Department Chair:

Radhakrishna Sureshkumar
329F Link Hall
315-443-1931; fax: 315-443-9175

Faculty

Rebecca Bader, Jesse Bond, Katie. Cadwell, Ruth Chen, Mandy Esch, Jeremy Gilbert, Julie. Hasenwinkel, James. Henderson, Ian Hosein,George. Martin, Patrick Mather, Shikha Nangia, Dacheng Ren, Ashok Sangani, Pranav Soman, Radhakrishna Sureshkumar, Lawrence Tavlarides, Angela Zachman

Adjunct/Research Faculty:

Jurgen Babirad, Gino Duca, Bart Farell, Eric Finkelstein, Shelley Stephens, Kent Ogden, David Quinn, Dana Radcliffe, Suresh Santanam, Fred Werner

Affiliate Faculty:

Joseph Chaiken, Andria Costello Staniec, Martin Forstner, Yan-Yeung Luk, Juntao Luo, Cristina Marchetti

Emeritus Faculty:

Gustav Engbretson, John Heydweiller, Philip Rice, Klaus Schroder, Robert L. Smith, S. Alexander Stern, Chi Tien, Josef Zwislocki

Undergraduate Chemical Engineering Program Director:

Katie Cadwell, 341 Link Hall, 315-443-4756, kdcadwel@syr.edu

The mission of the Department of Biomedical and Chemical Engineering is to provide our students with mentoring, curricular experience and extracurricular opportunities consistent with their individual career objectives in order to:

• Prepare them to apply science, mathematics and engineering knowledge to serve the needs of society;
• Instill in them a deep sense of respect for others and a strong foundation in professional and social ethics;
• Develop in them the understanding that continued education will further their professional and leadership skills.

Graduates of the program will have mastered the chemical engineering fundamentals necessary to serve as practicing engineers and will be prepared for further studies in engineering, science, or other professions. These fundamentals include an understanding of basic engineering concepts, the collection of information from experimentation and from the scientific and technical literature, and the prediction of system behavior through the development and application of mathematical models.

Graduates will be able to apply critical thinking, problem solving, and teamwork and research skills to the design of chemical engineering processes and the solution of scientific and technical problems.

Graduates will be able to effectively synthesize and then communicate their work and ideas through written, oral, and visual and graphical formats and they will understand the impacts on and responsibilities to society of chemical engineering practices.

Chemical engineering has a rich past; chemical engineers have been identified with the large scale manufacture of numerous products including chemicals, fibers, foods, fuels, pharmaceuticals, plastics, pulp and paper, and rubber. Because chemical engineering is the most versatile of the engineering disciplines, chemical engineers in the future will contribute to diverse new and emerging technologies. They will seek new ways to process our energy and natural resources; they will play key roles in the areas of environmental cleanup and protection, management of hazardous wastes, and process and product safety. They will be involved in new technologies such as biotechnology and biomedicine, and in the development and production of new materials such as polymers, ceramics, and advanced composites.

The chemical engineering curriculum prepares students to apply the fundamentals of chemistry, physics, and engineering to problems related to the efficient and safe production of chemical and related products. The program focuses on developing a solid background in the principles of chemical engineering and their applications to the challenges facing industry and society. If a student wishes to specialize in biochemical, environmental, or polymer engineering, he or she can select appropriate science and engineering courses to supplement the general curriculum.

This program is accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org.

The curriculum prepares students to apply the fundamentals of chemistry, physics, mathematics, and engineering to diverse problems in the field of chemical engineering. Engineering design concepts are integrated throughout all four years of the chemical engineering program.

Beginning with ECS 101  in the fall of the first year, students are introduced to the engineering method for problem solving, and concepts of engineering design. In this way students see how mathematics, basic sciences, and engineering science provide the necessary tools for design and how to go about the design process.

During the sophomore, junior, and senior years, problems of increasing complexity and open-endedness are presented to students in the chemical engineering courses, continually challenging their technical expertise, creativity, and knowledge.

Finally, in their senior year courses, students are required to complete major design projects in their courses and laboratory. These projects are open-ended and designed to build upon the students’ understanding and mastery of the fundamentals of mathematics, sciences, and engineering topics. They also consider broader social issues in addition to technical issues such as environmental impact and safety.

Many students take advantage of the low student/faculty ratio by participating in research or independent study projects. There are part-time, summer, co-op, and internship opportunities available for students seeking work experience. International study opportunities are also available.

Graduates from the program in chemical engineering must achieve the following student outcomes:

• an ability to apply knowledge of mathematics, science, and engineering;
• an ability to design and conduct experiments, and to analyze and interpret data;
• an ability to design a system, component, or process to meet desired needs;
• an ability to function on multidisciplinary teams;
• an ability to identify, formulate, and solve engineering problems;
• an understanding of professional and ethical responsibility;
• an ability to communicate effectively;
• the broad education necessary to understand the impact of engineering solutions in a global and societal context;
• a recognition of the need for, and an ability to engage in life-long learning;
• a knowledge of contemporary issues;
• an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice;
• an appreciation of diversity issues in society.