Bradford March 03

The Foundation Degree in Chemical Technology The Use of Case Studies to Drive the Curriculum

Bradford March 03

Paul Burdon

University of Teesside Deputy Director of School of Science

and Technology (including Engineering)

Led the development of Chemical Technology from application for ‘pilot’ funding to implementation

Chaired approval events for further Fd developments at University

Sat on group established by QAA to develop a Qualification Benchmark for Fds

Bradford March 03

Terry Trotter

Hartlepool College of Further Education Director of Studies for Engineering,

Construction & Design. Responsibilities include all sub-degree

and Foundation Degree programmes. Led the development of Engineering

Foundation Degree at Hartlepool from application to implementation.

Author of Case Studies at Hartlepool. Team leader of the course team for

Fd.Eng.

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Why Chemical Technology?

Major base for chemical industries in the Tees Valley region (TCI)

History of working links with University

Ongoing discussions regarding new course provision pre-dating Fds

A willingness to collaborate.

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What did industry want/expect?

Increasing skill requirements

Skills gaps in existing staff

Developing existing employees

Demand for new recruits

Encouraging young people to

enter the industry.

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Did we deliver?

Part-time course commenced 52 enquiries/expressions of

interest 36 applications/interviews 32 offers made 27 students enrolled (target 30)

from 14 companies Full-time course did not run.

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Why case studies?

Why not - we use them now (or do we)?

Practical, ‘hands on’ (perhaps) Relevant, ‘real’ problems (we hope) Develop a team approach

(sometimes) Interesting (not always) Broaden knowledge of the topic (but

not always in an industrial context!).

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So what is new? Different, innovative (DfEE) Developed and delivered in

partnership with industry Not used as examples within the

curriculum - rather as a driver for it Introduced early in the course and

continue throughout Associated learning and skills

specific to the needs of the case study

Portfolio approach.

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First year curriculum:Chemical Technology

Case Study 1:Introduction tothe ChemicalProcessIndustries

Case Study 2:ChemicalProcess Plant& Operation

Case Study 3:Chemical &ProcessAnalysis

Case Study 4:Products &Processes

Theme 1: Underpinning Science & Technology

Theme 2: Key Skills

Theme 3: Chemistry

Theme 4 Process Technology

Theme 5: Applications

Semester 1 Semester 2

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Case study development

They require committed partners The best case studies are genuine

(perhaps modified but not contrived)

They cannot be selected at random They must contribute to the

delivery of the curriculum They must have clearly defined

learning outcomes matched with those of the course.

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What are the case studies?Which partners?

First year Flow rig operation TTE Hazchem storage Vopak Reforming plant BASF Reformate refining Huntsman Custom processing Halterman

Second year topics Hazards and safety, batch processes,

supply chain management.

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Case study example 1 - Vopak A

Based on a request to store X tonnes of methanol to be off-loaded from a tanker moored at the quayside adjacent to the Vopak storage facility

Duration two weeks Tasks developing an understanding of:1 Safety, health and environmental issues2 Commercial and financial issues3 Technical issues including choice of

piping and time needed to unload the tanker.

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Case study example 2 - Huntsman Based on the Reformate Refining Plant designed to

receive imported raw reformate feedstocks containing 30-50% aromatics (C4-C10) and produce a refined product containing C6-C8

Duration six weeks Six tasks developing an understanding of:1 Relevant organic chemistry2 Reformate and refining3 Steady state mass balances4 Total and individual mass balances on designated

plant streams5 Stream enthalpies and energy balances6 Heat transfer.

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First year curriculum:Engineering

Case Study 1:MassProduction

Case Study 2:One-offProduction

Case Study 3:HeavyEngineering/Manufacture

Case Study 4:Instrumentation(Full-timestudents only)

Theme 1: Underpinning Science, Engineering & Technology

Theme 2: Key Skills

Theme 3: Business Improvement Techniques

Theme 4: 3D Modelling, CAD & Electronic Data Interchange: Intelligent Systems

Theme 5: Applications

Semester 1 Semester 2

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Case study example Engineering: Expanded Metal Company. Based on the design and development of a real

consumer product for a local manufacturing company.

Duration six weeks Four tasks developing an understanding of:1 Use of 3D Design software & extraction of 2D

drawings and presentational animations.2 Properties of the materials and coatings to be

used in the design.3 Methods of fabrication using existing plant.4 Costs of production and break-even analysis.5 Health and Safety regulations in the use of the

product.6 Presentational techniques, use of presentational

manager software.

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Strengths and weaknesses?Positive features and issues

Positive features Appropriate to the concept of Fds Relevant Effective Well received by students and employers Transferable

Issues It requires commitment from partners - we h

ave been lucky There will be a need for regular updating/rep

lacement It can be difficult to schedule/manage.

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Summary - does it work?

We have enjoyed a unique opportunity to develop something new, different, innovative - and be paid for it

‘Chemical Technology’ was a pilot - where issues have emerged they have been addressed

Formal (course) evaluation has been undertaken and we believe that the case study model has proved a success

We have demonstrated the transferability of the concept through the ‘Engineering’

It works for us; we intend to continue with it!

Bradford March 03

All that remains

Thank you for listening

Any questions?