CBE Learning Outcomes Progression Framework

School of Chemical and Biomolecular Engineering

  Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
CBE Learning Domain 1) Maths & Science Underpinning Skills and Knowledge
Understanding of mathematics, science and associated engineering disciplines necessary to underpin chemical engineering education [IChemE Learning Outcomes A1 Underpinning maths, science & associated engineering disciplines; A3.2 Chemical Engineering Practice (Laboratory & experimental research skills)] [EA Stage 1 Competencies: 1.1, 1.2]
Basic maths/science resources. Works creatively and systematically with others in using common maths and science knowledge resources (including laboratory, computer and paper-based tools) at a basic demonstration exercise level. Basic research applications. Works creatively and systematically with others in undertaking basic steps of scientific or mathematical inquiry (formulating questions, modeling problems, interpreting data). Small scale research. Works creatively and systematically with others in undertaking small scale experiments and/or data gathering. Extended research project. Works creatively and systematically with others in planning and undertaking a personal research project, applying broad integrated knowledge of maths/science concepts, principles, methods and tools. Advanced research project. Works creatively and systematically with others in planning and undertaking an advanced science research project, applying new or emerging theories, methods or tools with due consideration of uncertainties, complexities and limitations.Leading research project Leading research project. Works creatively and systematically with others in planning, and undertaking a highly complex and challenging science research project, applying theories, methods or tools at the boundaries of current knowledge.
CBE Learning Domain 2) Materials & Energy Processes (Core Chemical Engineering Part 1)
Understanding the principles of fluids and solids formation and processing and being proficient in applying these principles to problems involving fluid flow, heat transfer, mass transfer and reaction engineering. [IChemE Learning Outcomes A2.2 Fundamentals; A2.3 Math modelling & quantative methods ) (EA Stage 1 Competencies: 1.3, 1.4; 2.2]
Basic concepts and principles. Works creatively and systematically with others in using common materials and energy process concepts and principles (fluid flow, heat/mass transfer and reaction engineering) at a basic demonstration level. Basic process analysis.Works creatively and systematically with others in modeling, analysing and reporting materials and energy process problems involving flowing fluids, phase behaviour, heat and work transfer and chemical reactions, under varying conditions. Small scale process integration. Works creatively and systematically with others in investigating and reporting on small-scale technical cases involving integrated aspects of flowing fluids, phase behaviour, heat and work transfer, chemical reactions or related processes. Extended process integration. Works creatively and systematically with others in investigating and reporting on a real life problem scenario in fluid flow, heat/mass transfer and reactions or releated processes, Advanced application cases. Works creatively and systematically with others in investigating and reporting on advanced problems in fluid flow, heat/mass transfer and reactions or related processes, applying integrated knowledge of these, with due consideration of uncertainties, complexities and limitations. Leading application cases. Works creatively and systematically in investigating and reporting on highly complex and challenging problems, at the limits of existing knowledge, in fluid flow, heat/mass transfer and reactions or related processes.
CBE Learning Domain 3) Industrial Process Design (Core Chemical Engineering Part 2)
Ability to analyse, model quantitatively and synthesise industrial processes at the appropriate scale, including different physical scales, timeframes and operating cycles. [IChemE A2.5 Systems] (EA Stage 1 Competencies: 1.3, 1.4, 2.2]
Basic concepts and principles. Works creatively and systematically with others in using industrial process concepts and principles at a basic demonstration exercise level. Basic industrial process analysis. Works creatively and systematically with others in formulating and demonstrating basic analytical models of a typical industrial process in chemical engineering at different scales, using given mathematical, visual and software tools. Basic process control and optimisation. Works creatively and systematically with others in modelling, analysing, and optimising a range of typical industrial processes, using given process control methods and tools. Extensive process control & optimisation . Works creatively and systematically with others in modelling, analysing and optimising industrial processes in a real production environment, evaluating and selecting an appropriate ccontrol method, and tuning as required. Advanced process control & optimisation. . Works creatively and systematically with others in applying comprehensive process modelling techniques at multiple scales to enhance efficiency and drive innovation in real life production scenarios, with due consideration of uncertainties, complexities and limitations. Leading process control & optimisation. Works creatively and systematically with others in developing new, innovative methods and tools of process control and optimisation, or applies existing tools in new, innovative ways.
CBE Learning Domain 4) Chemical Engineering Applications (Core Chemical Engineering Part 3)
Ability to analyse and model typical processing steps (such as mixing and separation), estimate processing outcomes and determine equipment requirements in a range chemical engineering applications [IChemE A2.4 Process and Product Technology](EA Stage 1 Competencies: 1.3, 1.4, 2.2]
Basic application types. Works creatively and systematically with others in characterising and explaining different types of chemical engineering.industrial processes, methods, technologies, tool and equipment, and the technical concepts and principles involved. Basic applications analysis. Works creatively and systematically with others in modelling and analysing given steps, technologies, tools and equipment, under varying conditions, in typical types of chemical engineering.industrial process. Small, typical application cases.. Works creatively and systematically with others in investigating and reporting on a small-scale technical case involving integrated asptects of chemical engineering technologies, tools and equipment. Substantial application cases. Works creatively and systematically with others in investigating and reporting on a real life chemical engineering application problem, applying integrated knowledge of all relevant processing operations, technologies, tools and equipment, inclduding both non-technical and technical perspectives. Advanced application cases. Works creatively and systematically with others in investigating and reporting on advanced application possibilities and challenges in chemical engineering (new methods, technologies, tools, equipment, products or contexts, with due consideration of uncertainties, complexities and limitations. Highly complex application cases.. Works creatively and systematically with others in investigating and reporting on highly complex and challenging application issues. at the limits of at the limits of existing chemical engineering knowledg ( developing new methods, technologies, tools, equipment, products or contexts).
CBE Learning Domain 5) Sustainability, Safety & Risk (Core Chemical Engineering Part 4)
Understanding and applying principles of sustainability, life-cycle analysis, risk management and quality assurance in chemical engineering; ensuring that processes, products and plant environments are safe, sustainable and consistent with professional best-practice and relevant legal, ethical and industry standards. [IChemE Learning Outcomes A2.6 Process Safety, A2.7 Sustainability and Economics, Ethics, A3 Chemical Engineering Practice] [EA Stage 1 Competencies 1.5, 1.6, 3.1, 3.5]
Basic professional concepts. Works creatively and systematically with others in characterising and explaining concepts and principles related to the chemical engineering social and industrial context (including environmental, economic, health, safety and legal aspects). Basic professional analysis. Works creatively and systematically with others in analysing and evaluating given environmental, economic, health and safety aspects of the chemical engineering context (including environmental, economic, health, safety and legal aspects). Exploratory professional practice.. Works creatively and systematically with others in investigating and reporting on environmental, economic, health and safety issues for a given engineering context, at the standard of an early draft project planning document. Extensive professional practice. Works creatively and systematically with others in analysing and reporting on environmental, economic, health and safety issues of an real engineering project, at the standard of a formal project planning submission. Advanced professional practice. Works creatively and systematically with others in analysing and reporting at formal planning submission standard, on emerging professional practice issues in chemical engineering with due consideration of uncertainties, complexities and limitations arising. Leading professional practice. Works creatively and systematically with others in analysing and reporting, at formal planning submission standard, on highly complex and challenging professional practice issues in chemical engineering, including environmental, economic, health and safety matters
CBE Learning Domain 6) Chemical Engineering Design Practice
Competence in chemical engineering design, includingthe ability to define a problem and identify constraints, the employment of creativity and innovation, understanding ‘fitness for purpose’ and the importance of delivery. [IChemE Learning Outcomes: A4 Chemical Engineering Design Practice] [EA Stage 1 2.1, 2.2, 2.3, 2.4, 3.3]
Basic solutions. Works creatively and systematically with others in generating an effective design solution to clearly specified requirements. Adaptive solutions. Works creatively and systematically with others in generating an effective design solution to a tightly constrained problem scenario, requiring limited interpretation. Small scale technical design. Works creatively and systematically with others in investigating, specifying, and delivering a preferred design solution to a small-scale open-ended problem scenario in a limited technical context. Extended system design. Works creatively and systematically with others in investigating, specifying, and delivering an optimum design solution to a complex real world problem scenario requiring comprehensive analysis of requirements and constraints from technical and non-technical perspectives. Advanced design. Works creatively and systematically with others in investigating, specifying, and delivering an optimum design solution to advanced real world problem situations (new/emerging technology, new combinations of methods and technology, or new and unfamiliar contexts), with due consideration of uncertainties, complexities and limitations arising. Leading design. Work creatively and systematically in investigating, planning and delivering an optimum design solution to highly complex and challenging real-world problem situations requiring high level innovation (untested technologies or methods, contexts that are opaque, poorly documented and poorly understood, or deep systemic failures with limited options).
(Embedded Qualities) CBE Learning Progression Qualities
Five key qualities
PQ1) Problem Identification and Analysis
Proficiency in investigating and defining the overall scope, nature, constraints, options and solution requirements of problem situations at varying levels of complexity, with due regard for all relevant circumstances, technical and non-technical. [Sydney GQs, 2.1 Critical Thinking & Problem Solving || EA Stage 1, 2.1 Complex Problem Solving]
Basic problem identification. Can correctly identify problems within a given range of formula-based problem types. . Basic problem modelling. Can correctly model a given problem description in a solvable problem format, deriving relevant variables, parameters, constants and relationships and applying appropriate simplifying assumptions. Small-scale problem investigation. Can effectively define solution requirements, constraints, and options for a small scale open-ended problem (such as design, diagnostic or planning task). Extended problem investigation.Able to effectively identify and synthesise solution requirements, constraints and options for a large extended project. Advanced requirements analysis. Able to effectively define solution requirements, constraints and options for a large compex project, with novel or unfamiliar elements. Leading requirements analysis. Able to effectively define solution requirements, constraints and options for a highly complex project, at the limits of existing knowledge and capabilities, with high degree of internal and/or external uncertainty.
PQ2) Solution Development and Testing
Proficiency in undertaking a systematic solution development process, delivering outcomes at an engineering professional standard with appropriate checking and verification at all stages. [Sydney GQ 2.1 Critical Thinking & Problem-Solving; 2.4 Inventiveness, 3 Cultural Competence] [EA Stage 1: 2.1 Complex Problem Solving; 2.3 Design Process]
Direct solution generation. Can derive and justify a particular solution method for a clearly stated problem, within a given range of problem types. (EA Stage 1: 2.1b) Solution adaptation. Can derive and justify a particular solution method for problems that require some interpretation, within defined range of problem types. Small-scale solution investigation. Can generate and evaluate alternative solution methods, and justify selection, for a small scale open-ended problem (such as design, diagnostic or planning task). Substantial solution development Can develop, test and demonstrate an effective solution to specified requirements in a real operational context, with broad consideration of technical and non-technical factors. (EA Stage 1: 2.1b,e,f,g,h and 2.3b,c,d,e) Advanced solution development. Able to develop, test and demonstrate effective solutions to new and emerging requirements, or develop improved solutions using new and emerging technologies. Leading solution development. Able to develop, test and demonstrate effective solution(s) to highly complex problem situations, with a highly original deployment of tools and methods.
PQ3) Broad-Based Inquiry & Research
Proficiency in undertaking systematic inquiry across different dimensions of engineering practice, both technical and non-technical, using relevant information resources and drawing upon the diverse knowledge and research perspectives of different physical and social science disciplines. [Sydney GQs, 2.3 Information/Digital Literacy; 3 Cultural Competence 4 Interdisciplinary Effectiveness || EA Stage 1, 1.4 Discernment of current research; 3.4 Information management]
Correct use of info tools Can use standard information resources and tools, including library, laboratory and computer-based, with correct procedures and appropriate specialist language in undertaking diverse searches on technical and non-technical questions. Fluent use of information tools. Can use standard information resources and tools, including library, laboratory and computer-based, with correct procedures and language vocabulary and flexibility, in developing wide-ranging questions, search strategies and lines of inquiry. Probing investigation. Can probe behind immediately given evidence, generate and test hypotheses, and derive meaningful and soundly based conclusions with reference to available evidence and knowledge, including research. Probing & wide ranging investigation. Can research complex topics and questions with broad well-informed judgement from technical and non-technical perspectives. Advanced knowledge development. Can take initiative in recognising and addressing new and emerging knowledge and information needs in the broader field of engineering practice, anticipate new and emerging issues. Leading knowledge development. Can take initiative in contributing to new techniques, processes, approaches, concepts or tools that shape the broader development of engineering knowledge and practice.
PQ4) Professional Communication
Proficiency in conveying professional subject matter, precisely, incisively and effectively in discussions, negotiations, documentation and reporting. [Sydney GQs, 2.2 Communication || EA Stage 1, 3.2 Communication]
Descriptive reporting. Is precise and informative; with relevant professional and technical language and visuals. Reporting with synthesis. Is precise and informative, with appropriate synthesis, and appropriate use of visuals and technical and professional language. Reporting with analysis. Is precise and informative, with appropriate synthesis and analysis, using professional and technical language and visuals reliably and effectively. Reporting with thorough analysis. Is precise, informative, purposeful and well-structured, well-argued and discerning, having a broad-based conceptual framework relevant theoretical and practical context. Reporting with advanced analysis. Is precise, informative, purposeful and well-structured, well-argued, with high level discernment; tackling new, unfamiliar areas of theory and practice; incorporating alternative or divergent, ideas. Reporting with leading analysis. Discernment both advanced and deep: transforms previous understanding, brings new perspective to old problems, develops compelling synthesis of diverse ideas.
PQ5) Creative Team Culture
Proficiency in working creatively and systematically with others towards common goals across personal, cultural and disciplinary boundaries: developing shared vision, purpose and accountability, making differences into strengths and optimising outcomes for both individuals and group as a whole. [Sydney GQs, 3,4,5, 6 Cultural Competence; Interdisciplinary Effectiveness; Integrated Identity, Influence || EA Stage 1, 3.3, 3.5,3.6]
Routine partnership. Can work creatively and systematically with a given partner to ensure correct procedure and successful outcomes in routine tasks; building mutual appreciation and trust in doing so. Critical partnership. Can work creatively and systematically with a given partner to ensure sound principles, method, assumptions and reasoning in tasks requiring thoughtful interpretation and critical judgement; building openness and ability to give and receive critical feedback. Specialised partnership. Can work creatively and systematically within a small group (max 4) to achieve practical project outcomes, ensuring appropriate sharing of roles and responsibilities, exercising mutual accountability, managing interpersonal dynamics and cultural differences. Broad-based professional collaboration Can work creatively and systematically with a broad-based professional team to define and deliver substantial project outcomes; developing common vision and purpose in a diverse team, recognising and valuing the role of different cultural and professional perspectives in enhancing team performance. Advanced professional collaboration. Can work creatively and systematically with local and external professional networks; contributing to shared goals, visions, analyses, projects, solutions and innovations; seeking and engaging diverse sources and perspectives; developing an innovative, outward-looking team culture. Leading professional collaboration. Can work creatively and syatematically with local and external professional networks, to influence and lead development of shared goals, visions, analyses, projects, solutions and innovations, within and across systems.