Chemical Engineer

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Bachelor of Science in Chemical Engineer

  • VISION

The Chemical Engineering Area of the UANL School of Chemical Sciences will be internationally recognized in 2020 due to the quality of its undergraduate and graduate education, research, cooperative efforts with industry, and community service, as part of a socially responsible, world-class organization.

  • MISSION

To be part of the UANL School of Chemical Sciences, which according to its vision, performs activities directed toward education, research, service, management, and liaison, encouraging scientific, technological, and human development with precise observation of safety norms and environment protection in order to improve the quality of society’s life.

  • PROSPECTIVE STUDENTS QUALIFICATIONS

Prospective students to the Chemical Engineer undergraduate program must have completed their high school studies and be proficient in mathematics, physics, chemistry, and general education. Furthermore, students must be able to analyze and apply specific information, communicate oral and written ideas correctly, have logical-mathematical thinking, and work in teams. Additionally, prospective students should show a positive attitude, entrepreneurship and moral values such as honesty, respect, and punctuality.

  • GRADUATE COMPETENCES

UANL graduates will practice the values and attributes promoted by the University, as well as being positive about life and education and committed to developing themselves and their community. They will fulfill their professional and civic duties with social responsibility, respect biodiversity, promote sustainable development in a global, cooperative and interdisciplinary environment, and apply their skills to work for society with excellence and leadership.

Graduates from the B.S. Chemical Engineer program will be competent professionals in process design, operation, and management within the productive sector. They will be able to use material and energy resources in an ethical, rational, efficient, and environmentally friendly way , with the purpose of contributing to the sustainable development of society.

Furthermore, their professional practice will be characterized for their integrity, international competitiveness, honesty, respect, commitment to society, quality, and self-learning culture; they will be creative, entrepreneurs, leaders, and innovators, as well as communicative and versatile in social and professional environments.

The program develops the following student outcome, as stated by ABET, which are in agreement with UANL´s outcomes as presented in the following table.

ABET’s student outcomes UANL competences
(a) an ability to apply knowledge of mathematics, science and engineering 2. Employ  languages—be it logic, formal, mathematical, iconic, verbal or non-verbal—in a manner appropriate to his/her stage in life, to understand, interpret and express ideas, feelings, theories and streams of thought with ecumenical focus.

12. Develop innovative proposals based on a holistic understanding of reality to help in overcoming the challenges of the global interdependent environment.

17. Analyze the operation of industrial processes for the efficient use of financial, human, technological, energy and material resources in the secondary sector of the economy.

(b) an ability to design and conduct experiments, as well as to analyze and interpret data. 8.Use classic and state-of-the-art methods and techniques to carry out research in his/her academic or industrial work, and the generation of new knowledge

14.Solve personal and social conflicts according to specific techniques both in the academic and industrial environment for an adequate decision-making

16. Design industrial processes to manufacture value-added products in the secondary and tertiary sectors of the economy, considering environmental and social constraints.

(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health  and safety, manufacturability, and sustainability 12.Develop innovative proposals based on a holistic understanding of reality to help in overcoming the challenges of the global interdependent environment

16. Design industrial processes to manufacture value-added products in the secondary and tertiary sectors of the economy, considering environmental and social constraints.

17. Analyze the operation of industrial processes for the efficient use of financial, human, technological, energy and material resources in the secondary sector of the economy.

18. Generate alternatives for the efficient use of energy in the design and operation of processes in the secondary  sector of the economy

19. Synthesize physical, chemical and biological processes that minimize the environmental impact of materials processing.

(d) an ability to function on multidisciplinary teams 7.Elaborate interdisciplinary proposals, either in academic or industrial settings, according to international best practices to promote and strengthen collaborative work

13.Assume a leadership role, committed to social and professional needs in order to promote relevant social change

16. Design industrial processes to manufacture value-added products in the secondary and tertiary sectors of the economy, considering environmental and social constraints

20. Propose innovative alternatives to enhance the competitiveness of industrial products and processes.

21. Manage the functional areas of an organization in the secondary and tertiary sector s in order to improve its efficiency.

(e) an ability to identify,  formulate, and solve engineering problems 7. Elaborate interdisciplinary proposals, either in academic or industrial settings, according to international best practices to promote and strengthen collaborative work.

17. Analyze the operation of industrial processes for the efficient use of financial, human, technological, energy and material resources in the secondary sector of the economy.

19. Synthesize physical, chemical and biological processes that minimize the environmental impact of materials processing.

(f) an understanding of professional and ethical responsibility 4.Master  his/her native language both orally and in writing, employing it correctly, with relevance, according to the opportunity and ethically so the message is adapted to the situation or context, to transmit scientific ideas and findings

5.Employ diverse ways of thinking—logically, critically, creatively and propositively—to analyze natural and social phenomena to take decisions relevant to his/her sphere of influence considering social accountability

9.Keep an attitude of respect and commitment towards the diversity of social and cultural practices that affirm the principle of integration in diverse contexts—local, national or international—to promote peaceful environments

10.Face the challenges of modern society at the community and global levels with a critical attitude and human, academical, and professional commitment to contribute to the general well-being and sustainable development

11.Practice the values promoted by the UANL: truth, equity, honesty, liberty, solidarity, respect for life and other human beings, respect for nature, integrity, professional ethics, justice and responsibility, both at a personal and professional level to contribute to a sustainable society

13. Assume a leadership role, committed to social and professional needs in order to promote relevant social change

21. Manage the functional areas of an organization in the  secondary and  tertiary sector s in order to improve its efficiency

(g) an ability to communicate effectively 2.Employ  languages—be it logic, formal, mathematical, iconic, verbal or non-verbal—in a manner appropriate to his/her stage in life, to understand, interpret and express ideas, feelings, theories and streams of thought with ecumenical focus

4.Master  his/her native language both orally and in writing, employing it correctly, with relevance, according to the opportunity and ethically so the message is adapted to the situation or context, to transmit scientific ideas and findings

6.Make use of a second language, preferably English, clearly and correctly to communicate in diverse contexts, be them daily life, academic, professional or scientific

13.Assume a leadership role, committed to social and professional needs in order to promote relevant social change

14.Solve personal and social conflicts according to specific techniques both in the academic and industrial environment for an adequate decision-making

20. Propose innovative alternatives to enhance the competitiveness of industrial products and processes

21. Manage the functional areas of an organization in the  secondary and  tertiary sector s in order to improve its efficiency

(h) the broad education necessary to understand the impact  of engineering solutions in a global, economic, environmental, and societal context 1.Apply strategies for self-learning at the different levels and in the diverse fields of  knowledge that will enable an appropriate decision-making process relevant to the environment, be it personal, academic or industry

5.Employ diverse ways of thinking—logically, critically, creatively and propositively—to analyze natural and social phenomena to take decisions relevant to his/her sphere of influence considering social accountability

10.Face the challenges of modern society at the community and global levels with a critical attitude and human, academical, and professional commitment to contribute to the general well-being and sustainable development

12.Develop innovative proposals based on a holistic understanding of reality to help in overcoming the challenges of the global interdependent environment

14.Solve personal and social conflicts according to specific techniques both in the academic and industrial environment for an adequate decision-making

15.Adapt  to the uncertainty present in the current social and professional environments  in order to create better living conditions

18.Generate alternatives for the efficient use of energy in the design and operation of processes in the secondary  sector of the economy

19. Synthesize physical, chemical and biological processes that minimize the environmental impact of materials processing.

(i) a recognition of the need for, and an ability to engage in life- long  learning 1.Apply strategies for self-learning at the different levels and in the diverse fields of  knowledge that will enable an appropriate decision-making process relevant to the environment, be it personal, academic or in industry

15.Adapt  to the uncertainty present in the current social and professional environments  in order to create better living conditions

20. Propose innovative alternatives to enhance the competitiveness of industrial products and processes

(j) a knowledge of contemporary issues 5.Employ diverse ways of thinking—logically, critically, creatively and propositively—to analyze natural and social phenomena to take decisions relevant to his/her sphere of influence considering social accountability

9.Keep an attitude of respect and commitment towards the diversity of social and cultural practices that affirm the principle of integration in diverse contexts—local, national or international—to promote peaceful environments

10.Face the challenges of modern society at the community and global levels with a critical attitude and human, academical, and professional commitment to contribute to the general well-being and sustainable development

12.Develop innovative proposals based on a holistic understanding of reality to help in overcoming the challenges of the global interdependent environment

15.Adapt  to the uncertainty present in the current social and professional environments  in order to create better living conditions

18.Generate alternatives for the efficient use of energy in the design and operation of processes in the secondary  sector of the economy

20. Propose innovative alternatives to enhance the competitiveness of industrial products and processes

(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. 3.Use information and communication technologies as tools to access information and enable its transformation into knowledge, as well as for collaborative learning and work with state-of-the-art techniques that will enable a constructive participation as a member of society

8.Use classic and state-of-the-art methods and techniques to carry out research in his/her academic or industrial work, and the generation of new knowledge

12.Develop innovative proposals based on a holistic understanding of reality to help in overcoming the challenges of the global interdependent environment

14.Solve personal and social conflicts according to specific techniques both in the academic and industrial environment for an adequate decision-making

17. Analyze the operation of industrial processes for the efficient use of financial, human, technological, energy and material resources in the secondary sector of the economy.

  • PROGRAM EDUCATIONAL OBJECTIVES

Five years after graduating, UANL alumni from the B.S. Chemical Engineer program will:

  • Be successful professionals in a chemical industry, such as glass, steel or cement industries, oil and gas refining, food industries, environmental consulting companies, etc., and other technical areas and management.
  • Develop their professional skills through continuous learning, via graduate studies or what their profession demands.
  • Display ethical and social responsibility, and a high level of commitment to their profession.
  • Effectively collaborates in the development of projects.
  • ENROLLMENT

  • ACADEMIC PROGRAM

The Bachelor of Science in Chemical Engineer was established on September 23rd, 1938.

  • Career Areas for Chemical Engineers

Chemical engineers have a wide employment field due to the skills and knowledge acquired during their academic training. They are part of national and international enterprises, participate in both public and private sectors, in scientific research institutions and high-level university programs. The main sectors where a chemical engineer can work are:

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  1. STUDY PROGRAM
    • Compulsory Learning Units

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  • Electives

ACFBP and ACFP Elective Learning Units

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ACFBP:         Spanish acronym for Professional Education Core Curriculum

ACFP:           Spanish acronym for Professional Education Curriculum

2.3 CURRICULUM MAP

chemical-engineer

3.ORGANIZATIONAL CHART OF THE CHEMICAL ENGINEERING AREA

pag-web-chemical-engineering-organization-chart

  1. PROFESSORS

LABORATORIES

 

  • Chemical Engineering Laboratory I
  • Chemical Engineering Laboratory II
  • Materials Laboratory III
  • RELATED WEBSITES

 

Mexican Academy of Research and Teaching in Chemical Engineering (AMIDIQ)

Mexican Institute of Chemical Engineers (IMIQ)

American Institute of Chemical Engineers (AIChE)

Massachusetts Institute of Technology (MIT): Free Online Courses

Center for Engineering, Ethics, and Society (CEES)

American Chemical Society (ACS)

Science Direct: Scientific Publication Database

Head of the Chemical Engineering Area

Dra. Mónica Alcalá Rodríguez

Phone: 8329 4000 Extensions 6281 and 6349

E-mail Address: monica.alcalard@uanl.edu.mx

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