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Session 2613

Integrating Soft Criteria into the ChE Curriculum

Phillip C. Wankat, Frank S. Oreovicz, and W. Nicholas Delgass Chemical Engineering, Purdue University

Abstract Incorporating the soft criteria included in ABET 2000 into the curriculum has proved to be a challenge for many engineering programs. Our approach has been to prioritize the importance of the six criteria and proportion effort accordingly. We have been quite successful in integrating communication skills into the ChE curriculum and more than meet ABET criteria. We believe that we do a more than adequate job with our second and third priorities, teamwork and learning to learn. The current status of incorporating the fourth criterion, ethical behavior, into the curriculum is probably adequate. The final two criteria still need increased effort. Results of a survey of practicing engineers shows that laboratory and design courses and practical work experience are the most important sources for learning to satisfy the soft criteria.

I. Introduction For many years our industrial colleagues have been telling us that several soft skills such as communication and teamwork are vitally important for the success of engineers in industry. Many engineering schools have incorporated these skills into their curricula to varying degrees.

With the advent of ABET 2000 the soft skills have assumed a greater importance. Many of these skills are incorporated in the "infamous" Criterion 3, while some are buried in Criterion 41. The soft criteria listed in criterion 3 are that graduates have: 3d “an ability to function on multidisciplinary teams;” 3f “an understanding of professional and ethical responsibility;” 3g “an ability to communicate effectively;” 3h “the broad education necessary to understand the impact of engineering solutions in a global/societal context;” 3i “a recognition of the need for and an ability to engage in lifelong learning;” 3j “a knowledge of contemporary issues;” Programs must assess the process “to assure that all students meet all program requirements.”

Criterion 4 states that the students must be prepared for engineering practice “incorporating engineering standards and realistic constraints that include most of the following considerations: economic, environmental, sustainability, manufacturability, ethical, health and safety, social, and political.” Several of these items are soft criteria or have soft components.

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Delgass, W. N., & Wankat, P. C., & Oreovicz, F. S. (2000, June), Integrating Soft Criteria Into The Ch E Curriculum Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8476