Course Objectives

Understand the manipulated variables and controlled variables for a distillation column 

Understand the fundamentals of various strategies for controlling distillation columns 

Understand many of the constraints and limits that cannot be exceeded in distillation control 

Understand the measurements that are critical to product quality performance and the resultant frequency of failure 

Understand how to tune a process controller when it is in automatic output mode and how to demonstrate the response of a process with the controller in manual output mode 

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You have a lot of decisions to make in teaching physical chemistry. The most important decisions involve achieving the course objectives and fitting the... 

This book presents an elementary treatment of the principles of heat transfer. As a text it contains sufficient material for a one-semester course which may be presented at the junior level, or higher, depending on individual course objectives. A background in ordinary differential equations is helpful for proper understanding of the material. Although some familiarity with fluid mechanics will aid in the convection discussions, it is not essential. The concepts of thermodynamic energy balances are also useful in the various analytical developments. 

Readers not enrolled in a formal course should read the next section, particularly the discussion on course objectives, skills to be developed, and problem assignments to get the maximum benefit from self-study. 

Use of Case Studies. Case studies are a particularly effective way of meeting the course objectives. Case studies also serve as examples, good and bad, of how a problem can be handled. Critical analysis of case studies helps develop the student s ability to detect flawed reasoning, weaknesses in logic, and inappropriate interpretation of facts and events. There are three good sources of case studies, as explained in Sections 0.2.1.2.1-0.2.1.2.3. 

Listed below is the laboratory program implemented by the author for a course in TEQA. Under each experiment title is a statement about what outcomes the student will realize. The degree to which the instructor makes the course more or less rigorous is determined by the curriculum objectives. The degree of rigor can be determined by the instructor and the course objectives. An experimental course in TEQA can consist of a series of experiments with everything set up for the student at the less rigorous level or consist of the same experiments whereby the student does every-... 

Assessment and measurement The course assessment must be aligned with the course objectives and at a level appropriate for the course. Grading criteria must be explicitly stated... 

These traditions have, of course, objective reasons (too ). 

When faced with the situation of having to actually answer the question of what students should take from the course 5 years later, it became apparent that the current course objectives were not the correct response. While the current list was reasonable in the short term, many of the items were ones that would either be second nature to an engineer with five-years-experience or typically completed utilizing either standard reference material or a computer program for assistance. Conversely, the focus couldn t be so far reaching that... 

Overall satisfactory student performance on stated course objectives was achieved. Table 3 lists the 8 course objectives, while Table 4 summarises the percentage of students performing at levels of at least 85%, 70% and 65% for each numbered objective. 

Table 4. Percentage of students achieving various levels for each course objective in Geotechnical Engineering II.

For each course objective, students are asked to self-evaluate their personal achievement on a scale from excellent to unsatisfactory. Results of this self-assessment are presented in Table 5. 

In Sect. 2 the curriculum design process is illustrated that meets the course objectives. The pedagogical practices used in the course delivery and rubrics used for assessing student learning are discussed in detail. Section 3 illustrates the evaluation of the course and Sect. 4 lists the steps taken for continuous improvement. The conclusion is presented in Sect. 5. 

Personal Introductions Course Objectives Hopes and Fears... 

III) Application phase. Teachers were motivated to redesign a particular chapter of their traditional textbook about the structure and properties of water, but they were not able to redesign this chapter according to the instructional functions of the module. Contrary to our expectations, this task was too ambitious for them. After the course when interviewed, teachers indicated some confusion about the course objectives was this course about improving the student module or about teacher learning Furthermore, they also mentioned that, in their opinion, the functions of parts of the module were too abstract to be used in practice. 

As in the first cycle, the recruitment procedure led to confusion about the course objectives with the result that, apparently, the course did not build properly on teachers prior expectations and beliefs. This led leading to less motivation to participate in the course. 

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