Undergraduate Program Outcomes

Educational Objectives of the B.S. Program in Chemical Engineering

Cornell University is a learning community that seeks to serve society by educating the leaders of tomorrow and extending the frontiers of knowledge. The faculty and staff of the Smith School of Chemical and Biomolecular Engineering, as members of this community, affirm these objectives. Specifically, the Smith School is committed to excellence and seeks to graduate chemical engineers who, collectively:

  • assume leadership positions in technology-based industries;
  • conceive, design, and realize useful products, systems, and services, properly respecting economic, environmental, cultural, life safety, and ethical standards or constraints;
  • discover and apply new knowledge, and develop new tools for the practice of engineering;
  • complete programs of graduate and/or professional studies and continue to learn throughout their lives;
  • are valued in their careers, whether for mastery of the disciplines central to chemical engineering or for the broader analytical or creative abilities fostered by their engineering education; and
  • engage with their communities, profession, and the world.

These Program Educational Objectives describe long-term accomplishments for which we seek to prepare our graduates. Progress toward these objectives is expected to be measurable within three to five years of graduation.

Student Outcomes in Chemical Engineering

The Chemical Engineering curriculum is designed to facilitate the following student outcomes, which collectively prepare graduates to attain the educational objectives of the chemical engineering program:

Upon completion of the B.S. degree, Chemical Engineering students will be able to demonstrate:

(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(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
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
(l) the engineering application of basic chemistry, physics, and/or biology to the design, analysis, and control of chemical, physical, and/or biological processes, including the hazards associated with these processes