Curricula for Chemical Engineering Degree Courses at Universities and Fachhochschulen (Universities of Applied Science)

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1 Curricula for Chemical Engineering Degree Courses 1 Curricula for Chemical Engineering Degree Courses at Universities and Fachhochschulen (Universities of Applied Science) Recommendation of the VDI-Society for Chemical and Process Engineering (VDI-GVC) for developing consecutive Bachelor s and Master s degree courses with more practically oriented and more research-oriented profiles* November 2004 Contents 1 Preamble 1 2 Curricula for more research-oriented Bachelor s degree courses 3 3 Curricula for more practically oriented Bachelor s degree courses 6 4 Curricula for more research-oriented Master s degree courses 9 5 Curricula for more practically oriented Master s degree courses 11 1 Preamble This recommendation has been elaborated jointly by representatives from universities, Fachhochschulen (universities of applied science), and industry. It is intended to contribute to the development of higher education in Germany and to promote the implementation of Bachelor s and Master s degree courses within the framework of the Bologna process. The following principles are to apply: *profile designation with reference to the resolution of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany of 10 October 2003, Common structural guidelines of the Länder as set out in Article 9 Clause 2 of the Framework Act of Higher Education (HRG) for the accreditation of Bachelor s and Master s study courses

2 2 Curricula for Chemical Engineering Degree Courses 1. In accordance with the European conventions 1 the Bachelor s degree courses are to be organised with two profiles which are distinct from one another: i.e. either more researchoriented or more practically oriented. 2. The competence achieved by acquiring a more research-oriented Master s degree has to be equivalent to the former Diplom degree at research universities. 3. The competence achieved by acquiring a more practically oriented Bachelor s degree has to be equivalent to the former Diplom degree at Fachhochschulen (universities of applied science). 4. The standard degree conferred by the Fachhochschule (university of applied science) is the Bachelor s degree, and most students leave the Fachhochschule (university of applied science) with a Bachelor s degree. 5. The standard degree conferred by universities is the Master s degree, and most students leave the university with a Master s degree. 6. The Bachelor s degree acquired by completing a more research-oriented degree course is, in particular, a qualification for further education in the same or in other disciplines. 7. The Master s degree resulting from a more practically oriented degree course gives evidence of a new field of competence for which there are no previous equivalents. 8. The transition from a more practically oriented to a more research-oriented degree course is to be facilitated by appropriate measures. 9. It should take five years to complete a Bachelor s and Master s degree in sequence in the same field (standard period). The curricula described below are recommendations for the creation of more researchoriented Bachelor s and Master s degree courses at universities and more practically oriented Bachelor s and Master s degree courses at Fachhochschulen (universities of applied science) in the fields of Process Engineering (Verfahrenstechnik), Chemical Engineering (Chemieingenieurwesen), Biomolecular or Bioprocess Engineering (Bioingenieurwesen) and other related fields. The recommendations for the curricula are formulated in broad enough terms to cover the degree courses aforementioned. All these courses are engineering-based and the structure of the curricula is as follows: 1. Professional profile and aims of the course. 2. Qualifications for admission. 3. Structure of the degree course. 4. Contents of the degree course. 1 Realising the European Higher Education Area, Communiqué of the Conference of Ministers responsible for Higher Education in Berlin on 19 September 2003

3 Curricula for Chemical Engineering Degree Courses 3 An important attribute of engineering-type degree courses are the industrial placements to acquire work experience that are required before starting the course and during the course. The students see what working in industry is like, acquire practical experience of dealing with machines and can see exactly what an engineer really has to do. We describe the industrial placements of each degree course under the heading Structure of the degree course. The degree courses are organised in modules. A module is a teaching or learning unit which it normally takes one semester to complete. An examination is taken to complete a module and those who pass obtain credits according to the European Credit Transfer System (ECTS). One credit point corresponds to a student work load of approximately 30 hours. One can thus assume that an average student will have a workload of 900 hours per semester. Whether the degree courses are successful or not as far as their aims are concerned is monitored, safeguarded and improved by consistent use of quality management systems. 2 Curricula for more research-oriented Bachelor s degree courses 2.1 Professional profile and aims of the course Graduates from a more research-oriented Bachelor s degree course can be offered the following possibilities: 1. Continuation of their education in a Master s degree course in a related subject. 2. Continuation of their education in a less closely related Master s degree course, e.g. business administration, journalism, law or patent management. 3. Taking up employment. The aims of the more research-oriented Bachelor s degree course are as follows: The students are to be able to: 1. Apply scientific methods and develop scientific solutions independently. 2. Identify, abstract and structurally identify a problem. 3. Apply holistic problem-solving skills based on fundamental analysis techniques and methodologies. 4. Work within an international economy. 5. Work within an interdisciplinary team environment. 6. Continue their education through life-long learning.

4 4 Curricula for Chemical Engineering Degree Courses The graduates have acquired basic knowledge in the fields of mathematics, physics, chemistry and biology. They are thus able to understand the phenomena that process engineering, chemical engineering, biomolecular and bioprocess engineering are concerned with. They have understood the basic principles of process engineering, chemical, biomolecular and biological engineering, of energy, mass and momentum transport processes. They have learned to consider, analyse, and control complex processes on a systems engineering base. They are familiar with the basic principles of control engineering. They are able to carry out experiments independently and to interpret their results. The graduates are able to apply their knowledge in a responsible way. We hope that they will deepen their knowledge and will be capable of continuing their education in a more research-oriented Master s degree course. Graduates of a more research-oriented Bachelor s degree course have acquired key qualifications (time management, learning and working techniques, willingness to cooperate and work within teams, leadership and communication skills). According to the legislation of the Länder with regard to academic degrees in engineering, a graduate of the more research-oriented degree course described above is entitled Ingenieur. 2.2 Qualifications for admission Besides the Allgemeine Hochschulzugangsberechtigung (Abitur) the applicant has to prove that he or she is suitable for the field of study. Whether an applicant is suitable or not is established by procedures to be laid down in the regulations of the departments or the faculties or of the universities themselves. 2.3 Structure of the degree course The degree course comprises six or seven semesters including the Bachelor s thesis. On graduation, the academic degree Bachelor of Science or Bachelor of Engineering is awarded, dependent on the choice of the faculty. The degree course is considered to have been completed if the number of credits specified in the degree course and examination regulations have been acquired. This number must not be less than 180 for the six semester degree course and not less than 210 for the seven semester degree course. Students of the more research-oriented degree course are to complete an industrial placement before they start their degree course. This is to ensure that they are familiar with work routines in a workshop, an assembly line, in a laboratory or in production on the shop floor (Grundpraktikum). In another type of industrial placement students are to learn about the

5 Curricula for Chemical Engineering Degree Courses 5 work typical for engineers in research, development, design or planning (Fachpraktikum). Students are to spend a total of 14 to 20 weeks on industrial placements. Grundpraktikum and Fachpraktikum are required but not part of the degree course. Industrial placements do not enable students to acquire credits. 2.4 Fields of study The fields of study of more research-oriented undergraduate degree courses are given in table 1. Table 1: Contents of more research-oriented undergraduate degree courses Fields Credits Fundamentals of mathematics and natural sciences mathematics, computer science, physics, chemistry, biology Fundamentals of engineering science e.g. mechanics, thermodynamics, fluid mechanics, electrical engineering, electronics, system dynamics and control engineering, material science Process engineering separation science, multiphase flow, solid handling, reaction engineering, biomolecular and biological engineering, additional courses according to individual profiles Engineering applications e.g. production engineering, plant engineering, safety science, environmental engineering, design and manufacture of apparatus and machinery Non-technical subjects e.g. law, business management, philosophy, psychology, sociology Engineering sciences or natural sciences according to the main emphasis of the degree course Bachelor s thesis 15 Total at least 180 or 210 resp. Teaching the students to acquire their key qualifications is not to be in separate courses, but is to be linked to the teaching of engineering science.

6 6 Curricula for Chemical Engineering Degree Courses 3 Curricula for more practically oriented Bachelor s degree courses 3.1 Professional profile and aims of the course The fields of activity of graduates of more practically oriented degree courses are quite diverse. They extend from the chemical and pharmaceutical industry, the food industry and biotechnology, machinery and plant manufacturing industry, public utility engineering, recycling enterprises, engineering offices and consulting engineers, the civil service and business consultants. Some of the most important tasks are: planning, construction, supervision and operation of processes and plants in the abovementioned fields. The Bachelor s degree qualifies students for a profession. They have to be able to: 1. Develop engineered solutions with reference to their application 2. Apply problem solving skills based on technical experience and knowledge. 3. Work within an international economy. 4. Work within an interdisciplinary team environment. 5. Continue their education through life-long learning. The students acquire extensive knowledge in the fields of engineering applications, mathematics, and natural sciences that enable them as graduates to work on a scientific basis and to act responsibly in industry or any occupation. The students are enabled in particular to transfer new results from engineering sciences or natural sciences to industrial production taking into account economic, ecologic, and safety considerations. They learn to plan, control and supervise processes, and to develop and operate plants and equipment. According to the legislation of the Länder concerning academic degrees in engineering, a graduate of the more practically oriented degree course described above is entitled Ingenieur. 3.2 Qualifications for admission Besides the Allgemeine Hochschulzugangsberechtigung (Abitur) or the Fachgebundene Hochschulzugangsberechtigung (Fachabitur) the applicant has to prove that he or she is suitable for the field of study. The departments or the universities of applied sciences (Fachhochschulen) themselves are responsible for the assessment of the suitability.

7 Curricula for Chemical Engineering Degree Courses Structure of the degree course In order to ensure that the aims of the course are achieved the students are taught skills and given knowledge in the fields of planning, design and operation of processes and plants with due regard to an appreciation of the practical constraints on their application. This is based on basic knowledge of mathematics, natural sciences, engineering applications, and economics. They then intensify this by going more deeply into some aspects. The degree course is characterised by practical orientation and by a strong involvement in laboratory and project work. A characteristic for this type of degree course is an industrial placement of sufficient length under the supervision of the institution of higher education and the teaching is closely related to development tasks provided by the economy of the region. Modern learning an teaching methods are used to teach key factors such as working in a team with people from different fields, problem solving, communicative skills and the ability to achieve life-long learning. The standard period for the completion of a Bachelor s degree should be six semesters including the examinations and the Bachelor s thesis. In addition to this an industrial placement of at least 20 weeks duration that is supervised by the institution of higher education is required. Credits are given for this placement. Students have the following options: 1. An industrial placement lasting one semester. 2. A semester abroad in selected industrial firms. 3. At least one semester abroad at an institution of higher education which includes examinations and for which credits are given. If the industrial placement takes place in the seventh semester (Praxissemester), the Bachelor s thesis can be completed in that semester. On graduation, either the academic degree Bachelor of Engineering or the academic degree Bachelor of Science is awarded. If the course takes six semesters and an additional semester then at least 210 credits are required in order to graduate. In addition to the abovementioned one semester Praxissemester students studying for a more practically oriented degree have to have completed a 13 week industrial placement, preferably before they register for the course (Grundpraktikum). If they have not completed this before they register they have to do so at the latest by the end of their third semester. This is to include workshop training (workshop, installation, production, laboratory). No credits are earned for the Grundpraktikum.

8 8 Curricula for Chemical Engineering Degree Courses 3.4 Fields of study Table 2 applies to more practically oriented undergraduate degree courses. For the degree courses Chemical Engineering (Chemieingenieurwesen), Biological Engineering (Bioingenieurwesen), and Environmental Engineering (Umweltingenieurwesen) the fields may by weighted as required in table 3: Table 2: Fields of study of more practically oriented undergraduate degree courses Fields Credits Fundamentals of mathematics and natural sciences mathematics, computer science, physics, chemistry, biology Fundamentals of engineering sciences e.g. mechanics, thermodynamics, fluid mechanics, electrical engineering and electronics, control engineering, material science Process engineering separation science, multiphase flow, solid handling, reaction engineering, biological engineering, additional courses according to individual profiling Engineering applications e.g. production engineering, plant engineering, safety science, utility engineering, environmental engineering, CAD/CAE systems, design and manufacture of apparatus and machinery Non-technical subjects e.g. law, business management, philosophy, psychology, sociology Engineering sciences or natural sciences according to the profile of the degree course Praxissemester with extended report and colloquium 30 Bachelor s thesis 15 Total at least 210 Table 3: Weighting for the more practically oriented undergraduate degree courses Chemical Engineering (Chemieingenieurwesen), Biological Engineering (Bioingenieurwesen), and Environmental Engineering (Umweltingenieurwesen) Fields Credits Fundamentals of mathematics and natural sciences mathematics, physics, chemistry, biology, computer science Engineering applications e.g. production engineering, plant engineering, safety science, utility engineering, environmental engineering, CAD/CAE systems, design and manufacture of apparatus and machinery Teaching the students to aquire key qualifications is not to be in separate courses but is to be linked to the teaching of engineering science.

9 Curricula for Chemical Engineering Degree Courses 9 4 Curricula for more research-oriented Master s degree courses 4.1 Professional profile and aims of the course The fields of activity of these graduates are extremely diverse. They extend from the chemical and pharmaceutical industry to the food industry and biotechnology, the basic goods industry, the electronics industry, nuclear technology, power supply, plant construction or in the civil service. These graduates have the following opportunities: 1. They can take up employment. 2. They can continue their academic education on a PhD programme. The more research-oriented Master s degree courses deepen and broaden aims of the courses as described in section 2.1. In addition, the students are to be enabled to: 1. Develop and apply scientific methods independently in academic research and industry. 2. Develop their analytical powers and hence be able to deal with complex questions independently. 3. Develop their interpersonal skills emphasising leadership qualities. Students of a more research-oriented Master s degree course may work on research projects at the university or in industry while they are studying. Students are encouraged to participate in study abroad programmes, thus promoting intercultural understanding. The students acquire extensive knowledge in the fields of mathematics, natural sciences, and engineering, enabling them when they graduate to work scientifically and to behave responsibly both in their professions and their attitude to society. The graduates can develop scientific methods independently and apply them in their work. 4.2 Qualifications for admission Normally completion of one of the above mentioned more research-oriented Bachelor s degree courses would be essential. Graduates who have completed one of the more practically oriented Bachelor s degree courses or other Bachelor s degree courses in fields which are not closely related may be admitted to more research-oriented degree courses if they can prove that they are particularly suitable for that field of study. Conditions for admission may be imposed. The departments, the faculties or the universities themselves are responsible for the assessment of the suitability.

10 10 Curricula for Chemical Engineering Degree Courses 4.3 Structure of the degree course The standard period for the completion of the course including the Master s thesis is three semesters if the previous Bachelor s degree course lasted seven semesters and four semesters if the previous Bachelor s degree course lasted six semesters. On graduation, the academic degree Master of Science or Master of Engineering is awarded. This depends on the choice of the faculty. The degree course is considered to have been completed if the number of credits specified in the study and examination regulations has been acquired. This must not be fewer than 90 for the three semester degree course and 120 for the four semester degree course. In order to achieve the aims of the degree course, courses are offered and teaching and learning methods used that enable students to acquire more knowledge of mathematics, science and engineering and which increase their abilities in scientific research, new methods, explorative innovation, and problem based learning. The degree course includes project work, guided investigations by students and research. One of the characteristics of the degree course is that it can integrate research into the curriculum and encourage interdisciplinary group work. Key qualifications, i.e. the ability to work in teams and between disciplines, communication skills, international qualities, problem solving skills, innovation management, and leadership are enhanced by the integration of modern teaching and learning methods. The students of the more research-oriented Master s degree course must have completed 20 weeks of industrial placement before starting work on their Master s thesis; the industrial placement during the Bachelor s degree course referred to in section 2.3 is part of this. 4.4 Fields of study The students can select the majority of the courses for their Master s degree themselves, guided by an academic mentor. The proportion of the degree devoted to independent work is considerable. The curricula of the more research-oriented degree courses have to include the fields given in table 4: Table 4: Fields of study of more research-oriented graduate degree courses Fields Credits Extension of mathematical, scientific and engineering subjects Non-engineering subjects 5-20 e.g. law, economics, philosophy, psychology, sociology Master s thesis 30 Total at least 90 or 120 resp. Teaching the students to acquire their key qualifications is not to be in separate courses but is to be linked to the teaching of engineering science.

11 Curricula for Chemical Engineering Degree Courses 11 5 Curricula for more practically oriented Master s degree courses 5.1 Professional profile and aims of the course The fields of activity of graduates of more practically oriented Master s degree courses are extremely diverse. They extend from professional assignments to leadership in the development, planning and construction of plants and in supervision and operation of plants and processes, or employment in the higher level of the civil service ( höherer Dienst ). Graduates of more practically oriented Master s degree courses are to be able to: 1. Develop engineered solutions with regard to their application in specialised fields. 2. Apply problem solving skills based on technical experience and knowledge at a higher level than at the Bachelor s level. 3. Apply theoretical and analytical thinking to practical problems of higher complexity than at the Bachelor s level. 4. Exhibit abstract, analytical and interlinked thinking leading to intellectual and social skills; to get aquainted with new and unknown tasks quickly, methodically and systematically, and to work in interdisciplinary teams. He or she is to be self-reliant, creative, open-minded and communicative. 5.2 Qualifications for admission The essential prerequisite is graduation from the abovementioned more practically oriented Bachelor s degree courses with the mark good or better. Graduates from more practically oriented Bachelor s degree courses in other subjects may be admitted to the Master s programmes. These are then not considered to be consecutive. If this is the case then the regulations of the Fachbereiche may impose conditions for admission according to suitability. In any case the requirement that a mark equivalent to good in the previous degree course had to be achieved remains the same. Moreover evidence must be given of an industrial placement equivalent to that in the Bachelor s course. The same applies if anyone transfers from a more research-oriented Bachelor s programme to a more practically oriented Master s programme.

12 12 Curricula for Chemical Engineering Degree Courses 5.3 Structure of the degree course The standard period of study including examinations and the Master s thesis is three semesters. On graduation, the academic degree Master of Engineering or Master of Science is awarded. This depends on the choice of the Fachbereich. In the period of three semesters until graduation at least 90 credits have to be obtained. The course is characterised by emphasis on application and by a substantial amount of project work. The degree course comprises applied research and development as well as project-oriented and interdisciplinary group work. Key qualifications, i.e. the ability to work in teams, interdisciplinary cooperation, communication skills, international qualities, problem solving skills, innovation management as well as leadership qualities are improved by the integration of modern teaching and learning methods. In order to achieve the aims of the degree course, courses are offered and teaching and learning methods used that enable students to acquire more in-depth knowledge of mathematics, science and engineering and which increase their ability to develop engineered solutions with regard to application. A characteristic of these courses is the integration of applied research and development into teaching and the encouragement of project-based interdisciplinary group work. 5.4 Fields of study The fields of study of more practically oriented graduate degree courses are given in table 5. Table 5: Fields of study of more practically oriented graduate degree courses Fields Credits Extension of mathematical, scientific and engineering subjects e.g. mathematical methods, fluid mechanics, multiphase flow, material science, heat and mass transfer, chemistry, biology, thermodynamics of mixtures, control engineering Extension of chemical engineering subjects unit operations of chemical, biological, mechanical or thermal process engineering Extension of engineering applications systems engineering, environmental and safety engineering, CAD/CAE systems, process simulation, design and construction of apparatus Non-engineering subjects 5 10 Master s thesis, seminar and colloquium 30 Total at least 90 Specialisation can take place. This is to be related to the special fields of the institution of higher education. Teaching the students to acquire their key qualifications is not to be in separate courses, but is to be linked to the teaching of engineering science.

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