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Program educational objectives

The program educational objectives of the chemical engineering program at ÃÛÌÒÉçÇø Michigan University are to have graduates:

1. Career growth: graduates are expected to attain: proficiency in current position, increasing responsibility, diversity of job functions, recognition, progression or job advancement.
2. Professional development: graduates are expected to attain: pursuit of additional educational activities, professional certifications or leadership opportunities.
3. Service: graduates are expected to have involvement in the local community, professional societies, K-12 education, industry or humanitarian endeavors.
4. Innovation and entrepreneurship: graduates are expected to attain: expertise in problem solving, new process, or methods development, in device or patent creation or in founding a business.

Student outcomes

The program has documented student outcomes that support the program educational objectives. Attainment of these outcomes prepares graduates to enter the professional practice of engineering. Student outcomes are outcomes (1) through (7).

1. An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
2. An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
3. An ability to communicate effectively with a range of audiences. 
4. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
5. An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
6. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions. 
7. An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

Program enrollment and degree data

Advisory board

• Rob Missman, B.S.'09, Chair, Amway
• Ali Fadhel, B.S.'05, M.S.'07, 1st Vice Chair, U.S. Patents
• Nikki Weddig, B.S.'05, 2nd Vice Chair, Elly Lily
• Nicole Remily, Past Char, Kellogg
• Briana Franks, B.S.'07, Kellogg
• Bruce Bullough, Pfizer
• Zachary Wolfe, B.S.'15, Pfizer
• Carter Cole, B.S.'11, M.S.'15, Kalsec
• Jeff Przekora, B.S.'13, J. Rettenmaier USA
• Katelin Kohn, B.S.'07, M.S.'21, American Electric Power
• Stephen Miller, B.S.'17, Whirlpool
• Sarah Williams, B.S.'08, Entergy
• Laura Berry, Emergent Bio Defense Operation

Program educational objectives

The educational objectives of the paper engineering program at ÃÛÌÒÉçÇø Michigan University are to have graduates:

1. Career growth: graduates are expected to attain: proficiency in current position, increasing responsibility, diversity of job functions, recognition, progression or job advancement.
2. Professional development: graduates are expected to attain: pursuit of additional educational activities, professional certifications or leadership opportunities.
3. Service: graduates are expected to have involvement in the local community, professional societies, K-12 education, industry or humanitarian endeavors.
4. Innovation and entrepreneurship: graduates are expected to attain: expertise in problem solving, new process, or methods development, in device or patent creation or in founding a business.

Student outcomes

The program has documented student outcomes that support the program educational objectives. Attainment of these outcomes prepares graduates to enter the professional practice of engineering. Student outcomes are outcomes (1) through (7).

1. An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics  
2. An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors  
3. An ability to communicate effectively with a range of audiences  
4. An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts  
5. An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives 
6. An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions  
7. An ability to acquire and apply new knowledge as needed, using appropriate learning strategies. 

Program enrollment and degree data