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Preparation of Chemical Engineers in the Multi-Level Curriculum Structure

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

ABET and Curriculum-Level Assessments

Tagged Division

Chemical Engineering

Page Count

7

Page Numbers

22.1170.1 - 22.1170.7

Permanent URL

https://peer.asee.org/18384

Download Count

14

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Paper Authors

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PhD Valeriy Solomonov Lomonosov Moscow State Academy of Fine Chemical Technology (MITHT)

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Olga Belyaeva, Ph.D. Lomonosov Moscow State Academy of Fine Chemical Technology (MITHT)

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Alla Frolkova Lomonosov Moscow State Academy of Fine Chemical Technology (MITHT)

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Abstract

Preparation of chemical engineers in the multi-level curriculum structureOne of the examples of full realization of the multi-level curriculum structure is described.New elements in the suggested variant of multi-level curriculum structure are:■ the segmentation of bachelor degree curriculum into two levels;■ wide basic education at the first level of education;■ increasing demands to students at higher educational levels;■ passing the major part of special professional training on to the third level – the level ofspecial professional training;■ using bachelor degree curriculum as the basis for preparation of students of both bachelorand professional programs;■ individual program adjustment in accordance with the requirements of students andemployers;■ competitive exams to enter each educational level.At the first two basic educational levels the students acquire academic training in accordancewith their bachelor specialization. The curriculum of the first two years contains similar set ofcompulsory programs for all technical specialties. At the end of the second year there is aqualifying examination, after which the students are distributed into groups corresponding tothe specialty in which they will be receiving Bachelor Degree. The group is chosen accordingto the preferences of the student, his academic records and the quotas, fixed for a givenacademic year.Basic training in accordance with the chosen specialty at the second educational level (the 3rdand the 4th years) includes training in engineering, academic science courses in particularfield, economic disciplines and basic (mostly theoretical) courses in the chosen specialty. Atthe third level the study depends on the future profession of a student: engineer, designer,applied scientist, etc.The described above model of multi-level curriculum structure is most suitable forpreparation of the students in science-based technologies, to which the majority of chemicaltechnologies refers. The development and implementation of science-based technologiesrequires professionals with deep and wide basic education. For example, chemical engineersstudy a set of disciplines in mathematics and science, including substantial knowledge ofadvanced mathematics, computer science, physics and, what differs them from otherspecialties, various chemical courses. In addition to these courses, chemical engineers shouldacquire good engineering and technological skills, oriented at fine (frequently at molecularlevel) processing of natural and technogenic materials and manufacturing a wide range ofdifferent chemical products.While working out the curriculum structure for chemical technologies the following basicprinciples were considered as the most important:■ Multi-level structure of education;■ Matching of the curricula of subsequent levels;■ Alternative varieties of curriculum within the same level;■ Substantial scientific courses within basic education;■ Individual choice of courses within special professional training.The curriculum helps to introduce programs of different level and specialization, alternativecurricula within the same level, working out the professional specialization courses togetherwith future employer, creating of competitive environment for the whole period of education.

Solomonov, P. V., & Ph.D., O. B., & Frolkova, A. (2011, June), Preparation of Chemical Engineers in the Multi-Level Curriculum Structure Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18384

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