Engineering education, fundamentals

Facility in a subset of these techniques is essential for the fundamental examination of microstructured materials such as polymers. Note that all of these techniques demand fundamental knowledge of optics and the interaction of radiation with matter that is not routinely dispensed in a chemical engineering education. 

Having provided the context in which we perform experiments and make measurements, we now turn to the issue of how we extract the information contained in the data. The two large questions we must address are what model structure is appropriate to describe the reacting system of Interest, and, having selected a structure, what model parameters best represent the data we have collected, and how certain are we about these parameter values. The. first question has occupied us up to this point it has been the central focus of Chapters 1-8. Indeed, understanding the fundamental principles and models that explain the many kinds of chemical reaction and reactor behaviors is one of the essential goals of the chemical engineering education. 

Another name closely associated with chemical engineering during the early years of its development was that of Arthur D. Little, M.I.T. 85. Little was not a member of the feculty, but he was interested deeply in chemical engineering education. For several years he and Walker carried on the firm of Little and Walker in Boston, one of the early industrial consulting firms. Later the firm of Little and Walker became Arthur D. Little, Inc. Both Walker and Little had extraordinary vision and a capability for clear and forceful expression. They enunciated four fundamental concepts which formed the foundation upon which chemical engineering at M.I.T. has been built. 

At its most simplistic, this new model for engineering education at Zhejiang University is broad, specialized, interdisciplinary, which means that broad fundamentals are the focus of the first year of undergraduate education, with more specialized coursework in the second and third years, and then a capstone fourth year filled with interdisciplinary ideas and experiences. The model should followed by the best research-focused universities, liberating them from traditional, legacy, education models that being technical expertise, but also cultivate an innovative and... 

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