching and Mentoring Training Programs at
Michigan State University: A Doctoral
Student's Perspective............................................... 38(4),250
Teaching Nonideal Reactors with CFD Tools................ 38(2),154
Teaching Particle Technology, Novel Concepts for......... 36(4),272
Teaching Process Control with a Numerical Approach
Based on Spreadsheets.............................................. 36(3),242
Teaching Semiphysical Modeling to ChE Students
Using a Brine-Water Mixing Tank Experiment..........39(4),308
Teaching Tips: Elevator Talks.............................................. 40(3)
Teaching Tips............................................... 38(2),121 40(4),327
Teaching Turbulent Thermal Convection, A New
Approach to ............................................................. 36(4),264
Technical Writing, Improving Coherence in.................. 38(2),116
Technical Writing, Top Ten Ways to Improve ................. 38(1),54
Test Results for Assessment of Teaching and Learning,
U sing.......................................................................... 36(3),188
Test Station and Laboratory Experiment, Pem Fuel-Cell 38(3),236
Thermal Convection, A New Approach to Teaching

Chemical Engineering Education











Turbulent................................................................ 36(4),264
Thermal Death Kinetics of a Cell Population Revisited,
Stochastic M odeling of............................................ 37(3),228
Thermal Radiation, Computer Evaluation
of Exchange Factors ............................................. 38(2),126
Thermodynamic Concepts, Biomass as a Sustainable
Energy Source: An Illustration of ChE..................... 40(4),259
Thermodynamic Properties Using the Redlich-Kwong Eq.
of State, An Exercise for Practicing Programming in
ChE Curriculum Calculation of ................................ 37(2),148
Thermodynamics Course in Chemical Engineering
Departments Across the United States, A Survey
of the Graduate ................................ .................... 39(4).258
Thermodynamics, Teaching Electrolyte ...................... 38(1),26
Thermodynamics, Use of ConcepTests and Instant
Feedback in.............................................................. 38(1),64
Thermophysical Properties, Choosing and Evaluating
Equations of State for.............................................. 37(3),236
Tire Gasification Senior Design Project That Integrates
Laboratory Experiments and Computer
Sim ulation, A ........................................................... 40(3),203
Tissue Engineering, Teaching a Graduate-Level
Course in.......................................... ....................... 39(4),272
Tools for Teaching Gas Separation Using Polymers......... 37(1),60
Top Ten Ways to Improve Technical Writing .................. 38(1 ),54
Transesterification of Yellow Grease, Plant Design
Project: Biodiesel Production Using Acid-Catalyzed. 40(3),215
Transport Phenomena, An Easy Heat and Mass
Transfer Experiment for .............................................36(1),56
Troubleshooting Skills in the Unit Operations
Laboratory, Developing............................................ 36(2),122
Two-Dimensional Heat Transfer Problems,
Spreadsheet Solutions to..................... .................. 36(2).160



Undergraduate Curriculum, Development of Cross-
Disciplinary Projects in a ChE............................. 38(4),296
Unit Ops Course, Using Spreadsheets and Visual Basic
Applications as Teaching Aids for a ....................... 37(4),316
Unit Operations Laboratory, A Holistic ...................... 36(2),150
Unit Operations Laboratory, A Kinetics Experiment
for the............................................ ............. ......... 39(3),238
Unit Operations Laboratory, A Virtual......................... 36(2),166
Unit Operations Laboratory, An Automated Distillation
C olum n for the............................................................ 39(2),104
Unit Operations Laboratory, Developing
Troubleshooting Skills in the............................... 36(2),122
Unit Operations Laboratory, Incorporating Experimental
D esign into the......................................................... 37(3),196
Unit Ops in Microelectronics Processing, Lab-Based.....37(3),188
Unit Ops Laboratory, Community-Based Presentations
in the ....................................................................... 39(2),160
UOP-Chulalongkorn University Industrial-University
Joint Program ........................................................... 38(1),60
Use of ConcepTests and Instant Feedback in
Therm odynam ics ........................................................ 38(1),64
Using a Commercial Simulator to Teach Sorption
Separations...... ... .................................. ....................... 40(3),165
Using a Web Module to Teach Stochastic Modeling.......39(3),244
Using Mathematica to Teach Process Units: A
Fall 2006


D istillation Case Study ............................................ 39(2),116
Using Small Blocks of Time for Active Learning
and Critical Thinking............................................ 38(2),150
Using Spreadsheets and Visual Basic Applications as
Teaching Aids for a Unit Ops Course....................... 37(4),316
Using Test Results for Assessment of Teaching
and Learning............................................................ 36(3),188
Using the Evolutionary Operation Method to Optimize
Gas Absorber Operation: A Statistical Method for
Process Improvement .............................................. 38(3),204
Using Visualization and Computation in the Analysis
of Separation Processes ........................................... 40(4),313



Validating The Equilibrium Stage Model for an
Azeotropic System in a Laboratorial Distillation
Column .................................................................... 40(3),195
Value of Good Recommendation Letters....................... 37(2),122
Vapor Diffusion Experiment, A Simple Open-Ended......38(2),122
VCM Process Design: An ABET 2000 Fully
Compliant Project................................................. 39(1),62
Virtual Laboratory, Web-Based VR-Form..................... 36(2),102
Virtual Unit Operations Laboratory, A........................... 36(2),166
Viscosity Experiment for High School Science Classes,
Demonstration and Assessment of a Simple............. 40(3),211
Visual Basic Applications as Teaching Aids for a Unit
Ops Course, Using Spreadsheets and....................... 37(4),316
Visualizing Surface Tension........................................... 39(4),328
Visualization Tools, Java-Based Heat Transfer.............. 38(4),282
VLE Envelopes in Mathcad, Construction and
Visualization of.......................................................... 37(1),20
Vulnerability Analysis, (BLEVE) Boiling-Liquid
Expanding-Vapor Explosion: An Introduction to
Consequence and .................................................. 36(3),206


w
Wastewater with an Electrochemical Method, Metal
Recovery from ......................................................... 36(2),144
Water Day: An Experiential Lecture for Fluid Mech.......37(3),170
Web-Based Delivery of ChE Design Projects................ 39(3),194
Web-Based VR-Form Virtual Laboratory........................ 36(2),102
Web Module to Teach Stochastic Modeling, Using a......39(3),244
Work, and Power, Energy Balances on the Human Body:
A Hands-On Exploration of Heat ............................... 39(1),30
Writing with First-Year Engineering: An Unstable
Solution, M ixing....................................................... 37(4),248
Written-Answer Questions to Complement Numerical
Problems Case Study: A Separation Processes
Course ....................................... 36(2),130


Y
Yellow Grease, Plant Design Project: Biodiesel
Production Using Acid-Catalyzed
Transesterification of ............................................ 40(3),215


z
Zeolites, Nanostructured Materials Synthesis of............... 38(1),34












Author Index


A
Abbas, Abderrahim ................... 36(3),236
Abraham, Martin A. ................. 34(2),272
Abu-Khalaf, Aziz M.................. 36(2),122
Adhangale, Parag ...................... 37(2),156
Akers, William H. ..................... 39(4),316
Albarran, Carlos Ponce de Leon.... 39(1)14
Al-Bastaki, Nader ..................... 36(3),236
Almeida, Paulo Ignacio F ........... 38(2),100
Alves, Manuel A. ...................... 38(2),154
Ang, Siong ................................ 36(3),182
April, G .C...................................... 38(1),8
Ang, Siong ................................ 38(3),174
Arce, Pedro E............................ 38(4),286
Armstrong, Robert C................. 40(2),104
Arnold, D.W.................................... 38(1),8
Ascanio, Gabriel ....................... 37(4),296
Assaf-Anid, Nada M.. 38(4),268;40(4),259

B
Baber, Tylisha M....................... 38(4),250
Badino Jr., Alberto C................. 38(2),100
Balakotaiah, Vemuri.................. 36(4),250
Balcarcel, R. Robert.................... 37(1),24
Barna, Bruce A............................ 36(2),94
Barritt, Amber M....................... 39(4),296
Bayles, Taryn ................. 37(2),82;(3),184
Beene, Jason D.......................... 38(2),136
Bennewitz, Marlene Roeckel von38(4),302
Benyahia, Farid........................... 39(1),62
Bernardo, Fernando P............... 39(2),116
Besser, Ronald S. ...................... 36(2),160
BeviA, Francisco Ruiz............... 36(2),156
Bhatia, Surita R......................... 36(4),310
Biernacki, Joseph J.................... 39(3),186
Binous, Housam........................ 40(2),140
Birol, Gulnur............................. 37(4),300
Blau, G ary................................. 37(4),310
Blaylock, Wayne ....................... 38(2),122
Bonet, Josep.............................. 36(2),150
Bowman, Christopher ................. 37(2),88
Bowman, Frank M....................... 37(1),24
Braatz, Richard D........ 36(3),182;38(3)174
Brauner, Neima......................... 37(2),148
Brazel, C.S. ................................... 38(1),8
Brenner, James R. ........................ 40(1)60
Brent, Rebecca.......... 36(3),204;37(2),106;
......(4),282;38(3),2),200;39(1),28;(3),200;
........... .................. ........ 40(3),173;
Briedis, Daina ........................... 38(4),250
Brown, Gary.............................. 39(4),280
Bruce, David A............. 39(2),104;(3),238
Bullard, Lisa G.......................... 39(3),194
Burkey, Daniel .......................... 39(3),183
Burmester, Jeffrey A................... 40(3),211
Burrows, Veronica..................... 38(2),132
Butler, Justin T .......................... 39(2),104


C
Caicedo, A. Argoti..................... 37(3),228
Carmona, Ximena Garcia............ 38(4),302
Carney, Michael ....................... 36(2),18
Carter. Rufus ........................... 39(4),296
Case, Jennifer M......... 36(1),42;39(4),288;
........................................ 40(4 ),29 1
Caspary, David W...................... 37(4),262
Castaldi, Marco J...... 38(4),268;40(3),203;
................................................... (4 ),2 5 9
Cecchi, Joseph L ...................... 37(3),208
Center, Alfred M. ...................... 36(4),278
Chakraborty, Saikat.... 36(4),250;37(3),162
Chang, Chih-Hung .................... 37(3),188
Chang, Jane P. ............................ 36(1),14
Chauhan, Anuj........................... 39(4),296
Chen, Bei..................................... 38(1),34
Chen, Wei-Yin................. 37(1),20;(3)228
Chen, Xiao Dong ......... 36(1),26;38(3),196
Chi, Yawu...................................... 38(1),34
Chin, Der-Tau............................ 36(2),144
Chou, S.T ................................... 37(3),228
Choudhary, Devashish ............... 40(4),313
Chuang, Steven S.C. ................... 38(1),34
Churchill, Stuart W......36(2),116;36(4),264
Cilliers, Jan ............................... 39(2),100
Cinar, A li................................... 37(4),300
Ciric, Am y................................. 39(2),164

Cohen, Claude............................. 38(2),82
Coker, A. Kayode........................ 37(1),44
Coker, David T............................ 37(1),60
Colina, Coray M......... 37(3),236;39(4),250
Colton, Clark K......................... 39(3),232
Cooper, Douglas J..................... 37(2).100
Coronell, Dan............................ 39(2),142
Corti, David S. .......................... 37(4),290
Crittenden, Barry......................... 39(1),76
Crowe, Cameron M............ 36(1),48;(1),60
Cruz, Antonio J.G. .................... 38(2),100
Cussler, Edward L..................... 40(2),114
Cutlip, Michael B...................... 37(2),148

D
da Silva, Dulce Cristina Martins.40(3),195
Dahm, Kevin D............ 36(3),192;(3)212;
.........37(1),68;(2),132;38(1),68;(4),316
................................................ 39(2),94
Dale, Frances F.......................... 40(3),211
Davis, Richard A............. 37(1),74;39(1)38
Demirel, Yasar................ 38(1),74;(4),254
Detamore, Michael.................... 39(4),272
DiBiasio, David......................... 37(4),248
Dickson, James M....................... 36(1),60
Dickson, Jasper L........................ 37(1),20
Doherty, Mike .............38(4).308;40(2),116
Donoso, Carmen Gloria........... 38(4),302


Dorazio, Lucas .......................... 38(4),268
Doskocil, Eric J......................... 37(3),196
Dougherty, Danielle .................. 37(2),100
Doyle III, Francis J. .................. 40(3),181
Dranoff, Joshua S...................... 36(3),216
Drwiega, Jack............................ 39(4),296
Duarte, Belmiro......................... 40(3),195
Dube, Sanjay K......................... 39(4),258
Dueben, Rebecca....................... 39(4),280
Durand, Alain............................ 39(4),264


E
Edgar, Thomas F ...................... 40(3),231
England, Richard......................... 39(1),76
Erkey, Can..................................... 39(1),56
Erzen, Fetanet Ceylan............... 37(4),300
Espino, Ramon L. .................... 36(4),316
Evans, Geoffery M.................... 38(3),190


E
Fahidy, Thomas Z........ 36(2),170;38(1),22
Falconer, John L.......................... 38(1),64
Fan, L.T ..................................... 40(2),132
Farrell, Stephanie.......... 36(2),108;(2),138;
..(3),198;37(1),52,68;38(2),108;(3),182
................................................. 3 9 (1),30
Farriol, Xavier........................... 36(2),150
Favre, Eric................................. 39(4),264
Felder, Richard M........... 36(1),32;(2),114;
..........(3),204;(4),282;37(1),30;(2),106;
..........(3),220;(4),282;38(1),32;(2),114;
.............(3),200;(4),280;39(1)28;(2),82;
............(3),200;(4),279;40(1),38;(2),96;
..........................(2),110;(3),173;(4)281
Fenton, James M......................... 38(1),38
Fenton, Suzanne S....................... 38(1),38
Fernmindez-Torres, Maria J........... 39(4)302
Ferri, James K........................... 37(3),202
Fisher, David W.......................... 37(4),262
Fleming, Patrick J. .................... 36(2),166
Fletcher, Nathan W...................... 40(1),40
Floyd-Smith, Tamara M............ 40(3),211
Flynn, Ann Marie........... 39(3),216;(4),316
Fogler, H. Scott........................... 40(2),99
Font, Josep ................................ 36(2),150
Ford, Laura P............................. 37(3),170
Forrester, Stephanie E ............... 38(3),190
Foutch, Gary L.......................... 37(2),122
Fowler, Michael ........................ 38(3),236
Franks, George V....................... 37(4),274
Franses, Elias I.......................... 37(4),290
Fraser, Duncan M......... 36(1),42;39(4),288
Franzen, Stefan ......................... 38(4),242
Freeman, Benny D...................... 37(1),60
Frey, Douglas .............................. 37(2),82
Friedly, John C. ........................... 38(1),54
Chemical Engineering Education











G
Gadewar, Sagar B. .................... 38(4),308
Gatzke, Edward P ....................... 40(1),24
Ghannam, Mamdouh................. 40(3),189
Glasser, Benjamin L.................... 38(1),14
Glennon, Brian.......................... 38(4),296
Gray, Jeffrey J. .......................... 40(4),297
Goldstein, Aaron S.................... 38(4),272
Goiter, Paul ............................... 39(4),280
GonzAlez-Fernmndez, Camino....... 37(1),14
Good, Theresa............................. 37(2),82
Gooding, Charles H. ...... 39(2),104;(2),128
Goodson, Mike.......................... 39(3),232
Gorowara, Rajeev L.................. 36(3),226
Gubbins, Keith E........ 37(3),236;38(4),242
............................. ..... 39(4),250
Gupta, Santosh K ...................... 36(4),304

H
Haji, Shaker................................. 39(1),56
Han, Sang M. ............................37(3),208
Hardin, M att.............................. 38(3),196
Harrison, Roger G..................... 40(4),323
Hart, John A. IV .......................... 37(1),20
Harvey, Roberta ........................ 38(4),316
H ayati, I..................................... 37(2),108
Hecht, Gregory B...................... 38(2),108
Henda, Redhouane.................... 38(2),126
Henderson, Tom........................ 39(4),280
Henson, Michael A.................... 40(3).181
Herandez, Rafael..................... 40(3),215
Hesketh, Robert P.......... 36(2),138;(3),192;
.36(3),198;37(1),52:37(1),68;38(3),182
*.....................38(1),48;39(1)30;(2),94
Hickner, Michael A..................... 36(2),94
Hill, Priscilla J........................... 40(4),246
Hillier, James R......................... 36(4),304
Hile, Lloyd ................................ 38(2),121
Hinestroza, Juan P..................... 37(4),316
Holland, Charles E...................... 40(1),24
Hollar, Kathryn A...................... 38(2),108
Hounslow, M.J. ......................... 37(2),108
Howe-Grant, Mary E ................ 38(3),168
Hrenya, Christine M.................... 40(2),99
Huang, Yinlun............................. 39(1),48
Hubbe, Marty ............................ 39(2),146
Hudson, Mary Beth..................... 40(1),32
Hummel, Scott R......................... 37(1),38
Hung, Francisco........................ 38(4),242

I
Ibrahim, Tableb H. ...................... 36(1),68
Iveson, Simon M........ 36(2),130;37(4),274


1J
Jacoby, William A ..................... 37(2),136
Jeffreys, Trent............................ 40(3),215
Jennings, G. Kane ....................... 37(1),24


Jim6nez, Laureano .................... 36(2),150
Johnston, Barry S...................... 39(3),232
Jones, Paul................................. 40(3),211
Joo, Yong Lak ........................... 40(4),313
Joseph, Babu ............................... 36(1),20


K
Kear, G areth................................ 39(1),14
Keffer, D .J................................. 37(2),156
Keith, Jason............................... 38(4),282
Kentish, Sandra E........................ 40(4),275
Khilar, K .C................................ 36(4),292
Kim ura, Sho.............................. 37(3),188
Koch, Margaret ......................... 36(4),304
Kolavennu, Panini K................. 40(3),239
Komives, Claire ....................... 38(3),212
Kopplin, Lisa L ......................... 36(4),304
Koretsky, Milo D. ..................... 37(3),188
Kourti, Theodora......................... 36(1),60
Kraft, Markus............... 39(3),232;(3),244
Krantz, William B....................... 38(2),94
Kuhnell, David R. ..................... 39(3),238
Kulprathipanja, Ann....................38(l),60
Kulprathipanja, Santi .................. 38(1),60
Kunz, H. Russell.........................38(1),38
Kwon, Kyung C............36(1),68;40(3),211


L
Labadie, Joseph A.......................36(1),76
Lacks, Daniel J.......................... 36(3),242
LaClair, Darcy........................... 37(3),180
Lam Alfred ............................... 38(3),236
Lane, A .M .................................... 38(1),8
Law, Victor J. ............................ 39(2),160
Lawrence, Benjamin J................ 38(2)136
Lebduska, Lisa .......................... 37(4),248
Lee-Desautels, Rhonda ............... 40(1),32
Lee-Parsons, Carolyn W.T. ......... 39(3),208
Legros, Robert........................... 37(4),296
LeVan, M. Douglas ....................... 37(1),2
Lewis, Randy S............ 38(2),136;40(1),66
Li, Grace X.M........................... 38(3),196
Lin, Jung-Chou ........................... 38(1),38
Linder, Cedric ........................... 39(4),288
Lipscomb, G. Glenn....... 36(2),82;37(1),46
Liu, X ue .................................... 38(1),14
Lobban, Lance L ....................... 38(3),162
Lombardo, Stephen J ................ 38(2),150
Long, Christopher E.................... 40(1),24
Loney, Norman W ..................... 37(2),126
Lou, Helen H............................... 39(1),48
Luks, Kraemer D......................... 36(1),76
Luyben, William L..... 38(2),142;39(3),202

M
Maase, Eric L............................ 40(4),283
Macedo, Eugenia A..................... 38(1),26
Machniewski, Piotr M............... 38(3),190


Madiera, Luis M............. 38(2),154;(3),228
Madihally, Sundararajan ............38(2),136;
.................................... 40(1),66;(4),283
Magalhaes, Ferao D... 38(3),228;40(1),46
Malone, Mike............................ 38(4),308
Marchal-Heussler, Laurent.......... 39(4),264
Mardones, Olga Mora............... 38(4),302
Mar Olaya, Maria del................ 36(2),156
Marten. Mark .............................. 37(2),82
Martinez-Urreaga, Joaquin ...........37(1),14
Marwaha, Anirudha................... 40(3),215
Mason, Sarah L......................... 39(4),328
May, Nicole............................... 40(4),259
Mazyck, David.......................... 39(4),296
Mazzotti, Marco........................ 40(3),175
McCarthy, Joseph J................... 38(4),292
McCullough Roy L ................... 36(3),226
McDonald, Christopher I............ 39(3),238
McNeil, Melanie A..... 38(3),212;39(2),134
McNeill, Vivian Faye................ 39(3),232
Mendes, Ad6lio M..................... 38(3),228
Mendes, Joaquim G. ................... 40(1),46
Miaoliang, Zhu.......................... 36(2),102
Michaud, Dennis J. ................... 36(3),226
Midoux, Noel............................ 39(4),264
M ira, Jose.................................... 37(1),14
Misovich, Michael J.................. 36(4),284
Missen, Ronald W.......... 37(3),222;(4),254
.......................................... 38(3),216
Mitchell, Brian S....................... 39(2),160
Moghe. Prabhas V. .................... 40(4),251
Mohan, Marguerite A................ 40(4),259
Monroe, Charles.......................... 39(1),42
Moor, S. Scott ........................... 36(1),54;
................................... 37(1),38; (3),202
Moreira, Antonio......................... 37(2),82
Morrison, Faith .......................... 39(2)110
Mosbach, Sebastian................... 39(3),244
Moshfeghian, Aliakbar................ 40(1),66
Mosto, Patricia.......................... 38(2),108
Moura, Maria Jose .................... 40(3),195
Muske, Kenneth R .... .37(4),306;40(3),225

N
Naraghi, Mohammad H ............ 39(3),216
Newman, John............................. 39(1),42
Newell, Heidi L............ 36(3),212;38(1),68
................................................... (4 ),3 16
Newell, James A............ 36(2),108;(3),212;
....................38(1),68;(4),316;39(3),228
Newman, Austin........................ 37(2),156
Niehues, Patricia K................... 39(3),194
Ng, Ka M ................................. 36(3),222
Nguyen, Anh V.......................... 38(3),190
Nollert, Matthias U...... 36(1),56;40(4),323

o
O'Connor, Kim ......................... 39(2),124
O'Donnell, Brendan R................ 36(2),94


Fall 2006











Oerther, Daniel B...................... 36(4),258
Oh, Dong Hee (Lindsey)............. 39(4),316
Olivera-Fuentes, Claudio G ....... 39(4),250
O'Rear, Edgar A........................ 38(3),162
Ortiz. Elizabeth Parra.................. 38(4),302
Ostafin, Agnes E.......................... 37(3),180

P
Palanki, Srinivas ....................... 40(3),239
Panjapornpon, Chanin................. 40(1),40
Papadopoulos, Kyriakos.. 36(2),88;(4),316
Park, YoonKook.......................... 36(1),68
Parker, Robert S......... 38(4),292;40(3),181
Parulekar, Satish J........ 38(4),262;40(1),14
Patel, Dhermesh V..................... 37(2),108
Paulaitis, Michael E .................. 36(2),166
Payne, Gregory ............................. 37(2),82
Pedrosa, Cristiana ......................... 40(1),46
Peeples, Tonya L....................... 37(3),174
Pena, J.A .................................. 36(3),206
Peretti, Steven W......................... 39(3),194
Perkins, Douglas M................... 39(2),104
Peukert, Wolfgang..................... 36(4),272
Pierson, Hazel M....................... 39(2),156
Piluso, Christina.......................... 39(1),48
Pinheiro, Maria Nazare Coelho... 40(3),195
Pinho, Simao P. ............................. 38(1),26
Pitt, Martin J......................... 37(2),108,154
Plouffe, P.B. .............................. 37(3),162
Prabhakar, Rajeev ......................... 37(1),60
Price, Douglas M. ..................... 39(2),156

R
Rao, Govind................................ 37(2),82
Rasteiro, Maria G....................... 39(2)116
Rech, Sabine ............ 38(3),212;39(2),134
Reijenga, Jetse C......................... 37(2),114
Reilly, Peter J ........................ 36(3),178
Rhodes, Martin.......................... 36(4),288
Rice, Robert ................................ 37(2),100
Rice, Richard W. ......................... 39(3),238
Rivera, Daniel E......................... 39(4)302
Rives, Christopher..................... 36(3),242
Roberts, Susan........................... 39(3),222
Robinson, Janet E...................... 37(2),154
Robinson, Ken K....................... 36(3),216
Rochefort, Skip ........................... 37(3),188
Rockstraw, David A. ................... 39(1),68
Rodrigues, Alfrio ..................... 38(2),154
Rogers, Bridget R....................... 37(1),24
Roizard, Christine ..................... 39(4),264
Rojas, Orlando ............................ 39(2),146
Rollins Sr., Derrick K................. 40(4),291
Ross, Julia M.................. 37(2),82;(3),184
Roth, Charles M........................ 40(4),251
Ruiz, Joaquin............................... 39(1),22
Rusli, Effendi..... 38(3)174 Russell, John J.
37(3),208
Russum, James P......................... 36(2),134


s
Saddawi, Salma........................... 36(1),34
Saliklis, Edmond P. ....................... 37(1),38
Salman, Agba D. ....................... 37(2),108
Sandall, Orville C.........................37(1),74
Santoro, Marina......................... 40(3),175
Saraiva, Pedro M......................... 39(2)116
Sauer, Sharon G. ....................... 38(3),222
Savage, Phillip E......................... 37(2),94
Savelski, Mariano J.......36(2),108;(3),192;
....37(1),68;38(3),182;39(1)30;39(2),94
Sayari, Abdelhamid..................... 38(1),34
Scarbrough, Will J..................... 40(4),291
Schmedlen, Rachael.................. 39(4),272
Schmid, Hans-Joachim ............. 36(4),272
Schmidt, Hartley T ................... 37(3),180
Schmidtke, David W ................ 40(4),323
Schmitz, Roger A............. 36(1),34;(4),296
Schowalter, W.R........................ 37(4),242
Schreiber, Loren B.................... 38(4),286
Schulp, John R. ......................... 40(2),132
Schultz, Jerome......................... 40(2),126
Scuderi, Phillip.......................... 39(4),280
Selmer, Anders.......................... 39(3),232
Sen, Siddhartha......................... 39(3),232
Shacham, Mordechai................. 37(2),148
Shaefer, Stacey.......................... 39(3),216
Shaeiwitz, Joseph A.................... 40(2),88
Shallcross, David C.... 37(4),268;40(4),275
Shambaugh, Robert L.................. 38(3)162
Shaner, Cyndie .......................... 37(3),188
Shanley, Ed S. ........................... 38(3),188
Sheardown, Heather.................... 36(1),60
Shonnard, David R.................... 37(4),262
Shulman, Stacey...................... 37(3),162
Sides, Paul J. ............................. 36(3),232
Siepe, Hendry............................ 37(2),114
Sikavitsas, Vassilios I................ 40(4),323
Silverstein, David L.................. 37(3),214
Simmons, Christy M................... 36(1),68
Simon, Laurent.......................... 37(2),126
Sin, Aaron ................................. 36(4),278
Slater, C. Stewart .......... 36(2),138;37(1),8;
............................ 37(1),52,68;38(1),48
Sloan, Dendy............................... 38(3),203
Smart, Jimmy L.......... 37(2),142;38(3),204
Smith, William R........... 37(3),222;(4),254
Soroush, Masoud......................... 40(1),40
Sotudeh-Gharebaagh, Rahmat .... 36(2),100
Sousa, Jos6 M............................ 38(3),228
Spencer, Jordan L..................... 40(3),159
Srinivasagupta, Deepak................. 36(1),20
Stoynova, Ludmila.................... 39(2),134
Streicher, Samantha .................. 39(4),288
Subramanian, Venkat R............... 40(4),307
Sureshkumar, G.K.......36(4),292;38(2),116
Svrcek, William........................... 40(1),54
T
Tanguy, Philippe A................... 37(4),296


T6llez, C ..................................... 36(3),206
Telotte, John C. ......................... 40(3),239
Thomas, Mathew....................... 40(3),215
Thomson, William J................. 39(4),280
Ting, Dale.................................... 36(4),304
Tomas, Christopher................... 36(3),216
Tummala, Seshu........................ 36(3),216
Turton, Richard........................... 40(2),88

II
Uygun, Korkut .............................. 39(1),48

Y
van der Lee, James........................ 40(1),54
Vahdat, Nader............................ 40(3),211
Van Wie, Bernie ........................ 39(4),280
Varma, Arvind ........................... 37(4),284
Visco Jr., Donald P..... 36(2),134;39(4),258


Wagner, Wolfgang..................... 39(3),244
W alsh, Frank ............................... 39(1),14
Wang, Chi-Hwa......................... 37(2),114
Wankat, Phillip.....37(4),310;38(1),2;40(3);
.......................... ........ ... 40(3),165;
Weiss, Alvin H ............................ 36(1),74
W eiss, Brian.............................. 40(3),203
W est, K ate................................. 39(4),288
Wheeler, Dean R......................... 39(2),138
Wheelock, Thomas D................. 36(3),178
White, Shannon H..................... 39(3),194
Whitmire, David ....................... 38(2),122
W iest, J.M .................................... 38(1),8
Wilcox, Jennifer........................ 40(4),268
Wilkens, Bob............................... 39(2),164
Willey, Ronald............ 38(3),188;39(3),183
Winter, H. Henning................... 36(3),188
W ood, Philip E..............................36(1),60
Woods, Donald R............... 36(1),60;40(2)
Worden, R. Mark....................... 38(4),250
Wright, Pamela ............................. 38(1),14

Y
Yabo, Dong ................................. 36(2),102
Ying, Chao-Ming ........................ 36(1),20
Young, Brent ............................... 40(1),54
Young, Ralph .............................. 40(1),32

Z
Zhang, Tengyan......................... 40(2),132
Zheng, Haishan ......................... 38(4),282
Zydney, Andrew L. ..................... 37(1),33
Zygourakis, Kyriacos.................. 38(2),88


Chemical Engineering Education




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s:: -~ !;:I \,) l:l.() s ... 'll 'll s:: ... ... .Q 'll ... \,) 0 s:: !;:I \,) i:: t 'll E 'll -si: 'll s:: s::" .. .;: "' ... .... ;:.. ... !;:I Cl -~ E 'll i:: -=: 'll I,,) 'll "c, s:: ... j .... !;:I "' -~ E s:: 'll !;:I -=: -~ I,,) ... 'll E -si: chemical engineering education VOLUME40 NUMBER4 FALL2006 GRADUATE EDUCATION ISSUE Fea tu r i ng articles on graduate c ourse s Teaching Entering Grad u ate Students the Role of Journal Articles in Research (p. 246) Hill Biomass as a Sustainable Energy Source: an Illustration of ChE Thermody n amic Concepts (p. 259) Mohan Ma y, Assaf-Anid Castaldi Multidisciplinary Graduate Curriculum on Integrative Biointerfacial Engineering (p 251) Moghe Roth Incorporating Com pu tational Chemistry into the ChE Curriculum (p. 268) Wilcox 5 Yearlndex 2002-2006 Page 328 .. and articles Qjgeneral interest. Random Thoughts: What s in a Name? (p 281) . . ...... .. ........ .. .. .... ... Fe l der Biomolecular Modeling in a Process Dynamics and Control Course (p 297) ... .. .. ............ ... Gray Research Proposal in Biochem. and Biolog Engineering (p 323) ..... Harrison, Nollert, Schmidtke Sikavitsas Using Visualization and Computation in t h e Analysis of Separation Processes (p. 313) ... .... Joo Choudhary An International Comparison of Final-Year Design Project Curricula (p 275) . .. ... Kentish, Shallcross Biomedica l and Biochemical Engineeri n g for K-12 students (p 283) .................... Madihally Maase Pressure For Fun : IncreasingStudents'Excitement and Interest in Mechanical Parts (p 291) ... Scarbrough, Case Computer-Facilitated Mat h ematical Methods in ChE Similarity Solution (p. 307) .... .. ........ Subraman i an

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EDITORIAL AND BUSINESS ADDRESS: Ch e mi c al Engi11 e erin g E ducation Department of Chemical E ngineering University of Florida Gaine s ville FL 3 2611 PHO N E and F A X: 3 52 -39 2 -0 8 61 email: cee@c h e. 11jl .e du EDITOR Tim And e r s on ASSOCIATE EDITOR Phillip C. Wankat MANAGING EDITOR Lynn Heasle y PROBLEM EDITOR James 0. Wilkes U. Mic hi gan LEARNING IN INDUSTRY EDITOR William J. Koros G eo r gia I nsti t ute of Techno l ogy EDITORIAL ASSISTANT N i c h o l as R os ini a PUBLICATIONS BOARD CHAIRMA E D e nd y S loa11 J r. Colorado School of Min es VICE CHAIRMAN John P. O Conn e ll Univers i ty of Virginia MEMBERS Kristi An s eth U n ive r sity of Colorado Pablo Debe11edetti P rinceton U n iversit y Diann e Dorland R owan University Thoma s F Edgar U n ivers i ty of T exas at Aust i n Richard M. Feld e r North Carolina State University Bruc e A. Finla ys on University of Washington H Scott Fogler U n ive r sity of M ic h igan Carol K. Hall North Caroli n a Stat e University William J Koro s Georgia I nstitute of T ec hnolog y St e v e L e Bla11c U n iversity of To l edo Ro11ald W. Rousseau Georgia I ns tit u t e of Techno l ogy Sta11l ey /. Sandler University of Delawar e C St e wart Slater R owan University Donald R Woods McMaste r Un i versity S umm e r 2006 Chemical Engineering Education Volume 40 Number 4 Fall 2006 GRADUATE EDUC A TIO N 246 T eac hin g E n tering Grad u ate Stude n ts t he R o l e of Jou rn a l A r t i c l es in R esearch Pr iscilla J. H i ll 251 Multidi sc i p lin a r y G ra du a t e C urri cu lum o n Int egra ti ve Bi o int e r fac i a l E n gi n ee rin g P rab h as V. Moghe and Char l es M. R oth 259 B io m ass as a Sus t a in a bl e E n ergy So u rce: a n Illu s t rat i o n of C h E Th ermodynamic Co n cepts Ma r gue ri te A. Mo h an N i co l e May, Nada M. Assaf A11id, Marco J Casraldi 268 In co rp ora t i n g Com pu ta ti o n a l C h emis tr y int o th e C h E C urri c ulu m J ennifer Wi l cox CLASSROOM 291 Pr ess ur e Fo r F un : A Co ur se M o dul e fo r In creas in g C h E St ud e nt s'Exc it e m e nt a nd Int e r es t in Mec h a ni ca l P ar t s Wi ll J. Scarbrough, J ennifer M. Case 323 Th e R esearc h Proposa l i n B ioc h emical a n d B i o l og i ca l E n g in eeri n g Courses R oger G. H arrison, Matth i as U. Nollert, Da v id W Schmid t ke Vass i/i os I Sikavirsas RA N DOM THO U GHTS 281 Wh a t 's i n a Name? R ichard M. F e lder OUTREACH 283 Bi omed i ca l and Bi oc h em i ca l E n g in eer in g fo r K-1 2 st u de nt s Sunda r arajan V. Madihall y, Eri c L. Maas e CURRICUL U M 275 A n Int e rn a ti o n a l Com p ariso n of Fi n al -Y ear D es i g n Pro j ec t C urri c ul a Sa n dra K entish, D avid C. S h a ll cross 297 Bi o m o l ec ul ar M o d e lin g in a P rocess D y n a mi cs a nd Co nt ro l Co ur se J effrey J Gray 313 Usi n g V i s u a li za ti o n a nd Comp ut a ti o n in th e A n a l ys i s of S e p ara ti o n Pro cesses Y o n g Lak J oo, D evas hi s h C h oud h a r y CLASS AND HOME PROBLEMS 307 Comp ut er-Facil i tated Ma th ema ti ca l Me th ods i n C h E: S i m il ar it y So luti o n Venkar R Subramanian 327 Teaching Tip 328 5Year Index: 2002-2006 C H EM I CA L ENG I NEE RI NG EDUCAT IO N ( I SSN 0009-2479 ) is p u b li s h ed q u arte rl y by th e C h e m ica l E 11 g i11 ee ri11 g D iv i sio 11 ,A m e r ica11 Society/o r ,r gi 11 ee r fog Educatio11,a11d i s edite d at t h e U 11 ive r si 1 y of F l o r ida. Co r res p o 11 de 11 ce r eg ardi11 g e d i t o ri a l m atte r ci r culatio n and c h a n ges of ad dr ess s h o uld be se 11 I to CE C h e mi ca l 11 gi 11 eeri 11 g D e p art m e nt U n ive r si t y of F l o ri da Ga in esvi ll e, FL 326 116005. Copy ri g h t 2005 by th e C h e mi ca l 11 gi 11 eer i11 g Di v i sio n A m e ri c an Socie t y for 11 gi 11 ee riu g E du c a tio n Th e sta t e m e nt s a ,i d opi n io n s expresse d ; ,, th is pe r iod i ca l are th ose of th e w rit e r s a nd 11 o t 11 eces;1 aril y t h ose of th e C h D i visio 11 ,ASEE, w h ic h body assu m es 110 r es p o n s i b il ity fo r t h e m Def ee l hie copies re pla ce d if n o tifi e d w ithin 1 20 days of pub l ica ti o 11 Wri t efo r i 11 fo rm atio n 0 11 subscriptio n cos t s a 11 dfo r back copy cos t s a n d ava il ab ilit y. P OSTMASTE R : Send ad dr ess c h a n ges to C h e mi ca l 11 gi 11 ee r i 11 g Educatio n C h e m ica l E 11 gi 11 ee ri11 g De p art m e n t., U 11i vers i ly o f Fl o rid a Ga in esv ill e, FL 3261 160 0 5. P e r iodic al s Pos t age P aid a t Gai n esv ill e, Flo ri da a n d addil i o 11 al p os t offices (US P S 1 0 1 90 0 ). 245

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( Graduate Education ) Teaching Entering Graduate Students THE ROLE OF JOURNAL ARTICLES IN RESEARCH PRISCILLA J. HILL Mississippi State University Mississippi State, MS 39762 S tudents entering graduate school have a variety of backgrounds. While some have actively participated in research as an undergraduate, many have no research experience at all. A lth ough they may have read assigned technical articles, few are in the habit of searching journal articles for information or reading articles critically. These sk ill s, however are essential to being s uccessful as a gradu ate student. Lilja r 1 1 states that good researchers must perform literature searc hes to determine what is already known and to avoid repeating existing work. Included in thi s approach is the need to develop skills to critically evaluate research articles Lilja further states that these are s kills that must be taught. Alt h ough technical articles have long been used in graduate courses to convey technical information they aren't always used to develop critica l-thinkin g and technical-writing ski ll s. To develop critical-thinking skills, severa l educators have required students to summarize the main points of journal ar ticle s, and critically evaluate the research. 1 1 41 Others have required undergraduate st ud ents to list the sections of a journal article to develop technical writing skills_r si A similar view is taken at Michigan Technological Uni versity, where chemical engineering graduate students are required to take a course entitled, "Theory and Methods of Research. "[ 6 1 The purpose of this course is to provide formal training in skills that students need to be successful in grad u a te school. This includes a wide range of subjects from how to present professionally to guidelines on research notebooks. One major goal of the course is to improve paper writing, taught through lectures on the subject and writing assign ments. These lectures discuss the purpose of journal articles, types of journal articles, and the journal submission process. Later in the semester, students are required to review a journal article of their choice and present their critique. One chemica l engineering textbook on reaction engineering includes journal article critiques" 171 as exercises at the end of selected chapters. These exercises use chapter concepts to test claims made in selected papers. Each exercise presents the point being questioned and gives hints on h ow to test the claim. The goal of these exercises is to teach students how to critically eva luat e what they read. Priscilla J Hill is currently an assistant professor at Mississippi State Univer sity. H er research interests include solids processing, crystallization, and particle technology She received her B S and M S degrees from Clemson University and her Ph.D degree from the University of Massachusetts at Amherst. She has taught design and thermodynamics courses at the undergraduate level and a graduate course on thermodynamics Copy ri gh t ChE Di vis i on of ASEE 2006 246 Chem i c a/ Engin ee ring Education

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C At the U niv ersity of Michigan student s in the graduate chemical reaction engineering course are required to ana l yze a nd cr itiqu e a related journal article. 181 Thi s co n s i sts of a de tailed analysis in which students are encouraged to critically eva luate the assumptions methods and conclusions in the a rticle. They are asked to determine if there is another ex planation for the paper s r es ult s The stude nt s are also give n eva luation g uid eli ne s u sed by reviewers of AJChE Journal and Transactions of the In stitution o f Chemi c al En g ine e rs At the University of Massachusetts in Amherst, st ud ents in a graduate-level The Graduate Education ) articles and be prepared to discuss each paper. An in-class discu ss ion session of approximately 15 minutes is set aside for each paper. The in s tructor moderates the discussion a nd asks que s tion s to encourage cla s s participation. This participa tion includes a discussion of the paper' s technical points and other issues s u ch as the type of paper. The class discussion meth od i s c ho sen because it e ncoura ges active participation and research has shown that teaching is more effective when active l earning is involved. 1 1 0 11 1 Thi s approach wa s implemented in a graduate-level thermodynamics co ur se at Mississippi State University. The grad u ate c hemical engineering kinetics class 191 were required to present or discuss as s igned technical articles in class On the day of presentation a st ud e nt was se lected at random to s umm arize the key point s of the paper, w hil e the other stude nt s joined the discussion. At the beginning of the seme s ter s tudents were given guidelines a s to what ques tions th ey s hould ask about each article they read. class discussion method is chosen thermodynamics class was chosen because it is o n e of the core co ur ses entering stude nt s take during the first semes ter. During the fa ll semes t ers of 2003 and 2004, there were 10 a nd 12 students, respectively. Generally, graduate classes are sma ll enoug h to a ll ow a ll student s to participate in the discus s ion. because it encourages active participation and research has shown that teaching Although all papers assigned relate to ther modynamics, they are a l so c ho se n to provide students w ith a samp l e of various types of papers and journals. For exam ple the pap ers assigned for the fa ll 2004 semester are given in References 12 21 They ranged from tra ditional papers on fundamental concepts to paper s on recent developments While m ost The goa l is to teach e nt er in g graduate st udent s the role of journal articles in research. This includes teaching students to search journal artic l es when looking for information to cr iti cally eva lu ate journal articles to summarize the key is more effective when active learning is involved. 10 111 points of an article, and to evaluate the app licabilit y of the research These methods are implemented by classroom discussion of technical art icl es. INSTRUCTIONAL OBJECTIVES The objective of journal-related instruction is to better prepare students for research. Meeting thi s objective con s ists of two parts: I ) Giving studenrs a b e tt e r und e rstandin g o f th e r o l e o f te c hni c al article s in r esea r c h 2) Intr oducing students ro th e pap e r submission and r e v i ew pro ce ss Although students will l earn this information during their research projects, it is often helpful for students to hear this in formation from two different s ources. In addition it begins the transition from an und ergraduate student to a researcher of the papers were published within the l ast five year s, one 1 13 1 wa s published in 1914 and another 1181 in 1958 Since most e nterin g grad uat e st ud e nt s are unsur e what to lo ok for whe n reading a paper they are instructed to add r ess the following items. 0 Fundam e ntal i s su e a ddr esse d : What c on ce rn s ar e th e auth o r s addr ess in g ? What p ro bl e m is b e in g so l ve d ? 0 Moti v ati o n p e r s p ec ti ve: Wh y ar e th e author s wr itin g thi s pap e r ? H ow do e s this pap e r fit into oth e r work in th e area ? Is th e r e a n ee d f o r this r e search ? I s th e r e s e arch no ve l ? 0 Main id e as: What ar e th e k ey points ? What ar e the a s sumptions m e thods used limitations and app li c ti o n s? F o r ex ampl e, i s th e wo rk limit e d to a ce rtain pr ess ur e ran ge o r a ce rtain cl a ss of c omp o und s? 0 R e lati o n to co ur se : H ow d oes thi s pap e r fit int o th e IMPLEMENTATION co ur se? T h roughout the semes t er, IO papers are distributed to the c la ss for re a din g At the beginning of the se m es t e r the class is told that they are expected to read th e ass i g ned t ech ni ca l Fa/12006 The discussion is co nduct ed in a manner to elicit volunteer re spo n ses. Since part of the grade depends on di scuss ion a record is kept of parti cipatio n Th e discussion is lar ge l y g uid ed 24 7

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( Graduate Education ) TABLE 1 Importance of Reading Technical Articles Question I 2 1. What sources do you u se books mainly for technical information? o nl y books 2. What so ur ces do yo u books mainly u se for gjfilD_t technical only books information ? 3. Rank the imp orta nc e of not s li g htl y readin g technical artic le s necesuseful for conducting research. sary by the questions given above The purpose of the assignment is to give students practice reading technical articles, particularly to aid students in developing the ability to understand the main points in technical articles outside their research area. CL ASS DISCUSSIONS At the beginning of the semester, the instructor explains that gra duate students should become more familiar with journal articles. Students usually agree that their undergraduate work relied heavily on textbooks and handbooks and rarely in volved searching journal articles for information The purpose of the explanation is to help students understand the reason for reading assignment s To aid students in understanding the role of technical papers, many concepts can be discu sse d in addition to the items given in the student guidelines. Topics discussed in class include the following 248 0 It is emphasi ze d that the purpos e of journal articles is to disseminate r esearc h r esu lt s in a timely manner, t o bring attention to r esearc h need s, or to enco urage research in certa in a reas. Th e paper on app l y in g thermodynamics to biotechnology 1171 is used to demon strate the last two items. 0 Dis cussion of j ourna l types includes journals w ritt en for various audiences. Class exam pl es includ e scien tific p er iodi ca ls such as Scientific American 1161 for th e scientific la yman, Chemical Engineering Progress for the practicing c h emica l e n gi neer, and o th er journals, e.g Chemical Engineering Science ,' 12 15 211 Indu s trial and Engineering Chemistry ,' 181 and Industri a l a nd Engineering Chemistry Research 1201 for researchers. Oth e r examples include disciplinary journals suc h as Chemical Engineering Sciencefl 2 15 21 1 and Pure and Applied Chemistry 1171 for c hemical eng in eers a nd c h e mist s, r espective l y. Further examp l es such as Fluid Phase Equilibria ,' 14 191 demonstrate journals that are highly speciali ze d. 3 4 5 Initial Final Survey Survey book s mainly articles 2 92 3.20 and articles only art icl es book s mainly articles 3.83 4.3 and articles o nl y articles u se ful ve r y crucial 4 75 4.8 useful 0 Th e stude nts are told that r ese ar c h articles can b e ca tegori ze d as theoretical co mputational, exper im e tal, o r as a comb inat ion of these types. On e paper i s included to show how exper im enta l papers may present new techniques or devi ces-'2 11 Discussion also mentions othe r ty p es of articles, such as published pl e n ary l ec tur es and review a rticl es. Also discussed is ho w a rticl es are categorized b y l ength as l ette r s o r full research articl es 0 Class r oom discussion on article structu r e emphasizes th e purpose of each section in th e paper, showing how sections of a paper vary depending on article type. 0 The students are told that a lth o u gh acceptance crite ria varies among journals th ey s h a r e many common criteria, including determining whet h er a paper is ap pr op riat e for the j ou rn al, presents new mat erial, and i s well-written Each publication h as its own specific submission guidelines. 0 Th e mechanics of journal s ubmission a r e also dis cussed, and students are enco ura ged t o c h eck the submission and a cce ptan ce dates on published articles. ASSESSMENT AND DISCUSSION The first time this teaching method was implemented, no formal assessment was used In 2004, an anonymous assess ment was performed by using brief surveys on the fir s t day of class and at the end of the semester. The purpose of the first s urvey was to determine the s tudents knowledge entering the class, while the second s urv ey determined how much the students learned from class di sc u ssio n s. The final s urvey had additional questions to determine the students' perception of what they had learned through the discu ss ions. The initial s urvey at the beginning of the semester followed the suggestions of Angelo and Cross r 22 i for a background knowledge probe and a misconception / preconception check on the purpo se of technical articles and procedure for pub lic a tion. Some of the s urvey que s tion s were drawn from Chemical Engine er in g Education

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C Graduate Education ) TABLE 2 Students' Perception of the Technical Reading Assignments ( Rat e d from I-strongl y disagree to 5-strongly agree) State ment Average Rating I. During this course my a bility to read t ec hnical article s impro ve d 4.22 2. I have a better under s tandin g of th e role of technical a rticles in research. 3.89 3 As a result of the dis c u ss ion s I hav e a better under s tanding of the type s of journal s and articles. 4 11 4 I have a better under standing of the a cceptance criteria a nd procedure for getti n g a journal article 3 67 published. 5. I would recommend that the profe sso r repeat the t echnical article reading as s ignments and discussion s 4.39 the n ext time the course i s taught. misconceptions expressed the first time this approach was taught in 2003 This survey provided a baseline comparison with the second survey. As shown in Table I, the first set of question s addressed the importance of reading technical articles. The s tudents were instructed to answer the question s using a rating of one to five, as defined in the table. The initial and final survey columns are the average ratings for each question. A comparison of the final survey results with the initial s urvey result s s hows more students became convinced technical articles are the main so urce for current information. Since students were a lr eady aware that reading technical articles is important this question showed little change Other question s asked required s hort answers The purpose of using a short-answer format was to avoid leading students to any particular response. The following five question s were asked in this format. I 2. 3. Fa/l 2006 Why do graduate stud e nt s and faculty r ea d technical fl.(1J2ll1. Th e respons es t o thi s qu es tion were mostl y th e same on initial and final s ur veys. The respons e to get c urrent informati o n" c am e from at least half th e class This is probabl y be ca us e most studen t s al r e ady reali ze d that articl es ar e a good source of cur r ent information. One c hang e b e rw ee n surveys was that on th e initial survey 42 % of studen t s responded "to find out what has b ee n don e" o r avoid repeating wo rk while on th e final su r vey 70 % of the students gave these r esponses. Why are technical articles publish e d ? Most students r e sponded either to di sse minat e r ese ar c h results o r to dis sem inat e r esearch results qui c kly ." The main difference berween th e t wo surveys was in th e second response; th e number of students citing this reason in c r eased from 25 % t o 40 %. Why is a literature re v i ew included in an article ? Most stude nts -more than 50 % alr e ad y r e ali ze d that the lit erature review is used to provid e background. In th e initial survey, 33 % of th e students stated that th e purpos e of th e r eview was to g iv e c r e dit to previou s 4. 5. resear c hers but thi s r e sponse dropped to 10 % in the final survey. What are the crite ria for geuing a technical article accepted? The r es pons e of "t h e work being novel or creative in c reas e d from 1 7 to 50 per ce nt during th e semeste r. Also, while one-thi rd of the students re sponded don't know on the initial survey, on l y one studen t r esponded don't know on the final survey. Ho w long does it take for a i ournal article to b e reviewed ? The initial survey showed that 42 % of th e st ud ents w r ote don t know for thi s question, but none of the studen t s used thi s r es ponse on the final s ur vey In genera l on the initial survey most students thought reviews would be r eceived in less than 6 months wh il e th e times b ec ame sl i ghtly long e r on second surve y Student perception of the technical article reading assign ment was assessed in the final survey u s ing the questions s hown in Table 2. For the se question s, the s tudents were asked how much they agreed w ith the s tatements by rating their agreement on a scale from I (s trongly disagree) to 5 (strongly agree) In general, students thought the technical reading assignments and class discus s ions helped their understand ing of how to read technical articles and get a journal article published Furthermore mo st of the students recommended thi s exercise be repeated in future classes. DISCUSSION AND CONCLUSIONS Class discu ss ion of journal articles required little additional time to implement. Facu lt y member s commonly use technical papers to provide more information on technical concepts. Although discussing the role of technical papers in research required some time, it provided graduate students with a bet ter understanding of why they should read recent lit erature. Having reading assignments and class discussion s account for 10 percent of the course grade motivated the students to read the assignments. In addition class participation seemed to encourage the students to be prepared. 249

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( Graduate Education The survey assessment was supplemented by faculty obser vation during class discussion. It was clear from the students' comments and questions that they had read the papers and were able to comprehend the main points They even com mented on some differences in the types of articles. Some of the concepts, however, were new to them. For example, many of the students had not s ubmitted a paper to a journal at thi s time so they were not aware of the review and publi cation timeline. Most students also didn't know that papers frequently list the date the manuscript was received and the date it was accepted. The response from the students was that they liked reading the papers and discussing them in class Many of the students regularly contributed to the discussions Since this assessment has only been performed once with a class of 12 students, it h as not been well tested Future work will include repeating this technjque and its assessment. A CKNOWLEDGMENTS Parts of thjs paper were originally published in the 2005 ASEE Southeastern Section Conference Proceedings. REFERENCES I Lilja D.J ., Suggestions for Teaching the Engineering Re searc h Pro cess," ASE Annual Conferen ce Pro cee dings, Session 0575 ( 1997) 2 Gleichsner, J .A. Using Journal Articles to Int egrate Critical Thinking with Comp ut er and Writing Skills ," NACTA J. 38(3) 12 (1994) 3. Gleichsner, J.A. "Us in g Journal Articles to Int egra t e Critical Thinking w ith Computer a nd Writing Skills, NACTA J., 38 (4) 34 ( 1994 ) 4. Ludlow D K. Using Critical Evaluation a nd Peer-Review Writin g Assignments in a Chemical Process Safety Co ur se," 2001 ASE Annual Co nf e ren ce Pro cee dings, Session 32 1 3 (2001) 5. Tilstra, L. "Usi n g Journal Articles to Teach Writing Skills for Laborn250 ) tory Rep orts in General Chemi s try ," J Ch e m. Educ. 78 762 (200 I ) 6. Holi es, J H ., Theory a nd Methods of Research (o r, How to Be a Gradu ate Student) ," 2005 ASE Annual Conf e r e n ce Proceedings (2005) 7. Fogler H .S., Eleme111s of Chemi ca l R eaction Engineering 4th Ed., Prentice Hall PTR Englewood C liff s, NJ (2006) 8. Fogler H .S., Elements of Chemical R e a c tion Engineering !st Ed., Prentice Hall PTR, Englewood Cliffs, NJ (1986) 9. Westmoreland P.R. personal communica tion (2003) I 0. Felder R M. and R Brent FAQs ," Chem. Eng. Ed ., 33 32 ( I 999) 11 Wankat P.C., Th e Effe c tiv e, Effi c i e nt Prof esso r: Teaching, Scholarsh ip, and Ser v i ce, Allyn and Bacon Boston (2002) 12. Jaksland C.A., R. Gani and K Lien, Separation Pro cess Design and Synthesis Based on Thermodynamic Insights ," Chem. Eng. S c i., 50 511 ( 1995 ) 13. Bridgm an P.W. A Complete Co llection of Thermodynamic Formu las ," Ph ys. R ev 3 ,2 73 (I 914) 14. Raabe G. and J. Kohler "P h ase Equilibria in the System Nitrogen Ethane a nd Their Prediction Using C ubi c Equations of State with Different Types of Mixing Rul es," Fluid Phase qui/., 222-223, 3-9 (2004) 15. Aslam N. and A.K. Sunol Reliable Computation of Binary Homo geneous Azeotropes of Multicomponent Mixtures a t Hi gher Pressures Through Equations of State ," Chem. Eng. Sci., 59 599 (200 4 ) 16. Barker, J.A. a nd D. H e nd erson, The Fluid Phases of Maner, Sci. Am ., 245 1 30 ( 1981 ) 1 7. Prau s nit z, J .M., Molecular Thermodynamics for Some Applications in Biot ec hnolo gy," Pure Appl. Chem 75 859 (20 0 3) 18 Curl R.F. Jr. and K.S. Pitzer, Volumetric and Thermodynamic Proper tie s of Fluids-Enthalpy Free Energy and Entropy ," lnd. Eng. Chem., 50 265 ( 1958) 19. Gmehling J. "Po tential of Thermodynamic Tools (G roup Contribu tion Methods, Factual Data Banks) for the Development of Chemical Processe s," Fluid Phas e qui/. 210 I 6 I (2003) 20. Givand J., B.-K. Chang A.S. Tej a, and R W. Rou sseau Distribution of I somorph ic Amino Acids Between a Crystal Ph ase and a n Aqueou s Solution ," Ind. Eng. Chem. R es., 41 1873 ( 2002 ) 2 1 Loffelmann, M. and A. Mersmann "How to Measure Supersaturation, Chem. Eng. Sci., 57 430 I (2002) 22. Angelo, T.A., and K.P. Cross, C la ssroom Assessment Techniques: A Hand book for College Teachers 2nd Ed. Jossey-Bass San Francisco ( 1993) 0 Chemical Engineering Education

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( Graduate Education ) MULTIDISCIPLINARY GRADUATE CURRICULUM ON INTEGRATIVE BIOINTERFACIAL ENGINEERING PRABHAS V. MoGHE AND CHARLES M. RoTH Rut ge rs University Pis catawa y, NJ 08854 B iointerface s arise at contacts between biologically de rived sys tem slivin g a nd n o nliving-and sy ntheti c systems typically comprised of sy nthetically de s igned material s. Many new technologie s in cell-based diagno s tic s and therapies tissue engineering, biomolecular therapie s, and biosensors are critically dependent on advances in bio interactive surfaces. I 1. I 2 22 1 Rapid advances have taken place in identifying new biological molecule s a nd in the initial de s ign of diverse materials capable of biomirnicry and scale-specific bio-recognition. 1 4 2I Consequently, the field of biomaterial s is poised for a major impact on our soc iety. In contrast to the traditional development of the materials and biology fields, which largely occurred independently, the next generation of bio-inspired and bio-interactive materials will be systemati cally developed through the integration of these discipline s, with strong link s to traditional molecular / cellular biology structural biochemistry and nano / microsystems material s sc iences and engineering .l2 1u 7 i To realize these opportunities, a structured framework i s needed for cooperative graduate learning and research scholarship that cuts across engineer ing physical and life sciences while focusing on mainstream biointerfacial problems and opportunities. Based on the edu cational core of a new National Science Foundation-supported !GERT initiative at Rutgers we propo se a new Integrativ e Fa/12006 Prabhas V Moghe received his B S and Ph.D degrees in chemical engineering from the Univer sity of Bombay and University of Minnesota respectively. He is currently an associate professor in the Departments of Chemical and Biochemical Engineering and Biomedical Engineering at Rutgers Uni versity. Dr Moghe directs the NSF-funded /GERT training program on biointerface s ( ) His research is focused on cell-interactive biomaterials and bioactive nanosystems with applications to vascular and skin therapies and tissue engineering Charles M. Roth received his B S and Ph.D degrees in chemical engineering from the University of Pennsylvania and University of Delaware respectively. He is currently an associate professor in the Department s of Chemical and B iochemical Eng ineering and Biomed ical Eng ineering at Rutg ers. Dr Roth is one of the leading core faculty for the Rutger s /GERT on biointerfaces. Hi s research is focused on molecular syste m s bioengineering with major emphasis on nucleic acids technologies and applications to liver therapies and cancer. Copyrigh t ChE Divi s i on of ASE E 20 0 6 25 1

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( Graduate Education Biointerfacial Engineering (IBE) curricu lum that involves a three-pronged focus on molecular/cellular engineering; micro/nano sca le biomaterials; and tools to quantitatively probe biointerface s (see Figure 1 ). While such a curr i c ulum ca n be best rooted within a bioengineering core (designated bio-x-engineering) the integrative curriculum is designed to effectively resonate among a diverse range of nonengineers. In the following sec tion we review the core curriculum and the best instructional practices of the IBE curriculum. TECHNOLOGICAL CONTEXT FOR CURRICULUM: RESEARCH PROGRAMS ON BIOINTERFACES The curriculum on biointerfaces can be designed to ar ticulate with the specific areas of research expertise of each graduate institution The research thrusts are an important prerequisite, as they provide the technological context and research infrastructure for the courses Three major thru s ts were identified at Rutger s: (1) living cell biointerfaces i. e ., engineered ce llul ar/intracellular sys tems that elucidate/affect Systems/DMce Level Integration of biointerfaces Qj -.; u t/'l 0 C ,a z Biosystems Bioengineering ) biointerfacial phenomena; (2) biologically interactive na noscale and microscale interfaces ; and (3) systems or devices built from designed biointerface s. Thrust l involves studies at the interfaces that occur be tween living cells and biomaterial s, between living cells and supported biomolecules (ligands), and intracellular in terfaces between cytoskeletal proteins and signaling targets within living cells. Such interfaces are fundamental to any cell-based diagno s tic, therapeutic or model systems used to st ud y stem-cell development pathology, and bio-inspired devices. The interpretation and modeling of cell ular dynamics o n more comp l ex ligand substrates is also an area that often falls outside the expertise of cell biologists but is central to the integrated curriculum proposed here. A recent report in the Annals of Biom edica l Engineering describes a curriculum concentrating on cellular engineeringl 2 01 that embraces many of these principle s. Thrust 2 involves investigation of inorganic and polymeric substrates from micron-sized cell interfaces to nano-sized peptide/protein interfaces Such interfaces are widely emerg ing in biophotonics bioMEMs single-cell s tudies and therapeutic Engtneered cellular /intracellular systems that elucidate I effect biointerfacial phenomena '1:1 ,a C U 0 t/'l >, 0 Qj ti t0 :E 12:1 Characterization approaches to tissue regeneration and drug delivery. For exam ple interfaces created by micropatterning proteins on sy nthetic polymeric s ubstrates can be fabricated us ing microlithographic or microcontact print ing technologie s, then analyzed using micro scopic, spectroscopic, and cell ul ar approaches The capabilities of mi crofa bricati on-the physicochemical characterization-and biological s tudies fall outside the expertise of any single di sc ipline and, therefore consti tute a major area in the integrated training ap proach we envision Biojunctional Micro,ca/eandNanoscale ~ ---Interfaces Figure 1. A triad of graduate courses has been designed to capture the synthetic and analytical approaches related to biointerfacial problems involving living engineered ce lls on: substrates; microand nanos ca le biofunctional materials ; and bio sys t e ms and processes for ce ll signaling biosensing, and actuation. The schematic backdrop illu s trates the lands cape of the curric ulum in terms of (a) the biointerfacial co nflu e nce of cells, biomolecules, and mat eria ls ; and (b) int e disciplinary research thrusts denoted as IRT's Emerging opportunities allow e n gineers and life scientists to address biointerfacial problems at the nanothrough microscales. Thrust 3 involves studies of systems or processes involving 252 Chemical Engineering Educatio n

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( biomaterial s ub s trate s designed to elicit sys t e matic re s pon ses fro m li ving ce ll s or biomolecular moietie s (e g., oligonucle ot ide s, peptides / proteins) ca ll ed bio-respon s ive interface s; s ub strates designed t o detect and se nse biomolecules and cells called biosensor s; and substrates engineered to be phy s iolo g ic three-dimen s ional ,c' 91 and / or actuated through the media tion of biologic mechanism s or motor s. Such int erfaces are fundamental to the d eve l op m ent of therapeutic implantable biomaterials impl a nt ab l e bio se nsor s, a nd biomicro-electro mechanical sys tems ( BioMEMS ). COURSE LEVEL AND PREREQUISITES Th e biointerfacial eng in eeri n g curr i cu lum is aimed at seco nd -year or higher gra duate students in chemical and biomolecular engineering, biomedical engineering allied en gineering disciplines (mechanical and materials engineering), a nd ph ys i ca l a nd li fe sciences. At Rutgers, nearly 60 graduate s tudent s (50 % chemica l a nd bio-engineers; 10 % mechani cal and materials engineers; 25 % molecular bioscienti s t s; Graduate Education ) further to the courseload beyond the expected graduate e l ec tives for a Ph.D. degree. For example, the Rutgers C h emical a n d Biochemical Engineering grad u ate program requires 15 elective credits ( be yo nd 15 core credits) for which a n y or all of the three integrative courses ( IC ) described below may be u sed Further, engineering graduate programs t h at have rece ntl y in s tituted a life sc ience co ur se requireme nt ca n eas ily adopt a n y IC co ur ses. Simi l ar l y, biomedical e n gi ne er in g graduate programs, s u c h as those at Rut gers, require three bioengineering electives (9 credits), which can be readi l y met through the IC courses CURRICULUM COMPOSITION The proposed curriculum involve s a triad of co ur ses, denoted as ICl IC2 and IC3 (see Table 1) We utilize an integrative philo so phy to develop curric ul ar theme s For example, we designed courses that integrate biointerfaces across the ra n ge of orga ni zat i on of biological components of the interface s (e g., ge ne s, protein s, cells: see IC I) or s i ze TABLE 1 and 10 % physical scien tists) participated in the se co ur ses in academic year 20 05-6 B eca u se st ud e nt s e nt er th e curricu lum from diverse backgrounds, pre requisite s are expressed topically rather than by s p ecific course numb ers, and cons ult ation with co ur se in st ructors and / or IGERT administration i s encouraged. Prerequisite s include und ergrad uat e li fe sc ienc es co ur ses (ge n era l biology ce ll biology/bio chemistry / molecular biol ogy) as well as structured under grad u ate co ur ses in the ph ysica l a nd quanti tative sciences, s u c h as physical c h emistry and advanced calcu lu s. Th e c urriculum builds l a t er a ll y on grad u ate core e gi ne ering courses such as transport phenomena an alytical method s in chemi ca l and bioengineering a nd th er m ody n amics a nd kinetics. The c urriculum does n ot typically add a n y Co urse Syllabus for Integrative Biointerfaces Curriculum Course and underlyin g Sy ll abi of course module s inte gra tive philosophy ICl: Molecular and Modul e 1: Genes-sequence and function technologies and dataCe llular Bioengine e rbases; gene expression profiling ; ge netic e n g ineerin g ing ( int egrated across Modul e 2: Proteins-structure and function; molecular recog ni scales of b i o -organization ; protein adsorption; nanopatterning of protei n s; proteomic tion ) te c hn o l ogies Modul e 3: Biochemical Networks-gene expression data mining; metabolic flux analysis ; s ignal transduction and gene network modeling Module 4: Cells-growt h a nd differe nti ation; ce ll-m a terial responses; expression-phenotype relationship s; act u a t ed ce ll respon ses; stem cells IC2 : Microscale and Module 1: Microlithography a nd microfabrication anoscale BiointerModul e 2: Nanoscale proce ss ing a nd fabrication faces (i nt egrated across Modul e 3: Soft tissue-nanostructures microstruct ur es, macrosca l es) structures Module 4: Hard tissue-n a n ostr ucture s, micro s tru c tur es, and functional components Module 5: Nanostructures and microstructures of biosensor s, bioseparations, implantable devices bioMEMs IC3: Biointerfacial Module]: Chemical surface characterization; electron s p ec tr osCharacterization copy (i nt egrated across Module 2: Phy sica l s urfa ce c har ac terization-topography surface biointerfacial phases: energetics microscopy s pectroscopies (s ur face Raman ; s in gle chemical physical, molecule ; FflR) ; nanoparticle sizi n g a nd morphology biological) Module 3: Biological Surface Characterization-protei n s at in terfaces a nd protein arrays; ce ll dynamics at interfaces (ad h esio n ; migration ; endocytosis; growt h / differentiation) ; biofunctionalized s ub strates; gene mi cro-arrays Module 4: Integrative design, applications and case Fa/12006 253

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( Graduate Education scales (e.g., nano-rnicro-macroscales : see IC2) or the two phases that constitute a typical biointerface (e.g., the gene element, plus the silico nw afer, that form a class of gene-chips: see IC3). In the future, other integrative philosophies can be envisioned as well (e g integration across time scales for dynamic interfaces). INTEGRATIVE TREATMENT OF THE CURRICULUM A variety of fundamental tools and phenomena are in troduced in each of the three courses within the context of significant technological problems. In order to provide a cohesive framework in the overall curricu lum many key problems are dissected within all three courses. Naturally each course treats the problem differently as illustrated in Table 2. For example, the problem of tissue-specific target ing of drug nanoparticles is discussed in ICl at the level of receptor-ligand binding, and in the theory and analysis of binding affinity; IC2 treats the nanofabrication of particles and biofunctionalization; while IC3 treats the experimental tools for nanoparticle characterization. These too l s include the u se of dynamic laser scattering and zeta potential measurements to characterize nanoparticle c h arge and sizing, and quartz-crystal microbalance and surface plasmon resonance techniques to eva luate ligand-receptor affinity. Other cross-cutting topic s are summarized in Table 2. ) BEST PRACTICES In developing the new curriculum, an overarching goa l ha s been integration of the graduate students' research and learning experiences, i.e., to help usher the frontier s of bio interfacial science and engineering into the classroom. The instructor s have identified severa l instructional approaches that have proven to be particularly effective in merging active learning with emerging scien tific advances a nd technolo g i ca l applications. These approaches include the se lected inclusion of faculty experts as guest l ecturers, extensive incorporation of readings from current research literature and demon s tra tions of techniques and in s trumentation at laboratories around campus. Additionally mid-course corrections in response to s tudent feedback have occurred. Use of the Current Biointerfacial Research Literature For all three courses, each major topic was contextua l ized through extensive u se of recent, leading publications in th e field The manuscripts were assigned prior to respective lec ture s, and s ignificant portions of class were allotted to critical review and discussion In IC3, following each lecture s tudents were assigned homework based on the key publication The homework involved writing a s hort essay highlightin g key principle s, insights obtained, and shortcomings of biointer facial characterization techniques treated in each reading. TABLE2 Breakdown of Topics Treated Across the Triad of Integrative Courses C RO SS CUTTING PROBLEMS SPECIFIC TOPICS AND REFERENCES !Cl IC 2 IC3 Hi g h -Co ntent Living Cell Assays Signal tran sduc tion ; ce ll Ce ll microreactors 1 32 1 Ce ll ad h es i o n a nd motility cyc le and pro li feration ; c hara cterizat i o n 14 1 0 '" 45 471 differentiation; metabolic engi neerin g 1 6 30 4 01 DNA and Protein Microarrays Applications of microarPhotolithography ; Chemica l physical and rays; interpretation of s urface attachment and functional characterizadata 13. 231 functionalization l""I tion 136.481 Di scovery and Applications of Novel Protein molecular recogMicro / n a nosca l e orSingle molecule and Biological Transformations nition and function 151 gan i c substrates 1 8 31 1 FRET imaging 1 2 us 1 function 1 1 Targeted Biofunctionalized a nd Drug Ligand-receptor bindin g Fabrication of Si z e; c harge; biofuncCarriers a nd intracellular traffickmicroa nd nano s cale tional characterization ; in gl 291 inorganic and organic fluore sce nce s pectro ss ub s trates 17 4 17 221 copy l 33. "I R ege n era ti ve Biomaterials Scaffolds Protein adsorption and Fabrication of nanoMolecular modeling; biocompatability l 4 6 i and microporous scafco nformation ; topography fold s and fiber s l 16 24 1 and microstructure character i za tion 1 27 41 431 Mu l ticellular Tissue Assembly Cell-cell and ce ll m a trix Cell-ma tri x assemb l y Ce llul ar phenotypi c a nd a nd Engineering comm uni cat ion 19 26 39 1 and patternin g l 1 31 s i gna lin g within ti ss ue assemb li es 1 1 91 254 Chemi c al Engin ee ring Edu c ation

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C Retrospectively, students have reported this exercise was critica l to und ersta ndin g the key elements of eac h technique within an application area As described below student feed back to the u se of scientific literature has been consistently enthusiastic. Tracking Student Learning and Integrative Outcomes Careful attention has been given to choosing student as sessment vehicles that both support the research-centric a nd int egrat i ve goa l s of the new curriculum and address the divergence in student backgrounds and preparation (i.e., the enro llm e nt across e n gineering, physical sciences and life sciences graduate programs) All three courses used a three fold combination of short (homework ) assignments mid-term and/or final exams, and clas s projects-thereby providing students with different ways to demonstrate mastery of the material. Class projects in particular have proven to be a va luabl e mechanism fo r promoting integration of classroom l earning and student research and promoting cross -di sciplin ary interactions. In all three courses students were assigned one or more integrative project reports to prepare over the course of the semester. Students presented their findings orally to the entire class and also submitted their slides and / or a paper to the instructor. Students were challenged to select topics that related to their own thesis research, and to consult the co ur se instructors s hould they need help in doing so Several strategies were adopted to encourage cross-disciplinary dialog and l earning during the course projects. For example, the IC I course projects allowed pairs of students to work on such reports with the teams composed of students from different graduate disciplines. In IC2 Rutgers graduate students from remote fields were asked to review and comment on student projects. The instructor for IC3 encouraged each student to select another student from an orthogonal field to be a con s ult a nt on his or her project. Student Early Assessment and Curriculum Refinement Given the diverse backgrounds of s tudents a first-day sur vey administered by the instructors has proven invaluable in assessing the knowledge base of each student population, and appropriate l y customizing the focus of the modules within eac h course For instance, in IC 1 which has now been offered twice, the student body was further along in research and more fami li ar with tissue engineering and other bioengineering top ics. The second year's class was on average, still formulating research projects a nd had a preponderance of students wit h bioinformatics backgrounds Mid-course surveys also proved helpful in refining the course delivery. For example, students Fa/12006 Graduate Education ) asked for additional background information, s u c h as further definitions of specific terms and references to fo undational papers. These modifications were r eadi l y implemented as postings on the course Web sites Curriculum Assessment Given the interdisciplinary nature and lack of precedent for such a curriculum, continuing assessment is n ecessary to as sure that it meets its goals and the needs of constituents. The ultimate goal of the curriculum is to provide st ud ents with knowledge that will increase the quality and productivity of their r esearch. While the c urr ent curriculum form ha s b ee n at Rutgers since 2003, a more compre hen sive quantitative assessment of this outcome wi ll have to wait for curr icul ar knowledge to be translated to research output. Comments on course assessments suggest that students feel more knowl edgeable and empowered in the areas of this interdisciplinary curriculum. The curriculum serves as an effective platform for eva lu ating the success of students from diverse backgrounds. To gather additiona l data on possible differences in stude nt per formance, based on disciplinary background a nd / or IGERT participation, all students in IC3 were asked t o evaluate each other s oral course project presentations using a structured questionnaire designed by the instructor. Evaluation criteria included not only presentation quality (clarity, organization etc ) but also the appropriateness of the characterization methods chosen and the degree to w hi ch the chosen re search problem was significan tl y biointerfacial. As rated by their peers IGERT Fellows and non-IGERT students fared comparably, on average indicating that the student l earni n g outcomes were not systematically biased by their training program affiliation Likewise, engineers biologists, and chemists all fared similarly, with some st ud e nt s from eac h discipline giving stronger presentations than ot h ers from the same discipline An excellent source of data abo ut student feedback on courses is the "Student Instructional Ratings Survey" (S IRS ) program that is administered by the Rutgers Center for Ad vancement of Teaching. All courses at Rutgers are eva lu ated using a standard I 0-question survey with a oneto five-point rating scale. The survey is reproduced, along with actua l rat ings for the first offering of the three IC courses, as Tab l e 3 (next page). Additionally, three ope nended questions were posed to acquire qualitative feedback (not shown for brev ity ) To put the curriculum feedback in context, we calc ul ated an average bio-x-eng response by using the SIRS data for "mean of responses from all courses this level" from the biomedical eng in eering and chemica l and biochemical engi neering graduate programs at Rut gers for the two academ i c semesters the IC courses were offered. 255

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( Graduate Education Generalizable Positive Comments St ud ents co mplimented the teaching quality of all thr ee courses, which is consis t e nt with the high numerical scores for each of the three lead instructor s in Questions 1 -5. Students noted the care given to the choice of topics (both breadth and relevance) and to the organization and delivery of the course material. Many comments addressed the ways in which all three courses incorporated current research literature into the course curriculum. Students appreciated the time devoted to di sc us s ion of the papers, and how these discussions together with written assignments, helped students develop "alternative way(s) to look at data and critically review papers. Finally, s tudent s appreciated the attempts to tie course content and assignments to the biointerfacial aspects of their graduate di sse rtation research. The project s/ pre se ntations assigned in a ll three courses were useful in term s of "cover ing topics of interest instead of recycling research or s pending too much time out of research ." As expressed by another student, in structor and peer feedback from classroom presentations of final projects "w ill be important in directing and focusing the research in a biointerfacial twist. Student Constructive Criticisms Students in ICl, which did not use guest lecturers, expressed interest in having a few guest lecturers Conversely, students in IC2 and IC3 felt that courses might be improved by fewer g uest lecturers and / or better quality control. In IC2 students TABLE3 ) were primarily concerned that they some times could not deduce the relevance of a certain lecture i.e., its relationship to the overall curriculum. Other constructive criticism and suggestions of the s tudent s focused on not decrea s ing-and perhap s increasingthe frequency of short assignments and other ongoing student assessments In IC2 there was concern about the difficulty of knowing what to study and having too much weight attributed to a final exam. In ICl th e re was input that optional s hort exercises calculations, and readings could be provided to address respective gaps in st udent s' background s. Finally so me students suggested the creation of a textbook for IC3, and a more modular organization of topics as in IC L. CURRICULUM EVOLUTION AND INSTITUTIONALIZATION The Rutger s curriculum on biointerfacial engineering was first structured around the core gradua te training pathway of the I GERT program ( ). We expect the curriculum to evolve in re s pon se to the emerging areas of biomaterials and biointerfaces. The dynamic participation of a large number of research-active institutional faculty with access to state-of-the-art re searc h infrastructure and tool s will be integral to ensuring the timely evolution of the cur riculum The biointerfacial engineering area also resonates particularly well with the field of biomaterials science and Rutgers Student Instructional Rating Survey (SIRS) engineering. Given the close ties of our I GERT to the New Jersey Center for Biomateri als ( ) we expect to offer the IC courses along with core biomaterials-related courses as part of a comprehensive cer tificate program a t Rut gers on biointerfaces and biomaterials. The certificate program, to be established fall 2006, indicates success ful institutionalization of the curriculum and will help s ustain an identity for the curriculum. N=l5 Questions IC! 1 The in s tructor was prepared for class and 4 .7 5 presented the material in an organized manner 2. The instructor responded effectively to 4.63 st ud en t comments and questions 3. The in st ructor generated int erest in th e 4 44 course material 4 The instructor had a po s itive attitude to ward 4.63 ass i sting a ll students in under s tandin g co ur se m a teri a l 5. The instructor assigned grades fairly 4.38 6. The in s tructional method s encouraged 4.31 s tudent le a rning 7. I l ear n ed a grea t deal in thi s course 4.50 8. I had a s trong prior inter est in th e s ubject 4.56 matter an d wanted to take thi s co ur se 9 I rate the teaching effectiveness of th e 4 44 instructor as 10. I rate the overa ll quality of th e course as 4 25 256 N=l3 N=l6 1C2 IC3 4.67 4.75 4.60 4 67 4 .73 4.67 4 53 4.58 4 .20 4.38 4.00 4 50 4.27 4.58 4.53 4.42 4 .33 4.77 4.13 4.77 bio-xeng 4 .32 4 .30 4.09 4.40 4.22 3.98 3.97 3 73 4 .10 4.08 CONCLUSIONS A new graduate curriculum on integrative biointerfacial engineering was developed This curriculum treat s the Chemical Engineering Education

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C sy nthe sis, a n a l ys i s, and de sign of biological interfaces in t erms of th e constituent components ( bi o l og i cs, materials sys t e m s), a nd with a n eye to e mer g in g t ec hn o l og ical a pplication s s uch as ti ss ue engineering, biotechnol ogy, n a n o biomaterial s, and biomedi c ine Each course within th e c urri c ulum i s d es i g n ed ba se d on a fundam e nt a l int egra tin g philosophy The n o d e for th e c urri c ulum lie s within bio-x-engineering, whi l e the breadth of th e c urri c ulum enables li fe scient i sts, physical sc i e nti sts, a nd ot h er bio-engineer s t o participate fully wit hin th e c urri c ulum Various in s tru ctio n a l s trategies we r e adop t e d to mor e fully inte gra te the multiple disciplines represented in the field. B ase d on student p erce pti o n during ear l y s tudent assessment, the curriculum i s eq uival e ntl y a m e n a bl e to s tu dents from a wide range of disciplines, effec ti ve l y s tru c tur e d a nd rigorou s, dynamic in embodying s t a t e-of -th e -art re searc h a dvan ces, a nd fills a major vo id in the grad u a t e ed uc a ti o n of e n g in ee r s a nd sc ienti s t s. G radua t e cu 1Ti c ulum o n int egra tiv e bio sc i e n ces a nd bio e ngin eer in g would resonate we ll in other American a nd int e rn a tion a l uni ve r s iti es, particularly those with s i g nific a nt research stre n gt h s in molecular biosciences a d va nc e d m a t eria l s and engineering sc i e n ces. ACKNOWLEDGMENTS Th e a uthor s gra tefull y ack n ow l edge s upp ort from th e National Science Foundation Int egrat i ve Graduate Educa tion a nd R esea r ch Traineeship ( IG E R T) OGE 0333196 ( Pl : P Moghe) a nd from Rut gers Univers it y. The authors are ind e bt e d t o Professor Kathr y n U hri ch for her active participa tion a nd s i g nifi ca nt contribution t o c urri c ulum development. Dr. Linda J. Anthony pro vi d ed exce ll e n ce assis t a n ce with the m a n age m e nt of the educational program. P Moghe exp r esses grat itud e for the contributions of many fac ult y co ll eag u es at Rut ge r s a nd UMDNJ includin g Yves C h a b a l D av id Sh r e ib er, Theodore M a d ey, Gary Brewer William Welsh Jack Ri cci, A dri a n Mann Rich ard Rim a n Sobi n Kim a nd Edward Castner, a m ong severa l o th ers, whose instruct i o n al h e lp has st r e n g th e n e d th e quality of the c urri culum. REFERENCES I Anderson, D .G. S. Levenber g, a nd R. Langer, "Na noliter-Sc a le Syn the s i s of Arrayed Biomaterial s and Application to Hum a n Embryonic S t em Ce ll s, Nat. Bi otech., 22 863 (2004) 2. A nd e r so n D.G., D. Putnam E.B. L av ik T.A. Mahmood and R L a ng e r, "Bioma t eria l Microarrays: Rapid Micro sca l e Scree n ing of Polymer Ce ll In teractio n ," Biomat erials, 26, 4892 (2005) 3. Baker T.K., M.A. Carfagna, H. Gao, E.R. Dow Q. Li G.H. Searfoss and T.P. Ryan Temporal Gene Expre ss ion Analysis of Monolayer Cu ltur ed Rat Hepatocyte s ," Chem. Res. Toxi co l., 14 (9) I 2I8(2001) 4. Baum ga rtner W. P H interdorfer W. Ness A. R aab, D. Vestweber H Sc hindl er a nd D. Dren ckhah n ;Cadheri n Interaction Prob ed by A t o mi c Force Microscopy," Pro c Natl Acad. Sci. 97 4005 (2000) 5. Boder E.T., K .S. Mide l fort, a nd K .D. Wittrup Directed Evo luti on of Antibody Fragments with Monova l e nt Femtomolar Antigen-Binding Affinity," Pr oc. Natl. Acad. Sci. 97, 10 70 1 (2000) Fa/12006 Graduate Education ) 6. C han C., F. Berthiaum e, K Lee, and M.L. Yarmu s h, "Metabo li c F lu x Analysis of Cu ltu red H epatocy t es Exposed t o Pla s m a Biot ec hn o / Bio eng 81 33 (2003) 7. Che n Y., a n d A Pepin "Na n ofabr i ca ti o n : Conve nti o n a l a nd Noncon vent i ona l Method s," Electrophoresis 22 1 87 (2 00 I ) 8. Ehr i ck, J.D., S. K. Deo T.W. Browning L.G Bachas M.J. Madou a nd S. D a unert "Ge neti ca ll y Engineered P rote in in H ydroge l s Tailor s Stimuli-Responsive Characleristics ," Nat. Mater. 4 298 (2005) 9. Engler, A., L. B acakova, C. Newman A. Hategan, M. Griffin, and D Discher Substrate Compliance Versus Ligand Den s ity in Cell on Gel Responses ," Bioph ys J., 86 ( I Pt I) 6 I 7 (2004) IO Entschladen F., T.L. Drell K L ang K. Masur, D. Palm P. Ba s ti a n B. Niggemann and K.S Zaenker "Ana l ysis Met h ods of Hu man Cell Migration ," Exp. Cell R es. 307 418 (2005) 11 Farokhzad, O.C. S. Jon, A. Khademhosseini T.N. Tran, D.A. Lavan a n d R Langer "Na n oparticle-Aptame r Bioconjuages: A New A pp roac h for Targe tin g Pro s trate Ca n cer Ce ll s, Cance r R es. 64 7668 (2004) 1 2 Farokhzad, O.C. A. Khademhos se ini S Jo n ,A. H ermmann, J C h eng, C. Chin, A. Ki se lyuk B. Tepl y, G. E n g, a nd R Langer "Microfl uidi c System for Studying the Int eraction of Na n oparticles and Micropar ticl es with Ce ll s Anal. Chem., 77 5453 (2005) 13 Fol ch A. an d M. T o ner "M icro e ngineerin g of Ce llul a r Int erac ti o n s," Annu. R ev. Biomed. Eng., 2 227 (2000) 14. Freiberg S. and X.X. Zhu, Polymer Micro sp h eres for Co nt ro ll ed Drug R e l ease, l nr. J. Phann., 282 1-1 8 (200 4 ) 1 5 Freitas, S H.P Merkle and B. Grander "M i croencapsu l a ti o n by So l ve nt Extraction/Evaporation: Reviewing the State of th e Ar t of Microsphere Preparation Proce ss Tec hn o l ogy," J Contro ll e d R e l. 102 3 1 3 (2005) 1 6. Frenot A., and I. S Chronakis. "Polymer Nanofibers Assemb l ed by Electrospinning, Cun: Opin Colloid. I nterj Sci., 8 64-75 (2003) 17 Gates, B.D., Q. Xu, M. Stewart. D Ry a n C.G. Will son, a nd G.M. Whitesides 'New Approaches to Nanofabrication: Moldin g, Printin g a nd Other Techniques," Chem. Rev. 105 1171 (2005) I 8. Grant, C.D ., M.R. De Ritt er, K .E. Steege, T.A. Fadeeva and E.W. Castner, "F luore sce n ce Probing of Int erio r lnt erfac i a l a nd Ex t e ri or Re g ion s in So lu tion Aggregates of Po l y(et h y l e n e ox id e)-Po l y(propy l e n e ox ide )Polyethylene oxide) Tri block Co p o l ymers, Lang111ui1; 2 1 1 745 (2005) 1 9. Griffith L.G and M .A. Swartz, "Cap turin g Com pl ex 3d Tissu e Ph ys i o l ogy in Vitro," Nat R ev. Mal. Cell Biol. 7 ,2 11 (2006) 20. H am mer. D A., and R.E. Waugh Teachin g Ce llul a r E n g in ee rin g," Annals of Bi omed. Eng. 34 253 (2006) 21. H aus tein E., and P. Schwille "Sing le Mo l ecu l e Spectro sco pic Meth ods," Curr. Opin. Srr Biol .. 14 531 (2004) 22. Hiltz J.Z. a nd A Peppas "M icrofabricated Drug Delivery Devic es," Int J. Phann .. 306 15 (2 005) 23. H oheisel J.D. Microarray Technology: Beyond Tran sc ript Profilin g a nd Genotype Ana l ysis," Nat R ev. Gen. 7 200 (2 006) 24. H o ll is t er, S.J Porous Scaffo ld Design for Tissue Engineering ," Nat Mare,:, 4 5 1 8 (2005) 25. K a nnan, B K Casteli n o FF. C h e n a nd A. Majumdar Lith og r ap hi c T ec hnique s and Surface C h em i s tri es for th e Fabrication of P eg-Pas s i vated Protein Microarray s," Bi ose ns. Bio elec rron ., 21 1 960 (2006) 26 Khetani, S.R., G. Szu l gi t J.A. Del Ri o, C. Barlow, a nd S.N. Bhatia ; ,E xp l or in g Int erac tion s B etween R at Hepatocytes a n d Nonpare n chy mal Cells Using Gene Expression Profiling, H epatology, 40 545 (2 004) 27. K o hn J ., New Approaches to Bi omateria l s Design ," Nat Mar e r ., 3 745 (2004) 28 La n ger K. S. Balthasar, V. Vogel N. Dinauer, H von Br iesen a n d D. Schubert, Optimization of th e Preparation Proces s for Hum a n Serum Albumin ( h sa) Nanoparticles, /111. J. Phann ., 257 1 69 (20 0 3) 257

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( Graduate Education 29. L a uff en bur ger D .A., E.M. Fallon a nd J .M. H a u g h "Scra t c hin g the (ce ll ) Surface: Cytokine Engineering for Improv ed Li ga nd / R ece ptor Trafficking Dynamic ," Chem. Bi o 5 R 257 (I 998) 30. L ee, K D ., T.K .C. Kuo, J Wh a n gP e n g, Y.-F. C hun g, C.T. Lin S .H Chou, J -R Chen, Y.-P. Chen, and O.K.-S. Le e, In Vitro H e patic Dif ferentiation of Human Mesench y mal Stem Ce ll s," H epato l ogy, 40 1 275 (2004) 3 1. Lin D.C. B Yurk e and N.A L a n gra n a M ec h an i ca l Properties of a R eve r s ibl e, DNA-Cro ss linked Polyacr y l am id e Hydro ge l J. Bi omech. Eng 126 104 (2 004 ) 32. M a h a rbi z M.M. W.J. Holt z R.T H owe a nd J.D K eas lin g, Mi cro bior eac tor Arrays with Param e tri c Co ntrol for Hi gh -Throu g hput Experimentation ," Bi otec hn o / Bioeng. 86 485 (2004) 33. Maheshwari G., G Brown D. A. L a uff e nbur ge r A. Wells and L.G Griffith "Ce ll Adhesion and Motility D e p e nd on Na n osca l e r gd Clus t e rin g ," J Ce ll Sci. 113 16 77 (2000) 34. Mo o r crof t M.J ., W.R. Meuleman S.G Latham, T.J Nicholls R D Egeland a nd E.M. South e rn In Situ O li go nu c l e t o id e Synthesis on Poly ( dim e thyl s iloxane ): A Flexibl e Sub s trat e for Mi croarray Fabrica tion Nuclei c Acids R es 33 75 (2 005 ) 35. Popi e l a r sk i S.R., S.H. Pun and M.E D avis, A Nanoparticle-Based Mod e l D e liv ery System to Guide the Ration a l D esig n of Gene Deli ve ry to th e Li ve r : Synthesis and Characterization Bi oco nj. Chem 16 106 3 (2 005 ) 36. R eddy, G. a nd E.A. D a lma sso Seldi Prot e in c hip Array Techno l ogy: Prot e in-ba sed Pr e dictiv e Me d i c in e a nd Dru g Discovery App li ca tion s ," J Bi omed. Biotechnol 4 237 (2003) 37. Ri c h ards, G LS. C hoi B.M. Tyler, P.P. Wan g, H Brem, M.J Cima, a nd R. L a n ger, Multi-Pul se Dru g D el i very from a R esorbab l e P o l ymer i c Mi croc hip D ev i ce, Na t. Mater 2 767 (2003) 38. Sako Y. S. Min og uchi and T. Y a na g id a, Single-Molecule Im ag in g of Eg fr Signalling o n th e Surfac e of Living Ce ll s, Nat Cell Bi o l ., 2 258 ) 1 68 (2000) 39. Semler E .J A. Dasgupta, P. Lan c in and P.V. Moghe, "E n g in ee rin g H epatoce llul ar Morphogenesis a nd Function Via Ligand-Presenting H ydroge l s w ith Graded Mechanical Compliance Biot ec hnol Bioeng. 89 297 (2005) 40. Sem l er E .J a n d P.V. Moghe, Engineering H epa t ocyte F un c ti o n a l Fate Through Growth Fac t or D y nami cs : The R o l e of Ce ll Morphologic Primin g, Biote ch n ol Bio e n g. 75 510 (200 1 ) 4 1. Smith, J R ., V. Kholodovych D. Kni g ht J. Kohn a nd W.J. Wel s h Predicting Fibrinogen Adsorption to Pol y m eric Surfaces in Silico: A Co mbin ed Method Approac h ," Pol y mer, 46 4296 (2005) 42. Stevens M M. and J H George Exploring a nd Engineering th e Ce ll Surface Int erface ," Science, 310 11 35 (2005) 43. Sun Y. W.J. Wel s h and R.A. Latour Prediction of the Orientations of Adsorbed Protein Using a n Empir i cal Ene r gy Funct i on wit h lmpli ct So l va t io n ," Langmuir 21 56 1 6 (2005) 44 Tan J .L., J. Tien D.M. Pirone D .S. Gray K. Bhadrira ju a nd C.S. C h e n Ce ll s Lying on a Bed of Microneedles: A n Ap pro ac h to I so lat e M ec h a ni ca l Force ," Proc. Nari. Acad. Sc i. 100 14 84 (2003) 45 Tjia, J S ., a nd P.V. Moghe Ce ll Mi gra ti o n on Ce ll-lnt e rn a li za bl e Li g and Microdepot s : A Phenomenologica l Model ," An n a l s of Biomed Eng., 30 85 I (2002) 46. Yoon J.J ., Y.S Nam J H Kim, a nd T.G. Par k, Surface Imm ob ili zat i o n of Galacto se on t o Aliphatic Biodegradab l e P o l yme r s for H e p a t ocyte C ultu re ," Biote ch nol. Bioen g., 78 (1 ) 1-10 (2002) 47. Zama n M.H. R.D Kamm P. Matsudaira an d D.A. Lauffenburger Comp u tatio n a l Model for Cell Migration in Three-Dimensional Matrice s," Bioph ys. J. 89, 1389 (20 05 ) 48 Zhu H ., M. Bilgin R. Bangham D Hall A. Casamayor, P. Bertone N Lan R Jan se n S Bidlingmaier T. H o ufe k, T. Mitchell P. Miller R.A. Dean, M. Gerstein a nd M Synder, Global Analysis of Protein Activ iti es Us in g Proteome C hip s, Science, 293 2 101 (2 001) 0 Chemical Engine e rin g Education

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C Graduate Education ) BIOMASS AS A SUSTAINABLE ENERGY SOURCE: an Illustration of ChE Thermodynamic Concepts MARGUERITE A. MoHAN, NICOLE MAY, NADA M. AssAF-ANID, AND MARco J. CASTALDI Manhattan College Riverdale NY A s discussed in an earlier paper 111 the overall objective of the thermodynamics course sequence at Manhat tan College is to allow students to become confident about their understanding of theoretical material and familiar enough with mathematical manipulations to properly and ac curately set up solutions to problems involving thermodynam ics Toward the end of the semester, students have a chance to explore and propose feasible solutions for what-if scenarios to contemporary problems such as Methyl Tert-Butyl Ether (MTBE) contamination of groundwater 111 biofuels, 121 and thermodynamics of power plants 131 The desired outcome is to develop the students' engineering judgment and capabilities along with their mathematical skills in solving complicated equations with many inputs. This major assignment intr oduces the students to a practical and current problem they can tackle somewhat intuitively, rather than by a direct application of formulas as presented by Cengel. 141 The only requirement for a solution is the use of computer programming, possibly a spreadsheet, and the thermodynamic principles taught in class (e.g. phase equilibria solubility, fugacity). Such an open-ended approach is common in engineering education and C o lumbia U ni ve r s i ty Earth and En viro nm e ntal En g in ee rin g D e partm e nt Fall 2006 Nada M. Assaf-Anid is an associate professor and chairperson of the Chemical Engineering Department at Manhattan College. She earned her 8 S and M S in chemical engineering from the Royal Institute of Technology in Stockholm Sweden and her Ph.D in environmental engi neering from the University of Michigan in Ann Arbor Her research and teaching interests are in separations biochemical engineering hazardous chemicals remediation thermodynamics, and water purification. She is director of the ASEE Chemical Engineering Division and director of the Environmental Division of AIChE. Marguerite A. Mohan is currently working towards her M. S. in chemical engineering at Manhattan College where she previously obtained a 8. S in chemical engineering. After completing her graduate degree she will be employed full time by Merck & Co ., Inc as a staff chemical engineer Marguerite s research interests include chemical thermodynamics and nanoscale science Nicole May is currently pursuing her M.S in chemical engineering at Manhattan College She also holds a 8 S in chemical engineering from Manhattan College Her interests include engineering education, bioreac tion engineering, and environmental conservation. Marco J. Castaldi is an assistant professor in the Earth and En vironmental Engineering Department at Columbia University He received his 8. S. ChE from Manhattan College and M.S and Ph.D ChE from the University of California Los Angeles Prior to joining Columbia University he worked in industry for seven years researching and developing novel catalytic reactors. His teaching interests lie in thermodynamics combustion phe nomena and reaction engineering His research is focused on beneficial uses of CO in catalytic and combustion environments waste-to-energy processes and novel extraction techniques for methane hydrates. Copyrigh t C hE D i v i sion of ASEE 20 0 6 259

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( Graduate Education has b ee n used in thermodynamics courses 151 because it resembles problem-solving situations en countered in industry .l 6 l The objectives of this paper are to present an open-ended prob lem given as a final project to a graduate process thermodynamics class, describe how one student tackled it, and demonstrate how it was a useful addition to the therLiquid modynamics concepts taught in Draw ott the class Portions of the problem may be suitable in an undergraduate thermodynamics, modeling 1 Bioreactor u 0 >u (I] (I] Q) c'3 a::: Air ) Power Plant or design class,17 1 if presented in a less open-ended manner or as a continuing problem integrated in Figure 1. Schematic of system components a series of courses using the approach of Shaeiwitz. 1 8 1 The problem given to students, with three references on anaerobic digestion ,1 9 II I is shown below. Students were instructed on literature research methods using online libraries and Internet sites, s u ch as About.com, 1121 to assist them in finding back ground inform a tion. Topics a nd information searched ranged from gasification of biomass for distributed energy production systems, to physical property data needed to perform calcula tions to ideas for possible so luti ons. TABLE 1 Overview of Course Syllabus (T he chapters refer to the class textbook 1I 3 1 ) Week Subject I R ev iew of classical thermodynamics 2 Revi ew of classical thermod y n am ic s (co nt 'd) 3 Ch. 2 prepare for exam #1 4 Ch. 3, exa m #1 (classical thermo and Ch. 2) 5 Ch. 4 ( part s) 6 Ch. 5 (parts) review exam # l 7 Ch 6 (pa rt s); computer ass ignment discussed 8 Ch 7 (parts) 9 Ch 7 (par ts) exa m #2 (C h 3 4, 5 6) IO Ch. 8, Ch. 9 (pa rt s) II R ev iew exam #2, Ch 9 ( part s) 12 Ch. IO ( part s), Ch 11 (pa rt s), Ch 12 (pa rt s) 13 Statistical th e rmodynamics computer assignment due review 14 Final exam 260 PROBLEM STATEMENT As shown in Table 1 the students had about s ix weeks to comp le te the project and were expected to work indepen dently By the time the computer assignment was issued the students were exposed to solution equilibrium theory, which begins with Chapter 6. Th e demand for power, especially e l ect ri c ity has driven many engineers to propose possible ways to generate power. Of course that power generation must be compatib le with environmental regulations and must be fueled by available resources. One novel power-generation system uses a bioreac tor to decompose various types of biomass anaerobically. The off-gas from that process will generate methane (CH 4 ), which can be used as ju.el. However, carbon dioxide (CO 2 ) is also generated In this gas mixture of CH 4 and CO 2 the latter is cons id e red a diluent and effectively low ers the energy content of the gas stream. One cou ld separate out the CO 2 from the stream, but the energy requirements are prohibitivel y high. The total power that can b e obtained from the system is governed by volumetric flow rate and energy content. It has b ee n proposed to accelerate the decomposition of the biomass to generate more CH 4 or at least a higher flow rat e of the CH / CO 2 mixture. One way to do this is to "feed" the bacteria that is decomposing the biomass a warm stream of CO 2 and hydrog en ( H / In addition, this CO 2 can s e rve as a car bon source for the bacteria This allows the bacteria population to increase and the decomposition of the biomass to occur faster. The supply of CO 2 and H 2 is secured b y another reactor placed upstream to convert some of the bioreactor product stream (CH 4 and CO 2 ) to H 2 carbon monoxide (CO), and CO r This second rea cto r is a catalytic r efo rming rea ct ion that uses a Chemical E n g in ee rin g Education

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C small amount of air. Lastly it is known that the bacteria will have some waste byproducts as a result of their digesti v e process. Some of those b y produ c ts could harm the bacteria if the y a cc umulate to dangerous levels. As an engineer on this job you need to provide a full understanding of the bio reactor. That is what types of b y products will be formed by the bacteria and how will those byproducts distribute them selves between liquid and gas phases. In addition, you also need to determine the preferred concentrations of c arbon in the bioreactor f e ed stream as a fun c tion of residence time in the bioreactor, to ensur e that adequat e carbon is dissolved in the liquid phase for the bacteria to access. In addition to the statement a concep tual schematic (Figure I) was provided to show the overall system. Finally a survey was distributed to students assessing how this type of a project impacts their understanding of the subject and overall learning experience BACKGROUND AND THEORY Anaerobic digestion, or methane fermentation is the process by which microorganisms convert biomass to methane in the absence of oxygen. Of ten a water layer serves as a b l anket to exclude oxygen and promote growth of the appropriate anaerobes. 1 1 41 With higher (gross) heating values ranging from 15.7 to 29.5 MJ / m 3 (n), the gas produced by the anaerobic digestion of biomass, called biogas, is a medium-energy fuel that may be used for heating and power. 1 14 1 Methane fermentation i s a three-step process that utilizes three main categories of bacteria: fermentative, acetogenic and methanogenic. 1 1 4 1 5 1 In the first step the fermentative bacteria convert complex polysaccharides, proteins, and lipids present in biomass to lower molecular weight fragments such as carbon dioxide and hydrogen 1141 according to the main reactions shown. 1 1 41 Fal/ 2006 Reactions Graduate Education ) 11G 0 (kJ) C 6 Hl 2 O 6 + 6H 2 O 6CO 2 + l 2H 2 -26 (Rxn 1) C 6 H 12 O 6 2CH 3 Coco ; + 2H + + 2H 2 -112 (Rxn 2) C 6 H 12 O 6 + 2H 2 O CH 3 CH 2 co ; + H + + 3co 2 + 5H 2 -192 (Rxn 3) C 6 H 12 O 6 CH 3 CH 2 CH 2 co ; + H + + 2co 2 + 2H 2 -264 (Rxn 4) In the s econd step hydrogen-producing acetogenic bacteria catabolize the longer chain organic compounds formed in the first step to yield acetate, carbon dioxide and hydrogen. Also, some carbon dioxide and hydrogen are converted to acetate by the acetogens according to the main acetogenic reactions considered below 1 1 41 : Reactions 11G 0 (kJ) CH 3 Coco ; + H 2 O CH 3 co ; + CO 2 + H 2 -52 (Rxn 5) 2CO 2 + 4H 2 CH 3 co ; + H + + 2H 2 O -95 (Rxn 6) 2Hco ; + 4H 2 + w CH 3 co ; + 4H 2 O -105 (Rxn 7) C 6 H 1 2 O 6 + 4H 2 O 2cH 3 co ; + 2Hco ; + 4W + 4H 2 -206 (Rxn 8) C 6 H l2 O 6 + 2H 2 O 2CH 3 co ; + 2H + + 2CO 2 + 4H 2 -216 (Rxn 9) C 6 H l2 O 6 3CH 3 co ; + 3W -311 (Rxn 10) In the third and final s tage of the fermentation process methanogenic bacteria convert acetate to methane and carbon dioxide by decarboxylation, and the latter to additional methane upon reaction with hydrogen according to Reference 14: Reactions 11G 0 (kJ) CH 3 co ; + H + CH 4 + CO 2 -36 (Rxn 11) CO 2 + 4H 2 CH 4 + 2H 2 O -131 (Rxn 12) HCO ; + W + 4H 2 CH 4 + 3H 2 O -136 (Rxn 13) In the three stages described above CH 4 H 2 and CO 2 are in the gaseous state. In addition the standard physiological conditions are atmospheric pressure, unit activity and a temperature of 25 C at a pH of 7 .0. 114 1 As evidenced by the reactions there are a number of intermediate acids gen erated. Since all reactions do not go to completion a certain amount of these compounds builds up within the bioreactor changing the solution pH, poisoning the bacteria or inhibiting the digestion rate s. Since the bioreactor usually takes days to dige s t the initial charge of biomas s an equilibrium is established between the vapor and liquid phase s in which the compounds partition. The information presented thus far on biochemical reactions taking place in the bioreactor can now be applied to solve the problem at hand. One unique feature of this type of problem is the dynamic nature of the system That is, starting the s ystem with an initial charge results in changing stream composition while steady state is achieved. This requires students to develop a solution that is iterative in nature and exposes them to realistic processes in industry, where thought must be given to system s tartup and shutdown as well as adjustments that must be made on the way to a targeted operational condition As was previously discussed, the 261

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( Graduate Education problem statement is open-ended; therefore, there are several possible approaches and solutions. ONE STUDENT S SOLUTION A computer solution was created in Mathematica to perform the calculations described in the Background and Theory section, and can be obtained, in Mathematica format, upon request. Tr aditional Bioreactor The objective of this project was to determine if it is possible to increase the total power that may be harnessed from a traditional bioreactor system. Therefore, the logical starting point is to calculate the amount of power actually generated from a traditional system, which consists solely of a batch bioreactor set to operate in the mesophilic 30 C 38 C temperature range, at a pH within the range 6.67.4 to maintain the proper alkalinity. Furthermore, a high-rate digestion is assumed, and an appropriate residence time of 10 days is s pecified. The volume of the reactor is estimated using values from the literature ,1 1 1 and it is assumed that ap proximately two-thirds of the total volume is charged with an initial amount of municipal solid waste (MSW). The MSW is simplified to a 50 % (by weight) glucose suspension in water, and its volume, along with the density of the waste (a weighted density of water and glucose), allows the calculation of the total amount of MSW in the reactor or the total amount of glucose initially charged (S 0 ). Once the initial amount of glucose is calculated, three sets of reactions (Rxn 1 -13) are assumed to occur, and the resulting biogas (vapor product stream) may be evaluated. Its composition (which is directly proportional to the power generated) is noted This will serve as the control to which all subsequent biogas compositions will be compared. C atalytic Reforming Reacto r The next aspect of the solution is the introduction of addi tional equipment (the catalytic reforming reactor and the shift reactor) that along with the bioreactor constitute a modified system that may be used to meet the objective of increasing the total power harnessed as specified in the problem state ment. The product stream from the bioreactor is split: 90 % i s sent to a power generation plant, and the remaining 10 % is routed to a catalytic reforming reactor which is brought online to generate hydrogen that will be fed continuously to the bioreactor. Hydrogen is used by the bacteria in the bioreactor as an electron donor for methanogenesis In most cases, the hydrogen is the limiting reactant. Therefore feeding hydrogen to the bioreactor may help to accelerate the decomposition of the biomass and generate a higher flow rate of methane and carbon dioxide. This was one of the major outcomes of the investigation That is, once the student developed the 262 ) computer routine that accurately predicted the performance of the system it w as discovered that under several sce nario s the hydrogen fed back to the bioreactor was completely consumed long before the other s ub s trates. This result bring s into question the entire concept of feeding a warm stream of hydrogen to accelerate the digestion process. In addition to the 10 % split, an air s tream is fed to the catalytic reforming reactor The air s tream provides the oxygen nece ssary for a partial oxidation reaction which will produce (among other things) the desired hydrogen. In order to maximize the concentration of hydrogen in the catalytic reforming reactor 's product stream, the equivalence ratio ( cp) of the system is varied, a nd the effect on product composition observed. The equivalence ratio is defined as: <1J = (F / A) ac tu a l { F / A) s toichiometric (1) where F I A= the fuel (CH 4 ) to air (0 2 ) ratio After te s ting various eq uivalence ratios, an cp = 3.0 i s cho se n and a partial oxidation reaction follows: 4CH 4 (g) + 2.670z(g) + 10 0N 2 (g) 0.449CO 2 (g) + 3.55CO(g) + 0 901H 2 O(g) + 7 21H 2 (g) + l0.0N 2 (g) (Rxnl4) The stoichiometry of the above partial oxidation reaction was obtained through the u se of the thermodynamic equilib rium software, GasEQ. 117 1 At the adiabatic flame temperature (1020 K), Rxn (14) ha s an equilibrium co nversion X of e q 0 9969. Shift Reacto r The effluent of the catalytic reforming reactor contains a significant amount of CO, which is toxic to the bacteria within the bioreactor In order to avoid feeding this CO to the bioreactor a s hift reactor is added to the process after the catalytic reactor, and before the bioreactor to convert, or shift, the CO to CO 2 according to: CO(g ) + H 2 O {::}CO 2 + H 2 (g) ( Rxn 15) The benefit s of s hifting the CO to CO 2 are two-fold. First it removes the entire amount of poisonous CO from the bioreactor feed s tream Second it provides the bacteria with the other spec ies necessary for methane production carbon dioxide (the first spec ie s being hydrogen) Modif i ed Bi o r e actor The next step in the so lution involves returning to the bioreactor (w hich will now be referred to as the modified bioreactor). Thi s bioreactor operates as a semi-batch reactor since the waste that is decomposed by the bacteria is charged Chemical Engineering Education

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( in as necessary (this is dictated by the residence time) while the stream of hydrogen and carbon dioxide produced from the other reactors (ca talytic reforming and shift) is fed continuously. The same assumptions as in the traditional sys tem regard ing the MSW are made, and once the total amount of glucose initially charged is calculated, it is further assumed that at the end of the charge life all of the glucose will have decom posed, reaching a final concentration of S l = 0. Assuming a residence time of 10 day s, which is typical for high-rate anaerobic digestion and assuming that glucose decomposes at a constant rate throughout the 10-day period, the rate of glucose decomposition may be calculated and compared to the continuous flow ofH 2 and CO 2 that is fed to the bioreactor since both will be on a time ba s is. The initial charge of MSW is allowed to start decompos ing before the external H 2 and CO 2 stream is fed into the bioreactor, and for a duration that is sufficient to allow all of the fermentative and mo s t of the acetogenic reactions to occur As this decomposition approaches the end of the ace togenic stage and the beginning of the methanogenic stage, the continuous feed ofH 2 and CO 2 is introduced. The benefits of introducing this external feed stream into the bioreactor are three-fold : first the H 2 and CO 2 provide an immediate electron and carbon source for the bacteria ; second, the gas stream increases the contact area between the bacteria and the available food sources; and third, since the external feed stream is at an e l evated temperature, it enhances the digestion rate within the bioreactor. As this stream feeds into the bioreactor the so lubilities of it s components in water must be considered. Mo s t of those (N H 2 and the acid vapors) are gaseous and insoluble in wate~ The solubility of CO is of particular intere s t, however as it is dictated by the carbonate system. When CO 2 enters an aqueous solution, the following dissolution and dissociation occur: K H K m K a CO 2 (g)c;,CO 2 (aq) c;, H 2 CO 3 (aq) c;, HCO ~ (aq) (Rxn 16) The initial concentration of the CO entering the bioreactor is used along with Henry 's constant, Kw to find the concentra tion of CO 2 (aq). The l atter i s then used in combination with K '" to find the concentration of carbonic acid H 2 CO 3 The concentration of H 2 CO 3 along with K a and the pH of the system, are used to find the concentration of the bicarbonate ion HCO 3 Once the concentrations of CO /a q) H 2 CO 3 and HCO 3 have been calculated, the remaining concentration of the CO /g) is tabulated. Acid Phase Distribution As the remaining acetogenic and methanogenic reactions take place CH 4 and CO 2 are continually produced, whi l e Fall 2006 Graduate Education ) most of the other components are consumed. The exceptions to thi s are the acid byproducts-acetic butyric, and propionic acids-produced in the fermentation and acetogenic reactions and if their levels in the liquid continue to increase, the alkalin ity of the bioreactor will change. As a re s ult the pH may drop outside of the allowable range for methane fermentation. In order to find the distribution of acids between the l iquid and vapor phases chemical thermodynamic concepts are applied using the assumptions s ummarized in Table 2 (next page) The first concept used is the equilibrium criterion : fML =f MV .I .I (2) The fugacity of component i in a liquid solution is related to the mole fraction x;, according to the following equation f ~_; = X ; Y ; (T,P,x;)( 0 (T,P) where Y ; = the activity coefficient (3) ( 0 = the fugacity at so me arbitrary condition known as the standard s tate In this so lution, the standard state is assumed to be that of the pure substance and the fugacity of the standard state is defined as: I I I 1 VdP R T f o ( T P) = p_ sa1 ( T) ,a, _e u I I lpl (4) The Poynti!];g pres s ure correction factor and the fugacity coefficient, 'P, are ass umed to be negligible (i.e., they equal unity ). Another term in the s tandard state fugacity is the vapor pressure for the pure liquid P s at (T), which can be calculated using the Antoine Equation 1 The final term needed for the liquid phase fugacity i s the liquid mole fraction In this system, the only nongaseou s components formed from the bioreactor reactions are water and organic acids, which are assumed to be produced as byproducts in a supernatant layer that is separate from the sludge. Thus, the original liquid mole frac tion i s known and the liquid phase fugacity for each compo nent may be calculated Once the standard state fugacity is known, the next step in obtaining the liquid phase fugacity is to calculate the activity coefficient, Y ,, which is a funct i on of composition, tempera ture and pressure as seen in Eq. (3) Unless the pressure is very high, however, its effect on the activity coefficient may be neglected as i s done in this solution and the van Laar equation used to calculate the activity coefficients. The fugacity of component i in a gas mixture may be related to the fugacity of pure gaseous i at the same temperature and pressure by the following relationship, 263

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( Graduate Education ) 26 4 TABLE2 Summary of Thermodynamic Model Ass umption s Liquid Phase Assumptions Justification I) The Standard State is that of the Pure Substance ... 2) Poynting Pressure Correct i on Acco unt s for s ituations where the actua l sys tem Pct P "' Since it is an exponential funct i on p of P it is small at l ow P s. The bioreactor i s operated at l ow Ps, therefore the Poyntin g I 1 correction factor i s assumed to be a ne g li g ible term which was confirmed by preliminary Y dP RT calculations. Factor= 1 e r ta t is negligible 3) The saturation fugac it y coefficient cp ;"' = 1 Corrects for devi at ion s of the saturated vapor from idea l gas behavior 'P ;"' differs considerably from I as T n ""' is approached. Since the T of the system i s n ot near any of the components critical Ts, it is assumed that this term equa l s unity 4) The activity coefficient, Y;, is n ot a function of P The activity coefficie nt becomes a function of Pat very high pressures. Since the system P i s l ow, this term i s primarily a function ofT and composition. 5) The activity coefficient is calcu l ated from the The van Laar equat i on i s typically used for binary sys tem s. When it i s em ploy ed however van Laar Equation the co n centra ti ons of all other components are so s mall that a binary sys t e m ca n be assumed. Vapor Phase Assumptions Justification 1 ) Lewi s Fugacity Rule app li es (f; = Y ; fP""') The LFR assumes that at a fixed T and P the fugacity coeffic i ent of species i i s independent of the composi ti on of the mixture and is independent of the natur e of other com pon ents in the mixture. The LFR relie s o n the assumption that Amagat s rule is valid over th e e ntir e range of pressures from O system P. The LFR is a go od approximation at s uffi c iently l ow Ps where the gas phase is ide a l as is the case in this system. 2) The pure fug ac ity coefficient 'Pp, re.; and mole For a pure ide a l gas the fugacity i s equal to the pressure (i.e the fu gaci ty coefficient and fraction y P "_; = 1 mole fraction are both 1 ). It i s assumed th at the sys t em follows idealgas behavior because it is at low pre ss ur e, th erefo re the coefficient is se t to unity The mole fraction i s unit y because the spec ie s i s pure F Ai, =1.94 Bioreactor (.) ... :;::; 0 >(.) n, n, 6305 m 3 T = 86 F P = 14.7 psia Liquid Draw Off F Acids = 1 13 F wate, =0 722 F co 2 =1 943 ....................... FH 2 = 0 905 F CH4 = 0.00253 F co = 0 Q) 8 et:: Power Plant Air F[=] lbmol/min Figure 2. Flow rates (in lbmollmin) of major components usin g modified system. Chemical Engineering Education

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C Graduate Education ) TABLE3 Mathematica Model: Traditional vs. Modified Bioreactor Traditional BR CH Produced lbmo l/m in 7.65 CH 4 Sacrifi ced lbmo l/ min -CH Sent to Power Plant 7 65 lbmo l/m in Biogas CH / CO 0. 89 / 1 f MV ( T p y ) f p RTln '' = (v -v)dP Y/ purc( T P ) 0 (5) To more easily so lve for the va por phase fugacity e ither an equation of state or the principle of correspo ndin g states with a simplifying assumption s uch as the L ew i s Fugacity Rule may be used According to thi s rule the fugacity coef ficient of i i s independent of the composi tion of the mixture and of the nature of the other components of the mixture at constant temperature and pre ss ure. As a re s ult the fugacity of component i in a vapor mixture is expressed as : f ~_i( T P,y ;) = y i -f purei ( T P ) = y i l.j) ) (6) where l.fJ = the vapor phase fugacity coefficie nt of component i in the gaseous mixture The pure pha se fugacity is determined using an equation of state s uch as the van der Waal s equation. Although the van der Waals equation, s hown below is the si mple st non trivial equation of s tate it pro v ide s a r easo n ab le estimation of volumetric behavior of th e vapor phase: ( ln [ [ -v, l l-a' +[ ~1 ]1n [~ ] R T n = e v,b, R-T v, RT R T where v = __ + b .,.,, I p I RT (7) In this solution l.fJ was calculated and was clo se to unity Once all of the terms in both the liquid and vapor pha se fugacities have been tabulated the criterion for equilibrium may be written as: Eq. (8) i s used to solve for the composition of the vapor phase and allows the calculation of the composition of the liquid phase in equilibrium with this va por. RESULTS While not all s tudent s followed the above dev e lopm e nt the results obtained from the students were ge nerally sa tisfactory, Fa/l 2006 Modified BR Sing le Pa ss 8. 16 0 7 65 7.40 0.72 / 1 in that most of th e m analyzed the entire system Figure 2 de pict s th e flow rates (i n lbmol / min ) of the mo s t important com ponent s as they move throu g h the modified sys tem in a single pass a nd Tabl e 3 illustrates how the external feed s tream of H 2 and CO 2 ( i .e th e modified sys tem ) affects the power ge nerated and s ummarize s the comparison of the traditional a nd modified systems The result s s hown in Table 3 indicate that the c urrent modifi ed sys tem does meet the objective of accelerating the decompo s ition of the biomass by producing more m e thane: 8.16 lbmol/min vs. 7.65 lbmol/min produced from the modified biorea c tor and the traditional bioreactor respectively Although th e quantity of the methane produced increase s in the modified sys t e m the qualit y of the bioga s ( defined as CH 4 to CO 2 ratio) decreases from 0.89 / 1 to 0.72/1 in th e traditional an d modified sys tem respectively COURSE ASSESSMENT Once the projects were s ubmitted the s tudents were asked to asses s the overall success of the ass ignment. The student a n swers to qu es tions 2 a nd 3 indicate that they overwhelm in g ly found the project to have enhanced their understanding of thermodynamic s ( n = 8). In Table 4 ( next page ), a score of 5 indicates ag r eeme nt wi th th e s tatement and 1 indicate s disagre e ment. In addition to th e four questions li s ted in Table 4 s tudents were asked for their comments on two other topics When a nswering the question, "What sources (e.g., World Wide Web online libraries handbook s publications) were useful in obtaining thermodyn a mic data bioreactor information, etc .?," s tudent s li s ted a variety of so urces including the Web ( mor e spec ificall y and Web sites linked to c hemic a l engineering departments at large universities, e.g., Texa s A&M) Students a l so indicated the u se of the Manhattan College and Columbia University online libraries Vapor / Liq uid Equilibrium Data handbooks the research article s handed out with the assignment and microbiology and bioreaction e ngin eeri ng textbooks. In their answer to the que s tion, Did you pro gra m the s olution yourself or use a computer program in your so lution ? If computer pro gra m was used which one a nd w h y?," s tudents reported u s in g a variety of program min g t oo l s includin g Mathemati ca (es pecially for it s useful indexin g feature and for repetitive and iterative calculations) 265

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( Graduate Education ) TABLE4 Course Assessment Question 5 1. Overall do you fee l that the cla ss l ectures 12.5 % a nd homework provided yo u with the nece s sary background for deve l oping a so luti on to the co mputer proje c t ? 2. Did the comp ut er project g ive yo u a b e tt er 1 2.5 % under s tanding of thermodynamic princip l es s uch as fugacity so lu bi lit y, and multi-pha se eq uilibrium and how they are u sed in practica l s ituation s? 3 Was th e computer p ro j ec t a relevant 75% practical a nd open-ended app li cat i on of the principle s taught in the class ? 4 Did th e computer project en h ance your 1 2.5 % re sea rch s kills ? Excel (fo r both programmin g a nd grap hin g), and the Pro/II Simulation Pack age. CONCLUSIONS Thi s p a per pr ese nted the results of one s tudent 's work for a c l assr e quired computer proj ect. Model results va lid tionu si n g Pro/II and an ex p er iment a l anaerobic bioreactor i s the s ubject of another s tudy in preparation. The require ment g iven to the s tudent s was to only use th e thermodynami c co ncept s l earne d during th e semes t er to a nal yze a nd propo se a feasible so lution to a current e nvironment a l or indu s trially s i g nificant problem The outcome of s uch an exercise allows s tudent s to apply so metim es-a b s tra c t thermodynamic con ce pt s to an important problem while training them to focus on the bi g picture : how to find a so lution to the problem. An a dditional ben e fit is that s tudent s obtain an appreciation for what co mmercially available th e rmodynamic packa ges involve, as well as their capabilities, s ince s tudents find th e need to o btain property information not found in literatur e. Also, th e exe rci se g ives st udent s a se n se of acco mplishment in that they applied the principle s of thermodynamics to analyze a nd propo se feasible, reali s tic so lution s to problems they ma y e ncounter during their careers. Lastly, as the need for renewabl e e nergy s ource s grows, research a nd development will require a workforce that i s well educated and trained to develop the technologie s nece s sary for a s u s tainable futur e. The example pre se nted in thi s paper demon s trate s that s uch trainin g i s po ss ible through an in-depth approach to a soc ietal problem. It also se t s the s tage for furth er development of the chemical engineering curricu lum at Manhattan College to includ e g rounding in alternative 266 4 3 2 I 75 % 12.5 % 75 % 12.5 % 25 % 1 2 5 % 50.0 % 12 .5 % 12 .5 % energy so urce s and s u s t a inability following the call of J.W. Sutherl a nd e t al.,f' 9 of Michigan Technological University for the need for "g lob a ll y aware s tudent s." NOMENCLATURE f~ .i f~ i Fugacity of co mp o n e nt i in th e liquid mixture Fugacity of component, i in the va por mixture. Liquid phase mole fraction of species, i. Act i vity coeffic i ent of species i ,as a function of temperature pres s ur e a nd liquid ph ase mo l e fraction f; 0 ( T P ) Pure co mpon e nt fugacity of i in the liquid phase. V Vapor pressure of spec i es, i as a function of temp erat ur e. Fugacity coeffic i en t of th e sa turated vapor of spec i es, i. Molar vo lum e of the liquid (co nd e nsed ) phase Gas phase mole fract i on of spec i es, i. Tot a l pressure of the syste m Fugacity coefficient of s peci es, i. Equivalence ratio. REFERENCES I. Casta ldi M. L. D oraz io and N. Assaf-An i d, R elating Abstract Concepts of Chemical Engineering Thermod y namic s to Current, Real World Probl e m s, Chem. Eng. Ed., 38 (4) 268 (20 04 ) 2 Kau se r J K Holla r F. Lau E Co n s tan s P Von Lockette a nd L. H ead Gettin g Student s t o Think Abou t A lt ernate Ener gy Sources, ASE Annual Conference and Exposi ti on: Vive L ing e ni e ur, 4593-4600 (2 002 ) C h e mi ca l Engineering Education

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C 3 Farley E.T., and D.L. Erne s t Applicati o n o f Power Generation Mod e lin g and Simulati o n to Enhance Student Intere s t in Thermod y n a ics ," Mod e lin g and Simulmi o n Pr ocee din gs of th e Annual Pitt s bur g h Conf e r e n ce 21 ( 3 ) 1275 (1990 ) 4. Cengel, Y.A. Intuitive and Unified Approa c h to Teaching Thermod y namics, Pro ce edin g s of th e ASME Advan ce d En e r g y S y stems Di v ision 36, 25 1 ( 1 996 ) 5 Lombardo S. Open-Ended Estimation Desi g n Project for Thermo dynamic s Student s," Chem. En g Ed 34 ( 2 ) 154 ( 2000 ) 6. Tsatsaronis G. M. Moran and A Bejan Education in Thermo dynamics and Energ y Systems Am e ri c an S oc i ety of M ec hani c a l Engineers Advan ce d En e r gy S y st e m s Di v i s i o n ( Publication ) AES, 20 644 (1990 ) 7. Reistad, G.M. R.A. Gaggioli A. Bejan and G. Ts a t s aronis Ther modynamic s and Energy Systems Fundamentals Education and Compu t er-Aided An a ly s is ," American S o ciet y of Mechanical Engi neers, Advanced Energy Sy s tem s Divi s ion ( Publication ) AES 24, I 03 (199 I ) 8 Shaeiwitz J.A. Teaching Desi g n b y Inte g ration Throu g hout the Curric ulum and A ss essing the Curricu l um U s ing Design Projects ," Int ernational J o urnal o f En g Ed. 17 4 7 9 ( 200 I ) 9. Garcia-Ochoa F., VE. Santos L. Nava l E. Guardiola, and B Lopez Kinetic Model for Anaerob i c Dige s tion of Live s tock Manure En z y m e and Mi c robial T ec hnolo gy, 25 55 ( 1 999 ) Fall 2006 Graduate Education ) 10. Jagadish K.S ., H N. Ch a nak ya P Rajabapaiah, and V. Anand Plug Fl o w Dige s ter s for Bia g a s Generation from Leaf Bioma s s Bioma ss and Bi oe n e r gy 14 ( 5 1 6 ) 415 ( 1998 ) 11. Ca s telblanque J. a nd F. Salimbeni Application of Membrane Sy s tem s for COD Removal and Reu s e of Waste Water from Anaerob i c Dige s ter s," D es alination 126 ,293 (1999) 1 2. Chem i cal Engineering" section About com < http : // www.abou t. com> 13. Prausnitz,J ., R N. Lichtenthaler, and E. Gome s de Azevedo Mole c ular Th e rm o d y nami cs o f Fluid-Phas e Equilibria Prentice Hall International Serie s Upp e r S a ddle River NJ ( 1999 ) 14. Kla ss D.L ., Bi o mas s f o r R e ne w abl e En e r gy Fuels and Chem i c al Academic Pr ess New York 452 ( 1 998 ) 1 5. Madigan M.T J. Martinko and J. Parker, Bro c k Biolog y of Mi c roor ganism s, Prentice Hall Upper Saddle River, NJ (2000) 16. Muller E A. Thermodynamic s Problem with Two Co nfli cting Solu tions, Ch e m. En g Ed. 34 ( 4 ) ( 2000 ) 17. Morley C. 18. Sutherland J W., V. Kumar J.C. Crittenden M.H. Durfe e, J.K. Gersh enson H. Gorman, D R. Hokanson N.J Hutzler D.J. Michalek, J R. Mihelcic D.R. Shonnard B.D. Solomon a nd S. Sorby, An Educa tion Program in Support of a Sustainable Future ," Ameri c an So c iety of M ec hani c al En g in ee rs, Manufa c turing Engineering Division 14 611 ( 200 3) 0 267

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( Graduate Education ) Incorporating COMPUTATIONAL CHEMISTRY i nto the ChE Curriculum JENNIFER WILCOX Worcester Polytechnic Institute Worcester, MA 01609 I n many engineering curricula it is difficult to cover the fundamental concepts that are required to provide all students with an optimum base for the solution develop ment of new problems and applications. Although this ta sk is daunting replacing the learning and understanding of fundamental concepts with starting parameters and a list of equations to use as tools is not a so l ution Such an approach subsequently limits the capabilities and potential accomplish ments of the students. This trap is easy to fall into however si nce it is nearly im possible to cover all of the fundamentals in addition to the ap plications Yet a failure to emphasize these basics could mean putting emerging chemical engineers at a disadvantage against chemists or physicists who may be able to develop new ideas more readily because their training through education has taught them to derive the equations they are using. Engineers are typically admired for their ingenuity and creativity but with a curriculum that does not obligate them to derive and to consistently ask "why" and "from where," engineers will soon lose the merits for which they are so well known Within a graduate-level chemical engineering course, fun damental chemical principles combined with computational chemistry software were used as a tool to bridge the gap that often exists between chemistry and applications within the Copyrig ht ChE Divi s i o n of ASEE 2006 268 field of chemical engineering In the case of reactor design problems in which rate expressions mu s t be known activa tion energies and rate constants are typically provided as input parameters for a particular design equation. Since more sophisticated methods for approximating rate constants are not taught in traditional chemical engineering courses, the development of a rate expression was chosen as one of the main objectives of this computational chemistry course The theoretical calculation of a rate expression involves many tasks including the development of a quantum mechanical based potential energy surface ( PES) and the understanding of reaction kinetic tools such as transition state theory. Similar methodologies have emerged recently in the literature for as similation into graduate chemistry coursework. ri 2 1 The current methodology, however is different from its typical inclusion Jennife r Wilco x is an assistant pro fessor in the Chemical Engineering Department at Worcester Polytechnic Institute She received her B.S. de gree from Wellesley College in math ematics and her M.A. and Ph D from the University of Arizona in chemical engineering. Ch e mi c al En gi n ee rin g Edu c ation

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C within a ch e mi s tr y c our se s in ce it h as b ee n in co rp o rat e d int o a chemi ca l e n g in e erin g c urriculum w h e r e it se r ves t o co upl e fundam e nt a l ch e mic a l prin c ipl es t o a p p li ca ti o n s in c h e mi ca l e n g in ee rin g throu g h a co mbin a ti o n of a b initi o th eo r y a nd r ea ction kin e ti cs. Durin g th e fa ll 2 0 05 se m ester thi s co ur se wa s off e r e d for th e fi r s t tim e in th e C h e m ica l E n gi n ee rin g Departm e nt a t W o r ces t e r P o l y t ec hni c In s titut e A s i x-week ass i g nm e nt t e rm e d Le a min g th ro u g h a R eac ti o n E xa mpl e ," s er v ed as th e m a in dri v in g fo r ce th ro u g h o ut th e co ur se a nd was r e fl ec t e d b o th in l ec tur e m a t e ri a l a nd st ud e nt exe r c i ses The cour se m e th o d o lo gy c arri ed o ut t o acco mpli s h th e goa l of brid g in g the ga p b e tw ee n fund a m e nt a l p r in c ipl es in chemi s try t o a ppli ca tion s in c h e mi ca l e n g in ee rin g i s se l f co nt a in e d in th a t it ca n b e a d o pt e d b y any i n s tru c t o r w i s hin g to a chi eve thi s goa l th ro u g h offe r i n g a s i m il ar c l ass wit hi n hi s / h e r d e p a rtm e nt. COURSE OVERVIEW Th e co ur se s p a nn e d 1 4 weeks a nd was h e ld for 1. 5 h o ur s t w i ce a wee k ; h o m ewo r k was ass i g n ed o n a wee kl y b as i s. The c our se was di v ided int o th e fo ll ow in g sec ti o n s w ith l ess than ha l f t a kin g pla ce out s id e th e co mput e r l a b : Pri n ci pl es by which ab initio based method s a nd basis sets a r e compr i sed. B ackgro un d of k ey fea tur es a nd co n ce p ts of qu a ntum m ec h a n ics ( QM ) w e r e t a u g ht. H o m e w o rk ass i g nm e nt s in clud e d th e fo ll o win g: m e th o d s u se d in so l v in g a p rox im a ti o n s t o th e S WE, e.g., varia ti o n a l m e th o d s a nd p e rturb a ti o n t h eo r y; class i ca l p ro bl e m s fro m QM e g p ar ticl e in a 1-D b ox; h ar m o ni c osc ill a t o r ; a nd th e h y d roge n a t o m H o m ewo r k ass i g nm e nt s throu g h o ut thi s aspec t of t h e co ur se r e qu ire d a b ac k gro un d in calc u l u s a n d differe n t i a l e qu a ti o n s A bri ef r ev i ew of co mpl ex nu m b ers a n d di ffe r e nti a le qu a ti o n so luti o n t y p es was g i ve n Th ese t o pi cs co mpri se d fo ur wee k s of th e co ur se, c u l min a tin g with a cl ose d-b oo k in -class exa m "Lea rnin g T hrou g h a R eact i on Exam pl e Thi s ass i g nm e nt includ e d fi ve wee kl y p ro j ec t s a nd a t a k e -h o m e exa m th a t req uir ed s tud e n t s t o comp il e th e indi v idu a l co mp o n e nt s int o th e fo rm of scie tifi c p a p e r s (s o th a t s tud e nt s c ould ga in fa mili a rit y with writin g in a sc i e ntific mann e r ) A n a ddition a l manu sc ript i s b e in g s ubmitted fo r pub l i ca tion th a t d esc rib es furth e r d e t a il s a nd r es ult s of thi s ass i g m e nt pur e l y t h rou g h th e s tud e nt s' p e r s p ec ti ve .13 1 In a dditi o n s tud e nt s r e fl ec t o n eac h of th ese Fa /1 2006 fo ur sec ti o n s of t h e co u rse in d etai l d eter minin g w hi c h exe r c i ses we r e mo r e b e n eficia l t h a n o th ers Graduate Education ) a nd w h y Throu g h o ut th e L ea rnin g Thr o u g h a R eac ti o n Exa mpl e" topi c a co mbin a ti o n of l ec tur e a nd int erac t ive l ear nin g th ro u g h co mput t i o n a l in-cl ass l a b exe r c i ses was u se d i. e., u s in g t h e Ga u ss i a n 98 sof t ware p ackage for e l ec t ro ni c e n ergy p re d ic ti o n s. Ex t rac ti o n of th ese e n e r g i es co mbin e d w ith r eac ti o n kin e ti c t oo l s s u c h as p o t e n t i a l e n ergy s u rface d eve l o pm e nt a nd tr a n s i t ion s t a t e th eory (TS T ) l e d t o t h e d eve l o pm e n t of ra t e express i o n s. T o e n s ur e m as t ery of th e so ft ware, a n i n-cl ass, co mput er -b ase d exa m was g i ve n seve n wee k s int o th e co ur se, i.e. thr ee wee k s a ft e r th e sof t wa r e was int ro du ce d Fina l p r oject. Durin g t h e l ast fo ur wee k s of th e co ur se s tu den t s were asked t o c h oose a t o pi c for a fi n a l p ro j ect. It was r e qui re d th a t th e fi n a l p ro j ec t r e l a t e t o a s tud e nt s r es ear c h proj ec t i.e., within t h e i r se ni or th es i s M.S th es i s o r Ph.D. di sse rt t i o n Th e goa l of thi s fi n a l p ro j ect was t o a ppl y th e co mput a ti o n a l a n d ki n e ti c t oo l s l ear n e d th ro u g o ut th e c ou rse t o a n as p ec t w ithin th e ir c h e mi ca l e n g in ee rin g r esea r c h. In so m e cases, th e r esea r c h area of focus r eq u ire d a n a d va n ce d b ac k gro und in mo l ec ul ar modeling th at t h e co u rse was n ot a bl e t o prov id e in j u st 14 weeks, a n d in th ese cases th e s tud e nt s ga in e d m as t e r y of th e lit era tur e ava il a bl e o n th e c omput a ti o n a l c h e mi ca l as p ec t o f th e i r researc h. A d di ti o n a ll y, th e s tud e nt s u se d w h a t was l ea rn e d from t h e co ur se t o p rov id e in s i g ht int o th e c h e mi ca l m ec h a ni s m s th at m ay pl ay a ro l e in th e exp l a n a ti o n of ex p e rim e nt a ll y o b se r ve d ph e n o e n a Th e goa l of t hi s fi n a l exe r c i se was t o p rov id e a way t o eval u a t e s tud e nt s un de r s t a n d in g of th e ma t e ri a l w ith a meas ur e of th e co ur se s u ccess de p e ndent up o n w h e th er a s tud e nt was a b l e t o ef fec ti ve l y a ppl y k n ow l e d ge ga in ed fro m th e co ur se t o th e ir r esea r c h in a n ove l way. So m e exa mpl es of t hi s a ppli ca ti o n includ e: E l ec tr oc h em i ca l wa t er gas s hi ft r eac ti o n s o n pl a ti n u m a n d rutheni u m ca t a l ysts A pplication : fu e l ce ll c h e mistr y A d so rp t i o n m ec h a ni s m s of MTB E, c hl o ro fo rm a nd 1 4 -diox a n e w ith ca ti o n s App li ca t ion sepa r a ti o n of con t amina nt s from g rou n dwa t e r using z eo li te s M ec h a ni sm deve l o pm e nt of s ulfur s ro l e in p o i so i ng p a ll ad iu m App li cation h y d r o g en s e paration us i ng pa ll adium m e mbran es 269

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( Graduate Education With regard to several of the student projects-such as the one involving the application of ab initio theory for modeling complicated catalytic processes s uch as those involved in fuel cell researchthe student completed the final project with an understanding of the computational literature in this field and a visua l interpretation of the mechanjsms involved within the comp l exities of the process which will likely benefit hjm by providing focused direction when deciding which experiments to carry out in the lab. This theoretical understanding became the goal oftrns student's project since heterogeneous modeling was o ut side the scope of the course. With respect to the sec ond project listed above, the student used ab initio energetic predictions along with electrostatic potential and molecular orbital maps to und erstand the reactivity between groundwater contaminants and zeolite exchange ions. This student has since had a paper accepted a nd has presented her research at the International Conference in Engineering Education in Puerto Rico in July 2006. 14 1 Therefore the measure of success spans a wide range, whether it is based on the direct inclusion of ab initio-based calculations in a student's work or based on an appreciation and understanding of the ab initio language to a level that allows for material retention from a peer-reviewed art icl e within the student s specific research area If one wished to integrate molecular modeling and compu tation a l chemistry technjques into a graduate curricu lum to supp lem ent the chemical engineering background tradition alJy acquired, carrying out this reaction assignment would ens ur e student ma s tery of the computational tools necessary for incorporating a molecular per s pective into their graduate research. Therefore, it is this aspect of the course that wilJ be described in detail within this article. COURSE SPECIFICS In the Learning Through a Reaction Example assign ment e l eme nt ary gas-phase reactions were considered for a complete thermodynamic and kinetic analysis The goal was to produce a high-level potential energy surface based upon ab initio energetics, and to derive accurate rate expressions for the reaction using transition state theory Computational-based ab initio techniques were emp lo yed to solve approximations to the Schrodinger wave equation (SWE), whjch describes the loc ation and energetics associated with the electrons in a given system. The level of theory chosen to investigate the species within a given reaction requires two components, i.e a mathematical method to solve the approximation to the SWE and a wave function (spatial description of the electrons in space) This computational chemistry course was highly techn logically based with approximately two-thirds of the classes 270 ) involving active learning through the use of computers Stu dent s used the sof tware package Gaussian98 151 to calculate the electroruc ener g ie s from approximations to the SWE. To visualize vibrational frequencies, chemical bonding electron density maps and molecular orbital maps, gOpenMol soft ware was emp lo yed. In a traditional course in introductory chemistry these topic s are covered in detail but oftentimes teaching s tudents about them is difficult due to the underlying abstract quantum chemis try involved. Using the visualiza tion software the s tudents were responsible for developing electron density and molecular orbital maps to gai n under standing into th e c hemical reactivity of various species Straightforward molecules such as water and methane were introduced and in additional assignments students explored molecules of increa s ing interatomic bonding complexity such as cyclohexane and 1,4-dioxane. For the development of the quantum mechanical-based potential energy surfaces, MATLAB software was used A Sun Microsystems Sun Fire V20z se rver with a du a l AMD Opteron 64 bit processor and 4 gigabytes of memor y with a 73 gigabyte hard disk was devoted s pecific a lJy for the course. The software program Web MO 4 1 was us ed as an interface to s ubmit jobs to Gaus s ian98 through the Sun server. Students were able to submit their calculations to the server s uch that the local desktop computers could remain active throughout each class period; this also provided s tudents with the flexibility to work on homework assignments and s ubmit jobs from any computer with Internet capabilities. DESCRIPTION OF REACTION ASSIGNMENT One of the folJowing elementary gas pha se reactions was assigned to each pair of students in the class. H 2 + Cl -> HCl + H D 2 + Cl -> DCl + D H 2 + F ----> HF + H D 2 + F ----> DF + D F 2 + H ----> HF + F ( 1) (2) (3) (4) (5) Two students inve s tigating the same reaction were doing so for validation of the molecular results generated with each investigation being performed at a unique level of theory, i. e., method and basi s se t combination. Stea One: Student s were asked to retrieve experimentally based chemical propertie s of the s pecies within their assigned reaction in addition to experimental thermochemical and kinetic data for the total reaction The chemical properties included equilibrium bond distance s, vibrational frequencies Ch e mi c al En g in ee rin g Edu c ation

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C dipole moment s, and rotational constants. Seeking the se experimental data required s tudents to gain familiarity with standard references s uch as JANAF' 61 tables, the Handb ook of Chemistr y and Ph ys ics, 171 a nd H erzbe r g spectrosco p y texts. 181 The ex periment a l thermochemical data includ ed reaction enthalpies, entropies, Gibb s free e nergie s, and equilibrium constants u s ing the NIST Chemistry Web Book. 191 To locate experimental kinetic data for the reaction students were encouraged to perform lit erat ure sea rche s in addition to accessing th e data ava ilable in the NIST kinetic databa se. 1 9 1 Step Two: Within this step of the assignment s tudent s per formed geometry optimization and s pectro sco pic calculations on their assigned reaction spec ie s. They were required to perform the calculations at varying le ve l s of theory, includ ing the den s ity functional method i .e., Becke-3-parameter Yee-Lang-Parr (B3LYP), as well as Hartree-Fock and the second order perturbation method-Moller-Plesset (M P2 ) Additionally, higher electron-correlated methods s uch as quadratic configuration interaction ( QCI ) a nd coupled cluster Graduate Education ) (CC) techniques were also explored. Both Pople a nd Dunning basis se t s were considered with each of these calculational method s. The complexity of the basi s sets assigned ranged from minimal-such as the double-zeta Pople ba s is set, 6-31 G-to more extensive including both diffu se a nd po larization functions-such as the triple-zeta Pople basis set, 6-311 ++G **. Students were assigned nine levels of theory for the energetic and spectroscopic predictions, and asked to consider three additional others. Step Three: Within thi s s tep students compared their theoreti cal predictions to the experimental data that was compiled in step one of the assignment. It is this aspect of the assignment that allows the students to be in control of their learning; they are able to see how well a chosen level of theory agrees to experiment. There i s flexibility as well s ince the students are asked to choose three levels of theory to consider in addition to those assigned. An examp l e of equilibrium geometry and spectroscopic predictions for Reaction (2) is shown in Table 1 Thermochemical predictions including reaction enthalpies, entropies, and Gibb s free energies, at varying levels of theory TABLE 1 Compariso n of Chemical Properties of Species from D 2 + CI DCI + D Bond Vibrational Dipole Rotational Theory Length Frequency Moment Constant (Al (cm') ( Debye) (cm ') DC! D DC! D DCI DCI D 83LYP / LANL 2DZ 1.3 1 49 0.7435 1943 3153 1.80 5.11 30.28 HF / 6-31G 1.2953 0.7297 2097 3289 1.87 5.27 31.44 HF / STO-6G 1.3112 0.7105 2097 3886 1.77 5.14 33. 16 MP2 / 6-31G 1.3174 0.7376 1970 3206 1. 88 5.10 30.77 MP2 / 6-3ll+G 1.3269 0.7376 1 943 3 1 49 1.89 5 02 30.77 MP2 / 6-3 I I +G(d p ) 1 .273 1 0.7383 22 14 3206 1.44 5.46 30.7 1 MP2 / 6-3 I +G 1.2810 0.7375 2177 3206 1.53 5.39 30.77 MP2 / 6-3 l I (3df 3pd) 1 .272 0.7367 2 1 90 3 1 95 1.17 5.47 30.84 QCISD / 6-31G 1.3262 0.7462 1901 3089 1.8 8 5 03 30.06 QCISD / 6-3 I I +G 1 .3262 0.7465 1875 30 1 8 1.71 5.03 30.04 QCISD / 6-3 I I +G ** 1 2758 0 7435 2183 3 1 26 1.33 5.43 30 .28 QCISD / 6-311 ++G ** 1 .2762 0.7435 2 1 81 3126 1.32 5.43 30 29 CCSD / 6-31G 1.3261 0.7462 1 90 1 3089 1.88 5.03 30 06 CCSD / 6-31 I +G 1 .336 5 0.7465 1 876 3018 1.89 4.95 30.0 4 CCSD / cc-pVDZ 1 2905 0 7609 2144 3100 1.16 5.31 28.91 CCSD(T) / 6-31 IG ** 1 .2772 0.7435 2174 3127 1.46 5.42 30.28 CCD / a u g-cc-pVDZ 1.2897 0 .76 10 2151 3084 1.16 5.32 28.90 CC D / cc-pVTZ 1.2 7 48 0.7421 2172 3 1 27 1.18 5.44 30.39 Experimental 1.2746 0.7420 2145 3116 5.44 30 44 t R ef 17 8 1 Fall 2006 271

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( Graduate Education are presented for Reaction (5) in Table 2 In mo s t cases, the st udent s wou ld choose more than three additional l evels of theory for investigation in an effort to obtain a theoretical prediction with minimal deviation from experiment. Within thjs step of the assignment students learned how the add iti on of polarization and diffuse functions to a basis set ca n influ ence the theoretical predictions Of course l ecture material incl uded a discussion of the details of methods and basis sets ; however, the interactive experience of testing, checking, and 1 8 1 6 fi.F 1.4 1.2 0 7 0 75 0 8 0 85 0 9 0 95 1 H-H 1 05 1 1 1 15 1 2 Figure 1. PES for the reaction H 2 + F--t HF+ H g enerated at the QCISD / 6-311 G( 3 df 3pd) level of theory TABLE2 ) comparing to experiment was far more valuable allowing these concepts to sink in to a deeper level of understanding from the student perspective. Class at thjs time included dis cussions concerning the difference in accuracy of the various levels of theory and the reasons associated with why some levels work better than others. Additionally discussions also included why at times some levels of theory work but not necessarily for the right reasons, i e. cancellations in error could provide a reasonable heat of reaction prediction in one case but may deviate from experiment in terms of the predicted equilibrium geometry The goal of matching the ex perimental data provided a motivation for the students to push forward through obstacles that are typical of a traditional lec ture-formatted curriculum For example, traditional teaching methods such as Microsoft Office PowerPoint presentations or conventional rote lectures tend to neglect participation of the students con s equently allowing their minds to wander losing the ability to grasp the material at hand. Providing a motivated student with an objective and the responsibility for his or her own learrung through a series of interactive exercises ensures active participation which undoubtedly enhances the likelihood of material retention. Sten Four: This step involves the development of a high level potential energy surface (PES) For a student to proceed with this step two criteria must be met i.e., students must first choose a level of theory that accurate l y predicts the heat of reaction and equilibrium constant. Once a student obtains a level of theory which predicts a heat of reaction to within 2 kcal/mo) to experiment and an equilibrium constant to Thermochemistry Comparison for F 2 + ff --. HF+ F within an order of magnjtude of experiment, he or she can proceed to develop a PES at this chosen level of theory. A PES genera ted from the class for Reaction (3) at the QCISD/6-311G(3df,3pd) level of theory is presented in Figure 1 The software program MATLAB was employed for the PES plots. Most of the surfaces generated in the class consisted of approxi mately 200 single-point energies Since the reactions assigned were all elementary gas-phase reactions involving at most three atoms the large s t transition structures were three-atom complexes. It was assumed that each ac ti vated complex was linear so that two degrees of freedom could be con sidered along two dimensions of the Theory H "" (kcal/mol) B3LYP/LANL2DZ -91.61 HF/6-3IG 121.20 MP2 / 6-31G -82 76 MP2 / 6 3ll+G -91.99 MP2 / 63 1 I +G ( d p ) -103 .8 QCISD / 6 31G -84 5 2 QCISD / 6-3ll+G -94 24 CCSD / 63 I G -84 65 CCSD / 6-3 11 +G 94.44 CCSD / au gcc-pVDZ -I 04.4 CCSD ( T )/ 63 1 IG ** -98 96 QCISD ( T )/ 6-311 G ** -98 92 Experimenta tl -98 2 7 tN umb e r s in pa r e nth es i s de n o t e powe r s of J O. :f: R ef {6 9 1 5 ] 272 s G rxn nm ( cal/mol K) (kcal/mol) 1. 8 41 92 16 1. 9 04 1 2 1.7 1. 6 77 -8 3.2 6 1.586 92.46 1.7 8 7 -104 3 1 578 -84.99 1.510 -94 69 1.577 -85.1 2 1.51 3 -94. 8 9 1.79 8 -104 9 1.607 99.44 1.61 2 -99.40 3. 596 -9 9 3 4 K t "' 3 87( +67 ) 2 01 ( +89 ) 1.16 ( +61) 6 4 8 (+67) 3.44 ( + 76 ) 2 .14 ( +62 ) 2.82 ( +69 ) 2. 68 ( +6 2) 3.9 1 ( +69 ) 9 08 ( + 76 ) 8 .56 ( + 72 ) 7.9 2( + 72 ) 7.2 0 ( + 72 ) three-dimensional PES plot with C h e mi c al En g in e erin g Edu c ati o n

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C the third dimension serving as the potential energ y. From the PES plots students extracted the relative ge ometr y of the reaction s activated complex. A s a further check that this activa ted complex corresponded to a true transition s tructure a frequency calcu l ation was performed to ensure the existence of one negative frequency alon g th e reaction coordin a te Oftentimes thi s additional calculation would pro v id e more accurate coordinate s of the tran s ition st ructure ensuring ac curacy in the barrier-height calculation. Ste.JJ Five: The la st step of the a ss ignment involved the cal culation of rate expression parameter s, i e the rate con s tant using the hard-sphere collision model ( HSCM ) for an upper bound and tran s ition s tate theor y ( TST ) for a more accurate rate prediction In determinin g the rate constant for each reaction the value predicted by tran s ition s tate theor y ,1 10 1 Eq. (6), was modified with the tunneling correction of Wi g n erl 11 i given by Eq (7), so that the final rate constant value was given by Eq (8) k m= k b T Q T s e (R ~ ] h Q l Q 2 k = l + J_ [ hcv l2 T 2 4 k b T 3 k k TST _k T mol s (6) (7) (8) where v repre se nt s the single negative frequency value of the transition structure and the partition function Q T oial = Q ,ran s Q ro Q v i b Q e l ec Two lectures and one homework assignment were dedicated to providing th e st ud e nt s with an introdu c tor y background in s tati s tical mech a nic s so that they could under s tand the assumptions that are m a de in Gau ss ian to obtain th e partition function data. Three to four lectures were dedic a ted to reaction kinetics in which the HSCM and TST were tau g ht. Graduate Education ) p erfo rmed u s in g Eq. (9), (9) where the barrier hei g ht E i s the sa me as for ~ s T 1 2 is the reduc e d m ass a nd 0 12 i s the collision diamet e r. Since E i s already known, and 12 ca n b e d e termined with a s imple cal culation, the only difficult y was in determining the collision diameter. Here the lack of experimental data required the use of estimation technique s to find an approximate value of o The primary technique utilized was a traditional approach ba se d o n th e critical prop e rtie s of the species in the reaction as s ho w n in Eq. ( 10 ) in which V e a nd Z c are the critical volume a nd c riti ca l compressibility parameter s, re s pectivel y. 1 6 cr = 0.1866V } Z ~ 5 A (10) An exa mple of the pr e dicted reverse rate expre ss ions for R eac tion ( 1 ) calculated at the CCSD / 6-311G(3df 3pd) level of theory compared to lit era tur e prediction s and experiment i s pr ese nted in Table 3. Fi g ure 2 ( next page ) i s a graphical repre se ntation of the rate prediction for the forward direction of Reaction (1), s howin g th a t thi s high level of theory with a mod es t kinetic tool s uch as TST provided a fairly accurate kinetic prediction. CONCLUSIONS A gra duate-level chemical engineering course in com putational chemistry was developed that served to provide chemical e n g ineerin g s tudent s with an introduction to a mol ec ul ar a pproach in und e r s tanding chemical re ac tivity Oft e n there exis t s a disconnect between the topic s in an ap plied e n g in eer in g di sc iplin e a nd the fundamental chemical and ph ysica l principle s on which applications are based. Thi s cour se se rv e d as a mean s to provide students with additional TABLE3 Students were required to work through two TST problems in a homework assignment before applying the knowledge to their reac tion example. Further details of TST can be found in standard kinetic texts which se rved as references for the co urse. 112 1 3 1 In addition, the barrier heights required for Eq. (6) were extracted from the previously developed high-level PES. The barrier height was calcu lated by takin g the energy difference between the thermal-corrected (i ncludin g zero-point energies) transition s tructure and the s um of the thermal-corrected reactant species Comparison of Arrhenius Parameters for the Reaction, HCI + H _, Cl + H 2 Temp Range A Ea Reference ( K ) ( cm 3 / mol *s ec ) ( kcal / mol ) 29 1 11 92 2.999(13 ) 5. 1 0 Adu se i and Fontijn l 1 1000 1 500 3 .11 4 ( 1 3) 4.84 Allison, e t al. 1171 600 1000 2.3 I 8(1 3) 4.25 Allison e t a/. 1171 200 1000 7.94(12 ) 4 39 Lend vay e t a / _11 8 1 298. 15 -2500 5.015 ( 1 3 ) 4 39 Pr ese nt wor k ( TST ) CCSD / 6-3 11 G(3df, 3 pd ) 298. 1 5 2500 6 .1 34 ( 1 4 ) 4 67 Pr ese nt wo rk ( HSCM ) The calculation of the rate constant ba se d t N um bers i 11 parent h esis de n ote powers of J O. upon the hards phere collision model was Fall 2006 273

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( Graduate Education 34 32 ?" 30 0 E 28 .. ~26 .,. .!: 24 22 20 0 0.001 TST {CCSD / 6-311G(3df 3pd)} ---HSCM {CCSD / 6 311G(3df,3pd)} Al li son et al. [ 17] + Kumaran et al. [ 19) Miller and Gordon [21) :i: Westenberg and de Hass [22) :.. 0 002 1/T{K 1 ) 0 003 0 004 Figure 2. Rate-constant comparison for the rea c tion Cl + H 2 -+ HCJ + H. tools to supplement their graduate research projects This connection was established through the development of a reaction a s signment which led students through a s erie s of steps ranging from an introduction to quantum mechanic s to the development of a potential energy surface, from which barrier heights were extracted for predicted rate expression calculation s Thi s series of steps ensured students compre hension of the concepts covered which was evident based upon final projects that required the s tudents to implement these tools of computational chemistry into their individual research projects. ACKNOWLEDGMENTS The author acknowledges graduate students Erdem Sasmaz Bihter Padak and Saurabh Vilekar and undergraduate student Nicole Labbe for use of their reaction results in this work. In addition, the s uggestions and careful reading of this manu script by Caitlin A Ca ll aghan are appreciated. Finally WPI s Unix administrator, Mark Taylor is recognized for assisting in the administration of the course-designated server. REFERENCES I. Leach A G ., and E Go ld s tein En e r g y C ontour Plot s: S li ces through th e Pot e nti a l Ener g y Surfa ce Th a t Simplify Quantum Me c hanical Studie s of R ea ctin g Sy s t e m s," J. C h e m Edu c., 83 451 ( 2006 ) 2 Galano A. J.R Alvare z -ldaboy a nd A Vivier-Bun ge, Comp ut ational Quantum Chemistr y : A Reliabl e T o o l in the Under s tandin g of Gas Ph as e R eac ti o n s," J Ch e m Edu c., 83 481 ( 2006 ) 3 L a bb e, N S Vilekar E Sa s ma z, B P a dak N P o m e rant z, J.-R 27 4 P asc ault P V a lli e re s, G Within g t o n C. Call ag h a n and J. Wilc o x The Connecti o n Betwe e n Comput a tion a l Chemi s try and Ch e mical ) En g in ee rin g: A S tud e nt s P e r s p ec ti ve," in p rogress 4. L a bb e, N., J. Wil cox, a nd R W. Th o mp so n An a b initi o In ves ti ga ti o n of Cyc l o he xa n e a nd Zeo lit e Int e ra c ti o n s," Pro cee din gs of th e 2 00 6 Int e rn a ti o nal C o nf e r e n ce in E n g in ee rin g E du c ati o n (2 00 6) 5 Fri sc h M.J G W. Tru c k s, H B. S c hlegel G .E. S c u se ri a, M A R o bb J.R C h e e s eman VG Zakr ze w s ki J.A. M o nt g om e r y Jr ., R.E. Strat m a nn J C. Bur a nt S D a ppri c h J M Mill a m A. O D a ni e l s, K.N Kudin M C. Strain b Fark as, J Tom as i V. B aro n e, M. C oss i R C a mmi B Mennu cc i C. P o m e lli C. Ad a m o, S C liff o rd J. O c ht e s ki G.A Peter sso n P.Y. A ya la Q. Cui K. M o rokuma P. Salvador J.J. D a nnenber g, D K. Mali c k A.O. Rabu c k K. Ra g hav ac hari J B. For es man J. Ci os l o w s ki J V. O r ti z, A G B a b o ul B B St e fanov G. Liu A Li as henk o, P Pi s k o r z, I K o m a romi R G o mpert s, R L. M a rtin D.J Fox, T. K e ith M. A Al L a h a m C .Y. P e n g, A. N a n ayakk ar a, M Chall aco mb e P.M.W. Gill B. John s on W. C h e n M W W o n g, J L. Andr es, C. Gonzal ez, M H ea d G o rd o n E S R e pl og l e a nd J A. Pop l e, Gau ss i a n 98, G a u ss i a n In c. Pitt s bur g h ( 1 998) 6 C ha se, M W. Jr ., N I S T JA NA F Th e m oc h e mi ca / T a bl es, 4th E d ., J. Ph ys C h e m R ef Data Monograph 9, 1 1951 (19 98) 7. C R C Handboo k o f C h e mistr y and Ph ys i cs, 58th Ed C RC Pr ess, Cl e v e l a nd Ohi o ( 1 978) 8. Hub e r K P ., a nd G. H erz b e r g, M o l ec ular S p ec tr a and M o l ec ul a r Stru tur e. IV Co nstant s of Diat o mi c M o l ec ul es, V a n No s tr a nd R e inhold Co. ( I 979) 9. NIST Co mputati o n a l C h e mi stry Co mpari so n a nd B e n c hm ark D a t a b ase NIST St a ndard R efere n ce D a t abase Num be r I O I R e l ease 1 2 A u g 2005 Editor : Ru sse ll D John so n ill < http ://s rd a t a. ni s t. gov/ cccbdb > I 0 Eyrin g, H. The A c ti va t e d Compl ex in Ch e mi ca l R e a c ti o n s," J. Ch e m Ph ys. 3 I 0 7 ( 1 93 5 ) 11 Wi g n e r E ., Cro ss in g o f P o t e nti a l Thre s hold s in Ch e mi ca l R eac ti o n s Z. Ph ys. C h e m 8 ., 19 20 3 ( 1 932) 12. Simon s J An Intr o du c ti o n t o Th e or e ti c al C h e mi s tr y, C ambrid ge U ni ve r s it y Pr ess (2003) 1 3. St e inf e ld J I., a nd J .S F ran c i sco, C h e mi c a l Kin e ti cs a nd D y nami cs, Pr e nti ce H a ll ( 1 999) 14. Shim a nouchi, T. T ab l es of M o l ec ular Vibrati o n a l Fr e qu e n c i es, Co n so lidat ed V o lum e I 39 ( 1 972) 15 C ox, J D ., D D W ag m a n. a nd V A. Med ve d ev, C OD ATA K ey Va lu es fo r Th e rm o d y n a m i cs, H e mi s ph ere, Ne w Y o rk ( 1 989) 16. Adu se i G.Y and A. Fo ntijn A High-Temp e ratur e Ph o t o chemi s tr y Stud y o f the H + H C I +-+ H + C I Reacti o n fr o m 29 8 t o I 192 K ," J Ph ys. C h e m. 97 1 4 0 9 ( 19 93) 1 7. Alli so n T.C. G. C. L y n c h D G Truhlar and M S. G o rd o n An Im proved Potential En e r g y Sur face fo r th e H 2 C l Sys t e m a nd It s Use for Calcul a tion s of R a t e Coe ffici e nt s a nd Kin e ti c I so t o pe Eff ec t s," J. Ph ys. C h e m ., 100 1 3575 (1996) 1 8. Lend vay, G. B Lasz l o a nd T. B erces, Th eo r et i cal s tud y of X + H, -+ XH + H a nd Re ve r se R eac ti o n s (X = F C l Br I ) u s in g a n ew e mpiri ca l pot e nti a l ener gy s ur face," C h e m Ph ys. L e n ., 137 I 75 ( 1 987) 19 Kum a ran S S. K.P Lim a nd J V. Micha e l Th e rm a l Rat e C on s t a nt s for th e Cl+H, and C I+D 2 Re ac ti o n s B e t wee n 296 a nd 3 000 K ," J Ch e m Ph ys., 101 94 87 ( 1 99 4 ) 20. We s t e nber g, A A ., a nd N. de Haas Atom M o l e cule Kin e ti c s u s in g ESR D e t e ction IV. R es ult s fo r C I+ H 2 +-+ H C I +Hin B o th Dir e ction s," J. C h e m Ph ys., 48 4 4 0 5 ( 1 968) 2 1 MilJ e r J .C. and R.J G o rd o n Kin e ti cs of th e C I H sys t e m I. D e tail e d balan ce in the C I+H 2 r eac ti o n J C h e m Ph y s. 75 5 3 0 5 ( 19 8 1 ) 0 C h e mi c al E n g in ee rin g E du c ati o n

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(.9 ... fi 11111 ._c u r_r_i_c_u_l_u m ___ ____ ) An International Comparison of FINAL-YEAR DESIGN PROJECT CURRICULA SANDRA E. KENTISH AND DAVID C. SHALL CROSS University of Melbourne Victoria Australia 3010 T he final-year design project has been an essential part of the chemical engineering under gra du a te curriculum for many decade s Some would argue that the structure of this s ubject h as changed little .r 11 As will be s hown in this paper however there is considerable evidence of a substantial shift in the teaching of the de s ign project to better reflect the demands of bot h a changing di sc ipline and the wider ex pe c ta tions of futur e employers This paper review s design project teaching at 15 chemical engineering departments across Australia, Singapore and th e United Kingdom. Information on Australian courses was obtained during a design project workshop organized by the Australian-based Education Subject Group of the In s titution of Chem i cal Engineer s, and sponsored by Aker K vaemer Aus tralia. The workshop was he l d Feb 14-15 2005 Information regarding the courses in Singapor e a nd th e UK was obtained during a study tour by one of the authors in July 2005. Historically the capstone design project was developed to draw together the design technique s deve l oped during David Shallcross is an associate professor in the Department of Chemical and Biomo lecular E ngineering at the University of Mel bourne He is founding chair of the Institution of Chemical Engineer s' Education Subject Group and is editor of the in t ernational jour nal Education for Chemical E ngineers He is the author of three books and is active in promoting the profession within the seco nd ary-school community. Sandra Ken tis h ( Ph.D .) is a senior lecturer within the Department of Chemical and Bio molecular Engineering at the University of Melbourne and the coordinator of their capstone Design Project s ubject. She joined the department in 2000 after working within the chemical indu s try for n i ne years. Her research interests are focused in two areas : membrane se paration s and sonoprocess ing (the use of ultrasound i n the chemical industry ). Copyright ChE Division of ASEE 2006 Fall 2006 275

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the chemical engineering course into a single, integrated project. Reference to the instructions for the 1974 Institu tion of Chemical Engineers design projectl 2 1 indicates that the requirements were for process selection and descrip tion material and energy balances process and mechanical design, and costing There was a requirement to complete a Hazard and Operability st udy but generally the emphasis on health safety, and the environment was minimal. The learn ing outcomes were clearly intellectual ability and practical design skills. Transferable skills such as teamwork, oral com munication, and open-ended problem-solving ability were not considered relevant. By 1991 ,1 3 1 the scope of the project brief had broadened with inclusion of topics such as market assessment, energy efficiency, and environmental impact. At this stage, however there was still no evidence of generic skill development. More recently, emphasis within chemical engineering edu cation has shifted to focus on learnjng outcomes beyond only a technical nature. Transferable skills that will assist graduates in a range of employment roles are gaining importance_f 47 J Evidence from the institutions considered here shows that the final-year design project is evolving as a crucial mechanism for developing these skills because of its position at the trul end of the course and the minimal demands for technical knowledge transfer. Indeed the design project acts as the "ex it transition s ubject at most institutions bridging the gap from university study to a real-world position of a trend in thls direction with many institutions running product design project s in separate subjects, as well as design exercises in the earlier years of study. Thls paper however focuses in particular on the final project at the M Eng. level, which is the fourth year of continuous study at almost all in stitutions (the fifth year at Scotti s h universities). The IChemE accreditation guide [7 l indicates that at this M Eng. level: ... the course shall include a major design exerc ise demon strating that issues of comp l exity have been appropriately addressed. The major project is normally und e rtak en in the final year and is normally weighted at 20 c redit points minimum (This equa t es to 16.6 % of the final-year credit). The major project at M.Eng. l evel can be up to 50 % of the final-year credit Table 1 shows that among the departments co n sidered, the design project had a credit range between 12 5 and 40 % of the final year. In most cases, the project ran across either a single semester or the full year. Some English institutions, however undertook the design project in the penultimate year of an M.Eng. course to accommodate B.Eng. students into a common program. It should be noted that within the UK system, a degree of uniformity between departments is provided by the use of external examiners. All design project briefs, assessments, and samples of final project submissions are reviewed by a senior academic from another institution. Within Australia, a TABLE 1 The greater computing and word processing power available to today 's students and the ready access to electronic literature resources ha s enabled the design project scope to expand. Larger and/or more diverse project s are being undertaken focusing on broader learning outcomes such as sustainability, process safety, and the use of design standards and regulations. Pro cess simulation can be practiced and practical computing skills developed. Chemical Engineering Departments Considered in this Study A common feature of c h emical engineering courses considered here is that they are accredited by the UK-based professional body, Institution of Chemical Engineers (IChemE).f7l The IChemE promotes the concept of a design portfolio, in which a number of design exercises are completed over the curriculum. There was certainly evidence 276 and the Format of Their Capstone Design Projects Country Percent Timing of No. of Written of FinalProj ec t Submissions Year Credit Curtin University Australia 25 0 Final Semester 12 James Cook University Austral i a 25 0 Full Final Year 5 Monash University Australia 25 0 Final Semester 1 RMIT University Australia 25.0 Final Semester 4 University of Adelaide Australia 25.0 Final Semester 1 University of Melbourne Australia 1 8 .75 Final Semester 2 University of New South Australia 18.75 Penultimat e 7 Wales Semester University of Newcastle Australia 25.0 Full Final Year 3 University of Queensland Australia 25.0 Final Semester 5 University of Sydney Australia 33.3 Full Final Year 5 National University of Singapore 12 5 Final Semester 3 Singapore University College London UK 37.5 Full Third Year 8 University of Birmingham UK 40 0 Full Third Year 8 University of Nottingham UK 42.0 Full Year I Unjversity of Edinburgh UK 33.0 Full Year 1 Chemica l Engineering Education

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----------~ __ ,. ____ ___________ ___ similar de gree of uniformit y is engendered b y the availability of an Australia-wide design project s tudent prize ( the Aker K vaemer award) and several regional prize s. For example the Aker Kvaerner Prize guidelines currently restrict assessment components for safety and environmental considerations to between 10 and 20 % of the final grade a nd proce ss economics to five to 10 % of the total grade. PROJECT STRUCTURE Five of the 15 institutions offered only a single project topic per year, arguing this reduced staff workload. Others offered a range of project topic s. In the "varia tion s on a theme ap proach a single proc ess was considered but var iation s in things such a s raw material purity or plant location were used to differentiate team project s. Thi s approach was u se d by three institution s in order to reduce the opportunity for collu sio n between classmates, while also limitin g staff workload. Only at the University of Melbourne was plagi aris m sof t ware implemented as a tool for monitorin g both collusion and plagiarism from the Internet. When introduced in 2004 thi s proved very effective Substantial plagiari s m was detected in one student's work, and appropriate action was taken At virtually all institution s, the s tudent s were initially pre sented with a de s ign brief of between one and three pa ges outlining the de s ign problem This brief often contained ba s ic TABLE2 Basis for Team Assignments in the t ec hni cal and / or costing data. In most cases the students were first ex pect e d to use thi s information to complete a feasibility s tudy ; that i s, to assess alternate proces s routes and develop a proce ss flowshe e t to determine market demand and optimum plant capacity, and to identify potential environmental and safe t y i ss ue s. Thi s was fo llowed b y more det a iled equipment design work th e d eve lopment of process control s trategie s, and a proce ss and instrumentation dia gra m At the feasibility s tudy s ta ge or at the co nclusion of more detailed work, an assessment of the process economics was required. In most cases, st udents were ex pected to argue a busines s case to management as to whether the facility s hould proceed In a ll cases, project work was s upported by a lecture pro gram that provided in s truction in de s ign methodology Thi s lecture pro gram was often s tructur e d to cover subject material mi sse d in other areas Thu s, for example, it was recognized that th e design of proce ss utilitie s s uch as s team and cooling water sys tem s needed to be covered within thi s program The number of assessable written reports required from each st udent or team varied s ignificantly (see Table 1) from a si n g l e s ubmi ss ion at the end of a yearlong project to weekly s ubmi ssio n s for a 12 -week program TEAMWORK AND PEER ASSESSMENT The design project was conducted as a team exercise at a ll institutions. Generally broader Capstone Design Project at the Institutions Studied process i ss ue s s uch as economics, environmental impact and health and safety were assessed a s team based ta s k s, with proces s design remaining an individual activity. It was common for the individual b ase d tasks to equate to s lightl y more than 50 % of the total grade C la ss Group Size Size 12-25 5-6 25-35 4-5 25 -40 2-3 a nd then 10-12 40 s 45 s so 6 58 5-6 60 4 70 3-4 60-70 4-5 70-80 4 80100 s 100 610 80-120 4 200-300 7 Fall 2006 Team Allocation random by proje c t pr efe rence random mix of abi liti es / ge nd er by severa l fac t ors random academic merit s tudent s ca n exclude others by aca demic merit and project preference random self-se l ection random mix of abi liti es / et hni city/back gro und se lfse l ect ion se l f-selection Team Leaders ro t a t ed e l ec t ed by team rotated weekly no yes no no no --rotated week:l y rotated n o no e l ec t ed b y team Peer Assessment no no n o no yes n o yes no yes n o n o no yes yes no As s hown in Table 2, the s ize of the team s varied, with typically four or five st udents on a team. In institutions with larger cla ss sizes, s tudent s were allowed to select their own team members This was ge nerally because of the logistic s involved in a central teamse lection process when the number of stu dents is large A sig nificant propor tion of de s ign project coordinators with s maller class sizes, however spent considerable effort to develop team membership Interestingly there was a range of ways to do this. Some se l ec ted s tudent s of common academic ability to be in the same team while others deliberately placed s tudent s of varying academic 277 7 _J

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ability within one team The University of Queensland is considering the use of specific assessment of team skills from previous years as a basis for team membership in the final-year project. Many instit u tions provided explicit works h ops or training sessions to develop teamwork skills. For examp l e, the Uni versi t y of Sydney had fortnig h tly sessions on team bui l ding with group leaders Un i versity College London (UCL) had a two-day workshop o n effective teamwork a year before the capstone design project, and followed up with a one-day refresher course at t h e project's start. Similar l y, many i nstitu tions defined a forma l ro l e for team leaders. Rotating t h e posi tion of team l eader a ll owed l eaders h ip skills to be deve l oped amo n g t h e majority of students Some campuses had interdisciplinary teams, which is more representative of the two cases where the design task was specified by such design engineers, the hazard analysis was considered at an earlier stage as a more integral part of the de sig n proces s than in other cases. Many other institutions relied on corpora te eng in eers to assist with setting a valid technical scenario, and in many cases personnel from these companies provided a consu l tant ro l e. In most cases, the academic in charge of the project also h ad extensive indu s trial expertise PROCESS SIMULATION AND COMPUTING TECHNOLOGY A ll institutions incorporated the use of simulation package s such as HYSYS a nd ASPEN PLUS to assist in design In most cases, their use was actively encouraged. In so me cases, the design project brief was even manipulated to ensure that simulation actual industrial environments. For ex amp l e, both the University of Queens l and and t h e Nationa l U n iversity of Singapore incl u ded an environmenta l engineering student in each team w h ile the Uni versity of New South Wales included industrial chemists. The University of Birmingham had an optional project that integrated civi l engineers, while Sydney had a multidisciplinary project for h i ghly academic st u dents only that integrated civi l and mechanical engineer ing students. While teamwork was clearly well established as part of was pos si ble Other s, however felt that the use of simulation packages could detract from the design exercise because proper implementation required sig nificant time input. They also argued that there was a tendency for st udents to accept si mulation output without question and the educa tiona l va l ue was therefore limited. An em p h asis on proper justification of s imulation output was essential, and was usually the basis for assess ment. Justification by both shortcut hand calculations and reference to literature data was encouraged. The use of dynamic simulation for process control and hazard assessment by RMIT University was noteworthy the Design Project it was somewhat disappointing Whi l e teamwork was c l early well established as part of t h e design project it was somewhat disappointing to the authors that only a third of the institu tions used this opportunity to introduce to the authors that only a third of the institutions used this opportunity to introduce peer assessment. peer assessment. Between t h e institutions that did a considerab l e range of methods was used to man age the process. In some cases, peer assessment marks were determined collaborative l y by all team members in an open forum. In others, s u bmission of peer assessment rat i ngs was anonymous, so that students could not discover how their team members rated them. T h e University of New Sout h Wales presented a relatively sophisticated peer assessment method des i gned to improve t h e consistency of assessors.[ 81 While this method would provide high accuracy and a l ack of bias it co ul d be time consuming in large classes. INDUSTRIAL INVOLVEMENT A ll institutions active l y involved engineers with a desig n or proce ss ing background in the design project curriculum Some institutions notably Me l bo u rne and Birmingham mai n tained part-time adj u nct professor-type positions for engineers with engineering design experience, typ i cally one day a week. In 278 Also of note was the extensive u se of Web-based learning. A significant pro portion maintained s ubject Web pages as a major mec h anism for relaying information to s tudent s. These subject sites also often u se d online discus s ion forums as a mean s of bringing common que st ions into the open and creat in g inter-student debate. E l ectronic l i brary resources such as Proquest, SciFinder Scholar and Knovel were also ut il ized A range of smaller, discrete computer programs was also used to support student learning, such as Microsoft Visio for engineering drawings. ORAL PRESENTATION Now cons i dered an important transferable skill oral pre sentation served as an assessment component in nine of the 15 curricula. In so me cases, t h ese pre se ntations were made direct l y to engineers and management of the company whose operations had formed the basis of the design task. Presen tations cou l d be individualor team-based and so metimes invo l ved the use of posters to s u pport oral commentary. Chemical Engineering Edu ca tion

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TABLE3 Bio-Based Design Project Topics Use d at the Institutions Studied Enzymatic production of glucose and galactose from c heese whey waste Lactic ac id production Plasmid DNA based AIDS vaccine Bio-ethanol from waste paper Production of ti ss ue plasminogen activator Penicillin production SU STAI NABI LITY The IChemE now prescribe s that graduates must be aware of the priorities and role of s ustai_nable development. There was little evidence, however that sustainability was being oiven a focus in the capstone de s ign project. RMIT University :as the only institution formally requiring a s ustainabilit y report as part of the project relyi_ng on the IChemE Su sta in ability Metrics [ 9 1 as a template for students. No more than five other institutions discussed s ustainability during the course This is clearly an area that could be improved and many
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ACKNOWLEDGMENTS A Case Study Approach, 2 nd Ed. Overseas Publishers Associa ti on, Amsterdam ( I 998) Information was provided by staff at Curtin, James Cook Monash, and RMIT Universities, the Universities of Ad e l aide, New South Wales, Newcastle, Queensland, Sydney, Birmingham, Nottingham, and Edinburgh University Col lege London, and the National University of Singapore. This input is gratefu ll y acknowledged. Financial support for travel to Singapore and the United Kingdom was provided by the University of Melbourne through a Universitas 21 Fellowship, and this support is also appreciated. 4. C han gi n g the Cult ur e: E11gineering Education int o the Future: The Institution of Engineers, Australia ( 1996 ) 5 Criteria for Accrediting Engineering Pro gra m s ABET Engineering Accreditation Commission, Accessed from (2004) 6 Ho w D oes Chemical Engineering Education Meet th e R equ ir eme nts of Employment ?, World Chemical Engineering Council, Dechem a Frankfurt (2004) Accessed from 7 Accreditation Guide: U11dergraduate Study, 2nd Ed In sti tution of Chemical Engineers (2005) 8. Bushell G. "Modera tion of Peer Assess m en t in Group Project s," Ass. and Eva/. in Hi gher Ed. (2005) 9. The Sustainability Metrics: Sustainable D eve l opme/1/ Pr ogress Metrics R ecomme11dedfor Use i11 th e Pr ocess Indu st ri es, Institution of Chemical Engineers, REFERENCES I Murray K.R., T. Pekdemir, and R. Dei g hton A New Approach to the Final-Year Design Projects," Pro ceed in gs of the 7th World Congress of Chemical Engineering Glasgow ( July 2005) 10. We l bourn J. "Goo d Manufacturing Practice in Pharmaceutical Pro duction, An Engineering Guide," [ChemE Rugby, UK, Bennett B ., G Cole (Eds) (2003) 11 Ha za rd Analysis and Critical Contro l P o int U S. Food and Drug Administration, Center for Food Safety and Applied Nutrition 2. Austin, D G. and G. Jeffreys, "T he Manufacture Of Methyl Ethyl Keton e From 2-Butano l : A Worked Solution to a Problem In Chemical Engineering Design ," Institution of Chemical Engineers in association with G. Godwin Ltd. Rugby UK ( 1979 ) 3. Ray M .S., and M Snee s by Chemical E11gineering D es i gn Proj ect: 12 Shanklin, T. K. Roper P. Yegneswaran, and M. Marten, Selection of Bioproce ss Simulation Software for Industrial Applications Bi o t ec h nology and Bi oengineering, 72 (4) 483 (2001) 0 280 r POSITIONS AVAILABLE Use CEE's reasonable rates to advertise. Minimum rate 1 / 8 pa ge, $ 100; Each additional column inch or portion thereof $40. Johns Hopkins University The Department of Chemical and Biomolecular Engineering at Johns Hopkin s University invites app li ca tion s for a full-time l ec turer. This i s a career-oriented, r e n ewa bl e appointment. Re spo n s i bilities include: Teach 3 courses each semester (c urrently with lab s). Manage c urriculum issues including degree requir eme nt updates and course development. Coord in ate advising for undergraduate Chemical and Biomolecular Engineering major s. Organize prospective freshmen activ iti es, including open houses and welcome letter s, and serve as liaison to th e Admissions office. Oversee and train graduate TA s a nd graders. Maintain retention and growth statistics. Applicants mu s t have a Ph D. in Chemical Engineering or a c lo se ly related field and demonstrated excellence in teaching. Applications must include a letter of app li cation, c urri c ulum vitae, and a stateme nt of teaching philo so phy Applicants s hould arrange for three reference letter s to be sent directly to the a ddr ess below. All material s hould arrive by Nov. 30 2006. Lecturer Search Comm itt ee C h emica l and Biomolecular Engineering Department Johns Hopkin s University 3400 N Charles St 22 1 MD HALL Baltimor e, MD 2 1 2 1 8 410-516-7170 tpaulhal @ jhu.edu Johns Hopkin s University is an EEO / AA employer. Wom e n a nd minoritie s are s trongly encouraged to app l y Chem i cal Engineering Education

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Random Thoughts ... WHAT'S IN A NAME? RICHARD M. F ELDER North Carolina State University Raleigh NC 27695 T he monthl y Chemical En g in ee rin g D e partment faculty meeting is in full swing. They spent the usual half hour discussing the latest ca tastrophi c budget shortfall and the urgent n ee d to bring in mor e g rants and more graduate students with NSF fellowships and th en they moved on to the upcoming ABET visit. A prolong ed argument brok e out about whether teaching students the Gibbs-Duhem equation cou nts as preparing them to be ethical and professionally respon sib l e lif elong l earners who und e rstand co nt e mporar y issues and can work in multidisciplinar y t eams to solve global and soc ietal problems. The argument ended unresolved. Chu ck, th e department c hair, rela ye d a message from the department administrative assistant that unl ess th e professors started cleaning up their messes in th e faculty lounge the y could sta rt making their own coffee. Onc e the e n su in g pani c subsided, th e meeting turned to New Busin ess, and th e c riti ca l is sue on everyone s mind was brought up first. Chuck: "OK, folks, let 's take up Diane 's proposition to change our n a me to th e Department of Chemical and Biomolecular Engineering. Diane wa nt to say somet hin g about it?" Diane: Sure. Everyone know s that biotech is the future and the ones who know it best are the stu d ents ... the freshmen are go in g more and more for departments that do biology a nd grad uat e s tud ents a ll want to work for fac ult y doing bio research. Mo s t Chem. E. departm e nt s ha ve a lr eady put bio so mething in their name s and i f we don't we're gonna lo se out." Ch: Make s se n se to me OK if no one e l se ha s anyt hin g to say, l et's vote o n it. All in favor of our b eco min g the Departm ent of Chemica l and Bi omo l ecular Engineering, say Carl: Hold on Chuck. If yo u ju st say biomolecular engineering, people will think we re on l y a bout Fa!l 2006 DNA and all that s tuff which i s yes terday 's new s Sam and I do a lot of bioc a taly s i s and biosepara tions which are much sex i er than all that gene stuff, but the s tud e nt s won t know we do tho se things here unle ss we mak e it explicit." C h: You mean ... Sam: Yeah, l et 's b e the Department of C h emical, Biocata l ytic and Bio se paration s Engineering." D: Wait just a minute, buster -ge n es are a whole lot sex ier than enzymes and c hrom atogra phy and we 'v e got twice the gra nt s upport you guys do! S: "O h yeah-well who's got mor e CAREE R awards, and w h at's more ... C h: All right, a ll right-calm down Tell you what-we ll just make the t e nt bigger and call it the Department of Chemical Biomolecular Bio ca talytic a nd Bio se par a tion s Eng in eering. How' s that ?" C: Make it Biocat a l y ti c, Biomolecular Biosepara tions, a nd Chemica l -a lph abetical order." D: "T h at's the dumbest s ug ges tion I ever. .. C h: "O K all in favor say .. Richard M. Felder is Hoech st Celanese Profe ssor Emeritus of Chemical Engineering at North Carolina State University. H e is co author of Elementary Principle s of Chemical Pr ocesses ( Wiley 2005) and numerou s articles on chemical process engineering and engi neering and scie nce education, and regularly presents workshops on ef fective college teaching at campuses and conferences around the world Many of his publications can be seen at . Copyrigh t ChE Divisi o n of ASEE 2006 28 1

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2 8 2 Morrie: "Hey what am I chopped liver? I don't like to brag but have you forgotten that I'm heading a $3 million artificial organ program with five graduate students .. S: Can you believe the guy who deals in artificial organs just asked if he s chopped liver?" M: [Glares at Sam] ... five graduate students and two postdocs, and what about our cooperative agreement with St. Swithen s Hospital? Biomedi cal engineering is every bit a s important as those other bios around here besides, we heal people and save lives-let s see somebody here top that for sexy ." Ch: "OK OK .I guess we can t include three of our four bio areas and leave out the fourth .. so all in favor of renaming ourselves the Department of Biocatalytic, Biomolecular, Bioseparations, Chemical, and Biomedical Engineering say ... M: Ahem .. Ch: "Right right-the Department of Biocatalytic Biomedical Biomolecular Bioseparations, and Chemical Engineering ... Ned: Look, you want to talk about sexy areas, you can t dream of leaving out nanotechnology-it's the hottest field in science ... you just put nano in your proposal title and you can start looking for your check by return mail -we II pull the students in here like a vacuum cleaner ." Ch: I see your pointI gues s if we don t have nanotechnology in our name Berkeley grads won t look twice at us. OK, so all for the Depart ment of Biocatalytic, Biomedical, Biomolecular, Bioseparations, Chemical, and Nanotechnological Engineering say ... N: My mother always s aid to let the smallest one go first and you don't get much smaller than 10 9 meters so it should be the Department of Nano technological. Ch: Enough already-don t push your luck! Now all in favor of .. Ernie: "Whoa Chuck-have you forgotten Mother Earth?" Ch: "Say what?" E: "Saving lives may be important but nothing is more important than s aving the planet, and the environmental engineering program in this depart ment is second to none in its dedication to ... Ch: Yeah yeah ... and what could be sexier than sav ing Mother Earth? E: Just what I wa s going to s ay. Ch: OK but thi s is it gang. My final offer to you is the Department of Biocatalytic Biomedical Biomolecular, Bioseparations, Chemical, Environ mental, and N a notechnological Engineering-take it or leave it. All in favor say ... D: You know that s kind of an awkward name ." Ch: Oh really-I hadn t noticed. So are you offer ing to drop Biomolecular to help us solve this problem? D: "Of course not-you can t begin to count the graduate s tudent s you d lo s e by dropping Bio molecular I wa s thinkin g, thou g h-nobody here really doe s anything you could call chemical engineering do they ?" E: Hey she s right. .. and we got rid of the last of our unit operation s equipment in the undergraduate lab to make room for Ned 's scanning electron mi croscopy experiment and Morrie s heart catheter ization demo. M: Besides .. s tudents don t seem to have much u s e for chemical engineering anymore. S: "That s for s ure-the late s t Roper poll had chemi cal engineering and pig-lagoon maintenance tied for 247th place in job desirability rankings. Ch: "Well, I guess that settles it. All in favor of be coming the Department of Biocatalytic, Biomedi cal Biomolecular, Bioseparations Environmental and Nanotechnological Engineering say aye. All: Aye!" Ch: Done! I'll have Patsy order our new letterhead stationery immediately ." C: "Hey Chuck dropping chemical won t cause a problem with ABET will it ?" Ch: "Nah. A s long a s we can find someplace to slip in the Gibb s -Duhem equation, we re cool." 0 All of the Random Thoughts columns are now available on the World Wide Web at http: // www.ncsu edu / effective_teachin g and at http :// che.ufl.edu / ~cee / C h e mi ca l En g in e erin g Edu c a1io11

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t.a ... 5 ... ._o_u_t_r_e_a_c_h _________ ) BIOMEDICAL AND BIOCHEMICAL ENGINEERING FOR K-12 STUDENTS SUNDARARAJAN V. MADIHALLY AND ERI C L. MAASE Oklahoma State University Stillwater, OK 74078 0 ne problem facing the United States is a declining number of s tudents interested in an engineering major. 1 11 Between 1992 and 2002 the percentage of high sc hool students expressing an intere s t in engineering de creased sig nificantly .12 1 In addition, U.S. st udent s demon strate a lack of preparedness in math and science 131 To address these issues a number of programs have been initiated throughout the country in which high schoo l teachers are retrained or students are exposed to science and engineering through summer outreach programs .H 7 1 The College of Engineering Architecture, and Technology (CEAT) at Oklahoma State University (OSU) has developed a multidisciplinary week.long re s ident s ummer academy for high school students called REACH (Reaching Engineer ing and Architectural Career Height s). The primary goal of REACH is to provide factual experiential information to all participants increasing their knowledge in the various fields of engineering, architecture, and technology. Another goal involves increasing the number of students from underrep resented groups studying these disciplines. The academy is designed to help students make individual career decisions, with the intention of attracting them to engineering careers. Participants are primarily junior or se nior high school stu dent s. In the 2005 program nearly 70 % of the 30 students (18 Copyrig ht ChE Division of ASEE 2006 Fall 2006 female an d 12 male ) were from groups under-repre se nted in engineering, architecture, and technology (such as fema l es, Hi s panic s, and Native Americans) Each academy begin s with a recreational activity such as rock climbing or camping so that participants get to know each other. Afterwards, participants get exposure to engineering Eric L. Maase is an adjunct lecturer of chemical engineering at Oklahoma State University. He received his B S in chemi cal engineering from the University of Maryland his M S in chemical and petro leum engineering from Colorado School of Mines and his Ph.D from Oklahoma State University in 2004. His research interests are teaching methods computer model ing, thermodynamics and bio-related engineering Sundararajan V. Madihal/y is an assis tant professor of chemical engineering at Oklahoma State University He received his B.E. from Bangalore University, and his Ph.D from Wayne State University both in chemical engineering. He held a research fellow position at Massachusetts General Hospital / Harvard Medical School / Shriners Hospital for Children. His research interests include stem-cell-based tissue engineer ing and the development of therapies for traumatic conditions 2 83

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disciplines including civi l a nd e nvironm e ntal; architectural, electrical, and computer ; technology; biosystems and agricultural; mechanical and aerospace; indu s trial; and chemical and biomedical / biochemical. These di sc iplines are taught using a modular approach by instructors from each specialty. Hands-on projects are tailored to high school students. During the week participant s are a l so exposed to the engineering industry through a plant tour. At the conclusion of the week, s tudents give a presentation describing their experience at the academy in front of their peer s, parents and teachers. TABLE 1 Bioengineering Module Schedule Initial Survey 9:00 I 0 : 00 Overview a nd Intr od u c ti o n I 0:00 I 1:40 Experimentation I 0 : 20 I 0:50 Lab Tour I 10 :50 -11 :20 Lab Tour II ( 15 st udent s) 11 : 45 I: 15 Lunch br eak I :30 I :45 Wrap up th e expe rim e nt I :45 2 : 00 Prepare for th e presentation Thi s paper focuses on u se of a new module at the 2005 academy, in which s tudent s were introduced to biomedical and biochemical engineering. Thi s was the la st modul e in the se rie s. The prim a ry goal was to expose students to various activities in bioengineer ing Additional goals included teaching s tudents good re sea rch methodology and presentation s kill s. The activities for the day and scheduled events for the module (Table 1 ) included an introductory presentation, a laboratory tour and experimental work. In these ac tivities both deductive and inductive learning s tyle s were used i 8 1 3 1 to maximize teaching effectiveness and s uccessful completion of the module goals. STUDENT PRE-ASSESSMENT 2:00 2:45 Presentations (5 min eac h g roup) 2:45 3 : 15 Summarize / question s Final Surv ey After being informed about the sc heduled events for the module 2005 BioModule REACH Pre-Surve y Na me: _____________ What is your long term care er goal ? P1"ase provide appropriate replies to each of the following questiom 1. Have you thought of goi n g to medi c al s c hool ? YES or NO 2. Have you thought of becoming m, e n gineer withfocu.s on biotechonology ? YES or NO 3. What is th e co nfid e n ce in saying you know Basic Biology and l\llo/ecular Biology ? 0 10% 0 30% 0 50 % 0 60% 0 70% 0 90% 0 100% 0 Don t know Courses taken : 4 What is the c onfidence in sayi n g you know Bi,ochemist r y a,1d BiotecJmology ? 0 10% 0 30% 0 50% 0 60% 0 70% 0 90% 0 100% 0 Don't know Courses taken : 5. What is the co nfid e n ce in saying you know Humm, Physiology Immwzology Genetics ? 0 10% 0 30% 0 50% 0 60% 0 70% 0 90% 0 100% 0 Don t know Courses taken 6 What is the co nfi de n ce in saying you know Fluid Mec hmzi c s Stati cs, and Ele c tri c al Ci r cuits? 0 10% 0 30% 0 50% 0 60% 0 70% 0 90% 0 100% 0 Don't know Courses taken 7 How much do you know abo,t the c orn syrup added u, the nzm iy ofthejui ces you drink ? 0 10% 0 30% 0 50% 0 60% 0 70% 0 90% 0 100% 0 Don't know 8. How much do you know abotl e n zymes a nd degradation ? 0 10% 0 30% 0 50% 0 60% 0 70% 0 90% 0 100% 0 Don't know 9 Do you know any prosthetic devi ces that one if your friends or relativ es use ? Lisi. JO Do you know anew field ca/ledTissw, Engi.neering ? YES or NO Figure 1. Pre-assessment survey form 284 and their activities for the day s tudent s were asked to complete a one-page s ur vey ( Figure 1 ). Of 10 que s tions on the s urvey two were about intere st in a bio e n g ineerin g career or attending medical sc hool. The eight remaining questions required s tudent s to self-assess their confidence level s of knowledge in vari ous topic s : biological ( basic biology and molecular biology) ; medical (biochem istry a nd biotechnology human phy s iology, immunolo gy, and genetics); and engineering ( fluid mechanic s, sta tic s, and electrical circuits). Results of the first two questions s howed th at 19 of the s tudent s expressed interest in medical sc hool a nd 10 in a bio-ba se d engineer ing In the self-assessed confidence level in biolo g i ca l medical and engineering topics (Fig ure 2), average values varied from 36 % ( % ) to 56 % ( %) The only s ignific a nt difference in confidence l eve l s b etween male and female students was in th e e n gi neering sc ience s. In the more s pecific bio-related engineering question s on the uses of corn syrup and enzyme-dependent degradation of biopolymer s, the average confidence level was 33%. In que st ion s on the aware ne ss of prosthetic devices and tissue engineering, 12 s tudents could name vari o u s prosthetic devices and nine had some knowledge of tissue engineering. Chemi c al Engin ee rin g Edu c ation

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PRESENTING AN OVERVIEW AND INTRODUCTION TO BIOENGINEERING After completion of th e s ur vey, the n ext event initi a ll y ap pear e d as an introdu ctory presentation. But its intent instead was as a tool t o initiate co n versa ti o n with th e s tud e nt s. 1 1 -11 Th e pre se nt a tion b ega n w ith a discussion of five m ajo r top ic s in bioen g in eeri n g, i. e., physiologic sys t ems modeling pro s thetic devi ces, ti ss u e e n gi n eer in g, drug d e li ve r y a nd biotechnolo gy. Using a n interactive presentation approach, in s tructor s drew a ttenti o n t o practical app li cat i o n s studen t s co uld ha ve observed in soc iet y and asked st ud e nt s to pro v ide t h eir knowl e d ge and aware n ess of th e topics. Further, s tud e nt s were e n co urag ed to ask questions. Thi s approac h was ben e ficial in that in s tru c tor s were a bl e t o m ake s tud e nt s comfortable while providin g n ew in fo rmation o n biomaterials a nd bioengin eer in g. The di sc u ss i o n o n modeling phy s iological factors includ ed two examples The first in vo l ved measuring lun g vo lum es a nd modelin g thoracic forces. The exa mpl e was Lance Armstrong's s uc cess in Tour de Fra n ce com p e tition s, th ereby connecting s tud e nt s with a r ea l-li fe eve nt. Th e other exa mpl e involved mod e lin g th e di a l ys i s process a nd s tudents were informed th ey wou ld see an entire dialysis unit during the l a b ora t ory tour. In di sc u ss in g prosthetic d ev ic es, the n eed fo r artificial orga n s was introduced b y a c h art describing the deficit of available donor s To encourage parti c ip a ti o n st ud e nt s were asked abo ut their knowled ge of individu a l s w ith artificial limb s, h ea rin g a id s, p ace m akers, a nd co nt act l enses (t he most likel y device w ith which a n a udi e nc e member would have direct experi e n ce). Furth er, they were asked How do they work?," and What i s th e n eed?" Thi s was done to overco m e possible student reluc tanc e to parti c ipatin g in th e di sc ussion Th e final portion on pro s th e tic d v i ces dealt with ar tifi c i a l heart valves, covering th e pro g r ess ion of research and u se from m ec h a nic a l valves to biopro s thetic va l ves, a nd th e difference with tis s u e e n gi n ee r e d valves. Th e basic concepts in ti ss u e e n g in eer in g were th e n introdu ced u s in g exa mple s of c urr e ntl y ava il a ble ar tificial s kin product s and th e ir manu facturers. Aft e r ex posin g Cl) VI C 0 a. VI Cl) C) ctl ... C Cl) c., ... Cl) e:. Cl) C) ctl ... Cl) > 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Biol ogy and Mole cu lar Biolog y s tud e nt s to o th er id e ntifi a bl e products the qu es ti o n po se d was: How do we e n g in ee r s uch products? In order to show the e n gi n eer in g principles co ntroll ed drug d e liv e r y devices were co n s id ered. Questions suc h as: Wh at happ e n s when a person takes Tylenol ?," a nd Why does that person n ee d to take pills r epea t e dl y?," serve d as a basis for pondering better drug-delivery methods Further fig ure s of nicotin e patches initi a t e d a di sc u ss i on o n th e importance of biolo g ic a l factors ( h a lf-li fe, a b so rption a nd met a boli s m ) vs physioch e mical factors (dose so lubilit y / reactivity / pH, s tabilit y) in drug de li very. In addition, c h arac t er i stics of traditional oral do s in g (cycl i c conce ntration s) a nd m ore desirable co n s t a nt (co ntinu o u s) dru g delivery co n ce pt s a ll owe d a s hort di sc u ss ion of c h e mi ca l diffusion Drug delivery se r ve d as a link to discussino di oes tiv e b b physiology a nd e n zymes. T o int ro duc e this topic randomly se l ected st ud ents were asked to read th e con tent li s t o n severa l emp t y soft drink co nt a in ers. The most common ingredient, hi g h-fru c to se co m sy rup was id e ntified on all containers. Stu dents were asked a bout the ne ed for com sy rup creating some discussion on th e swee tn ess, so lubility, a nd production cost of the sy rup This l e d t o discussion on re ac tor de s i o n and the b c h emica l process for ob t a inin g co rn sy rup. A co mpr e h e n s iv e engineering proces s diagram for comp l ete corn wet millin g was presented 1151 emp h as i zi n g the importance of acid hydro l ys i s o r e n zy m a ti c degradation. Th e discussion co ncluded by introdu c in g a spec i fic ex p erime nt s tud e nt s would co ndu c t exa minin g e n zy m e (a nd ac id ) degradation of s t a rch HANDS-ON EXPERIMENT For a hands-on experime nt stude nt s were asked to s tud y enzyme-mediate d o r acid hydrolysis of pot a t o starc h Students Biochemistry and Bi o t e ch no l ogy Human Physi ology Immunology, Ge neti cs Male F ema l e Flui d Mechanics, S tati CS and Ele ctrical Ci r cui t s Figure 2. Student pre-assessment: sc i ence and eng in eering knowledge by ge nd er. Fa/12006 285

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Figure 3. Different groups pulverizing potatoes. were split into groups of five Each group was pre-selected to be from differing high schools, and balanced by gender with three females and two males The low-budget experiment is straightforward, as students either mash cooked potatoes or cut raw potatoes to place in a water bath. Enzyme (a-Amy lase) or acid is added, and the solution is mixed, maintaining a constant temperature. In presence of the enzyme or acid starch hydrolyzes to smaller sugars. The presence and amount of starch in a sample can be measured using the iodine-clock reaction-in which the abundant presence of starch is indi cated by the fast appearance of blue color ; reduced presence delays the appearance of blue color; and complete degradation of starch into glucose is indicated by the loss of blue color. Digestion and saliva reactions having already been discussed in the overview the background consisted of a short (one slide) presentation on the importance of carbohydrates (e.g., immediate source of energy for the body), and various sources of carbohydrates including rice com, wheat, and potatoes. Other information included types of sugars (granulated sugar maple sugar, honey, and molasses), and more specifically, simple sugars (fructose and fruit sugar) and double sugars (sugar cane, sugar beet, maltose or malt sugar, and lactose or milk sugar). The experiment was conducted so that students had to take an active role in developing and clarifying experimental pro cedures. [ 1 6 1 A brief experimental protocol, with instructions regarding volumes of water directions to use the enzyme or acid, and the solution temperature was provided to students. 286 The detailed protocols with complete instructions were deliberately not given while critical direc tions were provided. Furthermore, although each team had the same experimental task, each group was given a unique experimental condition, so that the influence of temperature, mixing, and substrate-size on reaction rate could be discussed. Variables included the amount of potato used, whether it was baked or unbaked, mashed or cut, the temperature (30 C 50 C or 70 C), and either enzyme or hydrochloric acid. Potatoes were purchased from a local supermarket while a-Amylase (e nzyme ) was purchased from Sigma Aldrich Co. An iodide-clock reaction kit was from Universe of Science, Inc Experiments were conducted in 500 mL or 1000 mL conical flasks and each group was equipped with a hotplate / magnetic s tirrer, thermometer and pH strips. Each group was told to record initial potato weight and solution pH, and to take samples at regular inter vals to measure starch content. Baked potatoes needed to be mashed and unbaked potatoes cut into s mall piece s using a kitchen knife. Students enjoyed this part of the work as an easy means of team participation (Figure 3). Each group had 20 minutes to get experiments under way before laboratory tours began LABORATOR Y T OUR Each experimental group was split, with half of the class (15 students) accompanying an instructor on a laboratory tour while the other half stayed to continue experimentation. After the first tour, the students exchanged places. Each laboratory tour was scheduled for 30 minutes. In the laboratory tour students were taken to an undergradu ate in s tructional laboratory containing various unit operations While emphasis was given to a packed bed reactor containing a resin enzyme, other equipment included a heat exchanger skid, bioreactor assembly, dialysis, absorption column, and a two-phase flow pipe assembly. A demonstration running a two-phase flow of water and air was conducted, including discussion of computer interface s and control valves Students liked the demonstrations, and asked a number of questions regarding the computer interface ORAL PRESENTATION S After a lunch break during which experiments continued the students returned to conclude their experiments. Each group was asked to present the experimental observations / outcomes as a team. They were given 10 minutes preparation time. During this recess they were told the presentation should be a group effort, all member s should be respectful to other Chemical En g in ee rin g Educatian

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group members and the audience should ask questions. Each group was allowed five minute s to pre se nt it s report, including question-and-answer sessions. In the first group, the two male members monopolized the presentation with the three female m e mber s only par ticipating during the question-and-an swe r portion. The initial group also provided no introductions of gro up members or motivation(s) for experimental work. Prior to the beginning of second presentation, instructors gave immediate feedback on presentation strategy and reminded the st udents about the required equal participation from all gro up members Thi s method of immediate feedback to influence presentation be havior was followed for all pre se ntation s. Further instructor s so licited additiona l critiques from the audience so the entire c l ass cou l d become a so u rce of feedback on presentation s ty l e and effectivenes s. The instructor s ensured their remarks were neither admonishing nor overly negati ve Subsequent gro up pre se ntations continued to improve. The second group correctly followed initial in s truction s by introd u cing all team member s, a nd allowing th e m to actively participate Pr ese ntations from each group improved overall, but st u dents had difficulty adequately reporting experimental resu l ts. Furthermore none of the te ams mentioned conclu sions and recommendation s for future in ves ti ga tions. Inter estingly, one group that performed the ex p e riment s imilar to another group reported that s i gnifica ntl y more starc h remained in their solution but failed to make any compar i so n with the other team. Neither group initiated a n y di s cussion or ques tions of the results Instructor s had to ask s tudents for po ss ib l e explanations of the difference s between eac h outcome. EFFECTIVE PRESENTATIONS EXPERIMENTAL PRACTICE AND PROCEDURE AND CRITICAL THINKING After the pre se ntation s, an overview of what needed to be included in the pr ese nt a tion was discussed. Some of the point s a ddressed included : 0 Wh y did yo u do thi s ex p e rim e nt ? 0 What was yo ur e xp e rim e ntal se t-up ? 0 What we r e yo ur r es ult s? 0 What co nclusions c an b e dra w n ? 0 What future plans wo uld yo u su gges t ? The students were commended for excellent performance in explaining their se tup s so the discu ss ion would be viewed po s itively rather than as criticism. Using the completed experiments as a guide and while their ow n presentation s were still fresh, a discus s ion on the attributes of an effective presentation was initiated Using question s s tated above the instructors introduced a general presentation format includin g introduction methodology re s ult s, conclu s ion s, and recom Fall 2006 mendation sec tion s. Although this pre se ntation out l ine is not robust it doe s incorporate many features of an effective presentation. 1 1 71 Th e s tudent s s eemed to e njoy participating in a discussion of effec tive presentation s from the unique per spect iv e of de v il' s advocate, with a recent presentation from which to consider s pecific need s, individual shortcom ing s, a nd de s irable impro ve ment s The in s tructor s also opened a general di sc ussion on ap propriate experimental practices and procedures. Specific que s tion s included were: 0 Wh y did th e p H drop in th e ex p e rim e nt s w h e r e ac id was used ? 0 What happ e n e d t o th e pH of the solution ? 0 What happ ened to th e temperatur e? 0 Did it tak e a l o n g tim e at the e nd of th e ex periment ? 0 Did yo u k ee p tra c k of tim e it ha s b ee n s ittin g in th e co ntain e r ? 0 Did th e v i scosity of th e slurr y c r e at e mixing probl e ms ? 0 What happ e n e d w h e n yo u add e d p o t a t oes to a pr e -mea s ur e d vo lum e of w at e r ? 0 What probl e m s arose ? The se que s tion s allowed discussion of the criteria neces sary for good experimental procedure s, the problems that may occur in experimental setups a nd necessary data to pro vide adeq uate a nd s ufficient information for experimental analysis. In addition th e re was an opportunity to emphasize the ethical aspect of reporting. One of the teams had forgot ten to include a ma g neti c s tirring rod, and thus their so lution was not well mixed r es ulting in le ss d egra dation of s tarch than ex pe cted. The y were hone s t about it and the other team s thought th a t was a humorous mistake. T h is allowed a discus s ion of how no experiment i s really a fai l ure every experiment provide s information and in this specific case, mixing matters a great deal. Other as pect s of th e ex periment encouraged critical think in g. Some s tudent s s pilled excess water from their beakers becau se they did not account for additional vo l ume when adding potatoe s In other experiments uniform heat distri bution was a n i ss u e. These complications were built i nto experimental protoco l s and the students needed to ide n tify overcome, and otherwise consider these is s ues to accompli s h their experimental work Together with the hands-on experiment, students were s hown a 5 liter bioreactor with a jacketed heater and control lable agitator durin g th e l a boratory tour. Explanations were given about how bior eac tor s work. Reexamining these factors after their experiments emphasized the differences and simi laritie s between the two se tups and the need for engineering design of equipment. 287

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2 8 8 9 8 ., 7 .... al 6 ..,,, .E 5 ,;,:, ..... 0 al 4 .=, 3 s = z 2 0 Medical School Bioengineering H ad Not Considered/ Encouraged to Pursue Considered and More Encouraged Figure 4. Modu l e effect on students perceptions of available career options 2005BioModule REACH Outcome-Smyey Name: ___________ What is your long term career goal? Please provide appropriate rep lie s to each of the following questions PROBLEMS AND RECOMMENDATIONS At the end of the module, a general discussion was initiated asking students to comment on their experiences during the module Principal comments included : a ) Confusi o n from swit c hin g of operators takin g care of e xp e riments b) N ee d for pr o p e r e quipm e nt to mash potato e s or c ut th e m into small pi e c e s c ) D e sir e to hav e an experiment wher e th e produ c t is a take-hom e s ubstance ( not som e f o rm of potato e s that are discard e d) cl) Better e xp e rimental information and more specifi c experim e ntal protocols e) A pri ze for th e b e st p e rforman ce t o moti v at e their work With each suggestion the instructors provided immediate feedback and an explanation of the current module structure in order to elicit further group discussion For example, team splitting can cause confusion due to lack of commun i cation, but may not necessarily be a problem It is very common in industrial practice to have three continuous shifts, and personnel must effec tively communicate between shifts. One way to promote communication may be to include 1. Did the module e11t:011rage y o,1 to comider at.te11di11g medical school ? YES or NO a IO-minute break between the tours with specific instructions given to update group members regarding exper im ental status. 2 Are you more i11Jere.rled in becomiJ,gm, engineer focusing on biole c ho11D/ogy ? YES or NO 3 Wlw is your ca,lfident:e level iJisayiJ,g you ,oulerstmui the importmice of com syn,p ? 0 10% 0 30% 0 50% 0 60% 0 70% 0 90% 0 100% 0 Don t know 4 Wlw is yo1u level of wulerstmuii1,g of the concepts belwui ca,itrol/ed dn1gdeli:v ery .IJl!lems? 0 10% 0 30% 0 50% 0 60% 0 70% 0 90% 0 100 % 0 Don t know 5 Wlw is yo1u ca,lfide1ice level iJ1sayiJ,g yo11 ,oulerstmui 1111! tlJ!edfor prarthelic devices? 0 10% 0 30% 0 50% 0 60% 0 70% 0 90% 0 100% 0 Don't know 6 Wlw is yollT co,ifide 1ice level in sayi,,g you ,ouierstmui lv w to properly prese11L experimeiitaJ dat.a? 0 10% 0 30% 0 50% 0 60"/a O 70% 0 90% 0 100% 0 Don't know 7 How mu c h didym uke the iJ1Lrod11clory lecture ? 0 10% 0 30"/a O 50% 0 60"/a O 70% 0 90% 0 100% 0 Don t know 8 How much didym eiyoy the laboralory tmu md did yo,, learn anyllwzg ? 0 O"/o O 20"/a O 40% 0 60"/o O 70% 0 80% 0 90"/o O 100% 9. Howmucl1didyo,1uketl,e experimeilt ? YES or NO 0 CJD/a O 20"/a O 40% 0 60"/a O 70% 0 80% 0 90"/a O 100% 10. Please name the topic yo,1 most enjoyed in thi.r module Figure 5. Post-assessment survey form. In order to save time one could use a household food processor to mash or chop the potatoes. The incomplete nature of the experimental protocols has already been mentioned and the students were provided some reasoning for the lack of information. Their reactions were noted on this approach in future classes The suggestion of a prize for the best group was interesting as the students had been conditioned over the previous week by many of the REACH faculty to expect such forms of praise While considering the suggestion the current module seems best served by not including prizes as a form of reward Overall the students enjoyed the desired give-and take interaction enco u raged by the instruc tors, and were open in their suggestions for improvements. OUTCOME ASSESSMENT To understand the effectiveness of the mod ule on student learning an outcome assess ment was provided (Figure 5), similar to the C h e mi c al En g in ee rin g Edu c ati o n

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pre-a ssess ment survey. To mea s ure the main objectives of the modu l e, i .e., the influence on st udent s per s pectives of careers in bioengineering and medical engineering / sc ience the first two questions in the pre-as sess ment were repeated. Out of 30 students, a large number (~2 / 3) had already expressed interest in attending medical school (pre-assessment data ). Therefore no s pecific conclusions could be drawn r egard ing an increase in the student desire awareness of medical sc hool, or career options (F igure 4). By comparison, an increa se in st udent awareness of bioengineering as a career was observed, as four students indicated a new interest in th e bioengineering field. Thi s suggested that the module was s ucce ss ful in introducing bioengineering. Students were also asked to rank their confidence in the importance of corn syrup, for which the overall confide n ce doubled (F igure 6) with a lar ge gro up of s tudent s indicating more than a 70 % confidence level. When asked about their confidence in drug delivery and prosthetic devices, the aver age was 63 % 13 % ) and 76 % ( 20 % ) re s pecconclusions regarding differences between male and female re s pon ses i s indeterminate given the small samp l e popu l ation, the overall nature of s tudent s' responses indicated both s ignifi cant interest and engagement with instructors and presented material s. Further, a larger number of female students t h an male s tudents indicated the experimenta l portio n was the most enjoyable topic. The trend was opposite the previous response to the s pecific question in which male s tudents ranked their enjoyment of the experiment at 54 % compared to female s tudent s at an average of 47 % SUMMARY The module introduced K-12 s tudents to the field throug h interactive presentation s, discu ss ions experimental proce dure ( hands on work), and a tour of working engineering laboratorie s The pre se ntation was designed to encourage s tudent s' questions while presenting five major aspects of the bioengineering field. Within each primary topic were TA B LE2 tively for each category. Further, st udent s indicated a 74 % 22 % ) confidence lev e l in experimental data presentation. Without a pre-a ssessme nt que st ion re garding their abilities in data presentation, however the effectiveness of this aspect of the module could not be assessed, a l though one s tudent did mention that this portion of the modul e was hi s / her favorite experience. "W h at was t h e to p ic yo u most enjoye d ? by category and ge n de r The final assessment question s ga uged overall interest in the introductory presentation materi a ls laboratory tour and hand son experiment, for which re sponses were ~50 % ( 28 % ). A follow-up, open-ended que tion asked for s tudents favorite experience d u ring the day with re s pon ses grouped into six gen eral categories ( Table 2). Sur pri s ingly nearly 53 % indicated the lecture materials as their favorite events (o ne s tudent noted that the afternoon lectur e on effective presentations was the mo s t intere s ting and said it included information th at he / she had never been shown or heard previously) ti) ..... C: Q) "C ::::, ..... (J) ..... 0 ... Q) ..c E ::::, z 12 10 8 6 4 2 0 C) Category General Lectur e Pro s thetic Device s Artific i a l Organ s Experim e nt Lab Tour o Re s pon s e >7 C) C) C) N M M 2 2 4 2 I I C) C) L[') (D Student Response F Total % I 3 10 4 6 20 3 7 23 6 8 27 I 2 7 3 4 13 Pre Q#l Post Q#3 I C) C) co C) The introductory material s are likely the most intere s ting s imply due to the interactive nature of the presentation s in relation to identifiable product s and aspects of importance in st udents live s. While drawing Fig u re 6. Student responses to Importan ce of Corn Syrup. Fa/12006 289

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sec ondary investigations that delved into both scientific and engineering aspects. All topic s incorporated de s ign aspect s to draw on per so nal experiences with bio e ngineering product s, processes and re se arch Student s enjoyed the presentation s tyle and topics and were a ble to connect much of the mate rial to their own experiences and knowledge Based on the immediate responses the overall module was successful in influencin g their intere s t in bio-b ase d e n g ineering. To better under s tand the effectiveness of the module however long term follow-up s tudie s are needed examining the students' ca reer choices. The assessments also need to be redesigned to more effectively mea s ure modul e fea ture s a nd goals. ACKNOWLEDGMENTS We would like to thank Oklahoma St a te Regents for Higher Education Conoco-Phillips, NASA and OSU CEAT for financial s upport and Eileen Nel so n for h e lp with the s ur vey a naly s i s and manuscript preparation REFERENCES I Th e Scie n ce and Engin ee ring W o r kfo r ce: R ea li z ing Americas P otenr i a/ National Scie n ce Board A u g u s t (20 03 ) 2 Lea rnin g for th e Futur e: Changi n g th e Culture of Math and Sci e n ce Educat i o n to Ensure a Compe titi ve Workfor ce, Committee for Eco nomic D eve l o pm e nt M ay (2003) 3 Bayer Fac t s of Science Education IX : A m e ri ca n s' Vi ews o n the R o l e of Scie n ce a nd Technology in U.S. Na ti ona l Defen se" (2003) 4. Old s, S.A. D .E. Kant er, A. Knud so n a nd S.B. Mehta D es i g nin g a n O utr eac h P rojec t th at Tra in s Both F utur e Faculty a nd Future E n gineers," Pr ocee din gs of th e American Society for Engineering Edu ca ti o n, Nas h v ille (2003) 290 5 Knight M .. and C. Cunning h a m Draw an E n gi n eer Test ( DAET ): Development of a Tool to In ves ti ga te S tud e nt s Id eas abo ut E n g in eers a nd E n gineering," Pr oceedings of the American Society for Engi n eer in g Education, Sa lt Lake City (2004) 6. Cha n d l er J.R ., and A. Dean-Font e n ot, TIU Co ll ege of E n g in eer in g Pr e-Co ll ege En g in ee rin g Academy Teacher Trainin g Pro gra m Pr oceedi n gs of th e American Society fo r Eng i neer in g Education, Salt Lake Ci t y (2004) 7. D o u g l as, J ., E. I ve r se n a n d C. Kalyandurg "E n gi ne eri n g in the K-1 2 C l assroom: An Ana l ysis of C uIT ent Practice s & Guidelines for th e F utu re ASE Eng in ee rin g Kl 2 Ce 111 e r Nove mb e r (20 04 ) 8. K o lb D. A Experiential L ea rnin g: Experience as th e Source of Learn in g and D evelopme111 Prenti ceH a ll E n g lewood Cliffs NJ ( 1984 ) 9. H o n ey, P ., a n d A. M umf ord, "T h e Manual of Learning Style s Maid e nh ead H o m ey ( 19 86) 1 0. Bran sfo rd J. A. Brown, a n d R Cooking, H ow P eop l e L ea rn : Brain Mind Experience a nd School Nat i ona l Academy P ress, Wa s h ingto n D.C. ( 1 999) 11. Donovan, M .S. J .D Bran sfo r d, a nd J W. P e ll eg rin o H ow P eo pl e L ea rn: Brid g in g R esearc h a nd Practice Na ti o nal R esearc h Co un c il ( I 999) 1 2. Fe ld er R ., a nd L. S il verman Le a rnin g a n d Teaching Styles In E n g n eer in g Education ," Eng. Ed., 78 (7), 674 ( 1 988) 1 3. Fe ld e r R. and R Brent "U nd ers tandin g Student Difference s J Engr. Ed 94 ( I ) 57 (2005) 14. Baker A., P Jen sen a nd D. K o l b, Conversationa l L eami n g: An Expe rie n tial Approach 10 Knowledg e C r eation, Quorum B ooks, Westport, CT (2002) 1 5. C h ap t e r 9, Intr oduction to AP 42 Vo lum e I Stationary Point a n d Area So ur ces," US EPA, 5t h Ed. ( 1 995) < http : // www.epa gov / ttn / chief / ef p ac / ind ex. html > I 6. Watai L. A. Brodersen a nd S. Brophy, D es i g nin g Effective E n g i n ee rin g Laboratorie s: Application of C h a ll e n ge -Ba se d Instruction Asy n c hron o u s Learning Method s a nd Comp ut er -Su pported In stru mentation American Society for Engi n ee ring Edu c ation Ann u al Conference & Exposition Salt Lake City (2004) 1 7. H e n dricks, W Secrets of P ower Preselllations, Career Pre ss, Frank lin Lake s, NJ ( 1996) 0 C h e mi ca l Engineering Educat i on

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lej5::j classroom ) ... _._....__ -------PRESSURE FOR FUN: A Course Module for Increasing ChE Students Excitement and Interest in Mechanical Parts WILL J. S CARBROUGH AND JENNIFER M. CA SE Univ e rsity of Cape Town Rond ebosc h South Africa 7701 C hemical engineeri n g as a pro fess ion g r ew in th e late 19th century out of co ll a bo ra ti o n between chemists a nd mechanical engineers worki n g to d eve lop large sca l e indu s trial processe s To thi s d ay chemica l enginee r s workin g in the pro cess indu s tri es are clo se l y involved not o nly with particular chemical proc esses-a nd unit operations s u c h as reactor s a nd se pa rators that ca n accomp li sh these proces sesbut a l so w ith mech a ni cal d ev ic es s u c h as pump s a nd va l ves that e n able the tran s port of m a teri a l s. We h ave found, how ever, that skill or even familiar it y with mechani ca l components is often unde ve lop e d in first-year chemical e n g ineerin g s tudents even thou g h th ey a r e often the be s t and bri g hte s t sc i e n ce a nd mathematic s s tudent s a t the high sc hool l evel. The firsta nd second-year c urriculum i s often theory intensive a nd the practical exposure that doe s take place i s more in the t radit ional scie n ce s ubj ects, comp l eme nt ed by some experime ntal work u sing ba s i c pilotsca l e un it opera tion s. By the time they reach th e ir se nior year, we find man y s tudent s, although academically re l atively s ucce ss ful still s truggle to co nne ct reality to theory. In a ddition a large seg ment of the cla ss i s relativel y intimid a ted by the prospect of worki n g in a plant environment. In the Department of Chemic a l Engineering at the Univer s ity of Cape Town (UCT) we have be e n consideri n g for some time how best to modify our curriculum to afford fir s t-year s tudent s better expos ur e to m ec h a ni ca l aspects of c h emica l engi n eeri n g. It was fortuitous that the oppo rtunit y arose to design -s pecifically for chemical e n gi n eeri n g s tudent s-a five-week module that would form part of th e mandatory fir s t-year mechanical dra wi n g course Pr evio u s l y this part of the co ur se dealt w ith the int erpretation of chemica l e n gineer in g flow diagrams but recently it was decided to move thi s Copyrigh t Ch Division of ASEE 2 00 6 Fa/12006 material t o the seco nd year to int egra t e it more clo se l y with co r e c h e mic a l e ngin eer in g co ur ses. In di sc u ss ion a mon g a gro up of academic s taff we de cid e d that our objec ti ves for thi s modul e wo uld not be primarily foc u se d o n detailed co nt ent knowledge but rather on c h a n g in g s tudent s' att itud es toward thi s aspect of c h emica l engi n eer in g. The se were th e objectives for th e new module : G e t s tud e nts exci ted abou t mechanical thin gs. D eve l op s tud en t s' ab ili ty a nd co nfid e n ce t o ex plai n h ow things work (a nd the d es ire t o l ea rn more). Will J Scarbr oug h is currently a postgradu ate in the Engineer i ng Education Re searc h Group within the D epartment of Chemical Engineering at the University of Cape Town. H e was appointed as lecturer / course orga nizer for the duration of this module Pre vio us experie n ce includes work i n i n s piration and excitement through the robotics program s of F. I.R. S T. a nonprofit ba se d in the United States. H e received hi s A.B. i n engineering sciences with a minor in ed ucation from Dartm out h College i n 1998 His research interests include scie nce and technology education, inspiration, and classroom knowledge network s. Jenn if e r M Ca s e is a senior lecturer i n the Department of Chemical Engineer ing at the University of Cape Town with a res e arch focu s on educational development H er early career experie nce was in teaching high school mathematics and science and s he subseq u ently co mpleted an M.Ed in science education at the Univer s ity of Leed s and a Ph D at Monash University. Her research interests are in st udent learning with a focus on improving the s ucce ss of students from nontraditional backgrounds She lectures in the junior undergraduate program. 29 1

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H elp students start building a sense of "mechanical intuition." Provide familiarity with equi pm ent diagrams and hard ware. D eve lop students' ability to link the "real world" and theor y This is a rather different set of objectives compared to what chemical engineering lecturers usually design courses around. How do you explicitly design a course module for excitement? This paper describes how we went about meeting this cur riculum development challenge. The new course module ran for the first time in 2004, and is now an established feature of the first-year B.Sc (chemical engineering) program at UCT. In this paper we focus on the process of setting up and eva l uating the course during its first year. APPROACH TO COURSE DESIGN We found a useful rationa l e for running this type of course in the classic work by Woolnough 111 regarding practical work in school science. He argued against the widely held belief that practical work should be done for the sake of theory, and that conceptual understanding will be an automatic outcome of successful practical work. Instead he suggested that practi cal work is better understood as having its own end, either to develop skills, to develop the abi l ity to conduct investigations or to simply get a feel for important physical phenomena. The modu l e we developed fits clearly in the latter category, with the chief aim being to allow students physical interaction with the mechanical aspects of chemical engineering. In recent times a number of innovative courses have been reported on that offer such hands-on experiences to first-year chemical engineering students. For example, Barritt, et al. 1 2 1 describes a highly successful multidisciplinary project that invo l ved small groups of students in the design man u facture, and operation of a pilot-scale water treatment plant. Moor, et al., 1 3 1 also ran a multidisciplinary project for first-year engi neering students, this time involving the de s ign of a reverse osmos i s system, with the co ll ection and interpretation of experimental data from an existing rig Willey, et a[.,1 4 1 de signed a first-year project that involves experimentation with a sequential batch-processing system. Most of the courses reported in past literature such as tho se described here, incorporate relatively sophisticated design projects that run over a long duration. Our aims were more limited as we had a large class and a short period of time. We therefore decided to focus on our primary objectives, which were centered on changing students' attitudes toward working with mechani ca l artifacts. To meet these objectives we adopted a particular teaching approach that included small class size, group work, and excellently trained facilitation Additiona l ly the activ i ties were planned to give students a sense of accomplishment and 292 encourage experiential learning and un so licited experimen tation In traditional term s, this resulted in a combination of practice and some tutorial in one class period without the use of a lecture period Assessment was based on a combination of individual a n d group assignments, and contributed 10 % toward the final mark for the mechanica l engineering course in which this module was located. By concentrating on the primary objectives of the course, content topics that s uited these objectives could be chosen and a rapid movement between topics undertaken if necessary. We chose to use valves, pumps, pressure, and flow regimes in our activities. The intended objectives, however remained focused on excitement and learning how to explain, rather than on content. Class and Group Size The class of nearly 100 students was split into five groups of approximately 20 students, and each group was allocated a weekly 85-minute session over the duration of the five week course module. Each session was attended by two or three tutors and the course organizer Each class made use of s tudent teams ranging in size from two to four members. In most cases students continued with the same team for two s uccessive classes. An introductory chemical engineering course running concurrently had given the students s ufficient group-work practice so this aspect posed no difficulty by the time they began this module in the seco nd semester of their first year. Facilitation by T utors One vital component of the course was facilitation by tutor s. Students were asked to operate unlike they had in any previous school or university situation Such unfamiliar expectations occasionally caused students to balk at requests. Additionally, with little experience in a potentially intimidating si tuation s tudents often had no idea where to begin or how to proceed after achieving a portion of the activity. Our solution was to handpick tutors and train them in facilitation (a lso known as coaching). The primary role of the tutors was to closely observe student teams and offer guidance when necessary. The tutors were mainly graduate students who were selected based on previous experience with tutoring and an observed ability to patiently facilitate the group proce ss. Tutors were given a s hort manual on facilitation and practiced a short role play illustrating typical situations. Detailed tutor notes were provided for each class including a time schedule, jobs for specific tutors likely problems student teams would encoun ter, and topic-specific reference material for tutors to use as prompts while facilitating. One example is the specific list of difficulties when taking apart and re-assembling a hand pump Before each week s class, the tutors met to go over the activity, practice it themselve s, and discu ss the reference materials for the topic and facilitation tactic s for the activity. The environment within the classroom was also an impor Chemica l Engineering Education

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tant consideration From the initial de s cription of the module to the manner of facilitation s tudent s were told they had freedom to experiment try things out or fiddle ." The class organizer and tutors m a de a c areful effort throughout the mod ul e to create an environment saf e" for experimentation, in particular for the s tudent s mo s t n e rvou s about ph ys ical parts and equipment. THE ACTIVITIES Each week students were pre s ented with a different activity with the final challenge taking place over two week s. The assessment wa s integrated throughout the module Industry Parts The introductory cla ss con s isted s imply of pairs of students taking apart larges cale components from industry and attempting to intuitively figure out the item s main purpo s e and interpret the mechanical design. Student s were allowed the time to construct their o wn id e a s An important elem e nt wa s g iving e a ch s tudent pra c tical experienc e with phy s ic a l part s Mo s t of the paits were nothing more complicated than v alve s, yet th e novelty of valve s weighing 20 kg w as clearly demon s trated with an in i tial com ment Thi s i s a pump right? After the activity a handout with information on each type of valve wa s given During cla s s we tr i ed not to criticize or correct s tudent s' ideas but instead encourage each pair to comp l ete Diogr9!:!Ll = Imp o rtant Feol\.Jres Di ogr om c. Pump C '::l c\ e S t ep 1 the line of thinking them selve s. For a s sessment purpo s es each s tudent was required to submit rough notes and a written explanation of how the mechanica l part worked. Ba n s QCti '::"3 a s VO l \.lcS 11-+ +-f,.j r V erirs t:: + --P iston Spr i ng I'-..... t----1-\-c ~\in de r Ai r 1----l:!= = :::J-"2 ~r aw Flui d ~ram 3 : Purnp C~ cl e Step 2 t Force r .err,ovecl t Sp ir,q cka:impres.ses =u ,i ,l"\q p \ stcirl +o mo ve ~tds A S UCl
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Key cl'.J I Figure 2. The Challenge ri g s etup. 16mm ID clear tubing ---10mm ID clear reinforced tubing 5mm black irrigation tubing a task to a reasonable degree of satisfaction. Only in written feedback afterward were stu dent misconceptions noted. .. C> [DJ) adaptor from 5mm tube to large tube Ball, gate or globe valve T connector for 16mm tubing T connector for 10mm tubing Mechanical Drawings adaptor 16mm tubing to 1 / 2" thread In a rever s e from previous exercises the next class began with sets of mechanical draw ings for six types of pumps. Each group of three or four students had a limited amount adaptor 1 0mm tubing to 1 / 2" thread clamp for tubing hose clamp I syringe of time to work backwards from the drawings for two types of pumps to discover how the pumps operate. The previous hands-on experience with a reciprocating pi s ton pump (the hand pump) provid ed a base for interpretation of the pump drawings. Partway through the class students were rearranged into new groups such that no one in the new group had encountered the s ame pumps Then in a very restricted time each s tudent wa s required to explain the pumps they knew to others. THE CHALLENGE The final project was a bit of a competition and a fun way to complete the experience. We named it The Challenge. For both the fourth and final classes, a custom-designed but inexpensive rig was provided for each team of three to four students. A diagram of the rig is s hown in Figure 2 For the first day students were required to complete a preparation worksheet and then experiment with the rig to demonstrate concepts relating to pres s ure head, laminar and turbulent flow and Reynold s number. Figure 3. Students participating in The Challenge. Within this class and the whole module, students were faced with the need to come up with their own answers. When students asked questions about the pump, tutors-rather than provide the answer immediately encouraged students to "try it and see what happens ." Similar to other activities in this module, free experimentation was required to discover the workings of the mechanism For The Challenge, students worked to control the motion of a bead in a system of pipes using pressure changes (Figure 3). Students had to experiment with the equipment to learn the effect of closing and opening particular valves. The activitie s were carefully designed to be initially difficult, but easily ac complished through effort teamwork, and practice Many unplanned learning points arose as a result of the phy s ical activities For example, a s dye flowed through the system of pipes with water and dye flowing from the lower left to the upper left of a D s hape a trickle of dye left the Creating a detailed exp l anation of a relatively simple pump allowed students to build confidence by being able to complete 2 94 C h e mi c al En g in ee rin g Edu c ati o n

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main flow to s l owly swirl in the loop on the right of the D ." A student remarked that they h a d no idea any water would leave the main flow. The final competition was run as a s porting event with team name s, an elimination tree s tructure s topwatche s to record time s, and a prize for the winning t ea m. A video ca era captured the event and projected it onto the big sc reen behind the two compet in g team s The other s tudents cheered as their classmates competed (s hown in Figure 4 ) For as sessme nt purposes each team was required to submit a brief report on "T h e Challenge ," and thi s counted as 30% of the module grade. EVALUATION OF THE MODULE From simp l e observat i on of students during the module, it appeared that they had gained both confidence and interest in finding o ut how mechanical thing s work. In particular we noticed stude nt s' enth u siasm with the activities and high level s of verbal interaction within s tudent team s as they sought to exp lain what they had deduced. We needed however to find a way to more systemat i ca ll y gauge the s u ccess of the activ it y in meeting it s objectives, and therefore administered a s hort Likert-type survey to all s tudent s before and af ter the module. Five s tat ements were provided and students were asked to in dicate th eir response on a sca l e of ( 5) strongly agree, (4) agree, (3) uncertain (2) disagree or ( 1 ) s trongly di sag ree Ninety-two comp let ed question" intuition ," began with the greatest di sag ree" of all questions at 15 % After the module this was reduced to 3 % a lth ough this qu es tion retained the largest number of uncertain re sponses, with 27 % indicating students who did not have the confidence to claim mechanical intuition in the other ques tions. The combined respon ses "ag ree and "strongly agree" to intuition moved from 42 % to 73 % Student interest in how things work, Question 3, started high and had nowhere to go; thi s group of stude nt s began and remained a curious Figure 4. The w inning group ce lebrate s. naires were returned Table 1 (next page ) s h ows the change in the mode (most frequently reported response ) for each statement. A more comp lete indication of the range of re sponses is given in Figure 5 Box & Whisker Plot: Response The large s t change observed was ques tion 1, "exp l ain"; most students (51 % ) began not knowing if they could explain how a mechanical object works to some one else or not. The responses "ag ree and "s tron gly agree" moved from 3 8 % before the module to 97 % after the module Question 2, Fal/ 2006 strongly~ ree ~ree uncertan dsagree strorg ly dsag ree strongly~ ree ~ree uncertan dsagree strorg ly dsag ree -= I __ Before Aller Quasllon: 1 'El)(l)l ain' Before After auasuon: 4 'emild' Before Alter OUlstion : 2 'lntutlon' Before Alter OLestion : 5 'lheaY Before After OuesUon : 3 'find out' Figure 5. Box and Whisker plot of survey responses N = 92. Median D 2s%-7s% I Min-Max 295

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TABLE 1 Modal Responses by Students, Before and After Module, N=92 # Question I I can explain how a mechanical object works to someo ne e l se 2 I h ave an intuition that allows me to under s tand mechanical thin gs. 3 I am interested in finding out how things work. 4 I am exci ted t o do a practi ca l or job that involv es mechanical thin gs 5 I ca n connect chemical engine eri n g theory to an ima ge in my mind of what actually happen s. bunch Question 4 "excited," saw only a small decrease (3%) in those "uncertain" about working with mechanical things Nevertheless, the combined responses "agree" and "s trongly agree" moved from 67% to 78%. For the final ques tion theory, the combined responses "ag ree and "s trongly agree" moved from 64% to 86%. CONCLUSION In this paper we have reported on the development and evaluation of a new module in our chemical engineering undergraduate program, which has the primary objective of getting students excited and confident about working with mechanical artifacts. It has been shown that the module successfully increased students' confidence and perceptions in their ability to work with and explain mechanical things It was also great fun for the students, tutors, and the course organizer. The module is now fully established in the program, and makes an imp011ant contribution to the development of degree outcomes It was a fairly radical move to design a course module around attitudinal objectives (exci tem ent, etc.) rather than 296 Refer e nc e Mode Mode I'!. in te x t Before After "exp lain uncertain ag ree t "i ntuition uncertain ag r ee t find out" stro n g l y strongly agree agree "excite d agree stro n g l y t agree theory" agree agree the more conventional content-based de s ign Even with the current focus on outcomes -b ased design, this is still often a neglected aspect of curriculum development in chemica l engineering We hope that the descriptions of the activities given in this article will encourage others to try them out with their first-year students. ACKNOWLEDGMENTS The tutor Ryan A. Stevenson was invaluable for his help in brainstorming creative ideas for this module. The support and encouragement of other colleagues in the Department of Chemical Engineering at UCT is also acknowledged. REFERENCES I. Woolnough B.E. Exercises, Investi ga tion s and Experiences, Phy. Ed. 18 60-63 ( 1 983) 2 Barritt, A., J Drwiega, R Caite r D Ma zyck and A. Chauhan A F r es hman D esig n Experience: Multidisciplinary D es i gn of a Potabl e Water Treatment Pl a nt, Chem Eng. Ed., 39 (4) 296 (2005) 3. Moor S S., E.P. Saliklis, S.R Hummel and Y.C. Yu A Pr ess RO Sys tem: An Int e rdi sc iplinary Project for First-Year Engineering Students C h e m Eng. Ed 37(1 ), 38 (2003) 4. Will ey R.J J .A Wilson, W.E Jones, and J H Hill s "Se quential Batch Processing Experiment for First-Year Chemical Engineering Student s," C h e m. Eng. Ed., 33(3 ) 216 ( 1999) 0 Chemical Engineering Education

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.ta.5.._c_u_r_r_i_c_u_l_u_m __________ ) BIOMOLECULAR MODELING in a Process Dynamics and Control Course JEFFREY J. GRAY Johns Hopkins University Baltim ore, MD 21218 T he field of chemical engineering ha s always been dynamic and evo l ving, from the field of applied in dustrial chemistry at the beginnin g of the last century, through the revolutionary reformul a tion of unit operations and engineering sc ience in the 1960 s to the extensive u se of computing and the incorporation of biology over the la s t two decades. l lJ This latter change i s now maturing. Chemical engineering departments around the world are changing their names and refocusing their mi ss ion s to include the fundamen tal sc ience of biology. BRINGING IN BIOLOGY There are significant reasons biology i s needed in engineer ing curr i cu l a. Most prominently the human genome was declared finished (at lea s t within a reasonable tolerance) in 2001, 12 3 1 and thus the full part s li s t of thi s organism and many others is now available. High-throughput and systems biology tools are extending thi s "parts li s t to provide com plex views of biological systems at the molecular and cellular level. 1 4 51 Concurrently the pharmaceutic a l industry is creating new drugs and products using new biotechnology ( cell culture, protein engineering, genetics). The se advances rely on tools from the fields of microand nanotechnology, and allow us to measure and affect processes on the biological-length scales (Angstroms to microns) Biological sys tem s are complex, rob u st, specific, and tightly regulated. Many engineers are interested in mimicking these qualitie s in designed materials, processe s devices and systems. In addition we are poised to discover new insights into biology by bringing chemica l engineering perspectives to the field. Changes at JHU At Johns Hopkins University (JHU), the Department of Chemical Engineering ha s lon g had a significant focus on biologically relevant problems, du e in p ar t to the proximity and diffusion of idea s from our prominent medical school and biomedical engineering department. Of our 12 full-tim e faculty, s ix have research pro gra m s primarily focused on biolo gica l problems (prote in engineering, cell engineer in g, drug delivery etc ) and mo s t of the remaining six have projects with biologica l implication s or applications (nanofl uidic s and n a node vices, se lf-a sse mbly ). Therefore as discussions within the chemical engineering community be ga n to s uggest that renaming departments could be useful to the field, we immediatel y implemented such a change at Hopkin s. Our department officially became the Department of Chemical and Biomolecular Engineering (ChemBE) in fall 2002 We also recognized that to be a department including biomolecular engineering it i s nece ssary to train students both undergraduate and gra du ate in this field. In practice many Hopkins students were already receiving such training Jeffrey Gray is an assistant professor of chemical and biomolecular engineering at the John s Hopkins University He has won a Beckman Young Investigator award and the 2006 Johns Hopkins Alumni Association E xcelle nce in Teaching Award. H is research interests are in protein docking therapeutic antibodies protein-surface interactions, and allostery Co p yr i g ht C h E Div i sion of ASEE 2006 Fa/12006 297

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as research ideas naturally diffuse into traditional courses and new electives. We r es olved to criti cally examine our undergraduate curriculum and revise course requirement s and topic s within all core courses to realign the undergraduate cur ricul um with our new mis s ion The co ntext and purpose for these new courses can best be summed up by the new JHU ChemBE mi ss ion s tat e ment: Our mis s ion is to define and educate a n ew archetype of inno va ti ve and fundamentally grounded engineer at the undergraduate and gra duat e l eve ls throu g h the fusion of fundamental c hemical e ngin ee ring prin ci pl es and eme rgin g di sc iplin es. We wi ll nurture a passion for technological innova l. 2. 3 4. 5. 6. 7. 8. 9. 10 tion scientific dis covery, and l eaders hip in existing and newly create d fields that cuts across traditional boundaries. W e will b e known for d eve loping l ea de r s in our in creasing l y technological soc i ety w ho are un afra id to ex plor e un c hart e d e n g in ee rin g, scientific, and m ed ical frontiers that wi ll benefit humani ty. Th e D e partm e nt of Chemical and Bi o mol ec ular Engineering o ff ers courses and training toward a B.S degree in c h emica l and biomol ec ular engi neering. Thi s discipline is dedicated to solving probl ems and generating va luabl e products from c h e mi ca l and bio lo g i ca l transformations at the mol ecu lar scale The und e r gradua t e program e mphasi zes the mol ecu lar science aspects of biol ogy an d c hemistr y along with engineering conce pt s essentia l to developing com mercial products and processes. B y se l ect in g an ap propri ate conce ntration or by free e l ec ti ves, students can pr epare for a professional career path or for further stu d y in c hemi ca l, biomolecular, o r a related engi n eering field as we ll as medical, la w or business school In the tradition of ]HU many und e r g raduat es are also involved in r esea r c hwo rking closely with fa cu l ty and graduate st ud ents in research grou p s. Changes in the Needs of a Dynamics and Control Course With the departmental deci s ion to change the undergradu ate curriculum, I contemplated que s tions about the proce ss co ntrol course. What s kills and abilities of dynamic s and control" are also applicable to biomolecular and nano sca le sys tems ? What new sk ills and a bilities mu s t be taught ? How are biolo g ical dynamical systems si mil a r to and different from traditional chemical proce ss sys tems ? How will our new graduates differ from their predece sso r s? Similar qu est ion s were discu sse d a t a recent series of national workshops. 1 61 A s additional background has been added to the curriculum, so me hav e even s ugge s ted that dynamic s and control be 298 BOXl Specific Course Objectives C r eate dynamk model s for c hemical a n d biol og ical proce sses including s ingle-variable and multivariable linear a nd n o nlin ea r sys t ems. Int eg rate dynamic models t o dete rmjn e sys tem behavior over tim e u si n g Laplace m ethods, s t a t e s pace method s or numerical method s. D es i g n co ntrol sc h e m es to con t ro l system beh avio r An a l yze dynamics a nd co nt ro l wi th frequency a pproa c h es. Analy z e n o nlin ea r dynamic s w ith phase portraits a nd num erica l method s. Meet e nvi ro nm e nt a l and safety objective s through proces s co nt ro l. Use com put a tion a l t oo l s for sys t em a n a l ys i s. Op era te a n indu str i a l co ntr o l syste m o n a l a b-scale process. Collaborate in s mall working team s on research ana l ys i s and de s ign Pr ese nt wo rk ora ll y a nd in w ritten r eports BOX2 Topics Covered I. Motivation for modeling a nd co ntrol 2. Modelin g and sys t em r ep r ese nt atio n s 3. State space model s and lineari za ti on 4. Int roduction to MATLAB 5. Ph a rm acoki n et i c modeling biomolecular modeling, and the Ce nt ral Dogma 6. Laplace tran sfo rms 7. Transfer functions 8. First seco n d and higher-order systems 9. Poles and zeros, tim e delay 1 0. Empirica l model form ul a ti on 11. Control of ge ne exp r essio n l ac operon 1 2. Feedback co ntr o l 1 3. PIO controllers 14. C l osedlo op tra n sfer fun c ti o n a nd s t a bilit y 1 5. Largesca l e biosimulation (g u es t l ect ur e) 1 6. Con t ro ll er tuning in indust r y (g ue s t l ec tur e) 1 7. Frequ e nc y re s pons e 1 8. Bode and Nyq ui st ap p roac h es, ro bu s tness 1 9. Intro duc ti on to n on lin ear dynamics 20. Lotka-Volterra model limit cycles, chaos 2 1. C urrent topics in th e lit erat ur e eliminated. 17 1 Th e s pecialty however is important in biology because biological proc esses are dynamic nonequilibrium and tightl y integrated a nd regulated as a sys tem 171 Ther e are severa l m ai n ways in which biolo g ical systems differ from traditional c hemi ca l process sys t e m s First, chemi cal pro cess syste m s a re human-cr ea ted with known p a rt s and components. Biological systems evolve without human design and they involve m a ny part s and co mponent s th a t we are still discovering Inde ed, the fact th a t we are rapidly disChemical Enginee ri ng Education

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In traditional process dynamics and control courses, students learn about sensors, transducers, and actuators. In the new ChemBE curriculum, students must also examine the structures of biomolecular control components. coveri n g these parts and their function s now (via the genome project and various microand nanoscale analyses) is one of the main reasons this topic is important today. In the study of dynamics of biological systems, the task is often to rever se engineer the workings of the sys tem whereas in a chemical process the task is to build a model from the components and parts of a known process 181 Secondly biological systems are almost always nonlinear Enzymatic reactions and active transport channels follow Michaelis-Menten kinetics allosteric protein s have multistate behavior and intracellular and tissue tran s port can be superor sub -diffu sive due to the structured environment. Biological sys tem s are often comp l ex, involving multiple length sca les from the atomic and molecular throu g h the tissue organ ism, and even ecosystem le ve l. The range of time scales i s equa ll y broad from the fluctuation s of protein molecules over nanoseconds to ecologica l changes over decade s. Biologi ca l systems incorporate multiple regulatory loop s including feed back feedforward, and more complex control sc heme s. These issue s are not limited to biological systems : real chemical processes also exhibit the challenges of interplay between multiple length and time scales nonlinear underly ing equations, and multiple interacting control loops Newer textbooks treat these subjects judiciou s l y in l a ter chapters 1 9 111 The utility of these topic s to both biological and chemjcal process systems provides additional motivation to include these ideas in a new dynamic s and control class. Recent chemical engineering textbook s have begun to include biological problem s and examp l es. For example Bequette's text includes module s on a biochemical reactor and pharmacokinetic models for diabetic patient s 19 l Ogunnaik e and Ra y a l so include problems from ph a rmacokinetic s, bio technology tissue engineering, and physiology (see problem s in chapter 6 on dynamics of higher-order sys tems ). LJOJ Seborg Edgar, and Mellichamp now include a sec tion on fed-batch bioreactors. 1111 In thi s article I detail the ways in which I have modified the traditional process dynamic s and control course to create a new course Modeling Dynamics and Control of Chemi cal and Biological Processe s." The course i s semester long (13 weeks) with two 1.5-hour lectures and one hour-long discussion per week. It is typically taken during the senior year. It is required for ChemBE major s, and typically 25 % of the students are nonmajor s or part-time students from local industry Below I discuss the changing nature of students Fall 2006 observed in the new chemical and biomolecular engineering program, and detail the revisions in the syllabus, the new module s in the course, and the modifications of traditional module s. Student learning in the course i s assessed through homework exams and a s hort pre se ntation. The usefulness of course changes is assessed through a survey of alumni. I conclude with my opinions on the material that remains omit ted and prospects for the future of this course in the chemical engineering curriculum. STUDENTS The chemical and biomolecular engineering students at JHU reflect the changing intere s ts of the new generation entering the field, perhaps to an extreme given Hopkins reputation in life scie nces. The se interests are reflected in previous courses taken by the st udents. Figure 1 ( next page) shows the perc e ntage of s tud e nts enrolled in the dynamics class who had taken biology s ubjects. ChemBE majors are list ed separately ( nonmajor s include biomedical engineering stu dent s who have taken an e ngineering Molecules and Cells course). Biochemistr y became a mandatory course for the graduating class of 2007, but the classes before that showed intere s t in the subject and in 2005 77 % of the students had taken biochemistry. This background allows me to move more quickly through the Central Dogma of Biology and assume some knowledge from the students about the role of DNA RNA a nd proteins in the cell. Hopkins students are highly involved in research. In fall 2005, 65 % of students participated in research at some time during their tenure at Hopkins and of those, 55 % were involved in biologically related research. This background elevated the level of di sc u ss ion on current engineering topics as well as on the basic elements of biological systems, and what those components do. In applying these course modifications at other sc hools it ma y be neces sary to take into account the background of the s tud e nt s. SYLLABUS AND OBJECTIVES Boxe s 1 and 2 show the course objectives and the li st of topic s covered in the course from the syllabus. In a broad sense, the course is structured similarly to a traditional process control course: the first third of the course covers dynamics and the second third feedback control. Both of these parts are infused with biological examples and systems, includ ing a couple of special lectures. The last third of the course include s a new section on nonlinear dynamics, and a week 299

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to review current mode l ing and control literature. Students are graded on the traditiona l tests and homework, and in ad dition they perform an experimental lab exercise and present a literature article to the class. Box 3 shows the bio l ogica ll y related l earning objectives and those from the novel nonlinear dynamics segment. T raditional components Many portions of a traditional chemical process control course have been retained In particular, the philosophies of model building Laplace approaches, transfer functions block diagrams, feedback control, and frequency response methods are essential. Many traditional concepts can be reinforced through biologica l examples from recent literature, e g., Mark Marten s lab has recently characterized experimental fre quency responses of fungal cell cultures.1 1 2 1 Some of the more advanced and specialized treatments for process ana l ysis, however, have been trimmed to make additional time for new concepts. Topics now minimized include in-depth treatments of model identification, discrete control, control methodologies such as ratio control and cascade control, and, regretfully, modem control approaches such as model-based controllers. MAJOR REVISIONS The major subject material addit i ons to the course are as fo ll ows. Central Dogma The Central Dogma of Biology concerns the flow of infor mation in a cell. Deoxyribonucleic acid (DNA) is transcribed by the polymerase into ribonucleic acid (RNA), and RNA is translated by the ribosome into protein. Proteins perform functions within the cell. Therefore control in a cell can be exerted at any of these l evels-interfering with transcription translation or the protein function directly. These systems can be modeled as a set of c h emical reactions in a cascade for ex ample, r tra n s l a 1i o /t) = k tra n s l a 1i o nc po l y m e r as c (t-8)Cm RN /t8 ) expresses the rate of translation of mRNA into protein, given the concentra tion of the polymerase and the mRNA transcript, and assuming a transcription time delay of 8. These concepts are access i b l e to students with training in kinetics and reactor des i gn. Pharmacokinetic and Pharmacodynamic Approaches Organism models have been built using so-called phar macokinetic approaches. In this approach, each tissue in the body (e g., brain, liver, muscle) is modeled as a one-, two-, or three-compartment chamber. The compartments are assumed to be either diffusion-limited or reaction-limited, and are modeled accordingly as an ideal system. The bloodstream is mode l ed as a single (or double) well-mixed compartment that connects the other organs together. The set of compartments can be distilled into a system of coupled ordinary differential equations. These models are most often used to characterize the movement of a drug or specific set of molecules around the body. 1 13 1 41 3 00 Populat i on Balances Molecular cellular and ecological systems can be con sidered by writing population balances, or balances on the number of cells, molecules or organisms in the system: dN/dt = bN-dN+f, where N is the number of units in the system, b and d are birth and death rates, and r represents additional fluxes in or out of the system These types of models can describe the number of molecules inside a cellular organ elle, the number of cells in a culture or tissue, or the number of organisms in an ecosystem, for example Such equations are intuitive for a chemical engineering student with training in mass and energy balances, and they q u ickly allow the student to work problems with these applications. An example study in literature is the measurement of leukocyte birth and death rates using tracing with the BrdU label. 1 1 5 1 Control of Gene Express i on One of the most fundamental ways in whjch a cell exhjbits control is by changing which genes are expressed thus what proteins exist to carry out function 1 1 61 Gene expression is controlled by transcription factors-proteins that bind to the DNA and either recruit the po l ymerase or prevent the poly merase from initiating a transcript. The transcription factors themselves are often switches activated by the presence of a small molecule or a covalent modification. For example, the bacterial l ac operon system regulates cell metabolism to use either glucose or lacto s e as a carbon source 1 1 6 1 When lactose is present allolacto s e (a lactose derivative) binds the lac re pressor, which can then dissociate from the DNA allowing transcr i ption of the genes encoding the proteins necessary for metabolizing lactose. In the presence of the more efficient glucose feed however additional proteins are regulated via the level of cyclic AMP to ensure metabolic energy is not wasted producing lactose-metabolizing machinery. Keasling s group has constructed a straightforward dynamic model of the system, 1 1 7 1 and t h eir article makes an excellent demonstration of a nonlinear multivariable system that can be simulated using concepts, skills, and tools that students learn in the first third of a dynamics and control course. Furthermore, this segment allows me to introduce a descrip tion of the biomolecules involved in the process. In traditional process dynamics and control courses students learn about sensors, transd u cers, and actuators. In the new ChemBE cur riculum, students must also examine the structures of biomo lecular control components. PowerPoint slides available from publisher W.H. Freeman 1 1 8 1 (Chapter 31) show the structures of molecules involved in control loops in both prokaryotic and eukaryotic cells from the small molecule effectors, to allosteric proteins and transcription factors, to the ribosome, polymerase, and hi stones. With this biomolecular background students were challenged in a homework assignment to imag ine other nanoscopic implementations of a control scheme. In addition they could predict the effect of perturbations to the existing biological s y s tem (see Box 4 page 304). Ch e mi c al En g in ee rin g Edu c ati o n

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Large-Scale Biosimulation The s cope a nd impa ct of bi os imulati o n i s dem o n stra t ed b y exami nin g recent s imulation s b y a biot ec hn o l ogy s tartup co pany that h as publi s hed detail s o n it s m o d e l s Entelo s ( D a ly Ci t y, CA ) e mpl oys chemical e n g ineer s a l ong wit h biolo g i s t s, biochemi s t s, and comp ut e r s cienti s t s t o c re a te r ea li s ti c di seas e model s. We re v i ew the id ea of takin g a model to th e extre m e u s ing a case st ud y of E nt e l os arthrit i s m o d e l th a t s imul a t es a rheumatoid joint. The m o d e l ha s hundr eds of s tate variab le s a nd ca ptur es ce ll population dyn a mic s, bi oc h emica l m ed iator production ce ll co nt act of sy novi a l fibrob l asts m acro ph ages T-ce ll s, and c hondrocyte s. Ultimately th e model pr edic t s car til age degradation 1191 With thi s e xa mple be co m e more imp ortant in indu s tri a l proce ss contro l and are m o r e e mpha s i ze d in recent textbook treatments Whil e Lapl ace a ppro ac h es crea t e e l egant ana l yt i c trea tm e nt s, tool s s u c h as MATLAB a nd Mathematica make it easy to r e pre se nt vec t o r s a nd cre at e s t a tes p ace repre se ntation s. In p ar ticular B e qu e tt e s r ece nt textbook l 9 1 in co rp ora t es th e state s pa ce v i ewpo int from th e beginning introdu c in g e i ge n va lue/ei ge vecto r tr ea tm e nt s imm e diat e ly a nd l a ter d eve lopin g Laplac e treatments. With co mput atio n a l tool s it i s a stra i g htforw ar d ge n era li za ti o n to include multipl e va ri a bl es for input s a nd outputs in a dynamic mod e l. The se a ppro ac he s c ulmin ate in a unit o n n o nlinear d y nami cs at th e end of the se m es t e r. we ca n di sc u ss i ss ue s of numeri ca l accuracy experi m ental va lid ation, a nd un cer taint y. 100% Additional Dynamical Analysis Topics 90% 80% 70% 60% 50% 40% 30% 20% 10% Biochemistry (409) Severa] fundamental s kill s und e rlie bi o lo g ca l d y nami cs problem s a nd need ex tra e mpha s i s in our course. Fortunately, so me of these sa me co n cepts, s u ch as s t ate-s p ace repr ese nt a tion multi variab l e sys t e m s, a nd treatm e nt of co upl ed n o nlin ear evo luti on equation s, ha ve Biochemistry (maj ors ) Cell Biology (409) Ill Cell Biology (majors) Fig ur e 1: Biologyco urse ba c kground of s tud e nt s in th e dynami cs and co ntrol class (C h emBE 409) and for ChemBE majors o nl y. Th e numb er of st ud e nt s s urv eye d in th e co urs e each year was 21 29, and 3 1 in Fall 2003 2004, and 2005 respective l y. Th e numb e r of ChemBE graduates was 12, 15, 14 20, and 15 for the classes of 2002 2006. Students were not surveyed about th eir academic background in Spring 2002 2003, and data for majors are from student tra n scripts 0% Sp02 Sp03 BOX3 Nontraditiona l Learning Objective s Ba s i c s of Modeling: I D e ri ve population model eq uation s for ce ll s mo l ec ul es or organisms. 2. D escribe the approach of p h an n acokine ti c m odeling 3 Deriv e dynam i c e quation s for compartment-based m ode l s of li v in g orga ni s m s Biomolecular Co ntrol Sys tem s : F03 4. D esc rib e th e l ac o p ero n as a m ode l b i omo l ec ul a r co nt ro l sys tem u s in g s t a nd a rd bi oc h e mi ca l term s properly (o perator, induc er, r epresso r promoter ge n e co n s tituti ve, induced ). 5 I dentify s t a nd ard contro l feat ur es in biomo l ec ul ar co nt rol systems F04 6. De sc ribe po s t -trans l ationa l co ntrol s tr a tegie s a n d eukaryotic s trat eg ie s such as chroma tin packin g. 7. De scri b e the Central Dogm a of Biolo gy and identi fy s t eps w h e r e contro l can be ac hi eved 8. Im agine new complex contro l arrangements u s in g biom o lecul ar compo nent s. 9. Create co mple x dy n amic model s for biomo l ec ul ar sys t ems. Introduction to No nlin ear D y namic s: 10. Ana l y ti ca ll y so l ve for a trajectory given initial conditions and a lin ear syste m 11 Sketch a pha se p o rtrait for a line a r sys t em or for so me n o nlin ear sys t ems. I 2. Id entify a ttra c t ors, r epe llor s, center s, and sadd l es fro m th e eige n va lu es of a sys tem n ear a fixed point. 1 3. I dentify o r defin e limit cycles a nd describe qualitative feat ur es of c h ao ti c t rajectories 1 4. Int egrate a nonlin ea r sys t em u s in g a num e ri ca l t oo l. F05 Fall 2006 30 1

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302 Sample Homework and Exam Problems in Biomolecular Modeling and Control Population balances and compartment models BOX4 Develop a ve,y simp l e dynamic mod e l for an E. c oli cell consuming a met a bolite Ultimately we would lik e to know the in s tantaneou s rate of hydroly s i s of th e metabolite in response to dynamic c han ges in the m e tabolite concentration outside of the cell. Th e hydroly sis occurs via an enzyme that i s it se lf regulated (through molecular mechani s m s in th e cell) by the external metabolite concentration. ( receptor d etects M 0 and signals production of E) (passive diffilsion of met a bolite ) M o M, M~P Assume the concentration of the metabolit e outside of the ce ll M 0 can be manipul ated dynamically. The met a bolite diffu ses passive ly into the ce ll. In s ide the cell an enzyme hydrol yzes the metabolite (co ncentration M ) into a product. The enzyme (co n ce ntration E) is expressed in response to the presence of the m eta bolite: a receptor on the outside of the ce ll detects the externa l co n ce ntration of metabolite and signals this information to the transcription and tran s lation machinery; for s implicit y ignore those intermedi ate s tep s and assume that the rate of enzyme production in the cell i s in s tantaneously proportional t o the co n ce ntration of the met abo lit e ou t side th e cell. The e nzyme cannot diffu se through the ce ll membrane and it de grades n a turall y with a rate of r d = k d E The met a bolite kME h y droly s i s obeys Michaeli s-Me nt e n kinetics r = --K111 + M a. Identify the s tate variable(s). input and output variable(s) and parameter(s). b Derive model differential equations to describ e this sys tem Define a n y physical parameters yo u n ee d as nec essa ry. c. Put your model in d ev iation var iable form a nd linearize if necessary. You mi g ht want t o replace co mbination s of co n s t a nt s with new parameters (a ~ etc.) to make your math e matic s convenient particularly as yo u proceed to (d). d. Find a tran sfe r function from th e input to output variable(s) Pharmacokinetics a. Sketch a proce ss flow diagram for a pharmacokineti c mod e l th a t includ es a one-compartment pancreas and a two-compart ment brain, connected by the bloodstream. b. Formulate model equations for the concentrations of a mo l ecule in the brain Assume the flux between the two compartments i s membrane-limited a nd pa ss i ve, i.e. n = -h(C 1 -C 11 / R ). Also, ass ume th e molecule i s degraded in the inn er compartment with fir s t-order rate constant k d c Identify input and output variables and par a m eters for the most ge n era l mod el. I s yo ur sys tem und er-, over, o r exact l y determined ? Control of gene expression (a dapted from Ber g 11 6 l) A common ge netic m a nipul at ion employed by cell biolo gis t s i s to delete a particular gene. What would be the effect of deleting th e following ge ne s in the la c repressor sys tem ? a lacY b l acZ C. Nonlinear dynamics (adapted from Beltramil 2 0 3 1 l) Consider thi s coupled sys tem of OD Es: lacl X 1 = 9X 1 (1~I ) 2X 1 X 2 X 2 = 6x 2 ( 1 ;; )X 1 X 2 This model captures the dynami cs of two competing population s of bacteria The two state variables represent the population densi ties of each s peci es, the terms in parenthe ses cap the growt h due to limitation s in the environment, a nd th e x 1 x 2 terms represent the negative effects of competition between th e species. a. Show that the point [ 5 2 ]Tis a fixed point. b Linearize the system around [ 5 2 F a nd find th e eigenvalues and e i ge n vecto r s I s this point stab l e or un s tabl e ? I s the lo ca l behavior oscillatory? c. Sketch the pha se portrait for this system, includin g the four fixed point s nullclin es and representative traj ector ie s Note that s ince the variab l es represent population densities, va lu es le ss than zero are not meaningful and can be omitted from the dia gra m. d. Briefly interpret the physical meanin g of the phase portrait. Ch e mi c al Engineerin g Edu c ation

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BOXS Se l ected L it erat u re Articles, Incl u d i ng Bio l ogica l Dy n amics, Suitab l e for Review in an Un d ergrad u ate Course a chaotic dynamical sys tem might be controlled Literature Review R ob u s t co nt rol o f initiation of prok a r yo tic c h ro m osome replication : esse nti a l co n s id erat i ons for a minimal ce ll S.T. Brownin g M. Caste ll a no s, a nd M L. Shuler Bi o t ec h Bi oe n g ., 88( 5 ), 575 (2 004 ) Student und e rstanding of modeling dyn a mics a nd control concepts in the application to biological systems can be immedi ate l y assessed by an oral literature review. In sma ll groups of two to three people s tudent s review a current paper in scientific literature on the subject of mod eling dynamic s and control of a chemi cal or biologica l process. The goals are: (1) to apply knowledge of modeling and Co nt a inin g pandemic influen za a t th e so ur ce ," l.M L o n g ini Jr ., et al. S c i e n ce, 309, I 083 (2 005 ) A computat i ona l s tud y of feedback effec t s o n sig n a l d y n a mic s in a mit oge n -ac ti va ted prot e in kina se ( MAPK ) pathw ay model, A .R. Asthagiri and D .A. L a uffenbur ger, Bi otec/1110/. Pr ag., 1 7 227, (2 001 ) A mathematical model of caspase function in apoptosi s." M Fu sse n egge r, J.E. B a il ey a nd J Varn e r Nat. Bi o t ec hn o l. 1 8, 768 ( 2000 ) R o bu s t p e rfect adap t a ti on in bact e rial chemota x i s through integral feedback co ntrol ," T.M. Yi Y. Huan g, M I. Simon a nd J Do y l e, Pr oc Nat. Acad. Sci. 97(9 ) 4649 (20 00 ) Nonlinear Dynamics Since biological systems are often hi g hly nonlinear and can exhibit multiple steady-state and non-ste a dy-state be havior, I have incorporated a unit on nonlinear d y namic s. We begin with a set of nonlin ear, multi variable dynamic equa tions such as .x. 1 = x 2 ; .x. 2 = -x 2 s in x 1 which represents large motion s of a forced pendulum. Approaches to the se prob l ems are covered in Beltrami 's s hort treati se 1201 and in a later chapter in Coughanowr's text. 12 1 1 W e di sc u ss the idea of multiple s teady states and how a complete analysis mu s t capture a sys tem 's behavior throughout the phase space. We then discu ss fixed points (steady sta te s), eigenvalues ( pole s), and eigenvectors relating them to concepts introduced in the Laplace framework. We proceed to ske t c hing phase portrait s of a ttractor s repellors sadd le s, a nd ce nter s. Finally we dis cuss me a n s of constructing a complete nonlinear pha se portrait u s ing nullcline s and linear analysi s of a ll fixed points Y 01 The Lotka-Volterra problem ,'2 21 which i s u s ually associated with predator-prey ecological phenomena but was in fact, first derived to analyze chemical kinetics provides an excellent and tractable in-class problem for s tudent s to work in small groups Discussion leads naturally to concepts of robustness ( or the lack thereof in the Lotk aVolterra s ystem) and the idea of a limit cycle. In discus si ng limit cycles we review oscil lating chemical sys tems s uch as th e B e lou sov -Zhabotin s k y reaction, 123 241 for which chemical kinetic models h ave been constructed .l2 51 Finally in a homework assignment students integrate the Lorenz equations to plot trajectorie s for a strange a ttractor based on the Raylei g h in s tability of a liquid heated from below _l2 61 In the final cla ss discu ss ion we contrast this sys tem 's dynamics with that of le ss strange attractors, and we identify the defining characteristics of chaos (i .e. sensitivity to initial conditions, trajectory returning infinitely often albeit erratically to the neighborhood of each point on the attrac tor, fractal micro s tructure and noi sy pow er s pectra ). With a background in d y namic s developed throu g hout the semes ter s tudents have an appreciation for the oddities of a chaotic sys tem and a strange attractor and are able to speculate how Fa/12006 control to current applications, particu l arly in biomolec ul ar and cellular applications for which the course ha s relative l y few homework problem s during the se mester ; (2) to gain experience extracting relevant information from primary literature ; (3) to synthesize the topics cove red during the se me s ter ; and ( 4) to practice oral presentation ski ll s. Talk s pre se nt the basic concepts of the article particularly th e modeling and control aspects. Stu dents n eed to rephrase the work into s tandard control term s (co ntrol objective, input s, outputs, state variables feedback feedforward s tability robustness, etc.). Short presentations a nd written summaries include ba s ic background of the apClass discussion however often clarified points and helped students recognize the motivations and strategies emplo y ed b y each paper s authors. plication, so me details on the model or controller formulation, a nd s ome of the results. The ambitious groups replicate some of the work a simplified model or a s imple extension using MATLAB. I provide the s tudent s a li st of articles in literature (see Box 5), but s tudent s are allowed to chose articles that interest them, and occasionally they contribute something from a lab where they work Overall, s tudents demonstrate ease in ex plaining the biological context of the problems and the dynamic behavior or control systems s tudied. Occasion a lly s tudents needed help identifying proper state variab l es a nd sys tem inputs and outputs and some complex mode l s in the lit era ture were challenging for undergraduates to fully a ppreci ate Cla ss discu ss ion however often clarified point s a nd helped students recognize the motivations and strategies employed by each paper 's authors. Students complete peer assess ments of the members of their team, 1271 and I eva l uate 303

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their talks, focusing on how well students learn the concepts of dynamics and control (see Box 6). G uest L ec t ure s To further broaden the perspectives heard in-class, I typi cally include two guest lectures per semester. One is given by Red Bradley and Lochlann Kehoe of GSE Systems, a local control systems company. These engineers give an industrial perspective on the challenges and complexities of modeling and controlling real chemical process systems. The second guest lecture is given by someone involved in biological modeling and differs each year. Two recent speakers were Prof. Kenneth Kauffman of the University of California at Davis who discussed optimal control in cellular systems, I 28 1 and Dr. Saroja Ramanujan of Entelos, Inc. who discussed large-scale biosimulation of arthritis. 1 1 91 Guest lectures include a question-and-answer period and student comprehension of the main topics is evaluated through short-answer, closed book exam questions. A SSESSMENT Students complete a mid-semester survey and an end-of semester course evaluation, both of which include questions about the usefulness of the biological content in the course. Opinions are mixed, as some students enjoy the new perspec tives while others are clearly uncomfortable with the biologi cal topics ( data not shown). Resistance has decreased in recent years, probably due to a combination of changed expectations and improved teaching of the material due to past feedback. To assess the long-term effectiveness of the class, alumni from the first three offerings of the course were surveyed online Respondents included students from the graduating classes of 2003 through 2005 currently in industry, graduate school in ChE or ChemBE, graduate school in other fields, or professional school. The survey and responses are shown in Box 7. Overwhelmingly the alumni felt that the addition of biological material helped make the course more practical, and prepared them for their future careers. They also felt that the course did not suffer from lack of traditional content; this view was shared by an alum working in the process control industry and another in a graduate process control research group. Anecdotally one alumnus reported that he had vigor ously opposed the integration of biology into the curriculum in his end-of-semester course evaluation and senior exit interview, but that he had experienced a complete change of heart and now is thankful for his biologically related training Another alumnus, now a graduate student in biological and environmental engineering, noted that the study of the lac operon was specifically useful to converse with biologists and understand gene regulation. Interestingly, 62 % reported that knowledge of biology is essential to their current positions, and only one respondent reported that biology is not at all needed in his or her current position. OUTSTANDIN G T OPIC S Much of dynamic biological phenomena requires math ematical treatments that are significantly different from traditional, lumped-parameter, continuous, or deterministic treatments In particular many molecular systems are known to be stochastic and require treatments such as Fokker-Planck and Langevin equations.l2 9I Recently, one institution has developed a Web module to teach stochas tic modeling using batch reactor models and oscillating reactions. 130I I have so far been unable to introduce this material but perhaps as students enter with more biology background the time devoted to introducing biological concepts can be redirected toward these novel treatments. One possibility to free up additional time might be teach ing dynamics entirely in state-space form and removing BOX6 304 Literature Review Evaluation of Team Oral Presentations Assessment Questions (50 % ) Have the students demonstrated under s tandin g of the major concepts of modeling dynamics and co ntrol ( modelin g, solution of dynamic equations nonlinearitie s, control feedback s tability robustness validation phase behavior etc as appropriate for the article)? ( I 0 %) Have the students demon s trated an understanding of computational tools ? (20%) Have the s tudent s demonstrated excellent communication s kills? (10%) Have the students demonstrated an ability to work to ge th e r in team s? (10 %) Are the s tudent s aware of co ntemporary i ss ue s, the impa c t of the work, and any profes s i o nal or e thical re s pon s ibilitie s? Components Technical Content (6 5 %) : Introduction (15 % ): Problem and goals explained clearly to a udience Model de scr iption ( 15 % ): Origin of mod e l explained and s ignificant assumptions det a iled model exp lained clearly to audience Re s ults (15 % ): Mo s t s i g nific a nt results s hared clearly result s teach something to the audience, control sc hemes are u sef ul Other Design Criteria / Broader Impact s (5 % ): Safety environmental, economic, biological criteria; relate work to current knowledge in field Reasonable re s pon ses to que s tion s (I 5 %) Presentation (35 %, roughly 5 points each): Overall flow and pace organized pre se ntation clear and interesting s lides time limit met rea so nable e nergy l eve l patti c ipation by all group members, creativity, clear one-page s ummary s h eet Chemical Engin ee rin g Education

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Laplace treatment s, but thi s could prov e challenging with the absence of appropriate textbooks. CONCLUSIONS This paper surveys a radical re v ision of a chemical engineer ing process control course to include new material appropriate for chemical and biomolecular engineers. The revi se d c ur riculum ha s excited st udent s and provided stro n g preparation for graduate school profes s ional school, or industry. I hope this description of our remolded dynamic s and control clas s will be u se ful inspiring and perhaps help others to determine the next step in the chemical engineering curricular evolution Brown has remarked that the transformation of a curriculum can take a decade_ 11. 6 1 Th e s hift in the chemical engineering curriculum h as just begun and we will see more changes in the next few years ACKNOWLEDGMENTS The teaching assistants for this course over the last several years Tom Mansell Aroop Sircar Jullian Jones and Robert Plemon s, added their perspective on biomolecular engineering to help formulate problems and topic s. I also thank former d e partment chair Michael Betenbaugh for encouraging me to ex periment with the content of this course. Kenneth Kauffman generously provided insightful comments on the manuscript and guidance on course assessment. BOX7 Assessment Results From Alumni Survey Sixteen alumni responded (o ut of 55) Respondent s came from the classes of 2003 (5), 2004 (7) and 2005 (3) Rate your agreement with the following s tate ments. I. I am comfo 11 ab l e w ith m y proce ss dynam ic s, mod e lin g and contro l background from the Chemica l & Bi omolecular Engineering D e part m e nl a t JHU 2. l feel this course has prepared me for the chal lenges I have encountered with modelin g, dynam ics and control after leaving JHU 3. 1 feel thi s co ur se s honchanged m e by o mittin g key concept s from c la ss i ca l d y nami cs an d co ntrol. 4. The integration of biology helped to make the co n cepts of the course more practical. 5. The int egratio n of biolog y h e lp ed t o m ake the co n ce pt s of the course more intuitive 6. The integration of biology helped prepare me for my career or education after m y B S. in ChemBE. 7. I have developed an appreciation for the cha ll enges of analyzing comp l ex dy n amic s a nd regulation in biological and chemica l s ystems 8. I feel I lack a sufficient foundation from JHU in dynamic s, modeling, and control to be successful at the types of tasks required of me in my current position. Largest re s pon ses indicated in bold. NIA 0 % (0) 6% (I) 19 %( 3) 6 % (I} 6 % ( 1 ) 6%(1) 6 % (1 ) 6 % (l) !-strongly di sag re e 0 % (0) 0 % (0) 19 % (3) 0 % (0) 0 % (0) 6 % {I) 0 % ( 0 ) 25 % (4) 2-dis agree 6 % ( I ) 6 % {I) 44 % (7) 6 % {I ) 1 2 % (2) 0 % (0) 6 % {I ) 38% (6) 3-neutral 4-agree 1 2 % (2) 50 % (8) 19 % (3) 38% (6) 6 %( 1 ) 12 % (2) 12 % (2) 31% (5) 1 2 % (2) 44 % ( 7 ) 1 2% (2) 31 % (5) 0 % (0 ) 62 % (10 ) 6 % {I) 19 % (3) 5-strongly agree 3 1 % (5) 3 1 % (5) 0 % (0) 44% (7) 25 % (4) 44% (7) 25 % ( 4) 6 % (I) Response Average 4.06 4.00 2. 1 5 4.20 3.87 4.13 4.13 2.40 8 7 6 5 4 3 2 1 0 12 T"""------------------,1 Industry Fall 2006 Graduate school in ChE or CherrBE What is your current posit i on? Graduate school in other field Professional school (medical, business, law etc) Other 10 8 6 4 2 How important is biology in your current position? Not at all Peripherally Routine relevant Essential 305

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Additional course material can be accessed at . REFERENCES I. Kim I. A Rich and Diver se History ," Chem. Eng. Prag. 98 2S-9S (2002) 2 Lander E.S L.M. Linton B. Birr e n C. Nusbaum, M C. Zody and J. Baldwin et al. Initial Sequencing a nd Analysis of the Human Genom e ," Nature, 409 ,860 (2 001 ) 3 Venter, J.C. M.D. Adams E W. Myer s, P.W. Li R.J Mural, and G.G Sutton e t al., The Sequence of the Human Genome S c ien ce, 291, 1 304 (200 1 ) 4. Henry C.M. Sy s tems Biolog y Chem. and Eng. News 81 45 (2 003) 5. Kitano H. Systems Biology : A Brief Overview ," Science, 295, 1662 (2002) 6 Brown R.A., Frontiers in Chem i ca l Engineering Education (Web site), < http ://mjt.edu/c hecurricu lum > (2002-2006) 7 Edgar, T.F. "C hECurriculum of the Future: Re-Evaluating the Process Control Course Chem. Eng. Ed. 37 in si de cover (2 003) 8 Csete, M.E and J.C. Doyle Rever se Engineering of Biological Complexity," Science 295 1 664 (2 002) 9 Bequette W.B. Pr ocess Control: M o d e lin g, D es i g n and Simulation Prentice Hall PTR Upper Saddle Riv er NJ ( 2003 ) 10. O g unnaike B.A. and W.H Ray Pr ocess D y nami cs, Mod e lin g, and Co ntr o l, Oxford U niversity Pre ss New Y or k ( I 994) 11. S e bor g, D.E. T.F. Edgar and D.A Mellichamp, Pr ocess D yna mi cs and Control, 2nd Ed Wiley (2 004 ) 12 Bhargava S ., K.S. Wenger, K. Rane V Rising, and M R. Marten "E ffect of Cycle Time on Fungal Morphology Broth Rheology, a nd Recombinant Enzyme Productivity durin g Pulsed Addition of Limjting Carbon Source ," Biote c h. Bio e n g., 89 524 (2005) 13. Gerlow sk i L.E., a nd R.K. Jain, Phy s iol og ically Ba se d Pharmacokinetic Modelin g: Principles and Applications," J Pharm Sci, 72, I l03 (I 983) 14 Salt z man W M Dru g D e li very: Engineering Prin ciples for Dru g Th e rap y Oxford University Pr ess, New York (200 I ) 15. M o hri H. S. Bonhoeffer, S. Monard, A.S. Per e l so n and D D Ho Rapid Turnover ofT Lymphocyte s in SIV-infected Rhesus Macaqu es," Science, 279 1223 ( I 998) 16 Berg J M., J.L. Tymoczko, and L. Stry e r Bi oc h e mistr y 5th Ed. W.H. 306 Freeman New York (2002) 17 Won g P ., S. Gl a dne y, a nd J.D K eas lin g, Mathematical Model of th e lac operon: Indu cer Exclusion Catabo lit e Repre ss ion, and Di a u x ic Growth on Gluco se and La c to se," Bi o t ec hn o l Pr ag 13 1 32 ( 1997 ) 18. C larke N .D ., J.M Ber g J.L. Tymoczko and L. Stryer W eb Conte/I/ t o Accompany Bi oche mistr y 5th Ed. ( W e b s ite ), < http: // bc s.w hfreem a n co m / biochem5> (2002) 19 Rullmann J A. C. H Stru e mp er N.A. D e franoux S. Ramanujan C.M.L. Meeuwi sse, and A. V. Elsas, S ys t e ms Biolo gy for B a ttlin g Rh e umatoid Arthritis: Application of the Entelos PhysioLab Platform ," I EE Pro cee din gs-Sys t e m s Bi o lo gy, 152 ,256 (2 005) 20. Beltrami E.J. Math e mati c s for D y nami c Mod e lin g 2nd Ed., A ca demic Pre ss, Bo s ton ( 199 8) 21. Coughanowr, D.R. Pr ocess Systems Analysis and Control 2nd Ed. McGraw Hill Bo s ton ( 1991 ) 22. Kreb s, C.J., E cology 5th Ed., Pe arso n Bo s ton (2 002 ) 23. Belou sov B.P. "T he O sc illatin g Rea c ti o n and it s Mechani s m ," Khimi ya i Zhizn, 7 65 ( 1 982) 24 Za ikin A N. and A.M. Zhabotinsky, "Co ncentration Wave Propagation in Tw oDimen s ional Liquid-Ph ase S e lf-O sc illating Sy s t e m ," Nature, 225, 535 (1970) 25. Fie l d R.J. and R M. Noye s, O sc illations in Chemica l Sy s tems IV. Limit Cycle Behavior in a Mod e l of a Real Chemical Re ac tion, J. Chem. Ph ys., 60 1 877 ( 19 73) 26. Loren z E.N., D e termini s tic Nonperiodic Flow, J Atmos Sci., 20 1 3 0 (I 963) 27. K a ufm a n D.B. R.M Felder, a nd H. Fuller, Accounting for Indi vidual Effort in Cooperative Learning T ea m s J of Eng. Ed., 89 1 33 (20 00 ) 28. Kauffman K.J. E.M Prid ge n, F.J. Doyle III P.S Dhurj a ti a nd A.S Robin so n Decreased Prot e in Expression and Intermittent Recoverie s in BiPLevels Result from Cellular Stre ss Durin g Heterolo go u s Prot e in Express i on in Saccharomyces Cerevisiae Bi o t ech. Pr ag., 18 942 (2002) 29 R ao, C.V.. D M Wolf a nd A.P. Arkin Control, Exploitation, a nd T o lerance of Intra ce llul ar Noise ," Na tur e, 231 (7), 420 (2002) 30 Kraft M ., S. Mo s ba c h and W. W a n ge r Teaching Stoch as ti c Model in g t o Chemical Engineers Us in g a W eb Module," Chem. Eng. Ed. 39 (2005) 3 1. Beltrami E.J. Mathematical Models for Society and Bi o l ogy, Academic Pre ss San Die go (2002) 0 Chemical Engineering Education

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ta 5 3 class and h ome problems ) r \.. The object of this column i s to enhance our readers' collections of interesting and nov e l prob lems in chemical engineering. Problem s of the type that ca n be used to motivate the student by presenting a particular principle in clas s, or in a new light or that can be assigned as a novel home problem, are reque s ted as well as tho se that are more traditional in n a ture and that elucidate dif ficult concepts. Manuscripts s hould not exceed 14 double-spaced page s and s hould be accompanied by the originals of any figures or photo gra phs. Plea se submit them to Profe sso r James 0 Wilkes (e -mail: wilkes@umich.edu), Chemjcal Engineering Department University of Michigan, Ann Arbor, MI 48109-2136. Computer-Facilitated Mathematical Methods in ChE SIMILARITY SOLUTION VENKAT R. SUBRAMANIAN Tennessee Te ch nolo gical University Cookeville, TN 38505 H igh-performance computers coupled with hi g hl y ef ficient numeric a l sc heme s a nd u ser-fr iendl y software package s hav e helped in s tru cto r s t eac h num er i ca l solutions and analysis of various nonlinear models more efficiently in th e clas sroo m One of the main objectives of a model is to provide in s ight about a sys tem of intere st. Ana lytical solutions provide very goo d phy s ical in s ight as they are explicit in the system parameter s. Havin g t a ught app li ed math to both se nior und ergra du ate and first-year grad uat e students for five years, thi s author feels th a t s tudent s do not appreciate the value of analytical so lution s because ( I ) they wrongly believe numerical method s are b est u sed to so lve comp l ex prob l ems with high-speed computers, and (2) they are not comfortable or confident doing the complicated integrals rigorou s algebra, and tran sfo rmation s invol ve d in obtaining ana l ytical solutions Such so lution s, however can be gained using various computer techniques. For example, computer algebra systems such as Maple l 1 J Mathematica, l 21 MATLAB 131 and REDUCE ,l4 1 can b e u sed to perform the tedious algebra manipulation s, complicated integral s, va ri ab l e transformations and differenti a tion s e tc ., invol ve d in app l ying mathematical method s Th e goa l of thi s paper is t o s how how Maple ca n be used to fac ilit ate si mil ari t y tran sfor mation t ec hnique s for so lv in g chemical engineering problems. The utilit y of Map l e in performin g the m a th so lvin g the equations, and p l otting the results w ill be d e monstrat ed. For an understandin g of the physics in the probl e m s so lv ed, reader s are advised to refer to th e cited referenc es. For the sake of re a der s not familiar with Maple a bri ef introdu ct ion a bout Mapl e i s g iven F all 2006 V e nk a t Sub r aman i a n is an assistant professor in the Department of Chemical Engin eering at Tenn essee Technological University H e received a B .S degree in chemical and electrochemical engineering from Central Electrochemical Re sea rch In sti tut e in India and his Ph.D in chemical engineering from the University of South Carolina H is research interests include modeling control and sim ulation of electro chemical sys tem s including batteries fuel cells hybrids, and multiscale simulation. He is the principal investigator of the Modeling Analysis and P rocess-Control Lab oratory for Electrochemical Systems (MA PLE lab ). Copyright Ch E D ivision of ASEE 2006 307

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M AP LE Maple 111 i s a computer-algebra system capable of perform ing symbolic calc ul atio n s. Although Maple can be used for performing number cru n ch i ng or n u merical calculations j u st like FORTRAN, the main advantage of Maple is its symbolic capability and user-friendly graphical interface. In a Maple program, commands are entered after a">". Maple prints the results if a";" is used at the end of the s tatement. This helps in fixing mistakes in the program after a particular step, as the results are s hown after every step or command. For brevity in this paper most of the Maple commands are ended with a colon (:). In general, while Maple is very useful in doing transformations, the user might have to manipulate resulting expressions from a Maple command to obtain the equation in the s implest or desired form. Often, these manipulations can be done in Maple itself by "see ing the resulting expres s ions. Hence first-time user s should use a ";" instead of a :" at the end of each statement to view the results after each command/statement. Many of the mistakes made by students are identified and rectified easily if they rep l ace":" with";" in all of the s tatements. Maple can be used to perform all steps from setting up an equation to analyzing the final plots on the same sheet. All the mathematical steps and manipulations involved can be performed in the same program or file For clarity between the Maple commands and output, all the text describing the proce ss or Maple commands is given within brackets, [ ]" SIMILARITY TRANSFORMATION FOR PARTIAL DIFFERENTIAL EQUATIONS Similarity transformation is a powerful technique for treating partial differential equations arising from heat mass momentum transfer, or other phenomena, because it reduces the order of the governing differential equation (from partial to ordinary). Depending on the governing equation, boundary conditions, domain, and complexity, the similarity transformation technique might yield a closed-form solu tion, a series solution, or a numerical solution. One of the major difficulties students encounter is that they find it very difficult to convert the governing equation from the original independent variables to a similarity variable. The following examples illustrate the use of computers and software in teaching / obtaining similarity solutions for various chemi cal engineering problems. Example 1 Diffusion/Heat Transfer in Semi infinite Domains Consider the transient heat-conduction problem in a s l ab .'' 2 The governing equation and initial/boundary conditions are expressed in Eq. (1). 308 & u & 2 u -=a:& t &x 2 u(x 0) = 0 (1) u(0 t) = 1 and u( oo, t) = 0 where u is the temperature xis the distance from the s urface of the slab, tis the time and a is the thermal diffusivity Eq (I) is solved b_y usi ng the ~ansformation Tl = x / ( 2 M ) The origi nal partial differential equat10n is converted to an ordinary differential equation in the similarity variable, 11 The bound ary conditions for U (u in the similarity variable), are: U(0) = 1 U(oo) = 0 (2) The steps involved in the similarity transformation method are illustrated below: Typically Map l e program s are started with a restart com mand to clear all the variables. Next, the "w ith (s tudent) package is called to facilitate variable transformations : >resta rt : w i th (student): >e q : = d i ff(u(x, t), t)-a l p h a d iff( u (x, t),x$ 2 ); eq := (!t u(x t))-a:( :: 2 u(x t)) [First, u(x,t) is transformed to U(1'](x,t)). Then, the governing equation is converted to the similarity variable:] >e q 1 : =ehangevar(u(x, t)=U(eta(x, t)),eq):eq2 :=expand (s i m p l ify(su bs(eta(x, t)=x/2/(al pha t)"( 1 /2),eq 1 ))) : eq2 : =expan d (eq2 t) : eq2 : =s u bs (x=eta 2 (alpha t)"( 1 / 2), eq2 ): eq 2 : =co n v ert(e q 2 d if f): [The final form of the governing equation is:] >eq2 : =expan d (-2 eq2) ; eq2:=(~U(TJ))TJ + __!_( d 2 U ( TJ ) ) d'fl 2 d'fl [The given boundary conditions are used to solve the govern ing equation : ] >be 1 :=U(O)= 1 ; bcl: =U(0) =1 >be 2 := U ( i n fi nit y)=O; bc2: =U( oo ) = 0 >U : =rh s(d s o lv e ({ eq 2, be 1 be2 }, U(eta))): > U : =con v er t ( U ,erfe); U: = erfc (1']) >u :=s u bs(eta=x/2/(al pha t)"( 1 /2), U); u := erfc( 2 ~J [The solution is plotted in Figure 1 which shows how the temperature u, penetrates to progres s ively greater distances as the time, t, increases:] > p l o t3d(sub s (alpha=0.001 ,u),x= l .. 0,t=S00 .. 0,axes=b o xed, l abel s=[x, t u ],orientation=[-60,60]) ; Ch e mi c al Engineer in g Edu c ation

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u 50D 211 I Figure 1. Dimensionless t e mp e ratur e distribution in a semi-infinite domain. Example 2 Plane Flow Past a Flat PlateBlasius Equation The velocity distribution in the boundary layer of a plane l aminar flow past a flat plate is given by Eq. (3): o u +o v=O o x oy o u o u o 2 u u+ v=8x oy 8y2 u ( 0,y )= l ( 3 ) u ( x,0 ) = 0 and u ( x, oo) = l v ( x 0 ) = 0 For this problem first the velocities, u and v, s hould be converted to stream function s defined b y u = o 'lj; I o y a nd v = -o 'lj; I ox. The stream function by default sa ti sfies the continuity equation (E q. 1 ). The second equation yields the governing equation for the stream function 1jl Next the s tream function is expressed as 'lj; = f(TJ ), where 'Tl= y / i s th e similarity variable. Th e boundary condition s for u and v yie ld the boundary conditions for 1jl, and finally for f(11). Once the function f(11) is obtained (numerically), both stream functions and velocity ex pr ess ion s can be ex pr esse d in term s off and 11 The s tep s involv e d in thi s example are more tediou s compared to the previou s example. All the comp li cated s tep s involved can be facilitated u s ing Maple : >res tart :with (student) : with (p I ots): Warning, the name changecoords has been redefined [The governi n g eq uation i s entered:] >eq :=u(x y) d iff(u(x ,y),x)+v(x ,y) d iff(u(x, y), y)d iff(u(x, y), y$ 2) ; Fa/l 2006 [Next Stream function s ( u = o 'lj; I oy and v = -o'lj; I O X ) are introduced] >var s : ={u(x,y)=diff(psi(x,y),y),v(x,y)= d iff(psi(x,y),x)} : eq : =subs(vars,eq); e q : = r~ 'lj;( x,y )) (~ 't);( x ,y)) oy oxoy -[ :x 't);( x,y )) (:; 2 't);( x y ) )-(:: 3 't);( x,y ) ) [Next the transformation 'lj; = f ( TJ ), where 'Tl= y / i s u se d to obtain the equation for f : ] >eq : =changevar(psi(x y)=x "( 1 /2) f(eta(x y)),eq) : eq 1 : =(s imp I ify(s u bs(eta(x, y)=y /x"( 1 /2), eq))) : eq 1 :=s ubs (y=eta x"(l / 2),eq 1 ):eq 1 : =si mplify(eql x):eq2:= convert(-eql ,diff); eq2 := f ( TJ ) f ( TJ)+ 3 f ( TJ ) l (d 2 ) (d 3 ) 2 d TJdTJ [Next, the ve l ocity variables, u and v ( i e., derivatives of the s tream function ), are expressed in terms off a nd th e s imilarit y va riable 11 :) >v(eta) : =diff(psi(x y ),x) : v ( eta) : =ch an gevar( psi (x, y)=x "( 1 / 2 ) f (eta(x, y)), v( eta)) : v(eta) : =expand (subs (eta(x ,y)=y/x"(l / 2) v(eta))):v(eta) : = subs(y=eta x"(l / 2), v( eta)) : v( eta): =facto r(v( eta)) ; v ( 'Tl ) : = _I_ f ( TJ ) D ( f) ( TJ ) TJ 2 >u(eta) : =diff(psi(x,y),y) u(eta) : =changevar(ps i(x, y)=x A( 1 /2) f(et a(x, y)), u ( eta )) : u(eta) : =expand (subs (eta(x, y)= y /x"( l / 2),u(eta))): u(eta) : =subs(y=eta x (l / 2),u(eta)) ; [D(f)(11) in Maple repre se nt s the derivative off with re s pect to 11 Next the boundary con dition s are ex pre sse d in term s off : ] >bcl : =subs(eta=O,v(eta))=O ; 1 f ( 0 ) bcl: = = 0 2 vx >bcl : = bcl 2 x A( l / 2); bcl := f ( 0 ) = 0 >b c2 : =subs(eta=O, u(eta))=O ; bc 2 : = D ( f )( o ) = o > bc3 : =su bs(eta=infinity u(eta))= 1 ; bc3 : = D ( f )(oo) = 1 [The len gt h of the domain is taken to be five (to replace infinit y) Thi s number is found by trial and error Increas3 09

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ing the length beyond five does not change the results ] > bc3 := subs(infinity=S, bc3) ; bc3 := D(f)(5) = 1 [For this problem, analytical so luti ons are not possible (al tho u gh approximate so luti ons are possible) For this examp l e, numerical so lution for the Blasius equatio n is obtained as:] > sol :=dsolve({eq2 ,be 1 bc2 bc3},f(eta),type=numeric) ; so l := proc (x_ bvp ) ... end proc [The so luti o n is plotted in Figure 2 which shows how the function, f ( related to the stream function) varies wit h the simi larit y variab l e, 'Y] from zero to five] > odeplot ( sol, [ eta f(eta)] ,0 5 th ickness=3 ,axes=boxed); [Next ve lo city profiles are obtained : ] > u (eta) : =convert( u (eta), d iff) ; v( eta): =co nve rt(v( eta) ,d iff) ; u(ri) : = ~f(ri ) d'fl l f(ri ) -(dd f ( ri ) Jri v ( ri ) := -Tl 2 [Figure 3 shows how the x component of velocity increases from zero at the wall, and levels off at its main s tr eam value for l arger val u es ofl] from zero to five] > odeplot (s ol, [ eta u(eta)] 0 5, th ickness=3 ,axes=boxed labels=[eta ,u]); [Since v is a function of x, v x 1 1 2 is plotted Figure 4 shows the y component of velocity (multip li ed by x 1 1 2 ) in creases from zero at the wall, and l evels off at its main stream va lu e for larger va lu es of 1l from zero to five] > odeplot ( sol,[eta,v ( eta ) x"( l / 2)] ,0 .. 5 ,th ickness=3 a x es=boxed, lab els=[eta,"v x"(l /2)"]); [The solutio n at 1'] = 0 is o bt ained as:] > sol(O) ; d d 2 'fl = O ., f ( 'fl )= O., ~ f ( 'fl )= 0 ., 2 f ( 'fl )= 0.336152378983949952 d'fl d'fl ela Figure 2. Function fas a function of the simi l arity variab l e 11 3 10 [Stress is related to the Reynolds number (re) and the velocity gradie nt at y = O:] > 5 : =re d iff(u(x, y ), y); S : = re( : y u ( x y )J [The ve l ocity gradient in terms of the stream function is : ] >s u bs(u(x, y)=d iff(ps i(x, y), y),S ) ; re( :; 2 ( x y ) J [The second derivative of the stream function (d) is expressed in terms off and 'Y]:] > d : =d iff(ps i (x, y ), y$ 2): d: =ch an gevar ( ps i (x, y)=x"( 1 / 2) f(eta(x, y)), d ) : d : =expand(su bs(eta (x, y)=y /x"( l /2), d )): d:=subs(y=eta x"(l / 2),d ) : d : =convert(d,diff); d 2 d2 f(ri ) d := >5:=re d : [The second derivative of f i s found from the numerical so luti on:] > eqd3 : =sol(0)[4 ] ; eqd3 := d 2 2 f ( ri ) = 0.336152378983949952 dri [Hence, the stress -R eyno ld s number relationship becomes:] > 5:=subs(diff(f ( eta ), $ ( eta,2))=rhs(eqd3),5) ; S = 0.336152378983949952 re Example 3 Graetz Problem in Rectangular Coordinates Co n sider the Graetz problem in rectangular coordinates (to s implif y the mathematical complexity involved with cylindri ca l geometry) .14 1 The governing equat i on and initial/boundary conditions are: ( l x 2)& u = & 2 u & z & x 2 u ( x O ) = 1 ( & u u 0 z ) = 0 and ( 1 z ) = 0 &x (4) For this problem a s imilarity transformation cannot be used to red u ce the partial differential equation to one ordinary dif ferentia l equation ( boundary value problem in 11 ) To obtain so lution s very close to z = 0 E9(4) is converted to the new coordinate s defined by Tl = x / and z = z (note s ome textbooks use z = z 1 as the second coordinate but for simp li ity it is left as z in this paper ) In the new coordinates 1l and z u is obtained using a perturbation technique by expressing C h e mi c al En g in ee rin g Edu c ation

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u ela Figure 3. The xc omp o n e nt v e lo c it y a s a fun c tion of th e s imilarit y v ariabl e, 110 6 n'( 1 12) 0.4 2 3 4 Figure 4. Th ey co mp o n e nt ve lo c it y as a fun c tion of th e s imilarit y v ariabl e TJ. k u as u = L Z k f; ( 11 ) The boundary co nditi o n s for f ( in the sim ilarit y ; v ir i ab l e 11 ) are: f 0 ( 0 ) = l ; f k ( 0 )= l k = 1 2 3 f 0 (00)= 0;f k(oo) =0,k = l,2,3... ( 5 ) Th e s tep s inv o lv ed in th e s imil ar it y t ra n sformat i o n m e th o d are performed in Maple. > restart : with(student): >eq : =( 1 -xA2) d iff(u (x z) z )diff ( u (x z ), x $ 2 ); e q := ( 1 x 2 ) [:z u ( x,z ) ) ( : : 2 u ( x z ) ) [First, th e governi n g equation is conve rt e d to s imil ar it y var iable s ( 11 a nd z ) :] >eql :=changevar(u(x,z)=U(eta(x,z),z),eq) : eq 2 : =expand ( s imp I ify(s u bs(eta (x, z ) =x / 2 /( z )"( 1 / 2),eql))):eq2:=expand(eq2 z ): eq2 : =subs (x= e ta 2 ( z) ( 1 / 2), e q 2 ) : e q 2 : =convert ( e q 2 di ff): eq2 : =expand(-4 eq2) ; F a /12006 [For illu s tration onl y term s up to z 2 are co n s id ered i n th e perturbation s er i es : ] > N :=2 ; vars : ={U(eta,z)=sum(zAk f[k](eta ), k=O .. N)} ; N : = 2 vars := {U (17, z ) = f 0 ( 11 )+ zf 1 ( TJ )+ z 2 f 2 ( 11 ) } [T h e governi n g equation s for th e dependent va ri a bl es are obtained a s :] >eq3 : =e x pand(subs ( vars,eq2 )) : for i from O to 2 do Eq [iJ : =coeff(eq 3 z ,i) ; od ; Eq 0 2 a[ ,: fo ( a )] + [ ,: 2 ro ( ) l Eq1 ~ 2" [ ,: Ii ( ) ]-4 Ii ( a )s" 3 [ ,: fo ( a ) H ,: 2 f1 ( a) j Eq2 : = 2 11(_i_ f 2 ( 11 ) )8f2 ( 11)8 11 3 (_i_ f 1 ( 11 )) d 17 d17 + J 6"211 (a)+ [ ,:2 f2 ( ) l [The fir s t three terms ar e obtained by so l vi n g these differential eq u at i on s wit h the g i ve n boundary co nditi o n s ( not e that th e boundary condit i on at x = I is so l ved approx imat e l y as U = 0 at 11 = oo :] > sol [OJ : =dsolve({Eq [OJ f[O](O )= O f[O)(infin ity)= 1 }) ; assign ( sol[OJ ) : s o l 0 : = f / r1) = erf( T] ) >sol[l J : =dsolve({Eq[l )}) ; s ol ~ [f ( ") ( 1 + 2 a' ) C2 [The con s tants have to be zero t o sa ti sfy th e b o undar y co ndi tions : ] >assign(sol[l )):_Cl :=0 : C2 : =0 : f[l ](eta) := eval(f[l ](eta)) ; ( ._ 1 (317 41'] 3 ) e (-,i') f l 17 ) ,.J; 3 'IT [Similarl y, f 2 is obtained : ] 3 11

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>sol [2] : =d solve(Eq [2]): ass ig n(sol [2]):_C3 :=0 :_C4 :=0 : f[2 ](eta): =eval (f[2] (eta)); 1 (-285T) 570T) 3 -38 4T) 5 -160'fl 7 )e ( 11 ') f 2 ('Tl):= 180 [Once the functions (the f's) are obtained the Sherwood number can be obtained:l 4 l] >u :=su bs(vars, U(eta,z)): u : =su bs(eta=x/2/sq rt(z), u); [ 3x x 3 ) [-fz] ( X ) 1 -Uz-~ e u .-erf + 2'-JZ 3 ',/Ti 2 [ 285x 285x 3 12x 5 5x 7 ) [-fz] 1 z 4z ( 3 1 2 ) z ( s 1 2 ) 4z ( 1 1 2 ) e +-------------------180 [The dimensionless temperature distribution is plotted in Figure 5 which shows that temperature increases from the center of the slab to the surface value along the x-coordinate The increase in temperature is more rapid at the entrance and temperature increases are more gradual for higher values of z from Oto 0 05 the distance along the flow ] >plot3d(u ,x= 1 .. 0,z=0.05 .. 0,axes=boxed,labels=[x,z, "u"], orientatio n=[l 20,60]); SUMMARY This paper illustrates that mathematical methods for nontrivial problems in chemical engineering can be taught efficiently in a class using computers and user-friendly s oftware. The similarity solution approach is a very powerful tech nique for obtaining closed-form solutions for problems in ,..,.._::::,, 0 8 6 0 4 0 2 0 X heat m ass, momentum tran sfe r and other disciplines in chemical engineering. A traditional approach to teaching this technique would involve complicated variable transformations and integrals done by hand. In this paper, it was shown how an analytical technique could be facilitated using computers and s oftware. While Maple ha s been used in this paper Math ematica, MATLAB REDUCE or other symbolic software packages can be used to obtain similar results. In addition to teaching numerical simulation, computers and software pack ages can be used to teach traditional mathem a tical methods for a wide variety of problem s. Mathematical methods such as separation of variables, Laplace transform perturbation, conformal mapping Green 's function, analytical method of lines, and series solutions for nonlinear problems (multiple steady states) can be facilitated using Maple. Reader s can contact the author for further detail s or copies of related Maple programs. Some of the se methods are illustrated in a book to be published in the future. l 9 1 REFERENCES I < http : // www m a plesoft.com> 2. < http : // www wo lfram. com> 3. < http : // www m a thwork s.c om> 4 < http : // www reduce-algebra.com> 5. Carslaw H .S. a nd J. C. Jaeger Conductio n of H e ar i n S o lids Oxford University Pr ess London ( 1 973) 6. Crank J Math em ari cs of Diffu s ion Oxford University Press New York (1975) 7 Slattery J ., Advanced Tran sporr Ph e n o m e na Cambridge U ni ve r s it y Pre ss, New York (1999) 8. Vill e d se n J. a nd M.L. Michel se n Solution of D if.ferenrial Equarion M o del s by P o l y n o mial Approximarion Pr e ntice-Hall E n g l ewood C liff s N J ( 19 78) 9. White R. E., a nd Y.R. Subramanian Comp utari onal Merhod s in C h e mical En g ine e rin g w irh Mapl e Applicarion s, Springer-Verlag ( t o b e s ubmitt ed in 2006). 0 0 01 0 02 83 O CM O 0 05 z Figure 5. Dimensionl ess temperature distribution in rectangular coordinates, governed by th e Graetz equation. 3 12 Che 1ni cal Eng in eeri n g Edu car i o n

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5 $1 curriculum ) ---1111111-11111-.-------USING VISUALIZATION AND COMPUTATION in the Analysis of Separation Processes YONG LAK J 00 AND DEVASHISH CHOUDHARY Cornell University Ithaca NY 14853 M ATLAB l 1 l is best de s cribed a s ea s y-to-use math ematical software that allow s powerful graphical pre s entation and numerical analy s is At Cornell University MATLAB has been u s ed inten s ively as a teaching aid in undergraduate cour s e s For example e very engineering freshman i s required to tak e a c omputer pro g ramming cour s e (COMSl00 ) that include s ba s ic programming concept s and problem analysis using MATLAB. Student s in chemical engi neering take an engineering distribution cour s e on computer s and programming (ENGRD2 l l ), which deal s extensively with MS Excel and MATLAB. They also develop user-friendly computer programs using MATLAB to s olve homework in many chemical engineering core course s, including heat and mass transfer. This early integration of MATLAB provides an excellent background for u s e in the second semester of the junior year, allowing these s tud e nts to be comfortable with MATLAB in the separation s cour s e In addition MATLAB can be a very u s eful teaching aid in a separations course a s it s powerful graphical presentation and numerical analysis tool s can be utilized both in an interactive step-by step graphical display of conventional method s and also in s olving systems of equations for complex s eparation proce ss e s. The abilit y to integrate powerful computer s oftware into the course re s t s on the availability of appropriate computing equipment. Our department 's undergraduate computin g laboratory i s an excellent facility for such activities and i s equipped with 4 2 Windows-based PCs with a site license for MATLAB. THE COURSE Although typical chemical engineering curricula recognize the importance of recent trends in emerging technologies, it is always a challenge to convey them without sacrificing F a /12006 fundamentals .l 2 1 ChemE332 at Cornell is a three-credit course for chemical engineering juniors covering separation methods The emphasis of the course had formerly been placed on traditional equilibrium-based methods that involve using manual graphical techniques including McCabe-Thiele Ponchon-Savarit and Hunter-Nash .13 71 A s computers became readily available, however the graphical approache s were supplemented with assignments to write Fortran code and / or use s preadsheets for distillation columns 1 8 1 11 Modern tools Yon g Lak Joo has been an assistant pro fe ss or of chemical and biomolecular engi neering at Cornell Univer s ity since 2001 He received his B S in chemical engineering from Seoul National University in Korea and his M.S and Ph.D in chemical engineer i ng from Stanford University His research i nterests are i n the area of non-Newtonian fluid mechanics and advanced materials processing with particular emphasis on molecular modeling and complex flow s imulation of polymeric liquids. Devashish Chou d hary was born in New Delhi India He majored in chemical engineering at the Indian Institute of Tech nology Bombay In 2004 he received hi s Ph D from the School of Chemical and B i omolecular Engineer i ng at Cornell Un iv ers i ty During his Ph D ., he worked on order-property relationships in semi conducting materials Currently he works at Intel Corp. Cop y ri g ht ChE D i v i s i on of ASEE 2006 3 1 3

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suc h as the easy-to-use mathematical software MATLAB 1 1 1 and Mathematica 11 21 can be u sed to write simple codes that allow undergraduate s to calculate and display accurate graphi ca l so luti ons interactively and thus make l earning graphical met hod s more enjoyab l e and effective We introduced in class visualization of conventional graphical methods u si ng a simp l e MATLAB code The interactive n at u re of MATLAB a llowed what if' analyses r 1 1. 1 3 1 in which the effect of cha n g in g parameter values s uch as relative volatility, reflux ratio feed condition, and stage efficie n cy are graphically di s played By s pending le ss time on the details of solving problems graphi ca lly or by trial and error we can spend more time discussing the conceptual and quantitative descriptions of proces ses, recent trends and de s ign aspects. With condensed l ectures on equilibrium-based proce sses, ChemE332 in s pring 2001 was recon st ructed to reinforce rate-based proce sses such as membrane and sorption separations. Furthermore, emerging proce sses in bio se parations s uch as electrophoresis and i s u es in choosing a nd designing separation proces ses, were integrated in the course without sacrificing conven ti onal se paration s. More than half of the total le c tures in ChemE332 are currently spent on rate-based method s, bioseparations, and the de sign of separatio n processes. 3 14 Obtain e quilibrium data ,------------Thermodynamic Input _______________ : Cons t ant relative vo l a tility / Raoult's law / Act ual : data L--------------------------------------------------St e p I : Display y vs x di agra m (eq curve) ,---------~ Desi g n Input ~---------, : Reflu x ratio & fe e d co nditi on : ; or i a.--; Reflux ratio & b o ilup ratio : or [ Boilup ratio & feed condition ___ ___ St e p 2: Display operatin g lines a nd feed lin e St e p 3 : Determine theoretical equilibrium stages, N 1 H orizonta l lin e to equi librium c urv e Vertical drop to operating line ____ ________ J D esign Input 1------------, : ____ Murphr ee vapor effic ien cy Em v ___ [ St e p 4: Di s play new s teppin g based o n Em v D etermine actual stages N a and overall ef ficiency E 0 Figure 1. Flowchart of Example 1: McCabe-Thiele method for binary di s tillation Despite th e advantage of helping students visualize the se paration graphical methods no longer represent the mod ern practice of chemical engineering _l7l Modern practice for de s igning and simulating separations involve s commercial process s imul a tor s s uch as AspenPlus ChemCad H ysys, a nd Pro s im 1 14 1 To be prepared for commercial pra c tic e, s tu dent s need experience s imul ati ng and designing se paration proces ses using th ese method s Unfortunately, s tud e nt s often treat the se commercial s imulator s as bla ck box es, an d tend to believe the res ult s they obtain without further checking Y 141 Th e exact m e thods u se d in the se simulators involv e solving sys tem s of nonlinear equations a nd large matrice s. Altho u gh there is a limit for complicated sys tem s, these exact method s are now tractable due to u se r -fr iendly routines and sof tw are for numeric a l analy s i s. To avoi d the pot e ntial creation of yet anot h er black bo x" u s ing MATLAB st udent s can b e asked to imp l ement specific parts of the code such as a therm ody namic model matrix so lvin g, and time integration scheme. In this paper we demonstrate that u s ing easy-to-deve l op m a thematical solutions for visualization and numer i cal comp ut ation can make conventional gra phical approaches more enjoyable and effec tiv e, providing s tudent s better un der s tandin g of more complex prob l ems Visualization a nd interactive display of graphical methods in di s tillation solution pro cedures for comp lex processes suc h as mul ticomponent di s tillation and thermal sw in g adsorption can promote understanding of how these se paration proce sses work. Although we pre se nt the exa mples in distillation and adsorption, this approach can a l so be extended to many other se paration proce sses s uch as absorption s trippin g, and extraction W e present four examples u se d in the se paration s course. In the first two exa mpl es, the step-by-s tep int erac tive display of co nv e ntion a l graphica l methods for binary distillation were facilitated b y MATL A B while sys tem s of nonlin ear equations were rigorous l y solved usin g MATLAB in the l as t two example s on multicomponent distillation and adsorption Example 1 Visualization of McCabeThiele Method and Stage Efficiency in Binary Distillation We u se d MATLAB to v i s ualize the McC a be-Thiel e graphical equilibrium-stage method and estimation of stage efficiency in a distillation proce ss for a binary mix ture of A and B. A s describ e d in Table 1 the code consists of (i) constructing and displaying th e equilibrium curve, ( ii) drawing operating line s and feed line, (iii) disp l aying the equi lib rium stages and (iv) illu stra tin g stage and over all efficiency. We u se the comm and s plot a nd "mov i e in MATLAB 1 11 to visualize a nd animate the di agra ms (see Table 1 ) The code was u sed for interactive di sp lay of the method in lectur es and homework assignment s C h e mi cal Engineering Education

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Interactive Display in Lectu r es Before the McCabe-Thiele gra phical method was dem onstrated by step-by-s tep display a lecture was given on the concept and a handout on the detailed description of the options and functions of th e MATLAB code for the method was distributed. In-class visualization of the graphical method and stage efficiency consists of four ste p s, and the overall flowchart of the examp l e is illu s trated in Figure 1. Step 1. We show how the equilibrium curves can be co n structed. Three ways of determining the equilibrium re lationship between liquid and vapor phases are implemented in the code : using (i) a constant volatility for mixtures with a similar heat of vaporization, (ii) a simple thermodynamic model such as Raoult's law 141 in which the Antoine equation is used to provide the vapor pressure information and (iii) actual data. For the Antoine equation the function fzero in MATLAB l 1 1 is used to find a temperature at which the sum of partial pressures of two components equals the total pres sure (i.e., P t + P ,;" = P ,o1,, ) for a liquid composition x A and x 8 (see Table l ). Step 4. The actual stages, based on the Murphree vapor efficiency, E MV' for each stage, are displayed on top of theoreti cal s tages to demonstrate the effect of stage efficiency on the actua l number of stages. In the current example, we note that a single Murphree vapor efficiency, EM V' is used throughout the entire distillation co lumn for simplicity and symmetry in the feed s tage The overall efficiency E 0 is then determined by the ratio of the number of the theoretical equilibrium stages to that of the actual stages i .e., E 0 = N / N Some snapshots of the McCabe-Thiele method and s tage efficiency for distillation of acetone and toluene that are displayed in class are shown in Figure 2 (page 318) Homework Assignments Step 2 We show how to draw operating lin es. Once any two of three parameters (e .g., the reflux ratio R ; boil up ratio, V 8 ; and feed condition, q) are s pecified the operating lines and the feed line are uniquely determined. We After the graphical method by MATLAB code was in troduced a couple of problem s associated with using and modifying the MATLAB code were given as homework. For example, students were asked to determine various feed condi tions such as subcooled, partially vaporized, and superheated using the thermodynamic properties of benzene and toluene and then determine the number of equilibrium stages and boilup ratio at a given feed composition and reflux ratio (see Table 2 page 3 I 8). The effect of feed conditions on column performance is demonstrated by entering different q values also explain the relation between the s lope of the q-line and the state of the feed (subcooled, saturated liquid partially vaporized, saturated vapor, and superheated). Step 3. We demonstrate how to determine theoretical stages. Once the equilibrium curve, operati n g lin es, and feed line are drawn the equilibrium composi tion at each s tage i s deter mined by the McCabe-Thiele method Starting from the distillate x 0 (or bottom s product x 8 ), drawing a horizontal line from (x 0 x 0 ) on the y = x line to the equilibrium curve, followed by dropping a vertical line to the operating line is repeated until x reaches x 8 When actual data is used for the equilibrium curve the MATLAB interpolation function called interp I is u se d to find the intersection point s along the equi1 ibrium curve (see Table 1) 1 1 1 The transfer in the operating line from the rectifying section to stripping section is typically made when the liquid composition, x, passes the intersection of the two operating lines and feed line The interactive nature of MATLAB allows what if' analyses 1 9 111 in which parameter values such as relative volatility, reflux ratio, and feed con dition may be changed, and their effects on the disti ll ation column are graphically displayed during the presentation. Fall 2006 TA BL E 1 Portion of a MATLAB Code for Example 1 w hile x >= x_B % l oop for stepp in g ynew = y if iflag==O xnew = ynew / (a-y new *( a-1 )); % usin g co n s t a nt a lpha for eq. relation elseif iflag== 1 % u sing Antoine Eq ( 2 ) for eq. relation t=f zero('a nt o in e2' tmid optimse t (' disp ', iter ),y n ew a 1 b l c l a2, b2 c2 Ptotal) ; xnew=y n ew Ptotal / pvapor (a l bl.cl t ); e lse xnew=interp 1 (y data xdata ynew) ; end % usin g ac tu a l data for eq relation plot([x xnew] [y ynew],'r' ,' LineWidth ', 2 ) % a. Draw a horizontal line to the eq. curve hold on Frames(: i ) = ge tfr ame ; pau s e i=i+l ; x = ,rnew if x >= x_c o/o ifx >= z y=Lov e rV D *x +x D / ( R+ 1 ) else y =Lov erV B x-x B /V B e nd % using th e op lin e for rectifying sec tion % u sing th e op. lin e for s trippin g sec ti on plot([xnew,x] [ynew,y] ,' r ,' Line Width 2) % b. Draw a vertical line to the op. line hold on Frame s( : i )=getframe; pause if x> =x B nstage=n s t age + 1 else nstage=n s t age + x/ x_B end e nd % calculating # of s ta ges % c. Repeat a and b until x reaches x_B 3 /5

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a in the MATLAB code and displaying the stage-stepping inter0 9 actively. In the second problem students were asked to modify 0.8 and extend the MATLAB code 0.7 0 7 / to determine the actual number , 0 6 ~/ of stages based on the stage ef ficiency. This was demonstrated >-0 5 , and displayed in the lecture but 0 4 this time the students were asked , 0 3 to reconstruct w h at they had , see n in class and use it to solve a homework problem. About 0 1 0 1 85% of the st ud ents were able 0 0.1 0 2 0 3 0.4 0.5 0 6 0 7 0 8 0.9 0 0 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0 9 to modify the code correctly to C @) determine the act ual number of stages. 0.9 0 9 ,--' :: : / ,' 0.8 0 8 / , 0 7 0 7 Figure 2. Snapshots of graphi, 0.6 0 6 cal output in Example 1 : Mc>-0 5 >-0 5 Cabe-Thiele method for binary distillation of acetone and tolu0 4 0 4 ene: a) equilibrium curve from Raoult's law; b) operating lines 0.3 0 3 and feed line for zA = 0.5, x 0 = 0 2 0 2 0 .95, x 8 = 0 05, q = 0.5, R = 2; c) 0.1 0 1 theoretical equilibrium stages; and d) actual stages (shown in 0 1 0 0 0 1 0 2 0 3 0.4 0 5 0. 6 0 .7 dashed line) with Em v = 0.7 for 0. 2 0 3 0.4 0 5 0 6 0 7 0 8 0 9 0. 8 0.9 th e e ntire distillation column. TABLE2 An Example of MATLAB Homework Problem To Link the Effect of Feed Conditions to the Number of Theoretical Stages and Boil up Ratio 4 A mixture of 50 mo! % ben ze ne and toluene is to be se parated by distillation at atmospheric pressur e into product s of 95 % purity using a reflux ratio L/O=3.0 in the rectifying section. The feed has a boilin g point of 92 C and a dew point of 98 Cat a pressure of I a tm. Determine the q value if ( i) the feed i s vapor a t 150 C; (ii) the feed i s liquid and a t 20 C; (i ii) if the feed i s a mixture of two-third s vapor a nd one-third liquid. Component ~H" P (ca l / g mol ) C,(cal/g mol C) Liquid Vapor Benzene 7 360 33 23 Toluene 7,960 40 33 Assume a relative volatility of2 5 and use a s imple MATLAB code (fee d.m) that is available a t the ChernE 332 Web page to determine the number of theoretical stages and the boilup ratio in the str ipping sect ion for thr ee different feed conditions. Submit the printouts (gra phs). Each grap h s hould have your name and the outp ut (n umb er of s tages and boil up ratio) printed on the upper left corner. To do thi s the MATLAB code has th e following gtext command that writes the specified string at a location c li cked with the mouse in the graphics window: gtext( {'number of stages: num2str(nstage)}) gtex t ( { boilup ratio: ,' num2str ( V B)} ) gtext({'run by ,' your_name}) First the co de asks you your name a nd input conditions including the q va lu e. After runnin g the code go to the gra ph and click a location ( total three times) to print out the number of stages boil up ratio and your name on the g raph. 316 Chem i ca l Engineering Education

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Example 2 Visualization of Enthalpy Method in Binary Distillation[ 6 l The McCabe-Thiele method uses an e nergy balance only at the feed tray whereas the Ponchon-Savarit graph ical method u ses a rigorou s energy balance throughout the distillation co lumn 14 61 A lth oug h the Ponchon-Savarit method for distillation ha s l argely been s uppl eme nt ed b y rigorous computer-aided method s, the concept of u s in g a diagram for the separating agent (heat in di s tillation ) and difference point s is very important and u sefu l in un derstanding simi l ar grap hi ca l approaches in ot h er separa tion proce sses, s uch as the Malone y -S chubert gra phic a l method 141 in extractio n that u ses the analogous Janecke diagram for the separa tin g agent ( the so l vent). We u sed recitation sessions as well as l ectures to in troduce a nd demonstrate the Ponchon-Savarit graphical method. A handout on the method usin g the MATLAB code was distributed fir s t, and the graphical method was demonstrated u s ing s tep-b y-step di s pl ay. The visualiza tion of the Ponchon-Savarit method consists of determin ing difference point s a nd di s playing ray s a nd equilibr ium I Obtain equilibrium and entha lp y data 1 ... I I --------1 Thermodynamic Input 1-----, : Actua l e quilibrium & e nthalp y data : ,i, I ---_I I Step 1: Displa y y vs. x and entha lp y I 1------------, ;-----------1 Design [nput Reflux ratio & feed condition Di s tillate bottoms composi tion s w ----------I Step 2: Determine and display differ e nce and feed points I I On entha lp y diagram I Displa y rays th a t pass difference point and liquid (va por ) composition Display eq uilibrium tie line to determine th e corresponding vapor (liquid) co mp os ition. v I Step 3 : Det erm ine the number of equilibrium stages I Figure 3. Flowchart of Example 2: Pon c hon-Savarit method for binary distillation tie line s on th e entha lp y diagram. /a--------------------------------------, The flowchart of the P onchon-Sa varit method for binary di s tillation i s s hown in Figure 3. We again used the co mm a nd s plot" and mov ie in MATLAB to visualize and grap hic a ll y display the diagram s, 1 1 1 a nd some snapshots of the method for distillation of aceto n e and water mixtures are shown in F i gure 4, rig ht as well as in Figure 5 (next page). The operating line s obta in ed und er th e assumption of consta nt molal overflow are s hown by the dashed lin es in the y vs. x diagram for comparison in the figure The st ud e nt s were asked to run the same co d e as the l ect ur e to so l ve similar homework probl ems by varying de s ign inputs s u c h as feed conditions. In the future, we will ask s tud e nt s to modify the MATLAB code for the Pon c hon-S avari t method for Figure 4. Graphical output for Example 2: a) e nthalp y-composi tion dia gram from ent halp y data; and b) difference points (open c ircles) and feed line for z A = 0 .5, X 0 = 0 90 X 8 = 0.0216 q = 0.5 and R = 0.288. The y-x compos tion diagram is a l so s h own at t h e Fa/12006 b 5000 10000 5000 5000 Ponchon-Savarit Method 0 1 0 2 0 3 0.4 0 5 0 6 0 7 0 8 0 9 0 1 0 2 0 3 Compositio n ll or y P onction-S ava rit Method 0.4 0 5 0 6 Composition, >c or y 0 7 0 8 0 9 0 9 0 8 0 4 0 3 0 2 0 1 0 9 0 8 0 4 0 3 0 2 0 1 / / ,' ,' ,' ,' ,' ,' y vs x d i agram / ,' / y vs x diagram / ,' / / ,' / 0 o"---=o~ 1 ---:0~ 2 ---:o ~. 3---:o ~. 4 --: 0 ':. o --:o"=. s--=o"=. --:occ: 8 --:o:-:c 9----'. 3 1 7

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distillation such that the extraction process can be solved, analyzed, and displayed interactively. Example 3 Direct Solving Exact Methods for Multicomponent Distillation 4 1 Despite it s practical importance, multicomponent distil lation has not been thoroughly discussed in first courses on separation s This is mainly because analysis of multi component separations requires solving material balan ces, enthalpy balances, and equilibrium relations at each stage and solution procedures can be difficult and tedious. H ence, only an approximate method commonly referred to as Fen ske-Underwood-Gilli land (FUG) h as been used to make preliminary designs and optimize simple distillation. 14 1 Al ternatively, commercial simu l ators have been introduced to so l ve multicomponent separations in detail, but students often treat these commercial process a multicomponent distillation of hydrocarbons and compare the results with those obtained from the commercial pro cess simulator AspenPlus (see Table 4 page 322). Again a handou t that describes the method used in the code was distributed and explained in a recitation session before the homework was distributed. As depicted in Figure 7 (page 323) a simple thermodynamic model (Raoult s law in which the Antoine equation has been used to provide the vapor pres sure information) overpredicts the volatility of light non-key (LNK)" component (ethane) and underpredicts that of"heavy non-key (HNK)" components (pentane and hexane) in the multicomponent distillation of hydrocarbons. As a result the compositions of the Light key (LK) component (propane) in the distillate and the heavy key (HK) component (butane) in the bottoms are slightly lower than the values obtained from Aspen simulation with more accurate thermodynamics models such as Soave-Redlich-Kwong equation simulators as black boxes.1 7 1 41 a We u sed MATLAB to so lv e the nonlinear algebraic equations for multicomponent distillation in P onchon-Savarit Me thod y vs x diagram this example. More specifically, user-friendly routines in MAT LAB were used to employ the equation-tearing, bubble-point method in solving the governing equations This numerical method consists of calculating equilibrium compositions and enthalpies, solving the modified material balance equations, and updating solutions using Newton s method (see Table 3). As indicated in the b flowchart of the procedure in Figure 6 (page 322), the system of equations was solved for composi tions at each stage by the matrix solver sparse" in MATLAB_ [IJ The Newton's method was used to update the guess of tearing vari ables, temperature, and vapor rate at each stage. A function "froot.m" was created which solves nonlinear equations using a Newton s method to update the temperature and vapor rate at each stage Once temperature enthalpy and com positions are obtained the heat duties can be determined. 15000 I I 10000 5000 I I I I I I ,, /, ,,,' 1 ':,, /; / I I I I 1 I I I I I I I I I I I I I I I f' I f l / ,' ,' ,/ / l I ___ .L, _______ ;_ ______ L ___ 5 000 Composition x or y Ponchon-Savarit M ethod 20000 ---~--------~ 1 0000 5 000 0 U U U U M U M U Composition x or y 0 9 0 4 0 3 0 .2 0 1 / 0 0 0 1 0 9 0 8 0 .7 0 6 >-0 5 0 4 0 3 0.2 I 0 1 / / 0 0 0 1 / / / ,' 0 2 03 0 4 0 5 0.6 y vs x
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TABLE4 A n Exam pl e of MATLAB Hom ework Problem Paired With a Problem U sing Aspen Plus to So l ve a Multicomponent Distillation of Hydrocarbons. I Multi co mp o n e nt Di s till a ti o n u s in g As p e n Plu s Di s till a ti o n co lumn s p ec ifi ca ti o n s a r e g i ve n as b e l ow: Feed (sa tu ra t ed liquid a t 250 p s i a a n d 2 1 3 F) Co m po n e nt Lbm ol/ h Et h a n e 3.0 P ro p ane 20.0 n But a n e 37 0 n-P e nt a n e 35.0 n-H ex an e 5.0 Co lumn pr ess u re = 25 0 p s i a P a rti a l co nden se r a nd p a rti a l r e b o il e r Di s till a t e ra t e = 23.0 lbm ol/ h R e flu x ra t e = 1 5 0 .0 lbm ol/ h N umb e r o f equilibrium pl a t es (excl u s i ve o f co nd e n se r a nd r e b o il e r ) = 1 5 Feed i s se nt t o mi d dl e s t age Em a il th e fo ll ow in g t o th e T A: I ) a print o ut o f y our As p e n p rocess w ith yo u r N e tID as the co lumn n a m e as we ll as a s tr ea m t ab l e s h ow in g t h e res ult s u s in g th e co ndi t i o n s desc rib e d in th e exe r c i se in cl u d in g s t age te mp era tur es, va p or a n d liqui d flow r a t es a nd reboi l er a n d co n denser d uti es. 2) a gra ph of liqui d co mp osi ti o n of eac h co mp o n e nt vs s t age numb e r 3) a gra ph of va p o r co mpo s iti o n of eac h co mp o n e nt vs s ta ge num be r 2. Multi co m po n e nt Di s till a ti o n u s in g M A TL A B 320 R e p ea t P ro bl e m I u s in g s impl e M A TL A B co d es ( problem 2. m a nd fr oo t.m ) ava il a bl e a t th e Ch e m E 332 W e b s it e Th e code utili zes th e e qu ti o n t ea rin g, bubbl e -p o int m e th o d in so l v in g th e MESH e quati o n s as d esc rib e d in th e h a ndout. Fo r s imp l i c it y, t h e A nt o in e e quati o n i s u se d t o eva lu a t e Kva lu es a nd e nth a lp y o f eac h co mp o nent Th e fil e fr oo t.m i s a f un c ti o n ro utin e w hi c h so l ves n o nlin ea r e qu a ti o n s u s in g a New t o n 's m e th o d See th e h a nd o ut fo r d e t a il s. Wh e n th e co d e i s run yo u a r e aske d t o input th e co nditi o n s d esc rib e d in th e p ro bl e m S ubmit th e fo ll ow in g print o ut s I ) a gra ph of liqui d co mp os iti o n of eac h co mp o n e nt vs. s t age numb er 2) a gra ph of v ap o r co mp os iti o n of eac h co mp o n e n t vs. s t age numb er Co mp are yo ur re s ult s w ith th ose o bt a in ed in P ro bl e m I initi a l guesses for t ea r va ri a bl es T ; a nd II; A nt oi n e e qu a ti o n __ E nth a lp y e qu a ti o n __ ............ D es i g n Inp ut : Reflu x ra ti o & fee d s ta ge : Di s till a t e, b o tt o m s co mp os iti o n s '----------------------------------Ca lcu l at e e nthalp y ( h 1 H ;) a nd v o l atility ( K ; ; ) : S p a r se m a tri x so l ve r ------------------------------' Sol ve tri-dia go nal m a tri x fo r x ; ---; __ New t o n s m et h od ___ C ompute n e w T;, Q ;, V ; a nd L ; ---------------------------, 14---__,; ; __ Co n verging criter i a ____ ---. It era t e until T; i s co n ve r ged TABLES R es pon ses of the S tud ents R es p o n ses t o: H ow v aluab l e wer e th e l ec tur es a n d h o m e w o rk a ss i g nment s ba se d o n MATLAB ?" % r es p o n ses I = t a u g ht m e littl e 2 = t a u g ht m e some 3 = ed u ca t io n a l 4 = ve r y e du ca ti o n a l 5 = ex tr e m e l y e du cat i o n a l 3.0 4 2 16.3 57 7 1 7.8 S o m e co mm e nt s fr o m th e s tud e nt s Th e mi x o f co n ve nti o n a l m e th o d a nd a nimati o n h e lp s u s t o und e r s t a nd th e co n ce pt from th e fr o nt. I lik e h ow mu c h of it i s g raphi c Thi s mak es th e l e arnin g mor e intuiti ve I h a t e gra phi ca l m e th ods b ut u s in g M A TL A B i s okay. "So m e M A TL A B h omewo r k p ro bl e m s we r e t oo easy b eca u se I ju s t pun c h ed in nu m b ers" No more MA TL AB p l ease. Di s pl ay va por a nd liquid co mp os iti o n profile s Figure 6. Flow c hart o f Exampl e 3 : mul t i co mpon e nt di s til lati o n C h e mi ca l E n g in ee rin g Ed u ca ti o n

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and coo lin g cycle in therm a l s wing ad s orption wa s discu s sed in detail. Students were asked to us e the MATLAB code to determine the regeneration characteri s tic s in thermal s wing adsorption at vario u s operating condition s, s uch a s air flow. In the future, the students will be a s ked to extend the code to so l ve simi l ar rate-based s orption processe s s uch a s ion excha n ge and chromatography. PEDAGOGICAL ASPEC T S O F STUDENT ACTIVITIES AND RESPONSES OF STUDENTS The pedagogical aspects of s tudent a ctivitie s have evolved over the years. The incorporation of interactive disp l ay of graphical methods was done in lecture s to effectively dem onstrate the effect of de s ign param e ter s on the distillation a 0 9 0 8 0 7 0 6 >0 5 0.4 0 3 0 2 0 1 b 0 9 0 8 0 7 :,., 0 6 0 ., {J f! LL 0 5 ., 0 ::. &. 0 .4 ., > 0 3 0 2 0 1 0 0 F a /l 20 06 D i stillate 2 Distill ate >( >( 2 Feed Tray ___ /--'---' ~ ;, 4 6 8 1 0 1 2 )( ---4 6 st ag e no F eed Tr ay 10 Stage No 12 14 14 co lumn Then s tudents were asked to run the same code used in l ecture to solve s imil ar problems by varying design input s su c h a s feed conditions We s tarted a s king the s tudents to modify th e MATLAB code s to extend it s capab iliti es a nd analyze the results. A tutorial on how to develop a MAT LAB code was instituted in the recitation se s s i ons to make thi s tran s ition smoother. We conducted a s ur vey on using MATLAB in lectures and homework assignments a s a part of mid-term eva lu ation and resu lt s are summarized in Table 5. The word in g of question s and re s ponses in the table is taken verbatim from the s ur vey. The s urvey a l so provided a space for written comment s As indicated in Table 5 the use of MATLAB w as generall y a ccepted as a u s eful a i d in teaching s eparation s. In the future w e wou ld like to a ll ow the student s to play more act i ve ro l es in so lvin g variou s separation problem s using MATLAB In B ottom particular s tudent s will be a s k e d to modify the MATLAB codes and extend them to work o ut many other separation processes s u c h as absorption, s trip ping and extraction 16 1 6 C2 x C3 + C4 C5 C 6 I I Bo tt om C2 ->
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Obtain Initial Loading and Concentration Both display of convent ional graphical methods 5 point biased upwind : .---1 De s ign & Thermodynamic lnput 1: Specification of fixed-bed adsorber Breakthrough curve and solving of comp lex systems of nonlinear eq uation s ca n be achieved using MATLAB, which e liminates the requirement of multiple nu m erical tools in the course such as spreadsheet for grap hical m e th o ds and co mputer languages, for numerical computat ion. a 0ci C '6 111 0 -' b 0ci C '6 111 0 -' 322 Finite Differenc e I --------------Discretize the spatial derivatives ____ : Explicit Euler Method : I--------------------------l Perform Numerical Time Integration Display Loading and Concentration The aforementioned integration of graphical dis play and computational approaches into various sepa ration processes together with the implementation of emerging separation technologies and design aspects can provide students with the ability to choose an appropriate separation technology for a particular ap plication and to analyze the performance of modem separation processes. The MATLAB source codes and handouts for the examp l es can be downloaded from the home page of the Analysis of Separation Processes Course, Chemical Engineering 332 at Cornell University ( ). ACKNOWLEDGMENTS Figure 8. Flowchart of Example 4: Thermal Swing Adsorption. The authors thank the students and teaching assis tants of ChemE332 for their feedback on the methods described in this paper We also thank Professor T. 10 9 8 7 6 l=0 5 1=100 4 1=160 3 2 1=250 0 0 2 3 4 Distance through the bed, z 10 9 8 7 l=0 6 5 4 3 2 1 0 0 2 3 4 Distance through the bed z 5 6 5 6 Michael Duncan for insightful suggestions. REFERENCES I Pratap R., G e ttin g Started w ith MATLAB, A Quick In troduction for S c ientists and Engin ee rs, Oxford University Pre ss (2002) 2. Chickering, A.W. a nd Z F. Gamson Appendix A: Seven Principles for Good Practice in Undergraduate Education, New Direction s for Teaching and Learning, 47 63 (1991) 3. McCabe W. L. J.C. Smith, and P. Harriott Unit Operations of Chemi ca l Engineering 6th Ed McGraw Hill (2001) 4. Seader J.D ., and E.J. Henle y, Separat ion Pro ce ss Prin c iples John Wiley & Sons (1998) 5. Humphrey J.L. and G.E. Kell er ll Separation Pro ces s Technology, McGraw-Hill New York ( 199 7) 6. Kin g, C.J. S e paration Pro ce ss es, McGraw Hill ( 19 80) 7. Wankat, P.C. Teaching Separations: Why, What When, and How ," Chem. Eng. Ed. 35, 1 68 (2001) 8. Golnaraghi M. P. Clancy, and K E. Gubbins, Improvement s in the Teaching of Staged Operations, Chem. Eng. Ed. 19 132 (1985) 9. Jolls, K R., M. Nelson, and D. Lumba "Teaching Staged-Process Desi gn Through Interactive Computer Graphics," Chem. Eng. Ed., 28 110 (1994) 10. Burn s, M.A. a nd J.C. Sung "Des i gn of Separation Units Using Spreadsheets ," Chem Eng. Ed. 30 62 (1996) 11. Hin estroza, J P. and K. Papadopoulo s, Using Spreadsheets and Visual Basic Applications ," Che m En g Ed ., 37 ,3 16 (2003) 12. Dor gan, J.R. and J.T. McK.inon, Mathematica in the ChE Curr iculum ," C h em. Eng. Ed. 30 I 36 (1996) 13. Riv es, C. a nd D. Lacks Teaching Proces s Control with a Numerical Approach Based on Spreadsheets," C h em. Eng. Ed 36 242 (2002) 14. Wankat P.C. Inte gra tin g the Use of Commercial Simulators into Lecture Courses ," J Eng. Ed. 91 19 (2002) 15. Won g, YW. and J.L. Niedzwiecki Simplified Model For Multicomponent Fixed Bed Adsorption AIChE Symposium Series 78 120-12 7 (1982) 0 Figure 9. Regen eration loading profiles in Example 4: Thermal Swing Adsorption with regeneration air interstitial velocity a) v = 30 m / min and b) v = 60 m l min. Chemical En g ineering Edu c ation

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.tA .. 5 .. ._c_l_a_s_s_r_o o_m __________ ) THE RESEARCH PROPOSAL in Biochemical and Biological Engineering Courses ROGER G HARRISON, MATTHIAS U. NOLLERT, D AVID W SCHMIDTKE, AND VASSILIOS I. SIKAVITSAS University of Oklahoma Norman, OK 73019-1004 T he advancement of the U S. economy i s critically de pendent on new development s in science and engineer ing technology. Undergraduate student s in engineering are typically well trained in solving well-defined problems. They receive very l ittle training past reading a textbook, however, in the creative activities involved in development of new techno l ogy. One way to help students think creatively about develop ing new technology is to incorporate a research proposa l into the coursework. A l though numerous efforts have been made to incorporate more writing into engineering and sci ence course s, 11 41 little has been reported about using research proposals in undergraduate courses. In an undergraduate course for chemistry majors at Brooklyn College entitled "Introduction to Research students were req u ired to select a research project prov i ded by the instructor 1 5 1 Students then wrote a ro u gh draft of t h e proposal. After receiving feedback from the instructor, they wrote a final draft. In a Youngstown State University course entitled Chemistry Research ," stu dents were required to select a research proposal topic write a roug h draft of the proposal and then write a final draft after receiving feedback from the professor 16 l For both proposals the time allotted for writing (five weeks at Brooklyn College and three weeks at Youngstown State) seems too short for undergrad u a t es, given t h e challe n gi n g n ature of writing a researc h proposal. This paper presents o u r experiences incorporating a research proposal in four biochemical or biological engineering courses F a ll 2006 Roge r G Ha rri so n is an a s sociate professor in the School of Chemical Biological and Materials Engineering at the University of Oklahoma His research focuses on the expression and purification of recombinant protein s, and the design of proteins for oncologic and cardiovascu lar applications. He is the lead author with three coauthors of the textbook Bioseparations Science and Engineering (Oxford University Press, 2003). He received his B S in chemical engineering from the University of Oklahoma and his M. S and Ph.D from the University of Wisconsin-Madison After his Ph D he also worked in R&D at Upjohn Company and Phillips Petroleum Company. Matth i as U Nollert is an associate professor in the School of Chemical Biological, and Materials Engineering at the University of Oklahoma. His research in the area of biomedical engineering seeks to understand the role of fluid mechanics in modulating the biology of blood cells and the cells of the blood vessel wall He received his B.S. in chemical engineering from the University of Virginia and his Ph.D. from Cornell University He was a postdoctoral fellow at Rice University Dav i d W Schmidtke is an assistant professor in the School of Chemical Biological and Materials Engineering at the University of Oklahoma His research interests are in the areas of biosensors and cell adhesion He received his B S in chemical engineering from the University of Wisconsin-Madison and his M.S and Ph.D. from the University of Texas at Austin He was a postdoctoral fellow at the University of Pennsylvania Vassilios I Sikavitsas is an assistant professor in the School of Chemical Biological and Materials Engineering at the University of Oklahoma His research interests include the use of molecular and cell biology approaches together with engineering principles in developing cellular and tissue engineering strategies for organ regeneration and assessment of human health risk. H e received his B. S. in chemical engineering from Aristotle University of Thessaloniki, Greece, and his M.S. and P h. D from the Sta t e Un ive r sity of N ew Yor k at B uffalo. H e was a postdoctoral fellow at R ice University. Copyrigh t ChE Division of ASEE 2006 323

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for gra du ate s tud e nt s a nd upp er -l eve l und e rgraduate s at the University of Oklahoma ( OU ). Biochemical and biological engineering are broad fields under go ing rapid development and ha ve m a ny opportunities for s tudent s to write re searc h pro p osals on the adva n cement of sc i e n ce a nd engineering We found that th e grea t majorit y of s tudent s could write proposals on biochemic a l and bio e n g ineerin g topic s w ith out m a jor probl e ms. Writin g the propo sa l in s tage s over a t least h a l f the se me s t er-w ith feedback provided by the in s tructor af ter each s t age-was h e lpful to the students. Our findings are s upport ed by our own observation s and an anonymo u s s urvey of the s tudent s. RESEARCH PROPOSAL A research propo sa l was requir e d in each of the fo ll owing co ur ses, with the number of s tudent s indic a t e d in parenth eses: Biochemic a l Engineering (25), Bio se nsor s (9), Cellu l ar As pects in Tissue Regeneration (9), and Ti ss ue Engineering ( 15). Eac h of the se courses i s a n upper-le ve l engineering course for juniors, se nior s, and gra duate s tud e nts. Students devoted at l eas t half the se mester to developing their research propo sa l s in these courses. While the requir e ment to do a research paper did not cause a reduction in course material covere d in l ec ture there was a red u ction in homework requir e d compared to what it wo uld have been h ad a research proposal not been required es pe c ially n ear deadline s for th e re searc h propo sal. The propo sa l s ranged from a se ri es of gra ded writing assign ments (objectives, rough or first draft and final draft in Bio c hemical Engineering a nd in Tissue Engineer in g; objectives a nd final draft in Bio se n so r s), to one writing assignment for the e ntir e proposal (Ce llul ar Aspects in Ti ss ue Regeneration). For one of th e propo sa l s (Ce llul ar Aspects in Ti ss ue Regenera tion ), th e s tudent s were requir ed to give a pr ese ntation a nd feedback from that presentation was incorporated into the fina l written propo sa l. A sa mple outline of requirem e nt s and handed out to s tud e nt s as g uid es. Stud e nts were a llowed to choose a propo sa l topic in which the y h a d an int e re s t ba sed on th e ir ow n r esearc h and / or prior courses in the biolo gica l sc ienc es or bioen g in eeri n g. (Nea rly all of the st ud e nts in the courses were e ith er gra du a t e s tudent s in the a r ea of bio e gi neerin g or were undergraduates w h o were in one of the bio elective patt erns -biot ec hnolo gy or pre-med.) In some cases s tudent s read ahead in th e t ex tbook about topics of interest. Eac h s tudent m e t with the in st ructor to discuss the a ppropriatene ss of hi s or her c ho se n topic It was some time s nece ssa ry for a topic to be modified b ase d on the instructor's experience and knowledge of the topic Stud e nt s we r e given g uidan ce about ho w to searc h th e lit erature. In one co ur se, Bio c hemical Engineering a univer sity librari a n came to class and gave a pr ese ntation on the various resources ava il a bl e for searc hin g literatur e, includin g th e u se of search program s a nd int e rlibrary l oan. OBSERVATIONS AND OUTCOMES Our main observations were the following : 1 Writing a r esea r c h pr o posal was a c halleng e for students in these four courses It was the fi r s t tim e any of them had been r eq uir ed to w rit e a prop osa l, w ith th e exce ption of a few students who had wr itt e n a proposal in one of th e four co urs es in a p ri or semester. For man y of th e m it was th e first time that th ey had been required t o do r ea ding outside of the assigned t ex books. I n addition, we observed that students t e nded to under es timat e th e difficulty of writing a proposal es pecially in com ing up w ith n ew id e as t o research. 2. What separates th i s ass i g nment from a traditional term paper i s that, besides needing t o und e rstand th e lit era tur e, th e s tudent also has to develop his o r h e r new ideas for r esearc h. Challenging students to d eve lop new ideas and to express them in w r iting is what we see as the major reason to use this ass i gnment. TABLE 1 the ge neral gra din g g uideline s for th e research propo sa l in Bioc hemi cal Engi n ee ring are g iven in the Appendix. Summary of an Anonymous Surve y of Students The se l ec tion of the re sea rch topi c and dev e lopment of the objectives and sig nificanc e by eac h s tudent were very i mportant to s uccess ful proposal s Exam ples of statements of objectives a nd sig nificance from our ow n re sea rch were 324 A bout the Re searc h Proposal in Bioen gineeri n g Cou r ses Percent of Respondent s State ment S tr o n gly Agree Di sag r ee Stro n g ly Agree Di sag ree The re sea r c h propo sa l was a good way to l earn 64 29 7 0 abo ut a topic in bioengineering in depth. T h e r esearc h proposal in vo l ved more c r ea tivity 2 1 43 36 0 than any ot h e r assign m e nt I have h ad w hil e at OU. T h e r esearch proposal gave me a better app r ecia 14 5 8 2 1 7 tion abo ut h ow n ew t ec hn o l ogy i s c r ea t ed The re sea r ch proposal was one of the mo s t c h a 21 43 29 7 len g in g ass i g nme)1t S I h ave had a t OU Writin g a researc h proposal in thi s course h e lp ed w ith a n o th er co ur se/co ur ses tak e n af t e r wards 36 64 0 0 a nd / or a re searc h project. Chem i ca l Engineering Education

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3. Breaking the requirements down into segments (such as a summary with specific aims, a rough draft, and a final draft) due on different dates helped mak e the assignment more manageable for the st ud ents. Giving s tud ents wr itt en or ora l feedback about each segme/11 h e lp ed s tud ents impr ove on the next segme/11 due. By the final draft, a great m a jority of students were a ble to produce a proposal without major problems. We found that roughly one-fifth of the st udent s wrote proposals that presented new and unu s ual ideas were well explained, and could serve as the basis of a proposal to a federal granting agency. Undergraduate students performed about the sa me as graduate students on the proposal s Our observations, ba sed on talking to s tudent s abo ut their proposals and reading students' propo sa l s, were confirmed by an anonymous s urvey of the participating s tudent s. Sur vey result s are s ummarized in Table I and se le cted s tudent comments are given in Table 2. By a large margin students thought that the re sea rch proposal was a good way to learn about a topic in depth. A majority of the s tudents either agreed or strongly agreed that the re sea rch proposal involved more creativity than any other assignment they had completed at OU gave them a better appreciation of how new technology i s created, and was one of the mo s t challenging ass ignment s they had at OU. All of the students either ag reed or s trongly agreed that writing a re searc h proposal in the course helped with another course taken afterward and / or helped with a research project. The student comments s hown in Table 2 reinforce the survey results in Table I. A couple of the com ments support breaking down the assignments into segments; these comments were given in response to a final question in the s urvey about ways students thought the research propo sa l assignment could be improved. Th e writing of research propo sa ls by students addresses ABET criterion 3(i): ... a recognition of the need for and ability to engage in lifelon g learning. Writing a research propo sa l help s s tudent s to learn in a s tructured way how to create new technology which will serve them in the future as they are confronted with new problems and challenges. Be s ides being u se d as part of a biochemical or biological engineering course, a research proposal could be used as the requirement to fulfill an undergraduate research course (for example at OU the courses Honor s Re searc h Undergraduate Re sea rch Experience, or Senior Re sea rch ). A research pro posal co uld also be required in other upper-level engineering courses on topics where technology i s advancing rapidly. CONCLUSIONS W e conclude that requiring a research proposal provides an excellent learning experience for upper-level undergraduates a nd graduate st udent s in biochemical and biological engineer ing courses, especially when the proposal writing is divided into s tage s over at l eas t half the semester. Writing a research propo sa l requires a higher level of thinking than a normal term paper where the s tudent is typically required to review the technic a l literature on a given topic. By propo s ing new research, the student is required to think more about existing research and consider how to advance science and technol ogy in the field. TABLE2 Selected Comments From an Anonymous Survey of Students About the Research Proposal in Bioengineering Courses The proposal requires background re searc h th at enhances and reinforces the concepts being conveyed in the coursework." It in creased my knowledge about the subjec t and it was stimu latin g tr ying to produce somet hin g 'new from the course The research proposal helped u s learn things that were beyond what could be covered in class. It was a good opportunity to see how the general concepts of bioengineering apply to different areas." Having to plan a nd design experime nt s was ve r y c h a llen g in g in terms of c re a ti vi t y. The research proposals were out of our area of re searc h ; thu s, we h ad to be very creative in developing concepts and ideas for the project." I had to pull knowledge from quite a few areas and tie them together. It gave a stronger appreciation for those areas in which my knowledge is weak, and forced me to do a fair amount of literature review for those areas." I wou l d say it is the most challenging assignment I had at OU after the capstone project. It helped me in writing my the s i s." "T h e ass i g nm ent helped me formulate cohesive sc i entific thoughts, and helped me l earn to focus my a r gume nt s for my dissertation writing. The most important aspec t of the ass i gnment was the focus on taking a scien ti fic idea through the research design paradigm. Learning to write clearly, concisely, and sc ientifi ca ll y is an esse ntial ski ll and s h o uld a l ways be practiced. It has helped me in writing research proposals in my own re sea rch and for my general examination." l s tron g ly believe that a co mpl e t e and full workup of a rough draft (i. e ., w h a t a studen t 'thinks is a final versio n of the paper) s h o uld be turn ed in at l east three to four weeks prior to the end of the semes t er. This way the professor can be critical of the writing, a nd th e s tud e nt wou ld st ill have time to learn about what was wrinen incorrectly and how to remedy that. The specific aims should be submilled wit hin four weeks of th e beginning of the course, in my opin i on." "Actually, I thought that it was a great experience. While doing it I thought that it was more time consuming than it was worth. However in retrospect I think that it wa s extremely valuable." l lik e the way th e r e were several deadlines a l o n g the way before th e final proposal was du e Fa/12006 325

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REFERENCES I. Plumb C., and C. Scott Outc o m es Assessment of Engineering Writin g a t th e University of Washin g t o n ," J. Eng Ed. 91 ,333 (2 002 ) 2 Boyd G a nd M F. H asse tt Developin g Crit i ca l Writ in g Ski ll s in Engineering a nd Technolo gy Student s," J Eng Ed 89 ,409 ( 2000) 3 Newe ll J .A D .K Lud l ow and P.K Sternb e r g, Development of Ora l a nd Written Comm uni ca ti o n Skill s Across a n Int egra ted Laborator y Sequen ce Chem. Eng. Ed., 31 116 ( 1 99 7) 4. VanOrd e n N., l s Writin g a n Effective W ay t o L ea rn C h emica l Con cepts?" J Chem. Ed ., 67 ,583 ( 1 990) 5. William s E T. and Bramwell F.B. Int rod u ction to R esearch, J. Chem Ed. 66 565 ( 19 89) 6. Schild cro ut, S M ., Learnin g C h em i s tr y R esearch Outside the Labora tor y : Nove l Gr a du ate a nd U nd e r g raduate Co ur ses in R esearc h M e th odo l ogy," J C h e m Edu c ., 79 1 340 (2002) APPENDIX Sample Outline of Requirements for the Research Proposal in Biochemical Engineering Each s tud e nt i s required to write a r esea r c h propo sa l on a topic associated with the production and proce ss ing of bioproduct s. Specific t opics includ e but are not lim ited to fu ndam e nt a l st udies of: Molecular and Cellular Engineering. Thi s expanding area of e n g in eeri n g re se arch encompasses pur e and mixed c ultur e processes, modelin g, optimization and control of ce ll and metabolite production development of new biochemical reac tor s, bi ocata l ys i s, and conversion of synthet i c gas and ot h e r c hemical feedstocks to value-added product s via biologic a l mean s New techniques in the monitorin g a nd contro l of molecular a nd ce llul ar e n g in ee rin g are a l so of int e re s t. Downstream Processing The capability to purify bioprod u cts in a cos teffective mann e r on a commercia l s cale i s an important technical goa l in bioproces s ing of subs t ances of biological origin. New proce sses and a m ajor enhancement of ex i s tin g pro cesses are n eeded to accomplish nece ssary purification. Guidelines 326 1 Obj ec ti ves and s i gnificance: Wr it e one to two pages g i v in g th e objectives of yo ur pr o posal a nd th e ex pe c t e d s i g nifi ca n ce. Inn ova ti ve o r orig i nal aspec t s of th e ob j ec tiv es s hould b e discuss e d. Also on a separa t e page, give th e co mpl e t e cita tion s, in clud in g th e titl es, of fiv e or s ix lit eratu r e r efe r ences t hat relate to your proposal. 2. Ea c h proposal ( initi a l draft and.fina l draft) must includ e: A. Pr o j ec t Summa ry li mit one pa ge 8 Pr o j ec t D esc ripti on limit JO pa ges C. R efere n ces n o pag e limit 3. Th e proj ec t d e scription s hould b e a clear s t atemen t of th e wo rk to b e undertaken and s h ou l d include th e fo ll ow in g: o jectiv es fo r th e period of th e prop ose d wor k and ex p ec t e d s i g nifi ca n ce and r e lati on t o th e pr ese nt state of knowl e dg e in the field Th e s tat e ment should out lin e the gene r al plan of wo rk includin g th e broad d es i g n of a c ti v iti es to b e und e rtaken and an adequate de sc ripti o n of exper im e ntal m e th o d s and procedu r es. T y pi ca l sec ti o n head in gs of th e project description are as fo ll ows: Obj ec ti ves, Significance and I mpact; Ba ckg r ou nd ; General Plan of W o rk; and Experimental M e thod s and Pr oce dur es. 4 Specifications for mar g in s, s pa c in g and fo nt s i ze: 2 5 c m margins on t o p bottom and on eac h s id e; doubl e s pa ce d ; and 12-p o int font s i z e. 5. W eb s it e r eferences s h o uld b e limit ed t o busin ess and gove rnm e nt W eb s it es only. A ll o th e r r efe r e nc e c itati o n s s h o uld b e t o peer-reviewed articles in publish ed journa l s. 6. For th e r ev is e d pr oposa l any c han ges mad e to th e initi a l pr o p osa l should be und er li ned o r hi g hli gh t ed. Grading/Schedule The grade for the research proposal wi ll be b ase d on the fo ll owi n g criteria: J Approach. Are th e co nceptual fram ewo rk desi g n m e th o d s, and ana l yses adequately developed, we ll -integrated, and appropriate t o th e object i ves of the proj ec t ? 2 Inno va tion D oes th e projec t e mpl o y novel co n ce pt s ap pr oac h es, or m e th o d s ? Ar e th e o bj ec tiv es o riginal and in n ova t i ve? D oes th e proj ec t c hall e n ge ex isting paradi g m s or d eve lop n ew m e th o d o l og i es o r t ec hn o l og i es ? 3. U tilit y or relevance of the research. Thi s c rit e ri o n i s us ed t o assess th e l i kelihood th at th e r ese ar c h c an co tribut e to th e ach i eveme nt of a goa l that is ex trin sic o r in add iti on to that of th e r ese ar c h fi e ld itself, and th e r e b y se r ve as th e ba s i s for new or impr oved t ec hn o l ogy o r as s i s t in th e so luti o n of soc i e tal pr o bl e m s. Grade Cred it and Schedul e : Se l ec tion of propo s al topic (d ue after thr ee weeks) 0 % Obj ec tive s a n d significance ( due after s ix week s) 5 % Initial draft ( due af ter 10 weeks) 20% Revi sed draft ( du e af t er 15 week s) 15 % Total for the propo sa l 40 % General Grading Guidelines for the Research Proposal in Biochemical Engineering The o n eto two-pa ge s t a t e ment of objec tive s a nd s i g nifi ca n ce was gra ded ba se d o n th e de gree to w hich th e objectives were s p ecifica ll y s t ated. The stateme nt of s ignificance s hould de sc rib e what i s innovative a bout the propo sa l. The initial and revi se d draft s of the propo sa l were gra ded based on a carefu l reading by the in s tru c tor with com ment s and qu est ion s written where ap propriat e in the margins. Th e que s tion s and / or problems about the propo sa l led to a rating of th e prop osa l into one of thr ee categories: minor moderat e, or m ajor questions / prob l ems. In a dditi o n the objectives a nd signjficance sec tion of th e propo sa l wa s c hecked to see i f any defici e n cies not ed in the ea rli er objective s a nd s ignificance assignment were correcte d Numerical gra d es were ass i g n e d ba se d on the degre e to w hi ch que s tion s and / or problem s were minimal a nd th e objectives a nd s i g nific a n ce were we ll s t a t e d 0 Chem i cal E n g in ee rin g Education

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tab teaching tips ) r This one-page column wi ll present practical teaching tips in sufficient detail that ChE educators can adopt the tip. The focus should be on the teaching method, not content. With no tables or figures the column should be approximately 450 words. If graphics are included, the length needs to be reduced Tips that are too long will be edited to fit on one page. Please submit a Word file to Phil Wankat subject: CEE Teaching Tip. 'MAKE YOUR TEACHING ASSISTANT A CO-INSTRUCTOR BARATH BABURAO, SARAVANAN SwAMINATHAN, AND D ONALD P. Vrsco, JR. Tennessee Technological University Cookeville, TN 38505 M ost engineering graduate students acros s the country are not trained in teaching. When training occurs, one of three models is normally used i 1 1 : 1) Enr o llm e nt informal d eg r ee or ce rtifi c at e e n g in ee rin g edu c ation programs 2) Formali z ed future facult y preparator y pro g rams su c h as th e Pr e paring Furur e Fa c ulty ( PFF ) pr og ram 3) Informal ( shar e a co ur se w ith a g raduar e s rudenr ) o r formal ( wirh c ours e c r e dit ) n aining in p e da g og y The Department of Chemical Engineering at Tennessee Technological University recently adopted a procedure similar to the third type that fully integrates a teaching assis tant (TA) into a senior-level Process Dynamics and Control course. Training occurs throughout the semester and the TA is involved in a meaningful way in all aspects of the course. Implementation was done with two graduate students as co instructors (CI) supervised by a full-time faculty member (FM). In presenting this model below however we use just a single CI for clarity. PROCEDURE The CI was chosen based on interest in an academic career and past experience with the course material. Prior to the beginning of the semester, the FM discussed the Cl's in volvement with the course from developing the syllabus and delivering the material to preparing and grading homework and examinations. The FM also provided reading materials on important pedagogy tentatively planned for the class suc h as active l earning or team-based approaches. A week l y meeting was arranged to discuss all relevant aspects of the course, s uch as feedback on the previous week's class, plans for the upcoming week etc In addition, the FM and the CI met 10 minutes prior to each class in order to briefly review Fa/12006 the day s plan as well as discuss any unforeseen issues that have arisen. During the first few class periods the FM provided a co ur se overview and discussed the role of the CI. The CI was trained to design the teaching methods, hom ework questions, quiz zes, laboratory, examinations, and the evaluation of the final project and presentation The CI was given the freedom to use the previous year s course material or design new mate rial. When the CI taught the class (which happened more than half the time) the FM observed the Cl's performance and vice-versa. RESULTS An individual assessment form for the CI was developed under the supervision of the FM This 18-question form covered six areas: lectures, l abs, organization, student int er action in-class activities and assignments / testing. Overall the students rated the CI as above average. The best area was Student Interaction. Student comments indicated that it was easier to approach a grad u ate student than a facu lt y member. Additio n ally, gradua t e st ud ents are lik e l y to keep similar hours to that of undergraduate students, making them more accessible. Overall the Cl's involvement in every aspect of the co ur se proved to be effective training. The FM often had an advisory role. Based on the feedback, the students generally agreed that the Cl's involvement was a positive experience for all involved REFERENCE I. Wankat P.C. and F.S. Oreov i cz Teaching Prospective Engineer i ng Faculty How To Teach," Intl J. Engr Edu c., 21(5), 925 (2005) 0 Copyright ChE Division of ASEE 2006 32 7

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( __ --=-5--=-Y-=EA:.......::..:R_IN_D_E_X--=--2_0-=--02--:-::-::--2_00_6 __ ) Volumes 36 through 40 (Note: Author In dex begins o n p age 338 ) TITLE INDEX Note: Titl es in itali cs are books reviews A Active Learning and Critical Thinkin g, Using Small Blo c k s of Tim es fo r .......... ....................... ... ... ....... 38 (2), 150 Act ive Learning Th a t Addresses Four Typ es of Student Motiv a tion Survivor Classroom: A M e thod of.. ........ 39 (3),228 Adsorption L abora t o ry Experiment A Fluidized Bed ....... 38(1 ) 14 Agitation and Aeration : an Automated Did act i c Ex pe r im e nt ... .. .. .. ....................................... .. 38 (2), 100 Agitation Experiment with Multipl e Aspects An ............ 40 (3) 15 9 A n a lo g i es: Th ose Littl e Tri cks That H e lp Students t o Understand Ba s i c Concepts in Chemical Engineering 39 ( 4 )302 A pplied Prob a bilit y a nd Stati s ti cs, A n U nd ergrad uat e Course in ...... .................................... .... .......... ....... 36 (2), 170 ASEE Annual Meetin g Pro gra m 2002 ...... ..................... 36 (2), 1 28 ASEE Annual Meetin g P rogram, 2003 .. .................. .. .... 37 (2), 120 Aspec ts of Engineering Practic e Examining Value and B e h av i ors in Organizations ................ ............... .... .. 36 ( 4 ),3 I 6 Aspen Plu s in the C h E Curriculum: Suitable Course Co nt e nt and Teaching M e th odo l ogy ... ... .... .. ... .. ... .. .. .. 39 ( 1 ),68 Assessing the In corporatio n of Green E n g in eer in g int o a De s i g n-Ori e nt e d H ea t Tran sfer Co ur se .. ... .... .. ...... 39 (4),320 Assessing Learning Outcomes, Rubri c D eve lopm e nt and Inter Rat er Reli a bilit y I ss u es in .. .................... .... ... ..... 36 (3),2 1 2 Assessment of a Simple Viscosity Experiment for Hi g h School Science Classes D e mon s t ra ti o n a nd .......... .. 40 (3),2 1 I Assessment of Teaching a nd Learning, Us in g T est R es ult s for .. .... ... ..... . ............ .. ........ .................... 36 (3), 1 88 Assessment of U nd e r gra duate R esearc h Eva lu a tin g Multidisciplinary Team Projects, Rubri c D eve lopm e nt for ............................................... ... ..... ... 38 (1),68 A utom a t ed Di st ill a ti o n Column for th e U nit Operations L a borator y An ............... .. ...... ... ...... ................ .. ... 39 (2), 104 A utomoti ve Applications Design of a F u e l Processor System for Generating H ydroge n for ......................... 40 (3),239 Award Lectures E qu a tion s (of C h a n ge), D o n t Change, The: But the Profession of E n g ine er in g Does ..... .............. 37 (4),242 M e mbran e Science a nd Technology in the 2 1 st Century .... .. ... ... .. ..... ... .... .. .... ........ ...... .. .. .... .. ... .. 38 (2),94 Future Dir ec ti o n s in ChE Education : A New P a th to Glory .... ... ......... .. .... ............. ...... .... .. ... 37 (4),284 Azeotropic System in a Laboratorial Distillation Column, Validating The E quilibrium Stage Model for a n ......... 40 (3) 1 95 .B B a t c h Fermentation Ex p e rim e nt for L-Lysine Produ c tion in th e Senior L a borat o r y, A .... ..... .......... 37 (4),262 ( BLEV E), B o ilin g-L iquid Expanding-Vapor Explosion: 328 An Introdu c tion to Consequence a nd Vulnerability Analysis ................................. ................................... 36 (3),206 Be er, T eac hin g Produ ct D es i g n Through th e In ves ti ga ti o n of Comme r c i a l ... .................. .. ... ... .. ... 36 (2), 10 8 Bin a r y M o le c ular Diffusion Experiments, In expens i ve and Simple ... ...... ... ........... ........... .. .. . .... 36 ( 1 ),68 Bi oc h em i ca l a nd Bi o l ogica l Engineering Co u rses, The R esearc h Propo sa l in ... .. ...... ......................... ... ..... .. 40 ( 4 ),323 Bio c hemi ca l Engineering Taught in the Context of Drug Discovery to Manufacturing ... ............. ............ 39 (3),208 Bi od ie se l Producti o n Us in g Acid-Catalyzed Transesterification of Yellow Grease Pl a nt Design Project: .... .... ......................... ........ ................ 40 (3 ),2 15 Bi o int erfac ial Engineering Multidisciplinary G rad uat e C urri c ulum o n Integrative ....... .... .. ........ .. ............ 40 ( 4) ,2 51 Biological Systems in the Process D y n am i cs a nd Co nt ro l Curriculum Int egra tin g ............. .. . .. .. ...... 40 (3), 1 8 1 Biology a nd C h E at the Lower Levels Int egra tin g ....... .. 38 (2),108 Biomass as a Sustainable E n ergy Source: An Illu stration of ChE Th e rm o d y n am i c Concepts .... .. ....... .. .. ... ..... 40 (4),259 Biomedi ca l and Bi oc h em i cal Engineering for K-1 2 Students ................. ... .. . ..... .. ... ...... ... .. .... .......... 40 (4),283 Biomolecular Modeling in a P rocess Dynamics a nd Control Course .. ... .. .. .. .. .. ......... ...... ................... 40 (4),297 Bioprocess Engineering, A Co u rse In: Engaging the Im ag in a ti o n of Students Using Experie n ces Outside th e Classroom ................................. .... ... ... .. .... . .... 37 (3), 180 Bi oreactor Mass Tra n sfe r a nd Ce ll Growth Kinetics in a .. .. .. .... ....... .. .... .. .... ... .... ... ................... ... .. .... 36 (3),2 1 6 Bl ock -S c h e dul ed C urriculum Pillars of Chemical E n g in eeri n g, A .............. .. .. ...... ......................... .. .. ... 38 (4),292 Brin eW a t er Mixing Tank Ex p erime nt Teaching Semiphysical Modeling to ChE Students Us in g a ...... 39 (4),308 Building Molecular Biology Laboratory Skills in C h E Students ..... ............................ .. .. ... ................. ... 39 (2), 1 34 Buildin g Multivariable Proces s Contro l Intuiti o n Us in g Contro l Stat i o n .... ....... .......... .. ... .... ... ........... 37 (2), 100 .c Carbon Cycle Earth's: C h e mi ca l Engineering Co urs e Material ...... .. . ..... ... .. .... ........ ......................... .... 36 (4),296 Career Factors Influ e ncin g th e Selection of Chemical E n g in eer in g as a .. ........ ....... ...................................... 37 (4),268 Cars Accelerate Learning Fast: High-Performance E n gi n es .. .. ............... .. ..... .. .... .... ................ ... .. ...... 37 (3),208 Catalytic Re ac t or, Expe rim e nt s wi th a F i xed-Bed ............. 36 ( 1),34 Cell Growth Kinetic s in a Bioreactor Mass Transfer a nd .. .. .............. .... .. .. .. .... .. .. .. .... ..................... ... 36 (3),2 1 6 C h e mi ca l Enginee r ing Education

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Ce llular Bi o l ogy into a ChE D eg r ee Pro gra m Incorpo ra tin g Molecular a nd .... .... .. .... .. ... .......... 39 (2), 124 CF D Tool s, Teaching Nonideal R eactors w ith .. .. ....... .. .... 38 (2) 1 54 C hE Principl es, A R esp irati o n Exper im e nt to Int rod u ce. 38 (3) 1 82 C hem-E-Car Competition En g in eer in g A n a l ys i s in th e .... 40 ( 1 ),66 C h e m-E-Car D ow n U nder ............................................ 36 (4),288 Chemical P rod u c t E n g ineerin g, A Graduate-Leve lEq ui va l e nt Curric ulum in .. .. ....................... .. .. .. .... 39 (4),264 C h e mi ca l R eact i on En g in eer in g L a b Experiment An Int egra t ed ... .... .... ... .. ........................................ 38 (3),228 Chemical Th er mod y n a mi c Conc e pt s to Re al-Wor ld Probl e m s, R elat in g Abstra c t ................................... .. 38 (4),268 Chemistry int o the ChE Curriculum In corporat in g Computational .. ..... .. ...... .. ... ............... .. ... .. .. ... . 40 ( 4 ),268 Classroom Demon s tration of Natural Co nv ec tion A Simpl e .......... .. ..... ...... ............. .... ....................... 39 (2), 1 38 Choosing and Evaluating Equation s of State for Therm op h ys i cal Propertie s ... .... .. ..... .. .. ..... .. 37 (3),236 Coffee on D emand: A T wo -H our D es i g n Probl e m .. .. .. .. 36 ( 1 ) 54 Coherence in Technical Writin g Imp roving .. .... .. .. ... .. 38 (2) 11 6 Collaborative L e arning and C y ber-Cooperation in Multidi sc iplin a r y Projects ............... ............... ........ 37 (2), 114 Combining M o d e rn Learning P edagogies in Fluid M ec h a ni cs and H eat Tran sfer .... ........... .. ... .... .... 39 ( 4 ) 280 Combustion Prin c ipl es for En g in ee ring Fre s hm an, The Pot a t o Cannon: D etermination of.. ............... ... 39 (2) 15 6 Commercial Simulator to Te ac h S or ption Separation s, Us in g A .. ... . .. .... ........ .. .. ..... .. .. ... ...... .... ... .. 40 (3), 165 Co mmon Plumbin g a nd Control Errors in Pl a ntwid e Flow Sheet s .. .. .. .. .... .. ..... .... .. .. ... . 39 (3) 202 Comm unit y -B ase d Pre se nt ations in the U nit Op s L a borat o r y . .. .... .... .. .. .. .... .. .. .. .. ... .... . .. . .. 39 (2), 160 Communication Skills in Engineerin g Students A n Innovati ve Method For D eve l op in g .. ... ....... ... .... 38 ( 4 ),3 02 Co mpa c t H ea t Exchangers A Pro ject to D es i g n a nd Build .......... ........ .... .... .. ... .. .. ... .................. 39 ( I ),38 C o mpendium of Open-Ended Membrane Probl e m s in th e Curriculum A .... .. ... .. .. .. . . .... .. ... .. 37 ( I ), 46 Co mpr ess ibl e Flow A n alysis Di sc h arg in g V esse l s .. .. .. .. 38 (3), 190 Co mput a ti o n in th e Analysis of Separation Pro cesses Using Visualization and .. .. . ...... ........................... 40 (4),3 1 3 Computational Fluid D y n a mi cs In corporati n g Nonid ea l R eac tor s in a Junior-Le ve l Cour se .. .. .. ..... .... ... 38 (2) 136 Computer Evaluation of Exchan ge F ac tors in Thermal Radiation ....................... .... ................... 38 ( 2 ) 126 Computer-Facilitated Mathem a ti ca l Method s in C h E Similarity Solution ... .. .................. .. ..... .. .... . 40 (4),307 Co mputer Pro gra mmin g t o T eac h N um erical Method s Incre as in g Time Spent o n Cour se Objectiv es b y Us in g .. . .. . .. .... .. .. .. .. .. ..... .. .... ... .. ... .. . 37 (3),2 1 4 Computer Science or Spreadsheet En g in ee rin g: A n Excel/VBA-Based Pro gra mmin g a nd P rob l emSol v in g Cour se .. ........ ....... ... .... .... ..................... 39 (2), 14 2 Computing Experience Enhancing the U nd ergrad uat e ... 40 (3),23 1 ConcepTests a nd In s tant Feedback in Thermod y n am i cs, Use of .. ... ........ .... .. .. .. .. .. . .. . ..... .. .. .. .. . 38 ( 1 ),64 Conceptual Under s tanding in Ch e mical En g ineering .... .... 36 ( l ),42 Condensation Solvent R ecovery b y: A n Appli ca ti o n of Phas e Equilibrium a nd Sen s iti v it y Ana l ys i s .. .. .... 38 (3),2 1 6 Conduc tin g th e En g in ee r 's Approach t o Probl em Solving Fa/12006 Di s c ussion of the M e th od: .. .... ... .. .... ... .. .......... 38 (3),2 03 Consequen ce a nd Vulnerabi lit y Analysis Boiling-Liquid Expandin g-Va por Explo s i o n ( BLEVE ) ... ... .... .. .. .. 36 (3) 206 Constru c tion a nd V i s u a li zatio n of VLE Envelopes in M a th ca d .... ..... .. ... ... ... . .... ... .... ... .... ..... .. .. ... ....... .. .. 37 ( 1 ),20 Con s ultin g, The Vagaries of. .............. .. ...................... 36 ( l ),74 Control Station Buil d in g Multi va ri a ble Pro cess Control Intuiti o n Usi n g ... .. .. ... .. . . ... .... ......... ............. 37 (2), 10 0 Cooking P o t a t oes: Experimentation and M a th ema ti cal Mod e lin g ............... .... . .. .. ... .. .... ............... .......... 36 ( I ),26 Cooperativ e Work That Get s Sophomores o n Board ..... 39 (2), 12 8 Copper R otat in g-Disc E l ec t rode, R ed u c ti o n of Di sso lv e d Ox yge n a t a ...... .... .... ....... .. ... ................. 39 ( 1 ), 14 Coupled Tran s port and R a t e Proce sses, Teachin g ........... 38 (4),254 Cour se -L eve l Strateg y for Co ntinuou s Improv e m e nt A 39 (3), 1 86 Cour se Proj ect, Partnering With Indu s tr y for a Meanin g ful .............. .. ... .... .. . .. .. .. .. .. .. . ...... 40 ( 1 ),32 Cross-Discip lin ary Proj ec t s in a ChE U nd ergrad u ate Curriculum, De ve l o pm e nt of... ... .. .... .. .. .. .... .. .. .. .. 38 ( 4 ),296 Curricu lum : Su it a bl e Course Content a nd Teaching M e thodology Aspe n Plu s in th e ChE ............ .... .... .... 39 ( 1 ),68 Cyber-Cooperation in Multidi sc iplin ary Proj ects, Collaborative Learnin g a nd ...... .... ... .. ...... ..... ...... .... 37 (2), 114 Class and Home Problem s D A Simpl e Op e n-End ed Vapor Diffu s ion Exper im e nt.. 38 (2), 1 22 An Op e n-Ended Ma ss B a l a nce Problem . . .. ......... 39 ( I ),22 B o ilin g -Liquid Expandin g-Va por Explo s ion ( BLEVE ) A n Introdu cto n to Co n se quen ce a nd Vu ln erab ilit y A n alys i s ............ .. .. .. .... .. .. .. .. ...... 36 (3),2 06 Computer-Faci lit a ted M a thematic a l M e thod s in ChE Simil ar it y Soluti o n . .. .. .. ... .. .... .. ..... .. .... .. 40 (4),309 Cooperative Work That G e t s Sophomore s o n Board .. 39 (2), I 28 D ata An a l ys i s Mad e Ea sy With DataFit ........ .... ....... ... 40(1 ),60 Fuel P rocesso r System for Generating H y dro ge n for Au t o m o ti ve Applications .. .. ................. ......... .. 40 ( 3 ),239 G as P e rm ea ti o n Comput a tion s wit h M a thematica ..... 40 (2), 1 40 Gr ee nin g a D es ign-Ori e nt ed Heat Tran sfe r Co ur se. 39 (3),2 16 In co rp ora tin g Green En g in ee ring into a M a t er i a l a n d E n e r gy B a l a n ce Co ur se .. .... ..... .. ..... .... ......... 38 ( 1 ),48 Sc a l ed Sk e t ches for Vi s u a li z in g Surface Ten s i o n ....... 39 (4),328 Solvent R ecovery by Condensation: An App lic at ion of Pha se Eq uilibrium and Sensitivity Analy s i s .. ..... .. 38 (3),2 16 Th e Sherr y Solera: A n App li catio n of P art ial Differ e nce Eq u a ti o n s .. .. ................... .. ... .. .... .. .. 36( 1 ),48 D a ta Ana l ys i s M a de Easy With D a tafit... .. .. .... . .......... 40 (1),60 De c i s i o n Ana l ys i s for Eq uipm e nt Selection .... ... .... .. 39 (2) I 00 Demon st r a ti o n a nd Assessme nt of a Simpl e Vi scos ity Experim e nt for Hi g h School Science Cla sses ........ .. .. 40 (3),2 11 De s i gn Experience : Multidi sc iplinary D es i gn of a P otable Water Treatment Plant A Freshman .... ..... ... 39 ( 4 ), 296 D esign in Chemica l En g in eeri n g at Ro seHulman In s titut e of T ech n o l ogy Freshman .. .. .. ..... .... .. 38 (3),222 D es i g n of a Fuel Pro cessor Sy s tem for Generatin g H ydroge n for A ut omotive App li ca ti o n s .. ........ ......... 40 (3),2 39 De s i g n Pr o bl e m A T woH o ur : Coffee on Demand .. .. .. 36 ( 1 ), 54 De s i g n P rojec t : Biodie se l Production Us in g AcidCatalyzed Transe s terifi ca ti o n of Yellow Gr ease 329

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Plant .. .................. .. ... ... .......................... ........... .... 40 (3),2 15 De s i g n Proje c t Curricula An Int e rnational Comparison of Final-Year .. ................. .... .... .. ..................... .... .. 40 ( 4 ),27 5 De s i g n Proje c ts of th e Futur e ...................................... .. .... 40 (2),88 De s ign Proj ec t s, Web-Ba se d D e liv e r y of ChE ..... .. ... .... 39 (3), 194 De s i g n Throu g h the Inve s tig a tion of Commercial Be e r T eac hin g Produ c t ... .......... ...... .... .... ..... ......... 36 (2), 108 Determinin g Self-Similarity Transi e nt Heat Tran s fer with Constant Flux, A Method for ...... ... .. ..... .. ... ... ... ... 39 ( 1 ),42 Determinin g the Flow Characteristics o f a Power Law Liquid .. ... ...... .... ... .. ..... .. .............. .. ... .. .. .......... 36 (4),3 04 D eve lopin g M e t acog niti ve Engineering T ea m s .... .... ...... 38 (4),3 16 Developm e nt a nd Implementation of a n Educational Simulator : Gluco s im .................. ............ .. ...... ...... .. 37 (4),30 0 Developm e nt of Cross-Disciplinary Projects In a ChE Undergraduate Curriculum .............. .......... ........ 38 ( 4 ),296 Differenti a l Equations, Scaling of: Analysis of the Fourth Kind ," .. .. .. ...... ........ .. ... .. ... .. .. ................. .. ...... 36( 3),232 Diffu s ion Experiments, Inexpen s ive and Simple Binary Molecular ... ...... .. ...... ... .. .. .... ... .. ... ................ .. 36(1 ),6 8 Diffusivitie s in the Classroom, Using Molecular-Lev e l Simul a tions to Determin e ...... .. .... ... ................. .. .. ... 37 (2), 156 Dis c hargin g Ves se l s, Compressible Flow Analysis . .... 38 (3), 1 9 0 Di sc ussion of the M et hod: Conducting the Engineer's Approach to Pr ob l em Solving ................... 38 (3),203 Di sso lv ed Ox yge n a t a Copper Rot a tin g -Di sc Electrode, Redu ctio n of ...... .... .... .......... ... ... ... ........ 39(1 ), 14 Di s till a tion Case Study Using Mathem a ti ca to Teach Proce ss Units, A .... .... ................ ... ... .. ... ... .................. 39(2 ), 116 Divi s ion Program Chemical Engineering ....................... 36 (2), I 28 Departmental Articles California Berkel ey, University of ...... .. ....... ............... 37 (3), 16 2 Columbia University ....................................... .. .. ... ...... 40 ( I ),8 Illinoi s Institute of Te c hnolo gy .... .. .. ... .. .. .... .. .. .... ... 39 ( 1 ),2 Kansa s State University .. ... .. .. ..... .. .. .. ... ..... ......... .... 36(1 ),2 Mar y l a nd Baltimore County U niver s it y of .................. 37 (2),82 Oklah o ma University of .. .... .. ..... .. ............ ....... 38 (3), 16 2 Ri ce University .... .... .. ....... .. ... ..... .. .. .. .. .. ................. 38 (2),88 Rowan University .. ... .. ..... .. ..... .. .. .. .. .. .. .. ..... .. ........ 39 (2),82 Sh e rbrook e, U niv e rsity of ... .. .... .. .... .. .. .... ....... ...... 40 (3), 146 Tulane University ..... ........ .. .. .. .. .. .... ... ... 36 (2),88; 40 (2),80 Vanderbilt University .... .. .. ........ .. .. .... ....... .. ............... .. 37 ( I ),2 Wa s hin g ton University ... .. ......................... ... . ........ 39 (3), 1 70 Doct ora l Student 's Per s pective Te ac hin g a nd M e ntorin g Trainin g Pro gra m s at Michi ga n State University: A .... ......................................... ... ............. 38 ( 4 ),25 0 Drawin g the Connections Betw ee n Engineering Science and Engineering Practi ce ............................... 39(2 ), I 10 Drug Deliver y for Chemical En g in eers, An Introduction to .. .. ............. .. ......... ............................... 36 (3), 198 Dru g Di scovery to Manufa c turin g, Bi oc h e mi ca l Engineering Tau g ht in the Context of ....... ....... .. .. ... 39 (3),2 08 Durbin-W a t so n Statistics to Time-Seri esBased R egress ion Mod e l s, On the Application of .. ......... ... ..... 38 ( 1 ),22 Du st Explosion Apparatus Suitable for Use in Le c ture D e mon s tration s, A .................... ... .. ......... .... ........... ... 38( 3 ), 188 Dynami c Simulation to Converge Complex Proce ss Flow Sheets, Use of ... .................................... 38 (2), 142 330 E Earth's Carbon Cycle C h em i ca l E n g ine e rin g Course Material The ....... ........................................ .. ............. 36( 4 ),296 Economic Ri sk A n a l ys i s: Usi n g Analy ti ca l a nd Monte Carlo Techniques ......... ....... ......................................... 36 (2),94 Economics a n d Business Stra t eg i es, A Lesson in Engineering: G as Station Pricing Game .......... .......... 36 (4),278 Educator Articles Davi s, Rob e rt H .; U niv ers ity of Co l orado .................. 37 (2),88 Doh e rt y, Mike; UC Santa Barbara ...... ... ....... ........ 38 (3) l 68 D ora i swa m y, L.K. ; Iowa Sta t e Un i ve r si t y ... .............. 36 (3), 1 78 Eckert, C hu ck; Georgia In stit ut e of Technology ............ 38 ( I ),2 Gast, Alice; Massachusetts In sti tut e of Technology .... 39 (2),88 Hesk e th Robert ; R owa n U ni ve r si t y .... ..... .... .... ...... ... 37 ( 1 ),8 Kin g, C. Jud so n ; UC Berkeley ............ .... .. ......... .... 39 (3), 17 8 L e Bl a n c, Steve ; University of Toledo .. ..... .. . .... ... 36 (2),82 Mont go mery Susan; U ni vers it y of Michi ga n .. ..... 40 (3), 154 Rhin e hart R. Ru sse ll ; Oklahoma State U ni versity .. ... 39 ( 1 ),8 S e ider Warren ; U ni vers it y of Pennsylvania .. .... ... .... 36 ( I ),8 Shuler, Michael L.; Cornell U ni ve r s it y ... .... .... ... .... 38 (2),82 Schulz, Kirk; Mi ssiss ippi State U niv ers it y .. .... ... .... .. 40 ( 1 ),2 Stuve Eric M .; U ni ve r si t y of Washington ... .. .. .. .. .... 40 (2),74 Electrochemical Method Metal Recovery from Wastewater with an ..................................................... 36 (2), 144 Electrodialysis Exploring the Potential of ........................ 37 ( I ),52 Electrolyte Th er m ody n a mic s, Teaching .... .. ....... ............. 38 ( I ),26 Energy Balances o n th e Human Body: A H a nd s -On Exploration of Heat Work a nd Power.. ............ ... .. ..... 39 ( I ),30 Energy Co n s umpti on vs. E n ergy Requirement ..... .... .. .... 40 (2), 1 32 Energy Source: An Illu strat ion of C h E Thermodynamic Co nc e pt s, Biomass as a Sustainable .. .... .................. ... 40 (4),259 E nh a n c in g the Undergrad u ate Comp utin g Ex p er i e n ce ... 40 (3),23 1 Engineering Analysis in the C h em E Car Competition ..... 40 ( I ),66 Engineering Science a nd Eng ine eri n g P rac ti ce, Drawing the Co nn ect ion s Between .. .. ... . .. ... . .. .... .. .. .. ... 39 (2), 110 Engines Hi g h-P erformance: Fast Cars Acce lerat e L ea rnin g .. .. .. ... ..... .. .... ..... .. ...... ... .. .... . .. ..... 37 (3),208 Environmental Engineers Throu g h Development of a New Course Introdu c in g Molecular Biolo gy t o ........ 36 (4),258 Environmental Imp ac t Assessme nt: Teaching the Principles and Practices b y Means of a Role-Playing Case Study .. . .. .. .. .... ... .. ..... .. .. ..... ... ... ... .... ... .. 39 ( I ), 76 E qu a tion s (of C h a n ge) D on't Change, But the Profession of E n g in eer in g D oes ..... ....... ... .. .... ... .. .. 37 (4),242 Equations of Stat e a t the Graduate Level Molecular-Based .. .. ................... ....... ................. ......... 39 (4),250 Equations of St a t e for Th er m o ph ys i ca l Properties Choosing and Eva luatin g ... .. .. ... ... .. ..... .. .... .... ...... ... 37 (3),236 Equilibrium St age Model for an Azeotropic Systems in an L aboratoria l Distillation Column, Validating the ........................ .............. ... .... ............... .... .. .... .. .... 40 (3), 1 95 Eq uipm e nt Se l ectio n Decision A n a l ys i s for ....... ..... ... 39 (2),100 Evolutionary Operation Method to Optimize Gas Absorber Operation Usi n g the: A Stati s tical Method for Pro cess Imp roveme nt .. ... ....... .. ............. .. 38 (3),204 Examining Value a nd B e h av i ors in Organizations: Aspects of Engineering P rac ti ce ... ...................... ...... 36 ( 4 ),3 1 6 Excel/VBAB ased P rogra mmin g and Probl em Solving Chemical Engineering Education

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Co u rse, Co mput e r S c i e n ce or S pr eads h eet E n g in ee rin g: A n ............. ... ..... .. ............... ........ .. ....... 39 (2), 1 42 Exce pti o n s t o th e L e C h a t e li e r Prin ci pl e ........ .... ... .... 37 (4),290 E xc it e m e nt a n d Int e r es t in M ec h a n ica l P a r ts, Pr ess u re fo r Fun : A Co ur se M o dul e fo r In c r eas in g C h E Stud e nt s' .. .. .. .. .. .. .... ........ ......... .. .. .. . .. .. .. .. .... 40 ( 4) 29 1 E xe r c i se fo r P rac ti c in g P rogra mmin g in th e C h E C urri c ulum C a l c ul a ti o n of Th er m ody n a mi c P ro p e rti es Us in g th e R e dli c h-K wo n g Eq u at i o n of St a t e ... .. .. .. .... .... ... .... .... ........ .... .. .. .. .. .. .. ... ... 37 (2), 1 48 Ex p e rim e nt A g it a ti o n a nd A era t io n a n Aut o m a t e d Did ac ti c .... .... ... . .. .... .. .. .. .... ... .. 38 (2), 100 Ex p e rim e nt A N o nlin ear, Multi Inpu t, Multi Output Pro c e ss Co nt ro l L a b ora t o r y .................................. ....... 40 ( I )5 4 Ex p e rim e nt A Quadrupl eT a nk P rocess Co n tro l .. .... .. .. 38 (3), 1 7 4 Ex p e rim e nt A Simpl e Open-End e d Va p o r Di ff u s i o n ... .. 38 (2) ,1 22 Ex p e rim e nt fo r Tran s p o rt Ph e n o m e n a, A n Easy H e at and Ma ss T ra n s f er .. ............. .................. 36 ( I ), 5 6 Ex p e rim e nt w ith Multipl e A s p ec t s A n Ag it a ti o n ..... .. 40 (3) ,15 9 Ex p e rim e nt a l A ir Pr ess ur e T a n k S ys t e m s fo r P rocess C o ntr o l E du ca ti o n .... ... ... ... ... .. .. .. .. .... .. .. ..... .. 40 ( I ),24 Ex p e rim e nt a l D es i g n P e r so n a li ze d Int erac t ive T ake -H o m e Exa min a ti o n s fo r St u de nt s St u dy in g ..... 37 (2). I 36 Ex p e rim e n ta l D es i g n int o th e U n i t Opera t io n s L a b ora t o r y, In corpora tin g ......... ... ... ... .. .... .. .. ... .. 37 (3), 1 96 E x p e rim e nt a l In ves ti ga ti o n a nd P rocess D es i g n in a S e ni o r L a b ora t o r y Ex p e rim e nt ................. ................ 40 (3) 225 Ex p e rim e ntal Proj e ct s for th e Pro cess Co nt ro l L a b ora t o r y ...... .... ... .. .... .. .. .. .. .. .. .. .. .. .. .. .... 36 (3) 1 82 Ex p e rim e nt a ti o n a nd M a th e m a ti ca l M o d e lin g: Coo kin g P o t a t oes .... .. .. .. .... ... .. . .. .. .. .. .. .. ... .... 36 ( I ),56 Ex p e rim e nt s Across th e A tl a nti c P erfo rmin g Pr ocess Co nt ro l .... .. .. .... ... .... . .. .... ..................................... 39 (3).232 Ex p e rim e nt s, In ex p e n s i ve a nd S imple Bin ary M o l ec ul ar Di ff u s i o n .............. . ... .. .. .. .. .. .. .. . .... 36 ( I ) 68 Expe rim e nt s a n d Oth e r L eam in g Ac t ivit i es Us in g Na tu ra l D ye M a t e ri a l s ......... .. .... .. ... ............. 38 (2), 132 E x p e rim e nt s w ith a F i xe d-B e d Ca t a l y ti c R eacto r. ............. 36 ( 1 ),34 E x pli c it M o d e l s, S e n s iti v it y A n a l ys i s in C h E E du ca ti o n: P a rt I. Introdu c ti o n a nd Appli ca ti o n t o .. ............. ..... 37 (3),222 E F ac t o r s Influ e n c in g th e S e l ec ti o n of C h e mi ca l E n g in ee rin g as a Ca r ee r. .... .. .. .. .. .. . .. . .. ..... 37 (4),268 F ir s t-S e m es t e r Co ur se F oc u s in g o n Co nn ectio n Co mmuni ca ti o n a nd P re p ara t io n A S u ccessfu l Introdu c ti o n to Ch E .. .. ....... .. ........ .... .. .... .. 39 (3),222 F i xe d B e d Ca t a l y ti c R ea ct o r Ex p e rim e nt s w i t h a ... .. ..... 36 ( I ),3 4 Fl ex ibl e Pil o t-S ca l e S e tup fo r R ea l-Tim e Studi es in Pro cess Sy s tem s E n g in ee rin g A .............................. .... 40 ( 1 ),4 0 Flow Chara c t e ri s ti cs of a Pow e r La w Liquid D e t e rminin g the .... ..... .. .... .... ... ................ .... ...... 36 ( 4) 30 4 Fluid M ec h a ni cs, W a t e r D ay : A n Ex p e ri e n t i a l Lec tur e for ... .. .. ..... .. .... ............. .. .. ..... .... .... ... 37 (3) 1 70 Fluid-Mi x in g L a b ora t o r y fo r C hE U n de r grad u a t es .. .. .. 37 (4) 296 Fluidi ze d B e d A d so rpt io n L a b orato r y Ex p erime n t... .. ... 38 ( I ), 1 4 F luidi ze d B e d P o l y m e r Coa tin g Ex p e rim e nt ... .. ... ... .. 36 (2), 1 38 Fo r th e S a k e of Ar g um e nt : If th e Co n ve nti o n a l L ec tur e I s D ea d Wh y i s it Ali ve a nd Thri v in g .. ..... ... .. ... .. .. .. 40 (2) Fr ee C o nv ec ti o n A Computation a l M o d e l for T eac hin g. 38 ( 4 ),272 F a ll 2006 Fr e n c h FrySh a p e d P o t a t oes, Op t imum Cooki n g o f : A C l assroo m Stud y of H eat a n d M ass T ra n sfer .. .. ..... 37 (2), 1 42 F r es hm a n D es i g n Ex p e ri e n ce : Multidi sc iplin a r y D es i g n of a P o t a bl e W a t e r Tr ea tm e nt Pl a nt A .. .. .. 39 ( 4 ), 2 96 F r es hm a n D es i g n in C h e mi c al E n g in ee rin g a t R os eHulm a n In s titut e of T ec hn o l ogy ... ............. .. .. .. . 38 ( 3 ),222 F r o nti e r s of C h e mi ca l E n g in ee rin g : a Ch e mi ca l E n g in ee rin g Fr es hm a n S e min a r. .... .... .... ... .... .. .. .. 37 ( l ),2 4 FTIR Sp ec t rosco p y: A n Ex p e rim e nt fo r th e U n de r gra du a t e L a b ora t ory K i n e ti cs of H y d ro l ys i s of Acet i c A nh y dr i d e b y In-Situ .... .. . .. .. ... .... .... ..... 39 ( 1 ), 5 6 F u el P rocessor S ys t e m for Ge n era tin g H y d roge n fo r A ut omo ti ve A ppli ca ti o n s D es i g n of a ... ... .... ........ 40 (3),239 F u e l Ce ll : A n Id ea l C h E U n de r gra du a t e E x p e rim e nt. ...... 38 ( I ),38 Futur e Dir ec ti o n s in Ch E Ed u ca ti o n: A New P a th to G l o r y .. ....... .. ....... ..... .................. .... ........ .. .... .. 37 ( 4 ), 2 8 4 G G as P e rm ea ti o n Co mput a ti o n s with M a th e m a tic a ... .. .... 40 ( 2 ), 140 G as Se p ara ti o n Memb ra n e Ex p e rim e nt s, A Simpl e A n a l ys i s fo r. ... . .. .. ... .. .. . .. .... .. .... .. .. .. ... ... .. .. 37 ( 1 ), 74 Gas Se p arat i o n Us in g P o l y m ers, T oo l s fo r T eac hin g .. ... 37 ( I ), 60 Gas Statio n P ri c in g G a m e : A L esso n in E n g in ee rin g Eco n o mi cs a n d Bu s in ess S t ra t eg i es .... .... .. ... .. .... 36 ( 4 ),278 Gasifica ti on S e ni o r D es i g n P rojec t T h at Int egra t es L a b oratory E x p er im e nt s a n d Co mput e r Simul at i o n A Tir e .................... .... .... . .. .. .. .. .. ... .. . .... . ... 40 (3), 20 3 G e n e S ub c l o nin g fo r Ch e mi ca l E n g in ee rin g Stud e nt s, L a b ora t o r y E x p e rim e nt 0 11 ................ .... .. ............... ... 38 (3),2 1 2 Gibb s E n e r gy Co n s i dera ti o n s R e d uce t h e R o l e o f R ac h fo r d -Ri ce A n alys i s, Co mputin g Ph ase E quilibri a: 36 ( 1 ),76 G i ll esp i e A l go ri th m a nd MA T LA B In trod u c in g th e Stoc h ast i c Si m ul a ti o n of Che mi ca l R eac ti o n s Us in g t h e .. .... .. .. .. ............. .. ... .... .. .... .. .... .... .. .. 37 ( 1 ), 1 4 Gl u cos i m: D eve l o pm e nt a n d I m pl e m e nt a ti o n of a n Ed u ca ti o n a l Simul a t o r ... .... .... ..... .. .. .. .. .. .. . .. .. 37 ( 4 ), 300 Gra du a t e Co ur se o n Multi -Sca l e M o d e lin g of S of t M a tt e r A .. . ...... ... .. ........................... .. ... 38 ( 4 ),2 4 2 G ra du a t e Co ur s e s, R e fl ec ti o n s o n Proj ec t-B a s e d L ea rn i n g in .... ... .. ...... ... .. .... ........ .... .. .. .. .. .. 38 ( 4 ),2 6 2 Gra du a t e C urri c ulum o n Int egra ti ve Bi o int e r fac i a l E n g in ee r i n g Mul t idi sci plin ary .. .......... ..... ... .... . .. 40 (4),2 51 Grad u a t e E du ca ti o n: A ovel A p p r oac h fo r D esc ribin g Micromix i ng Effec t s in H omoge n eo u s R eac t o r s ........ 36 (4 ) 2 50 Grad u a t e Ed u ca ti o n: I n t rod u c in g M o l ec ul a r Bi o l ogy to Env i ro nm e n ta l En g in ee r s Th ro u g h D eve l o pm e nt of a New Co ur se .. ... .. ... ... ... .. ... ... .. 36 ( 4 ), 25 8 Gra du a t e -L eve l C o u rse in Ti ss u e En g in ee rin g, T eac hin g A ................. ..... .. .. .... ... .. .. ... ... .. .... 39 ( 4 ), 272 Gradu a t e -L e vel-Equiv a l e nt Curri c ulum in Ch e mi ca l P ro du c t E n g in ee rin g, A ..... .. .. . .. ... .. .. ..... .... .. ... 39 ( 4 ),2 64 G ra du a t e L eve l M o l ec ul a r B ase d E qu a ti o n s of St a te a t th e ...... .... .. ..... ......................................... ... .. .. ... 39 ( 4 ),2 50 G r a du ate P rogra m s P rod u c t iv i ty a nd Qu a lit y In d i ca tor s fo r Hi g h ly R a n ked C h E .. .. ..... .. ... .... .. ........ .... .. 37 (2),94 Grad u ate S t u de nt s th e R o l e of J o urn a l A rti c l es in R esea r c h T eac hin g E nt e r i n g .. .... ... ......... ........ .... .. 40 (4),2 4 6 G ra du a t e Th e rmod y n a mi cs C o ur se in C h e mi ca l E n g in ee rin g D e p a rtm e nt s A c ro ss th e U nited State s A Sur vey of th e .. .... .. ...... ..... ... .. .. .. .... ... ......... 39 ( 4 ),2 5 8 33 1

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" Gree nin g" a Design-Oriented Heat Tran sfer Co ur se .... 39 (3),2 16 G r ee n E n gi n ee rin g into a Desi g n-Oriented H ea t Tran sfe r Course, Assessin g th e In co rporation of ... ... 39 (4) ,3 20 Green Eng in eering into a Material and Energy Bal a nce Course In corporat in g .... .. .. ..... ..... .. .. .. .. ...... ..... ........ 38 (1) 48 Group Learnjng, Introdu ctio n to Synthe s i s, Re s ourcefulnes s, and Effectiv e Communication in Biochemical Engi n eering ......... .. .. .. ........ ................ 37 (3) 174 Gro up Work T e aching Engineering in a Modern Cla ssroo m Setting : Miling Room for .......... .. .... .. .. .. 39 (2), I 64 H Hand sOn Laboratory in the Fundament a l s of Serruconductor Manufacturin g, A .... ..... ....... .. ..... .. ...... .. 36(1 ), 14 Heat Transfer Visualization Tools Java Ba se d ................ 38 ( 4) ,2 82 Heat a nd Mass Tran s fer Experiment for Transport Phenomena An Easy ........ .............. .. .. ...... ................... 36( l ) 56 Heat a nd Mass Transfer Optimum Cooking of French Fry-Shaped Potatoe s: A Classroom Study of ................................. 37 (2), 142 Heat Tran sfer Analysis a nd the Path Forward in a Student Project o n the Splend a Sucralo se Pro cess ..... 39 (4),3 1 6 Heat Tran sfe r Course, As sess in g the In co rporation of Gr ee n Engineering into a De s i g n Oriented ............. ... 39 ( 4 ),320 Heat Tran sfe r Cour se, Greenin g" a De s i g n-Oriented .... 39 (3),216 Heat Tran sfe r Problems Spre a d s h ee t Solution s to Two-Dimensional .. ... .. ..... .. .... .... .. .... .... ..... ......... 36 (2) 160 Heat Work and Power ; Energy Bal a nce s on the Human Body: A Hands-On Exploration of .................... .... ...... 39 ( I ),30 High School Science Classes Demonstration a nd As sess m e nt of a Simpl e Viscosity Experime nt for .... 40 (3) 211 High-Performance Engine s: Fast Car s A cce lerat e Le a rnjn g .... .. ... .... ...... ............... ........ .. ... .. .......... ... 37 (3),208 High-Performance Learning Environment s ................. .... 38 ( 4) ,286 High School Outreach into ChE Co ur ses, Incorporating. 37 (3), 1 84 Holistic Unit Operations Laboratory A .................... ..... .. 36 (2), I 50 Homo ge neou s Reactors A Novel Approach for D esc ribin g Micromixing Effect s in .......... .. .. .. ........ .. .. 36 (4),250 Hydrogen for Automotive Application s, De s ign of a Fuel Processor System for Generatin g ...... ......... ........ 40 (3),239 Hydroly s i s of Acetic Anhydride by In-Situ FTIR Spectro sco py : An Experiment for th e Under g raduate Laboratory Kinetic s of .. .. .... ............. .. 39(1 ) 56 Hyper-TVT: Development and Implementation of an Int eractive Learning Environment. ............................. 40 (3),175 I Improving Coh e rence in Technical Writin g .......... .. .......... 38 (2) 116 Impro v in g Thought with Hand s", On .. .. ......... .... ........ .. 36 (4) 292 ln corporating Computational C h emistry into the ChE Curriculum .................................... .............. ... ......... 40 (4),268 In co rp orat in g Experimental Design int o the U nit Operations Laboratory ............................................... 37 (3), 1 96 In corporat in g Green Engineerin g into a Material and Ener gy Bal a nce Course ........... ..... ......... ........ .... ... ..... 38 ( 1 ),48 In co rporatin g High School Outr eac h into ChE Courses .. 37 (3), 1 84 In co rporatin g Molecular and Cellular Biolo gy into a ChE De g ree Program ......................... .. ................. ... 39 (2), 124 In co rporatin g Nonide a l Rea c tor s in a Junior Level Course Using Computational Fluid Dynamk s .. .. .... .. 38 (2), 1 36 Indu s tri a l Training in Chemical En g ineerin g Ed u cat ion 332 The Rol e of ...... ............................ .......... ....... .. ..... .. ..... 40 (3), 1 89 Indu s tr y for a Meanin gfu l Course Project, Partn er in g With ... .. ...................................... .. .... .... .... .......... 40 ( I ),32 Innovative Can W e Teach Our Students to be .. .. ... .. .. ..... 36 (2), l I 6 Inn ova tiv e Method for Developin g Comm uni cat ion Skills in E n gineering Student s, An ............................. 38(4 ),3 02 In s tant Mess ag ing : Expand in g Your Offi ce Hour s ... .. ..... 39 (3), l 83 Integratin g Biologi ca l S ys tem s in the Pro cess D y narru cs a nd Control Curriculum ........ .... ................. 40(3 ), 1 8 1 Inte gra tin g Biolog y a nd ChE a t the L owe r L eve ls .......... 38 (2), 10 8 Int egra t e d Chemkal Re ac ti o n Engineering Lab Experime nt An ............. .. .... .. .. .... .. ..... .... .... ..... .. 38 (3) 228 Int egra tin g Kjnetic s Characterization a nd M a terial s Proce ss ing in the Lab Experience .............................. 36 (3),226 Integration Technique to Trace Pha se Equilibri a Curve s, Use of an ......................... .. ....... .. ... .. .. ... .. .. ..... 36(2) 134 Interactive Le a rning E n viro nm ent, Hyper-TVT : Development and Implementation of an .................... 40 (3) 175 Intern a tion a l Comparison of FinalY ea r D es i g n Project Curricula, An .................................... ........ ....... ..... .... 40 ( 4 ),275 Internet Re so urce s for Chemical E n g ine ers .................. ... 36 (2), I 00 Inter-Rat e r Reliabilit y I ss u e in Assessing L ear nin g Outcome s, Rubric D eve l opment a nd ........................ 36 (3),2 1 2 Introducin g the Stocha s ti c Simulation of Chemical R eactions Using the Gille s pie Algorithm and MATLAB ...................................................................... 37 ( I ), 1 4 Introduction to ChE First-Semester Course Focus in g o n Co nn ec tion Communication, a nd Pr e paration A Successful ... ............... .. ... .... ... .. ...... .. ... .. ....... 39 (3),222 Introduction to Dru g D e li ve r y fo r Chemical Engineers An .... .. .. .. .. .... .. .. .. .. ......... ... ... ...... ... 36 (3), 19 8 Introductor y ChE Courses, Port fo li o Assessment in ........ 36 (4),3 10 Intr o ductor y Cherrucal Rea c ti o n Engineering Course Micromjxing Experiments in the ............................ ...... 39 (2),94 Inve s tigation into the Propa ga tion of Baker 's Yea s t: A Laboratory Experiment in Bio c hemi ca l Engineering 38 (3), 1 96 l J avaBased Heat Tran sfe r Vi s u a li zation To o l s ..... .. .. ........ 38 ( 4 ),282 Journal Articles in R esea r c h, Te ac hjn g Entering Graduate Student s th e Rol e of .. .. .. .. ... .. .. .. ..... ........ ...... 40 ( 4 ),2 46 K K-12 Stud e nt s, Biomedical and Biochemical Engineering for. ....... ......... ........................... ... .............. .... ............. 40 ( 4 ) 283 Kin e ti cs and R eac t or D esign, Modeling of Chemica/ ....... 37 ( 1 ), 44 Kinetic s Experim e nt for th e Unit Op era tion s L a boratory A ......... ..... .... ........................ .. ............ ............. ..... 39 (3),238 Kinetic s of Hydrol ys i s of Acetic Anhydride by In-Situ FTIR Spectro sco py : An Experime nt for the Under g raduat e Laboratory .................. .. .. ... .. ................. 39 ( 1 ) 56 L L-Ly s in e Produ c tion in the Senior Laboratory A Batch Fermentation Experim e nt for. ..... .... ....... .. ... .. .. .. .. .. 37 (4 ),262 L a b-Ba se d Unit Ops in Micro e l ec tronic s Proces s ing ...... 37 (3), 18 8 Laborator y E xerc ise Usi n g a Commercial Movie for an Educational Ex peri e n ce; Alternative: ... 37 (2), 15 4 Lab E x p e ri e n ce, Int egra tin g Kin et i cs Characterization and Chemi c al En g ineering Educati o n

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M a t e ri a l s Pr ocess in g in th e ............... ......................... 36 (3),226 L a b E x p e rim e nt A n In tegrated C h em i ca l R eact i o n En g in ee rin g ... . .. ..... .... .. .................... .. . ..... ........ 38 (3),228 L a b ora t o r y A B a t c h F e rm e nt a ti o n Ex p e rim e nt fo r L-Ly s in e Produ c ti o n in th e S e ni o r .... ... ......... ........ 37 ( 4 ),262 L a borator y E x perim e nt E x p e rim e nt a l In ves ti ga ti o n a nd Pro cess D es i g n in a S e ni o r ...................... ... .. . ...... 40 (3),225 L a b o rat o r y in th e F und a m e nt a l s of Se mi co ndu c t o r Manu fac tu r in g A H a nd sOn . .... .. . .... ... .. ..... .. . 36 (1 ), I 4 L a b o rator y Ex p e rim e nt o n G e n e Sub c l o nin g fo r Ch e mi ca l E n g in ee rin g Stud e nt s .... .. ..... .. .. ..... .... 38 (3),2 1 2 Laborator y E x p e rim e nt P e m Fu e lCe ll T est St a ti o n a nd 38 (3),236 L a borat o r y S k ill s in C hE Stud e nt s Buildin g Mole c ul a r Bi o l ogy ........ ................ ..................... .. 39 (2), 1 34 L a b o rat o r y t o Suppl e m e nt C o ur ses in Pro cess Co ntr o l A. 36 (1),20 L a borator y Stru c tur e En c oura g in g R ea li s ti c Co mmunic a ti o n a nd Cr e ati ve E x p e rim e nt Pl a nnin g .. .. ..... .............. 37 (3),2 0 2 L ear nin g En v ironm e nt s, Hi g h-P e r for m a n ce .. . .. ..... .. 38 ( 4 ),286 L ea rnjn g P e d agog i es in Fluid M ec h a ni cs a nd H ea t Tran s f e r C o mbin i n g .............. .. .............. .... .... .. .. .. 39 (4),280 L ea rnin g Thr o u g h Simul a ti o n : S tud e nt E n gage m e nt... ... 39 (4),288 L ec ture D e m o n s t ra ti o n s A Du s t Exp l os i o n A pp ara tu s Suitable fo r U se in .. .. .... .. .. .. ..... ... ..... .. .. .. ....... 38 (3) 1 88 Letters to the Editor .. .. ... ..... 36 ( I ), 5 9 ; 37 ( I ), 45 ;(2), 1 2 4 ;(3),2 0 7 L e Chateli e r Prin c ipl e, E x c epti o n s t o the .. .. .. .... .. ....... 37 ( 4 ),29 0 Liquid Diffu s ion C oe ffi c i e nt s, M ass Tra n sfe r Experiment: D e t e rminati o n o f . .. . .. ...................... 36 (2), 156 L owe r L eve l s Int eg r a tin g Bi o l ogy a nd C h E a t th e ....... .. 38 (2) l 08 M Makin g Room fo r Group W o r k: T eac hin g E n g in eer in g in a Mod e rn Cl ass ro o m Settin g .... .. ... ................ 39 (2), 1 6 4 Manu fa cturin g, Bi oc h e mi ca l E n g in ee rin g T a u g ht in th e Conte x t of Dru g Di sco ver y a nd ...... .... ... . .. .. ... .... 39 (3),2 0 8 M a themati ca, G as P e rm e ation Co mput a ti o n s w ith ..... .. 40 (2), 1 40 M ass Balanc e Probl e m An Op e nE nd e d .. .. . .. .. ..... .. 39 ( 1 ),22 M ass Tran sfe r a nd Ce ll Gro w th Kin e ti cs in a Bior e a c tor ... ....... ... .. .... .. .. .. .. . .. .. .. .... .... ...... 36 (3),2 1 6 M ass Tran sfe r Ex p e rim e nt : D e t e rmin a ti o n of Liquid Diffu s i o n Coe f fic i e nt s .. ...... ... .. .... .................... . 36 (2), 1 56 M ass Tr a n sfe r Ex p er im e nt for T ra n s p o rt Ph e n o m e n a, A n E asy H ea t a nd ............. .... ... ............... .. .. .. .... .... 36 ( I ), 5 6 Material s Pro cess in g in th e L a b E x p e rien ce, Int eg ratin g Kineti cs Ch arac t e ri za tion a nd ..... ...... .... ...... .... ... .. 36 (3) 226 MathCad C o n s tru c tion a nd Vi s u a li za tion o f VL E E n ve l o p es in ............. ... ... .. .. .. .. . .. ..... ............. .... 37 ( 1 ),20 M a thCad in U nd e r gra du a t e R eac ti o n E n g in ee rin g, Numeri ca l P ro bl e m S o l v in g Us in g ... .... .. .................. .. 40 (1) 1 4 Mathem a ti c a t o T eac h Proce ss U nit s: A Di s till a ti o n C ase Stud y, Us in g .... .. .. .... ..... ......... ...... .... . ... ..... 39 (2), 11 6 M a th e m a tic a l M e th o d s in Ch E Simil ari t y S o luti o n C omput e r-F ac ilit a ted .. ..... ............ ........... . .. ... ... 40 (4),307 M a them a ti ca l Mod e lin g: Cookin g Potatoe s, E x perimentation a nd ....... ..... .. .. .. .. ... .... . 36(1 ) 26 M a themati c al Mod e lin g a nd Proce ss Control of Distribut e d P a ram e t e r S ys t e m s : The One-Dim e n s i o n a l H ea t e d R od ...... ................ .. . .. 37 (2), 1 26 MATLAB Int ro du c in g th e St oc h as ti c Simul a ti o n of Fa/12006 Ch e m R eac ti o n s Us in g th e Gill es pi e Al go rithm a nd ... 37 ( 1 ), 1 4 M cCabe -Thi e l e M o d e lin g S p ec i fic R o l es in th e L ea rnin g P rocess, P rocess Simul a ti o n a nd .................... .... .. 37 (2) 1 32 M ec h a ni ca l T es tin g of C o mm o nUse P o l y m e ri c M a t e ri a l s with a n In-H o u se -BuiltAppar a tu s .. .. .. ... 40 ( 1 ) ,46 M e mbr a n e S c i e nce and T ec hn o lo gy in the 2 1 s t Century ... 38(2 ), 94 Ment o rin g T ra inin g Pro gra m s a t Mi c hi ga n St a t e U ni ve r s it y: A D oc t ora l S tud e nt 's P e r s p ec ti ve, T eac hin g a nd .. .. .. . . ... .. .. ............................. .. 38 ( 4 ) 2 50 M e t acog niti ve E n g in ee rin g T ea m s, D eve lopin g .............. 38 ( 4 ),3 1 6 Mi cro mi x in g Ex p e rim e nt s in th e Introdu c t o r y Ch e mi ca l R eac tion En g in ee rin g C o ur se ... .. . .. .. ... 39 ( 2 ), 94 Mi x in g Writin g w ith Fir stY ear E n g in ee rin g: A n U n s t a bl e S o luti o n . .... .. .. .. .. .. .. .. .... .................. 37 ( 4 ),2 4 8 M ec h a ni ca l P a rt s, Pr ess ur e fo r Fun : A Cour se M o dule for In c r eas in g ChE Stud e nt s' E xc itement a nd Int e r es t in .. ... ...... .. ... . .. .. ... ... .. .... .. ..... .. ... .. 40 ( 4 ), 291 Membranes in ChE Education A n a l ys i s of M e mb ra n e P rocesses in th e Int ro du c tion t o-C h E Co ur s e ....... .. .. .... ............... ....... .. .... ... ... 37 ( 1 ),33 C om p e ndium o f Op e nE n de d M e mbran e P ro bl e ms in th e Curri c ulum ........... ..... ....... . .. .. ... .. .. ... 37 ( I ), 46 E x pl o rin g th e P o t e nti a l of El ec trodi a l ys i s ...... ... ... .... .. 37(1 ), 5 2 M e mb ra n e Proj ec t s with a n Indu s tri a l F oc u s in the C urri c ulum ......... .... ... .. .... .... .......... .... ............. ... 37 ( I ),68 Pr ess R o S ys tem: A n Int e rdi sc iplin ary R eve r se O s mo s i s P ro j ec t fo r Fir s t-Y ear E n g in ee rin g Stud e nt s ..... ... 37 ( I ),3 8 Simpl e A n a l ys i s for G as S e p a ration M e mbrane Ex p e rim e nt s, A .... .. . .. .. .. .... ... .... .. ... .... .... ... 37 ( 1 ) 7 4 T oo l s for T eac hin g G as Se p ara ti o n Us in g P o l y m e r s .... 37 ( 1 ), 60 M e mb ra n e Sc i e n ce a nd T ec hn o l ogy in th e 2 1 s t C e ntur y .. . .. .. ........ .. .... .. .. .. .. ... .... .. ..... 38 ( 2 ), 94 Memb ra n e P ro bl e m s in th e C urriculum A C o mp e ndium of Op e n -E nd e d .... ........ ... ... .. ... ... ... .. .. 37 ( 1 ) ,46 M e t al R ecove r y fr o m W as t ewa ter with a n E l ectroc h e m ka l M e th o d .. .... ......... ... ............. .. .. 36 (2), 144 M e th od for D e t e rminin g S e l fSimil a rit y T ra n s i e nt H ea t T ra n s f e r with Co n s t a nt Flu x A .... ...... .... ...... .. 39 ( 1 ) ,42 Mi c romi xi n g Effec t s in H o m oge n eo u s R eac t o r s, A No ve l Ap p roac h fo r D esc ribin g ........ .. ......... ..... .. .. .. .......... 36 ( 4 ),2 50 Mode lin g of C h e mi ca l Kin et i cs a nd R eac ti o n D es i g n .. .. 37 ( I ),4 4 M o d e lin g in a P rocess D y n a mi cs a nd C o ntrol Co ur se, Bi o m o l ec ul a r ....... .. .. .. ..... .... .. ...... ..... .. .. ... ... ... ..... 40 ( 4 ),2 97 M o d e rn C l ass ro o m S e ttin g, Makin g Room for Group W o rk: T eac hjn g En g in ee rin g in a ...... ...... .. .. .. ...... .. 39(2 ), 164 M o l e B ala n ces S ys t e m a ti ca ll y Put Y o ur Intuiti o n t o R es t: Wri te ........................................ ... ... .. .. .. .. .... 38 ( 4 ),3 0 8 M o l ec ul a r a nd Ce llul ar Bi o l ogy int o a ChE D eg r ee Pro g r a m In co rp o ratin g .. .. .. . ... ...... .. .. ........ .......... 39 (2), 1 2 4 M o l ec ul a r-B ase d Equ a t io n s of St a t e a t th e G ra du a t e Leve l .. .. .. ... .. .. .. . .. .......... .. .... ... .... .... 39 ( 4 ),2 50 Mol ec ul a r Di ff u s i o n E x p e rim e nt s, In ex p e n s i ve and Simpl e Bin ary ........................... .. ............ .... ... .... .... .. 36 ( 1 ), 6 8 Mol e cul a r-L e v e l Simul a tion s to Determine Diffusivities in th e Cl ass room U s in g .. .... ..... ....... .... .. .. .... ..... ... 37 ( 2 ), 156 M o le c ul a r Biolo gy to Environment a l En g in e er s Through D eve l op m e nt of a ew Co ur se, Introdu c in g ........ .. .. 36 ( 4 ),2 5 8 M o nt e Car l o T ec hniqu es: 333

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Economic Risk Analysis, Using Analytical and ......... .. 36 (2),94 Movie for a n Educational Experience : An Alternative Laboratory Exercise, Using a Commercial ..... ........................... 37(2) 154 Multidisciplinary Design of a Potable Water Treatment Plant A Freshman Design Experience: .... ... ............. 39( 4 ),296 Multidisciplinary Graduate C u rricu lum on Integrative Biointerfacial Engineering ... ..... .. .... .. ... ........... ........ 40 ( 4),251 Multidisciplinary Projects Collaborative Learning and Cyber-Cooperation in ............................. ... ........... 37(2) 114 Multidisciplinary Team Projects Evaluating: Rubric Development for Assessment of Undergraduate Research ..... .. .. .. .. . .. ... .... ........ ........ .... ................ 38(1),68 Multi-Scale Modeling of Soft Matter A Graduate Course on ........................ ...................... ... 38 (4),242 N Nanostructured Materials Synthesis of Zeolites .... ........... 38 (1),34 Natural Convection A Simple Classroom Demonstration of ..... ................. ... ...... .. .......... ............... 39(2) 138 Natural Dye Materials, Experiments and Other Learning Activities ............................................ ...... 38(2) 132 Next Millennium in Chemical Engineering Crystal Engineering: From Molecule s To Products .. 40 (2), l I 6 Different Chemical Industry A. ...... .......... ................. 40(2 ), 114 Inside the Cell: A New Paradigm for Unit Operations and Unit Processes .............................. .. ... ...... .. ... 40 (2), 126 Next Millennium in Chemical Engi n eering, The ......... 40 (2),99 Teaching Engineering in the 21st Century with a 12thCentury Teaching Model : How Bright is That... ... 40 (2), I I 0 Vision of the Curric ulum of the Future, A .................. 40 (2) 104 Nonideal Reactors in a Junior-Level Course Using Computational Flu id Dyn a mic s, Incorporating .... ...... 38 (2) I 36 Non lin ear Multi-Input, Multi-Output Proce ss Control Laboratory Experiment, A .................. .. .. ............... ... 40 ( I ),54 Numerical Methods Increasing Time Spent on Course Objectives by Using Computer Programming to Teach .... .... ... ... .. ... ................... ... ..... ...... ..... ........... 37(3),214 Numerical Problem Solving Using MathCad in Undergraduate Reaction Engineering .. ....... ......... ..... .. 40 ( 1) 14 Numerical Problems A Separation Processes Course Using Written-Answer Questions to Comp l ement ... 36(2) 130 _Q Office Hour s, Instant Messaging: Expanding Your ......... 39(3 ), 183 On Improving Thought with Hand s" ............... .. ..... .. ..... 36(4 ),292 On the Application of Durbin-Wat so n Statistics to Time-Series-Based Regres s ion Model s ..... .. ..... ........ ... 38( I ),22 One-Dimensional Heated Rod: Mathematical Modeling and Process Control of Distributed Parameter Systems ....... .. ... ..... .......... ... .......... ....... 37(2), 126 Open-Ended Mass Balance Problem An ........... ...... ... ..... 39(1) 22 Optimum Cooking of French Fry-Shaped Potatoes: A Classroom Study of Heat and Mass Transfer ..... ... ..... 37 (2), 142 :e Paradox of Papermaking The .............. .... .. .. ............... 39(2) 146 Partial Difference Equat i ons, The Sherry Solera: An Application of .......... .... .... .. .. ........ 36 ( I ),48 334 Particle Demonstration s for the Classroom and Lab ....... 37(4 ),274 Particle Technology Novel Concepts for Teaching ......... 36( 4 ),272 Partnering with Industry for a Meaningful Course Project... .......... ............... ... ........ ..................... 40(1 ),32 Performing Proces s Control Experiments Across the Atlantic ... .... . ........ .. .... ... ... .. .. ... ...... ...... ... ........ .. 39 (3),232 Pem Fuel-Cell Test Station and Laboratory Experiment. 38 (3),236 Per so nalized Interactive Take-Home Examinations for Students Studyin g Experimental Design .. ........... 37 (2), 136 Plantwide Flow Sheets Common Plumbing and Control Errors in ......................................................... 39 (3),202 Potato Cannon : Determination of Combustion Principle s for Engineering Freshman The .. ... .. ... .. 39(2 ), 156 Product De s ign Through the Investigation of Commercial Beer Teaching .. ..... ......... ....... ................ 36(2 ), I 08 Phase Equilibria, How Gibbs Energy Considerations Reduce the Rol e of Rachford-Rice Analysis: Computing: . ..... ..... ... ... ..... 36 ( 1 ),76 Phase Equilibria Curves, Use of a n Inte gratio n Technique to Trace .. .. .................................................. 36(2) 1 34 Pha se Equilibrium and Sensitivity Analysis, Solvent Re cove ry by Condensation: An Application of .. ... .. 38(3 ),2 I 6 Pha se Equilibrium More User-Friendly, Making .... ........ 36(4 ),284 Pillar s of Chemical Engineering: A Block-Schedu l ed Curriculum ......................... .... ... ... 38 ( 4),292 Pilot-Scale Setup for Real-Time Studies in Process Systems Engineering A Flexible .................. .. ....... .. ..... 40( l ),40 Plant Design Project: Biodie se l Production Using AcidCatalyzed Transesterification of Yellow Grease ...... 40(3 ),2 15 Polymer Coating Experiment Fluidized Bed .. ....... ....... 36(2 ), 138 Polymeric Materials with an In-House-Built Apparatus Mechanical Te s tin g of Common-Use .... ............. .. ... ... 40(1 ),46 Portfo li o Assessment in Introductory ChE Courses ......... 36 (4),310 Potable Water Treatment Plant A Freshman Design Experience: Multidi sc iplinar y Design of a .... ........ .. 39 (4),296 Power Energy Balanc es on the Human Body: A Hand s-O n Exploration of Heat Work, and ................... 39 ( I ),30 Power Law Liquid Determining the Flow Character i stics of a ............................... .... .............. 36(4 ),304 Press RO System: An Interdisciplinary Reverse Osmosis Project for First-Year Engineering Students .......... .... 37(1) 38 Pressure for F un : A Course Module for Increasing ChE Students' Excitement and Intere s t in Mechanical Parts .. ... ... ... .... .. .. .............................................. ... ... 40( 4 ),291 Problem And Open-Ended Mass Balance .. ... .. ..... ........... 39 ( I ),22 Problem-Solving Skills Assessing: Part 2 ............... ....... 36 ( I ),60 Proce ss Control of Di s tributed Parameter Systems Case Study: The One-Dimen s ional H eated Rod Mathematical Modeling and ... .. .. ... .. ... ..................... 37(2) 126 Process Control Education Experimental AirPressure Tank Systems for ....... ... ... ..................... ..... .... 40(1 ),24 Proces s Control Experiment, A Quadruple-Tank ............. 38(3) 174 Process Control, A Laboratory to Supplement Courses in. 36 ( I ),20 Proces s Control Intuition Using Control Station Building Multi variable ........... ............................ ..... 37 (2), I 00 Proce ss Control Laboratory Experience Simulation and Experiment in an Introductor y .. .. .... .. ....... .... ... .. .. 37 (4),306 Proce ss Control Laboratory Experiment A Nonlinear Multi-Input, Multi-Output ..... .. .. .... ... .. ... .. ... .. ... ... 40 ( I ),54 Proce ss Contro l Laboratory Experimental Projects Chemica l Engineering Education

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for the ... ... .... ................. .. .......................................... 36 (3), 182 Process Control with a Numerical Approach Based on Spreadsheets Teaching .. .... ... ..................... ........... 36 (3) 24 2 Proces s Design in a Senior L abora tor y Experiment, Experimental Investigation and .................................. 40 (3),225 Process Dynamic s and Control Course, Biomolecul ar Modeling in a .... .............................. ... .. ...................... 40 ( 4 ),297 Proce ss D y namic s a nd Control Curriculum Integrating Biological Systems in the ........................................... 40 (3), 1 81 Proces s Flow Sheet s, Use of Dynamic Simulation to Converge Complex ........... .... .................................. 38 (2), 142 Proce ss Security in ChE Education .. ... .............................. 39(1 ),48 Process Simulation and McCabe-Thiel e : Modeling Specific Roles in the Learning Process ....................... 37 (2), I 32 Proces s Simulation Used Effectively in ChE Courses? I s .... ....... .. ............................................. ...... 36 (3),192 Proce ss System s Engineer in g, A Flexible Pil ot-Sca l e Setup for Real-Time Studi es in ..................................... 40 ( I ),40 Productivit y and Quality Indicator s for Hi g hl y R a nk ed ChE Graduate Programs ........ ............ ...... ............. ........ 37 (2),94 Profession of Engineering Doe s, Equations (of Change) Don t Change but the .................................................. 37 (4),242 Profes so r Returnin g as a ................................. .. .............. 37 (4),310 Project-Based Learning in Graduate Courses Reflections on ... .. ........ ................................... ... .. 38 (4),262 Project to Desi g n and Build Compact H eat Exchangers A ............................................................... 39 ( I ),38 Project on the Splenda Sucralose Process Heat Transfer Analysis and the Path Forward in a Student .............. 39 (4),3 16 Project VCM Process De s i g n: An ABET 2000 Fully Compliant .............. ....... ...... .. ... ..... ... ......................... 39 (1),62 Propagation of Baker 's Yeast: A Laboratory Experiment in Biochemical Engineering Inve s tigation into the ....... 38 (3) 196 Put Your Intuition to Re s t : Write Mole Balance s Sy s tematically .... .. .... .. ...... .. ....................... 38 ( 4 ),3 08 Q Quadruple-Tank Proce ss Control Experiment A ............. 38 (3) 174 R Rachford-Rice Analysis Computing Phase Equilibria: How Gibbs Energy Considerations Reduce the Rol e of.. ................ 36(1 ), 76 Rate Processes Teaching Coup l ed Tran s port and ........... 38( 4),254 Reaction Engineering, Numerical Problem Solving Using MathCad in Undergraduate .......... .. .................. .. 40 ( 1 ), 14 R eac t or D es ign Modeling of Chemical Kin e tics ............. .. 37 ( 1 ),44 Real-Time Studies in Proce ss Systems Engineering, A Flexible Pilot-S ca le Setup for ...... ................. ................ 40(1 ),40 Re a l-World Probl ems, R e l a tin g Abstract Chemical Th er modynamic Concepts to ...................................... 38(4 ),268 Recommendation Letter s, Value of Good ........ ...... .......... 37 (2), l 22 Redlich-Kwong Equation of State: An Exercise for Practicing Proramming in the ChE Curriculum Calculation of Thermodynamic Properties Using the ................... 37 (2) 148 Reduction of Di sso lved Oxygen at a Copper Rotatin g -Di sc Electrode ............................................... 39 (1 ), 14 Reflection s on Proj ectB ased Learning in Grad u ate Courses ....... ... .... ......... ....... ....................... 38 (4),262 Regre ss ion Model s, On the Applications of Durbin-W a t so n Fa/12006 Statistics to Times-Series-Based .......................... ......... 38 ( I ),22 Relating Abstract Chemica l Thermodynamic Concepts to Real-World Problem s ......... .. ................... ... ........... 38(4) ,2 68 R esearc h Proposal in Bio chemical a nd Biolo gica l Engineering Courses The ....... ..... ..... ......... ......... ... 40 (4),323 R esearc h T eac hin g Entering Graduate Students the Role of Journal Articles in .............................................. ..... 40 (4),246 R espiration Experiment to Introduce ChE Principles A. 38 (3), 182 R et urnin g as a Professor .................. .. .............................. 37 (4),3 10 Rever se Osmosis Project for First-Year Engineering Students, Press RO System: ......... .. .... .... ....................... 37( I ) 38 Ri sk Analysis: Us ing Analytical and Monte Carlo Techniques Economic ........................................ 36(2) 94 Role of Indu s trial Training in Chemical Engineering Education The ........... ..... .... .. .......... ................ .... 40 (3), 189 R ole-P l ay in g Case Study Environmental Impact Assessment: Te ac hin g the Principle s and Practices by Means of a ........... ... .......... ............ ........................... 39(1)76 R ose -Hui man In s titut e of Technology Freshman Design in Chemical Engineering at ............................ 38 (3),222 Rubric Development and Inter-Rater Reliability Issues in Assessing Learning Outcomes ................................ 36(3) ,2 1 2 Rubri c D eve lopment for Assessment of Undergraduate R esearc h Evaluating Multidisciplinary Team Projects .. .... ...................................... .... .... ... ... .. .. ..... 38( I ),68 Random Thoughts Changing Times and Paradigms .......... ........................ 38 ( 1) ,32 Death By PowerPoint ................................ .................. 39(1) ,28 Educator For All Seasons An ..................................... 38(4 ),28 0 Effective Efficient Professor, The .............................. 36 (2), 114 FAQs. V. De s ignin g Fair Tests ............ ... ...... .. ...... ... .... 36 (3),2 04 FAQs. VI. Evalua tin g Teaching and Converting the Masses ................. ... .................................... ..... 37(2 ), 106 Fond Farewell A. .................................................... ... 39(4 ),279 How to Evaluate Teaching ........ ................................. 38(3) ,2 00 How to Survive Engineering School ............................ 37 ( 1 ),30 How to Teach (A lm os t ) Anybody (Almost) Anything ........ .. .. ... ... .... .... ............................... ... 40 (3) 173 Incontrovertible Lo g ic of the Academy, The .............. 37(3),220 Learning By Doin g .. ... ......... ..... .... .... .... .. ....... .......... 37(4),282 Screens Down Everyone: Effective Uses of Portable Computers in Lecture Classes ............. ... ......... ...... 39(3),200 So You Want to Win a CAREER Award ... .. ............ ..... 36(1) 32 Speaking of Education-III ................................... .. ..... 36(4) ,282 Speaking of Everything-II ... ....... ... .................... ....... 39 (2),93 The Way to Bet ....................... .... ....... ......................... 40 ( 1 ),32 We Hold These Truth s To Be Self-Evident... .. ...... ..... 38(2) 114 What 's in a Name ......................................... ............. 40 (4),28 1 Whole New Mind For a Flat World, A ................. ... ..... 40 (2),96 s Scaled Sketches for Visualizing Surface Tension ............ 39(4) ,328 Scaling of Differential Equations: "A n a lysi s of the Fourth Kind ....... ... .. ........ ...... .......... .... .... ........ ...... 36(3) ,232 Self-Similarity Transient Heat Transfer with Constant Flux A Method for Determining ........................... .. ... .. 39 ( I ),42 Semiconductor Manufacturing, A H ands-O n Laboratory in the Fundamentals of ................................................. 36(1) 14 Semiphysical Modeling to ChE Students Using a 335

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Brine-Water Mixin g T a nk Experiment T eac hin g ... .. 39 (4),3 0 8 Sens i tivity Ana l ysis in ChE Education : P a rt I. Intr o. and App li cation to Exp licit Model s ....... .. ....... .... .. ... ... 37 (3), 111 Sens iti vity Ana l ysis in ChE Ed u ca tion: P a rt 2. App li c ation t o Implicit Mod e l s .. ... .. ... ... .... ....... 37 (4),254 Sen s itivit y Ana ly sis Solvent R ecovery by Condensation: An App li ca tion of Pha se Equilibrium a nd .... ... ........ 38 (3),2 1 6 Separation Proce sses Cour se: Us in g Writt e n-An swe r Qu es ti o n s to Comp l ement Num er i ca l Problem s ........ 36 (2), I 30 Separation Pro cesses, Using Vi s ualization and Computation in the A n a l ysis of .... ... ............... .. .. 40 ( 4 ),3 1 3 Senior D es i g n Project That Inte gra t es Laboratory Experiments and Computer Simul at ion A Tir e Ga s ifi cation .. ...... .. .... ........................ .... ....... .. ..... 40 (3) 203 Sherry Solera: An Ap pli cation of Partial Difference Equation s, The .... .... .. .... ......... ........ .. ..... ... ... ... . 36(1 ),48 Similarity Solution Computer-Facilitated Mathematical Methods in ChE ................. ......... ... .... .. ...... .... .... 40 (4),307 Simple Cla ss room Demon s tration of Natural Conve c tion A ....................... .. ... ........... ....... .. ... ... 39 (2), 13 8 Simp l e Op e n-End e d Vapor Diffu s i o n Experiment, A .. 38 (2), 1 22 Simulation a nd Experime nt in an Introductor y Proc ess Co ntr o l Laboratory Exp er i e nc e .. .. .. ..... .. ... ........... 37 (4),3 06 Sim ul a tion : Stud e nt Engagement Learning Throu g h .. .. .. 39 (4),288 Soft M a tt e r A Graduate Cours e on Multi -Sca l e Mod e lin g of ......................... .... .. ... .. .. .................. ... ... 38 ( 4 ),242 Softw are Tool s for ChE Educ a tion Student s' Evaluation s, Use of ........................ .............. .. .... .. .. 36 (3),236 Solid s Product Engineering Desi g n Proje ct, A ... ... ... ... .. 37 (2), l 08 Solvent R ecovery by Conde n sation: An Applic a tion of Pha se Equil ibrium and Sensitivity Ana l ysis ...... .... 38 (3),2 16 Sorption Separations Using a Commercial Simulator t o T eac h ... .. .... .. ....... .. ... ... .... ...... .. .... .. .. .. .............. 40 (3) 165 Sp l enda Sucralo se Proces s, H ea t Transfer Ana l ys i s a nd th e Path Forward in a Student Project on th e .... .. .. .. 39 (4),3 1 6 Spre a d s h ee t Engineering An Excel/VBA-Based Pro gra mming a nd Problem Solvin g Course: Computer Science or .......... .................. .... ........ ... .. 39 (2), 14 2 Spread s heet S o luti ons to Two-Dimen s ional Heat Tran s fer Problems ... ... .. ....... .................. .... .. .. .. ...... 36 (2), 160 Spread s heet s, Teaching Proce ss Control wit h a Numerical Approach Ba se d on ..... ... ...... .. .. ..... ... ... ... .. .. .... .... 36 (3),242 Spreadsheets a nd Visual B as i c Applications as T eac hin g Aids for a Unit Op s Cour se, Us in g .. ... ....... ........ .. ... 37 ( 4) ,3 16 Stati s tic s, A n Undergrad u ate Course in App li ed Prob a bility a nd .... .... ........ .... ...... ......... .. .. ..... .. 36 (2), 17 0 St oc h as ti c Modeling of Thermal D ea th Kin e ti cs of a Cell Popul a tion R evisited ..................... .. ................ .. 37 (3),228 Stocha s tic Modeling Using a Web Module to Teach ... .. 39 (3),244 Stocha s tic S imul ation of Chemical R eac tion s Us in g th e Gille s pie Algorithm and MATLAB Introducin g the ... 37(1 ), 14 Student Motivation Survivor Cla ssroo m: A Method of Activ e L ear ning That Addres ses Four Type s of .. .. ... 39 (3),228 Stud e nt s, T eac hin g ChE to Bu s in ess a nd Science ... .... ... 36 (3) 222 Students' Evaluat i ons, Use of Softwar e To o l s for ChE Education ...... ...... .... .................................. .. ............. 36 (3) 236 Succe ssf ul Introduction to ChE Fir stS e me s ter Course Focu s ing o n Co nn ection, Comm uni cat ion and Preparation A. .... .. ... .. . .. ... ............... .... .... .. 39 (3),222 Summer School 336 Course in Biopro cess Engineering Engaging th e Im ag in a tion of Students Us in g Experiences Outside th e C l assroo m A ...................................... 37 (3), 1 80 In cor p ora ting Experimental D es i g n int o the Unit Op era tions Laborator y .... . .... .... ... .. .. .. . .. 37 (3), 196 In co rp orat in g Hi g h School Outreach int o ChE Courses .. ... .... ......................................... ........... .. 37 (3), 184 In c re as in g Tim e Sp e nt on Course Objectives b y Using Computer Pr ogram min g to T eac h Numerica l Method s ... .... ... ......... ........... ............ 37 (3),2 1 4 Introducti o n to Bioch em i ca l Engineering: Synthesis R eso ur ce fuln ess, a nd Effect i ve Comm uni cat ion in Group L ear nin g ... .. .. .. ... ... ..... ..... .. ................. 37 (3), 1 74 L a b-B ase d Unit Operations in Mi croe l ec troni cs Proce ss in g ................. ... .. ......................... .. ..... ... 37 (3), 1 88 P ass in g it On: A Laboratory Structure Encourag in g R ea li st ic Communication a nd Creat iv e Experiment Plannin g . .. ...... .... .. .. ... ... ....... ....... 37 (3),2 02 Water Da y: A.n Exper i ential L ec ture for Fluid Me c hanic s .. .. ........ .... .. ..... .... .. ........... ... ... .. .. ...... 37 (3), 17 0 Survivor C l assroom: A M e thod of Active L ear nin g Th a t Addresses Four Types of Student Motivation .... 39 (3) 228 Survey of the Gradu a t e Thermodynamics Course in Chemical E n gineering Departm e nt s Across th e United States A .. ... .. .. ..... .. . .. .... ... .... ............. 39 (4),258 I T a nk Sy s t e m s for Proc ess Control Ed u cation, Experimental Air-Pressure ... .... .... ...... .. . .. ... ... ... 40 ( I ),24 T eac h Our Student s t o be Inn ovat iv e? Can We .... ... .... 36 (2), 11 6 T eac hin g ChE to Business a nd Science Students .. .......... 36 (3),222 T eac hin g Coupled Transport a nd R a t e Pro cesses .. ..... .. .. 38 (4),254 T eac hin g Electrolyte Thermodynamics ............ ................ 38 ( I ),26 T eac hin g Engineering Courses with Workbook s ............... 38 ( I ),74 T eac hin g En t ering Gradu a t e Student s the Role of Journal Art i cles in R esearch ....... .. .......... .. ............. ............. 40 (4),246 T eac hin g Free Convection, a Computational Model for.. 38(4 ),272 T eac hin g a Graduate-Lev e l Course in Ti ss ue Eng in eering ..... ...... .... .. ... ....... ... .. ... ......... .. ... .. 39 ( 4) 272 Teaching a nd Mentorin g Trainin g Pro gra m s at Michi ga n State U ni vers it y: A Doctoral Student's P e r spec ti ve .. .. ... .. .. .. .. .... ... .... .. ........ .. 38 ( 4) ,2 50 T eac hin g No nid eal R eac t o r s with CFO T oo l s .. .. .. ... ... 38 (2), 154 Te ac hin g P a rticle Te c hnolo gy, Novel Concepts for. .. ... 36 (4),272 T eac hin g Proce ss Control with a Numerical Approach Ba se d on Spr ea dsheet s ... .. .. .... ... .. ... .. ... ... .. ... .. 36 (3),242 Te ac hin g Semiphysical Modelin g to ChE Students Using a Brine-Wat e r Mixin g T a nk Experiment .......... 39 ( 4) 308 Teachin g Tip s : El eva tor Talks ..... ..... ...... .. .... .......... ...... ..... 40 (3) Teachin g Tip s .... .. ... ... .. .. ..... .. ................ 38 (2), 1 2 1 40 ( 4 ),327 Teachin g Turbul e nt Th e rm a l Co n vec tion, A New Approach to ..... ..................... .. .... .. ... .. .... .... ... .. 36 (4),264 T ec hnic a l Writin g, Impro v in g Coherence in .... .. .... ... 38 (2), I I 6 T ec hni ca l Writin g, Top T e n W ays to Imp rove . .. ... . ... 38 ( 1 ),54 Test Re s ults for Assessment of T eac hin g and Learnin g, Using .... ..... ..... .. .. ... ... .... ...... .... .... .. .. .. .... .... ..... .. 36 (3), 1 88 T es t Station a nd Laboratory Experiment Pem Fu e l -Cell 38 (3),236 Th e rmal Convection, A New Approach t o Tea c hin g Che mi ca l Engineering Ed u ca tion

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Turbulent .. ....... .............. .... ... ........... ........................ 36 (4),264 T h erma l D eath Kinetics of a Cell Population R evisited, Stochastic Modeling of.. ............................................. 37 (3),228 T h erma l R ad i a ti on, Comp ut er Evaluat i on of Exchange Fac t ors .. ................................................. 38 (2), 126 Thermodynamic Co n cepts, Biom ass as a Su sta inable E ner gy Source : An Illu stratio n of ChE ...... .. ............... 40 ( 4 ),2 59 Thermodynamic Properties Us in g the R ed li c h-K wong Eq. of State A n Exercise for Practicing Programming in ChE Curriculum Calcu l ation of.. ................................ 37 (2), 148 Thermodynamic s Course in Chemical Engineering Departments Across the United States, A Survey of the Graduate .......................... .. ...... .. ....................... 39 (4),258 Thermodynamic s, Teaching E l ectrolyte ............................ 38 ( 1 ),26 Thermodynamic s, Use of ConcepTests a n d In s t a nt Feed b ack in ........................ ........ ................................... 38 ( I ) 64 Thermophysical Prop er ti es, C h oosi n g a nd Evaluating Eq uation s of State for ...................... .. ......................... 37 (3) 236 Tire Gasification Senior Design Project That Integrates Laboratory Experime nt s and Computer Simulation, A .............. .. .................................. ...... 40 (3),203 Tissue Engineering, Teaching a Graduate-Level Co ur se in .... .. ... ............. ......................... .... ...... .. 39 (4),272 Tools fo r Teaching Gas Separation Usi n g Polymers .......... 37 ( I ) 60 Top Ten Ways to Improve Technic a l Writing .................... 38 ( I ) 54 Transesterification of Yellow Grea se, Plant De sig n Project: Biodiesel Production Usi n g Ac id -Catalyzed. 40 (3),2 1 5 Transport Ph e nom e n a, An Easy H eat a nd Mass Transfer Experime nt for ............................................... 36 (1 ), 56 Troubleshooting Skills in the Unit Operation s Laboratory Developing ...................... ... ............ .... ..... 36 (2), 122 Two-Dimensional Heat Transfer Problems Spreads h eet Solutions to ...... .. .................. ... .. ... .. ........ 36 (2), 160 II Undergraduate Curr i culum, Devel o pment of CrossDisciplinary Projects in a C h E .................................... 38 (4),296 U nit Ops Course Us in g Spreadsheets a nd Visual Ba s i c A ppli cat i o n s as Teaching Aids for a .... ...................... 37 (4),3 1 6 Un it Operations Laboratory A Holi s tic ........................... 36 (2), 150 U nit Operation s Laboratory A Kinetic s Experiment for the .... ...................... ......................................... ... 39 (3),238 Unit Operation s Laboratory, A Virtual ........................ .... 36 (2),166 U nit Operations Laboratory, An Automated Di s tillation Column for the ............................................................ 39 (2), 1 04 U nit Operations Laboratory Developing Troubl eshoot in g Skills in the .............. .... .................... 36 (2),122 U nit Operations Laboratory, In corporating Experimental Design into the ...... .... ..................... ............................ 37 (3), l 96 Un it Ops in Microelectronics Proces s ing, Lab-Based ..... 37 (3), 1 88 U nit Ops L abora t ory, Community-Based Pr esenta ti ons in the ......... .... ................ .. ............................... .. .......... 39 (2), 160 UOP-C hul a l ongkorn University Indu str ial-Univ ers it y Joint Program .... .. ... ....... ... .. .... ........................ 38 ( 1 ),60 Use of ConcepTe s ts and Instant Feedback in Thermodynamics .... ... .......... .... .............. ... .................... 38 ( I ),64 Usi n g a Commercial Simulator to Teach Sorpti on Separations ................................................. ... ..... ........ 40 (3), 165 Using a Web Module to Teach Stochastic Modeling ....... 39 (3),244 Usi n g Mathematica to Teach Proce ss Un it s: A Fall 2006 Di s tillation Case Study .... .. .................................... .... 39 (2), 11 6 Using Small Blocks of Time for Active Learnin g a nd Critical Thinking .................................................. 38 (2), 15 0 Using Spreadsheets and Visual Ba s ic App li cations as Teaching Aids for a Un it Ops Co ur se .... ... .. ................ 37 (4),3 1 6 Using T est R esu lt s for Assessment of Teachin g and Learning ...... ....... ................. .... ............ .. ........... ... 36 (3), 1 88 Using th e Evo luti o n ary Operation Method to Optimize Gas Absorber Operation: A Statistical Method for Proce ss Improvement ................................................. 38 (3),204 Usi n g Visua li zation a nd Comp ut atio n in the A n a l ys i s of Separation Proces ses .................... .... ... .. .. .. ...... .. .. .. 40 (4),313 y Validating The Eq uilibrium Stage Mode l for an Azeo t ropic System in a Laboratorial Distillation Column .. ... .. .. .. .. ........ .... .... .. .. .. ... .. ... .... ......... 40 (3), 1 95 Value of Good R ecommendation Letters ........... ... ........... 37 (2), 1 22 Vapor Diffu s i on Experiment A Simple Open-Ended ...... 38 (2), 1 22 YCM Pro cess De s ign : An ABET 2000 Fu ll y Compliant Project ......................................................... 39 ( I ),62 Virtua l Laboratory Web-Ba se d Y RFor m ............ .. ......... 36 (2), 102 Virtua l Unit Operations L a boratory, A ............................. 36 (2), 1 66 Viscosity Experiment for Hi g h School Science Classes, Demon s tration and Assessment of a Simp l e .... ........... 40 (3),2 11 Visual B as i c App li ca ti o n s as Teac hin g Aids for a Un it Ops Course, Usi n g Spreadsheets and .................... .. ... 37 (4),316 Visualizing Surface Tension .. .......................................... 39 (4),328 Visualization Tools Java-Based Heat Transfer ................ 38 (4),282 YLE Envelopes in Mathcad, Construction and Visualization of .. .... .................. .. .. .... .. ....... .. ......... 37 ( I ),20 Vulnerability Analys i s, ( BLEVE ) Boiling-Liquid Expanding-Vapor Explosion : An Int roduction to Consequence and .. ............. .. ..... .. .. .. .. .. .... .... 36 (3),206 w Wastewater wit h a n Electrochemical Method Metal R ecovery from .. .. .... ... .... .. ... .. .... .......... .. . 36 (2), 144 Water Day : An Experien ti al Lecture for Fluid Mech ....... 37 (3), 1 70 Web-Based Delivery of ChE Design Projects .................. 39 (3), l 94 Web-Based YR-Form Virtual Laborator y ........................ 36 (2), 102 Web Module to Teach Stochastic Modeling, Using a ...... 39 (3),244 Work and Power Energy B a l a n ces o n the Human Body: A Hands-On Exp l oration of Heat ................................ 39 ( I ),30 Writing with First-Year Engineering: An U n stable Solution Mixing .......................... ... ......... ................. 37 (4),248 Written-An swe r Questions to Compleme nt Numerical Problem s Case Study : A Separation Processes Co ur se .... ........... ... .. ... .. .. .......... ..... ...... .......... .... ........ 36 (2), 1 30 y Yellow Grease, Pl a nt De s i g n Project: Biodie sel Produ c tion Using Acid-Catalyzed Tran ses terification of ...... .. .......................................... 40 (3),2 15 z Zeo lit es Nanostructured Materials Synthesi s of.. .. ... .. ..... 38 (1 ),34 337

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Author Index A Abbas, Abderrahim ..................... 36 (3),236 Abra h a m Martin A. .. .... .. ........ 34 (2),272 Abu-Khalaf Azi z M ... ................ 36 (2), 1 22 Adhan ga l e, Par ag .... ..... .. .. .. ..... ... 37 (2), I 56 Akers William H ................ ...... 39 (4),3 1 6 A lb a rr a n Carlos Pon ce de L eo n .... 39 ( 1 ) 14 A l-B astaki Nader ... .... ............. 36 (3),236 A lm eida, Paulo I g n ac io F. ..... .. 38 (2),100 Alves, Manu e l A .......... .. ............. 38 (2), 154 Ang, Sion g ... ................. ... ......... 36 (3), 1 82 April G C .... .. ... ........ ... .. .. ........... 38 ( 1 ),8 Ang, Siong .... ............. ....... .. .... 38 (3), 174 Arce, P e dro E .................... .. .. .... 38(4 ),286 Armstrong Robert C. ............... .. 40 (2), 104 Arnold, D.W. ...... .................. .. .. ... ... 38 ( 1 ),8 Ascanio G a briel ... ... ..... .. ..... ....... 37 ( 4 ),296 Assaf-Anid Nada M .. 38 ( 4 ),268; 40(4 ),259 B. B a ber T y li s ha M ..... ... .... .. .... 38 (4),250 Badino Jr. Alberto C. ........... ... .... 38 (2), 100 Balakotai a h Vemuri ........ ........... 36 (4),250 Balcarc e l R Robert... .... ... ... ... .... 37 ( 1 ),24 Barna Bru ce A .. ........ .. .... ... 36 (2),94 Barritt Amber M .................... .... 39 (4),296 Bayles Tar y n ..... .... .... ... .. 37 (2),82;(3), 1 84 Beene Jason D ... .... ... .......... .. .. .. 38 (2), 1 36 Bennewitz Marlene Roeckel von38(4) 302 B e n ya hia Farid ............................. 39 ( 1 ),62 Bernardo Fernando P. ... .......... 39 (2), 1 I 6 Be ss er Ronald S .... .... .... .. ... .. 36 (2), 160 B ev ia Fran c is co Ruiz .. ........ .... 36 (2), 156 Bh a tia Surita R. ............... .. ... .. .. 36 ( 4 ),3 10 Biernacki, Jo se ph J... ........ .... ... 39 (3), 1 86 Binou s, Housam ....... ....... .. ....... 40 (2), 140 Biro! Gulnur ... ....... ... .. ...... ....... 37 (4),300 Blau Gary ................ .................. 37 ( 4 ),3 10 Blaylock Wayne ......... ............... 38 (2) 122 Bonet Josep .. ... ......... .... ....... ..... 36 (2) 150 Bowman Christop h er .......... .. ..... 37 (2),88 Bowm a n Frank M ...... ... .. ....... .... 37(1 ),2 4 Braatz Richard D ... ... 36(3 ), l 82 ; 38 (3)17 4 Brauner Ne im a ... .. .. ...... .. ....... 37 (2), 148 Brazel C.S .................. .. .. ... .. ... ... 38 ( 1 ),8 Brenn er, James R .. .. ... .. .... ... ....... 40 ( 1 )60 Brent Rebecca .. .. .. 36 (3),20 4 ; 37 (2), 106; ..... ( 4 ),282; 38 (3),2 00 ; 39 ( 1 ),28;(3),200; ........................................ .. .. 40 (3), 17 3; Briedi s, D a ina ... .. .. ... .. ... .. 38 (4),25 0 Brown Gar y .. .. .... .......... .. .. ... 39 (4),280 Bru c e David A ....... .. .... 39 (2) 104 ;(3),238 Bullard Li sa G ........ .... .... .. ..... .. 39 (3), 194 Burke y, D a niel .. ........ ........... .... 39 (3), 1 83 Burme s ter Jeffre y A ..... .. .. .. .... 40 (3),2 11 Burrow s, Veronica .. ..... ... ....... .. 38 (2), 1 32 Butler Justin T. .. ..... .... ...... .... 39 (2), 104 338 .c Caicedo, A. Ar go ti .............. .. ....... 37 (3),228 Carmona Ximen a Garci a .. .. ....... 38 (4),3 0 2 Carney, Michael .. ...... ...... .. ...... 36 (2), 1 8 Carter. Rufu s .................... ......... 39 (4),296 Case Jennifer M .. .... 36 ( 1 ),42; 39 (4),288; 40 (4),29 1 Caspary, David W. ....................... 37 (4),262 Ca s t a ld i M a rco J. .. ... 38 (4),268; 40 (3),2 0 3; .............. ......... ............... ... ... (4),2 59 Cecc hi Joseph L. .. ... .. .... ...... ... 37(3 ) 208 Center Alfred M ...... .... .. .. .... .. 36 (4),278 Chakraborty Saikat .. .. 36 (4),2 50 ; 37 (3), 16 2 Chang Chih -Hun g .. .. .. . .. .. .. .... 37 (3), 188 C h ang Jan e P. ...... ................ .. ... 36 ( 1 ), 1 4 Chauhan, Anuj .... .. .. .. .. .. . .... 39 (4),296 Chen, B e i .............. ............ ......... 38 ( 1 ),34 C h en Wei-Yin ........... ....... 37 (1),20;(3)228 C h en Xiao Don g ... ..... 36 ( 1 ),26; 38 (3) 196 Chi, Yawu ... ........... .... .... ..... ...... 38 ( I ),34 C hin Der-Tau .. .. ..... .. .. .. .. ...... 36 (2), 144 Chou, S.T ... ......... .... ... ....... ........ 37 (3),228 Choudhary Dev as hi s h ....... ........ 40 (4),3 1 3 Chuang Steven S.C .. ................. .. 38 ( I ),34 Churchill Stuart W. .. .. 36 (2), I 16 ; 36 (4),264 Cilliers, Jan .... .... ..... .. ... ..... .. 39 (2),100 <;:inar A li .. .. .... .. .. ........ .... .. .. 37 (4),300 Ciric, Amy ...... .. .. .. .. .... .. .... ... .. 39 (2), 164 Co h e n Claude ........ ..... ........... 38 (2),82 Coker, A. Kayode ..... .. ....... .... 37 ( 1 ),44 Coker, David T .. . .... .. .. ... ... .. 37 ( 1 ) 60 Colina, Coray M ...... .. 37 (3),236; 39 ( 4 ) 250 Colto n C l ark K ..... .. .. ..... ... 39(3 ),232 Cooper Dougla s J .. .... .. .. .. ... ... 37 (2) 100 Coronell, D a n .. ..... ........ ... . .. . 39 (2), 14 2 Corti David S .... .. .. ..... ...... 37 (4),290 Crittenden B arry .. .............. ....... .. 39 ( 1 ),76 Crowe Cameron M ........... 36(1 ),48;( 1 ),60 Cruz, A ntoni o J G ... .... .... .. ..... .. 38(2 ), 100 Cussler, Edward L. .. .. ... ..... .. ...... 40 (2), 114 Cut lip Michael 8 ..... .. .. ........... 37 (2), 14 8 D da Silva Dulce Cristina Martin s. 40 (3), 1 95 Dahm Kevin D ........ .. 36 (3), 19 2;(3)2 12 ; .... ... 37 ( 1 ),68;(2), l 32; 38 ( l ),68;(4),3 1 6 39 (2),94 Dal e, France s F. ... .... .. .. .... ..... .. 40 (3),2 11 Davis Richard A ....... ..... 37 ( 1 ),74; 39 ( 1 )38 Demirel Ya sa r. .... ..... ...... 38 ( 1 ),7 4 ;(4),254 Det a more Michael... .. .. .. .. .. ... 39 (4),272 DiBia s io David ... .... ... .... .. .. ... ... 37 (4),2 4 8 Di ckso n James M ... ... ... . ... ..... .. 36 ( I ),60 Dickson Ja s per L. ............ .. .. .. .. ... 37 ( 1 ),20 Dohert y, Mike ... .. ..... 38 ( 4 ),3 08 ; 40 (2), l l 6 Don oso, Carmen Gloria ... .... .. .. .. 38 (4),302 D oraz io, Luc as .. ... .. .. .. .. .... .. 38 (4),268 Doskocil Eric J .. ... ... ... .... .. .. 37 (3), 1 96 Dougherty, D a ni e ll e ... ............ 37 (2), 100 Doyle III Francis J .. ... .. .... .. .. 40 (3), 1 8 1 Dran off, Joshua S ..... .. ... . .. .... .. 36 (3),2 16 Drwiega Jack .................... .. ...... 39 (4),296 Du arte B e lmiro ........ ..... .. ......... 40 (3), 1 95 Dube S a n jay K .................. ...... 39 (4),2~8 Dueben, Reb ecca ...... .. . .. .......... 39 (4),280 Durand Alain .. .. .... .. ... .. .. .. .. .. 39 (4),264 E Edgar Thom as F. ............ .. ... ...... 40 (3 ) 23 1 E n g l a nd Rich ard ...... ... ..... ....... ... 39 ( 1 ),76 Erkey, Can .. .. .. .. .. ... .... ... .. ... .. ... 39 ( 1 ),56 Erze n Fetanet Cey l an ... .. .... ... ... 37 (4),300 Esp ino R a m o n L. .... .... ..... ...... 36 ( 4 ),3 16 Eva n s, Geoffery M .... ... ....... .. ... 38 (3), 1 9 0 E Fahidy Thom as Z ..... .. 36 (2), 170 ; 38 ( 1 ),22 Falconer John L. ......... ... ..... .. .. .... 38(1 ),64 Fan L.T .. .. .. .. .. ... .. .... ...... 40 (2), 1 32 Farrell, Stephanie .. .. ... 36 (2), 108 ;(2), 1 38; .. (3), 1 98;3 7 ( 1 ),52,68; 38 ( 2) 108 ;(3), 18 2 .. ..... ...... .................................. 39 ( 1 ),3 0 Farrio l Xavier .. ..... ..... .. ...... ... ... 36 (2), 150 Favre Eric .. ......... .. ................. .... 39 (4),264 Fe ld er Ri c hard M .. ....... 36 ( 1 ),32;(2), l 14 ; ....... ... (3),204;(4),282; 37 ( 1 ),3 0 ;(2), I 06; (3),220;(4),282; 38 ( 1 ),32;(2), 114 ; .... ........ (3), 200;( 4) ,2 80 ; 39 ( 1 )28;(2),82; .... .. .. ... (3),20 0 ;( 4 ),2 79 ; 40 ( 1 ),38;(2),96; ........................... (2), 110 ;(3),173;(4)28 1 Fenton James M .. ... .......... ..... .. 38 ( 1 ),38 Fenton, Suzanne S ........ ............. 38(1 ),38 Fe rn a nd ezTorr es, M a rfa J .... ...... 39 (4)302 Ferr i James K ..... .. ... ..... ... ..... 37 (3),202 Fishe r David W. .......... ...... .. .. ..... 37 ( 4 ),262 F l emi n g Patr i ck J .. ... .. .. ... .... .. 36 (2), 166 F l etc her Nathan W. .... ..... .. .. ..... .... 40 (1) 40 Floyd-Smith, Tamara M .............. 40 (3),2 11 F l y nn A nn Marie ......... 39 (3),2 1 6;(4) 3 16 Fog l er, H. Scott ... . .... .. ...... ... ... .. 40 (2),99 Fo nt Josep . .. ........... .. ... .. ...... 36 (2), 150 Fo rd La u ra P ... .. ... .. .. ... .. . 37 (3), 1 70 Forres t er, Stephanie E .. .... ... .. ... 38 (3), 1 9 0 Fo ut c h Gary L. .. .... .. .. .... .. ... ... 37 (2), 1 22 Fow l er Micha e l .... ........ .. ... ..... 38 (3),236 Franks, George V. .... .. .... .. .. .. 37 ( 4 ),274 Franses Elias I. .. ... ..... .. .. .. 37 ( 4 ),290 Fraser Dun ca n M .. ... 36 ( 1 ),42; 39 ( 4 ) 288 Franzen Stefan . .. ... .. .. ... ... .. 38 (4),242 Free m a n Benn y D ... .. ..... .... .. ... 37 (1) 60 Frey Dou g l as .... .. ... .. .. ... .. 37 (2),82 Fried l y, John C. ............................. 38 ( 1 ),54 Chem i ca l E n g in eer in g Educarion

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.G Gad ewa r Sa ga r B .. ... .. ... .. .. 38 (4),308 Gat z ke Edwar d P. ... .. ... ..... ... .. ... 40 ( I ),24 Ghann a m Mamd o uh .. .. ... .. .. .. 40 (3), 1 89 Glasser Benjamin L. . . ..... ... .... 38 ( 1 ) 1 4 Glennon Brian ............... .. ........... 38 (4) 296 Gra y, J effrey J ......................... .. .. 40 ( 4 ),297 Gold s tein Aaro n S ....... . .......... 38 ( 4) 272 Goiter P a ul .. .. ... . ...... . .. .. ...... 39 ( 4) ,28 0 Gon za l ez -F e rnand ez, Cam in o .. ..... 37 ( I ), 14 Good There s a .. .. ... .............. ...... 37 (2),82 Goodin g, C h ar l es H ....... 39 (2), I 04; (2), 1 28 Good so n Mike ... ... ... ...... . .. ..... 39 (3),232 Gorowara R a j eev L. .. ...... ... .. ..... 36 (3),226 Gubbin s, K e ith E .... .. 37 (3),236; 38 ( 4 ) ,24 2 ...................................... ....... 39 ( 4) 250 Gupta Santo s h K .. .... ...... ... 36 (4),304 H Haji Shaker ... .... .......... .... ........... 39 ( 1 ) 56 Han S a n g M ... ............ .. ...... ...... 37 (3), 208 Hardin Matt ... ..................... . ... 38 (3), 1 96 Harri so n R oge r G ................ ...... 40 (4) 323 H a rt John A. IV ............... .. ........ 37 (1) 20 Har vey R o b erta .................. .... .... 38 ( 4 ) 316 H aya ti 1... .. ................ ........ .. .. .. 37 (2), 10 8 H ec ht Gre go ry B ....... ...... .. ..... 38 (2), 10 8 H e nd a, R ed h o uan e ..... .. ..... .... .... 38 (2), 1 26 H e nd erso n T o m .. ...... ..... .......... 39 ( 4 ) ,280 Hen so n Mic h ae l A. ........... .. ...... 40 (3), 181 Hern a nd ez, R afae l .......... .. ... ....... 40 (3),2 1 5 H esket h R obert P. ......... 36 (2), 1 38;(3), 19 2; 36 (3), 198 ; 37 ( I ), 52 ; 37 ( 1 ) 68; 38 (3), 182 .. .. ... .. ... .. .... 38 ( I ), 48 ; 39 ( l )30;(2) 94 Hi ck n er Mich ae l A ........... .... ...... 36 (2) 94 Hill Priscilla 1 .... .......... .. .. ...... 40 (4) 246 Hilli e r James R ... .... .. ..... .. .... 36 ( 4 ),3 04 Hil e, Ll oyd . ........ ........... .. .... 38 (2) 121 Hin estroza Juan P ............. ... ..... 37 ( 4) 3 1 6 Holl a nd C h a rle s E ... ........ .. ........ 40 ( I ),2 4 Holl a r K at hr y n A ... .. .. .. .... .. 38 (2), 10 8 Houn s l ow M.J ................. .. ..... 37 (2) 10 8 Howe-Grant Mar y E ... .. .. ....... 38 (3) 16 8 Hren y a Christine M .. ..... .. . ... .. 40 (2) 99 Huan g, Yinlun .............. ... .. ... .. .. .. 39 ( 1 ) 48 Hubbe Mart y ..... .... . .. ... ... 39 (2), 14 6 Hudson Mary B et h .. ... . ... ... .. 40 (1) 32 Hummel Scott R. .. .. ... ......... ... 37 ( 1 ),38 Hun g, Franci sco .......... ... .. ...... .. 38 (4),242 I Ib ra him T a bleb H .......... ......... .... 36 ( 1 ),68 I veso n Simon M ........ 36 (2), 1 30; 37 (4),27 4 l Jacob y William A ....... .. .. ...... ...... 37 (2) 136 J effreys Trent .............. ...... .......... 40 (3),2 1 5 J e nnin gs, G. K a n e .......... .... ........... 37 ( 1 ) 24 Fa/12006 Jim e nez Laureano .. .. ...... .... ....... 36 (2), 15 0 Madiera Lui s M .. .. .. 38 (2), 154 ;(3) 228 Jo hn sto n B a rr y S .... .. .. .. .... .... 39 (3),232 M a dih a ll y, Sundararajan .... .. ..... 38 (2), 1 36; Jo n es, Paul. .. ..... .. ... .. ... .. ......... 40 (3),2 11 ..... .... .. .. ... ... .... ..... 40 ( I ), 66 ;( 4) ,2 83 Joo Yong L ak .... .. .. .. .. .. .. .... .... 40 ( 4 ),3 1 3 Ma ga lh a e s, Fern ao D .. 38 (3),228; 40(1 ),46 Josep h B abu ..... .. .. .. .... ... .. .... .. 36 ( I ),2 0 Malone Mike . .... .. ..... .. . ... 38 (4),308 Mar c h a l-H e u ss l e r Laurent .... .... 39 (4),264 K Kear Gareth ..... .. .. .. ........... .. .. 39 ( I ), 14 Keffer, D.J .. ..... ...... ..... .. .. 37 (2), 1 56 K ei th Jason .. ..... ............ .. .......... 38 ( 4 ),282 K e ntish Sandra E ........ .. .... ........ 40 ( 4 ), 275 Khilar K .C .................................. 36 ( 4 ),292 Kimura Sh o ............................. .. 37 (3), 1 88 Koch Mar ga ret ............ .. .. ... ........ 36 ( 4 ),3 04 Kolavennu Panini K .. .. ............ 40 (3),239 K o mive s, Cla ir e .... .. .. ... .. .. .. . 38 (3),2 1 2 Kopplin Li sa L. .. .... .... .. .. .. 36 (4),304 K o r e t sky, M il o D ...... .............. ... 37 (3), 1 88 Kourti Theod ora ........................... 36 ( I ),60 Kraft Marku s ................. 39 (3),232;(3) 24 4 Kr a ntz W illi am B ...... .. .. ........... .. 38 (2) 9 4 Kuhnell Da v id R ...... .. .. .. .... ... 39 (3),238 Kulprathipanj a, A nn .. ... ...... ..... 38 ( 1 ),6 0 Kulprathipanja Santi .. ... ...... ..... 38 ( I ),6 0 Kun z, H Ru sse ll .. .. .. .. .. .. ... ... 38 ( I ),38 Kwon K y un g C. .. .. .. 36 ( 1 ),68; 40 (3) 2 1 Mardone s, Ol ga Mora ............... 38 (4) 302 Mar Ol aya, M aria d e .. ... .. .. ..... 36 (2) 15 6 Marten Mark ..... .... ....... .. ........ ... 37 ( 2 ),82 Martfnez-Urreaga, Joaq u in ........... 37 ( 1 ) 14 Marwah a, Anirudha .................. .. 40 (3),2 15 M aso n Sarah L. .............. ........... 39 (4),328 M ay, Nico le .... ..... .................... 40 (4),259 M azyc k D avid ............................ 39 (4),296 Maz zo tti, M a r co ...... .. .. .. ........ .. 40 (3), 175 McCarthy Jo se ph J ............ ... .. .. 38 ( 4 ) 292 McCullough R oy L. .... .. .. ........... 36 (3) 226 M c D o n a ld Chri s t op h er I ...... ...... 39 (3),238 M cNe il Melanie A ..... 38 (3),2 1 2; 39 (2), 1 34 M cNe ill V i v i a n Faye .. ............. 39 (3),232 M e nd es, Ade li o M .. ...... .. . .. .. .. 38 (3) 228 M e nd es, Joaq uim G ..... ..... .......... 40 ( 1 ),46 Miaoliang, Zhu .... ..... .. .. .. .. .. 36 (2) 10 2 Michaud, Denni s J. ............ .. ....... 36 (3),226 Midou x, Noe l ................. .. .. .. ....... 39 (4),264 Mira Jose .. ........ .. .. .. ....... .. .. .... ....... 37 ( 1 ), 14 Mi sov ich Michael J ............. .... 36 (4) 284 Mi sse n R o n a ld W. ......... 37 (3),222;( 4) 254 L ........................ ......... .. .. ........ 38 (3) 2 1 6 Labadie Joseph A ...... ........... .... 36 ( I ),7 6 Mit c h e ll Bri a n S ............ .. .... ...... 39 (2), 160 Lacks D a ni el J ......................... .. 36 (3),242 La Clair Darc y .. ...... .. .. ... .. ........... 37 (3), 1 80 Lam A lfr ed ........... .. ....... .... .... .. 38 (3),236 Mo g h e, Prabh as V. .. . ... ... ....... 40 ( 4 ),2 51 Moh a n Marguerit e A ...... .. ........ 40 (4) 259 Monro e, Charles ... ....... ..... ......... 39(1 ) ,42 La n e A.M ........ .. ........ .. ... .. . .. ... 38 ( 1 ) 8 Moor S Scott ........ ....... .. ..... .. .... 36 ( 1 ) 54; Law Victo r J .............. .. .. .. ... .. . 39 (2), 1 60 .............. 37(1 ),38; (3), 202 L aw r e nc e B e nj amin J .................. 38 (2) 136 Moreira A nt on i o ... .. ..... ... ........ .... 37 (2) 82 L e bduska Li sa ................ .. ........ 37 ( 4 ),248 Morri so n Faith ........ ... ... ..... .. .... 39 (2) 110 Lee-Desa ut e l s, Rh o nd a .. ........... ... 40 ( I ),32 M os ba c h Seba s tian .. .. .... .... ... .. 39 (3),2 44 Lee-Parson s, Caro l y n W.T. .... .. 39 (3), 208 Legros, R o b ert .. .. .. .. .. .... .. . 37 ( 4 ),29 6 M os h feg h ian A li akbar ... .. .. .. .. ..... 40 (1) 66 M os t o P at ri c i a .. .. .. .. ....... ... .. .... 38 (2), 108 Le Va n M D o u g l as ....... .. ................ 37 ( I ) 2 Mou ra, Maria Jo se .... ... .............. 40 (3), 1 95 L ew i s Rand y S ............ 38 (2), 136 ; 40 (] ),66 Mu ske K en n e th R .. .. 37 ( 4 ),3 06 ; 40 (3),225 Li Grace X.M ........ .. .. .. . .. .. .. 38 (3), 196 Lin Jung-Chou ........ .. .. .. ............ 38 ( I ),38 N Linder Cedric ... .. ........... . .... .. .. 39 ( 4 ),288 Lipscomb, G. Glenn ..... 36 (2),82; 37 ( 1),46 Naraghi Mohammad H .. .. ...... 39 (3),2 16 Newman John .. .. .... .. ... .... .... .. 39 ( 1),4 2 Li u X u e .. .. .. ........ .. ... ............. ...... 38 (]),14 Newe ll H e idi L.. .... .... 36 (3),2 1 2; 38 ( 1 ),68 Lobban L a n ce L. ............ .. .. .. 38 (3), 162 .... ... . .. ................ .. .... ...... .. ..... ( 4 ),3 1 6 Lombardo Stephen J ........ ... ...... 38 (2), 150 Newell, James A ... .... .. 36 (2), 10 8;(3),2 1 2; L o n g, C hri sto pher E .................... 40 ( 1 ),24 ........... .. ....... 38 ( I ),6 8; (4) 3 1 6; 39 (3),228 Lone y Norma n W. ............ ... .. .... 37 (2), 126 Newman, Austin .......................... 37 (2), 15 6 Lou H e l en H ....... .... .. ... .. .. .... 39 (1 ),48 N i e hu es Patri c ia K .. ... .... .. .... ... 39 (3) 194 Luk s Kr aemer D .. ... .. ... .. .. .. ... 36 ( 1 ) 76 Luyben William L. .. 38 (2) 142 ; 39 (3) 202 Ng Ka M ............. ... .. .......... .. .. .. 36 (3),222 Nguyen Anh V. ........................... 38 (3), 190 Nollert, Matthia s U ...... 36 ( I ), 56 ; 40 ( 4 ) 323 M Maa se, Eric L. ... .... ... .. .. ..... ...... 40 (4),283 .Q Macedo, Euge ni a A. ........... .. .. ... 38 ( I ),26 O Con n or, Kim ..... .. . .......... 39 (2), 1 24 Machniew sk i Piotr M ............ .. 38 (3) 190 O Donnell, Br e nd a n R .................. 36 (2), 94 339

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Oerther D a ni e l B ... .... ................. 36(4 ),258 s Tellez C. ... ....... ....... ................. 36 (3),206 Oh Don g H ee ( Lindsey ) ........... 39 (4),3 1 6 S a dd aw i Salm a ... .. ..... .. .. ....... ... 36(1 ),3 4 Telotte John C. ......... ...... ........ 40 (3),239 Olivera-Fuentes Claudio G ... ... .. 39 (4),250 S a likli s, Edmond P. .. ... .. .......... .. 37 ( I ), 38 Thomas Mathew .... .... .. .. ... .. .. ... 40 (3),2 15 O'Rear, Edgar A .. .... .............. .. 38 (3), 1 62 Salman, Agba D ........... ........ .. 37 (2), 108 Thom so n William J ..... .... .. ..... ... 39 (4),28 0 Ortiz. Elizabeth Parra ..... .. ... ... 38 (4),302 S a nd a ll Orvill e C. .. ..... ...... .......... 37 ( 1 ),7 4 Ting, D a l e .......... . ...... .. .... ....... .. 36 (4),304 O s t a fin Agnes E ........ ....... .. .. .... 37 (3), 1 80 Santoro Marin a .................. ... .. .. 40 (3) 175 Toma s, Christopher ... .... ..... ..... .. 36 (3),2 16 Sarai va, P e dro M ... .......... .. .. ..... 39 (2) 116 Tummala Se s hu ........ .. ........... 36 (3),2 16 f Sauer Sharon G .. .. ......... .. .... .. 38 (3) 222 Turton Ri chard .... .. ..... .. .... ....... 40 (2),88 Palanki Srinivas ..... .. ....... . ...... 40 (3),239 Savage Phillip E ...... .. ...... ... ........ 37 (2),94 Panjapomp o n Chanin .... .. .... .. .. 40 ( 1 ),40 S ave lski Mariano J ... .... 36 (2), 108 ;(3), 192 ; ll Papadopoulo s, Kyriakos .. 36 (2),88;( 4) ,3 16 .. 37( I ),68; 38 (3), 182 ; 39(1 )3 0 ; 39(2) ,9 4 Uygun Karkut ........ ......... .. .. ... 39 ( 1 ),48 Park Y oo nKo ok ....... .... .. ... .. .. 36 ( 1 ),68 Sayari Abdelhamid ...... ......... ...... 38 ( 1 ),34 Park er, R o b e rt S ......... 38 (4),292; 40 (3), 1 81 Scarbrough Will J .. .. .. ....... ........ 40 (4) 291 y Parulek a r Satish J ....... 38 (4),262; 40(1 ),14 Schmedlen R ac h ae l.. .. .. .......... 39 ( 4 ), 272 van der Lee Jame s ..... .. .... .. ... .. 40 ( 1 ),54 Patel Dherme s h V. .. .. .. .. ... .. 37 (2), 10 8 Schmid Han s-Joac him .............. 36 (4),272 Va hdat Nader ... .. .. . .. .. ...... 40 (3) 2 I 1 Paulaiti s, Mich ae l E. .. .. .. .......... 36 (2), 1 66 Schmidt Hartl ey T .. .......... .. ..... ... 37 ( 3) 180 Va n Wie B e rni e .. .. ... ... .. .... ... .. 39 (4),280 Payne Greg ory ... ... .. .... .. .... .. ... .. 37 (2),82 Schmidtke David W. ...... ........... 40 (4),323 Var m a, Arv ind .. .. .. .... .... .. ........ 37 (4),28 4 P e dro sa, Cristiana ....... .. ... .... .. .. .... 40 (1) 46 Schmitz Ro ge r A ... .. ..... 36(1 ),34;(4) 296 Visco Jr. Don a ld P .... 36 (2), 1 34; 39 (4),258 Peep l es Tonya L. ....... .. .. ......... 37 (3), 1 74 Schowalter W.R .................. ... .... 37 (4),2 42 Pena J .A .... .. .. .. ... .. .. ... . ........ 36 (3),206 S c hreiber Loren B ... ............... .. 38 (4),286 .w Peretti St eve n W. ..... ....... .. .. .. ... 39 (3), 194 P e rkin s, Dou g la s M ............... .. .. 39 (2),104 Peukert Wolf ga n g ....................... 36(4 ),272 Pier so n Ha ze l M ........ .. ... ........... 39 (2), 156 Pilu so, Christina .......... .......... ....... 39(1 ) 48 Pinheir o, Maria Nazare Coelho ... 40 (3),195 Pinho, Simao P. ..... ....... .. ..... .. .. 38(1 ),26 Pitt Martin 1... .. .. .............. 37(2 ), 108 154 Plouff e, P.B ........ .. .. .. ......... .. .. 37 (3), 162 Prabhakar R ajeev ......................... 37 ( 1 ),60 Pri ce, Dou g l as M .. ... ... .. ........ 39 (2), 15 6 R Rao Go v ind ................ .. ............. 37 (2),82 Ra s teiro Maria G ....... ... .. .. .... .. 39 (2) 11 6 Rech S a bin e ....... ... .. 38 (3),2 1 2; 39 (2), 1 34 Reijen ga, J etse C. ............... ... .. 37 (2), 114 Reill y, Peter J ......... ................. 36 (3), 17 8 Rhode s, Martin ............. .. ........ .. 36(4 ),288 Rice Rob er t ... .... .. .. ..... ............ 37 (2), 100 Rice Richard W. ... .. ...... .. .. .. .. .. 39 (3),238 Rivera D anie l E .. .. .. .... .. .... ... .. 39 ( 4 )302 Ri ves, Christopher.. .... .. ...... ..... ... 36 (3),242 Robert s, Su sa n ............. ........... .. 39 (3),222 Robinson Janet E. ... .... .. ..... .. .... 37 (2), 154 Robinson K e n K. .... ... . .. .. ........ 36 (3),2 16 R oc h efort Skip ................. .. ...... 37 (3), 1 88 Rock straw, D av id A ..... .. ............. 39(1 ),68 Schulp John R ............. ......... .. 40 (2), 13 2 Schultz, Jerom e ......... .. ..... .. ..... 40 (2), 1 26 Scud e ri, Phillip .. ..... .... .. ...... ... 39 (4),280 S e lm e r Anders ....... .. .... ......... .. 39 (3),232 Sen Siddhartha .. ... .. .. .. .... ..... .... 39 (3),2 32 Shacham Mordechai .. ....... ...... 37 (2), 14 8 Sh aefe r Stac ey .. ... . .... .. .. ... ... 39 (3),2 16 Shaeiwitz Joseph A .. .. ....... ........ 40 (2), 88 Shallcros s, D av id C. ... 37 ( 4 ),268; 40 ( 4 ),27 5 Shambau g h Rob ert L. ................. 38 (3) 162 Shan er, Cyndi e .. ...... ............. .. 37 (3), 18 8 Shanley Ed S ........................ ..... 38 (3), 188 Sheardown Heath e r .. .. .............. 36 ( 1 ),60 Shonnard David R .. .. ................. 37 (4),262 Shulman Stacey ...... ... .. .. ...... .. 37 (3) 162 Sides P a ul J ........ ......... .. .. .. .. ... 36 (3),232 Siepe, Hendr y ... ... . ....... ......... ... 37 (2), 114 Sikavitsas Vassilios I. ... ... .. .... 40 (4),323 Silv e r s tein D av id L. ................. 37 (3),2 14 Simmon s, Christy M ........ .. .. .. ..... 36 ( 1 ), 68 Simon Laurent... .. .. .... ...... ........ 37 (2), 126 Sin Aaron .. .............. .. ....... ... .. 36 (4),278 Slater C. St ewart .......... 36 (2), 1 38; 37 (1 ) 8; 37 ( 1 ),52,68; 38 (1),48 Sloan Dendy .. .... .... ....... .... ... .. .. 38 (3) ,2 03 Smart, Jimmy L.. ...... 37 (2), 142 ; 38 (3),2 04 Smith Willi a m R .... ...... 37 (3),222;(4),254 S oro u s h Ma so ud ....... ...... ............. 40 ( 1 ),40 Wagner Wolfgang .. .... .. ... .. ... 39 (3),24 4 Walsh Frank .. .. ... .. ... .. .. ........ .. 39 ( 1 ), 14 Wang Chi-Hwa ... . .. .... .. ..... 37 (2), 114 Wankat Phillip .. 37 ( 4 ),3 I 0 ; 38 (1 ),2; 40 (3); .. ... .... ... .. ..... ... ..... ...... .. ... 40 (3), 1 65; W e i ss, Alvi n H .. ... ........... ... .... 36 ( I ) 74 Weiss Bri a n .. .. .. .. ........... ........ 40 (3),203 W es t Kate ....... ..... .. ................. 39(4 ),288 Wh ee l er, D ea n R. .... ... ........... ..... 39 (2), 138 Wheelock Thomas D ............. ... 36 (3), 17 8 White, Shannon H ............... .. .. 39 (3), 194 Whitrnire, D av id .............. ... ...... 38 (2), 1 22 Wiest, J .M ... ............................. .. .... 38(1 ),8 Wilcox Jennifer .. ..... ............. ... .. 40 (4),268 Wilken s, Bob ... ..................... ... 39 (2),164 Willey R ona ld .... .. .. .. 38 (3), 188;39 (3), l 83 Winter H H e nnin g .............. . .. 36 (3) 1 88 Wood Philip E .... ... ...................... 36 (1),60 W oo d s, Donald R. ............. 36 ( 1 ),60; 40 (2) W o rden R. Mark ....................... 38 (4),250 Wright Pamela .... ... .. ....... .... .. ..... 38 ( I), 14 y Yabo Dong .. ............................ .. 36 (2), l02 Ying Chao-Ming .. . .. .. ... .... 36 ( 1 ),20 Young Br e nt .. .. . .. .. ... .... .... 40 ( I ), 54 Young R a lph ...... ... ...... ... ......... 40 ( 1 ),32 Rodri g ue s, Alfrio ..... ... .... .......... 38 (2), 154 Rogers Brid ge t R ... ....... .... .. .. ..... 37(1 ),24 Roizard Christine .... .. ...... .. ..... 39(4 ),26 4 Roja s, Orl a ndo ... ......... .............. 39 (2), 146 Rollin s Sr., Derrick K ......... .. ...... 40 ( 4 ),29 1 Ro ss, Juli a M .... ........ ..... 37 (2),82;(3), 184 Roth Charles M .... .. .. ........ ........ 40 (4),25 1 Ruiz Joaquin ............................... 39 ( 1 ),22 Ru s li Effendi ..... 38 (3) 174 Ru sse ll John J Sotudeh-Gharebaa g h Rahrnat ... 36 (2), 100 Sousa Jo se M ... ........... .............. 38 (3),228 Spencer Jordan L.. .. .. ... ...... ... .... 40 (3), 159 Sriniva sag upt a, D ee pak ................ 36 ( I ),20 Stoynova, Ludmila ............... .. .. 39 (2), I 34 Streicher Sam a nth a ....... ... ..... .... 39 ( 4) 288 Subramanian Venkat R .. ........ .. 40 ( 4 ) 307 Sur es hkumar G.K. ... .. 36 (4),292; 38 (2), l 1 6 Svrc ek, William .......... .. .. ......... 40 ( I ), 54 z Zhang, Tengyan .... ..... .. .... .... .. .. 40 (2), 132 Zheng Hai s han .. .. ... .. ....... ..... .. 38 (4),282 Zydney, Andrew L. .. .... .... ..... .. 37 ( I ),33 Zy go ur akis, K yriacos .. ... ...... ... ... 38 (2),88 37 (3),2 08 I Ru ss um Jame s P. ... .. .. ... .. .. .. .... 36 (2), 1 34 Tanguy Philipp e A. ............ .. .. 37 (4) 296 340 Che mi ca l Engineering Educa t ion

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CEE's Annual Fall Graduate School Information Section Published in February, May, August, and November of each year for the past 40 years, Chemical Engineering Education (CEE) is the premier archival journal for chemical engineering educators. The schools listed in the following section have all demonstrated their support of CEE b y purchasing advertising in our annual Fall Graduate School Information issue. The fall advertising issue serves as the journal s primary means of revenue, enabling its ongoing service to the field. We are exceedingly grateful to all of our faithful advertisers. To sign up t o adve rtis e your school s chemica l engineering graduate program in the 2007 2008 Fall Graduate S c hool Information issue, pl ease fill out the information below a nd fax or m ai l this page to our edito rial office a t (352) 392-0861, Chemical Engineering Education, c/o Chemical Engineering Dept. University of Florida, Gainesville, FL 32611-6005 D ea dlin e for adver ti si n g is Jul y 1 of eac h year. If questions, write cee@c h e .ufl .e du School:-----------------------------------Contact per so n: __________________________________ Address: Fax number: e-mail: Fa/12006 ______________ Telephone number : ____________ 3 41

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342 INDEX Graduate Education Advertisements Akron U ni ve r s it y of ......... ................. ............. .. .. .. ........ 3 4 3 Alaba m a, U ni ve r s it y of ............ .. .. ............ .. ... .. ...... .. ....... 344 Alabam a Hunt sv ill e, U ni ve r s it y o f .......... .. Arizona, U n iver s it y of ..... Arkan s a s, U niver s it y of Auburn U ni ve r s i ty .. Bu c kn e ll U ni ve r sity .... 345 .. .. ........ .. .. .. 3 46 .............. 3 47 348 .. 432 Ca li fo rni a, B e rkel ey; U ni ve r s it y of ..... ..... ... .. ................ .. ...... 3 49 Ca l ifornia, Da v i s; U n iv e r s i ty of .... ..... .. ...... .. ..... 3 50 Ca li fo rni a, Ir v ine ; U ni ve r s it y of.. ... ... ....... .. .... ...... ... ..... .. .......... 3 5 1 Ca l ifornia Ri ve r s id e; U ni ve r s i ty of. .. .. ...... ...... .. .. ..... 3 52 Ca li fo rni a, Santa Barbar a; U ni ve r s it y of... Ca li fo rni a In s titute of Techno l ogy .. ... .......... .. Carn eg i eM e ll on U ni vers i ty ........... Ca se W es tern R e s e r ve Un i ve r s it y ......... .. .. ...... Cit y Co ll ege o f New Y ork .................. C l eve l a nd State Un i ve r si t y .. .. ........... .... 353 .......... .. .. 354 .... .. ........ 3 55 .... 438 Co l o rado Schoo l of Min es ..... .. .. .. .... ... ...... ..... 358 Co l orado S t a te U ni ve r s it y ............ ...... .. .. ... ..... .. .. .. .. ... ... 359 Co lumbi a U ni ve r s it y ...................... .. .. .. .. ...... 4 32 Co rn e ll Un i ve rsity .. .. .. .. .. .. .. .. .. ... ........ .... .... .. ....... ... .. .. 360 D artmo uth Co ll ege ......................... .. .. .. ......... 36 1 D e l awa r e, U ni vers i ty of. ................. .. .. .. .. ............. .. ..... .. ........ 362 D e nm a rk Tec hn ica l U ni ve r s it y of .. ........ .. Dr exe l U ni ve r si t y .............................. F l o rid a, U ni ve r s it y of ............... ....... Florida In s titut e of T ec hn o l ogy .......... .... .. Geor g ia In s titut e of Te c hn o l ogy .... .. .......... ... 363 ..... 364 .... . ... ....... 36 5 ..... .. .. .... ..... 366 .. .. ........... .. .. .. .. 367 H o u s ton U ni ve r s i ty of ...................... .. .. ............ .... 368 ....... 369 ....... 37 0 Illin o i s, C hi cago; U ni vers it y of .. .. .. .. .............. Illin o i s, Urba n a C hamp a i g n U ni ve r s it y of .. .......... Illinoi s In s titute of Te c hn o l ogy. .. .... .. . .. ...... .. 37 1 ... 372 ... 373 .. 374 I owa, U ni ve r s ity of .. .. ... I owa S t ate U ni ve r s it y Kan sas, Un i vers it y of .................. ... Kan sas Sta t e U ni ve r s it y ....... ....... .. .......... 37 5 K e ntu c k y, Uni v ers it y o f ... .......... .. . ................ .. .. ... 3 76 L ama r U n i ve r s it y ... .. .. L av a l Un i ve r s ity ........... ... ...... .... ........... ..... 433 377 .... 378 ... 379 L e hi g h U ni ve r s it y ..... L o ui s ian a State U ni versity M a in e, Univers it y of... ................ . .. ...... .. ....... 38 0 Manhattan Co ll ege .... .. .... 38 1 .... 382 ..... 383 M ary l and Baltimore Co unt y; U ni ve r s it y of . Ma ssac hu setts, Amher s t; U ni ve r s it y of Ma ss a c hu se tt s, Lowe ll ; U ni vers it y of .. ..... .. .. ........ ... .. .. .. 4 38 Ma ss ac hu se tt s In s titut e of T ec hn o l ogy ........ .. .. .. .. ...... 38 4 M cG ill U ni ve r s it y................. .. .. .............. ....... .. ... .. ....... 385 M c Ma s ter U ni ve r s ity ... .. .. .. .... .. .......... .. .. ..... .. ......... .. .. .. .... 386 Mi c hi ga n U ni ve r s it y of. .... .... .. .. .. ........... Minne so ta U ni ve r s it y of ........... ... ............. Mi sso uri Co lumbi a; U ni ve r s it y of ........... .. ...... .. ..... 387 388 389 Mi sso uri R o l la ; Univer s it y o f .. .. ... .. ..... .. .... ..... 390 M o na s h U ni ve r s it y ................... .. .... 433 Montana Un i vers it y of... .... ...... ... .. .. .. .. .. ...................... .... 434 New M exico, Univer s it y of .......... ...... ............ New M ex i co S t ate U ni ve r s i ty ....... .. .. .. ..... o rth Caro lin a Stat e U ni ve r s it y Nort h D akota, University of .. .. Nor th eas t e rn U ni ve r s it y ... ............... .. ............ 39 1 .... 392 ..... 393 .... .. .. 434 ............ ... 394 Northwe s t e rn U ni ve r s it y ....... .. .......... ........... .. .. 395 No tr e Dam e, Un i ve r s it y of ............ . .... .. ... ........ ............... 396 O hi o St ate Univer s it y...... ... .. .. ... .. .............. .. ... .. 39 7 ....... .. 398 ... .. 399 ... .400 .... ...... 40 1 ........ 402 ... 40 3 Ok l a h o m a, U ni ve r s i ty of ................ .. .. .. ...... .. .. Okla h o m a State Unive r s ity P e nn sy l va ni a State Un i ve r s it y ... Pol y t ec hni c Unive r s it y Prin ce t o n U ni ve r sity ..... .......... Purdu e U n ive r s ity .. .. . R e n sse l ae r P o l y t echn i c In s titut e Ri ce Unive r s ity .... ......... .................... R ochester Univer s it y of.. ........... ... .. .................. .... .. 404 .405 .406 R oseHui man In stitute of T ec hn o l ogy ......... .... ... .. .. .. ... .. . 435 R owa n U ni ve r s it y ................. .. .. ... .. . .. ... .... .... ................ 407 R ye r so n U ni ve r s ity ............................................. .. .. .. ...... .435 Sin ga por e, ational U ni vers it y of ... .. ..... ... ...... ...... .40 8 .. 40 9 Sin g apor eM IT Alliance Grad u a t e Fello ws hip .. South Caro lin a U ni versity of South Flo rid a, U n ive r s it y of Southern Ca li fornia U ni ve r s it y of .. .. .. .. ............ ..... .. .4 1 0 ..... .. .... .436 ... .41 1 State Uni ve r s it y of New York ..................... ... ..... .. .... 4 1 2 Steven s I nstitute .............. .... .4 1 3 T e nn es see, U ni ve r s it y of .4 1 4 T e nn essee Tech n o l ogica l U ni ve r s ity ......... .. ....... .. ......... .415 .416 .4 1 7 T exas a t A u s tin University of T exas A&M U ni ve r s it y T exas A&M Kin gsv ille T exas T ec h U ni versity .. Tol e d o, U ni ve r s it y of. .. ........ ... 436 ... 41 8 .. .4 1 9 Tuft s U ni ve r s it y ........................ .... . .. .............. ...... .420 Tulane U ni ve r s ity .. .. .. .. .. .. .. ... ... .. .42 1 Tul sa, U ni ve r s it y of ........... .......... .... .. .. .. ... . .. ... ........... ....... 422 Vanderbi lt U ni ve r s it y .................... .... ..... .. ... Vi ll ano va U ni ve r si t y .......... ... ......... .. ...... .. ... .. Vir g ini a, Un i ve r s it y of ....... ............ .. Vir g in i a T ec h ................................ . Wa s hin g ton U ni ve r s ity of.. ............. Wa s hin g t o n State U ni versity .......... ... .. Wa s hin g ton U ni vers it y .. .. .. .... . .. ........ .. .... . .42 3 ..... .4 37 .. .. ... .424 ... ...... .425 ... .426 .... ....... 427 ............ .. 4 28 Waterl oo Univer s it y of ................ .... ........ ... .... ..... ... .. ....... 4 37 We s t Vir g ini a U ni ve r s ity .. .. .. ..... .. ........ ....... .... .. .. . 429 Wi sco n s in Un i versity of .. .... ....... 430 W yo min g, U ni v er s it y of .... .................. 438 Y a l e U ni versi t y ........ .......... ......... .. .. . .. .. 43 1 Che mi cal Engi n ee rin g Edu ca 1i o 11

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Graduate Education in Chemical and Teaching and research assistantships as well as industrially sponsored fellowships available I n addition to stipends, tuition and fees are waived. PhD students may get some incent i ve scholarships The deadline for assistants h ip app l ications is Apri l 15t h Biomolecular Engineering G. G. C HASE Multiphase Proce sses Fluid Flow I nterfacial Phenomen a, Filtration Coalescence H.M.CH EU NG anocomposite Materials, Sonochemical Pro cessi n g, Polymerization in anostruc tured Fluid s, Supercritical Fluid Pro cess ing S. S. C C H UA NG Catalysis, Reaction Engi neering Environmentally Benign Synthesis, Fuel Cell J. R. ELLIOTT Mo l ecular Simulation, Phase Beha v ior Phy s ica l Properties Proce ss Modeling Supercritical Fluids E. A EVA NS Materials Proce ssing and CVD Modeling Pla s ma Enhanced Deposition and Crystal Growth Modeli n g L.-K. JU Bioproce ss Engineering Environmental Bioen g ineering S. T. L OPINA BioMateria l Engi n eering and Po l ymer Engineering B.Z. N EWBY Surface Modification Biofilm and AntiFou l ing Coatings Gradient Surfaces H .C. Q A MM A R Nonlinear Contro l Chaotic Processes, Engineering Ed u cation P.W AN G Biocatalysis and Biomaterial s (A djunct ) For Additional I nformation, Write Fall 2006 Chairman Graduate C ommittee Department of Chemical and Biomolecular E ngineering The U ni v er s i ty of A kron A kron OH 44325-3906 Ph o n e (330) 972-7250 Fax (330) 972-5856 www.c h emical. u akron.edu 343

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THE UNIVERSITY OF ALABAMA Chemical & Biological Engineering A dedicated faculty with state of the art facilities offer research programs leading to Doctor of Philosophy and Master of Science degrees. Research Areas : Biomaterials, Catalysis and Reactor Design, Drug Delivery Materials and Systems, Electrohydrodynamics, Electronic Materials Environmental Studies, Fuel Cells, lnterfacial Transport, Magnetic Materials, Membrance Separations and Reactors, Molecular Simulations Nanoscale Modeling Polymer Processing and Rheology, Self-Assembled Materials, Suspension Rheology For Information Contact : Director of Graduate Studies Department of Chemical and Biological Engineering The University of Alabama Box 870203 Faculty : G. C. April, Ph.D. (Louisiana State) D. W Arnold, Ph.D. (Purdue) C. S. Brazel, Ph.D. (Purdue) E. S. Carlson, Ph.D. (Wyoming) P. E. Clark, Ph.D. (Oklahoma State) W C. Clements Jr., Ph.D. (Vanderbilt) A. Gupta, Ph.D. (Stanford) D. T. Johnson, Ph D. (Florida) T. M. Klein, Ph.D. (NC State) A. M. Lane, Ph.D. (Massachusetts) M. D. McKinley, Ph.D. (Florida) S. M. C. Ritchie, Ph.D. (Kentucky) C.H. Turner, Ph.D. (NC State) J. M. Wiest, Ph.D. (Wisconsin) M. L. Weaver, Ph.D. (Florida) Tuscaloosa, AL 35487-0203 Phone: (2 05) 348-6450 An equal employment I equal educational opportunity institution 344 Ch e mi c al En g in ee rin g Edu c ati o n

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Chemical and Materials Engineering Graduate Prograni Pacu{ty and
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FACULTY/RESEARCH INTERESTS ROBERT G. ARNOLD, Profe s sor (Ca lTe c h ) Mi cro biologi ca l H azardous Waste Tr ea tm en t Merals Speciation and Toxicity Chemical and Environmental Engineering PAUL BLOWERS Associate Prof esso r ( Illinoi s, Urbana-Champaign) Chemical Kin etics, Ca tal ysis, Su jace Phenom e n a, Green Design at JAMES C. BAYGENTS A ssoc iate Profes so r ( Princeton ) Fluid M ec hani cs Transport a n d Colloidal Ph enomena, Bioseparations ARIZ(5NA WENDELL ELA, Associate Profe ss or (S tanford ) P article -Parti cle 111 e ractions Environm e ntal C h e mistr y JAMES FARRELL, Profes so r ( St a nford ) Sorption / desorption of Organi cs in Soils JAMES A. FIELD Professor ( Wa ge nin ge n U ni vers it y) Bi oremediation Mi c r obiology, Whit e R ot Fun gi, H aza r dous Wast e ROBERTO GUZMAN Professor (No rth Carolina St a te ) Affinity Protein Separations, P o l y meric Su r face Sci e n ce ANTHONY MUSCAT Associate Pro fessor ( Stanford ) Kin etics Swfa ce C h emistry Surface Engineering Semicond u c t or Pr ocessing, M icrocontamination KIMBERLY OGDEN, Profe sso r (Co lorado ) B ioreactors, Bioremediation, Organi cs R emov al from Soils THOMAS W. PETERSON, Professor a nd D ea n (Ca lT ec h ) Aerosols, Ha z ardous Wast e I ncineration, Mi croco 111amination ARA PHILIPOSSIAN Profe ssor (T u fts) Chemical / Mechani c al P olishing, Semiconductor Pr ocessing EDUARDO SAEZ Profe sso r (UC, D av i s) P olymer Flow s, Multiphase R eac t ors, Colloids GLENN L. SCHRADER, Profe sso r & Head ( Wi sco n s in ) Catalysis, Environm e ntal S u s t ainability, Thin Films, Kineti cs FARHANG SHADMAN, R ege nt s' Profes so r ( B e rk e l ey) R eaction Engineering, Kin e ti cs, Catalysis, R eactive Membranes Micro conta mination REYES SIERRA, Associate Pro fesso r ( Wa ge nin ge n U ni vers it y) Environmental B io t ec hn ology, Biotransfonnation of M e tal s, Green Engineering 346 For further infonnation http: / /lvww.chee.a r iwna.edu or wr it e Chairman Graduate Study Co mmitt ee Department of Chemical and E11viro11111e11tal E11gi11eeri11g P.O BOX 210011 The Un iv ers it y of A ri z ona T11cso11 ,A Z 85721 The Universi l y of Arizo n a i s a n equal o pportunit y e du ca li ona l in s ti1u1i o n / equal opport uni l)' e mplo ye r Wome n a nd minoriti es are enc o ura ge d 1 0 apply. TUCSON ARIZONA The D e partment of C hemi ca l a nd Environmental E n g in ee rin g at th e Un i ve r s it y of Ar i zo na o ff e r s a w ide range of re sea r c h opportunities in all major areas of c hemi ca l e n g ine er in g a nd e nvironm e nt a l engi n eering. The departm e nt offers a fully accre dit ed und e r gra duate de g r ee in c h e mical e ngin eeri n g, as well as MS a nd PhD de g ree s in both c h e mic a l and e n v ironm e ntal e n g ineerin g. A sign ifi ca nt portion of re searc h effo rt s i s d evo t ed to area s at the boundar y b e twe en chemica l and environmenta l engineering includin g e n v ironm e ntall y beni g n semicond u ctor manufacturin g, e n v i ronmenta l r e mediation e nvironmental biot ec hn o lo gy and no ve l water tr ea tment tec hn ologies. Financial support i s available through fellowships government and indu s trial grants and contract s, teaching and re sea rch assistantships. Tucson has an exce ll en t climate and many r ec r ea tional opportunities. ft is a growi n g modern c i ty that r e tains much of th e o ld South we st e rn atmosphere Chemical Engineering Educa t ion

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Graduate Program in the Ralph E. Martin Department of Chemical Engineering University of Arkansas The Department of Chemical Engineering at the University of Arkansas offers graduate programs leading to M.S. and Ph.D. Degrees. Qualified applicants are eligible for financial aid. Annual departmental Ph.D. stipends provide $20 000, Doctoral Academy Fellowships provide up to $25 000 and Distinguished Doctoral Fellowships provide $30,000. For stipend and fellowship recipients all tuition is waived. Applications received before April 1 will be given first consideration Areas of Research [] Biochemkal engineering [] Biological and food systems [] Biomaterials [] Electronic material s proces s ing [] Fate of pollutants in the environment [] Hazardous chemical release consequence analysis [] Integrated passive electronic components [] Membrane separations [] Micro channel electrophore s i s [] Mixing in chemical processe s [] Phase equilibria and process design Faculty M.D. Ackerson R.E. Babcock R.R. Beitle E.C. Clausen R.A. Cross J.A. Havens C.N. Hestekin J.A. Hestekin J.W. King W A. Myers W R. Penney T.O. Spicer G.J. Thoma J.L. Turpin R.K. Ulrich For more information contact Dr. Richard Ulrich or 479-575-5645 Chemical Engineering Graduate Program Information: http: // www.cheg uark edu / graduate.asp F a ll 20 0 6 34 7

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348 AUBURN UNIVERSITY Chemical Engineering W. Robert Ashurst University of California, Berkeley Mark E. Byrne Purdue University Robert P. Chambers University of Ca lif o rni a, Berkeley Harry T. Cullinan Carneg i e In stitute of T echno l ogy Christine W. Curtis Florida State University Virginia Davis Rice Uni versity Steve R. Duke University of Illinois at Urb ana-Champaign Mario R. Eden Technical University of Denmark Ram B. Gupta University of Texas at Austin Thomas R. Hanley Virginia Tech Institute Gopal A. Krishnagopalan University of Maine Yoon Y. Lee I owa State University Glennon Maples Oklahoma State University Ronald D. Neuman Th e Institute of Paper Chemistry Timothy D. Placek University of Kentucky Christopher B. Roberts University of Notre Dame Arthur R. Tarrer Purdue University Bruce J. Tatarchuk University of Wisconsin Jin Wang University of Texas at Austin SAMUEL GINN COLLEGE OF ENGINEERING Auburn University 1s an equal opportunity educallonal institution / employer. Research Areas Alternative Energy and Fuels Biochemical Engineering Biomaterials Biomedical Engineering Bioprocessing and Bioenergy Catalysis and Reaction Engineering Computer-Aided Engineering Drug Delivery Energy Conversion and Storage Environmental Biotechnology Fuel Cells Green Chemistry Materials MEMS and NEMS Microflbrous Materials Nanotechnology Polymers Process Control Pulp and Paper Supercritical Fluids Surface and lnterfacial Science Sustainable Engineering Thermodynamics Ch e mi c al En g in ee rin g Edu c ation

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UNIVERSITY OF CALIFORNIA, BERKELEY The C h e mi ca l E n g ine e rin g Department at the U ni vers ity of Ca li fornia B e rk e l ey o n e of the preeminent departments in the field offe r s graduate programs l eading to the Master of Science and Doctor of Phi l osop h y. St ud ents a l so have the opportunity to take part in the man y cultural offerings of the San Fran cisco Bay Area and the recreational act i vities of Ca liforni a s n o rth ern coast and mountains. FACULTY Nitash P B a l sara A l ex i s T. B e ll Harvey W Blanch E lt o n J Ca irn s Jhih-W e i C hu Douglas S. Clark J ea n M.J. Frechet David B. Graves Enri qu e Iglesia A l exan d er Katz Jay D Keasling Ro ya Maboudian Susa n J. Muller John S. Newman John M Prausnitz Clayton J. R adke David V. Schaffer Rachel A. Sega lman FACULTY RESEARCH INTERESTS BIOCHEMICAL & BIOLOGICAL ENGINEERING Blanch, Chu, Clark Keasling Muller Prausnitz, Radke & Schaffer CATALYSIS & REACTION ENGINEERING Bell Iglesia, Katz & Reimer ELECTROCHEMICAL ENGINEERING Cairns, Newman & Reimer ENVIRONMENTAL ENGINEERING Bell Graves, Iglesia, Keasling, Newman & Prausnitz MICROELECTRONICS PROCESSING & MEMS Graves, Maboudian, Reimer & Segalman POLYMERS & SOFT MATERIALS Balsara Chu Frechet Muller Prausnitz Radke Reimer & Segalman ADJUNCT FACULTY An dr eas Acr i vos Brian L. Maiorella LECTURERS Moshe Ste rnber g Stacey L Zones Arnold L. Grossberg Paul 8 Plouffe P. Henrik Wallman PDP EXECUTIVE DIRECTOR Keith A l exa nder C h air: J effrey A Reim e r Starting in Fall 2006 the Department of Chemical Engineering will initiate an innovative new Product Develop ment Program (PDP) aiming to expose graduates of chemical engineering and related disciplines in the com plex process of transforming technical innovations into commercially successful products PDP students will gain exposure to real-world product development practice in a range of chemical process-intensive industries includ ing biotechnology microelectronics nanoscience and consumer products PhD certificate and Master s degree programs will be offered For more information call PDP Executive Director Keith Alexander at (510) 642-4526 or go to : http ://c heme berkeley.edu / PDP / overview.html F a /12006 FOR FURTHER INFORMATION, PLEASE VISIT OUR WEBSITE: http://cheme.berkeley.edu 3 4 9

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Ma rk Asta, Professor Ph.D., University of California, Berkeley, 199 3 Computational materials sciellce, surface and interface science, phase rransformalions, computer assisted materials design David E. Bl ock.Associate Professor P h .D., University of Minnesota 1992 l ndustrialfermelltatioll, bioprocessoptimiza rioll and artificial intelligellce methods Roger B Boulton Professor and Endowed Chair Ph.D ., U ni versity of Melbourne, 1976 Wille technology,Jermentatiion killetics, biochemical N igel D, Brownin g, Professor Ph.D., University of Cambridge, U.K., 1 992 Materials structure-property relatiollships at atomic-scale, atomic resolutioll and sensitivity imaging, electron microscopy S teph a ni e R. Dungan Professor Ph.D., Mas sac hu se tts In stit ute of Technology, 1992 Thermodynamics and transport ill micellar alld microemulsions systems, surfacta/11 illteractions with biological a11d food macromolecules Nae l E l-Farra ,Assistant Professor Ph.D ., University of California, Los A n geles 2004 Pro cess systems ellgilleering, with emphasis Oil process colltrol, dynamics alld design, computatio,111/ modeling, simulatioll Roland Faller, Associate Professor Ph.D. Max-Planck I nstitute for Po l y m er Re searc h 2000 Molecular 11wdeling of soft condensed matter Bruce C. Gates, Di st in g uished Professor Ph.D. University of Washington Seattle, 1966 Catalysis, surface chemistry, catalytic materials, IIOllOmaterials, kinetics, chemical reaction ellgineering Jeffery C, Gibeling, Professor Ph D ., Stanford University, 1979 Defomwtion, fracture and fatigue of metals, layered composites and bone Joanna R. Groza, Professor Ph.D ., P olytechnic Institute, Bu charest, 1972 Plasma activated sintering, processing of llanostmctured 11111terials, and microstruc tur e c haract e rization Brian G, Higgins, Profossor Ph.D., U n iversity of Minnesota 1980 Fluid mechanics and illlerfacial phenomena, sol gel processing, coatillg jiows David G. Howitt, Professor Ph.D., University of California Berkeley 1976 Forellsic and failure analysis, electron microscopy, ignitioll and comb u stio n processes in materials Alan P. Jackman, Professor Emeritus Ph.D ., University of Minnesota, 1968 Biochemical engineerillg, bioreactor design and kinetics, plant cell cultu res ellvirollmental engineering, modeling transport in the environme/11, environmelllal sorption process, bioremediarion Sa ngtae Kim, Assistant Professor Ph.D. University of Hou s ton 1999 Transport ki11etics in adva11ced oxides solid oxide fuel cell, gas separation, membrane reactors Tonya L. Kuhl, Associate Professor Ph.D. Unive111ity of California, Santa Barbara 1996 B ionmterials, membra11e interactions, intermolecular and intersurface forces in com ple x jiuid systems E nriqu e J. Lavemia, Professor Ph.D. Massachusetts In stit ute of Technology, 1986 Symhesis of structural nu1terials and composites, nanostrucfllred 111aterials and composites, thermal spray processing Ma rjorie L. Longo,A ssocia te Professor Ph .D. University of California, Santa Barbara 199 3 H ydrophobic protein design for active control, surfactant microstrucn,re, and interaction of proteins and DNA with biologi cal membranes Karen A. McDona ld Professor Ph.D. University of Maryland, College Park 1985 Biochemical engillee ri11 g, plant cell cult11res, cyanobacterial cultures A mi y a K. Mukherjee, Distinguished Professor D.Phil. University of Oxford I 962 Mechanical behavior, creep superplasricity, nanocrystalline metals a11d ceramics Zuhair A. Munir, Di stinguished Professor Ph D ., University of California, Berkele y, 1963 Sy111hesis and processing ofma reria/s ,fie ld effects i11 mass tra11sport, nanostrucrures, composites and FGMS simulation of field-activated symhesis A le xa ndra Navrots k y, Distinguis h ed Professor and Endowed C h air Ph D. U ni ve111ityofChicago 1967 Thermodynami cs of solid materials nanomaterials plwse equilibria and metastability, high-temperature calorimetry Ahmet N, Palazoglu Profe ssor Ph.D. Ren sse laer Polytechnic Inst it ute 1984 Process control, process desigll, automatic co11tro/, control systems Ronald J, Phillips Professor Ph.D., Massachusetts Institute ofTechnology, 1 989 Transport processes i11 bioseparations, Newto11ian and non-Newtonian suspension mechanics Robert L. Powell Professor and Chair Ph.D., Johns Hopkin s University, 1978 Rh eology, suspension mechanics, magnetic mona11ce inwging of suspe11sio11s S ubhash H. Risbud Professor Ph.D ., University of California Berkeley 1976 Semiconductor qua11tum dots, high superco11ducting ceramics, polymer composites for optics Dewey D.Y Ryu, Professor Ph.D. Massachusetts Institute of Technology, 1967 Bi ochemic al engineering biomolecular process engi11eering and biotech110/ogy Julie M. Sc h oe nung ,Associate Professor Ph .D., Massachusetts lnstituteofTechnology, 1987 Materials systems analysi s, pollution preve11tion alld waste minimizalioll, process econom ic s Sabyasacbi Sen Associate Professor Ph D ., Stanford Unive111ity 1996 Structure-property relatio11ship, glass, nwwcrysta/ line glass ceramic, high temperature liquids, quantum dots, spec tros copy, computer 11wdelin g James F. Shackelford, Professor Ph.D ., University of California, Berkeley, 19 7 1 Structure of materials biomaterials 11011destructive testing of engi11eeri11g materials J .M. Smith, Professor Emeritus Sc D. Massachusett s Institute of Technology 194 3 Chemical ki11etics and reactor desig11 Pieter Stroeve, Professor Sc.D., Massac h usetts In sti tute of Technology, 1973 Membrane separations, self assembly, colloid a11d surface science, 1111notec/111ology surface modification, biotech11ology Yayoi Takamura Assistant Professor Pb.D. Stanford University, 2004 Thi11 film growth and characterizatio11 pulsed las e r depositio11, 11ew mag11etic a11d e/ectro11ic materials for spintronic applications na11oscale pattemi11g tech11iques Stephen Whitaker, Profes sor Emeri tu s Ph.D. University of Delaware, 1 959 Multiphas e transport phe11ome11a 350 Department of Chemical Engineering & Materials Science IUCDAVISI The multifaceted graduate study experience in the Department of Chemical Engineering and Material s Science allows st udent s to choose research proj ects and thesis advisers from any of our faculty with expertise in chemical engineering biochemical engineering, and materials science and engi neerin g. Our goa l is to provide the financial a nd academ i c s upport for students to comp l ete a substantive re se arch project within 2 years for the M S. a nd 4 years for th e Ph.D. SAN FRANCISCO Davis is a small, bike-friendl y university town located 17 miles west of Sacramento and 72 miles northeast of San Fran c isco ENTO within driving distance of a multitude of r ec reational activities. HOE We also e,~ j oy close LOS ANGELES SAN collaborations with national laboratories, including LBL, IEGO LLN L and LOCATION: Sandia. Sacramento : 17 miles San Francisco : 72 miles For information about our program look up our web site at http : !l www.chms.ucdavis.edu. or contact us via e-mail at chmsgradasst@ucdavis.edu Chemical Engineering Education

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UNIVERSITY OF CALIFORNIA Graduat e Studi es in IRVINE Chemi c al Engin ee rin g and Material s S c ien c e and En g ineering for Chemical E n g in ee r i n g, En g in ee rin g, and Material s S ci e nc e Major s Offe ri ng degrees at the M.S. and Ph.D levels R esearch i n frontier areas in c h emical engineering, biochem i cal engineering, biomedical engineering and materials science and engineer i ng. Strong ph ys i ca l and life science and e ngin eeri ng groups on campus. F A C U LTY Nanc y A Da S il v a (California I nstitute of T ec hnolo gy) Jame s C. Earthman (Stanford Un i vers i ty) Stanle y B. Grant (Ca l ifornia I nstitute of T echnology) Juan Hong ( P urdue University) Henr y C Lim (No r thw es tern University) Martha L. Mecartne y (Stanford Univ e rsity) F a rghalli A Moh a med ( University of California, Berkele y) A li Mohraz ( University of Mi c hi ga n) Daniel R. Mumm (Northwestern University) Andrew J. Putn a m (University of Mi c higan) R e gina Ragan (Cal(fornia I nstitute of Technology) Frank G. Shi (California I nsti t ute of Technolog y) Vasan Venugopalan (Massachusetts I nstitute of Technolog y) Szu-Wen Wang (Stanford University) Albert F. Yee (University of California B erkeley) J oint A pp ointments: Nanc y L. A llbritton (Massachusetts I nstitute of Te c hnolog y) Stev e C. George ( University of Washington) G. Wesle y Hatfield ( Purdue University) Noo Li Jeon (University of I llinois) Marc Madou ( R (iksuniv e rsiteit) Roger H. Rangel (University of California, Berkele y) Kenneth Shea (The P ennsy l vania Stat e Un i versity) Lizhi Sun ( University of California, Los Ang e les) Ad i u n ct Ap p ointments Jia Grac e Lu ( H arvard University) The 1 ,5 1 0-ac r e UC Ir vine ca m pus is in O range County five miles from th e P acific O cean and 40 miles so u th of Los A n ge l es. Ir vine is one of the nation's fastest g r owing resident i a l industria l and business areas Nearb y beaches, mou n tain. and desert area r ec reation.a l a c tivities, and local c ultural activities make Ir vine a p l e asant city in which to liv e and study. For further information and application forms, pl e ase vis it htt p: // www.e n g. u c i .ed u / de p t/c h e m s / or co nta c t Department of Chemical Engineering and Materials Science School of Engineering University of California Irvine, CA 92697-2575 Fa/12006 Bi o m e dic a l En g in ee rin g Bi o mol e cular E n gi n ee r i n g B i o r eac tor E n g in ee rin g Bi o r e m ed i a ti o n C e rami cs C h e mi cal and Biolo g ical N a no s en s or Colloid Sci e n ce Combu s tion Co mpl ex F luid s Comp os it e Mat e rial s Co n tro l and Optimi z ati o n En v ir o nmental E n g ineer in g Fu e l Ce ll S ys t e m s Interf ac ial En g in ee rin g M a t e ri a l s Pr ocess in g M ec hani ca l Pro pe rti es Me t a boli c En g in ee rin g Micro e l ectronic s Pro cess in g and M o d e lin g Micro s tmctur e of Mat e r i al s Mult if unctional M a t e ri al s N an ocrys tallin e Materi al s Nano sca le El ec troni c D ev i ces Nucleation Chry s talliza ti o n a nd Gla ss T ra n s tion Proce ss P o l y m e r s Power and Propul s ion Mat e rial s Protein Engin e erin g Recombinant C e ll Tech nolo gy S e par a ti o n Pro cesses Sol-G e l Proc ess in g Two Ph as e Flo w Water Pollution Control 35/

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UNIVERSITY of CALIFORNIA Riverside Department of Chemical and Environmental Engineering Offering degrees at the M.S and Ph.D. levels in frontier areas of Chemical, Biochemical, Biomedical, Advanced Materials, and Environmental Engineering, we welcome your interest and would be delighted to discuss the details of our graduate program and your application. We have outstanding faculty, research facilities and well supported infrastructure, and offer competitive fellowship packages to qualified applicants RESEARCH AREAS Advanced Vehicle Technology Advanced Water Reclamation Aerosol Physics Atmospheric Chemistry Bioand Chemical Sensors Biomolecular Engineering Carbon Nanotubes Catalysis and Biocatalysis Electrochemistry Environmental Biotechnology MEMS/NEMS, Bio-MEMS Membrane Processes Molecular Modeling Nanostructured Materials Site Remediation Processes Sustainable Fuels and Chemicals Water/Wastewater Treatment Zeolites & Fuel Cells a., u t :::,
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UNIVERSITY OF CALIFORNIA SANTA BARBARA SANJOY BANERJEE Ph.D. ( Wat e rlo o) Environmental Fluid D y n a mi cs Multiphase Flows, Turbulence, Co mputational Fluid D y nami cs BRADLEY F. CHMELKA Ph D ( B e rk e l ey) M o l ec ular Materi a l s Science In orga ni c-O r gan i cs Co mpo s it es, Porou s Solids NMR Pol y m e r s PATRICK S. DAUGHERTY Ph D. (UT, Austin) Protein Engineering a nd D esign Library Technologies MICHAEL F. DOHERTY Ph D (Ca mbrid ge) De s ign and Synthe sis, Separations Pro cess D y namics a nd Co ntrol FRANCIS J. DOYLE III Ph D. (Ca lt ec h ) Process Co ntrol Systems Biology Nonlinear D y n a mi cs GLENN H. FREDRICKSON Ph D. (S t anford) Stati s ti ca l Mechanics Glasses Polymer s, Compos it es, Alloys G.M. HOMSY Ph D (Illinoi s) Fluid M ec hanic s, In s tabilitie s, P oro u s Media lnt erfac ial Flows, Co n vec ti ve H ea t Tran sfe r JACOB ISRAELACHVILI Ph D (Ca mbrid ge) Co ll oi dal and Bi o m o l ecu l ar Int erac tion s, Adhesion a nd Friction EDWARD J. KRAMER Ph D (Ca rn egieM e ll on) Fracture and Diffu s i o n of P o l yme r s, P o l y mer Surfaces and Interf aces L. GARY LEAL Ph D (S tanford) Fluid M ec h a ni cs Ph ys i cs a nd Rhe o l ogy of Comp l ex Fluids. in c ludin g Pol ymers, Suspensions, a nd Emu l s ion s GLENN E. LUCAS Ph D. (M .J.T ) Mechanics of Materials. Structural R e li a bilit y ERIC McFARLAND Ph.D. (M .I.T ) M.D. ( H arvard) Combinatorial Material Science, Environ m enta l Cata l ysis, Surface Science SAMIR MITRAGOTRI Ph.D (M .l. T.) Dru g D e li very and Bi oma t e ri a l s SUSANNAH L. SCOTT Ph.D (Iowa State) Ca t a l ys i s, Thin Film s, E n viro nm e ntal R eac ti o n s DALEE. SEBORG Ph.D ( Prin ce ton ) Pr ocess Contro l M o nit ori n g a nd I dentification M. SCOTT SHELL Ph.D. ( Prin ce ton ) Mole c ular Simulation Statistical M ec h a ni cs, Co mpl ex Material s Protein Biophy s ic s TODD M. SQUI R ES Ph.D. ( Har vard) Fluid Mechanics a nd Transport o n th e Microscale including Microfluids Electrokinetics, Com pl ex Fluids and Biom ec h a ni cs MATTHEW V. TIRRELL Ph.D ( Massa c hus e tts ) P o l y m e r s, Surfaces, Adhesion Bi o m ater i a l s T.G. THEOFANOUS Ph D (Minneso ta ) Multipha se Flow, R isk Assessment and Mana ge ment JOSEPH A. ZASADZINSKI Ph D (M inn esota) S urfa ce a nd lnt erfacia l Ph e n omena Biomaterials PROGRAMS AND FINANCIAL SUPPORT The D e p ar tm e nt offe r s M S. a nd Ph D de g r ee programs. Financial a id includin g fellowship s, t eac in g assistantships and research assi s tant s hip s i s ava il ab l e. THE UNIVERSITY One of th e wor l d 's few seas hor e c ampu ses, UCSB i s l ocated on the Pa c ifi c Coast I 00 miles n o rth wes t of L os Angeles. The s tud en t e n rollment i s more th a n 1 8,000. The m e tropolit a n Santa Barbara a re a h as mor e than 1 50 000 r esiden t s a nd i s famous for it s mil d eve n c lim a t e. For additional information and application process,vi s it our Web site at www chemengr. ucsb.edu or wr it e to: Chair Graduate Admissions Committee Department of C h e mical Engineering U niv ersity of Ca lifornia Santa Barbara CA 93106-5080 Fa/12006 353

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CALIFORNIA INSTITUTE OF TECHNOLOGY CALTECH CHEMICAL ENGINEERING "At the Leading Edge" http://www.che.caltech.edu 354 Contact information: Director of Graduate Studies Chemical Engineering 2.10-41 California Institute of Technology Pasadena, CA 9n2.5 FAC ULTY R.E SE AR. C H AR.EAS: Frances H. Arnold Protein Engineering & Directed Evolution, Biocatalysis, Synthetic Biology Anand R. Asthagiri Cellular & Tissue Engineering, Systems & Synthetic Biology, Cancer & Developmental Biology John F. Brady Complex Fluids, Brownian Motion, Suspensions Mark E. Davis Biomedical Engineering, Catalysis, Advanced Materials Richard C. Flagan Aerosol Science Atmospheric Chemistry & Physics, Nanotechnology George R. Gavalas (emeritus) Konstantinos P. Gia pis Plasma Processing, Ion Surface Interaction Dynamics, N anoparticle Synthesis, Nanotube Mechanics & Nanofluidics Sossina M. Haile Advanced Materials, Energy, Reactors, Kinetics & Catalysis Julia A. Kornfield Polymer Dynamics Crystallization of Polymers, Physical Aspects of the Design of Biomedical Polymers John H. Seinfeld Atmospheric Chemistry & Physics, Global Climate Christina D. Smolke Biomolecular Engineering, Synthetic Biology, Cellular Engineering, Metabolic Engineering David A. Tirrell Macromolecular Chemistry, Biomaterials, Protein Engineering Nicholas W. Tschoegl (emeritus) Zhen-Gang Wang Statistical Mechanics, Polymer Science, Biophysics C h e mi c al E n gi ne eri n g Education

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Mal(e the S111)re111e Decisio11: Chemical Engineering at Ca,rneg-ie ,, ~ellon .........___ J .. \ .. ;, ">;; 1'!,' The verdict is in. Chemical Eng inee ring at Carnegie Mellon offers superior graduate programs in bioengineering, complex fluids engineering, envirochemical engineering, process systems engineering, and solid state materials Combine world-class education with world renowned faculty and the evidence is clear. When it comes to your future, you be the judge. For information beyond a reasonable doubt, visit: www.cheme.cmu.edu Fa /1 2006 ,, .. .. : I lj ~, Carnegie Mellon University Department of Chemical Engineering Pitt sburgh, PA 15213-3890 Department Home Page www.cheme cmu edu Online Graduate Application apply cheme cmu.edu Graduate Degree Programs Doctorate Course Option Master Thesis Option Master Research Thrust Areas Contact Information Bioengineering cheme admissions + @andrew cmu edu Complex Flu ids Engineering 412.268.2230 Enviro c hemical Engineering Process Systems Engine ering Solid State Materials 355

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Case Western Reserve University Advanced Study in Cutting-Edge Research Research Opportunities Energy Systems Fuel Cells and Batteries Micro and Bio Fuel Cells Electrochemical Engineering Membrane Transport Fabrication Biological Engineering Biomedical Sensors and Actuators Neural Prosthetic Devices Cell & Tissue Engineering Transport in Biological Systems Advanced Materials and Devices Diamond and Nitride Synthesis Coatings Thin Films and Surfaces Sensors Fine Particle Science and Processing Polymer Nanocomposites Electrochemical Microfabrication Molecular Simulations Microplasmas and Microreactors You will find Case to be an exciting environment to carry out your graduate studies Case has a long history of scientific leadership. Our department alumni include many prominent chemical eng i neers such as Herbert Dow the founder of the Dow Chemical Company. The Chemical Engineering Faculty "'1F, =... .a;,,,. '# :,.:_ .. .. .,. I lt I : 1 .~ ... . .:: "" "' -. ; ~-. ~ ,,.. ~-'-.. i !>i.,,,,, -~ '\ ~ ~,-. -~ Faculty Members John Anderson John Angus Harihara Baskaran Robert Edwards Donald Feke Daniel Lacks Uziel Landau Chung-Chiun Liu J Adin Mann Heidi Martin Peter Pintauro Syed Qutubuddin Mohan Sankaran Robert Savinell Thomas Zawodzinski For more information on Graduate Research, Admission and Financial Aid contact: CASE SCHOOL OF ENGINEERING 35 6 Graduate Coordinator Department of Chemical Engineering Case Western Reserve University 10900 Euclid Avenue Cleveland Ohio 44106-7217 E-mail : chemeng@case edu Web : http://www case edu/cse/eche Ch e mi c al Engineerin g Edu c ati o n

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Chem i cal Engineering a t The City College of New York CUNY (T h e City University of New York) A 155year-old urban University, th e oldest public University in America, on a 35 -a cre Go th ic and modern camp us in the grea t est city in t h e wor ld F ACULTY RESEARCH : A le x ander Co uz i s: Polymorph selec ti ve templated crystallization; Molecular l y th in organic barri er layer s; Surfactant faci lit a t ed we llin g of hydro phobic s urf aces: sof t material s 0 Morton Denn oo ,;: Polymer science and rheo l ogy; non Newtonian fluid mechanics Lane Gilchrist: Bio e ngine e ring with ce llul ar m a t eria l s: Spectro sco p y-g uided molecular engineering: Structural s tudies of se lf a sse mblin g protein s: Bioproce ss in g Ilona Kretzschmar: Materials sc i e n ce: Nanotec hn olo gy; E l ec troni c m a t er i a l s Leslie I saacs: Pr e paration and charac t e rization of novel material s: Applica tion of thermo -a nal y tic technique s i n materia l s re se arch +Ja e Lee: Theor y of reactive di s tilla tion ; Proces s de s i g n and control; Sepa ration s; Bi oprocessi n g: Gas hydrates 'C harle s Maldarelli: ln terfacia l fluid mechanics and s t abi l ity ; Surfac e t ensio n driven fl ows a nd mi cro fluidi c appl i cation s: Surfactant adsorption, pha se behavior and n a n ostructuring at interface s 0 JefT Morris: Fluid mechanics ; Fluid particle system s +lrven Rinard: Pro cess design m e th odo l ogy; Pr ocess and e nergy sys t ems engi n eer in g; Bioproce ssi n g David Rum sc hitzki: Transport a nd reaction aspect s of arteria l disea se; lnt erfacia l fluid mechanics and s tabil ity: Catalyst deactivati o n and reaction engineering Fa/12006 +Reuel S hinnar oo : Advanced process de s i gn method s: Chemical react o r control: Pro cess economics; E n ergy and enviro n ment sys t ems Ca rol S t e in er: Pol y mer solutions a n d h y dro ge l s: Soft biomaterials. Controlled release technology Ra y mond Tu: Bi o molecular eng in eer in g: Peptid e d es i gn; DNA co nd ensa ti o n ; micro rheology Ga bri e l Tardos: P owder technol ogy; Granulation: Fluid particle sys t ems, Elec tro s t atic effects; Air pollution S h e ldon Weinbaum 00 : Fluid mechanic s, Biotran s port in li v in g tis s ue; Modelin g of cellular me c hani sm of bone growth; biohea t tran sfe r: kidney func t ion A SSOC I ATED F ACU LTY: Joel Koplik : ( Ph y s i cs ) Fluid m echanics: Molecu lar mod e lin g: Tran s port in random media H ernan Makse: ( Phy s ic s) Granular mechanics Mark S h a ttuck : (Ph ys ics) Experimental gra nul ar rheology: C o mputational granular fluid dynamics; Experimental spatiot empora l co ntr o l of patt erns E MERITUS FACULTY : 0 A ndr eas Acrivos *oo :S R obe rt Graff Robert Peffer Herbert Weinstein 0 lel ich i,witw e +Clean Fuel s ln s ti1111 e Na r io11al Academy of Sciences oo National Academy of En gi n eeri n g :5 American Academy of Arts and Sciences C ONTAC T I NFORMATION : Department of Chemica l Engineering C it y Co ll ege o f New York Convent Avenue at 140th Street New York. NY I 0031 www che.engr ccn y.c un y. edu chei hr @ ao l. com ~,.. : .... .... 11 .. '. . .. ', .... r .. r ~ .' i .:I l ... ,,._..~ A .-.~ ,w : ..... ,. .. ... ... ~,; ,,, :I" : .. ~. ,. .. ~--~--. \' '' ....... ..... .. -----, ..... "' .... -, : !. ....... .. ....... !: .. ., ... .. -:... ... ... ... -~ .. I ........ .. &, .... ::. ..... .... ...... .. ~!...__ !) ... ... ... .. "':tt t I .. '"' ... ... _,,., ... I f~I tt t~tfil, -;-.. ...... : .. : ... ::.. ,: : ... ...... ..... 1 ...... ... .... ~:::-:=-~ -... ........ I .. I ,, ... .. ti If I ........ : :::~.. ... --:::: ,, ... ... .... : 1 :~:.: .. ,,.. ~ ,. .... ::-.. 8 ..... .... ... ~== ....... .. :... .. : ... .. : .. .. I !~1 --. .... ; ... ,. ', 1 .:,.,.. "'" ~ I!! -, ,. -.. -~._._ ... ,. .. .._.,. ... ~ .. . ',. ,, .. .s~ 357

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COLORADO SCHOOL OF MINES Golden, Colorado 80401 Evolving from its origins as a school of mining founded in 1873, CSM is a unique, highly focused University dedicated to scholarship and research in materials, energy, and the envi ronment. The Chemical Engineering Department at CSM maintains a high-quality, active, and well-funded graduate research program. Funding sources include federal agencies such as the NSF, DOE, DARPA, ONR, NREL, NIST NIH as well as multiple industries. Research areas within the department include : Material Science and Engineer i ng Organic and inorganic membranes ryJay) Polymeric materials (Dorgan, Wu Liberatore) Colloids and complex fluids (Marr, Wu, Liberatore) Electronic materials ryJolden, Agarwal) Microfluidics (Marr) Theoretical and Applied Thermodynam i cs Natural gas hydrates (Sloan, Koh) Molecular simulation and modelling (Ely, Wu) Space and Microgravity Research Membranes on Mars ryJay) Water mist flame suppression (McKinnon) F uel Ce ll Research H 2 separation and fuel cell membranes ryJay, Herring) Low temperature fuel cell catalysts (Herring) High temperature fuel cell kinetics (Dean) Reaction mechanisms (McKinnon, Dean, Herring) Finally, located at the foot of the Rocky Mountains and only 15 miles from downtown Denver Golden enjoys over 300 days of sunshine per year. These factors combine to provide year-round cultural, recreational, and entertainment opportunities virtually unmatched anywhere in the United States Facu l ty S. Agarwal (UCSB, 2003) A.M. Dean (Harvard, 1971) J. R. Dorgan (Berkeley 1 991 ) J. F. Ely (Indiana, 1971) A. Herring (Leeds, 1989) C.A. Koh (Brunel, 1990) M. Liberatore (Illinois, 2003) D.W.M. Marr (Stanford, 1993) J.T. McKinnon (MIT, 1989) R.L. Miller (CSM, 1982) E.D Sloan (Clemson, 197 4) J.D. Way (Colorado, 1986) C.A. Wolden (MIT, 1995) D.T. Wu (Berkeley 1991) http :// www.mines.edu/academic/ch e meng / 3 5 8 C h e mi c al En g in ee rin g Edu c ati o n

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M.S. and Ph D programs i n chemical and bio l ogica l engineering RESEARCH I N ... Co~do University Knowledge to Go P l aces Graduat e st udent s in Chemical and Biological Engineering at Colorado State University work closely with sc ienti s t s and en gineers who have an international reputation for academic and re sea rch excellence. As a member of thi s community, you will have the oportunjty to explore re searc h intere s t s, s hare ideas, and di sc u ss new scientific direction s with leaders in their fieldsnot only in c hemi ca l engineering but also in microbiology, chemistry, engineering and otber sc ience s. The interdi sc iplinary nature of the re sea r cb carried out by the c h e mical engmeenng faculty at CSU and the cu lture of coopera ti ve research facilitate thi s access to exQer t s across departments and colleges Chemjcal engineering fac ult y members and st udent s wo rk jointly with research gro up s in electrical mechanical and civil engineering, micr9biolog y ~~vironmental health sc iences cherrustry, and vetennary med1cme. r;============::::;i Biochemical Engineering and Biorefining Travis S. Bailey, Ph.D. Biomaterial s Biomedical Engineering Bio se nsors Cell and Tis s ue Engineering Environmental Biotechnology Environmental Engineering Genomics/Proteomics/Metabolomic s Magnetic Resonance Imaging Membrane Technology Metabolic Engineerin g Molecular Simulation Nanostructured Material s Polymeric Material s Systems Biology FINANCIAL AID AVAILABLE Teaching and research ass i s tant s hip s paying a monthly st ip e nd plus tuition reimbursement. For applications and fur th e r information see h II p :// c b e .co/osta t e e du or write: Graduate Advisor Departm ent of Chemical & Biol ogica l Engineering Colorado Stat e University Fort Collins, CO 80523-1370 Fa/12006 University of Minn esota Laurence A. Belfiore, Ph.D. University of Wis co nsin David S. Dandy, Ph.D California Institut e of T ec hnolog y Matt J. Kipper, Ph.D Iowa State University James C. Linden, Ph.D. Iowa State University Kenneth F. Reardon, Ph .D California Institut e of Technolog y Brad Reisfeld, Ph.D. Northwestern. University David Wang, Ph.D. University of Wisconsin A. Ted Watson, Ph.D. California Institute of Technology Ranil Wickramasinghe, P h. D University of Minnesota 359

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CORNELL UN IVERS IT Y At Cornell University, gra du ate st udent s in c h e mi ca l e n g ine e rin g h ave the flexibility to de s i g n research programs th a t take full a d va nta ge of Co rnell s uniqu e int e rdi sc iplinar y e nvironm e nt and enable them t o pur s ue individualized pl a n s of s tud y. Cornell gra duate programs m ay draw upon the resources of man y exce ll e nt depart ment s and r esea rch centers s uch as the Biotechnology Center th e Cornell Center for Materials Research the Cornell Nanofabrication Facility th e Cornell Supercomputing Facility, and the Nanobiotechnolo gy Center. D egrees gra nt e d includ e Ma s ter of Engineering Ma s t er of Science a nd Do c tor of Phi losoph y. All Ph D. s tudent s are fully fund ed with tuition coverage and attrac tive s tipend s. Research Areas Biomolecular Engineering Compl ex Fluid s and Polym e rs Electronic Material s and Micro c hemical Systems Energy and Sustainable Environment Situated in the scenic Fin ger Lakes region of New York State, the Corne ll campus is one of th e most b ea utiful in the co untr y. Students e njo y sa ilin g, skiing fishing hikin g, bicycling boating w ine tastin g, and man y other a c tivi ties. For further information write: Chemical wul Bio1110/ec11/ar E11gi11een11g A. Brad Anton Lynd e n A. Archer Paulett e Clancy Claude Cohen Lance Collins Matth ew P. DeLi sa T. Michael Dun can James R. Engstrom Fernando A. Escobedo Emmanuel P. Giannelis Yong LakJoo Bri a n Kirby Donald L. Koch K e l v in H Lee Leonard W. Lion Christopher K. Ober William L. Olbricht Da v id Putnam Michael L. Shuler t,~ P au l H Steen Abraham D Stoock J eff re y D Varner Larr y Walk er Ulrich Wi es ner m e mbe ; National A c ademy of Engin ee ring t m e mb e 1 ; Am e ri ca n Academ y of Arts & Sc i e n ce Director of Graduate Studie s, School of C h e mi ca l Eng in ee rin g, Co rn e ll Un i ve r s it y, 1 20 O lin Hall Itha ca, NY 1485 3 -5201 email : DGS @ C H E M E.CORNELL.EDU o r visit ou r W o rld Wid e Web se r ver at: http : // www.cheme.cornell.edu 360 Che mi ca l Engin ee rin g Edu c a1i on

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Graduate Stud y & Research in Ch e mical Engineering at Dartmouth's Thayer School of Engineering D a rtm o uth a n d it s affi l iated p rofess i o n a l sc h oo l s offe r PhD degrees in th e full ra n ge of sc i e n ce d i sc iplin es as we ll as MD a n d M B A d eg r ees. T h e T h ayer Sc h oo l of E n g in ee rin g a t D a rtm ou th Co ll ege offe r s a n A B ET-acc r e dit e d BE deg r ee, as we ll as MS M as t e r s of E n g in ee rin g M a na g em e nt a nd PhD d eg r ees Th e C h e mi ca l a nd Bi oc h e mi c al E n g in ee rin g P rog ram fea tur es co ur ses i n fo und a ti o n a l t o pi cs in c h e mi cal e n g in eer in g as we ll as co ur ses se r v in g o ur a r eas of r esea r c h s p ec i a li za ti o n: Biotechnolog y and biocommodity engineering Environmenta l science and engineering Fl uid mechanics Materials science and engineering Process design and evaluation T h ese imp o rt a nt r esea r c h areas are r e pr ese nt a ti ve of t h ose fo un d in c h e mi ca l e n g in ee rin g d e p a rtm e nt s aro und th e wo rld A di s tin c ti ve f e atur e o f th e T h aye r Sc h oo l i s th a t th e pro fesso r s, s tud e nt s, a nd v i s itin g sc h o l a r s ac ti ve in th ese a r eas hav e b ac k gro und s in a var i e t y of e n gi n ee rin g a nd sc i e nti fic s ub d i sc iplin es. Thi s int e ll ec tu a l di ve r s it y r e fl ec t s th e rea lit y th a t b o und ar i es b e t wee n e n g in ee rin g a n d sc i e ntifi c s ubdi sc iplin es are a t b es t f u zzy a nd ove rl a ppin g. It a l so p rov id es o pp o rtunitie s fo r s tud e nt s int e r es t e d in c h e mi ca l a nd bi oc h e mi ca l e n g in ee rin g t o draw fro m severa l int e ll ec tu a l t ra diti o n s i n co ur se w o rk a nd r ese ar c h Fift ee n full-tim e fac ult y a r e ac ti ve in r esea r c h in vo l v in g c h e mi ca l e n g in ee rin g fund a m e nt a l s Faculty & Research Areas Ian Baker ( Oxford ) Structure / propert y relation s hip s o f material s, electron mi c ro sc op y John Co llier (Dartmouth ) Orthopa e di c pr os the ses, implan t/ ho s t interfa c e s Alvin Co n verse ( Delaware ) Kineti cs & rea c t o r d es i g n e n zy mati c h y drol ys i s o f ce llulo e Benoit Cush man-Roi sin ( Florida State ) Numeri ca l mod e lin g of e n v ir o nm e nt a l fluid d y n a mi cs Harold Frost ( Harvard ) Mi c ro s tru c tural evo luti o n d efo rm a ti o n and f rac ture of m a terial s Tillman Gerngross ( Technical Univer s ity of Vienna ) En g ine e rin g of g l y coprotein s, ferm e nt a tion t ec hnolo gy Ursula Gibson ( Cornell) Thin film depo s ition optical material s Karl E. Griswold (University of Texas at Austin) Protein Engine e ring Francis Kennedy ( RPI) Tribolo gy, s urfa c e mechanic s Daniel R. Lynch ( Princeton ) Computation a l method s oc eanograph y and wat e r resour c e s Lee Lynd ( Dartmouth ) Biom ass pro cess in g, pathwa y e n g ineerin g, r e actor & proc ess de s i g n Victo r Petrenko (USSR Academy of S c ience ) Ph ys i c al chemist ry of i c e Horst Richter (Stuttgart) Thermodynamic s, multipha s e flow energy conversion process de s ign Erland Schulson (British Col umbi a) Phy s ic a l m e tallurg y of metals and alloy s Petia Vlahovska ( Yale University) Rh e ol o gy of comple x fluid s, biological fluid d y nantic s, membrane bioph ys ic s For further information, please contact: Chemical Engineering Graduate Advisor Thayer School of En g ineering Dartmouth Colleg e Hanover NH 03755 http: // engineering.dartmouth edu / thayer / research / chemical.html F a /1 2006 36 1

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362 :i 11;1 \]; 1 I I ., I I I I I I I I I I I I. I I .. I MARK A. BARTEAU /computational, spectroscopic and reaction studies of metal oxide surfaces and catalysts; se l ective oxidation; scanning probe microscopy of ordered arrays containing complex chemical functions. ANTONY N. BEKIS / development and application of num er i cal methods to fluid mechanics, transport phenomena, polymer physics and materials processing; modeling and simulation of comp l ex systems; use of vector and parallel computer architectu r es. DOUGLAS J. BUTTREY / chemical synthesis and c h aracter iz ation of advanced oxide materials. JINGGUANG G. CHEN / sy nth es i s and characterization of a lt ernative e l ectroca t alysts for fuel cells; surface sc i e n ce studies of novel m ate rial s for environmental cata l ys i s; n anoparticles for chemical sensors and photocatalysis. PRASAD S. DHURIATI /int elligent process monitoring and online fault diagnosis; bioinformatics, data mining, mathematical modeling of metabolism and regulation. THOMAS H. EPPS 1 Ill /p olymer science; synthesis, struct ur e and phase behavior of block copo l ymers. ERIC M. FURST /stru cture, phase behavior, and rheology of comp l ex fluids; cel lul ar mechanics a nd motility; polymer physics, interfacial phenomena, and colloid science; applications to microfluidics, biosensors, and photonics. ERIC W. KALER /c ollo i dal mater i als and properties, design and charac t er iz at ion of surfactant-based complex fluids, including microemulsions and ves i c les ; equilibrium and dynamic microstructure and properties of colloidal systems statistical mechanics, neutronand light-scattering; synthesis of novel polymers and lattices; su per cr iti cal fluids; critica l phenomena, crystal lizati o n of proteins. I I I I I I .. .. JOCHEN A. LAUTERBACH / comb inatori a l catalysis and highthroughput screening, fabrication of co ndu cting polymer nano film s, non-linear phenomena in heterogeneous cata l ys i s ( rate osci llati o n s, spat i o-temporal pattern formation, spatiote mpor al fo rcin g of non-linear syste m s), spectra l imaging of diffusion processes in polymers. ABRAHAM M. LENHOFF / prote i n crystall i za tion and phase behavior, adsorption on surfaces, protein surface interactions, sepa r ation and purification of biological macromolecules; co ll oidal modeling and exper im enta l verificat ion of protein-surface interactions. RAUL F. LOBO / design and character i zation of n ove l catalytic materials, structure-property relat i onships in microporous materials and t h e design of adsorbents for gas separations. BABATUNDE OGUNNAIKE /pr ocess control, mode lin g and simu l ation, systems biology, ap pli ed statistics. CHRISTOPHER J. ROBERTS /k ine ti cs and s tati stica l thermodynamics of liquid s, amorphous solids (g l asses), and proteins; stab ilit y prediction, design, and preservation in glasses; kinetics a n d thermodynamics of protein degradation; prediction of physical a n d chemica l stability of proteins. ANNE S. ROBINSON / mo l ecu l ar and cellular enginee ring : understanding protein-protein interactions, both in isolation and in the comp l ex environment of the ce ll ; eng in eering cellu l ar systems for imp roved production or drug screeni ng applications; designing novel or more robust proteins. T. W. FRASER RUSSELL / design and interpretation of laboratory sca l e expe rim ents t o obtain cr iti ca l info rmation for the de sign, v' 11 Pr eside ntial / NSF Young In vestigators / CAREER Awards v' 3 Members of the National Academy of Engineering ope ra t i on a nd con trol of commerc ial sca le equipment; reactors for photovoltaic modules and multi-phase mass contactors. STANLEY I. SANDLER /m olecular th ermodynamics and simu lation s; statistical m echa ni cs; phase equilibria; bioseparations. ANNETTE D. SHINE / polymer biodegradation kinetics; rheological characteriza tion and relation to structure; processing property for polymer blends; liquid crysta l l in e polymers, a nd fiber composites during processing; coup l ed rate processes in po l ymer-compressed gas systems; supercritical flu i ds. MILLICENT 0. SULLIVAN /bi omolecular e ngin eering, n a n ost ru ct ur es for delivery of therapeutics. DIONISIOS G. VLACHOS / surface chem i s tr y, combustion, pollution abateme n t, r eactor design; nucleation and growt h of ceramic and metal-composite-based nanophase materials and memb r anes; numerical methods, multiscale modeling, bif u rcat i on theory patterning of mater i als. NORMAN J. WAGNER /colloid an d polymer science, nonequilibrium statis t ica l mechanics, wit h testing of pred i ctions of thermodynamic, mechanical and optical properties by neutron and l ight-sca tt eri n g; rheology in a wide varie t y of comp l ex fluids; molecular simula ti on of polymers and Brownian dynamics; tr anspor t properties; parallel simulations. BRIAN G. WILLIS / chemical-physical mechanisms of copper metalization a n d semiconductor interconnect materials, surface chem i stry and experimental investigations of reaction pathways of chemical vapor deposition (CVD) growth systems, computational c hemi st ry models of (VD growth mec h anisms, processing of compound semicond u c tor materials for sys t em-on-a chip integration. RICHARD P. WOOL / po l ymers, compos i te m ater i als, polymers and composites from biorenewable resources. Chemical Engin e erin g Edu c ation

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DTU Technical University of Denmark ..... .... ........ Do your graduate studies in Europe! ~ The Technical University of Denmark (DTU) is a modem internationally oriented technological university. It was founded 177 years ago by H C. 0rsted. The University has 6000 students preparing for Bachelor and Masters degrees 600 PhD students and takes 400 foreign stude nt s a year on English-taught courses The DTU campus is located a few kilometers north, but within easy reach of the city of Copenhagen, the capital of Denmark Visit the university at http: // www.dtu.dk/English.aspx Chemical Engineering focus areas of research and the research groups are: Aerosol Technolog y, Combustion Processes, Catalysis Bio Process Engineering, Process Control, Systems Engineering Chemical Product Engineering, Combustion Processes, Emission Control Polymer Chemistry & Technology Transport Phenomena Applied Thermodynamics, Oil and Gas Produ ction Membrane Technology The Department of Chemical Engineering ( KT) is a leading research institution. The research results find application in biochemical processes computer aided product and proce ss engineering energy, enhanced oil recovery environment protection and pollution abatement, information technology, and products, formulations & materials. The department ha s excellent experime ntal facilities serviced by a well-equipped workshop and well trained technicians. The unit operations laboratory and pilot plants for distillation reaction evaporation drying crystallization, etc ., are used for both education and re search. Visit us at http: // www kt.dtu.dk/English.aspx Graduate programs at Department of Chemical Engineering: Chemical and Biochemical Engineering http: // www.kt.dtu dk/English/Uddannelse / Uddannelse r / CBE_retning_DTU_K.aspx Petroleum Engineering http: // www ivc-sep kt.dtu dk/petroleum/ Polymer Engineering http: //www.dt u .dk/Ce ntre / DPC / Edu / MSc_Polymer_Eng aspx Aerosol/lCAT CAPEC CHEC DPC IVC-SEP Membrane Group Stig Wedel sw@ kt.dtu.dk Erling ff. Stenby ehs@kt.dtu.dk Ole Hassager oh@kt.dtu.dk Advanced and Applied Chemistry http: // www.dtu.dk/English / education/msc / prospective / aa_chem.aspx Georgios Kontogeorgis gk@kt.dtu.dk The starting point for general information is : http :// www dtu.dk/English/education / msc aspx Department of Chemical Engineering Fa/12006 363

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36 4 Faculty Cameron F. Abrams PhD University of CaliforniaBerkeley multiscale molecular simulations, poly mer thermodynamics, molecular and cellular biophysics Jason B. Baxter PhD University o f Cal i fornia Santa Barbar a sola r cells, nanow i re s Richard A Cairncross PhD Uni versity of Minne sota transport in polymers b i odegradable po lymers, transport modeling coatings, re ne wable energy Nily R. Dan PhD University of Minnesota gene and drug deli very, polymer nano-composites, complex fluids Yossef A Elabd PhD, Johns Ho pkins University fuel cells, polymer membranes, diffusion in polymers elec trocataly sts Elihu D. Grossmann PhD, University of Pennsylvania pyroly s is of polymers nanotube synthesis, safety analys is Kenneth K.S. Leu PhD, Massachusetts Institute of Technology surface science, nanotechno l ogy polymer thin films and coatings, chemical vapor deposition Anthony M Lowman PhD Purdue University b i omaterials drug delivery hy d ro ge ls Raj Mutharasan PhD Dre xel University biochemical engineering, cellular metabolism in bioreac tor s, biosensors Giuseppe R Palmese, Head PhD University of Delaware reacting polymer systems, nan ostr u ctured polymers, materials from renewable sources, composites and interfaces Masoud Soroush PhD University of Michigan process systems engineering, polymer engineering, modeling simula tion Charles B Weinberger PhD Unive rsi ty of Michigan suspe nsion rheology, f lu i d mechanics of m ulti-phase systems Steven P. Wrenn PhD, University of Delaware b io medical engineering, biological collo i ds, intercellular phase sepa r ation and mass transfer Drexel University Department of Chemical and Biological Engineering Degree Options BS BS/MS (5 yrs) BS/PhD MS PhD BS/MD (7 yrs) xel University is conveniently located in ntown Philadelphia with easy access to erous cultural centers, transportation, major pharmaceutical, chemical and oleum companies. ore information about app l ying ne of our programs, please contact ssor Yossef Elabd at 215-895-0986 Chemi c al Engineering Education

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Fa/12006 Faculty Tim Anderson Aravind Asthagir i Jason E. Butler Anuj Chauhan Oscar D. Crisalle Jennifer S i nclair Curtis R i chard B D i ckinso Helena Hagel i n-Weaver Gar Hoflund Peng Jiang Lewis E. Johns Dmitry Kopelevich Olga Kryliouk Anthony J Ladd Tanmay Lele Atul Narang Ranga Narayanan Mark E Orazem Chang-Won Park Fan Ren Dinesh 0 Shah Spyros Svoronos Yiider Tseng Sergey Vasenkov Jason F. Weaver Kirk Ziegler Chemical Engineering Graduate Studies at the University of Florida ... :, / .. .. ,' fll :y!' I ( ,r 6th in number of yearly ChE PhD graduates in U.S.* C&EN February 7 2 00 5 Award-winning faculty Cutting-edge facilities Extensive engineering resources An hour from the Atlantic Ocean and the Gulf of Mexico 365

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Graduate Studies in Chemical Engineering ,"' Join a small, vibrant campu s on Florida 's Space Coast to reach your full academic and profe s sional potential. Florida Tech the only independent s cientific and technological univer s ity in the Southeast ha s grown to r become a universit y of international s tanding. Faculty P.A. Jennings, Ph D J.R. Brenner Ph.D. M.E. Pozo de Fernandez, Ph.D. R.G. Barile, Ph.D. S. Dutta Ph.D. M.M. Tomadakis, Ph.D J.E. Whitlow, Ph.D. Research Partners NASA Department of Energy Florida Solar Energy Center Florida Institute of Phosphate Research Florida Space Grant F o r mo r e i n f o r mat i o n co nt a c t Florida Institute of Technology College of Engineering Dept. of Chemical Engineering 150 W es t Univ e r s it y Boul e vard Melbourne Florida 3 2 901-6975 (321) 674-8068 http: // che.fit.edu 3 66 Graduate Student Assistantships and Tuition Remission Available Research Interests Spacecraft Technology Alternative Energy Sources Materials Science Membrane Technology ISRU Hydrogen Technology C h e mi ca l En g in ee rin g Edu c ati o n

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Georgia DITD@~EraM~ f(rTechITD@D @ @W Graduate Degree Programs M.S. in Chemical gineering Ph.D. in Chemical Engineering M.S. in Bioengineering Ph.I). in Bioengineering M.S. in Paper Science and Engineering Ph.D. in Paper Science and Engineering M.S. in Polymen Fa/12006 FACULTY & THEIR RESEARCH INTERESTS: Pradeep Agrawal : hetereogenous catalysis, surface chemistry reaction kinetics ; Mark Allen : microsystems, MEMS ; Sujit Banerjee : environmental issues related to the forest products industry ; Sven Behrens : interfacial and colloidal science; Sue Ann Bidstrup Allen : microelectronics polymer processing; Andreas Bommarius : biocatalysis bioprocessing ; Victor Breedveld: complex fluids microfluids ; Ronald Chance: energy utilization; Rachel Chen: biocatalysis and biopro cessing ; Yulin Deng: colloid and surface science, polymer synthesis; Charles Eckert: molecular thermodynamics, chemical kinetics, separations ; Jeff Empie: chemical and energy recovery ; Larry Forney : mechanics of aerosols buoyant plumes and jets; Jim Frederick : sustainable process technology, kraft chemical recovery ; Tom Fuller: electro chemical systems for energy conversion and storage ; Martha Gallivan: process control, interfacial science; Clifford Henderson: microelectronics processing, patterning, imaging materials, thin films ; Dennis Hess: microelectronics processing thin film science and technology, plasma processes; Jeffery Hsieh: pulp and paper ; Christopher Jones: cata lyst development for polymer synthesis, organo-metall i c chemistry ; Paul Kohl : photo chemical processing, chemica l vapor deposition ; William Koros: structure-permeability relationships for polymers ceramics, polymer-ceramic hybrid substrates, formation of composite and integrally skinned asymmetric membranes ; Jay Lee: process control, inte grated sensing, system identification; Charles Liotta : synthesis and properties of poly meric materials computer modeling of chemical processes ; Hang Lu: biological systems, ,,.. MEMS ; Peter Ludovice: molecular modeling of synthetic and biological macromolecules; Larry McIntire : bioengineering, cellular & tissue engineering ; Carson Meredith: colloid and polymer science technology related to thin films and nanotechnology; John Muzzy : polymer engineering energy conservation economics; Sankar Nair : novel materials, nanoscale systems ; Athanasios Nenes: atmospheric modeling; Robert Nerem: biome chanics mammalian cell structures; Mark Prausnitz : bioengineering, drug delivery, tissue permeabilization ; Matthew Realff : optimal process design and scheduling; Ronald Rousseau : separation processes crystallization ; Athanassios Sambanis : biochemical engineering, microbial and animal cell structures ; Daniel Tedder : process synthesis and simulation chemical separation waste management, resource recovery ; Amyn Teja: ther modynamic and transport properties phase equilibria crystallization & nanomaterials ; Ajit Yoganathan: biofluid dynamics rheology, transport phenomena School Home Page www.chbe.gatech du On-line Graduate Application www.gradadmiss.gatech.edu Contact Information Amyn Teja, Associate Chair for Graduate Studies School of Chemical & Biomolecular Engineering Georgia Institute of Technology Atlanta, Georgia 30332-0100 grad.info@chbe.gatech.edu 367

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' 368 U N I V E R 5 I T Y of H O U 5 T O N C~~HICAL .DIOHOL~CULA~ !NGIN~~~ING G~ADUATE P~OG~AH Amundson Balakota l ah Harold Luss Richardson Rooks Daneshy ENVIRONMENTAL Economides Mohanty / Nikolaou Strasser ENERGY ENGINEERING Balakotaiah Harold & REACTION ENGINEERING CHEMICAL ENGINEERING NANO-MATERIALS Luss Nikolaou Richardson Advincu1a Donnelly Doxastakis Economou Flumerfelt Krishnamoorti L ee The Un i versity of H ou5ion is an e
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UIC The University of Illinois at Chicago D e p artment of Chemical E n gi ne eri ng MS and PhD Graduate Program FAC U LTY Soh a il Murad P ro f esso r and H ea d P h .D C o rn e ll U ni ve r s i ty, 19 79 E -Ma il: M u rad @ u ic. e d u John H Kiefer Profes s or E m er i t u s P h .D C o rn e ll U n i ve r s i ty, 1 961 E -M a il: Kie fe r @ ui c.e du A ndrea s A Linnin g er A s s o ciat e P rofesso r Ph.D ., Vi e nn a Uni ve r s i ty o f T ec hn o l ogy 1992 E M a i l : Linn i n ge @ uic. e d u G A li Man s oor i P ro f esso r Ph.D Uni ve r s it y o f Oklah o m a, 1 969 E-M a i l : M a n soo r i @ uic. e d u Randall Me y er A ss i s tan t Prof esso r P h D. U n i ve r s i t y o f T exas at Au s tin 200 1 E M a il : R jm @ u ic. e d u Ludwig C. Nit s che A ss oc i ate Prof esso r Ph D ., M assac h u se tt s In s titut e o f T ec hn o l ogy, 1 989 E Ma il: LC N@u i c.e du John Reg a lbuto Assoc i a t e P rofessor Ph D ., U ni ve r s i ty o f No tr e D a m e, 1986 EM a il : JRR @ ui c.e du S tephen Szepe Assoc iate Pro fesso r E m e ritu s Ph D ., Ill in o i s I n s titute o fTec h n o l ogy, 1 966 E -M a i l : S Sze p e@u i c.e du Chri s to s Takoudi s Prof esso r P h D ., U n iv e r s i t y o f Minn es ot a, 1 982 E -Ma il : Tak o u di s@ uic. e du Raffi M Turian P ro f essor Ph D ., U ni versi t y o f W i sco n s in 1964 E-Ma il : Turi a n @ ui c.e du Lew i s E Wedge w ood Associa t e P rofessor P h D ., U ni ve r s it y o f Wi s co n s i n 1 988 E -Ma il : W e d ge@ u i c.e d u E d w ard Funk Adju n ct Prof esso r P h D ., U ni ve r s i ty o f C aliforni a, B e rk e l ey, 1 970 E -M a il : Funk @ u i c.e du La sz lo T N e me t h Adj un ct Prof essor P h .D U n i ve r s it y of D e b rec e n H un ga r y 1 9 7 8 E-Ma il : L n e m e th @ u i c.ed u A n i l Oroskar Adju n ct Profes so r Ph.D ., Uni ve r s i ty o f Wi s con s in, 1 98 1 EM a il: a nil @oro ch e m .co m RE S EAR C H ARE AS Tran s port Ph e nom e na: T ranspo rt propert i es of fluid s, S lu rry tr a n spo rt Multip h ase flui d fl ow. Flui d m ec h a ni cs o f p o l y m e r s, F erro flu ids a n d o th er V i scoe l as ti c m ed i a. T hermod y n a mi c s : M o l ec u l a r s i m ul a ti o n a nd Sta t i s t ica l m ec h a ni cs of liqui d mi x tur es, Su p erfici a l flui d ex tra c tion / r e tro g rad e co nd e n sa t io n As ph a lt e n e c h a ra c t e ri z ati o n M e mb ra n eb ase d se pa ra ti o n s. K i n e ti cs a nd R e acti o n E n g in ee rin g : Gas sol i d r eac t ion ki n et i cs. E n ergy t ra n sfe r pr ocess e s, L ase r diag n ostics and Combustion c h e m istry. Environme nt al tec hn o l ogy S u rface c h e mi s tr y. a nd o ptimi za ti o n Cata l ys t prepara t ion a n d c h aracterizatio n Su pp o rt ed m e t a l s. Che mi ca l ki n e t ics i n a u to m o ti ve e n g in e e mi s sions. D e n sity f u c ti o n a l theory calcula t io n s of reac t io n m ec h a n is m s. Biochemical E n g in e erin g: B io in s trum e n t a ti o n Bi ose p a r a ti o n s Bi o d egra d a bl e p o l y m e r s, No n aq u e ou s E n zy m o l ogy Optimi za t io n of m yco b ac t e ri a l fe rm e ntati o n s. M at e rial s: Mi croe l ec t ro ni c m a t e r ia l s a nd p r ocess in g, H e t eroe pit axy i n g roup I V m a t e rial s. a nd i n s itu s u rface spectrosco pi es a t i nt erface s. Comb u s ti o n sy nth esis of cera mi cs a n d sy nth es i s i n s u p e r c rit i ca l flu i d s. Pr o duct and Proc ess D eve l o pm e nt a n d desig n Co mput e r -a i de d m o d e lin g a nd s imul a ti o n P o l l u t io n pr eve n t io n Biomedical E n gi n e er in g H y drod y n a mi cs of t h e hu m a n bra in M i cro v a sc ul at i o n F lui d s t ru c t ur e i nt erac t io n in b i o l o g i ca l tis s u es, Dru g tran s p o rt. N a n o s cience and E n g in ee rin g M o l ec u l a r b ase d s tud y o f matt e r in n a n osca l e, Or ga ni c n a n os tru c tur es, Se l f-asse mbl y a nd P os iti o n a l assem bl y. P ro p e rti es o f s i ze-selec t e d c lu s t e r s. For mor e in fo rm a ti o n wr i te to Di rec tor o f Gradu a t e St ud ie s D e partm e n t o f Ch e mica l Engin e eri n g F all 2006 Univ e r s it y o f Illi noi s at Chica g o 8 10 S C linton S t C hic ago, I L 60607-7000 ( 312 ) 996 3 424 F ax (3 12 ) 9960 8 0 8 U RL : http ://w w w .ui c.e d u/ d e p ts/c hm e / 369

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370 UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN Chemical and Biomolecular Engineering The combination of distinguished faculty, outstanding facilities and a diversity of research interests results in exceptional opportunities for graduate education at the University of Illinois at Urbana-Champaign. The Chemical and Biomolecular Engineering Department offers graduate programs leading to the M.S. and Ph.D degrees. For Information and Application Forms, Write to: Department of Chemical and Biomolecular Engineering University of Illinois at Urbana-Champaign 114 Roger Adams Laboratory Bo x C-3 600 South Mathews Avenue Urbana IL 61801-3602 www.c hemeng uiuc edu Department of Chemical ,#& Biomolecular Engineering ~,....._ ~ THE UN IVERSITY OF ILLINOIS AT URBANA-CHAMPA I GN I FACULTY Richard C. Alkire Electrochemica l Engineering Richard D. Braatz Advanced Process Control Steve Granick Polymers and Biopolymers Nanorheology/ Tribology. and Surface Spectroscopies Jonathan J L. Higdon Fluid Mechanics and Computational Algorithms Paul J A. Kenis M 1 croreac t ors. Microfluidic Tools. and Microfabricatio n Mark J Kushner Plasma C l 1emistry and Plasma Mater i als Processing Deborah E. Leckband Bioeng in eer in g and Biophysics Jennifer A Lewis Collo i dal Assembly. Complex Fluids, and Mesoscale Fabrication Richard I. Masel Kinetics. Cata l ys i s, Microfuel Ce ll s. and M1crochem1ca l Systems Daniel W. Pack Biomolecular Engineering and Biotechnology Nikolaos V Sahinidis Optimizatio n and Process Sys t ems Engineering Kenneth S. Schweizer Macromo l ecu l ar. Col l oida l. and Complex Fluid Theory Edmund G. Seebauer Microe l ectronics Processing and Nanotechnology Michael S. Strano Nanofabricated Materials. Molecular Electronics and Full erene Nanotechnology Huimin Zhao Molecular Bioengineering and Biotechno l ogy Charles F. Zukoski Colloid a n d l n t er f acia l Science Chemical En g ineerin g Edu c ation

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I LLI NOIS I N S TITUTE Doctorate and masters degrees in OF TECHNO L OGY Biological, Chemical and Environmental Engineering Areas of Study Biol o gi c al Engin e eri n g ( NEW I N F AL L 2006) C h e mi c al Engineering En v ironm e ntal Engin ee rin g Fo o d Pro cess Engine e rin g G a s En g in ee ring Ont e rn e t o n ly) ~ l a nufa ct uring Engin ee rin g N um e r o u s ce rtifi c at e p rog ram s a nd s p ec i al i za ti ons includin g e l ec tro c h e mi ca l sc i e n ce a nd eng in ee r i n g ph a rma ce uti c al e ngin ee rin g p a rti c l e tec hn o l ogy a nd mult i ph ase flm,. pol y m e r sc i e n ce a nd e n g in ee rin g, pro cess d es ign. s tati s ti c al m o d e lin g a nd co nt ro l Core Competencies Bi o l og i ca l. bi oc h e mi c al a nd bi o m e di ca l e n g in ee rin g Co mput a ti o n a l fluid d y n a m ics an d fluidi zat i on C r ys t a lli za ti o n a nd parti c ul ate t ec hn ology E l ec t roc h e mi c al s ci e n ce a nd e n g in eer in g En e r gy sus tain a bilit y a nd r e n e \\' a bl e r eso ur ces E n v i ro nm e nt a l e n g in ee rin g F oo d process ing and s af e t y Fu e l ce ll s and batteri es lnt e rf ac ial sc i e n ce Multipha se fl o w P o l y m e r sc i e n ce and e n g in ee ri ng Pr ocess m o ni to ring a nd co nt rol \~ a s t e r e m e diation and wa s t e wat e r tr eat m e nt Research Centers C e nt e r o f E xce ll e n c e in P oly m e r Sc i e n ce a nd En g in e ering Ce nt e r f o r El e ctro c h e mi c al Scie n ce an d E n g in ee rin g En e r gy + P o w e r Ce nt e r P a rticl e T ec hn o log y and C r ysta lli zat i o n Ce nt e r Learn more about specific facult y research interests departme nt activities and student life .J a\a cl i\ b basia n l',1 ul i\nck r son l l a micl A r astoopo ur Ba r n Bt> rn stt i n Do n a ld Ch mi l' l \ ski /\I i C in a r D a\' icl c;i da l t\iv Dimitri c;icia sp o\\ D L' ml'trio s !\ lo sc h a ndn a s A ll a n ;\ J yc r s on I ,r nn l' th :\o il ri s h na l' ag ill a S,1t i sh l' a ru lLka r V i cto r 1'(-rez -Lu na .J a i l'r akas h V i jay Ra m a n i .l a~: S chi t l' r Fou a cl Tt mour Da id \'e 1wru s D a r s h W asa n ILLINOIS INST I TUTE~ _. APPLICATION INFORMATION Coord i nator Academic AHoirs OF TECHNOLOGY Fa/1200 6 Deportment of Chemical and Environmental Engineering Illinois Institute of Technology l OW. 33 r d Street Chicago, I llinois 60616 USA tel. 312.567.3040 fox. 312 567 8874 chee(u J iit.edu www chee i1t.edu 37 1

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372 Graduate program for M.S. and Ph.D. degrees in Chemical and Biochemical Engineering F A CULT Y Gary A. Aurand North Caro l i n a State U. 1996 Supercritica l f l uids / High pressure biochemical reactors C. Allan Guymon U. of Co l orado l 997 Polymer reaction engineering / UV curab l e coatings / Polymer l iquid crystal composites David Rethwisch U. of Wisconsin 1985 Membrane science / Polymer science / Cata l ysis Venk i teswaran Subramanian Indian Institute of Science 1978 Biocatalysis / Metabolism / Gene expression / Fermentation / Protein purification / Biotechnology Audrey Butler U. of I owa 1989 Chemical precipitation processes Stephen K. Hunter U. of Utah 1989 Bioartificial organs / Microencapsu l ation techno l ogies Aliasger K. Salem U. of Notti n g h am 2002 Tissue engineering / Drug delivery/Po l ymeric biomateria l s / lmmuno cancer therapy / Nano and microtec h no l ogy John M. Wiencek Case Western Reserve 1989 Protein crysta ll ization / Surfactant techno l ogy Greg Carmichael U. of Kentucky 1979 Globa l change / Supercomputing / Air po ll ution modeling Julie LP. Jessop Michigan State U. 1999 Po l ymers / Microlithography / Spectroscopy Alec B. Scranton Purd u e U. 1 990 Photopo l ymerization / Reversib l e emu l sifiers / Polymerization kinet i cs Chris Coretsopou los U of Ill inois at Urbana Champaign 1989 Photopolymerization / Microfabrication / Spectroscopy David Murhammer U. of Houston 1 989 Insect cell culture / Bioreactor monitoring Charles O. Stanier Carneg i e Mellon University 2003 Air pollution chemis try, measurement, and modeling / Aerosols 1 Vicki H. Grassian U of California-Berkeley 1987 Surface chemistry / Heterogeneous processe : Tonya L. Peeples Joh n s H opkins 1994 Bioremediation / Ex t remophile physiology and biocata l ysis Ramaswamy Subramanian I ndian I nst i tute of Science 1992 Structural enzymol ogy / Structure function relationship in proteins For information and application: TH E UNl VE RSl lY OF lO W A Graduate Admissions Chemica l and Biochemical Engineeri n g 41 33 Seamans Center Iowa City IA 52242 1527 1-800 553-IOWA (l-800-553-4692) chemeng@icaen.uiowa edu www.engi n eering.uiowaedu / ~chemeng/ Chernical Engineering Edu c ation

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IOWA STATE UNIVERSITY OF SCIENCE AND TECHNOLOGY Robert C Brown PhD Michigan State University Biorenewable resources for energy Aaron R. Clapp, PhD University of Florida Colloidal and interfacial phenomena Eric W. Cochran PhD University of M i nnesota Self-assembled polymers Rodney 0. Fox, PhD Kansas State University Computational fluid dynamics and reaction engineering Charles E Glatz PhD University of Wisconsin Bioprocessing and bioseparations Kurt R. Hebert, PhD University of Illin ois Corrosion and electrochemical engineering James C. Hill PhD University of Washington Turbulence and computational fluid dynamics Andrew C. Hillier, PhD University of Minnesota Iowa State University's Department of Chemical and Biological Engineering offers excellent programs for graduate research and education Our cutting edge research crosses traditional disciplinary lines and provides exceptional opportunities for graduate students. Our diverse faculty are leaders in their fields and have won national and international recognition for both research and education our facilit i es (laboratories, instrumentation and computing) are state of the art and our financial resources give graduate students the support they need not just to succeed but to excel. Our campus Monica H. Lamm PhD North Carolina State University Molecular simulations of advanced materials Surya K. Mallapragada PhD Purdue University Tissue engineering and drug delivery Balaji Narasimhan PhD Purdue University Biomaterials and drug delivery Marc D. Porter, PhD Ohio State University houses several interdisciplinary research centers, including the Ames Laboratory (a USDOE laboratory focused on materials research) the Plant Sciences Institute the Office of Biotechnology the Office of Biorenewables and the Institute for Combinatorial Discovery The department offers MS and PhD degrees in chemical engineering. Students with undergraduate degrees in chemical engineering or related fields can be admitted to the program. We offer full financial support with tuition coverage and compet itive stipends to all our graduate students. Analytical surface chemistry and miniaturization Peter J. Reilly, PhD University of Pennsylvania Enz yme engineering and bioinformatics Derrick K. Rollins PhD Ohio State University Statisti ca l process control Glenn L. Schrader PhD University of Wisconsin Heterogeneous and homogeneous catalysis BrentH.Shanks,PhD California Institute of Technology Heterogeneous catalysis and biorenewables Ames, Iowa 50011 515 294-7643 lnterfacial engineering and electrochemistry Jacqueline V. Shanks PhD California Institute of Technology Fax : 515 294-2689 chemengr@iastate.edu www.cbe.iastate.edu Kenneth R. Jolls, PhD University of Illinois Chemical thermodynamics and separations Mark J. Kushner, PhD California Institute of Technology Computational optical and discharge physics Fall 2006 Metabolic engineering and plant biotechnology R. Dennis Vigil, PhD University of Michigan Transport phenomena and reaction engineering in multiphase systems Iowa State University does not d i scriminate on the basis of race color, age religion, national origin sexual orientation, sex, mar it al status disability or status as a U S Vietnam Era Veteran Any persons having in qu iries concerning this may contact the D i re ctor of E qual Opportunity and Divers ity, 3680 Beardshear Hall 515 294-7612 ECM 07000 373

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Graduate Study in Chemical and Petroleum Engineering at the UNIVERSITY OF KANSAS The University of Kansas is the largest and most comprehensive university in Kansas It has an enro llm ent of more than 28 000 and almost 2,000 faculty mem bers. KU offers more than. JOO bachelors nearly 90 masters', and more than 50 doctoral pr og rams. The main. campus is in. Lawrence Kansas with ot h er cam pus es in. K ansas City, Wi c hita Topeka, and Overland Park Kansa s. Graduate Programs [I M S de g ree with a the s is r e quirement in both chemical and petroleum engineering [I Ph.D. degree characterized b y moderate and flexible course requirement s and a s tron g research emphasis [I Typical completion time s are 16-18 months for a M.S. de g ree and 4 1/2 years for a Ph.D. degree ( from B S.) &1l1JJ. Cory B e rkland ( Ph.D., lllin ois) K y l e V Camarda ( Ph D Illin ois) Michael D e tamor e ( Ph.D. Ri ce ) Stevin H. Gehrke (Ph.D Minnesota) D o n W. Green (Ph.D. Oklahoma) Javier Guzman (P h.D UC Davis) Colin S. Howat (Ph.D. K ansas) Jennif er Laurence (P h.D Purdue ) J e nn-T ai Liang (Ph.D. Texas) Trun g V. Nguyen ( Ph.D. Texas A&M ) Kar e n J. Nordheden ( Ph.D. Illin ois) Ru sse ll D Osterman ( Ph D Kan sas) Aaron Scurto (Ph.D. Not r e D ame) Mar y l ee Z. Southard ( Ph.D ., K ansas) Su sa n M. William s ( Ph.D ., Oklahoma) Bal a Subramaniam (P h.D. Notre Dam e ) Shapour Vossoughi ( Ph.D. Alberta, Canada) L a ur e nc e Weath e rl ey C hair ( Ph.D ., Cambrid g e) G. P a ul Willhite ( Ph D ., No rth western) R.Y. Chaudhari ( Ph D. Bomba y Unive r sity) Research Catalytic Kin e ti cs a nd R eac tion E n g ine e rin g Catalytic Materials and Membrane Processing Controlled Dru g D e li very Corrosion, Fu e l Ce ll s, Batt e ri es Electrochemical R eac tor s and Pro cesses Electronic Materials Processing Enhanced Oil R ecove ry Pro cesses F luid Pha se Eq uilibria and Pro cess D es i g n Liquid /L iquid Systems Molecular Produ c t De s i g n NanoTechnology for Biolo g ical Applications Pro cess Contro l an d Optimization Prot ei n and Tissue Engineering Supercritical Fluid Applications Wa s t e Water Treatment 3 74 Financial Aid Financial aid is a vailable in the form of research and te ac hing assistantships and fellowships / sc holarship s. A special pro gra m is described below. Madison & Lila Self Graduate Fellowship For additional information and application: http : // www .unk ans.edu / ~selfpro / Re search Centers Tertiary Oil Recovery Program (TORP) 30 years of excellence in enhanced oil recovery re searc h Center for Environm e ntally Beneficial Catalysis (CE B C) New NSF Engineering R esea r c h Cent er Contacts Website for information a nd application: http:Uwww.cpe.engr.ku.edu/ Graduate Pro gra m Chemical and Petrol e um Engineering University of Kans as-Lea rned Hall 15 3 0W.15 1 h Street Room4132 Lawrenc e, KS 66045-7609 phone : 785-864-2900 fax: 785-864-4967 e-mail: jenhaaga@ku.edu Ch e mi c al En g in e erin g Edu c ation

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Graduate Studies in Chemical Engineering at Kansas State Universi Faculty, Ph.D. Institute, Research Areas Jennifer L. Anthony Un i versity of Nor t e Dame, advanced materials molecular sieves, environmental applications ionic liquid s James H. Edgar, University of Florida se miconductor proces s ing and characterization Larry E. Erickson Kansas State University, environmental engineering, biochemical engineering biological waste treatment proce ss design and synthesis L.T. Fan, West Virginia University, process sys tem s engineering including proces s synthesis and control chemical reaction engineering particle technology Larry A. Glasgow, Univers i ty of Missouri, transport phenomena bubbles droplets and particles in turbulent flows coagulation and flocculation Keith L Hohn Univers i ty of Minnesota catalysis and reaction engineering natural gas conversion and nanoparticl e catalysts Peter Pfromm University of Texas, polymers in membrane separations and surface science Mary E. Rezac (head), University of Texas, polymer science, membrane separation processes and their applications to biological systems, environmental control, and novel material s John R Schlup, California in stitute of Technology, bioba sed industrial products applied spectroscopy, thermal analysis, intelligent proce ss ing of material s Walter Walawender Syracuse Un i versity activated carbon biomas s e nergy fluid particle systems, pyrolysis, reaction modeling and engineering Krista S Walton Vanderbilt University nanoporous materials molecular modeling adsorption separation and purification metal-organic frameworks For additional information v isit our website at: www.che.ksu.edu or write to Graduate Program Kansas State University Department of Chemical Engineering Manhattan, KS 66506-5102 Fall 2006 ....... -~~-" ~-~ I: }t-~ ,, .. ., r 'II ,, -~ /' ,. ~ _Jr.~ ~-,:ll,.: .,~ 375

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University of Kentucky Department of Chemical & Materials Engineering Environmental Engineering Biopharmaceutical & Biocellular Engineering Material s Synthesis Advanced Separation & Supercritical Fluids Processing The Chemical Engineering Faculty Tate Tsang C h air University of Texa s K Anderson Carnegie-Mellon University Membranes & Polymer s Aerosols Nanomaterials & Bionano Technology For more information: D. Bhatta c har yya I llinois I nstitute of T echnology T. D z iubla D rexel University E Grulke Ohio State University Z Hilt University of T exas D. Kalika University of California, B e rk e l ey R Kermode Northwestern University B. Knut so n Geor gi a In s titut e a/ T ec hnolog y S. Rankin University of Minnesota A R ay Clarkson University Paducah, KY, Program P Dunbar Univ ers ity a/Tennessee R Lee-Desautels Ohio State University D Silv erstein Vand e rbilt University J. Smart University of T ex as Web: http ://www.e n gr. uky .e du / cme E-mail: cme-admit @e n gr. uky. edu Address: Departm e nt of Chemical & Materials Engineerin g Director of Graduate Studies Che mj ca l Engineering 1 77 Anderson Hall University of K e ntu cky Lexington, KY 40506-0046 Phone (859) 257-8028 Fax (859) 323-1929 376 Chemical Engineer i ng Edu c ation

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Research Areas Mosto M. Bousmina (Ph. D Ecole des Hauls Polymeres Strasbourg) mosto bousmina @ gch ulaval.ca ( 418 ) 656-2769 rheology and mode lling polymer blends and pro ce ssing polymer physics and engineering nanomaterials and nanocompos ites Trong-On Do (Ph. D. Universite Pierre et Marie Curie, Par is VI France ) Trong-On.Do @ gch ulaval.ca ( 418) 656-3774 Heterogeneous c atalys i s : zeolites and mesoporous molecular s i eves Isolated nanopartic l es and supported nanopart i c les Environmental catalysis Carl Duchesne ( Ph D Mc Master University ) carl.duchesne @ gch ulaval.ca ( 418 ) 656-5184 modelling multivariate statistical analys is process control and optimization computer assisted process design Alain Garnier ( Ph D Ecole Polytechnique de Montr e a l) a l ain.garn i er @ gch ulaval.ca ( 418 ) 656-3106 biochemical engineering animal cell culture virus and prote i n production Bernard Grandjean ( Ph D Ecole Polytechnique de Montreal ) bernard grandjean @ gch ulaval.ca (418) 656 -2 859 catalytic membrane reactors neural network genetic algor i thm process modelling Maria-Cornelia lliuta ( Ph D Universite Catholique de Louvain Louvain-La Neuve Belgium ) maria-cornelia iliuta @ gch ulaval.ca (4 18 ) 656-2204 environmental engineering ( Air pollution, Green House Gas mitigation ) separation of liquid and gas mixtures membrane technology Serge Kaliaguine (D. Ing I GC Toulouse ) serge kaliaguine @ gch ulaval.ca ( 418) 656-2708 zeolites, mesostructured materials perovsk it es catalytic membranes and fuel cells industrial catalysis Fall 2006 Rene Lacroix ( Ph .D. Universit e Laval ) rene.l a croix @ gch ulaval.ca finite element method (41 8 ) 656356 4 numerical sim ulat i on of coolin g processes thermo-electr ic al simulation Fa'f~al Lara chi ( Ph D IN PL Nancy) faical.larachi @ gch ulaval.ca (4 18 ) 656-3566 multiphase reactors w et oxidat i on f l ow i nstrumentation Anh LeDuy ( Ph D University of Western Ontar i o ) anh.leduy @ g c h u l ava l. ca (4 18 ) 656-2634 biochemical and m icr ob i a l processes biokinetics Frej Mighri ( Ph D Ecole Polytechnique de Montr e a l) Frej Mighr i @ gch.ulaval.ca (4 18 ) 656-2241 Polymer process ing ( extrusion injection molding, ... ) Rheology and polymer blends compounding Functiona l polymer b l ends pro cessing In-sit u monitoring of po lymer process i ng Denis Rodrigue ( Ph.D Universite de Sherbrooke ) den i s rodrigue @ gch.ulaval.ca (4 18 ) 656-2903 t ransp ort phenomena rheology polymeric foams Additional information and Applications may be obtained from : Head of Graduate Programs Trong-On Do Departement de Genie chimique Pavilion Adrien-Pouliot, Universite Laval Quebec ( OC) Canada GlK 7P4 trong-on do @ gch ulaval.ca www gch.ulaval.ca Phone : (418) 656-3774 FAX : ( 418) 656-5993 Graduate Studies M.Sc. and Ph.D. Biochemical engineering Catalysis Computer aided simulation and design Environmental engineering Polymer engineering Process modelling Rheology Polymer processing UNIVERSITE 11;1LAVAL Faculte des sciences et de genie Departement de genie chimique 377

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LEHIGH UNIVERSITY S y n e r g istic interdis c iplinary r e s e ar c h in .. Bio c h emical Eng i neerin g Catalytic Science & R e a ction Engineerin g En v i ronmenta l En g i n eerin g Interfacial Transport Material s Synthesi s Chara c terization & Proces s in g Microelectronic s Proce ss in g Polymer Science & En g ineerin g Proce s s Mode l i n g & Control Two-P h ase F l ow & H eat Tran s fer UIIOl,UiM,ift; lll otldthfm 1!018 leading to M S .. M.E. and Ph .D degrees in Chemi c al Engineering and Polym e r S c i e nc e and Engin ee ring Highl y attracti ve finan c ial aid packages which pro v id e tuition a nd s tip e nd a re av ailabl e Philip A Bl y th e, U ni ve r sity of M a n c h este r fluid m ec h a ni cs h ea t t ra n sfe r a ppli e d m a th e m a ti cs Hu go S. Ca r a m Uni ve r s i ty of Minn esota hi g h t e mpe ra tur e pro cess e s a nd mat e ri a l s e n v i ro nm e nt a l pro cess e s r eac ti o n e n g in e erin g M anoj K. C haudhur y, SU N Y-Buff a l o a dh es i o n t hin fi lm s s ur face c h e mi s tr y M oh a m e d S E lAasser, M c G i ll U ni versity p o l y m er co ll o i ds a nd fi lm s e mul s i o n co p o l y m e ri za ti o n p o l y m e r sy nth esis a nd c h arac t e ri z ati o n A lic e P G a s t Pr i n ce ton co mpl ex flu i d s co ll o id s p ro t e in s int erfaces J a m es F G ilchri s t Nort h wes t e rn U n ive r s i ty p a rti c l e se l f-or g a n i z ation mi x in g mi cro fluidi cs Ja m es T H s u N o rth wes t e rn Univ e r s i ty bi ose p a r a ti o n s a ppli e d r e c o mbin a nt D NA t ec hn o l ogy A nand J ag ota Co rn e ll U n ive r sity bi o mim e ti cs m ec h a nj cs a dh esio n b io m o l ec u l em a t e ri a l s int e ra c ti o n s A ndr ew Klein No rth C a r oli n a S t a t e U n ive r s i ty e mul s i o n p o l y m e ri za tion co ll o id a l and s u rface e ff ec t s in p o l y m e ri z ati o n May ur es h V Kothar e Calif o rnia I n s titut e o f T ec hnolo gy m o d e l pr e di c ti ve co ntro l co n s tr a in e d c ont ro l mi c ro c h e mic a l sys t e m s Ian J La ur e n z i Unive r s i ty of P e nn sy l va n ia c h e mi ca l ki n e ti cs in sma ll syste m s b ioc h em i ca l in fo rm a ti cs agg r ega ti o n ph e n o m e n a W illi a m L. L u y b e n U ni ve r s i ty of D e l awa r e pro cess d es i g n a n d co nt ro l di s till a ti o n A nth o n y J. M cHu g h U n ive r s i ty of D e l aware p o l y m e r rh eo l ogy a nd rh eo-op ti cs p o l y m e r p rocess in g a nd m ode lin g m e m bra n e fo rm a ti o n d ru g d e li very Pa dm a R a j ag opal a n Br ow n U n ive r s i ty ce llul a r e n g in ee rin g b i o m a t e ri a l des i g n ce ll -b i o m a t e r ia l int erac ti o n s A rup K. Se n g upt a, U ni ve r sity of H o u sto n u se o f a d so rb e nt s i o n exc h a n ge r eac ti ve p o l y m e r s m e mb ra n es in e n v ir o n m e nt a l p o llution Cesa r A S ilebi L e hi g h Uni ve r s i ty se p a rati o n of co ll o id a l p a rticl es e l ec t ro ph o r es i s m ass tran s f e r S hi va ji Si r car, U ni ve r s i ty of P e n sy l va ni a a d so rpti o n gas a nd li q uid separa ti on K e m a l Tuz l a T ec hni ca l U n ive r si t y of I s t a n b ul h eat t ra n sfer t woph ase flows fl uid i za ti o n Is ra e l E. Wac h s, Stanf o rd U ni versity m a t e rial s c h a r ac t e ri z ati o n s ur face c h e mi s tr y h e t e ro ge n e ou s ca ta l ysis e n v ironm e nt a l ca t a l ys i s Additi o n a l inf o rmation a n d appli ca ti o n ma y b e o btain e d b y w ritin g t o: Dr. Jame s T. H s u Cha i rman Gradu a te Committe e D e partm e n t of Chemi c al En g i n eerin g L e hi g h Universit y 111 R es ear c h D ri v e Ia c o cc a Hall B e thl e hem PA 18015 Fax: ( 610) 758-5057 E Mai l : incheg s@ l e h i g h. e du Web s it e : www 3 .I ehi g h .e du / en g ine e rin g/ cheme / 378 Che m ical E n g in ee r i n g E d u catio n

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ti\ JJU!LLSU Cain Deparcmenc or LOUISIANA STATE UNIVERSITY Chemical Engineering Baton Rouge i s the sta te capitol and home of the s tat e's flagship institution LSU. S i tuated near the Acadian region Baton Roug e blend s the Old South and Cajun Cultures Baton Rou ge i s one of the n ation's busiest port s an d the city's economy rests he av ily on the c h em ic a l oil plastics and agricultural industries. The great outdoors pro v ide excellent recreational ac ti v iti es yea r round especiall y fishing huntin g and water s port s. The proximity of New Orleans provides for superb ni g htlife especially during Mardi Gras. The city is also only two hour s away from the Mississippi Gulf Coas t and four hour s from either Gulf Shores or Hou ston. T HE D E P A R TMENT M.S. and Ph D. Program s Approx i mately 60 Graduate Students Average research funding more than $2 million per year DEPARTME NTAL FAC ILITIE S Departmental co mputin g-with more th a n 80 PCs Extensive laboratory facilities es peciall y in rea ctio n a nd environmental engineering transport phenomena and se paration s, pol yme r textile an d materials processing biochemic a l engineering thermodynamic s F I NAN CI A L AID Ass i stantships at $17,500 $29,200, wi th full tuition waiver and waiver of non-resident fees T O APPL Y, C O N T A C T F a/12006 GRADUATE COO RDfN A TOR Ca in Department of C hemi ca l Engi n eeri ng Loui s iana State Univers ity Baton Rouge Loui s iana 70803 Tel e phon e: 1-800 / 256-2084 FAX: 225 / 578-1476 e -m a il : g rad coor @ l s u. e du FA C UL T Y KM.DOOLEY BASF Profe ssor; Ph D ., Universi t y of Delaware H ete rogeneou s Cata(vsis, Hi gh-Pressure Separatio n s J.C. FLAKE Cain Professor / Assc. Professor ; Ph D ., George In s titute of Technology Semi co nductor Pro cess ing Microele c troni c Devi ce F abricat ion G.L. GRIFF I N N u s loch Profe sso r ; Ph D ., Princeton Un i versity E l ec tronic Materials Surface Chemistry CVD J E.HENRY Cai n Pro fesso r / Asst. Professor; Ph D ., Texas A& M University Bio c hemical Engine e ri ng, Biomimetic Material s Bi ose n sors M A. HJO R TS0 N u sloc h Professor; Ph D., Un i versity of H o u s t o n Bio c h emical R eac ti o n Engineering, Applied Ma th F.C KNOPF Anding Profe sso r ; Ph.D Purdue University Supe r c riti ca l Fluid Extraction, Ultrafast Kin e t ics R.W. PIKE H o n an Professor ; Ph .D., Geo r gia In s titute of Techno l ogy Fluid D y nami cs, R eac ti o n Engineering, Optimiza ti o n E J. PODLAHA E idt Prof essor / Assc. Pr ofessor; Ph D Co lum bia U ni ve r s i ty Electrical Ph eno m e na Alloy and Co m posite Materia l s J.A. ROMAGNOLI Cai n C hair Pro fesso r ; Ph D ., U ni ve r s i ty o f Minn eso ta Pro cess Con tr o l J.J. SPJVEY Shrivers P rofessor / Assc. Pro fesso r ; Ph.D ., Louisiana S t a te U ni vers ity Cata l ys i s L.J. TH IB ODEAUX Coa t es Pro fesso r ; Ph D ., L o uisiana State Un i ve r s it y Che m ody nami cs, H azardo u s Waste Tran spo rt K.E THOMPSON L owe Profe sso r / Assc Pro fesso r ; Ph D ., U ni ve r s ity of Michigan Tran spo rt and R eac tion in Porous Media K.T. VALSARAJ Roddy Di s tin g uished Profe sso r ; Ph D ., Vande rbilt U ni vers it y Environ m e n tal Tran sport, S e parations D M.WETZEL H ayde l Pro fesso r / Assc. Professor ; Ph D ., U ni ve r s it y of D e l aware Ha zardous Waste Tr eat m e nt D, y ing M.J. WORNAT H arvey Profe ssor / Assc P rofessor; Ph D ., M ass. In s titute of T ec hn o lo gy Co mbu stion. H e t e 1 vge n eo u s R eac tion s 379

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University of Maine Department of Chemical and Biological Engineering The University The campus i s s ituated near the Penob sco t and Stillwater River s in the town of Orono Maine Th e campus is large enough to offer various activities and events and yet is small enough to allow for one-on-one learning with faculty. The University of Maine is known for its hockey team but also ha s a number of other sports activities. Not far from campus is the Maine Coa s t and Acadia National Park. North and west are alpine and cross-country ski resorts Baxter State Park and the Allagash Water Wilderness area DOUGLAS BOUSFIELD PhD (UC Berkeley ) Fluid me c hanics, printing coa tin g proc e sses, micro-scale model ing ALBERT CO PhD (Wisconsin) Polymeri c fluid dynamics rheology, transport ph enome na nu meri c al methods WILLIAM DESISTO PhD (Brown) Advance materials, thin film synthesis porous thin film filters for c hem .l bio sensors DARRELL DONAHUE PhD (North Carolina State ) Biosensors in food and medical applications risk assessment modeling statistical process c ontrol JOSEPH GENCO PhD (Ohio State) Oxygen delignification refining, pulping, pulp bleaching JOHN HWALEK PhD (Illinois) Process information. s y stems, heat tran:,fer MICHAEL MASON PhD (UC Santa Barbara) La ser scanning c onfocal microscopy, time-resolved imaging of mole c ular nanoprobes for biological systems PAUL MILLARD PhD (Maryland) Microbial biosen.sors, physiologi c al genomics, fluorescence technolog y DAVID NEIVANDT PhD (Melbourne) Conformation. of in.te,jacial species, su1fa ce sp ec troscopies / mi croscopies ANJA NOHE PhD ( Theodor Boveri Inst.) Prot ein. dynamics on cell surfa ce s, membrane transport, image analysis HEMANT PENDSE PhD (Syrac use) Chair Sensor development colloid systems, particulate and multiphase processes DOUGLAS RUTHVEN PhD ScD (Cambridge) Fundamentals of adsorption. and pro ces ses AD R IAAN VAN HEININGEN PhD ( McGill) Pulp and paper manufacture and produ ction of biomaterials and biofuels M. CLAYTON WHEELER PhD (Texas-Austin) Chemical sensors fundamental cata l ysis, surface s c ience The department ha s a long history of interactions with industry. Research proj ects often come from actual industrial situations. Various research programs, such as the Paper Surface Science Program, have industrial advisory boards that give students key contacts with industry We have formed an alliance with the Institute of Molecular Biophysics (1MB) that brings to us partnerships with The Jackson Laboratory (TJL) and Maine Medical Center Research Institute (MMCRI). New research directions in the area of forest biorefinery biosen sors and molecular biophysics give students opportunities to do research at the interface between engineering and the biological sciences. For information about the graduate program write to the .. Graduate Coordinator, Department of Chemical and Biological Engineering University of Maine Orono ME 04469 call 207 581-2277 e-mail gradinfo@umche.maine.edu or bousfld @ maine edu visit www.umche.maine.edu 380 Chetnical En g in eeri n g Edu c ation

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MANHATTAN Fall 2006 COLLEGE Thi s we ll -es t a bli s h e d gra duat e p rogra m e mph as i zes th e a ppli ca ti o n of b as i c prin c ipl es t o th e so lution of m o d e rn e n g in ee rin g p ro bl e m s w ith n ew fea tur es in e n g ine e rin g m a n age m e nt s u s tain a bl e a nd a lt e rn a ti ve e n e r gy, safe t y a nd bi oc h e m ica l e n gi n ee r i n g. F inanc i a l aid is avai l a bl e, in cluding i n du s tr ia l fe ll ows h i p s in a one-yea r pr ogram s p o n so r ed by t h e fo ll ow i ng compa n ies: Air Products & Chemicals, Inc. BOC Group ConocoPhillips Consolidated Edison Co. Kraft Foods Merck & Co., Inc. Panolam Industries Pfizer, Inc. For information and a ppli c ation form, w rit e to Graduate Program Director Chemical Engineering Department Manhattan College Riverdale, NY 10471 chmldept @ manhattan edu http://www engineering manhattan.edu Offering a Practice-Oriented Master's Degree Program zn Chemical Engineering Ill Manhattan College is located in Riverdale an attractive area in the northwest section of New York City. 38 1

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382 UMBC University of Maryland Baltimore County EMPHASIS Th e D epar tm e nt of Chemical a nd Bi oc h e mi ca l E n g in ee rin g at UMBC offers grad u ate pro gra m s l ea ding to M S and Ph D d eg r ees in Chemical Engineering. Our re sea r c h i s h eav ily focused in biochemical biomedi ca l and bioprocess engin ee rin g and covers a wide range of areas includin g fermentation, ce ll c ultur e, downstream proc ess in g, drug deliv e r y, protein engineering, and bio -o pti cs U niqu e pro gra m s in th e r eg ulator y-e n g in ee r in g int erface of bioprocessing are offe r e d as well. FACILITIES The D e pa1tm e nt offers s tat e-ofth e-art facili ti es for faculty and graduate student r esea rch. These modern facilities have be e n d eve l oped primaril y in th e la s t s ix years a nd co mpri se 6,0 00 s quare feet of l aboratory s p ace in th e T ec hn o lo gy Re sea r c h Center plu s 7 000 s qu a r e fee t of departm e ntal laborat o ri es in th e n ew Engineering and Computer Science building. LOCATION UMBC i s located in th e Baltimor eWa s hin ton corridor and within easy a ccess to both metropolitan areas. A number of gove rnment re sea r c h facil iti es s uch as NIH FDA USDA NSA a nd a lar ge number of biot ec hn o lo gy companies are located nearb y and pro v ide exce ll e nt opportunities for re sea r c h int erac tion s FOR FURTHER INFORMATION CONTACT: Graduate Program Coordinator Departm e nt of Chemical and Biochemical Engineering University of Maryland Baltim o r e County IOOO Hilltop Circle Baltimor e, Maryland 21250 Phon e: (4 10 ) 455-3400 FAX : (4 IO ) 455-1049 Graduate Study in BIOCHEMICAL ENGINEERING For Engineering and Science Majors FACULTY T. BAYLES, Ph.D. Pittsburgh Engineering education; k-12 Outreach M. CASTELLANOS, Ph.D. Cornell Mathematical modeling of biological systems; Biocomplexity ; Molecular systems engineering D. D. FREY, Ph.D. California-Berkeley Biochemical separations; Chromatography of biopolymer s T. GOOD, Ph.D. University of Wisconsin-Madison Cellular Engineering; Protein Aggregation; In Vitro Models of Disease J. LEACH, Ph.D. University of Texas at Austin Biomaterials ; Cell and Tissue Engineering M. R. MARTEN, Ph.D. Purdue Proteome analysis ; Cellular bioproces s, and biomedical engineering. A. R. MOREIRA, Ph.D. Pennsylvania rDNA fermentation; Regul atory issues; Scale-up; Down stream processmg G. F. PAYNE, Ph.D.* Michigan Biomolecular engineering; Biopolymers ; Renewable resources. G. RAO, Ph.D. Dre xel Fluorescence-based sensors and instrumentation ; Fermentation and cell culture. J. M. ROSS, Ph.D. Ric e Cellular and biomedical engineering; Cell adhesion; Tissue engineering J oi nt ap p ointment with th e Un i versity of Maryland Bi otechnology In stitute Chemical Engineering Edu ca ti on

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University of Massachusetts Amherst EXPERIENCE OUR PROGRAM IN CHEMICAL ENGINEERING Amherst is a beautiful New England college town in Western Massachusetts. Set amid farmland and rolling hills the area offers pleasant living conditions and extensive recrea tional facilities, and urban pleasures are easily accessible. _. ~ Surita R. Bhatia ( Princeton ) W. Curtis Conner Jr ( Johns Hopkins ) Jeffrey M Davis ( Pr i nceton ) For application forms and further information on fellowships and assistantships academic and research programs and student housing see : Facilities : http :// www ecs.umass edu / che or contact: Graduate Program D irector Department of Chemical Eng inee r i ng 159 Goessmann Lab. 686 N Pleasant St. University of Massachusetts Amherst MA 01003-9303 Instructional research and administrative spa ce are housed i n close proximity to each other In addition to space located in Goessmann Lab which i ncludes the ChE Alumni Classroom used for teaching and research seminars, additional space is located in the Conte Nat i onal Center for Polymer Resear ch In May 2004 we proudly dedicated the brand new $25-million facilities of Engineer i ng Lab II ( ELab II) which i ncludes 57 000sq.ft of state-of-the-art laboratory facilities and office space James M Douglas Emeritus ( Delaware ) Neil S Forbes ( Berkele y) David M Ford ( Univ of Pennsylvania ) Michael A. Henson ( UC Santa Barbara ) George W. Huber ( W iscon s i n Madison) Robert L Laurence Emeritus ( Northwestern ) Michael F Malone ( Uni v. of Massachusetts ) Dimitrios Maroudas ( MIT ) Peter A. Monson ( Lond on) T J. Lakis Mountziaris Head ( P rinc eton ) Susan C Roberts ( Corne ll) Lianhong Sun ( Ca/Tech ) Phillip R. Westmoreland ( MIT) H Henning Winter ( Stuttgart ) Current areas of MS and PhD Research programs in the Chemical Engineering Department currently receive research support at a level of approximately $3 mil lion per year through external research grants. Graduate students can expect to participate in projects falling into but not limited to the following areas of faculty research Systems Design & Control to include design synthesis and control of sepa ration and reaction-separation systems ; process design & control for polymer production and batch processing ; nonlinear modeling and control of biochemi cal reactors ; design and operation strategies for manufacturing pharmaceutical emulsions ; and nonlinear process control theory Materials Science and Engineering a broad area to include characterization of catalytic materials ; design of new catalytic materials for the polymerization and environmental industries ; microwave engineering of catalytic materials ; improvement of inorganic-organic functionalized mesoporous materials ; thin film and nanostructured materials for microelectonics ; polymeric materials proc essing and more Molecular Cellular and Metabolic Bioengineering with a focus on plant metabolic engineering for the production of medicinals via plant cell cultures ; design and utilization of mammalian cell in vitro systems ; systems biology appli cations ; genetic circuit design to control biological systems and more ... Molecular and Multi-scale Modeling & Simulation another broad research field includes computational quantum chemistry for chemical reaction kinetic analysis ; applications of molecular modeling in nanotechnology ; modeling of molecular level behavior of fluids confined in porous materials ; molecular-to reactor scale modeling of transport reaction processes in nano-structured mate rials synthesis with many other opportunities available The U ni ve r s it y o f Ma ss achu s ett s Amher s t prohibit s di s crimination o n the basi s of race, co l o r religi o n creed sex, s exual o rientati o n age, marita l s tatu s, n a ti o n a l o rigin, di sa bilit y or h a ndi cap, o r veteran s tatu s, in any aspect of t h e admi ss i o n o r tr eatme nt o f s tudent s o r in e mpl oyme n t Fa/12006 383

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384 Chemical Engineering at I k '" ~ J -J tM 1 MIT is located in Cambridge, just across the Charles River from Boston, a few minutes by subway from downtown Boston and Harvard Square. The area is world-renowned for its colleges, hospitals, research facilities, and high technology indus tries, and offers an unending variety of theaters, concerts, restaurants, museums, bookstores, sporting events, libraries, and recreational facilities. Research in ... Biochemical Engineering Biomedical Engineering Biotechnology Catalysis and Chemical Kinetics Colloid Science and Separations Energy Engineering Environmental Engineering Materials Microchemical Systems, Microfluidics Nanotechnology Polymers Process Systems Engineering Thermodynamics, Statistical Mechanics and Molecular Simulation Transport Processes R.C. Armstrong, H ead P.I. Barton D. Blankschtein A Chakraborty R.E. Cohen C.K. Colton C.L. Cooney W.M.Deen P.S. Doyle K.K. Gleason With the largest r esearch faculty in the co untry the D epartment of Chemical Engineering at MIT offers programs of research and teaching which span the breadth of chemical enginee rin g with unprecedented depth in fundamentals and applications. The D epart ment offers graduate programs leading to the master '.s and doctor's degrees. Graduate students may also earn a professional master's degree through the David H. Koch School of Chemical Engineering Practice a unique internship program that stresses defining and solving industrial problems b y applying chemical engineering fundam e ntals In co ll aboration with the Sloan S c hool of Management, the Department also offers a doctoral program in Chemical Engineering Practic e, which inte g rates chemical engineering, research, and management. W.H.Green H.H. Sawin P.T. Hammond K.A. Smith T.A. Hatton Ge. Stephanopoulos K.F. Jensen Gr. Stephanopoulos R.S. Langer J.W. Tester D.A. Lauffenburger B.L. Trout N. Maheshri P.S. Virk G.J.McRae D.I.C. Wang K.J. Prather K.D. Wittrup G.C. Rutledge For mor e information, contact Chemical E n gi n eering Graduate Office, 66-366 Massachusetts In st itut e of Technology 77 Massachusetts Avenue Ca mbrid ge MA 02139-4307 Phone (6 17 ) 253-4579; FAX (6 1 7) 253-9695; E-Mail chemegrad@mit.edu URL http : // web .mit .edu / c heme /i ndex html Chemical Engineering Educarion

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McGill Chemical Engineering The department offers M. Eng. and PhD degrees with funding available and top-ups for those who already have funding Downtown Montreal, Canada Montreal is a multilingual metropolis with a population over three million. Often called the world's second-largest French speaking cit y, Montreal also boasts an English-speaking population of over 400 000. McGill itself is an English-language university though it offers you countless opportunities to explore the French language. McGill's Arts Building For more information and graduate program applications: Visit: www .mcgiU.ca/chemeng / Write: Department of Chemical Engineering McGill University 3610 University St Montreal, QC H3A 282 CANADA Phone: (514) 398-4494 Fax: (514) 398-6678 E-mail: inquire che2rad (a), mc2ill.ca Fa/12006 D. BERK Department Chair (Calgary) Biological and chemical treatment of wastes crysta lli zation of fine powders reaction engineer in g [dimitrios.berk @ mcgill.ca] D. G. COOPER (Toronto) Prod. of bacteriophages & biopharmaceuticals, se lfcycling ferment. biocon v ersion of xenobiotics [ david.cooper @ mcgill.ca] S. COULOMBE Canada Research Chair (McGill) Plasma processing nanofluids transport phenomena optica l diagnostic and process control [sylvain.coulombe @ mcgill.ca] J.M. DEALY Emeritus Professor (Mich i gan) Polymer rheology plastics processing [john.dealy @ mcgill.ca] R. J. HILL Canada Research Chair (Corne ll ) Fuzzy colloids biomimetic interfaces h ydroge l s and nanocomposi te membranes [ reghan. hi ll @ mcgil I. ca] E. A. V. JONES (Ca lT ec h ) Biofluid dynamics biomechanics tissue engineering developmental biology & microscop y [liz.jones @ mcgill.ca] M. R. KAMAL Emer itu s Professor (Carnegie -M ellon) Polymer proc. charac. and recycling [musa.kamal @ mcgill.ca] R. LEASK William Dawson Scholar (Toronto) Biomedical engineering fluid dynamics cardiovascular mechanics pathobiology [richard l eask @ mcgill.ca] C. A LECLERC (Minnesota) Catal y sis hydrogen generation biorefineries fuel processing reaction engineering [ corey. leclerc @ mcgil I ca] M. MARIC (Minnesota) Block copol y mers polymer blends and colloid s, polymer processing [ milan.maric @ mcgill.ca] J.L. MEUNIER (INRS Energie Varennes) Plasma sc i ence & technology deposition techniques for s u rf.ace modifications nanomaterials [jean-luc meunier @ mcgill.ca] R. J. MUNZ (McGill) Therma l p l asma tech torch and reactor design nanostructured material synthesis environmental app s [richard.munz @ mcgill.ca] S. OMANOVIC (Zagreb) (Bio )electrocatalysis biomaterials corrosion regenerative l ow temperature fuel cells [sasha omanovic @ mcgill.ca] A. D. REY James McGi ll Professor (California -B erke l ey) Computationa l material sci ., thermodynamics of soft matter and comp l ex fluids int erfacial sci. and eng [alejandro.rey @ mcgill.ca] P. SERVIO Canada Research Chair (British Co lumbi a) Hi gh-pressure phase equ ilibrium c r ys talli zat ion polymer coatings [phillip.servio @ mcgiII.ca] N. TUFENKJI Cana d a R esearch C h air (Ya l e) Environmental e n gineeri n g bioadhesion and biosensors bioand nanotechnologies [ nathal ie. tufenkj i @ mc gi ll. ca] V. YARGEAU (Sherbrooke) Biol ogica l and chemical treatment of wastewater pharmaceuticals d egradat i o n biohydrogen [ viv i ane.yargea u @ mcgill.ca] 38 5

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McMaster University ENGINEERING Graduate Studies in Chemical Engineering We offer a Ph. D. program and three Master s options (Thesis Project, Internship) in the following research areas: Biomaterlals: Tissue enginee r ing, biomedical engineering blood-material interactions J.L. Brash, K. Jones H. Sheardown Bioprocessing: Membranes environmental engineering, bioseparation C Filipe R. Ghosh Transport Phenomena: Heat transfer experimental & computational fluid mechanics, membranes J. Dickson, A. N. Hrymak, P.E. Wood Polymer Science: Pulp & paper science, polymerization, polymer characterization synthesis A. E. Hamielec (Emeritus), R. H. Pelton S. Zhu, K. Kostanski ( Adjunct) Polymer Engineering: Polymer processing, rheology CAD / CAM methods e x trusion A. E. Hamielec (Emeritus), A. N. Hrymak, M. Thompson, J. Vlachopoulos, S. Zhu Process Systems Engineering: Multivariate statistical methods computer process control optimi z ation J. F. MacGregor, T. E. Marlin, P. Mhaskar C. L. E. Swartz P. Taylor, T. Kourti (Adjunct) We will provide financial support to any successful applicant who does not already have e x ternal support. In addition we have a limited number of teaching and research assistantships. Why choose McMaster? Hamilton is a city of over 400 000 situated in Southern Ontario. We are located about 100 km from both Niagara Falls and Toronto. McMaster University is one of Canada s top 8 research intensive universities An important aspect of our r esearch effort is the e x tent of the interaction between faculty members both within the department itself and wi t h other departments at McMaster. Faculty are engaged in leading edge resea r ch and we have concentrated research groups that collaborate with international industrial sponsors: Centre for Pulp and Paper Research Centre for Advanced Polymer Processing & Design (CAPPA D ) McMaster Institute of Polymer Production Technology (MIPPT) McMaster Advanced Control Consortium ( MACC) FOR ON-LINE APPLICATION FORMS AND INFORMATION PLEASE CONTACT 386 Graduate Secretary Department of Chemical Engineering McMaster University Hamilton, ON L8S 4L 7 CANADA Phone : 905-525-9140 X 24292 Fax: 905 521-1350 Email: chemeng@mcmaster.ca Http :j / www chemeng.mcmaster.ca Chemical E n gi ne e ring Edu c arion

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Ch e mical Engine e ring at th e University of Michigan Faculty Main Areas of Research Life Sciences Biotechnology Mark A. Burns Microfabricated Chemical Analysis Omolola Eniola-Adefeso Ce ll Ad h esion and Mig r ation Erdogan Gulari DNA and Peptide Synthesis Jinsang Kim Smart Functional Polymers Joerg Lahann Swface Engineering Xiaoxia Lin Systems and Synthetic Biology Jennifer J. Linderman R eceptor Dynamics Michael Mayer B io membranes Henr y Y. Wang Bioprocess Engineering Peter J. Woolf B iomathematics Energy and Environment H. Scott Fogler Flow and R e a c tions Erdogan Gulari R eactions at lnte1fac es Suljo Linic Catal ys is Surface Ch e mistry Fu e l Cel l s Phillip E. Savage Sustainable Production of Energ y and Chemica l Products Johannes W. Schwank Cata l ys ts, Fue l Cells, and Fu e l Conversion Levi T. Thompson Catal y sts Fue l Ce l ls, Mi cr oreactors Walter J. Weber Jr. Environmental Process Dynamics and S ys tem Sustainability Ralph T. Yang -Adsorption, R eactions H y drogen Storage Complex Fluids and N anostructured Materials Sharon C. Glotzer Computational N anoscienc e and Soft Materia l s Nicholas Kotov Nanomaterials Ronald G. Larson, Chair Theoretical, Co m putational and Experimental Complex F l uids Michael J. Solomon Experimental Comp l ex F l uids Robert M. Ziff T h eoretical and Computational Complex Flu i ds and Transport Fa/12006 For more information contact: D r. Robe rt Ziff, Graduate C h aim1an Department of Chemical Eng i neering T h e University of Mich i gan A n n Arbor, M l 48109-2 1 30 734764 2383 c h e m e n g.grad @ um i c h .e d u w w w .e n g in. u m i c h ed u / de p t / c h eme MichiganEngineering 387

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Leadership and Innovation in CHEMICAL ENGINEERING AND MATERIALS SCIENCE at the UNIVERSITY OF MINNESOTA FACULTY E ra y Aydil Reaction e n g in eer ing of e le ct roni c material s, thin film deposition and etching, photovoltai cs F rank S. Bate s Thermod y nami cs and dynamics of pol y mers and polymer mixtures C. Barry Carter D efec ts and int e 1jaces in semiconductors, metal s and ce ramics, growth of thin films, nanomat e rials, g las s r eac ti o ns TEM, A FM and SEM Ma tteo Cococcioni Th e or y and co mputation materials d esig n, nanopar ticles, transition metal co mpounds and molecular c h e misn y fo r r e newabl e e n e r g i es Edward L. C ussler Mass transfe1 ; no ve l separation processes Prodromos Daoutidi s Nonli n ea r pro cess co ntrol, pro cess anal y sis and design H. Ted Davis Collo id and inte 1 jace scie n ce statistical m ec hani cs Jeffre y J. Derby H igh performance computing, materials pro cessi n g Kevin D. Dorfman Transport ph e nomena mi c r ofl uidi cs, e lectrophoresis biophysics Lorraine F. Francis Coatin gs, ce rami c and co mposite pro cess in g C. Daniel Frisbie Mole c ular materia l s a nd inre jaces, organic semiconductors, mole c ular electronics, atomic force mi crosco p y William W. Gerberich Fra c tur e mi c r omechanics and defo rma tion nanomechan i cs Ru ss el J. Holmes El ec trical and optical properti es of organic/molecular materials, organic semiconductor d ev i ces and optoe/ec troni cs, exc iton-mi c r ocav it y physics, nanophoroni cs Wei-Shou Hu Bio c hemical e n g in ee rin g Yiannis Kazne ss i s Comp utati onal bioe n gi n ee rin g bioinformati cs, statistical m ec hani cs Efrosini Kokkoli B ioenginee rin g, biomim et i c swjace science biopol y m e r s biomat e ria/s targe t ed drug d el iver y, co lloidal interac tions Satish Kumar Transp ort and int e1facial phenomena, complex fluids nanofluidi c s and microfluidics Chris Leighton Ma g netic and electronic prop e rti es of thin film ma g n e ti c mat e rials and h e t e rostru c tur es Timothy P. Lodge P o l y m e r structure and d y namics, pol y m e r c h a ra c teri za tion Christopher W. Macosko Rh eology and polymer pro cessi ng polymer blends, inte1jaces and networks Alon V. McCormick R eac tion e ngin ee r ing of materials sy nth esis spectroscop y and cryo-microscopy, mol ec ular simulation David C. Morse Statisti c al m ec hani cs and d y nami cs of pol y m e r fluids David J. Norris Opti ca l materials co lloid s Christopher Palm s trfJm Epit axial grow th pro cesses and h e ter ost ru c tur e for mati o n properties of t hin film Lanny D. Schmidt R e a c tion e n g ineering su,jace c h e mistr y heteroge n eo us ca tal ys is L. E. Scriven Fluid m echanics and rh e olog y co lloid and inre,ja ce s c ience, tran spo rt rea c ti o n and st r ess ph e nom e na materials processing: coat in gs David A. S hore s H igh t e mp e ratur e co rr osio n aqueous c orro sio n of bio-medica / materials William H. Smyrl El ec tro c h e mi ca l engineering, mod e lin g e l ec tro c h e mi ca l sys tems, microvisua/i z ation of r eac ti ve surfaces Friedrich Srienc B ioc h e mi cal e n gi n ee rin g systems biology, m e taboli c n etwo r ks sing l e ce ll physiology, biodegradable polymers Robert T. Tranquillo Cardiovascular and neural ti s sue e n g in ee r ing Michael Tsapatsis Nanoscale e n gi neering of mat e rials for se paration, r eac tion and e ner gy appli c ation s Renata M. Wentzcovitch Th eo r y of mat e rials at high pr ess ur e and t e mp e ratur e For additional information, visit our web site at http://www.cems.umn.edu 388 Chemical Engine e rin g Edu ca 1 ion

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Mizzou Rak es h K. Baipai, PhD ( !IT, Kanpur ) Biochemical Engineering + H azardous Was t e Paul C. H. Chan, PhD (Ca / T ec h) R eac t o r A nal ys i s + Fl ui d Mechanics UNIVERSITY OF MISSOURI COLUMBIA Eri c Do s ko c il, PhD (Virg i nia ) Chemical eo9ioeerio9 Ca 1al ys i s + R eac li o n Engineering W illiam A Ja c oby, PhD (Co l orado) Ph otoca tal ysis + Tr anspo rt Sunggyu L e e, PhD (Case Western) Supercri 1 ica l Fluid s + P o l y m ers + Fuels S te ph e n J. Lombardo, PhD (Ca l iforn i a B e rk l ey) Ce rami c & Electronic Materials + Tran spor t + Kin e ti cs Sudar s han K. Loyalka, PhD ( Stanford) Aerosol Mecha ni cs + Kin e t ic Th eo y Ri c hard H. Lu ec k e PhD ( Ok l a h oma) Pro cess Co n1rol + Modeling Thoma s R. Marr e ro, PhD (M ary l and) Vice P residen t I ACC hE Coal Log T ranspon + Co ndu c l ing Polymers + Fu e ls Emi ss i o ns David G. Ret z loff, PhD ( Pittsburg h ) R eac t or A nal ys is + Materials Truman S. Storvi c k, PhD ( Purdu e) N ucl ear Wa s t e R ep r ocess ing + Th e rm odynam i cs Gal e n J. Suppe s PhD ( Jo hn s H opkin s) Bi ofi,e l Processing + R enewab l e Energy + Th e rm ody nami cs Dabir S. Vis wanath, PhD ( Ro c h es t e r) Ap pli ed Th e rm ody nami cs + C h e mi ca l Kin e ti cs Hirot s ugu K. Y a s uda, PhD ( SUNY, Syracuse) Polymers + Su,face Science Oingsong Yu, PhD (M i zzo u ) Swface Science + Pla s ma T ec hn o l ogy The University of Missouri Columbia is one of the most comprehensive institutions in the nation and is situated on a beautiful land grant campus halfway between St. Louis and Kansas City, near the Ozark Mountains and less than an hour from the recreational Lake of the Ozarks The Department of Chemical Engineering offers MS and PhD programs in addition to its undergraduate BS degree. Program areas include surface science, nuclear waste, wastewater treatment, biodegradation air pollution, supercritical processes, plasma polymerization, polymer processing coal transportation (hydraulic), fuels, chemical kinetics, protein crystallization, photocatalysis ceramic materials, and polymer compos i tes Faculty expertise encompasses a wide variety of specializations and research within the department is funded by industry, government, non profit, and institutional grants in many research areas. For details contact: C oordinator Aca d e mi c Pro gra m s D e p a rtment of C h e mi ca l E n g in eer in g W 2 030 L affe rr e H a ll Co lumbi a, M O 652 11 T e l : ( 5 73) 882 3 5 63 + Fax: (573) 88 44 940 E -M a il : Pr ec k s h o tR @ mi sso ur i.e du Fa/1 2006 Scholarships are available in the form of teaching/research assistantships and fellowships. See our website for more information: www.missouri.edu/ rvchewww 389

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390 University o_f Missouri-Rolla Graduate Studies in Chemical Engineering Off e rin g M.S. and Ph.D. D eg r ees Established in 1870 as th e Univ e rsiry of Missouri S c hool of Mines and M e rallur gy UM R has evolved into Missouri's te c hnologi c al universiry UM R is a medium-si ze d c ampus of about 5,000 s t ud e n t s loca t ed along int ers t ate 44 app r ox im a t ely J OO m ilesfro m Sr L ouis and S pri ngfie l d. lr s proximity in the Missouri Ozarks provid es plenty of scenic a n d rec r e ational opportun it ies. Th e Universiry of MissouriR o/la's mission is ro educate tomorrow's l ea d e rs in e n g in ee ring and science. UMR offers afu/1 range of experi ences that are v iral to the kind of co mpr e hensive education that turns yo un g m en and women into l e ad e rs. UMR has a distinguis h ed fa c ulty dedicated whole h eartedly t o th e r e a c hin g, r ese ar c h and c reativ e activi ti es n ecessa r y for scholarly l ea rnin g expe ri e n ces and advancements to th e frontiers of knowledge. T e a c h i ng and R esea r ch Apprenti ces hips ava il ab l e t o M .S. and P h D students. Fo r additi o nal i11f o rmari o 11 : Addr ess: Web: mail : Graduate Studies Coordinator D e partm e nt of Chemical a nd Biolo g i cal Engin ee rin g University of Mi sso uri R o lla Rolla MO 65409-1230 http : // c h e 111 e 11 g. 11111r. ed 11 / umrcbe @ wm :e du 011li11 e Applicario11: http : / hvww. 11111r .ed 11 / -cisapps l grad appd.h1111/ Neil L Book Assoc iat e Pr o f esso r Ph D. C olorado Comp ut er-Ai d e d P r ocess D es i g n ; C h e mi cal P rocess Safety; E n gi n eer i ng D a t a Ma n agement Daniel Forciniti Prof esso r Ph D ., N orth C ar o lina S tat e Bi ose p aratio n s; T h e rm ody n am i cs; S t at i st i ca l Mec h an i cs David B. Henthorn A s si s tant Profe ss or Ph D ., Purdu e Bi o mim e ti cs; Dru g D e li ve r y; Bi o m a t e r ia l s Kimberly H Henthorn A ss istant Professor Ph D ., Pu r due E ntr ai nm e nt a nd Co n vey in g of Fin e P a rti c l es; Multiph ase Co mput a ti o n a l Fl u id D y n am i cs (CF O ) : C h arac t e ri zatio n of ln te rp a rti cle Fo r ces; P a rti cles for Pulm o n ary D r u g D e li ve r y A ppLi cat i o n s Suoggyu KB Lee Pr o f esso r U MC Ph.D ., C a se W es t e rn S u pe r c r i t ca l F lu i d T ec h no l ogy, Ma t er i als Process in g a nd P o l y m e ri zat i o n ; R eact i ve P o l y m e r Pr ocessing; Bi odegradab l e P o l y m ers; P o l y m er Bl en d s; Sca l e Up a nd Pil o t Pl a nt St udi es; E n v ir o nm e nt a l T ec hn o l ogy A.I Liapis Prof es sor Ph D ., ETH-Zuri c h T ra n spo rt Ph e n o m e n a; A d so rpti on/ D eso rpti o n ; Fundam e nt a l s and P rocesses; B iose p a ratj o n s; C h ro m a t og r a phi c Se p ara ti o n s; Ca pill ary El ec tr oc br o m a t ogra p h y; C h e mi ca l R eac t io n E n gi n ee rin g; L yo phili za ti o n Dougla s K Lud l ow Pr o f esso r Ph D .,A ri zo na Stat e S u rface C h arac t e r iza ti on of Adso rb e nt s a nd Ca t a l ys t s, A ppli cations o f Frac t a l G eo m e t ry to S u rface M o rph o l ogy Part h asakha Neogi Prof ess or Ph D ., C arn eg ie-Mellon lnt erfacia l Ph e n o m e n a; Dru g D e l ivery Indy A. Raper Profe ss o r and Chair, Ph.D ., U niv e rsity of Ne w South Wale s P a rti cle T ec hn o l ogy; C h arac t e r izat i o n of Frac t a l A ggrega t es; Meas ur e m e nt of Su rface R o u g hn ess and Fractal Di me n sio n of D ry P ow d e r Ph ar m ace uti ca l A eroso l s; Fl y A s h C h a r ac t e ri zatio n and U t i li za t io n ; W aste Minimi zat i o n Oliver c Sitton Ass ociat e Prof ess or Ph.D. U ni ,e rsity o f Mi ss ouri-Ro i /a Bi oe n g in ee rin g Tee Ching Wang As sistant Prof ess or Ph.D ., P e nn Stat e M o l ec ul a r S imulat io n s of T r anspo rt in Co n fi n e d Sys t e m s, M o l ec ul a r Si m ula tio n s o f S urf ac t an t S ys t e m s, M o l ec ul a r Pro pe rti es o f M a t e r ia l s Yangchuan Xing A ssis tant Prof esso r Ph.D ., Yale Sy nth esis, Pr ocessi n g a nd C h arac t e ri za t io n of Na n o m a t e ri als Craig D Adams Prof esso r Ph D ., U ni ve rsi ty of Kansa s Effec t s a n d Co n trol of A n t i b i o t ics and O th er O r ganic Co m po und s i n W a t e r ; O x i da ti ve a n d A d so rp t i o n Tec h no l ogy for W ate r T rea tm e n t; Kin e ti c M ode lin g o f Che mi cal R eac t io n s in A qu eo u s Sys t e m s Kai-Tak Wan A ss i s tant Profe ss or Ph D ., U ni v er s ity o f Maryla11d Ce llul ar Bi o m ec h a n ics; M ec h an i ca l C h arac t er i za ti o n a nd A dh es i o n M eas u reme nt of Sin gle Ce ll a nd Bi o m e mb ra n es; Frac tur e/ M ec hani ca l C h arac t eriza ti o n of Thin Vi sco-E l as ti c P o l y m e r F ilm s; M o l ec ul ar D y n a mi cs S imul a ti o n David I Westenherg Ass o c iate Profe ss or Ph.D. U n ivers i ty of C alifornia Lo s A ng e l es R espira t ory Enzy m es ; Quo ru m Se n si n g; R esp i ra t ory Ge n es; Anti bac t e ri a l G l ass Joint Appointment Chemical Engineering Education

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GRADUATE RESEARCH AT THE FRONTIER The University of New Mexico The future of chemical engineerin g is a bright one with rapidly developing technologies and exciting new opportunities. Pursue your graduate degree in a stimulating student-centered intellectua l environment anchored b y forward-looking research. We offer full tuition health care and competiti v e stipends. The ChE faculty are leaders in exploring phenomena on the meso, micro, and nanoscales. We offer graduate research projects in biotechnology and biomaterials ; catalysis and interfacial phenomena; microen g ineered materials and self-assembled nanostructures ; plasma processing and semiconductor fabrication ; polymer theory and modeling The department enjoys e x tensive interactions and collaborations with New Mexico's federal laboratories: Los Alamos National Laboratory Sandia ational Laboratories and the Air Force Research Laboratory as well a s high technology industries both locally and nationall y Albuquerque is a unique combination of the very old and the high l y contemporary the natural world and the manmade environment the frontier town and the cosmopolitan city a harmonious blend of diver s e cultures and peoples Join us! Be part of this future! Faculty Research Areas Plamen Atanassov Electroanalytical Chemistry Biomedical Engineering C Jeffrey Br i nker Ceramics Sol-Gel Processing Self-assembled Nanostructures Heather Canavan Stimulus-responsive materials cell/surface interactions Biomedical Engineering Joseph L. Cecchi Semiconductor Manufacturing Technology Pla s ma Etching and Deposition John G. Cuno Polymer Theory Computational Modeling Abhaya K. Datye Catalysis Interfaces Advanced Materials Elizabeth L. Dirk Biomaterials Ti s sue Engineering Julia E Fulghum Surface Characterization 3-D Materials Characterization Sang M Han Semiconductor Manufacturing Technology Plasma Etching and Deposition Ronald E Loehman Glass-Metal and Ceramic-Meta l Bonding and lnterfac i al Reactions Gabriel P Lopez Chemical Sensor s H y brid Materials Biotechnolog y, Interfacial Phenomena Dimiter Petsev Complex fluids Nanoscience Electrokinetic phenomena Timothy L. Ward Aerosol Material s S y nthesis Inorganic Membranes Dav i d G. Whitten Biosensors Conjugated polymer photophysics and bioactivity in films and interfacial assemblies Multicomponent systems and their applications For m o r e inf o rmation co nta c t : Jeffrey Brinker, Graduate Advisor Chemica l and Nuclear Engineering MSC0 I 1120 The Uni v ersity of New Mexico Albuquerque NM 87131 505 277 5431 Phone 505 277.5433 Fax chne @ unm.edu www-chne unm.edu F a l l 200 6 3 9 1

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392 NEW MEXICO STATE UNIVERSITY PhD & MS Programs in Chemical Engineering Paul K. Andersen, Associate Professor, University of California, Berkeley Transport Phenomena, Electrochemistr y, Environmental Engineering Francisco R. Del Valle, College Professor, Massa c hus e tts Institute of Technolog y Food Engineering Shuguang Deng, Associate Professor University of Cincinnati Adsorption, Nanostructured Materials, Separations, and Fuel Cell Technology Abbas Ghassemi, Professor and Institute for Energy and the Environment Director New Mexi co State University Risk-Based Decision Making, Environmental Studies Pollution Prevention, Energy Efficienc y and Pro ce ss Control Charles L. Johnson, Professor Washington University-St. Louis High Temperature Pol y mers Richard L. Long Professor and Associate Head Ri ce University Transport Phenomena Biomedical Engineering, Separations Martha C. Mitchell, Associate Professor and Head University of Minnesota Molecular Modeling of Adsorption in Nanoporous Materials, Thermodynamic Analysis of Aerospace Fuels, Statisti ca l Me c hanics Stuart H. Munson-McGee, Professor University of D e lawar e Advanced Materials Materials Processing, Separations David A. Rockstraw, Professor, University of Oklahoma Separations Environmental Engineering, Kinetics For Application and Additional Information LOCATION------~ Southern New Mexico Internet http ://c hemeng nmsu.edu / E-mail chemeng@nmsu.edu 350 days of sunshine a year PO Box 30001, MSC 3805 Department of Chemical Engineering New Mexico State University Las Cruces, NM 88003 New M ex i co State University is a n Equal Opportunity Affirmative Action E mplo yer C h emical Engineering Education

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. ~-~~ North Carolina State Universitv Department of Chemical & Biomolecular Facultv Engineering Research Carbonell Lamb Biomolecular Engineering DeSimone Fedkiw Genzer Grant Gubbins Hall Haugh Kelly Khan Kilpatrick Fall 2006 Lim Ollis Overcash Parsons Peretti Roberts Rao Spontak van Zanten Velev t!!l!!!!!!l!III Catalysis, Electrochemical www.che.ncsu.edu hall@ncsu.edu 919.515.3571 & Reaction Engineering Electronic Materials Green Chemistry & Engineering Molecular Simulations Nanotechnology & Interfacial Science Polymers & Colloids ~ ---.-. 393

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3 94 GRADUATE STUDY IN CHEMICAL ENGINEERING in the Heart of Boston Faculty Gilda Barabino Daniel D. Burkey Rebecca L. Carrier Carolyn Lee-Parsons Shashi K. Murthy Albert Sacco Jr. Ronald J. Willey Katherine S. Ziemer Northeastern University Chemical Engineering Department is the home of CAMMP (Center for Advanced Microgravity Materials Proce ssing)a NASA-sponsored Commercial Space Center. It is one of 16 NASA centers at major universities nation wide and the only one exclu sively focused on materials. The Department offers full and part-time graduate pro grams leading to M.S. and Ph.D. degrees. M.S. students may have the opportunity of co-op experience. The faculty of the chemical engineering program are committed to providing state-of-the-art research areas. Research Areas Biochemical Engineering Biological and Physical Interfaces Biomedical Engineering Catalysis Nanocomposite Membranes Semiconductor Materials Selected Research Topics Pharmaceutical compounds from plant cell cultures Carbon Nanotubes Mixed-Matrix Membrane Separation Sickle Cell Adhesion Surface Acidity of Ti-silicas Tissue Engineering Thin Film Heterostructures Biosensors For more information write Chairman Dept of Chemical Eng. 342 SN 360 Huntington Ave. Boston, MA 02115 Visit our web site _____________ http://www coe.neu.edu/COE/grad_school/ Ch e mi c al En g in ee rin g Edu ca ti o n

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Chemical and Biological Engineering at Luis A.N. Amaral Ph.D Bo s t o n U ni ve r s it y. 1 996 C o mpl e x sys t e m s co mputat io n a l ph ys i cs bi o l og i c al n e t wo rk s Annelise E. Barron Ph D ., B e rk e l ey 1 99 5 Bios e parati o n s, bi o p o l y m e r e n g in ee rin g Linda J. Broadbelt PhD D e l awa r e 1 99 4 R e a c tion e n g in ee rin g, kin e ti cs m o d e lin g, p o l y m e r r es our ce r eco v e r y Wesley R. Burghardt Ph D ., St a n for d 1 990 Polym e r sc i e n ce, rheolo gy Buckley Crist, Jr. Ph D ., Duk e, 1 966 P o l y m e r s c i e n ce th e rm o d y n a m i c s m ec han i c s Joshua S. Dranoff Ph.D Prin ce t o n 1 960 Chemi ca l r e a c ti o n e n g in ee rin g c hr o mat og raphi c separati o n s Kimberl y A. Gray Ph.D ., John s H o p ki n s, 1 988 Cata l ys i s, tr e atm e nt t ec hn o l og i es, e n v ir o nm e ntal c h e mi s tr y Bartosz A. Grzybowski, Ph D. H a r va rd 20 0 0 Comp l ex c h e m ica l sys t e m s Harold H. Kung Ph.D .. orth wes t e rn 1 974 Kin e ti cs, h e t e r oge n e ou s c atal ys i s William M. Miller Ph D ., Berk e l ey 1 987 Cell c ultur e for biot ec hnolo gy and m e di c in e Monica Olvera de la Cruz Ph D ., Ca mbrid ge 1 984 Stati s ti c al m ec hani cs in p o l y m e r sys t e m s Julio M. Ottino Ph D Minne so t a 1 979 Fluid m ec hani cs g ranular mat e rials c h aos, mi x in g in mat e r i al s pro ces sin g E. Terry Papoutsaki s Ph.D Purdu e, 1 980 Biote c hn o l ogy o f animal and mi c ro bi a l ce ll s, m e taboli c e n g in ee rin g, ge n o mi cs Gregory Ryskin Ph.D. Calt e ch, 19 83 Fluid m ec hani cs c omputati o nal m e thods pol y m e ri c liquids Lonnie D. Shea Ph D Mi c hi ga n 1 997 Ti ss u e e n g in ee rin g, ge n e th e rap y Randall Q. Snurr Ph.D ., Berk e l ey, 1 994 Adsorpti o n and diffusi o n in p o r o u s m e dia m o le c ular m o d e lin g John M. Torkel s on Ph.D Minn es t o ta 19 83 Pol y mer s c i e n ce, membran e s F a /1 20 06 Northwestern University For information and application to the graduate program write Dir ec tor of Graduate Admi s s i on s D e partm e nt o f Chemical and Biolo g i c a l E n g ineerin g M cCo rmi c k S c h oo l o f En g in e erin g and Appli e d S c i e nc e Northwe s tern Univ e r s ity E va n s t o n [llinoi s 6 0208 -3 120 Ph one : ( 847) 49 1 -7398 o r (800) 8 4 8 5 / 35 (U.S. o nl y) E-mail : adm.ission s-c h e m-biole n g@ n o rthw e st e rn e du O r visi t o u r we b s it e a t www c h e m bi o le n g .n or th wes t e rn edu 395

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Graduate Studies in Chemical and B iomolecular Engineering The University of Notre Dame Faculty Paul W B ohn JoanF.Brennecke H.-Chia Chang Davide A. Hill Jeffrey C Kantor David T. Leighton, Jr. Mark J. McCready Paul J McGinn Edward J. Maginn Albert E. Miller Alexander S. Mukasyan Andre F. Palmer William F. Schneider Mark A. Stadtherr William C. Strieder Eduardo E. Wolf f Elaine Zhu For more information and application materials contact us at Director of Gra d uate R ecruiting D epartment of Chemica l a n d Biomo lecular Engineering University of Notre D ame Notre D ame IN 46556 USA On-Line Application www.nd.edu / ~gradsch/app l ying/appintro.htmJ 396 http : // www.nd.edu / ~c h egdept c h egdept.l@ n d edu P h one: 1-800-528-9487 Fax : 1-574 631-8366 Research Areas Biomaterials Biological Photonic Devices Blood Rheology Inorganic Membranes Ionic Liquids Catalysis and Reaction Engineering Combinatorial Materials Synthesis Combustion Synthesis Molecular Modeling Multiphase Flows Nanostructured Materials Nonlinear Dynamic s Parallel Computing Polymeric Materials Superconducting Materials Tissue Engineering Drug De l ivery Electrochemica l Processes Environmentally Conscious Design Enzyme Encapsulation ~GNBilMU~ Notre Dame The University Notre Dame i s an independent national univer sity ranked among the top twenty schools in the country. It is located adjacent to the city of South Bend, Indiana, approximately 90 miles southeast of Chicago The scenic 1 ,2 50-acre campus is home to over 10 000 s tudent s. The De p a r tment The Department of Chemical and Biomolecular Engineering i s de ve loping the next generation of research leaders Our program is characterized by the clo se interaction between faculty and s tudents and a focus on cutting-edge, interdisciplinary research that is both academically intere s ting and industrially relevant. Programs and Financial Assistance The Department offers MS and PhD degree pro gra m s. Financially attractive fellowships and as sistantships, which include a full-tuition waiver are availab l e to students pursuing either degree. Chemical Engine e rin g Edu c ation

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The Ohio State University [] Bha v ik R. Bak s hi M IT In dustria l Eco l ogy, Proce ss Engineering Analysis of Complex Systems [] Rob e rt S. Brodke y, Wis cons in Experimental Mea s urement s for Validation of Computational Fluid Mechanics and Applicat i ons to Mi x ing Proce ss Applications [] J e ffr ey J. C h a lm e r s, Cornell lm munumagnetic Cell S e parati o n, Effe c t of H y drod y namic Forces o n Cells Int er fac i al P h eno m ena a n d Ce l l s, Bioe n g i nee r in g, Biotechno l ogy, Ca n ce r Detection [] Stu a rt L. C oop e r Prin ce t o n Po l ymer Scienc e and Engin eer in g, Prop e rti es of Pol y ur e thane s a nd Ionomer s Po l yu r etha n e B i omateria l s, Blood-Material Interaction s .Tis s ue Engineering [] Liang-Shih F a n West Virginia F l uidization Part i cle Technology. Parti c ulate s R eac tion Engin ee ring [] Martin Fe inb e r g, Prin ce ton Ma th ematics of Comp l ex Chemica l S ys t e m s [] W in s ton Ho Illinois-Urbana Membrane Separation s with Chemical R eac tion and Fu e l-C e ll Fu e l Proce ssi n g [] Kurt W. Ko e llin g, Pr i nc e t on Rheology Polymer P roce ss in g Microfluidic s [] l s amu Ku s aka Ca/Tech Sta ti s t i ca l Mechanics and Nucleation [] L. J a me s L e e Minnesota Po l ymer and Composi t e Pro cess in g Micro / Nano-Fabrication BioMEMS [] U mit S Ozkan I owa State H e t eroge n eo u s Cata l ysis, K inetic s, Catalytic Mater i a l s [] A ndr e F Palm e r John s H o pkin s Artificial blood s ubstitute s, protein an d ti ssue engineering drug delivery R hea-optics of comp l ex fluid s [] Michael P a ulaiti s, University of Illinois Molecu l a r s i mulations and mode l in g of weak prot e in-protein interactions : the role of hydration in biological organization and se lf-a sse mbly p h e n o m ena: mu l tisca l e mode l ing of bio l og i ca l in t erac t ion s [] Jam es F. Rathman Oklahoma Co ll oids, Interface s, Surfactants Molecul ar Self-Assembly. Bioinformatic s [] D av id L. Toma s ko lllinois-Urbana Separa t ions Mo l ec ul a r T h ermodynam i cs and Material s Proces s in g i n Supercri t ica l F l uids [] Je ss i c a 0. Wint e r University of T exas at Austin Na n ob i o t ec hn o l ogy Ce ll and T i ss u e Engineering, Neura l P rosthetics [] Barbara E W ys louzil Ca/Tech Nuclea t ion Aerosol Formation Growth and Transport Atmospheric Aeroso l s, T h ermody n a mi cs a n d P hase Equilibria [] S han g -Tian Yan g, Purdu e Biochemica l Engineering Biotechnolo gy, and Tissue Engineering [] J ac que s L. Z a kin New York R heo l ogy, Dr ag Red u ct i on Surfactant Microstructure s, and H eat Transfe r Enhancement _______ / Excellent facilities and a unique combi nation of research projec t s at t h e frontiers of science and technolog y Outstanding faculty and student population who are dedicated and professional. Competitive financia l support Close working relationships between graduate students and facu l ty Attractive campus minutes away from downtown Columbus. F o r co mplet e information write, call, or catch us on the web at ht tp: // www.ch b me n g.o h io-s t ate.ed u or write G r a duate Pro g r a m C oordinator Department of C hemical E ngin e erin g T h e Ohio S t a te U niver s it y 140 W es t 19th A ve nue C olumbu s, Ohio 43210-1180 P h one: (6 14 ) 292-9076 Fax: (6 1 4) 292-3769 E-mail address: che-grad @ chbmeng.ohio-state.ed u Fa/12006 Th e Ohio State University is an eq ual opportunity / affi r mati ve action institution. 397

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398 chemical, biological matPrials co ll e g e o f e n gln e en n g u n i v ersity o f o klah o ma 0 Faculty Members MJ Bagajewicz Ph D Ca l ifornia Institute of Technology 1987 B P Grady Ph D University of Wisconsin Madison 1994 R G Harrison Jr. Ph.D University of Wisconsin-Madison 1975 J H Harwell Ph D University of Texas Austin 1983 l.l. Lee Ph D. Northwestern University, 1971 l.l Lobban Ph D University of Houston 1987 R G. Mallinson Ph D Purdue University 1983 P S McFetridge Ph.D University of Both UK 2002 M U Nollert Ph.D Cornell University 1987 E.A. O Rear Ill Ph D. Rice University, 1981 D.V. Papavassiliou Ph D University of Illinois a t Urbana-Champaign 1996 D E Resasco Ph D Yale University 1983 J.F S camehorn Ph D University of Texas Austin 1980 D W. Schm i dtke Ph.D University of Texas Austin 1997 R L Shambaugh Ph.D Case Western Reserve University 1976 V.I. Sikavi ts as Ph D University at Buffalo 2000 A. Striola Ph D University of Padova Italy 2002 For more information call fax write are-mail : Chairman, Graduate Program Committee School of Chem i cal, Biologica l and Materials Engineering University af Oklahoma T 335 Sarkeys Energy Ce nter l 00 E Boyd St. Norman OK 730191 004 Phone : f405) 325-581 1 1800) 60 1 -9360 Fax: 1405) 325-58 1 3 e-mail : chegrad@au.edu For detailed information, visit our Web site at : www.cbme.ou.edu The University af Oklahoma is on equal opportunity i n stitution Over the past several years the School of Chemical Biological and Materials Engineering at the University of Oklahoma has excelled in research and developed a broad base of external research support. Research Areas Bioengineering Genetic engineering protein production biaseparatians vascular tissue engineering cell adhesion biasensars orthopedic tissue engineering Energy and Chemicals Catalyti c hydrocarbon process i ng natural ga s conversion novel fuel cell c omponents da ta reconciliati o n hydrogen production process design retrofit and optimization molecular thermodynamics computational modeling of turbulent transport and reactive flows detergency applied surfactant technologies Materials Science and Engineering Cata lyti c SWNT production and functionalization polymer melt blowing polymer characterization and structu r e-prope rt y relationships po l yme r nanolayer formation and use Environmental Processes Photacatalyti c oxidation catalytic NOx reduction zero-discharge proces s engineering soil and aquifer remediation surfactant-based water decontamination Ch e mical Engin e ering Education

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Oklahonia State University "Where People Are Important" Faculty Heather Fahlenkamp (Ph.D., Oklahoma State University) Gary L. Foutch (Ph.D., University of Missouri-Rolla) K.A.M. Gasem ( Ph.D. Oklahoma State University) Karen A. High (Ph.D., Pennsylvania State University) Martin S. High (Ph.D., Pennsylvania State University ) A.J. Johannes (Ph.D., University of Kentucky ) Sundarajan V. Madihally (Ph.D., Wayne State University) OSU's School of Chemical Engineering offers programs leading to M.S. and Ph.D. degrees. Qualified students receive financial assistance at nationally competitive levels. R. Russell Rhinehart ( Ph.D. North Carolina State University) James E. Smay (Ph.D., University of Illinois) D. Alan Tree (Ph.D., University of Illinois) Jan Wagner (Ph.D., University of Kansas) James R. Whiteley (Ph.D., Ohio State University) Visit our web pag e at Research Areas Adsorption Artificial Intelligence Biochemical Processes Biomaterials Colloids/Ceramics Environmental Engineering Fluid Flow/CFO Gas Processing Hazardous Wastes Ion Exchange Molecular Design Nanomaterials Phase Equilibria Polymers Process Control Process Simulation Solid Freeform Fabrication Tissue Engineering For more information contact Dr Khaled A.M Gasem http: //www c hen g.oks tate.edu School of Chemical Engineering Oklahoma State University Stillwater OK 74078-5021 g asem @ okstate ed u Fa/12006 399

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PENN STATE Pursue your Chemical Engineering Degree in a diverse Big-Ten University located in a vibrant college community. Individuals with a B.S. degree in related areas are encouraged to apply. For more information contact: Chairperson Graduate Admi ss ion s Committee Department of Chemical Engineering The Penn sy lvania State University 158 Fenske Laborator y University Park PA 16802-4400 http ://fe n s ke.che.psu .e du / 400 Chemical Engineering Antonios Armaou ( Un i v of CA at Los Ange l es)Pro cess Co ntrol Sys t em D y n a m i cs Aziz Ben-Jebria ( Univ. of P aris )R espiratory Fluid Flow a nd Uptake, Inh a l a ti o n T ox i co lo gy Ali Borhan (Stanford)-Fluid Dynamics Tran sport Ph eno m e n a Patrick Cirino (Ca l if. I nst. of Te c hnology )-Biocatalysis m e t a b o li c e n g in eer in g. protein e n g in eer in g a nd directed evo lu tion Wayne R. Curtis (Purdue)-P l ant Biotechnology Ronald P. Danner (Lehig h )-Po l ymers, Pha se Equi libri a Diffusion J Larry Duda ( D e l aware)-Po l ymers, Diffu s ion Thermodynamics Tribology, Fluid Mechanics Rh eo lo gy Kristen Fichthorn (Michigan)-Sta ti stical Mec han ics Fluid-Solid Int erfaces, Molecu l a r Simulation Henry C. Foley ( P enn State)Nanoporo u s Ma t eria l s H eteroge n eo u s Cata l ysis, Adsorp ti o n a nd Permeation Jong in Hahm ( University of Chicago )-Nano-Bio t ec hn o l ogy Michael Janik ( Un i v of Virginia)-Fuel Ce ll s, E l ectroc h emistry, Alternative Energy Systems Seong Han Kim (Northwestern)-Nano-Tribo l ogy and Nano-Mater i a l s Costas D. Maranas ( Princ e ton)-Computational Chemistry, Bioinformatic s Supply C h ai n Optimization Janna Maran as ( Prin ceton)-Mo le cu l ar Simulation P o l y m ers, Th er m ody nami cs, Network Glasses Themis Matsoukas (Mic h igan)-Aerosol Pro cesses, Co ll o id a l Particle s, Cera mi c P owders Joseph M. Perez ( Penn State)-Tribo l ogy, L ubri cation Michael Pishko (Texas)-Bio-materia l s, Bio-sensing a nd Ti ss u e E n gineering James S. Ultman (De la ware)Physiological Transport Pro cesses R esp irat o r y Mass Transfer Darrell Velegol (Carnegie Mellon)-Colloidal a nd Na noparticl e Systems, Bacterial Adhesion James S. Vrentas ( D e l awa r e)-Transport Phenomena App li ed Mathematic s, Diffu s ion in Polymer s Rheolog y Andrew Zydney (Massachusetts I nstitute ofTechnology)-Biomedica l Engineer ing Bioseparations a nd Membrane Proces ses Penn State is a n affirmative actio n equa l opportunity uni ve r si t y. Chemical Engineering Education

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GRADUATE STUDIES IN THE OTHMER-JACOBS DEPARTMENT OF CHEMICAL AND BIOLOGICAL ENGINEERING Fa ll 2006 AT POLYTECHNIC UNIVERSITY Come to Polytechnic University in New York City, the nation's second oldest technological university Top: The Joseph & Violet J. Jacobs Building Bottom: The Donald F. & Mildred Topp Othmer Residence Hall A number of fellowships are available as a result of the completion of the $275-million Campaign for Polytechnic Fulf,1/ing the American Dream. Join our dynamic research oriented faculty and conduct research in biological engineer ing, drug delivery, biointerfaces protein engineering, polymers and systems biology. For more information, contact Professor Jovan Mijovic head Department of Chemical and Biological Engineering Polytechnic University Six Metro Tech Center Brooklyn NY I 120 I Phone:718-260-3097 Or visit us at: www.poly edu/cbe The Power of PolyThinking FACULTY J.R.Kim Protein engineering : folding aggregation and stability R Levicky Biosensors, nanobiotechnology J. Mijovic Relaxation dynamics in synthetic and biological macromolecules J. Pinto Design scheduling and opt i mization of chemical and biological processes S Sofou Engineering principles of drug delivery for cancer cure L. Stiel Thermodynamics and transport properties of fluids E Ziegler Air pollution control engineering W.Zurawsky Plasma polymerization, polymer th i n films 40 /

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Princeton University Ph.D. and M.Eng. Programs in Chemical Engineering Applied and Computational Mathematics Computational Chemistry and Materials Systems Modeling nnd Optimization 1 Biotechnology Biomaterials Computntionnl Biology Protein nnd Enzyme Engineering Environmental and Energy Science and Technology Art and Monument Conservation Fuel Cell Engineering Fluid Mechanics and Transport Phenomena Biological Transport Electrohydrodynnmics Flow in Porous Medin Granular and Multiphas e Flow Polym er and Suspension RheologtJ Materials: Synthesis, Processing, Structure, Properties Adhesion and Interfacinl Phenomena Ceramics and Glasses Colloidal Dispersions Nanoscience and Nanotec hnologtJ Polymer s ChE Faculty Process Engineering and Science Chemical R eactor Design Stability and Dynamics Het erogeneous Catalysis Process Control and Operations Pro cess Synthesis and D esign Ilhan A. Aksay Jay B. Benziger Pablo G. Debenedetti Chris todoulo s A. F l oudas Yannis G. Kevrekidis Morton D. Kostin Athanassios Z. Panagiotopoulos Robert K. Prud'homme Richard A. Register William B Russel Dudley A. Saville Stanislav Y. Shvartsman Sankaran Sundaresan James Wei Thermodynamics and Statistical Mechanics Glasses 402 David W Wood T. Kyle Vanderlick (Chair) Affiliate Faculty Emily A. Carter (Mechanical and Aerospace Engineering) George W Scherer (Civil and Enviromnental Engineering) Salvatore Torquato (Chemistry) Kinetic and Nucleation Theory Liquid State TI1eory Molecular Simulation Write to: Director of Graduate Studies Chemical Engineering Princeton University Princeton, NJ 08544-5263 or call: 1-800-238-6169 or email: chegrad@princeton.edu Please visit our website: http://chemeng.princeton.edu Chemical Engineering Education

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PURDUE UNIVERSITY C OLLEGE OF ENGINEER I NG Faculty Rakesh Ag r awal Chelsey D. Baertsch Osman A. Basaran Stephen P. Beaudo i n James M Caruthe r s David S. Corti W. Nicholas Delgass Elias I. Franses Robert E. Hannemann Michael T Harr i s Hugh W. Hillhouse R. Neal Houze Sangtae Kim Gil U. Lee Julie Liu John A Morgan Joseph F. Pekny R. Byron Pipes D. Ramkrishna G. V. Reklaitis Fabio H. Ribeiro Kendall T Thomson Arvind Varma (Head) V. Venkatasub r aman i an Nien-Hwa L. Wang Phillip C. Wankat You-Yeon Won F a /1 2006 School of Chemical Engineering f'"~ '1_:;1 _. Ji/: Preeminence in Discovery, Learning, and Engagement Research areas Biochem i c a l Engineering B i omater i als Biomolecular Eng i neering Cat a lys i s & React i on Engineer i ng Clean & Renewable Energy Combustion Synthesis Electronic Mater i als Flui d Mechanics & Transport Phenomena lnterf a c i al Engineering & Colloid S cience M icro& Nanofluidics Molecular Modeling & S tatistical M echanics Nanofab r ication & Nano m ater i als Ph ar maceutical Engineering Polymer Materials & Composites Product & Process Systems Engineering Separat i on Processes Surface Science These are exciting times at Purdue, in Chemical Eng ineering (Ch E) and in the entire university. The College of Engineering (COE) and the university have created 95 and 300 new faculty positions, respectively, i n the last five years. In the COE, most of these positions are cluster hires in signature areas of great importance to society. N ine new faculty, includ ing three members of the National Academy of Eng i neer ing, have joined ChE since 2003. A new ChE building was completed in 2005, and the original is undergoing fu ll renovation. T he university has recently completed Dis covery Park, a new $150 million faci l ity that ho u ses interdisciplinary researchers and equipment in nanotechnology, biotechnology, and other signature areas. More recently ChE faculty have teamed up with others from Purdue, as well as several universities and industrial partners, to win a national competition and have been awarded $15 million of fund in g to start an NSF Engineering Research Center for Struc t ured Organic Composites for pharmaceutical and other product applications. For more informat i on con t act: Graduate Studies, Forney Hall of Chemical Engineering Purdue University 480 Stadium Mall Drive West Lafayette, IN 47907 Phone : (7 65) 494-4057 Web: http : //engineering.purdue.edu/ChE EA/ EO U Produced by the Engineering Communications Office 403

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Chemical and Biological Engineering at Rensselaer Polytechnic Institute The Chemical and Biologi ca l Engineering Departm e nt at Renssela e r has lon g been r ecog ni ze d for its exce llen ce in teaching and research. / ts graduate programs lead to resear c h-bas e d M.S. and Ph.D. degrees and to a co urs ebased M. E. degree. Programs are also offered in coo peration w ith th e School of Manag e m e nt and Te c hnolog y which lead to an M.E in Chemical En gi n ee rin g and to an MBA or th e M.S. in Manag e ment. Owing to funding, co nsultin g and previous faculty experi e n ce th e department maintains close ties with industr y. D e partm e nt web site: http: // www.eng.rpi .e du / dept / c h em-eng / Located in Troy New York Rensselaer is a private sc hool with an enrollme nt of some 6000 st ud ents. Situated o n the Hudson River just north of New York 's cap it al c it y of A lb any it is a three-hour drive from New York City Boston and Montreal. The Adirondack Mountains of New York the Green Mountains of Vermont and the Berkshires of Massachusetts are readily accessible Saratoga w ith its battlefield racetrack and Performing Ar t s Center (New York City Ballet Philadelphia Orchestra and jazz festival) is nearby. 404 Application material s and information from : Graduate Service s Rensselaer Polytechnic Institute Troy NY 1 2180-3590 Telephone: 5 J 8-276-6789 e -m a il: grad-ad mi ssio n s@rpi.e du http :/ / www.rpi.edu / dept / grad-serv i ces / Faculty and Research Interests Elmar R. Altwicker, altwie@rpi.edu Professor Emeritus Spouted-bed combustion; incinera tion ; trace-pollutant kinetics Georges Belfort, belfog @ rpi edu Membrane separations; adsorption; biocataly sis; MRI interfacial phenomena B. Wayne Bequette, bequette@rpi.edu Process control; fuel cell sys tem s; biomedical systems Henry R Bungay ID bungah @ rpi.edu Pro/Em eritus Wastewater treatment; biochemical engineering Timothy S. Cale, caJet@rpi.edu Semiconductor material s processing; tran spo rt and reac tion analyses Marc-Olivier Coppens, Nature-inspired c hemical engineering; nano-biotechnol ogy ; mathematical & computational modelin g; s tati s tical mechani cs; nanoporou s material s syn the s i s; reaction e n ginee rin g Steven M. Cramer, crames@rpi.edu Displa ce ment membrane and preparative chromatogra phy ; e nvironmental re sea r c h Jonathan S. Dordick, dordick @ rpi edu Biochemical engineering; bioc atalys i s, polymer science, bio separa tion s Arthur Fontijn, fontia@rpi.edu Combustion ; high-temperature kinetics ; gasphase reaction s Shekhar Garde, gardes@rpi .edu Macromolecular se lfassem bl y, comp uter si mul atio n s, sta ti s ti ca l them1odynamics of liquid s, hydration phe nomena William N. Gill, gi11w@rpi.edu Microelectronics; reverse osmosis; crystal growth; ceramic composites Ravi S. Kane, kaner @ rpi.edu Polym ers; bio s urfa ces; biomaterials; nanom ate rial s Sanat K. Kumar, kumar@rpi.edu Polym e r nano str u ctures, n a nocompo s ite s, dynamics of glasses a nd gels, them1odynamics of complex fluid s Howard Littman littmh@rpi.edu, Professor Emeritus Fluid / particle systems; fluidi za tion s poutin g, pneumatic transport Lealon Martin, lealon @ rpi.edu Chemical and biological proces s modelin g and design ; optimization; systems engineering E Bruce Nauman, nauman @rpi.e du Polymer blend s; nonlinear diffu sio n ; devolatilization; polymer s tructur e and prop ert ie s; pla st ic s re cycli n g Joel L.Plawsky,plawsky @ rpi.edu Electronic and photonic materials ; interfacial phenom ena; transport phenomena Susan Sharfstein, sharfs@rpi.edu Biochemical engineering, mammalian cell c ulture recombinant protein production Hendrick C. Van Ness, vanneh@rpi.edu Institute Pr ofessor Emeritus Peter C. Wayner, Jr., wayner@rpi.edu H eat transfer; interfacial phenomena ; porou s materials Chemi c al En g in ee ring Edu c ation

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RICE FACULTY Sibani Lisa Biswal ( St a nford 2 0 04) Walter Chapman (Co rnell 1 988) Ramon Gonzalez (U ni v. of C hil e, 20 01 ) George Hirasaki ( Ri ce, 1 96 7 ) Nikolaos Mantzaris ( Minn eso t a, 20 0 0) Clarence Miller (M inn esota, 1 966) Matteo Pasquali ( Minn eso ta 2000) Marc Robert (Sw i ss F e d In s t. Tec h. 1 980) Laura Segatori (E ffec ti ve 7/1 / 2007 ) (U T Au s tin 2 00 5) Michael Wong (M IT 20 0 0) Kyriacos Zygourakis ( Minn eso t a, 1 98 1 ) Joint Appointments Vicki Colvin (UC B e rk e l ey, 1 994) Anatoly Kolomeisky (Co rn e ll I 998) Antonios Miko s ( Purdu e, 1 988) Ka-Yiu San (Ca lt ec h 1 984) Jennifer West (U T A u s tin 1 996) Fa/12006 CHEMICAL AND BIOMOLECULAR ENGINEERING @ RICE THE UNIVERSITY Rice is a leading research university small private and highly selective distinguished by a collaborative highly inte r disciplinary culture State-of-the-art laboratories i nternat i onally renowned research centers and one of the country s largest endowments support an i deal learning and living environment. Located only a few miles from downtown Houston it occupies an architecturally distinctive 300 acre campus shaded by nearly 4 000 trees THE DEPARTMENT Offers Ph D ., M S ., and M Ch E degrees. Provides 12-month stipends and tuition waivers to full time Ph D students. Currently has 57 graduate students ( 55 Ph.D ., 1 M S and 1 M Ch E / M.B A.) Emphasizes interdiscipl i nary studies and collaborations with researchers from Rice and other institutions the Texas Medical Center NASA s Johnson Space Center and R&D centers of petrochem i cal companies Energy & Sustainability FACULTY RESEARCH AREAS Advanced Materials & Complex Fluids Synthesis and characterization of nanostructured materials catalysis nanoand microfluidics, self assembling systems hybrid biomaterials rheology of nanostructured liquids polymers carbon nanotubes interfac i al phenomena emulsions colloids. Biosystems Engineering Cell population heterogeneity metabolic engineering systems biology microbial fermentations signal transduction and biological pattern formation, protein engineering cellular and tissue engineering Gas hydrates statistical mechanics transport and thermodynamic fluid properties enhanced oil recovery reservoir characterization aquifer remediation pollution control. For more information and graduate program applications write to: Or visit our web s ite at: C h a ir Gra du a t e Ad m issio n s Co mmitt ee C h e mi ca l a nd Bi o m o l ec ul a r E n g in ee rin g, MS -362 Ri ce U n ive r si t y P O B ox 1 892 H o u s t o n TX 7725 1-1 892 http : // www. ri ce ed u / c h be / 405

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Department of Chemical Engineering University of Rochester M. L. ANTHAMATTEN, Ph .D. 2001 M.I.T. Ma c romol ec ular Self-Assembly Associative and Functional Pol y m e rs Nanostruc tur ed Mat e rial s Optoel ec troni c Mat eria l s Vapor Depositi on P oly meri z ation lnt e 1fa c ial Ph e nom e na S. H. CHEN Ph.D 1981, Minnesota Pol y mer Science and Engineering Gla ss -formin g liquid crys tal s M esomo rphi c co nju gate d polymers Photoni c and electronic devices E. H. CIDMOWITZ, Ph D 1982 Connecticut Critical Ph e nom e na St a ti s ti cal M ec hani cs of Fluids Computer-Aided D esig n D.R. HARDING, Ph D. 1986 Cambridge (Eng land ) Thin-film deposition Prop e rti es of Films and Composite Stru c tur es Dev e l o pin g Cryogenic Fu e l Capsules for Nuclear Fu sio n Exp e rim e nt s S. D. JACOBS Ph D. 1975 Roch es ter Opti c al Mat e rial s for laser Applications Liquid-C, yst al Opti cs El ec tr oop ti c D e v i ces Opti cs Manufacturin g Pro cesses Ma g n eco rh eolog i cal Finishin g P olis hin g Abr as i ves and Slurries Op t i cal Glas s J. JORNE Ph.D. 1972 California ( Berkele y) Ele c tr oc h em i ca l En ginee rin g Fu e l s Cells Mi c ro elect roni cs Pr ocessing Ecosys tems Sustainable En e r gy M. R. KING Ph.D. 1999 Notre Dame D y nami cs of L e uk ocy t e and Plat elet Adhesion, Computational Biojluid M ec hani cs Cell and Ti ssue En ginee rin g L. J. ROTHBERG, Ph D 1984 Harvard Pol yme r El ec tr o ni cs Opto e l ec troni c D ev i ces Li gh t-Emittin g Diod es Thin Film Tran si t o r s Or gan i c Ph otovol tai cs and Solar Cells Biom olecu lar Sensors Plas mone nhan ced D evices Y. SHAPIR Ph D 1981 Tel Aviv ( I srae l ) Critical Ph eno m e na Tran spor t i n Di sorde r ed M edia Scaling B e ha v i or of Growin g Sur faces C.W. TANG, Ph.D 1975 Cornell Or ganics Electronic D evices Or ga ni c Li g ht-Emittin g Di odes Solar C e lls Phot o co ndu cto r s Im age Sensors Phot orecep t o rs Metal-Organi c and Or ga ni c-O r ganic Ju nction Ph e nom ena Flat-Pan el Di splay T ec hn ology J. H. D. WU Ph.D. 198 7, M.I.T. Bio c h e 111 ical En g in ee rin g F er 111 e ntati o n Bio cataly sis Bon e Marro w Tis s u e En gi n ee ing M olecular Control of H e 111at opoies i s Ste111 Cell and L y 111 p h ocy t e Culture En zy mol ogy of B io 111a ss D eg r adation and En e r gy Utilization Mol ecular Bi ology H. YANG Ph D 1998 Toronto Nanostructured Ma ter ials Ma gnetic Nanoparticles and Nanocomposites M esa porous Solids Microand Nanofabrication Synthesis of Nanoparticles in I o ni c Liqui d Methanol and H y dr oge n Fuel-C e ll Catalysts P oro u s Solids Fun c ti onal Na nom ate ria/ s for Ph o t o ni c a nd Biolo g i cal Applications M. YATES Ph D. 1999 Texa s (A ustin ) Colloids and lnt e 1f aces Ma te rials Synthesis in Mi c r oe mul s i ons Nanoparticle / Pol y m er Co mpo si t es Super c riti cal Fluids Mi c r oe ncapsulation 406 Graduate Study and Research leading to M.S. and Ph.D. degrees Fellowships to $24,000 plus full tuition For further information and application, write Graduate Admissions Department of Chemical Engineering 206 Gavett Hall Box 270166 Univer s ity of Rochester Rochester New York 14627-0166 Phone: (585) 275-4913 Fax: (585) 273-1348 e-mail: markham @c he.rochester.edu Chemical Engineering Education

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Master of Science Rowan O UniversityChemical Engineering State-of-the-Art Facilities Project Management Experience Individualized Mentoring Collaboration with Industry Multidisciplinary Research Day and Evening Classes Part-time and Full-time Programs Assistantships Available The Chemical Engineering Department at Rowan University is housed in Henry M. Rowan Hall a $28 million 95 000 sq. ft. multidisciplinary teaching and research space. An emphasis on project management and industriall y rele va nt research prepares students for successful careers in high tech fields. A recent award of $6 million as seed money for the South Jersey Technology Center will provide further opportunities for student training in emerging technologies. Located in southern New Jer sey, the nearby orchards and farms are a daily reminder that this is the Garden State. Cultural and recreational opportunities are pl e ntiful in the area. Philadelphia and the scenic Jersey Shore are only a short drive and major metropolitan areas are within easy reach. Faculty Robert P. Hesketh Chair University of D e la ware Kevin Dahm Massachusetts In stitute of T ec hnol ogy Stephanie Farrell New J ersey In stitute of Technology Zenaida Gephardt University of D e la ware Brian G. Lefebvre University of Delaware James Newell Clemson University Mariano J. Savelski U ni versity of Oklahoma C. Stewart Slater Rut gers University -------------Research Areas Membrane Separations Pharmaceutical and Food Processing Technology Biochemical Engineering Green Engineering Controlled Release Kinetic and Mechanistic Modeling of Complex Reaction Systems Reaction Engineering Novel Separation Processes Modeling and Processing of High-Performance Polymers Process Design and Optimization Particle Technology Environmental Engineering For additional information ---------------------Dr. Mariano J. Sa ve lski Graduate Student Advisor Department of Chemical Engineering Rowan University 201 Mullica Hill Road Glassboro NJ 08028 Phon e: (856) 256-5310 Fax : (856) 256 -5 242 E-mail: save l sk i @ rowan.edu Web: http: // e n gi n ee rin g .en g.rowa n.edu Fall 2006 407

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Chemical & Biomolecular Engineering m~ na ~ o f S i ngapo r e Chemical & Biomolecular Engineering as a profession and Singapore as a nation mirror each other in many ways. Both are dynamic trend-setting and constantly evolving. And both represent an exciting and ever-changing interplay of complementary interpretations of the life around us with the fusion of chemical / biological sciences and engineering sciences in the case of the former rivaling the symbiosis between the East and the West in our culturally vibrant island nation. Our Department is a microcosm of what surrounds us locally as well as globally Culturally the Department is an amalgam of the East and the West. Intellectually we span the many facets of the frontiers of our profession We draw the best students from Singapore and the region to our undergraduate programs and compete successfully with overseas institutions for highly competent graduate students We combine strengths with the finest institutions around the world through our international initiatives in education and research. Our faculty members come from world-class universities Our facilities are enviable by anyone s standards And our vision and ideas are as exciting as any you will find elsewhere Come join us and be a part of the future today/ Program Features Research activities in a broad spectrum of fundamental applied and emerging areas. Active research collaboration with the i ndustry national research centers and i nstitutes with emphasis on chemical and process engineering, biotechnology environmental science/technology microelectronics and materials science Top-notch facilities for carrying out cutting-edge research Strong international research collaboration with over 20 universities in America Europe and Asia Over 200 research scholars (85% pursuing P D) ro ountries such as USA Germany Japan China India, Vietnam and other countries i n the reg i on Joint graduate prqgrams with UIUC MIT a Strategic Research & Educational Thrusts Biomolecular and Biomedical Engineering Chemical Engineering Sciences Chemical and Biological Systems Engineering Environmentally Benign Processing & Sustainability Functionalized and Nanostructured Materials & Devices Our Graduate Programs PhD and MEng NUS-UIUC Joint PhD and Joint MSc Dual MSc (MIT NUS) & Joint PhD Singapore-MIT Alliance MSc (Chemical Engineering) MSc (Safety, Health & Environmental Technology) Engineering Your Own Evolution! Reach us@ Ema il : graduate_programs @ nus e du sg http : // www ChBE nu s .edu .s g F ax : +65 6 779 19 3 6 Department of Chemical & Biomolecular Engineering Na t ional Un i v e rsity o f S i ngap o re 4 En g in e er i ng Drive 4 Singapore 117576 408 C h e m ical E n ginee rin g Ed u ca t io n

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SMt:i Singapore-MIT Alliance Graduate Fellowship Chemical and Pharmaceutical Engineering A cutting edge curriculum in the fields of molecular engineering and process science focused on the pharmaceutical industry Photo of MIT Dome taken by Ms Jocelyn s S~es Singapore-MIT Alliance (SMA) is a partnership between the Massachusetts Institute of Technology in the US and the National University of Singapore ( NUS ) and the Nanyang Technological University ( NTU ) in Singapore SMA offers DUAL DEGREES: e i ther a MIT Practice School Masters degree and a Masters degree from NUS / NTU ; or the MIT Practice School Masters and a PhD from NUS / NTU ; or a PhD DEGREE from either NUS or NTU jointly supervised with MIT faculty members SMA Graduate Fellowship Benefits: Full support for tuit i on and fees at MIT and either NUS or NTU Compet i tive monthly stipend and liv i ng allowance Roundtrip a i rfare between Singapore and Boston Additional living allowance dur in g res i dency at MIT International experience Degree Award: An MIT Masters in Chemical Engineer i ng Practice ( MS-CEP ) and an NUS SM ( Dual Masters ) ; or An MIT MS-CEP and an NUS PhD ; or An NUS or NTU PhD degree with SMA Certificate Admission Requirements: Bachelor Degree in Chemical Engineer i ng or related areas 1 st or 2 nd Upper Class Degree w i th Honours o r i ts equ i valent Good TOEFL and GRE scores APPLY FOR THE JULY 2007 INTAKE FROM SEPTEMBER 2006 ONWARDS Chemical and Pharmaceutical Engineering (CPE) programme comprises innovative courses of study that integrate a molecular-level understanding of biological and chemical phenomena with advances in process engineering for the pharmaceutical and fine chemical industries Students will be exposed to state-of-the-art concepts in bioprocess engineering, biocatalysis, biochemical engineering, nanostructured catalyst design and organic synthesis, molecular engineering, molecular principles of colloidal and interfacial engineering and metabolic engineering Other SMA programmes offered: Advanced Materials for Microand Nano Systems (AMM&NS) Computational Engineering (CE) Manufacturing Systems and Technology (MST) Computation and Systems Biology (CSB) Application Deadline: 2 nd January 2007 T o a ppl y pl ease v i si t: http :// we b m i t. e du / s ma / stud e nt s / a dmi ssi on s / ind ex htm F o r further d e t a il s pl ea s e vis it: http :// web mit. e du / s ma / stud e nt s / programm es/ ind ex. htm F o r enqui r es e-mail us at : s mart @ nu s ed u sg o r co nt ac t u s a t: (6 5 ) 65 16 47 87 Fa/12006 409

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& Department ~ UN VERSITY OF SOlITHQ\ROUNA The Department of Chemical Engineering at USC has emerged as one of the top teaching and research programs in the Southeast. Our program ranks in the top twenty nationally in research expenditures (> $4 million) and annual doctoral graduates (10-12 per year). The Depart ment offers Master's and PhD degree programs in chemical engineering and biomedical engineering. PhD candidates re--:..~":.-:..-:::.-. ceive tuition and fee waivers, a health insur ance s ub sidy, and highly competitive stipends start ing at $22,000 per year. For further information: 410 The Graduate Director, Department of Chemica l Engineering, Swearingen Engi n eering Center University of South Carolina, Co lumbi a SC 29208 Phone: l-800-763-0527 Fax : 1 -803 -777-097 3 Web page: www.che sc edu of Chemical Engineering The University of South Caro lin a is located in Co lumbi a the s tate capital. Co lumbi a is conveniently l ocated in the center of the state and combi n es the benefits of a big city with the charm and hospitality of a smal l town. The area's sunny a nd mild climate, combined with its lakes and wooded park s provide plenty of opportunities fo r yearround outdoor recreation. In addition, Col umbi a is only hours away from the Blue Ridge Mountains and the Atlant i c Coast. Faculty Charlotte and Atlanta-cities that serve as Co lumbi a s international gateways -are nearby. M.D. Amiridis, Wisconsin J.W. Bender, Delaware J. Delhommelle, Paris F.A. Gadala-Maria, Stanford E.P. Gatzke Delaware E. Jabbari, Purdue M.A. Matthews Texas A&M M.A. Moss, Kentucky T. Papathanasiou McGill H.J. Ploehn Princeton B.N. Popov, Illinois J.A. Ritter, SUNY Buffalo T.G. Stanford Michigan V. Van Brunt, Tennessee J. W. Van Zee, Texas A&M J.W. Weidner NC State R.E. White, Cal-Berkeley C. T. Williams Purdue Research Programs Adsorption Technology Batteries and Fuel Cells Biomedical Engineering Biomaterials Colloids and Interfaces Composite Materials Co"osion Engineering Electrochemistry Heterogeneous Catalysis Nanotechnology Numerical Methods Pollution Prevention Process Control Rheology Separations Sol-Gel Processing Solvent Extraction Surface Science Supercritical Fluids Thermodynamics Waste Management Waste Processing Chemical Engineering Education

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U S C VITERB I S C HOOL OF ENG I NEER I NG Mork Family Department of Chemical Engineering and Materials Science offers de g ree s in MS ENG. and Ph.D. in Chemical Engineering, in Material s Science and Petroleum Engine e rin g For further information about th e d eg r ee programs financial support, a nd application forms : http : // chems.usc edu Ea rn yo ur MS d eg ree in Chemical E ngineerin g, Materials Science or P etro l e um Engineering on-line throu g h USC's Distance Education Netwo rk. For more information please visit D E N 's website at: http :// den u sc.e du Fall 2006 University of Southern California GRADUA TE S T UDY IN CHEMICAL ENGINEERING, M A TERIALS SCIENCE, AND PETROLEUM E N GINEERING FACULTY W Victor Chang (Ph.D., Chemical Engineering, California Institute of Technology, 1976) Physical properties of polymers and composites; adhesion ; finite element analysis !raj Ershaghi (Ph.D Petroleum Engineering, University of Southern California 1972) Formation evaluation and characterization of subterranean reservoirs; smart oilfield technologies; geostatistical methods ; fractured flow systems Kristian Jessen (Ph.D., Chemical Engineering, Technical University of Denmark, 2000) Flow and transport in porous media, Phase behavior and transport properties of non-ideal mixtures, CO2 sequestration High order accurate numerical schemes for systems of conservation equations, Analytical methods for systems of hyperbolic conservation equations, Compositional streamline simulation Edward Goo (Ph D ., Materials Science, Stanford, 1985) Microstructural characterization; transmission electron microscopy; phase transformations; crysta l defects Rajiv Kalia (Ph D Physics, Northwestern University, 1976) multidisciplinary research includes large scale computer stimulations of novel materials and biomedical systems, procedures and techniques for the interaction of worldwide supercomputer networks, and software tools for interactive visualization environments Atul Konkar (Ph.D ., Materials Science, University of Southern California 1999) Electron and Scanning Probe Microscopies, Nanoscale Structural and Electrical Studies of Integrated Nanostructures C. Ted Lee, Jr. (Ph.D., Chemical Engineering, University of Texas, Austin, 2000) Responsive surfactant systems; templated nanomaterials; protein fo l ding; gene transfection; drug delivery ; biosurfaces Anupam Madhukar (Ph D., Materials Science and Physics, California Institute of Technology, 1971) Electronic/ Photonic Materials & Nanostructures --Growth, In-situ processing, Electrical Optical and Structural Properties, and Devices Florian B. Mansfeld (Ph.D., Physical Chemistry, University of Munich, Germany 1967) Electrochemistry, corrosion science and technology, electrode-position batteries and fuel cells. Steven Nutt (Ph.D Materials Science University of Virginia, 1982) Mechanical behavior and manufacture of fiber-reinforced composites and sandwich structures; nanocomposite synthesis and properties; synthesis and properties of fiber-reinforced foams; electron microscopy of composite interfaces Richard Roberts (Ph.D Biophysical Chemistry, Yale University, 1993, Postdoctora l fe ll ow Harvard Medical School 1997) Combinato r ia l peptide, protein, and drug design mRNA display, signal transduction origin of life Muhammad Sahimi (Ph.D., Chemical Engineering, University of Minnesota, 1984) Membrane separat i on; heterogeneous materials; atomistic modeling of transport and separation of fluid mixtu r es in nanaporous materials ; flow, transport, reaction and wave propagation in large-scale porous media; percolation theory; massively parallel computations Katherine S Shing (Ph.D., Chemical Engineering Cornell 1982) Thermodynamics and statistical mechanics; supercritical extraction; protein adsorption Theodore T Tsotsis (P h D. Chemical Engineering, University of Illinois, Urbana, 1978) Chemical reaction engi n eering; membrane separation processes Priya Vashishta (Ph.D., Indian Institute of Technology, Kanpur, I n dia 1967) Computing technology, realistic simulations of complex systems and processes in the areas of materials nanotechnology, and bioengineer ed systems. Pin Wang (Ph.D., Chemical Engineering, California Institute of Technology, 2004) Protein biosysthesis; bimolecular engineering; biomaterials engineering and microfluidic devices for biological application Yannis C. Yortsos (Ph D., Chemical Engineering, California Institute of Technology, 1979) Flow, transport and reaction in porous media 4JI

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412 University at Buffalo The State University of New York Chemical and Biological Engineering Integrative Research at the Leading Edge of Chemical and Biological Engineering Faculty Paschal is Alexandridis (M IT ) self-assembly, complex fluids nanomat er ials interfacial phenomena amphiphi/ic polymers Stelios T. Andreadis (Michigan) gene therapy tissue engineering of skin & blood vessels contro ll ed protein and gene delivery J effrey R. Errington (Cornell) mol ec ular simulation statistical th ermodynamics, biopreservation Vladim i r Hlavacek (JCT -Prague) reaction engineering nanopowders explosives and detonations, analysis of chemica l plants Mattheos Koffas (MIT) metabolic engineeri ng bioinformatics, evo lutionary engineeri ng David A. Kofke (Pennsylvania) mol ecu lar modeling and simulation Carl R. F. Lund (Wisconsin) h ete rog e neous ca talysis chemical kinetics reaction engineering Michae l McKittrick (Georgia Tech) molecularly engineered mat eria ls cata lysis, photoch emistry Sriram Neelamegham (Rice) biomedical engineering ce ll biome0anics, vascular engineering Johannes M. Nitsche (MIT) fluid mechanics, transport phenomena, bioactive surfaces biological pores tran sderma l transport Sheldon Park (Harvard) biomolecular engineering, mol ecu lar evo lution structura l bioinformatics and simulations Eli Ruckenstein (Bucharest) ca tal ysis, surface phenomena, colloids and emulsions, biocompatible swfaces and materials Michael E. Ryan (McGill) polymer and ceramics processing rheology non-Newtonian fluid mechanics Mark T. Swihart (Minnesota) nanoparticle sy nthesis mod eling of reactive flows computa tional chemis try chemical kinetics E. (Manolis) S. Tzanakakis (Minnesota) stem cell t echno lo gy, pancreatic cell and tissue engineering, biochemical engineering Adiunct Faculty Emeritus Faculty in Residence Athos Petro u (Physics) spectroscopy, semiconductor nanostructur es Robert J. Good (Michigan) adhesion and interface . science philosophy of science Frederick Sachs (B10phys1cs) ce llular mechanics and signaling Carel Jan van Oss (Microbio l ogy and Immunology) colloids and interfaces Thomas W. Weber (Cornell) process control Yaoqi Zhou (Biophysics) protein folding, simulation of biomolecules Sol W. Weller (Chicago) cata l ysis, coa l liquefaction, history of chemica l engineering Chemical and Biological Engineering faculty participate in many interdisciplinary centers and initiatives including The Center of Excellence in Bioinformatics and Life Sciences, The Center for Computational Research, The Institute for Lasers, Photonics, and Biophotonics, The Center for Spin Effects and Quantum Infom1ation in Nanostructures, The Center for Advanced Molecular Biology and Immunology, and The Center for Advanced Technology for Biomedic al Devices http://www.cbe.buffalo.edu For more information and an application go to http://www.cbe.buffalo edu e-mail cegrad @ buffalo.edu, or write to Director of Graduate Studies, Chemical and Biological Engineering University at Buffalo (SUNY), Buffalo, New York 14260-4200 All Ph.D. students are supported as research or teaching assistants. Additional fellowships sponsored by Praxair Inc. The National Science Foundation !GERT program and the State University of New York are available to exceptionally well qualified applicants. Chemical Engineering Education

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Faculty ____________ R. Besser (PhD Stanford University) G.B. Delancey (PhD University of Pittsburgh) H. Du (PhD, Penn State University) B. Gallois (PhD Carnegie-Mellon University) D.M. Kalyon (PhD McGill University) S. Kovenklioglu (PhD Stevens Institute of Technology) A. Lawal (PhD McGill University) W.Y. Lee (PhD Georgia Institute of Technology) M. Libera (Seo, Massachusetts Inst. of Technology) A. Ritter (Ph D University of Rochester) G. Rothberg (PhD, Columbia University) K. Sheppard (PhD, University of Birmingham) H. Wang (PhD University of Twente) X. Yu (PhD Case Western) -------------Research in Micro-Chemical Systems Polymer Rheology Processing and Characterizat ion Processing of Electronic and Photonic Materials Processing of Highly Filled Materials Chemical Reaction Engineering B io materials and Thin F i lms Polymer Character i zation and Morphology High Temperature Gas-Solid and Solid-Solid Intera ctio ns Environmental and Thermal Barrier Coatings Biomaterials Design Tissue Engineering and Cell Signaling STEVENS INSTITUTE OF TECHNOLOGY Multidisciplinary environment consisting of chemical and polymer engineering chemistry and biology Site of two major engineering research centers ; Highly Filled Materials Institute ; Center for Micro chemical Systems Scenic campus overlooking the Hudson River and metropolitan New York City Close to the world's center of science and cul ture At the hub of major highways, air rail and bus lines At the center of the country's largest concen tration of research laboratories and chemical petroleum, pharmaceutical, and biotechnology companie!:> GRADUATE PROGRAMS IN CHEMICAL ENGINEERING Full and part-time Day and evening programs MASTER'S CHEMICAL ENGINEER PH.D. For appli cation contact : Offi ce of Graduai e Studi es Stevens I nstitute of Technolo gy H oboken,NJ 07030 20 1 -2 / 6-5234 For additional information, contact: Chemical, B iomedical, and Mat e rials Engineering Departm e nt Stevens I nstitut e of Te c hnolo gy H oboken, N J 07030 201-2/6-5546 ( Financial Aid is Available to qualified students. ) Stel e n s In s titute of Techno l ogy do es not discriminate aga inst any per so n b eca u se of r ace, creed, co l or, n a tional origin sex, age, marital sta tu s, handicap li a bilit y for senice in th e armed forc es or sta tu s as a di sa bl e d or V i e tn a m era ve t e r an. Neural and Mus cu loskeletal T issue Engineer i ng and Nanobiotechnology Fall 2006 413

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414 Graduate Studies in Chemical Engineering The University of Tennessee, Knoxville Piece together the elements of a great graduate experience ... Graduate st udents and faculty working The Research together to reach common goals-that partnership is at the heart of The University ofTennessee -Kn oxville's Dep a rtment of Chemica l Engineering. It's a partnership that works, creating exciting and productive research in six major areas: (I) bioprocess engineering, (2) molecular science and engineering, (3) separations and transport phenomena (4) computer-aided process simulation and design (5) polymer processing and (6) process control. These research programs reach out to other engineering and science departments to the nearby Oak Ridge Nat i onal Laboratory and to industry fanning l arger partnerships and creating an unsurpassed research environment. Founded in 1794 as Blount College, the The University first non-sectarian co ll ege west of the Appalachians, The University of Tennessee today is the state's l argest university and Land-Grant institution with about 21,000 undergraduates 6,000 graduate and professional students, and a faculty of 1 400. The University of Tennessee is located in Knoxville near the headwaters of the Tennessee River. Within an hour 's drive are six Tennessee Valley Authority lakes and the Great Smoky Mountains National Park. The Knoxville metropolitan area has a population of800,000 but enjoys a pleasant generally uncrowded atmosphere and consistently ranks among the nation 's top ten metropolitan areas in surveys on quality of li fe East Tennessee has a four-season climate, ranging from warm summer temperatures to winter temperatures cold e n ough for snow skiing in nearby mountain resorts. The Faculty Paul R Bienkowski (Ph.D., Purdue 1975) Biopro cessi ng Th er modynami cs Duane D. Bruns (Ph.D., Houston 1974) Process Control, Modeling John R Collier (Ph.D., Case Institute, 1966) Polymer Processing and Prop e rti es Robert M. Counce (Ph.D., Tennessee 1980) Green Engineering, D es ign, Separations Brian J. Edwards (Ph.D., Delaware 1991) Non -N ewto nia/ Fluid Dynamics Paul D. Frymier (Ph.D., Virginia, 1995) Biochemical Engineering Bios e nsors David J. Keffer (Ph.D., Minnesota, 1 996) Molecular Mode lin g of Adsorption, Diffusion and R eac tion in Zeolites Charles F. Moore (Ph.D., Louisiana State, 1969) Pro cess Control Tsewei Wang (Ph.D., M.I.T., 1977) Proc ess Control, Bioprocessing Frederick E. Weber (Ph.D., Minnesota 1 982) Radiation Chem is fl y, Engineering Pedagogy The Next Step For additional information con ta c t : Department of Chemical Engineering Univers it y of Tennessee-Knoxville 4 1 9 Dougherty Hall Knoxville TN 37996-2200 Phone: (865) 974-2421 The nearby Oak Ridge National Laboratory provides additiona l cutting edge opportunities for graduate student research and post-graduation employment. Many of our graduate st ud ents conduc t research in collaboration w ith both ORNL scientists and UT facu lty In tum many ORNL scientists h o ld adjunct facu lt y appointments in our department. The result of these co ll aborat i ve efforts is an exciti n g research env ironm ent in fields such as biotechnology nanotechnology and high performance computing and simulation. Email: cheinfo@utk.edu World Wide Web: http: // www.che.utk.edu Chemical Engineering Education

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Chemical Engineering at ::J 0 cu LL Tennessee Tech University "We're here for the students." Pedro E Arce Professor and Chair Ph.D., Purdue University 1990 Electrokinetics Non-thermal Plasma High Oxidation Processes Nano Structured Materials Joseph J. Biernacki Professor Dr. Eng. Cleveland State University 1988 Cementious Systems Micro-fluidics Electronic and Structural Materials Ileana C. Carpen, Assistant Professor Ph.D. California Institute of Technology 2005 Macrorheology of Materials Flow Stability of Complex Fluids, Colloidal Suspensions John D Eliassen Adjunct Professor Ph.D University of Minnesota 196 3 Process Design Holly A. Stretz Assistant Professor Ph.D., University of Te xas at Austin, 2005 Nanocomposite Structure and Modeling High Temperature Materials and Ablatives Polymer Processing Venkat Subramanian Assistant Professor Ph.D ., University of South Carolina 2001 Electrochemical Systems Modeling and Control of Batteries and Fuel Cells in Hybrid Environments Multiscale Simulation, Novel Symbolic Solutions Donald P. Visco, Jr Associate Professor Ph.D ., University at Buffalo SUNY, 1999 Bioinformatics Molecular Design Thermodynamic Modeling Chunsheng Wang Assistant Professor Ph.D Zhejiang University, 1995 Fuel Cells Energy Storage Systems, Hydrogen Storage Processes and Materials, Nanomaterials Emeritus Faculty: Dr William D Holland Dr. Clayton P. Kerr Dr. John C. McGee Dr David W. Yarbrough FOR MORE INFORMATION, contact TTU s Chemical Engineering Department blends scholarship and research with advanced studies offering excellent opportunities to graduate students. Our program offers an M.S in Chemical Engi neering and a Ph.D. in Engineering with a concentration in Chemi cal Engineering. The relatively small size of the program and friendly campus atmosphere promote close interaction among students and faculty. Research is sponsored by NSF, DOE NASA DOD and state and private sources among others. Faculty members work closely with colleagues in Electrical Engineering Environmental and Civil Engineering Mechanical Engineering, Chemistry, Biology, and Manufacturing and Industrial Technology at TTU, as well as main tain strong collaboration with TTU s Centers of Excellence and other leading institutions and National Laboratories to build a unique and effective environment for graduate research, learning, and well rounded training. L ocated in one of the most beautiful regions of Tennessee Cookeville is the home of Tennessee Tech Uni ve rsity A warm and welcoming community surrounded by parks lakes and mountains Cooke v ille is located a little more than an hour from three of Tennessee s metro areas : Nashville Chattanooga and Knoxville. TTU Chemical Engineering Department, Box 5013, Cookeville, TN 38505-0001 che@tntech.edu Phone (931) 372.3297 Fax (931) 372.6352 Also, visit us on the World Wide Web: http://www.tntech.edu/che/ T ennessee T ech U ni v ersity is a cons t i tu en t u n iv ers i t y of the Tennes s ee Board o f Regents / An EEO I ANT i tle IX / Sect i on 504 / ADA Universit y Fall 2006 415

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THE UNIVERSIT at AUSTIN Chemical Engineering at t h e U n ive rs i ty of T exa s at A u stin is an ex c i ting broad-ba se d a nd i nt e rd is ciplinary prog r a m, w i th fa c ult y o f d i vers e r e s e ar c h int eres ts We are one of th e leading programs i n c h e m ic al engine e r ing e xc elling in all asp ec ts of sc holarsh i p r ese ar c h and e du c at i on B o th M.S ChE and Ph D ChE degr e e s a r e off e r e d Fellowships and r ese ar c h assist a n ts h i p s a re prov i ded in c luding tui ti on and f ees. 4/6 Fa c ult y and the i r re s e a rc h David T. Allen Ph.D ., Caltech, 1983 environmental modeling air po l lution chemistry Roger T Bonnecaze Ph.D Caltech, 1991 rheo l ogy of comp l ex fluids materia l s processing James R. Chelikowsky Ph.D. u of c. Berke l ey, 1975. computationa l mater i a l s sc i ence, s im ulat i on of comp l ex systems Thomas F Edgar Ph.D. Princeton U 1971 process mode l ing contro l optimization John G Ekerdt Ph.D. u. of c. Berke l ey, 1979 electronic materia l s chemistry, surface sc i ence R Bruce Eldr i dge Ph D U. of T exas, 1986 separatio n s research Benny D Freeman Ph.D., u. of c. Berkele y, 1988 po l ymer structures, processing and properties Venkat Ganesan Ph.D MIT, 1999 computer simulations, polymer physics biological physics George Georgiou Ph.D ., Cornell u. 1987 microbial protein biotechnology Adam Heller Ph D ., Hebrew U. 1961 electrochemical biosensing environmental photoelectrochemistry Gyeong S Hwang Ph D Caltech, 1999 mu l tisca l e modeling nanostructuring surface & interface science, defect-dopant engineering Keith P Johnston Ph D ., u. of I ll inois 1981 drug de l ivery supercritica l fluids Miguel Jos e -Yacaman Ph D. N ationa l U n ivers i ty of Mex i co, 1973. m ater i a l s science, elect r on m i croscopy, nanoparticles Brian A. Korgel Ph D. u. of C. Los Ange l es, 1997 complex f l uids n anostr u ct u red materials Douglas R. Lloyd Ph D U of Water l oo, 1977 po l ymeric membrane formation, liquid separations Yueh-Lin Loo Ph.D., Princeton u ., 2001 polymer physics & chemistry, organic e l ectronics, patterning C. Buddie Mull i ns Ph D. Caltech, 1990 surface chemistry, nanostructured film growth Donald R Paul Ph.D ., u of Wisconsin, 1965. polymer blends and nanocomposites, membranes barrier materia l s Nicholas A. Peppas Sc.D M I T 1973 biomaterials polymer physics, bionanotechnology drug delivery S Joseph Qin Ph D ., u of Maryland, 1992 process control, monitoring & optimization, process modeling & system identification Danny Reible Ph.D Caltech, 1982. Environmental transport phenomena assessment and remediation of contaminated sites Gary T Rochelle Ph.D. U. of c. Berke l ey, 1977 CO2 capture to control global warming, reactive mass transfer Peter J Rossky Ph D ., H arvard U ., 1978 theoretica l c h emistry, l iquids co n densed phase quantum dynamics Isaac C. Sanchez Ph D. u of Delaware 1969 statistical thermodynamics of polyme r l iquids and solutions Chr i st i ne E. Schmidt Ph.D., University of Illinois 1995. biomaterials neural engineering Mukul M. Sharma Ph D U. of Southern California, 1985 surface and colloid chemistry Thomas M. T r uskett Ph.D., Princeton U. 2001 molecular-based model ing of protein solutions & nano-confined materials John M. White Ph .D., u. of Illinoi s, 1966. chemical reactions on surfaces, electronic materials A ddres s I nqu iries t o : Graduate Advisor Dept. of Chemical Eng The University of Te xas 1 University Station Co400 Austin, T X 78712 Phone: 512/471-6991 Fa x: 512/475-7824 utgrad@che.utexas.edu www.che.utexas ed u Chemical Engineering Education

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TexasA&M University Large Graduate Program Approximately 130 Graduate Students Strong Ph.D. Program (80% PhD students) Diverse Research Areas Top 10 in Research Funding Quality Living I Work Environment Financial Aid for All Doctoral Students Up to $25,000/yr plus Tuition and Fees and Medical Insurance Benefit s RESEARCH AREAS Complex Fluids Biomedical and Biomolecular Environmental Mat erials Micro-Electronics Micro-Fluids Computational Chemical Engineering Nano-Technology Process Safety Process Systems Reaction Engineering Thermo-Dynamic For More Information Graduate Admissions Office Artie Mc Ferrin Department of Chemical Engineering Dwight Look College of Engineering Texas A&M University College Station, Texas 77843-3122 Phone (979) 845-3361 Website http://www.cheweb.tamu.edu Fall 2006 R.G. Anthony Ph.D. University ofTexas 1966, C.D. Holland Profe ssor Environmental remediation & benign processing kinetics, catalys i s & reaction engineering J. Appleby Ph.D. Cambridge University, 1965 Electrochemistry P. Balbuena Assoc. Head Ph.D., University of Texa s, 1996 GPSA Profe sso r Molecular simulation and computational chemistry J .T. Baldwin Ph.D ., TexasA&M University 1968 Process, design, integration and co111rol M.A. Bevan Ph D. Carnegie Mellon University 1999 Colloidal Science J.L Bradshaw B.S. Texas A&M University 1960 Pro cess safety D.B. Bukur Ph.D., U. of Minnesota, 1974 R eactio n engineering, math methods J.A. Bullin Ph.D., U. of Hou s ton 1972 Profe ssor Emeritus T. Cagin Ph.D. Clemson University, 1988 Computational materials science and nanotechnology; functional materials for devices and sensors; surface and interface properties of materials Z. Cheng Ph.D., Prin ce ton University, 1999 Nanotechnology R. Darby Ph.D .. Ric e University 1972 Professor Emeritus Rh eology, polymers R R. Davison Ph.D. Texas A&M U., 1962 Professor Emeritus Asphalt characterization L.D. Durbin Ph.D. Ri ce University, 1961 Pr ofesso r Emeritus M. El-Halwagi Ph D. Univ. of California, 1990, McFerrin Profe sso r Environmental remediation & benign processing, process design, integration, & co lltrol P .T. Eubank Ph.D. Northwestern University, 1 96 1 Profe sso r Emeritus Thermod ynam i cs G. Froment Ph.D. University of Gent Bel g ium 1957 Kinetics, catalysis, and reaction engineering C.J. Glover, Assoc. H ead Ph.D. Rice University. I 974 Materials chemistry, synthesis, and characteri z ation transport and illlerfacial phenomena J. Hahn Ph D. University ofTexas, 2002 Process modeling, analysis, and control; systems biology M. Hahn Ph.D. Massachusetts In s titute ofTechnology 2004 Vocal fold tissue engineering; cell-biomaterial illleractions K.R. Hall Ph.D. Univ. of Oklahoma, 1967 Ja ck E. & France s Brown Chair Process safety, thermodynamics C.D. Holland Ph.D. Texa s A&M Univ., 1953, Profe ssor Emeritus Separation processes, distillation, unsteady-state processes J.C. Holste Ph.D. Iowa State University, 1973 Th ermodynamics M. T. Holtzapple Ph.D University of Penn sy l van ia 1981 Biomedical / biochemical A. Jayaraman Ph.D. University of California, 199 8 Biomedical / biochemical Y. Kuo Ph.D. Columbia University 1979, Dow Profe sso r Microelectronics S. Mannan Ph.D. University ofOklahoma 1986 Mike O Connor Chair I Dir ector, Mary Kay O'Connor Process Safety Center. Pr ocess safety J. Seminario Ph.D. Southern Illinoi s University 198 8 Lanatter and Herbert Fox Profe ssor. Molecular simulation and computational chemistry D.F. Shantz Ph.D ., University of Delaware, 2000 Dire ctor, Material s Characterization Facility Strncture-property relationships of porous materials, sy111hesis of new porous so lid s J. Silas Ph.D. University of D e laware 2002 Biomat erials V. Ugaz Ph.D. Northwestern University, 1999 Microfabricated Bioseparation Systems T.K. Wood Ph.D. North Carolina State University 1991 Mike O Connor Chair II Green chemistry and bioremediation; biofilms L. Yurttas Ph.D., Texa sA&M University. 198 8 Curriculum R eform Education 4 1 7

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.. .. .. . I et o 4 I Io I ~ .......... -.\ t. f I I I IO ;... ,~"t~ : : : : : : : -i~ .. f f ft t I C, / ', ... . '. ,._ If / ,. (~ ) )~) I. \ "" I ) ) j ~J S ) '> J ,) ,I ) } Department of Chemical Engineering www.depts.ttu .edu/ che Tel: (806) 742-3553 Fax: (806) 742-3552 Contact Information Dr. M. Nazmul Karim Profe sso r Chair and Graduate Advisor Department of Chemical Engineering Texas Tech Univer s ity PO B ox : 43121 Lubbock TX 79409-3121 e-mail: na z karim @ tnL e du GRADUATE PROGRAM IN CHEMICAL ENGINEERING Texas Tech's Chemical Engineering Graduate Pro~am offers an outstanding balance between theory and experiment and between research and practice The Faculty represents a broad range or backgrounds that bring mdustrial, national laboratory and academic experiences to the future graduate student "External funding supports a diverse researcl} portfolio including Polyme r Science, Rheology and Materials Science, Process Control and Optimization Computational Fluid Dynamics Molecular Modeling Reaction Engineering, B10engineering and Nano B1otechnology Key Features: We have fourteen faculty members with significant industrial experience and national reco~tion within their fields of exper tise There is a Process Control and Optimi z ation Consortium with participation from eight key chemical rndustries In 2005 the Department spent over $2 127 million in research expenditure to support graduate research projects 'Based on an NSF published report, the Dep_ artment ranks 46th among all the chemical engineering deP..a[tments rn the country based on research expenditure. Department has an NSF-funded Nanotechnology lnterdisciRlinary Research Team lNIRT) studying dynamic heterogeneity and the behavior of glass-forming materials a t the nanoscale. More than 27,UU0 students attend classes in Lubbock on a 1 ,839 acre campus Texas Tech University offers man y cultural and entertainment programs, including nationally ranked footba ll and basketball teams. Lubbock is a growing metropolitan city of more than 200 000 people ana is located on top of the caprock on the South Plains of Texas The city offers an upscale lifestyle that blend s well with o ld fashionecl Texas hospitality and Southwestern food and culture Admissions: Prospective students should provide official transcripts official GRE General Test (verbal quantitative written) scores, and should have a bacnelor's degree in chemical engineering or equivalent. Students are urged to apply by the end of January for enrollment in the c oming fall semester. Prospectiv e students sll.ould apply on.line by filling out the forms at the website: http :// www depts ttu edu/ graclschool/ prospect.php Dr Lenore Dai A ssist ant Professor ; PhD : Uni ve r sity o f Illinoi s ......... Dr. Karlene Hoo Pr o fe sso r ; PhD: University o f Notr e Dam e Research : Integratio n of process design wi th opera bility ; _,_..., .., Hemody nam ics of venous ve in and va l ve ; Em be dd e d cont r ol; Intellige nt control ; Systems engineering Dr Naz Karim C ha i rman & Pr o f essor; PhD : University o f M a n cheste r UK . I . I Dr Rajesh Khare A ssis t ant Profe sso r ; PhD: Uni ve r sity o f Delaware Research : N a n o flu idic devices for DNA sepa r ation and sequencing; Lub ricatio n in human joints ; M o l ecu l ar dynamics a n d Monte Ca rl o simu lati o n s; Multiscale m odeling me th ods ; Prope rt ies of supercooled liquids and glassy polymers; Dr Jeremy Leggoe A ssociate P r ofessor; PhD : University of West Australia Research : Particulat e techno l ogy and pro cesses; C h e mic a l rea c tion e ngin eer ing ; C h e m ica l pr ocess an alys i s m o d e ling and d esig n ; F o rmulati on a nd sy nth es i s of hollow micr o and s ubmi c r o part icles; Biodiesel Dr. Greg McKenna Profe sso r ; PhD ; Uni vers i ty of Utah Research : S mall molecule int e r actions wi t h glassy polymers ; Tor sio n and normal force measu r e m e nt s; N a n orheol ogy a n d nan o me c h anics ; M el t and so lut ion rheometry ; Re s idu al s t resses in co mpo s ite mat e rial s. Dr Jim Riggs Prof esso r; Ph D : University of Ca liforni a at Be r ke l ey Research : Dr Easan Sivaniah A ssis t an t Professor ; PhD: Cambridge Unive r s ity UK Research : Th e m a nipul a tion o f se lf assembly in sy nth et i c a n d natural m ac romolecular sys t ems.; Sys t e m s o f st u dy in clude, block copo l y m e r s co ll oida l assemblies 2 b eam inte rfe r ence lithography a n d s urf ace i n itia t ed p o l y m e ri zatio n ; Ap pl ica t io n s of th ese s tudies ex t e n d t o m e mbrane se p a r a ti on and se n so r s. Dr Mark Vaughn A ssocia te Professor ; PhD : Texas A & M University Dr. Brandon Weeks Assista nt Professor; PhD : Cambridge University UK Research : Process co n tro l ; Pro cess o pt i mi za tion ; distribution i n th e hum a n body M e r c ury N a n osca l e phenomena in e n ergetic mate r ia l s Dr Jong Shik Shin A ss i s tant Pr o f esso r ; PhD : Soe ul Nati o n al University Research : Nan o bi o t ec hn o l ogy; Biological circ uit e n gineeri ng ; Protein d es ign and eng in eeri ng ; Biotransformation. Dr. Sindee Simon Prof essor; PhD : Princ eto n University Research : Th e physics of the g l ass tr ansition and s tru ctu r al re covery; M e ltin g and l g at th e na n osca l e; Cure and properties o f thermo se tting r es in s ; M easu r e m e nt o f th e viscoe la stic bu lk modulus ; Dilatometry and ca l o rim etry. includin g c r ys t a l growt h nan ol ith og raph y, thermody namics and kine t ics.; At o m ic F orce Mic rosco p y and small a n g l e x ray sca tt ering; Sca nning probe in s trum en t d es ign a n d mi c ro sca l e senso r s Dr. Ted Wiesner A ssocia t e Profe sso r ; P h D: Georgia Te c h Research : Captu r i ng th e e n ergy generated by th e human body t o power implanted medical devices ; Robu st co ntrol o f rate adap t ive cardiac pacemaker s; Wastewater tr eatment for l ong duration manned s paceflig ht ; Comp ut e r based tr ai n ing for e ngin eers.

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CHEMICAL & ENVIRONMENTAL ENGINEERING MARTIN A. ABRAHAM, PROFESSOR P/1.D. Uni vers ity of D e la ware Catalysis and Reaction Engineering H y drogen Production Fuel Cell Systems S u s t ainability ABDUL MAJEED AZAD, ASSOCIATE PROFESSOR Ph.D., Uni vers ity of Madras India Nanomaterials & Ceramics Processing, Solid Oxide Fuel Cells MARIA R. COLEMAN, PROFESSOR Ph.D. Uni ve rsity of T exas at Austin Membrane Separations Bioseparations KENNETH J. DEWITT DISTINGUISHED PROFESSOR Ph.D. Nor thw es t ern Uni versity Transport Phenomena Modeling & N um erica l Methods JOHN P. DISMUKES PROFESSOR Ph D ., Univ e r s ity of Illinoi s Materials Processing, Managing Technological Inn ovation !SABEL C. ESCOBAR ASSOCIATE PROFESSOR Ph.D ., Uni vers ity of Central Florida Membrane Fouling and Membran e Modification s SALEH JABARIN, PROFESSOR Ph.D. Univ e r s ity of Ma ssac hu se tt s Polymer Physical Properties, Orientation & Crystalli z ation DONG-SHIK KIM, ASSISTANT PROFESSOR Ph.D. Univer s ihJ of Michigan Biomaterials Metabolic Pathwa ys, Bioma ss Energy STEVEN E. LEBLANC, PROFESSOR Ph.D ., Uni v er si ty of Michigan Process Contro l, Chemical Engine e ring Education G. GLENN LIPSCOMB, PROFESSOR AND CHAIR Ph.D. Uni ve r s ihJ of California at Berkeley Membrane Separations Alternative Energy, Education BRUCE E POLING, PROFESSOR Ph.D ., Uni ve r sity of Illinoi s Thermodynamic s and Physical Properties CONSTANCE A SCHALL ASSOCIATE PROFESSOR Ph.D. Rutgers Uni versi h j Biomass conversion Enz y me kinetics Crystallization SASIDHAR VARANASI, PROFESSOR Ph.D ., State Uni ve r s ihJ of New York at Buffalo Colloidal & Interfacial Phenomena, Hydrogels The Department of Chemical & Environmental Engineering at The University ofToledo offers graduate programs leading to M.S. and Ph D degrees. We are located in state of the art facilities in Nitschke Hall and our dynamic faculty offer a variety of research opportunities in contemporary areas of chemical engineering. SEND INQUIRIES TO: Graduate Studies Advisor Chemical & Environmental Engineering The University ofToledo College of Engineering 2801 W. Bancroft Street Toledo, Ohio 43606-3390 COLLEGE OF ENGINEERING THE L'Nl\'FRSITY OF TOLEDO 419

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420 Tufts University DEPARTMENT OF CHEMICAL & BIOLOGICAL ENGINEERING In 2000, Tufts became the first chemical engineering department in the nation to recognize the evolving interdisciplinary nature of the field by integrat ing biological engineering into its curriculum. Today Tufts is nationally recognized for excel len ce in technological innovation novel research and superior faculty Tufts offers ME MS and PhD degrees in chemical engineering or biotechnology enginee ring Graduate students enjoy a b r oad arts and sciences enviro nment with all the advantages of a research university such as opportunities for interdisciplinary collaboration with the University s leading medical and veterinary schools The Department and its laboratories are housed in the Scien ce and Technology Center a state of the art research and teaching facility w hich also houses the c utting-edge interdisciplinary research activities of our Bioengineering Center The Tufts ca mpus is only minutes away from Boston s myriad cultural academic and recreational resources Full-time Faculty Christos Georgakis Department Chair Ph.D ., University of Minnesota Reactor modeling control of complex processes pharmaceutical process engineering Maria Flytzani-Stephanopoulos Ph D ., University of Minnesota Environmental catalysis, clean energy, pollution prevention David L. Kaplan Ph.D. Syracuse University Bioengineered polymers related to self assembly biomaterials and tissue engineering Kyongbum Lee Ph.D ., M I.T Metabolic engineering, biotechnology bioinformatics Jerry H Meldon Ph.D ., M 1.T Membrane science and technology mass transfer with chemical reaction & mathematical modeling Blaine Pfeifer Ph D. Stanford University Biote ch nology biomaterials, drug and gene delivery for cancer therapy Daniel R. Ryder Ph.D ., Worcester Polytechnic Institute Materials science, advan ced process control applications Nak-Ho Sung Ph D ., M.I.T. Polymers and co mposites interface science polymer diffusion surface modification Kenneth A. Van Wormer Sc.D ., M.I.T. Optimization rea c tion kinetics VLSI fabrication Hyunmin Yi Ph.D ., University of Maryland Nanobiofabrication engineered biomaterials biotechnology bioMEMS Adjunct & Research Faculty Gregory D. Botsaris Ph D ., M I.T. Crystallization nucleation applied surface science Aurelie Edwards Ph D ., M.1.T. Biomedical engineering, role of microcirculation in the renal medulla Dale Gyure Ph.D ., University of Colorado Nov e l therapeutics and nutrition supplements Walter Juda Ph.D. University of Lyons Ele ct rochemistry and chemical reaction engineering Brian Kelley Ph.D. M I.T Novel methods for protein purification large-scale purifications high -de nsity bacterial fermentation l. Department of Chemical and Biological Engineering Science and Technology Center Tufts University I ; 4 Colby Street Medford, MA 02155 Phone: 617-627-3900 Fax: 617-627-3991 E-mail: chbe@tufts.edu I 1 1 <.. ; 11 t ) = ,.._ Visit our Website! http://ase.tufts.edu/chemical C h e mi ca l En gi n eer in g Edu ca ti o n

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Tulane University Department of Chemical and Biomolecular Engineering Faculty and Research Areas Henry S. Ash baugh Classi ca l Th e rm ody nami cs a nd Stati s ti ca l M ec h a ni cs Mole c ular Simulation Soluti o n Th e rmod y nami cs Multi-S ca l e M o d e lin g of Self-Ass e mbl y and Nanostru c tur e d Mat e rials Daniel C.R. D eKee Rh eo l ogy of Natural and S y nth et i c Pol y m e r s Consrirutive Equarions Transport Ph e n o m e na and Applied Marh e mari cs WT. Godbey Gene D e li very Cellula r En g in ee rin g Mol ec ular Aspecrs of Nonvira/ Transfe ct ion Bi oma t e rial s Vijay T. John Biomimeti c and Na n os rru c rur ed Mat er ials / nre1jacial Ph e n om ena Pol y m e r-Cerami c Composites Su,ja c tanr S c ien ce Vic tor J Law Modeling En v ironm e ntal S ys r e ms Nonlinear Oprimi za tion and R eg r ession Transport Ph e n o mena N um e ri ca l M e rh ods Yunfeng Lu Nanostru c rur ed and Mi c ro e l ect r o ni c Mar e rial s Sol-Gel Pr ocesses and Organi c/ In organic H y brid Material s M e mbran e S e paration s and Cara l ys ts Ch e mi c al Sensor s and Bi ose ns o r s Brian S. Mitchell Fiber T ec hn o l ogy Mat e rial s Pr ocess in g Co mp os ir es Kim C. O Connor Animal -Cel l T ec hnolo gy Organ / Tissue R ege n e ration R e c ombinant Prot e in Expr ess ion Kyriakos D. Papadopoulos Colloid Stabiliry Coag ulari o n Tran spo rr of Mulri Phase S ys t e ms Throu g h Por o u s M e dia Co ll oida l Inr e ra c r io n s For Additional Information Pl ease Contact Graduate Advisor Department of Chemical and Biomolecular Engineering Tulane Universit y New Orleans, LA 70118 Phone ( 504 ) 865-5772 E-mail chemeng@tulane.edu Fa/12006 Tulane i s located in a quiet r eside ntial area of New Orleans approximately s ix miles from the world-famous French Quarter. The department c urrently enrolls approximately 40 full-time grad uate students. Gradua t e fellowships include a tuition waiver plu s s tipend 421

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Engineering the World The University of Tulsa The University of Tul sa is Oklahoma 's oldest and largest independent university Approximatel y 4,200 s tudents pursue more than 70 major fields of s tudy and graduate program s in more than 25 disciplines. Tulsa, Oklahoma Off-campus activities abound in Tulsa one of the nation 's most livable c itie s. Our temperate climate, with four distinct seasons, is perfect for year-round outdoor activities. With a metropolitan popula tion of 888,000, the city of Tulsa affords opportunities for students to gain internship and work experience in it s dynamic data processing petroleum medical and financial industries. One can also enjoy world-class ballet symphony and theatre performances, and exhibits in the cultural communi ty. Annual events include Mayfest Oktoberfe st, the Chili Cook-off and Bluegrass Festival, the Tul sa Run and the Jazz and Blue s festivals. Chemical Engineering at TU TU enjoys a solid international reputation for expertise in the energy industry and offers material s, environmental and biochemical programs The department places particular emphasis on experimen tal re searc h and is proud of its strong contact with industry The department offers a traditional Ph D. program and three master 's program s : Master of Science degree ( thesis program ) Master of Engineering degree (a profe ssio nal degree that can be completed in 18 months without a thesis) Special Master's degree for nonchemical engineering undergraduate s Financial aid is available, including fellowships and research assistantships. The Faculty D.W. Crunkleton Fuel cells, se nsor s, nanotechnology L.P. Ford Kinetics of dry etching of metals surface science K.D. Luks Thermodynamics phase equilibria F.S. Manning Industrial pollution control, surface processing of petroleum C.L. Patton Thermodynamic s, applied mathematics G.L. Price Zeolites, heterogeneou s catalysis K.L. Sublette Bioremediation biological waste treatment ecological risk assessment K.D. Wisecarver Multiphase reactors multiphase flows Further Information Graduate Program Director Chemical Engineering Department The University of Tulsa 600 South College Avenue Tulsa Oklahoma 74104-3189 Phone (9 18 ) 631-2227 Fax (9 18 ) 631-3268 E-mail: c hegradadvisor @ utul sa.e du Graduate School application: l-800-882-4723 The University of Tulsa has a n Equal Opportunity / Affirma ti ve Action Program for s tud en t s and emp l oyees. 422 Chemical Engineering Edu ca ti on

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Vanderbilt University DEPARTMENT OF CHEMICAL ENGINEERING Graduate Study Leading to the M.S. and Ph.D. Degrees Graduat e wo rk in c h e mi ca l e n g in ee rin g pr ov id es an o pp o rtu ni ty for s tud y and r e s e ar c h at th e c uttin g e d g e t o co ntribut e t o s hapin g a n ew m o d e l of w hat c h e mical e n g in ee rin g i s and w hat c h e mi c al e n g in ee r s d o. F orma l co ur se wo rk f o r th e Ph.D es s e ntiall y d o ubl es th e ex p os ur e t o c h e mi c al e n g in ee rin g prin c ipl es that stud e nts r ece i ve as und e r g raduat es Th e si s r ese ar c h g i ves unp a rall e l e d ex p e ri e n ce in pr o bl e m so lvin g, th e k ey to c hall e n g in g r ese ar c h a ss i g nm e nt s in industr y and admis s i o n to th e worldwid e c ommuni ty o f s c h o lar s http:/lwww che.vanderbilt edu/ Located in Nash v ill e T e nne s s ee, Vand e rbilt i s a s e l ec ti ve c ompr e h e n s ive tea c hin g and r e s e ar c h univ e rsity Ten s c hools o ff e r both an o utstandin g und e r g raduat e and a full r a n ge o f g raduat e and prof ess i o nal pr og ram s. With a pr es ti g i o u s fa c ul ty o f mor e than 2 200 full-tim e and 3 00 p a rt-tim e m e mb e r s, V a d e rbilt attra c ts a di ve r se s tud e nt b o d y of appr ox imat e l y 6 ,2 00 und e r g raduat es and 4 ,8 0 0 g raduat e a nd pr o f ess i o nal s tud e nts f rom all 50 s tat es and ove r 90 f o r e i g n co untri es Fall 2006 Peter T. Cummings ( Ph.D. Uni ve rsity of Melbourne) Computational nano sc i e nce and nanoengineering ; mo lecular modeling of fluid a n d amorphous sys tems ; parallel computing; computer-aided process design and optimiza tion; ba c t erial migration in in situ bioremediation. Kenneth A. Debelak ( Ph.D. Uni ve r s ity of Kentu c k y) Development of plant-wide contro l algorithms ; intelligent process contro l ; activity modeling; effect of changing particl e str u ctures in gas-so lid r eac tions ; e nvironmentally benign chemical processes; mixing in bior eac tor s. Scott A. Guelcher ( Ph.D Carn eg ie Mellon University) Biomat e rial s; bone tissue engineering; pol y mer sy nth es i s and c hara cterizatio n ; drug and ge ne deli very G. Kane Jennings ( Ph.D. Ma ss a c hu s ett s In s titut e o fT e c/111 0 /o gy) S u rface modi ficatio n ; ex perimental molecul ar e ngin eer in g; corrosion inhibition ; microelectronics processing. Paul E. Laibinis ( Ph.D ., Harvard Uni ve rsity ) Self-assemb l y; s urface e n gineering; interface s; c hemical sensor design; bio s urface s; nanotechnolo gy. M. Douglas Le Van ( Ph.D. Uni v ersity of California Berk e l ey) Fixed-bed adsorption; adsorption e quilibria ; ad so rpti o n processes ( pressure-swing adsorption, temperature-swing adsorption adsorptive r efrigerat ion ): pro cess d es i gn. Clare McCabe ( Ph.D ., University of Sheffield ) Molecular modeling of complex fluids nanomaterials biological sys tem s, molecular rheology, mol ec ular th eo r y, phase equilibria. Bridget R. Rogers ( Ph.D ., Ari z ona State University) Nucleation and microstructure evo lution of thin films; fundamentals of thin film proce ss in g for microelectronic applications (mass tran s port kinetics a nd effects of su b strate topography on CVD s putter ?eposition and etch processes) Karl B. Schnelle, Jr. ( Ph.D Carnegie Mellon Unive r s i ty) Turbulent transport in the e n vironment control of toxi c emissio n s and S0 2 and NO from coal fired boilers solu tion thermodynamics, applications of proce ss simulation to microcomputers s up e r c riti cal extraction apped to so il remediation. For more infonnation: Director of Graduate Studies Departm ent of Chemical Engineering Vanderbilt University VU Station B 351604 Nashville, TN 37235-1604 423

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424 University of Virginia Graduate Studies in Chemical Engineering WRITE Graduate Admissions Dept. of Chemical Engineering 102 Engineers' Way P O. Box 400741 University of Virginia Charlottesville, VA 22904-4741 PHONE 434-9247778 E-MAIL cheadmis@virginia.edu VISIT US AT OUR WEBSITE www che.virginia.edu ... fulfilling Thomas Jefferson's vision The educational philosophy of the department reflects a commitment to continuing the Jeffersonian ideal of students and faculty as equal partners in the pursuit of knowledge Giorgio Carta PhD University of Delaware Adsorption ion exc h ange, biocatalysis environmenta ll y benign processing Robert J. Davis, PhD, Stanford University H eterogeneous cata l ysis, charac t erization of metal cluster s, react ion kinetics Erik J. Fernandez, PhD, University of California, Berkele y Purification of biological molecule s, protein st ructure, magnetic resonance im aging a nd spectroscopy Roseanne M. Ford, PhD, University of Pennsylvnaia Environmental remediation, microbial transport in porou s media David Green, PhD University of Maryland Reaction engineering of nanoparticle s, rheolo gy of complex nanoparticle suspensions John L. Hudson PhD Northwestern University Rea ction system dynamic s, c hao s and pattern format i o n e l ectroc hemi st r y Donald J. Kirwan, PhD University of Delaware Mas s transfer and separtions crystallization, biochemical engi n eering Cato Laurencin MD, Harvard Medical School PhD Massachusetts In stitute of Technology Biomaterials, tissue engineering nanote c hnolo gy Steven McIntosh, PhD, University of Pennsylvania Solid ox id e fuel ce ll s, advanced materials Matthew Neurock PhD University of Delaware Molecular modeling, computationa l heterogeneou s catalysis kinetic s of comp l ex reaction sys tems James P. Oberhauser, PhD University of California, Santa Barbara Polymer solution flow and microstructure John P. O'Connell, PhD University of California, B erkeley Molecular theory and simu lation with applications to physical and biological systems R. Michael Raab, PhD, Massa c husetts In stitute of Technology Medical a nd industrial biotechnology bioinformatic s, sys tems biology C h e mi ca l En g ineering Edu c ation

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Chemical Engineering at Virginia Tech Gateways of Opportunity Facul ty ... Donald G. Baird ( W isco n s i n ) P o l y m e r p r oc e ssing non New t onian fluid m ec hani cs David F. Co x (F l o rid a) Ca t a l y si s u lt rahi g h vac u u m s w face science Riche y M. Da v is ( P r in ce t o n ) Co ll o i ds and pol y m e r c hemis ll y, nanostru c tur e d mat e rial s Stephen M. Martin (M inn esota) Soft Mat e r ials, selfassembly, int e faces Aaron S. Goldstein (Ca rn eg i e M e ll o n ) Research Center s and Focus Areas Po l y m er Ma t e r i al s a nd In te r fa c e La b o rat ory Ce n ter fo r Co mpo s it e Mate ri a l s a nd St ru c tur es Ce n ter for A dh esives a nd Sea l a n t Sc i e n ce Ce nt e r fo r Bi o m e dic a l E n g in ee rin g Ce n ter for Se l f-Asse mbl e d Nanost ru ct ur es a nd D evices Bio t ec hnol og y a nd T i ss u e E n g in ee rin g S ur face C h e mi s tr y a nd Ca t a l y s i s C olloid a nd S u rface Sc i e n ce Co mput er a id e d D es i g n Na n otec hn o l og y a nd B io m e dic a l D ev i ces S up ercri t ica l F luid s a nd H ig h Pr ess ur e P rocess in g Co mput a ti o n a l Scie n ce a nd E n gi n ee rin g E rdogan Kir a n ( Prin ceto n ) Supercritical fluids, polymer science, hi g h pressure t ec hniqu es Y A. Liu ( Prin ce t o n ) Pollution pr eve ntion and co mput e r-aid e d d es ign E v a Marand (M a ssac hu se tt s) Tran s p o rt thr o u g h polymer m e mbrane s, ad v an ce d ma t e r ial s for separa tion s S. Ted O y ama ( St a n ford) H e t e rog e n eo us ca t al ys is and n ew mat e r ial s A madeu K. Sum ( D e l aware) Simula t ion of bior e l at e d sys t e m s, co mp l ex fluids Tiss u e e n g in ee r ing, i n t e ja c ial ph e no m e n a i n bioeng i n ee ri n g John Y Walz [D e pt. H ea d ) (Ca rne g i e M e ll o n ) Colloidal stability, int e ,particl e fo r ces Fall 2006 Virginia IJTech F or fi 1 r th e r informa t ion wr it e or call t h e dir ec tor of gradua t e studies or visi t our web pag e Department of Chemical Engineering 133 Randolph Hall Virginia Tech Blacksburg VA 24061 Te l e ph o n e: 540 23 1 -577 1 Fax: 5 4 0 23 1 -5022 em ai l: c h egra d @ vt e d u h ttp : // www .c h e.vt.e d u 425

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University of Washington Chemical Engineering Think big. Come to the UW to make your mark in molecular and nanoscale systems. Create the future. The University of Washington ranks among the nation 's and world's top research universities and is the #1 public-university in federal funding. Chemical engineering graduate students have opportunities to do resear c h at federally funded UW ce nters: Center for Nanotechnology (C NT ) Engineered Biomaterials ( UWEB ) Genetically Engineered Materials Science & Engin ee ring Ce nter ( GEMSEC ) Microscale Life Sciences Center ( MLSC ) National ESCA and Surface Analysis Center for Biomedical Problems ( NESCNBIO ) Nation a l Nanotechnology Infrastructur e Network ( NNIN ) Be part of a community of innovators. Learn and work with collegial faculty and graduate student peers in a stimulating and supportive academic environment. Engage in challenging interdisciplinary research and explore opportunities for international study with a Pacific Rim focus. Prepare for versatile careers in vital and growing areas of technology and the global economy. Live in a dynamic region that is a center of biotechnology, high-te c h industry, visionary research and entrepreneurship http://www.cheme.washington.edu grad.admissions
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Graduate Programs in Chetnical Engineering Master's and doctoral programs in WSU's School of Chemical Engineer ing and Bioengineering offer you a world-class environment for research and scholarship with a comprehensive graduate curriculum and highest quality faculty members to lead you. The program is closely aligned with industry and government interests that often lead to profes s ional career opportunities. Our emphases in bioengineering, environmental restoration and hydro carbon processing involve you in such projects as biotreatment of hazard ous contamination, diagnost ic medical devices, and conversion of natural gas to us eful products. Our Center for Multiphase Environmental Re search provide s interdisciplinary opportunities to solve complex environmental probl ems at the interface of air water, and earth. Facilities Facilities include the Engineering Teaching and Re search Labora tory in Pullman a state-of-the-art building that houses the O.H. Reaugh Advanced Processing Lab. Other ve nue s are the Spokane Intercoll egiate Research and Technology Institute and WSU Tri-C it ie s access to Hanford resources such as the Environmental Molecular Scien ce Lab and the Hanford Library Financial Assistance All full-time ChemE g rad uate st udents at WSU receive financial support to help cove r costs of education, l iving, and insurance Student Life Pullman's r esidential campus offers single and family housing for graduate students. Families with children ha ve access to highly rated K-12 schools. Outdoor and recreational activities abound in the nearby mountains, rivers and forests. Students may belong to the Graduate and Profes sional Student Association and numerous other student societies. About WSU Washington State University is a land grant research university founded i n Pullman in 1890. It enrolls more than 20,000 students at four campuses and numerous Learning Centers throughout the state. As many as 100 advanced degrees are offered from 70 graduate programs with i n its eight colleges. Faculty Nehal Abu-Lail Ph.D. Wo rc ester Polytechnic Ins titute, single-molecule s pectro sco py of proteins and lateral force microscopy studies of polymers and lubricants Haluk Beyenal Ph D Hacettepe Uni ve rsity biofilms, microbial fuel cells, microsensors, and bioremediation Su Ha, Ph D Illinois, electrochemical systems for energy conversion and storage, including Proton Exchange Membrane ( PEM) fuel cells, bio fuel cells, fuel r efo rm ing for hydrogen production, cata l ysis Cornelius Ivory Ph D Princeton bioprocessing, sepa ra tions, modeling James Lee Ph.D Kentuck y, bioprocessing, mixing KNona Liddell Ph D. Iowa State hazardous wastes, materials, electrochemistry, kinetics chemical equilibria James Petersen Ph.D. Iowa State, bioremediation bioprocessing subsurface reacti ve flow and transport, optimization Bernie Van Wie Ph.D. O k lahoma bioprocessing, biomedical engineering Richard Zollars Ph .D Colorado colloidal and interfacial phenomena separations Contacts School of Chemical Engineering and Bioengineering chedept@che.wsu.edu www.che.wsu.edu Richard Zollars Interim Director ChEBE 509-335-4332 Bernie Van Wie, Graduate Studies Coordinator, 509-335-4103 WSU Graduate School 509-335-1446 Fal/ 2006 I WASHINGTON STATE "lJNIVERSITY U!i,r/d Clan F
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Graduate Study in Chemical Engineering at Washin ton u Master's and Doctoral Programs M. Al-Dahhan Chemical Reaction Engineering Multiphase Reactors Mass Transfer, Process Engineering L. Angenent Biological Waste Conversion Bioaerosol Control, Environmental Eng in eer in g P. Biswas Aerosol Dynamics, Environmental Engineering M. P. Dudukovic Multiphase Reaction Engineering, Tracer Methods Environmental Engineering J. T. Gleaves Hetero ge neous Catalysis, Surface Science, Microstructured Materials B. Khomami Rheology Polymer and Composite Materials Processing P. A. Ramachandran Chemical Reaction Engineering, Boundary Element Methods R. Sureshkumar Complex Fluids Dynamic s, lnterfacial Nanostructur es, Multiscale Modeling and Simulations J. Turner Environmental Reaction Engineering, Air Quality P o li cy and Analysis Air Pollution Control For Information Contact Graduate Admissions Committee Wa s hington University Department of Chemical Engineering Campus Box 1198 One Brookings Drive St. Louis Missouri 63130-4899 E-mail: chedept@che.wustl.edu Phone : (3 14 ) 935-6070 Fax : (3 14) 935-7211 Washington Uni versity encourages and gives full consideration to application for admission and financial aid without respect to sex race handicap color creed or national or igin 428 Chemical Engineering Education

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Faculty Br i a n J Ande r son Massachusi;,tts 1 nstitute of Techno l ogy -~ i Eung H Cho U nive1sity of Utah Eugene V. Ci l ento, Dean University of Cincin n ati "f WestVrrginia University Edwin L. Kug l er Dady B. Dadyburjor Chair Johns Ilopkins Universit~ Uni, ersity of Delaware Richard Turton R a k es h K. G u pta University of De l aware R uifeng Liang Oregon State University Institute of Chemistry Ra y Y.K. Yang E ll iot B. Kenne l Joseph A. Shaeiwitz Princeton Univt!rsity Ohio State University Carnegit! l\ldlon Uni, t!rsity Wu Zhang David J. Klinke, II Northnestern University Alfred H. Stiller Uni, ersity of London Uni, ersity of Cincinnati Charter D. Stinespring Hisashi 0 Kono, Emeritus West \'irginia University Kyushu U niversit y John W. Zondlo Carnegie Mellon Uniwrsity Come Explore Chetnical Engineering t't MS and PhD Programs Fa/12006 Research Areas Include: Bioengineering Systems Bio l ogy Carbon Products From Coa l Cata l ysis and Reaction Engineering E l ectro n ic Materia l s Flu i d Particle Sciences Mo l ecu l ar D y namics and Modeling Multi Phase Flow N anocomposites Natural Gas H y dr ates Partic l e Coating /Agglomeration Phase Eq u i l ibria Po l ymer Rheo l ogy Se p a r ation Processes http://www.che.cemr.wvu.edu For Application Information, Write Professor Rakesh Gupta Graduate Admission Committee Department of Chemica l Engineering PO Box 6102 West Virginia Un i vers i ty Mo r ga n town, WV 26506-6102 304 293 2111 ex 2418 che info@mail.wvu.edu ., 429

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ISCONSIN A tradition of excellence 1n Chemical Engineering NICHOLAS L. ABBOTT Biotechnology i nterfacial phenomena colloid chem i stry soft mate r i a ls, nanotechnology JUAN J. DE PABLO Molecul a r thermodynamics statistical mechanics polymer physics n a notechnology protein biophysics protein a nd cell stabiliz a tion JAMES A. DU MESIC Kinetics and catalys i s surface chemistry energy from re n ewable resou r ces MICHAEL D. GRAHAM (Chairman) Fluid mechanics complex fluids, applied and computational mathematics DANIEL J. KLINGENBERG Colloid science, comple x flu i ds suspension rheology THOMAS F. KUECH S e miconductor and advanced materials processing, solid state electronic a nd nanostructured materials, PAUL F. NEALEY Polymers d i rected a ssembly nanofabrication c ell-substr a te inter a ctions For more information, please contact: i nterface science Graduate Program Office DAVID M. LYNN Polymer synthesis biom a te r ials functional materials, gene and drug delivery controlled r elease high throughput synthesis / screening SEAN P. PALECEK Cellular engineering Dep a rtment of Chemic a l & Biologic a l Engineering biosensors, cell adhesion genomics a nd proteomics JAMES B. RAWLINGS Process modeling dynamics, a nd control particle University ofWisconsin-Madison 1415 Engineering Drive M a dison.Wisconsin 53706-1607 U.S.A. CHRISTOS T. MARAVELIAS Process technology crystallization gr a doffice@che.wisc.edu modeling a nd optimization supply chain optimization, new product development, systems biology scheduling MANOS MAVRIKAKIS Thermodynamics kinetics and c a talysis surface science computational chemistry electronic materials fuel cells REGINA M. MURPHY Biomedic a l engineering protein-protein interactions targeted drug delivery THATCHER W. ROOT Green chemistry, catalysis solid-state NMR bioseparations ERIC V. SHUSTA Drug delive r y protein engineering, biopharmaceutic a l design ROSSE. SWANEY Process design synthesis, modeling, and optimization JOHN YIN Systems biology molecula r virology microfluidics http://www.engr.wisc.edu/che 430 Chemi c al Engine eri ng Education

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Eric Altman, Ph.D. Pennsylvania Menachem Elimelech, Department of Chemical Engineering Biomolecular Engineering Bioseparation Processes Ph.D. Johns Hopkins 1r:: Catalysis Gary L. Haller, Ph.D. Northwestern Michael Loewenberg, Ph D Cal Tech William Mitch, Ph D University of California Jordan Peccia, Ph.D. University of Colorado Lisa D. Pfefferle, Ph.D. Pennsylvania Daniel E. Rosner, Ph.D. Princeton Paul Van Tassel, Ph.D University of Minnesota Joint Appointments Thomas Graedel (School of Forestry & Environmental Studies) Kurt Zilm (Chem i stry) Mark Saltzman (Biomedical Engineering) Yale University P. 0. Box 208286 New Haven CT 06520-8286 Phone: (203) 432-2222 FAX: (203) 432-4387 http://www.eng.yale.edu/chemical/index.html F a ll 2006 Chemical Reaction Engineering Combustion Environmental Engineering Microbiology Environmental Physio-chemical Processes Fine Particle Technology lnterfacial and Colloidal Phenomena Membrane Separations Materials Synthesis and Processing Nanoparticles and Nanomaterials Multiphase Transport Phenomena Soft Nanomaterials Surface Science 4 3 1

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BUCKNELL UNIVERSITY 4 3 2 Master of Science in Chemica l Engineering Bu c knell i s a hi g hl y s e l ec tiv e pri v at e institution that co mbin es a nati o n all y rank e d und e r g raduat e e n g in ee r i n g pr og ram w ith th e ri c h l e arnin g e n v ir o nm e nt o f a s m a ll lib e ral art s co ll ege. F o r s tud y at th e Ma s t e r' s l eve l th e departm e nt off e rs stat e-o th e-a rt fa c iliti e s for b o th ex p e rim e nt a l and co mputational w ork and fa c ul ty dedicat e d to pro v idin g indi v iduali z e d trainin g and c ollab o rati o n in a w id e arra y of r e s e arch areas N e stl e d in the heart of th e s ce ni c Su s qu e hanna Valle y in ce ntral P e nns y l vania L e wisbur g is lo c at e d in an id e al e n v ir o nm e nt for a v ari ety o f o utd oo r a c ti v iti es and is within a thr ee -to-f o ur h o ur dri ve o f seve ral m e tr o p o litan ce nt e r s, in c ludin g N ew Y o rk Phila d e lphi a Baltim o r e, Washin g t o n D .C., and Pi11 s bur g h. F o rfurth e r inf o rmati o n c oma e / J. Csernica Chair (PhD M.I.T. ) Dijfusio11 i11 p o l y m e rs pol y m e r swfa ce m o difi c ati o n D.P. Cavanagh ( PhD Northwe s tern ) l 111 e 1fa c ial d y 11 a m ics, bi o tran s p o rt M.E. Han y ak ( PhD Penn s ylvania ) Pro ces s anal ys i s, multim e dia co ur sew ar e d es i g n E.L. Jablonski ( PhD Iowa Stte ) Thin ft lms s wfa ce c h e mistr y W.E. King ( PhD Penn s y l vania ) Ph o tod y 11ami c th e rap y, h e m o dial y si s J .E. Maneval (P hD U.C. Davi s ) NMR methods m e mbrane and nov e l se paratio11 s M.J Prince ( PhD U C. Berkel e y) Bi oc h e mical s y st e ms e n v ironm e mal barri e r s T.M. Ra y mond ( PhD Carne g ie Mellon ) Atm os ph e ri c ph y si cs a11d c h e mi s tr y o r g ani c a e r o s o ls i nd oo r air p o llutio11 W.J. Snyder ( PhD Penn State ) P o l y m e r d eg rada1i o 11 ki11 e ti cs, d rag r e du c ti o 11 M.A.S. Vigeant ( PhD Vir g inia ) Ba c t e rial adh es i o ns t o s w f a ces Dr. Mar g ot Yigeant Ch e mical Engin e erin g Department Bucknell Uni v er s it y L e wi s burg PA 178 3 7 Phon e 570-577 1114 m v i g eant @ buckn e ll. ed u http :// www.buck n ell.edu /g raduate s tudies / COLUMBIA UNIVERSITY S.BANTA C. J. DURNING G.FLYNN C.C.GRYTE J.JU J. KOBERSTEIN S.K.KUMAR E. F. LEONARD B. O'SHAUGHNESSY N.SHAPLEY N.TURRO A.C.WEST IN THE CITY OF NEW YORK Graduate Programs in Chemical Engineering Faculty and Research Areas Pr o t e in Engin ee ring M e tab o lic Engin ee rin g Pol y m e r Phy s i c al Ch e mi s t ry Ph y si c al Ch e mistry Pol y m e r Sci e n ce, Separation Pr ocesses, Pharmac e utical Engine e ring G e nomics Polym e r s, Biomat e rials, Surfa ces M e mbran e s Pol y m e r Sci e nc e Bi o m e dical Engin ee ring Tran s port Ph e nom e na Pol y m e r Ph y si cs C o mpl ex Fluids Biologi c al Tran s p o rt Supramol e cular Photo c h e m is try Int e rfac e Ch e mi s try Pol y m e r Ch e m is tr y El ec tr oc h e mi c al Engin e ering Math e mati c al Mod e lin g Financial Assistance is Available For Further Information, go to www.cheme.columbia.edu Co lumbia U niversit y New York, NY 10027 (212) 854-4453 Ch e mi c al En g ineerin g Edu c ati o n

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LAMAR UNIVERSITY GRADUATE STUDY IN CHEMICAL ENGINEERING Master of Engineering Master of Engineering Science Master of Environmental Engineering Doctor of Engineering Ph.D. of Chemical Engineering FACULTY D. H. CHEN ( P h .D O klahoma Sta t e University) RESEARCH AREAS Proce s s Simulation Control and Optimization D. L. COCKE ( P h .D ., T exas A&M Unimsity) J L. GOSSAGE ( P h.D .. Illin ois l nstitut eof T ec/1110/ogy) T. C. HO ( P h .D Kan sas State University) J R. HOPPER ( P h .D ., Lfluisiana Swte University) K Y. LI ( Ph.D ., M ississippi State University) SIDNEY LIN ( P h .D ., Universityof H ouson) H. H LOU ( P h .D ., Wa y n e State U ni, ersitv) P. RICHMOND ( P h .D ., T exas A&M University R. TADMOR ( P h .D ., W ei;:., n ann In stitute of Scie n ce) Q XU ( P h .D ., T sing H ua University) Hetero g eneous Cataly s is Reaction Engineering Air Modeling Transport Properties Mass Tran s fer, Gas-Liquid Reactions Computer-Aided Design, Henry s Law Constant Thermodynamic Properties Water Solubility Air Pollution, Bioremediation Waste Minimization Sustainability Pollution Prevention Fuel Cell Applications C L. YAWS ( P h .D ., Uni 1 ersityof H 011ston) For further information, please write Graduat e Admi ss i o n s C h a irm a n D e p a rtm e nt o f C h e mi ca l En g in ee rin g L a m a r U ni ve r s it y P 0 Bo x I 0053 B e aum o nt TX 777 10 A n eq u al o ppo rr un it ylaffi r ma t ive ac t ion uni versity. Melbourne, Australia Monash offers programs of study and research leading to MSc and PhD in chemical engineering. At Monash you ll enjoy first-rate facilities a wide choice of research areas and the opportunity to work closely with industry through the Australian Pulp and Paper Institute and the Cooperative Research Centers for Functional Communication Surfaces and Greenhouse Gas Technologies Our research in biotechnology has been strengthened through our recent involvement with the Australian Nat i onal Centre for Advanced Cell Engineering and the Commonwealth Centre of Excellence i n B i otechno l ogy both housed at Monash University RESEARCH AREAS Particle Technology Biotechnology Pulp Technology Nano Technology Chemical Reaction Engineering Biochemical Engineering Fuel Cell Engineering Brown Coal Utilisation Paper Making Heterogeneous Catalysis Adsorption Engineering Rheology Process Design and Economics Fluidisation Engineering FOR FURTHER INFORMATION CONTACT Academic Programs Admin istrator Department of Chemical Engineering F A C u L T y W.J Batchelor D J Brennan X D Chen G Forde G Garnier K Hapgood A. Hoadley R.Jagadeeshan R E Johnston (emerit us ) F.Lawson (honorary) C-Z Li J.F.Mathews (honorary) K L.Nguyen 1.H.Parker O E Potter (emeritus) LG.Prince M J Rhodes (Chair) C Selomulya W. Shen T.Sridhar C Tiu P.H T.Uhlherr (honorary) H Wang P.A.Webley Monash University, PO Box 36, Wellington Road MONASH UNIVERSITY VIC 3800 AUSTRALIA Tel : 61 3 9905 1872 Fax : 61 3 9905 5686 Web site : http :// www eng monash edu au/chemeng/ e-mail : lilyanne.price@eng.monash.edu.au Fa/1 20 0 6 433

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434 Chemical and Biological Engineering Montana State University Bozeman www.chbe.montana.edu Bioengineering Environment Biofilms Composite Materials Fuel Cells Magnetic Resonance Imaging Doctoral & Masters degrees Chemical & Environmental Engineering Programs Aid Available Dr. Michael Mann Chair THE UNIVERSITY OF NORTH DAKOTA RENEWABLE and SUSTAINABLE ENERGY PROJECTS crop oil based fuels and chemicals biopolyme rs biomass combustion advanced coal systems environmental impacts H 2 storage materials CATALYSIS PROJECTS photocatalysis biofuel catalysts VOC/NOx removal transient reactions POLYMERS and ADHESIVES PROJECTS novel biodegradable polymers wood laminate adhesives property analysis ENVIRONMENTAL PROJECTS aerosol modeling particulate abatement flood contamination cleanup biochemical cleanup processes trace metals emission mitigation Dr Frank Bowman Dr Ed Kolodka Dr Darrin Muggli Dr. Wayne Seames Dr Brian Tande For Further Information : Director of Graduate Studies Dept. of Chemical Engineering 241 Centennial Drive Stop 7101 Univ of North Dakota Grand Forks ND 58202-7101 ( 701 ) 777 4244 Fax : ( 701 ) 777-3773 Email : chem e@mail und.nodak.edu Website : http :// www.und edu / depUsem / che/index html C h emical E11gi11eeri11g Edu c ation

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OF TECHNOLOGY DEPARTMENT OF CHEMICAL ENGINEERING FOR INFORMATION WRITE Dr Da v id Miller M.R. Anklam, Ph.D. Princeton P o l y m e r s S e p ara ti o n s Chrom a t og raph y R.S. Artigue, D.E., Tulane Pro c e ss C o ntrol Mi c ro / Ultrafiltrati o n A. Carlson, Ph.D. Wisconsin Madison Bi o te c hn o l ogy D.G. Coronel!, Ph.D. MIT Kin e ti cs Ca t a l ys i s M a t e ri a l s M.H. Hariri, Ph.D. Manchester, U.K. D.C. Miller, Ph.D. Ohio State P rocess S ys t e m s En g in e erin g S.G. Sauer, Ph.D. Rice Th e rm o d y n a mic s, St a ti s ti c al M ec hanic s A. Serbezov, Ph.D. Rochester A d so rpti o n Pro cess Co ntrol EMERITUS FACULTY C.F. A b egg, Ph D I owa St a t e Department Graduat e Ad v isor Chemical Engineering Department Rose-Hulman Institut e of Technolog y Terre Haute IN 47803 3999 P e tro c hemi ca l s S a fet y and L oss Pre ve nti o n W.B B o wd e n Ph.D ., Purdu e J.A C a s k ey, Ph D ., C l e m s on S L e ip z i ge r, Ph D. I.LT S.J. McClellan, Ph.D. Purdue Coll o id a l Interfa c ial Ph e nom e n a RYERSON UN[VERSllY Research areas include Water/Wastewater and Food Treatment Technologies Treating industrial and municipal effluents using rotating biological contrac tors Removal of heavy metals and BOD in i ndustrial wastewater Ozonation and chemical oxidation processes for wastewater Food emulsion stability Biological processes in upgrading food wastes Environmental biotechnology Desalination Water pollution control Detection and quantification of microbial food contaminants Polymer and Process Engineering Phase separation in polymer systems Modeling and simulation of polymer reactors Mass transfer in packed and fluidized beds Mixing of fluids with complex rheology Particulate-powder tech nology and behavior Modeling simulation optimal control and optimization of chemical processes Diffusivity in polymer-solvent systems and oil reserves Emulsions in comple x fluids Non-N e tonian fluid dynamics For more information, contact: Chemical Engineering Graduate Program Administrator School of Graduate Studies 350 Victoria Street Toronto Ontario Canada M5B 2K3 Phone: (416) 979-5000 ext. 7790 Fax: ( 416 ) 979-5153 E-mail: chemgrad @ ryer s on.ca Fa/12006 N .E. M o or e Ph D Purdu e Located in downtown Toronto Canada's largest city, Ryerson has 20 000 full-time students. Graduate studies leading to M.A.Sc. M.Eng and Ph.D. degrees in chemical engineering are available. Finan cial support through scholarships, research and/or teaching assistantships is available for qualified applicants. www.ryerson.ca/~chemgrad/ 435

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DI F Graduate Programs in Chemical Engineering Leading to M.S. and Ph.D. Degrees Faculty N. Alcantar V.R. Bhethanabotla S. W. Campbell R.A. Gilbert V.K. Gupta D. Y. Goswami B. Joseph W.E. Lee Ill J.A. Llewellyn F. Moussy C.A. Smith A.K. Sunol R.G. Toomey M.D. VanAuker J.T. Wolan Research Areas: -----------------Artifi c i a l Int e lli ge nc e Bi o fluidi cs Bi o m a t e ri a l s / Bi oco mp a tibilit y Bi o m e di ca l E n g in ee rin g Dru g / G e n e D e liv ery Sys t e m s E l ec t ro ni c M a t e rial s Fu e l Ce ll s Mod e lin g a nd Simul a tion Mol ec ul a r Th e rm o d y nami cs N a n o t ec hn o l ogy Ph ase Equ ilibri a Ph y s i ca l P ro p e rt y Co rr e l a ti o n P o l y m e r Sy s t e m s P rocess Co nt ro l Pro cess M o nit o rin g a nd An a l ys i s Rea c ti o n E n g in ee rin g S e n so r s a nd In s trum e nt a ti o n Sol ar E n e r gy Sup e r c riti ca l F luid T ec hn o l ogy Sur face Sc i e n c e For fu rth e r i nfo rm a ti on c onta c t : G radu a t e Pro gra m Coo rdin ato r C h e mi ca l E n g in eer in g U ni ve r s it y of South F l o rid a 42 0 2 E. Fow l er A ve E NB 11 8 T a mp a Fl o rid a 33620 ( 813 ) 974-3997 http://che.eng.usf.edu che@eng.usf.edu UN I VE R S I TY OF S O UTH FL O RI DA TEXAS A&M UNIVERSITY-KINGSVILLE Chemical Engineering M.S. and M.E. FORMERLY TEXAS A&I UNIVERSITY Natural Gas Engineering M.S. and M.E. FACULTY F. T. AL-SAADOON Ph D. University of Pittsburgh P E R ese rv oi r Eng i neering a nd Produ c ti o n J. L. CHISHOLM Ph D. University of Oklahoma Re se rvo i r E ngineering a n d P roduc t ion W.A. HEENAN D.Ch E. University of Detroit P E P rocess Co n t rol a nd Therm o dyn a m ics $.LEE Ph D. University of Pittsburgh G as Hydr a te s and T herm o d y n a m ics 4 3 6 A. A. PILEHVARI Ph.D University of Tulsa P E. Rh eo l o g y. Ga s P r o ce ss ing H. A. DUARTE Ph.D. Texas A&M University Chemic a l E ngi n eeri n g P. L. Mills D Sc. Washington University in St. Louis Rea c t io n Eng i neer i ng a nd P rocess Sci en ce R. W. SERTH Ph D ., SUNY at Buffalo P.E. Rh e olog y and Applied M a th e m a ti cs Lo c at e d in t ropi c al S o u th T e xas f o r ty mi l e s s o u t h of t h e ur ban ce nt e r o f C o rpus C hri st i and th ir ty mil e s we st of Padr e I s land Na t i o nal S e as h o r e. FOR INFORMATION AND APPLICATION WRITE : A. A. PILEHVARI Department o f Ch e mic a l & Natural Gas Engine e ring T ex as A & M University Kingsville Campus Box 193 Kingsville Te x as 78363 C h e mi c al En g in ee rin g Edu c ati o n

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The Villanova University M.C h E program is designed to meet the needs o f b ot h full-time and part-time graduate students VILLANOVA UNIVERSITY 800 LANCASTER A VENUE VILLANOVA, PA 1 9085-1681 For more in forma ti on, co nt act: T h e fu ll-tim e p rogra m i s researc h b ased w ith r esea r c h p ro j ec t s c urr e ntl y ava i l a bl e in th e fo ll ow in g a r eas : () Bi o t ec hn o l ogy / Bi oc h e mi ca l E n g in eer in g () S u pe r cr it ica l Fl ui d App l ica ti o n s () R eactio n A n a l ys i s () Mode l -Base d Co nt ro l () lnd ust ri al W as t ewa t e r Trea tm e nt P rocesses () Na n o m a t e ri a l Sy nth es i s Th e parttim e progra m is des i g n ed to address th e n eeds of b o th n ew grad u a t es a n d exper i e n ce d wo r k in g p rofessio n a l s in th e s uburb a n Phil a d e lphi a r eg i o n w hi c h i s ri c h in ph a rm ace uti c al a nd c h e mj c al indu s tr y P rofessor V i to L. Pun zi Gradua t e P rogram Coord in ator D e p a rtm e nt of C h e mi ca l E n g in ee rin g V ill a n ova U ni ve r s it y V ill a n ova P A l 9085-l68 I Ph o n e 6 1 0-5 1 9-4946 Fax 6 1 0-5 1 9-7354 em a il : v it o. pun z i @ v il l a n ova e du OF WATERLOO F A C U LTY W. A. Ande r so n Associme Chair U11dergrad11me H .M. Budman. Assol'ime Chair Grnd11ate A. Chakma I. C h a t z is P. C h e n P C h ou E. Cro i se t P.L. Do u g l as T.A. Duever Chair A. E l kame l W. Ep l ing X. Fe n g M. Fow l er D. H enneke Fall 2006 R.R. H udgin s M .A. I oannidis E. J Jervi s R .L. Legge M c Manu s C. Moreso li F.T.T. Ng R Pa l Q. Pan A. Penlidis M D. Pritzker G.L. Rempel J M Scharer L. Simon J 8 P Soares C. Tzo g anaki s Gr a duat e Stud y in Ch e mi c al En g in ee rin g Th e D epar tmem of Chemical Engineering is o n e of th e largest in Ca n ada offeri n g a wide range of graduate programs. Full-tim e and part tim e M.A.S c. programs are available. Full-tim e and part-time co ur sewo rk M.En g. programs are available. Ph D programs are available in all research areas. Finan c ial aid is available in the form of research assistantships, t e a c hi 1 1 g ass i sta nt ship., and scholarships. R E S EA RCH A R EAS B i oc h e mj ca l e n g i nee ri ng a n d in d u s tr ia l bi otec hn o l ogy C h em i ca l ki n e t ics. cata l ysis a n d reacto r des i g n energy co n ve r s i o n E n v i ro nm e nt a l e n g in eer in g and pol lu t i o n co nt ro l E l ectroc h emica l e n g i neering F l ow in poro u s media a n d e n ha n ced oi l recovery l nterfacia J engineer in g Mat h emat i ca l a n a l ysis. s t at i st i cs, and process co nt ro l Na n o t ec hn o l ogy P o l y m e r sc i e n ce a nd e n g i n eer in g, p o l y m e r p rocess in g Rh eo l ogy a n d multi ph ase flow F o rjimh e r information, write or phone The Associa t e Chair (Gra duate Studies) D e partment of Chem i ca l Engineering University of Wate rl oo Waterloo Ontario Canada 2L 3G I Phone (5 I 9) 888-4567 ext. 2484 Fax (5 I 9) 746-4979 emai l at gradi n fo.chc@uwaterloo.ca or visit ou r webs i te a t htt p: // cape. u wa t e rl oo.ca 437

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J. Ackerman thin fi l ms coa tin gs nanomat er i a l s H. Adidharma e hanced oi l recovery molecular thermo dynami cs UNIVERSITY OF WYOMING The Univers i ty of \,\lyoming is located i11 Laramie \,\lyoming at an e l evatio n of 7200 ft. Laramie i s about tw o h ou r s north of D e n ve r and is s urr o und e d by s tat e and national fo r es ts which allow for b ea utiful Graduate Studies in Chemical and Petroleum Engineering V. Alvarado en h anced oi l r ecovery so lut e transport and di s per s ion r ese rvoir e n g in ee rin g yea r -ro und o utdo o r ac ti v iti es: mountain and rock climbing ,--------------...,.. .,...,--..,.....-.:~-. hikin g, skiing fishing, M.D. Argyle h eterogeneo u s ca taly s i s pla s ma rea c tion s h dro ge n ge neration and separat i on D.A. Bell coa l liquefaction s urfa ce sc i e n ce H.G. Harris enhanced oi l and gas recovery coa l proc ess in g coa I bed m et han e P.A. Johnson bio se n so r s b i omaterials biointerfaces nano m a terial s T. LaForce multicompon e nt, multipha se co mpo s itional flow analytical so luti ons s treamlin e si mulation s N.R. Morrow interfa c ial phenomen a we ttabilit y o il re covery M. Radosz polymers bi o n a nomat e ri a l s e n ergy separa tion s M.P. Sharma multipha se flows p e trol e um drilling/ produ c tion /EO R air pollution and huntin g. Opportunities Extensive indu st rial interactions Applied and basic research proj ec t s Interdisciplinar y research Vibrant interna tional network Exce llent lab infra s tructure Non-ChE candidates e ncoura ged Y. Shen p o l y mer sy nth es i s l iving polymerization bio-material s FOR MORE INFORMATION CONTACT B.F. Towler, Head oi l re servo i r e n g ineerin g pha se b e h av ior wax dep os ition Coordinator for Graduate Studies C h e mical and Petrol e um En g in ee rin g Department University of W yo min g Dept 3295 1000 E U ni ve r s it y Ave. Larami e WY 8207 1 (307) 766-2500 chpe.info @ uw y o.edu wwwe n g .u wyo.edu / c hemi ca l / Cleveland State University M.S. Chemical Engineering D.Eng. Chemical Engineering D.Eng. Applied Biomedical Engineering (in collaboration with The Cleveland Clinic, rated as 3 rd best hospital in the U.S.A.) Research opportunities include: reaction engi n eer in g process s y s tems engineering thermodynamics adsorption material s processing bi oprocessing molecular s imulati ons metabolic modeling biomaterials ort h opaed i cs BioMEMS ti ss ue e n g ineering biomechanics ca rdi ovasc ul ar devices cardiovasc ul ar im aging biofluid s Research i s conducted in s tate-of-the-art l a b s e ither at C l eve land State or at The Cleveland C lini c. Assistantships a r e available for qualified applicants. For mor e information co nta c t : Graduate Program Director, C h emical and Biomedical Engineerin g Dept., Cleveland State Un iver s it y, 2121 Eucl id Av. C l eve l and, OH 44115-2425; che@csuohio edu http://www. cs uohio.edu/chemical engineering/ 438 UNIVERSITY OF MASSACHUSETTS LOWELL College of Engineering Department of Chemical Engineering W e offe r prof ess ion a ll y oriented e n ginee rin g ed u ca tion at th e M.S ., Ph.D ., and D.E. l eve l s In addition we offer speciali z ation in BIOPROCESS ENGINEERING BIOTECHNOLOGY COMPUTER-AIDED PROCESS CONTROL ENERGY ENGINEERING ENGINEERED MATERIALS NANOMATERIALS AND CHARACTERIZATION PAPER ENGINEERING POLYMERIC MATERIALS Pl ease call (978) 934-3171 or write fo r spec(fics to Dr. A. Donatelli (C hemical Engineering) Dr. G. J. Brown (E nergy Engineering) Graduate Coordinators One University Avenue Lowell MA 01854 C h e m ical Engineering Education

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An Open Letter to ... SENIORS IN CHEMICAL ENGINEERING As a senior, you probably have some questions about graduate school. The following paragraphs may assist you in finding some of the answers. Should you go to graduate school? We invite you to consider graduate school as an opportunity to further your professional development. Graduate work can be exciting and intellectually satisfying, and at the same time can provide you with insurance agai n st the ever-increasing danger of technical obsolescence in our fast-paced society. An advanced degree is certainly helpful if you want to include a research component in your career and a Ph.D. is normally a prerequisite for an academic position. Although graduate schoo l includes an in-depth research experience, it is a l so an integrative period. Graduate research work under the guidance of a knowledgeable faculty member can be an important factor in your growth toward confidence independence and maturity. What is taught in graduate school? A graduate education generally include s a coursework component and a research experience. The first term of graduate schoo l will often focus on the study of advanced-core chemical engineering science s ubject s (e.g. transport phenomena, pha se equilibria, reaction engineering). These courses build on the material l earned as an und ergraduate, using more sophisticated mathematics and often including a molecular per s pective Early in the graduate program, you will select a research topic and a research adviser and begin to establish a knowledge base in the researc h s ubj ect through both co ur sework and independent s tudy. Graduate education thus begin s with an emp h asis on structured learning in courses and moves on to the creative, exciting, and open-ended process of research. In addition, graduate sc hool is a time to expand your intellectual and social horizon s through participa tion in the activit i es provided by the campus community. We suggest that you pick up one of the fall issues of Chemical Engineering Education (CE), whether it be the current issue or one of our prior fa ll issues and read some of the articles written by sc holar s at vario u s universities on a w id e variety of subjects pertinent to graduate education. The chemical engineering professors or the library at yo ur university are both good sources for borrowing current and back issues of CEE. Perusing the grad u ate-schoo l advertiseme nt s in this specia l compilation can also be a valuab l e resource, not o nl y for determining what is taught in graduate school, but a l so where it i s taught and by whom it i s taught. We e n co u rage you to carefully read the information in the ads and to contact any of the departments that interest you. What is the nature of graduate research? Graduate research can open the door to a li fe lon g inquiry that may we ll l ead you in a number of directions dur ing yo ur professional li fe, w h ether you pursue it within the confines of an industrial se tting or in the l aboratories of a uni versity. Learning how to do research i s of primary importance a nd the training you receive as a gra duate Fall 2006 439

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440 student will give you the discipline, the independence, and (hopefully) the intellectual curiosity that will stand you in good stead throughout your career. The increasingly competitive arena of high technology and society's ever-expanding fie l ds of inquiry demand, more than ever, trained and capable researchers to fuel the engines of discovery Where should you go to graduate school? There are many fine chemical engineering departments, each with its own "personality and special strengths. Choosing the one that is "right for you is a highly personal decision and one that only you can make. Note, however, that there are schools that specialize in preparing students for academic careers just as there are those that prepare students for specific industries. Or, perhaps there is a specific area of research you are interested in, and finding a school or a certain professor with great strength or reputation in that particular area would be desirable. If you are uncertain as to your eventual field of research, perhaps you should consider one of the larger departments that has diversified research activity giving you the exposure and experience to make a wise career choice later in your education. On the other hand, choosing a graduate school could be as simple as choosing some area of the country that is near family members or friends; or you may view the benefits of a smaller more personal department as more to your liking; or you might choose a school with a climate conducive to sports or leisure activities in which you are interested. Many factors may eventually feed into your decision of where to go to graduate school. Study the ads in thi s special printing and write to or view the Web pages of departments that interest you ; a s k for pertinent information not only about areas of study but also about fellowships that may be available about the number of students in graduate school, about any special programs. Ask your undergraduate professors about their experiences in graduate school, and don't be shy about asking them to recommend schools to you. They should know your strengths and weaknesses by this stage in your collegiate career, and through using that knowledge they should be a valuable source of information and encouragement for you. Financ i al Aid Don't overlook the fact that most graduate students receive financial support at a level sufficient to meet normal living needs. This support is provided through research assistantships, teaching assistantships, or fellowships If you are interested in graduate school next fall you should begin the application process early this fall since admission decisions are often made at the beginning of the new calendar year This process includes requesting application materials seeking sources of fellowships, taking national entrance exams (i.e., the Graduate Record Exam, GRE is required by many institutions), and visiting the school. A resolution by the Council of Graduate Schoolsin which most schools are members-outlines accepted practices for accepting financial support (such as graduate scholarships, assistantships or fellowships). You should be aware that the agreed upon deadline for accepting offers of financial support for a fall-term start is April 15 The resolution states that you are under no obligation to respond to offers of financial support prior to April 15 (earlier deadlines for acceptance violate the intent of the resolution). Furthem10re, an acceptance given or left in force after April 15 commits you to reject any other offer without first obtaining a written release from the institution to which the commitment has been made. Historically, most students have entered graduate school in the fall term but many schools do admit students for other starting dates. 0 We hope that this special collection of c hemical engineering graduate-school information proves to be helpful to y ou in making your decision about the merits of attending graduate school and assists y ou in selecting an institution that meets your needs. Ch e mi c al Engine e ring Edu c ation

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AUTHOR GUIDELINES This guide is offered to aid authors in preparing manuscripts for Chemical Engineering Education (CEE), a quarterly journal published by the Chemical Engineering Division of the American Society for Engineering Education (ASEE). CEE publishes papers in the broad field of chemical engineering education. Papers generally describe a course, a laboratory a ChE curriculum, research program machine computation, special instructional programs, or give views and opinions on various topics of interest to the profession (Note: Articles for the special series on outstanding ChE departments and ChE educators are invited articles.) Specific suggestions on preparing papers TITLE Use specific and informative titles. They should be as brief as possible consistent with the need for defining the subject area covered by the paper. AUTHORSHIP Be consistent in authorship designation. Use first name, second initial, and surname. Give complete mailing address of place where work was conducted. If current address is different, include it in a footnote on title page. ABSTRACT: KEY WORDS Include an abstract of less than seventy-five words and a list (five or less) of keywords TEXT We request that manuscripts not exceed twelve double-spaced typewritten pages in length. Longer manuscripts may be returned to the author(s) for revision/shortening before being reviewed. Assume your reader is not a novice in the field. Include only as much history as is needed to provide background for the particular material covered in your paper. Sectionalize the article and insert brief appropriate headings. TABLES Avoid tables and graphs that involve duplication or superfluous data. If you can use a graph, do not include a table. If the reader needs the table omit the graph. Substitute a few typical results for lengthy tables when practical. NOMENCLATURE Follow nomenclature style of Chemical Abstracts; avoid trivial names If trade names are used, define at point of first use. Trade names should cruTy an initial capital only, with no accompanying footnote. Use consistent units of measurement and give dimensions for all terms. Write all equations and formulas clearly, and number important equations con secutively ACKNOWLEDGMENT Include in acknowledgment only such credits as are essential. LITERATURE CITED References should be numbered and listed on a separate page in the order occurring in the text. COPY REQUIREMENTS Submit the manuscript electronically as a pdf, Word, or tif file that includes all graphical material as well as tables and diagrams. Send an additional copy of the manuscript on standard letter-size paper through regular mail channels and include original drawings (or clear prints) of graphs and diagrams on separate sheets of paper. Label ordinates and abscissas of graphs along the axes and outside the graph proper. Figure captions and legends will be set in type and need not be lettered on the drawings. Number all illustrations consecutively. Supply all captions and legends typed on a sepruate page Authors should also include brief biographical sketches with the manuscript. Send your electronic manuscript to cee@che.ufl.edu and your hard copy to Chemical Engineering Education, c/o Chemical Engineering Department University of Florida, Gainesville FL 32611-6005

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INDEX Graduate Education Advertisements Akron University of .. .. ......................... .. .. .. ... .. .. ............. 3 4 3 Mi s souri Rolla ; Univ ers it y of .................. .. .......... ......... .. .......... 390 Alabama, University of ... ..... ... ........... .. .. .. .... .. ........... .. ...... .. 344 Monash Univer s ity ........ ... ... .. .. .. .. .. ... .. ... ... ... .. .. .. ..... 433 Alabama Huntsville Univer s ity of ... ... .. .... ..... .. . .. ... .. . .. 345 Montana Univ e rsity o f .. ... .. ...... .. ..... .. ... .... .. ..... .... ... ... .... 434 Arizona University of .. .. ... .. .. .... .. .... ..... .. ............ .. ......... 346 New Mexic o, Univer s it y o f.. ...... .. .. ..... ..... ............ ............ .. .. .. 39 I Arkansa s, University of .... .. ... .. .... .... .. ... .. .. .... .. .. ...... .. .... .... .. 347 New Mexico St a te Univer s ity ........ .. ..... .......... . ... ... ....... ... 392 Auburn University .. .. .. .... . ... .. ... ..... ... .. .... ... .. .... ..... .... .. ... 348 North Carolin a State U ni ve r s i ty .. .. ... ... .... .. .. .. ... .... .. .. ....... 393 Bucknell University ........ ...... .. .. .. .............. ... .. .. ... ......... 4 32 North Dak o t a, U niv e r si t y of.. ...... .. ......... ... ........... .... .. .... .. .... .. 434 California Berkeley; University of .... ... .. .. ................. .. ....... ... 349 Northea s tern U niver si t y .............................. ......................... ...... 394 California, Davis ; Univer s ity of ..... .. ..... .. .......... .. .. ..... ... ... ... ... 350 Northw e stern U niv e r sity .... ...... ..... .. .. .. ... ...... .. . ..... ... .. .. ..... .... 395 California Irvine; University of .. .. .. .. .. ......... ... ........... ..... .. .. 351 Notre Dam e, U ni ve r si t y of .......................................................... 396 California Riverside; University of.. .......... .. .. .. ... ... .. .. .. ........ .. 35 2 Ohio State Un i ver s it y .... ... .. .. .. .. .. . .. .. .. .. . .. .. .. .. .. .. .. .. 397 California, Santa Barbara; University of.. ....... .. .. ..... ... ........... 353 Oklahoma U niver s it y o f ......... .... .. .. ....... .. .. . .. .. .. .. ....... 398 California Institute of Technology .......... .. .... ..... . .. ..... .. ...... 354 Oklahoma St a t e Uni ve r s i ty ..... ...... ........................... .... ........... 399 Carnegie-Mellon University ........ .. .. ............ .. . .. ... .. .. .... 355 Pennsylvan ia State Univ e r s it y .... .. .. . .... ... ... .. .... .. .. .. . .. .. 400 Case Western Reserve University ....... .. .. ....... .. .. .. .. ....... ......... 356 Polytechni c U ni v er si ty ... ........... .. . .. .... .. ..... .. .................. 40 I City College of New York ............. .... .. .. ......... ........ .. ... ..... .. ... 3 57 Princet o n U ni ve r s it y .. ....... .. .......... ........................................... 402 Cleveland State University .... .. .. .. .... ... ... ..................... ... ... .. 4 3 8 Purdue Uni v er si ty ................. .......... .. .................. .. .................. 403 Colorado School of Mine s ... ......... ....... .. .... .. .. ... .. ........ .... .. ... 3 58 Ren s selaer P o l y te c hn ic In s titute ....... ..... ............ .. .. .. .. .. .... .. .. 404 Colorado State University ........................ .... ...... ... ....... .. .. ....... 3 59 Rice Univ e r s it y ..... ..... . ... .. .......... .. .. ............................... 405 Columbia University .. .. ...... ..... .. .. ... .. .. ... ... ........... .. ..... .. .. .. 432 Roche s ter Un iv er s it y of .............................................. ............... 406 Cornell University .... ...... . .... .. ..... .. ... . .. ......... .......... ... .... .. 3 60 Ro s e-Hulman In s t i tut e of T ec hn o l ogy .......... .. .... .. .. .............. .. 4 3 5 Dartmouth College ..... .. ............. ............. ... .. .. .. .. .... .. ......... 361 Rowan Univ e r s it y ...... .. .. ... .. .. ... .. ...... .. .. .. .. ... .. .. .. ......... .... 407 Delaware, University of. .... .. .. .. .. . .. .... .. .. .. ... .. .......... .. 362 Ryer s on Univ e r s it y ........... .. .. .... .. .. ... .. .. .. .... .... .. ..... .... .. .. 435 Denmark Technical University of .. ... ..... ....................... .. .. .. .. 3 63 Sin g apore N a ti o n a l U ni ve r si t y o f ............................. .. .. ... ...... 408 Drexel University ... .. .... .... ... .. .. ... ... . .... .. ........... ........... .. ... .. 364 Singapor e -MIT Alli ance G r ad u a te Fell ows hip .......... .. ...... ...... .. 409 Florida University of .. .. .... .. .. ....... ... ..... .............. .. .... .. .. ... .... 365 South Car o lina. U n ive r si t y of... ............................ ..... ................ 410 Florida Institute of Technology .... ... ... ... ................. ..... .. .. .. .... 3 66 South Fl o rid a. U ni ve r si t y of.. ........ ............................ ............... 436 Georgia Institute of Technology ... .. ... .. .. ........................ .. .. .... 367 Sou t hern Ca liforni a, U n i ver s i ty of .................. ....................... ... 411 Houston University of ...... .. ....... .. ...... .. ................. ....... .. ... ... 368 State Uni ve r s ity o f New Y o rk .............. ......... .. ........... ................ 412 Illinois Chicago ; University of.. .. .. .. .. .. .. ... ......... .. ....... .... .. 369 Steven s In s titute ..... ............................ ......... .. ........... .. .. ............ 41 3 Illinois Urbana-Champaign University of.. .................. ... .... 3 7 0 Tenne ss e e, Univer si t y of ................................ .. ........ .. ............... 414 Illinois Institute of Technology .. .. .. . .. ...... .. ................. .. ...... .. 3 7 1 Tennes s e e Te c hn o l og i ca l Uni v er s it y ............. .. ............ ... ............ 415 Iowa University of.. ...... .. .. .. .. .. ... .... .. ... .. ........ .. ........... ..... 372 Te x a s at Au s tin U n ive r s it y o f ......................... ......... .. ............ 416 Iowa State University ........ ....... .. ...... ....... .. .. .. ................ ... .. 373 Te x a s A&M U niv ers it y ........................ ........................ .. ............. 417 Kansas University of .... .. ... .... .. .. ... .. .. .. ...................... .. .. 3 74 Texa s A&M Kin gsvi ll e ........................ ........................ ........... 436 Kansas State University .. ......... .. .. ... .. .. .. ............ ....... ... .. .. 3 7 5 Texa s T ec h Univ e r si t y ............ ............. ...................................... 41 8 Kentucky Univer s ity of.. . .. .. . .. .. ... .. .. .. ......... ..... .... ... ... . 3 7 6 Toledo U n iv er sity of.. ........................... .......... .......................... 419 Lamar University .. .. .. .. ....... .... ... .. .. .. .. ... .. .. .. .. .... ... ... 43 3 Tuft s Uni ve r s ity .. ................................. ..................... .. ............ 420 Laval University ......... ...... .. .. ..... .. ... .. .... .. .. .. .. .. .. .. ...... .. .. 3 77 Tulane Univ e r s it y .... .. .. .. .. ... .. ........... .. ........... ........ .. ....... ... 4 2 1 Lehigh University .. .. .. .. .. .. .. .. ..... .. .... .. .. ..... ... .. .... .. ... .. .... 3 7 8 Tul s a Univer s ity of .... ...... .. .. .... ...... .. ... .......... ....... .. .... ........... 422 Louisiana State University ......... .. .. ............ ........ ..... ........ .. .. .... 379 Vanderbilt Uni v er s it y .. ... .. .. ....... .... ...... .. ... .. .. .. ......... .. .. 42 3 Maine University of .. .... .. ..... .. .... .......... ... ...... ... ... .. ......... .... 3 80 Villano va Un iv er s i ty ............................. .. .................................... 43 7 Manhattan College .... ... ... ............ .. .. .. .. .. .. .. .. .. ... ........... 38 I Vir g ini a, U ni ve r sity of. .... .... .. .. .. ... .. .. .. .. ... .. .. .. .. ...... .. .. 424 Maryland Baltimore County ; Univer s ity of .... . .. .. ... ........... 38 2 Vir g ini a T ec h ...... ..... .. ... .... .. ... ... .. .. .... .. ... ... .. .. . . .. .. 4 2 5 Massachusetts, Amherst; University of.. . .. ... .. ... .. .. ..... ........... 3 83 W as hin g t o n U ni ve r sity of .. . ... . ..... .... .. .. ... .. .... .. .... .. .. 4 2 6 Massachusetts, Lowell; University of .. .. .. .... .. .... ................. 43 8 W as hin g t o n State U n ivers it y .... . ... .. .. .. .. .. ... .. .. .. .. ... .. .... 42 7 Massachusetts Institute of Technolo g y .... .. .. ... .. .. ................. 3 8 4 Wa s hin g t o n U ni ve r s it y ... .. .. .. .. .. .. ..... .. ....... . .. .. .... .. .. .. 42 8 McGill University .. .. ... .......... .. ..... .. ..... .. ... .... ........ .... .... .. 385 Waterloo Univer si t y of .... ....... ............ ..... .. .. .... ... .. .. .. .. ... 4 3 7 McMaster University ........... .. .. ...... .. .. .. ...... ..... .. .. .... ... ... ... 386 We s t Vir g ini a Uni ve r s it y ............ .... ..... .. .. ........ ........ .. .. ......... 429 Michigan, University of. .. .. .. .. .. ...... ... .. ... ... .. .... ... .. ...... .. .. 387 Wi s con s in U ni v er s it y of ............ ......... ............ ... ..... ... ..... .. 4 3 0 Minnesota, University of .. .. .. .. .......... . ....... ... .. ... . ....... .. .... 388 Wyomin g, Univer s it y o f ... .... ..... ... .. .. .. ... .. ... . ..... .. .. ... .. 438 Mi s souri Columbia; University of .. .. .. .. .. .............. .. .. .... 389 Yal e Uni ve r s it y ................... .................. .. .. ...... .. .. ...... ... ... .. 431