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.

Bradford March 03 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.

Bradford March 03 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.

Bradford March 03 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.

Bradford March 03 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!).

Bradford March 03 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.

Bradford March 03 First year curriculum: Chemical Technology

Bradford March 03 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.

Bradford March 03 What are the case studies? Which partners? First year Flow rig operation TTE Hazchem storage Vopak Reforming plant BASF Reformate refining Huntsman Custom processingHalterman Second year topics Hazards and safety, batch processes, supply chain management.

Bradford March 03 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: 1Safety, health and environmental issues 2Commercial and financial issues 3Technical issues including choice of piping and time needed to unload the tanker.

Bradford March 03 Case study example 2 - Huntsman Based on the Reformate Refining Plant designed to receive imported raw reformate feedstocks containing 30-50% aromatics (C 4 -C 10 ) and produce a refined product containing C 6 -C 8 Duration six weeks Six tasks developing an understanding of: 1Relevant organic chemistry 2Reformate and refining 3Steady state mass balances 4Total and individual mass balances on designated plant streams 5Stream enthalpies and energy balances 6Heat transfer.

Bradford March 03 First year curriculum: Engineering

Bradford March 03 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: 1Use of 3D Design software & extraction of 2D drawings and presentational animations. 2Properties of the materials and coatings to be used in the design. 3Methods of fabrication using existing plant. 4Costs of production and break-even analysis. 5Health and Safety regulations in the use of the product. 6Presentational techniques, use of presentational manager software.

Bradford March 03 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 have been lucky It requires commitment from partners - we have been lucky There will be a need for regular updating/replacement There will be a need for regular updating/replacement It can be difficult to schedule/manage.

Bradford March 03 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?