Stang - Academic Board...Appendix 4.1 APPENDIX 4.1 Sta CVs, I. CameronNAME: Ian T. CAMERON TITLE: Professor CURRENT POSITION AND LEVEL OF ACADEMIC APPOINTMENT: Professor in Chemical

Staffing � APPENDIX 4.1

Staff CVs

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APPENDIX 4.1 Staff CVs, S. BhatiaNAME: Suresh BHATIA

TITLE: Professor

CURRENT POSITION AND LEVEL OF ACADEMIC APPOINTMENT: Professor, Level E

QUALIFICATIONS:

1981 PhD (Chemical Engineering), University of Pennsylvania, USA1976 MSE (Chemical Engineering), University of Pennsylvania, USA1974 BTech (Chemical), University of Pennsylvania, USA

INDUSTRY APPOINTMENTS/SECONDMENTS:

1981 - 1982, Staff Engineer, Mobil Research and Development Corporation, USA 1976 - 1978, Senior Engineer, Booz-Allen Applied Research Ltd, USA

ACADEMIC APPOINTMENT RECORD:

2000 - Professor, School of Engineering, UQ, Australia 1996 - 1999, Reader, Department of Chemical Engineering, UQ1990 - 1996, Professor, Department of Chemical Engineering, Indian Institute of Technology, Mumbai, India 1986 - 1990, Assistant Professor, Department of Chemical Engineering, Indian Institute of Technology, Mumbai, India 1984 - 1986, Senior Engineer, Computer Aided Design Centre, Indian Institute of Technology, Mumbai, India 1982 - 1984, Visiting Assistant Professor, Department of Chemical Engineering, University of Florida, USA

UQ SERVICE ROLES:

• Course Coordinator, CHEE3005, Reaction Engineering.

UQ COURSES TAUGHT (from 2010):

2012, 2014, CHEE3005, Reaction Engineering

PROFESSIONAL CONTRIBUTIONS TO EDUCATIONAL DEVELOPMENT:

• 1985, 1988, Developed and delivered a three-day short course on Process Modelling and Scale-up to 30 industrial participants

CURRENT RESEARCH FIELD(S):

• Adsorption equilibrium and transport in porous materials • Characterisation of nanoporous materials • Simulation of confined fluids

PUBLICATION COUNT:

Number of chapters in books: 4Number of refereed journal and conference publications: 215Number of non-refereed journal and conference publications: 102Number of technical reports: 2

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APPENDIX 4.1 Staff CVs, S. BhatiaSOURCES OF RESEARCH FUNDING:

• Australian Research Council• UQ Major Equipment and Infrastructure• UQ Foundation• UQ New Staff Research Grant• UQ External Support Enabling Grant

NUMBER OF GRADUATED RESEARCH STUDENTS:

PhDs: 16 Masters: 15

CONSULTING RECORD:

Consultant to manufacturing industries and industrial research organisations

• Meat & Livestock Australia Ltd• Uniquest Ltd• Incitec Ltd, Australia• Nanochem Ltd, Brisbane, Australia.• Bundaberg Distilling Company Pty Ltd Bundaberg, Australia

INVITED LECTURES/PRESENTATIONS/WORKSHOPS:

• 2015, Invited Plenary lecture on Quantum Molecular Sieving of Light Isotopes, 2nd IberoAmerican Congress on Adsorption, Cartagena, Colombia

• 2014, Invited Keynote lecture on Practical Molecular Level Models of Transport in Nanoporous Materials, MM2014, Brisbane, Australia

• 2013, Invited Plenary Lecture on Quantum Molecular Sieving of Light Isotopes, OzCarbon2013, Melbourne, Australia• 2013, Invited Keynote lecture on Effective Medium Theory-Based Modelling of Transport in Disordered Nanoporous

Membranes, International Workshop on Mathematics in Chemical Kinetics and, Engineering, MACKIE-7, Chennai, India• 2012, Keynote Lecture on Atomistic Modelling of the Structure of Silicon Carbide-Derived Nanoporous Carbon,

International Conference on Emerging Advanced Nanomaterials (ICEAN), Brisbane, Australia • 2012, Keynote lecture on Quantum Molecular Sieving of Hydrogen Isotopes, International Symposium on Surface

Heterogeneities in Adsorption and Catalysis, Krackow, Poland• 2012, Invited Keynote Lecture on Anomalous Adsorption and Diffusion of Water in Disordered Carbons, OzCarbon2012,

Adelaide, Australia• 2012, Invited Lecture on Understanding the Diffusion of Water in Disordered Carbons, International Conference on

Carbon-Based Nanomaterials, Nagano, Japan• 2012, Invited Keynote lecture on The Non-equilibrium Nature of the Nanopore Fluid, 6th Pacific Basin Conference on

Fundamentals of Adsorption Science and Technology, Taipei, Taiwan• 2011, Keynote lecture on How Water Adsorbs in Hydrophobic Nanospaces, International Conference on Carbon, Carbon,

Shanghai, China• 2011, Invited Keynote Lecture on Multicomponent Transport in Pore Networks, MACKIE-2011, Heidelberg, Germany• 2010, Keynote Lecture on Quantum Molecular Sieving in Carbons, International Conference on Carbon, Carbon 2010,

Clemson, South Carolina, USA• 2009, Keynote lecture on Pore Accessibility in Disordered Carbons: Theory and Experiment, First Asian Carbon

Conference, FACC2009, New Delhi, India• 2009, Keynote lecture on Advanced Characterisation of Disordered Nanoporous Carbons, delivered at International

Conference Carbon 2009, Biarritz, France• 2009, Plenary Lecture on Mixture Transport in Nanopores: Modelling from First Principles, 5th Pacific Basin Conference

on Fundamentals of Adsorption Science and Technology, Singapore• 2008, Invited Plenary Lecture on New Theories of Transport in Nanopores, 1st International Workshop on Nanoporous

Materials for Energy and Environment, NAPEN, Crete, Greece• 2008, Invited Keynote Lecture on Accessibility of Simple Gases in Disordered Nanoporous Materials: Theory and

Simulation, Asia Pacific Confederation of Chemical Engineers Congress, Dalian, China

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APPENDIX 4.1 Staff CVs, S. Bhatia• 2008, Plenary Lecture on Characterisation of Pore Accessibility in Nanoporous Carbons: Experiment, Theory and

Simulation, International Conference on Characterisation of Porous Solids, COPS VIII, Edinburgh, UK• 2007, Plenary Lecture on Characterization of Pore Structure and its Role in the Kinetics of Char Gasification, Colombian

National Coal Congress, Valledupar, Colombia• 2006, Plenary lecture on Transport in Nanoporous Materials: Models, Mechanisms and Influence of Surface Morphology,

International Conference on Modelling and Simulation in Chemical Engineering, Bangkok, Thailand• 2005, Keynote lecture on Characterization of Nanoporous Carbons, International Conference, Pacifichem 2005, Honolulu,

USA• 2005, Keynote lecture on Transport of Light Gases in Nanoporous Materials: Key Mechanisms and Influence of Surface

Morphology, delivered at Materials Research Society International Symposium, Singapore • 2004, Invited Annual Day Lecture on Molecular Transport in Nanopores, delivered at Annual day of East China University

of Science and Technology, Shanghai, China• 2004, Keynote Lecture on Molecular Modelling of Equilibrium of Simple Fluids in Carbons: The Slit Pore Model Revisited

delivered at International Conference Carbon 2004, Providence, Rode Island, USA• 1999, Keynote Lecture on Characterisation of Mesoporous Materials, delivered at Materials Research Society

International Symposium, Beijing, China

AWARDS/RECOGNITION:

• 2011, UQ, Vice-Chancellor’s Research Quality Award• 2010, Elected Fellow of the Australian Academy of Technological Sciences and Engineering • 2010, Australian Professorial Fellowship.• 2009, ExxonMobil Award for Excellence in Chemical Engineering.• 2008, Fellow of the Institution of Chemical Engineers, UK• 2007, Micromeritics Inc. (USA) Instrument Grant Award.• 1994, Danish Research Council Sponsored Visiting Professor, Department of Chemical Engineering, Technical University

of Denmark, Denmark • 1993, Shanti Swarup Bhatnagar Prize for Engineering Sciences, Government of India.• 1993, Elected Fellow of the Indian Academy of Sciences.• 1992, Herdillia Award for Excellence in Basic Research in Chemical Engineering, Indian Institute of Chemical Engineers.

MEMBERSHIP OF PROFESSIONAL BODIES:

• 2010, Fellow, Australian Academy of Technological Sciences and Engineering• 1995, International Adsorption Society, Member • 1997 - 2002, American Institute of Chemical Engineers, Member • 1992, Indian Academy of Sciences

OTHER PROFESSIONAL DEVELOPMENT ACTIVITY:

• Reviewer of research grant applications for the Australian Research Council; National Science Foundation, USA. • Reviewer for AIChE Journal, Industrial and Engineering Chemistry Research, Journal of the American Chemical Society,

Journal of Physical Chemistry, Langmuir, Carbon, Fuel, Journal Of Colloid and Interface Science, Journal of Chemical Physics, Physical Review Letters.

• 2009, ERA rankings review panel, on behalf of Council of Engineering Deans • 2012, Member, ERA panel in Engineering, Australian Research Council

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UQ School of Chemical Engineering Review Appendix 4.1

APPENDIX 4.1 Staff CVs, G. BirkettNAME: Greg BIRKETT

TITLE: Dr

CURRENT POSITION AND LEVEL OF ACADEMIC APPOINTMENT: Senior Lecturer, Level C

QUALIFICATIONS:

PhD, UQ, AustraliaBE (Chemical) (Hons I), UQ, Australia


2002 - 2003, Worley Consulting Engineer2001 - 2002 Orica Process Engineer


Current, Senior Lecturer, School of Chemical Engineering, UQ, Australia207 - 2014, Lecturer, School of Chemical Engineering, UQ, Australia

UQ SERVICE ROLES:

• Developed BE/ME in Chemical Engineering• Ran curriculum Modelling and Development Tool Project.• Academic Advisor• Chair, School Teaching and Learning Committee• Member, Faculty Teaching and Learning Committee


• Developed BE/ME in Chemical Engineering

PUBLICATION COUNT:

Number of chapters in books: 1Number of refereed journal and conference publications: 16 Number of non-refereed journal and conference publications: 6

SOURCES OF RESEARCH FUNDING:

QGC Pty LimitedAustralian Research Council (ARC DP, LIEF)Australian National Low Emissions Coal Research and DevelopmentUQ FirstLink SchemeUQ Major Equipment and Infrastructure


PhD: 7


• IChemE

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Appendix 4.1

APPENDIX 4.1 Staff CVs, I. CameronNAME: Ian T. CAMERON

TITLE: Professor

CURRENT POSITION AND LEVEL OF ACADEMIC APPOINTMENT: Professor in Chemical Engineering, Level E.

QUALIFICATIONS:

1981 PhD, Imperial College London, UK1981 Diploma of Imperial College, UK1977 MS(ChE), University of Washington, USA1973 BE (Hons), UNSW, Australia


• Director & Principal Consultant, Daesim Technologies Pty Ltd, Brisbane, Queensland (current)• Director, Daesim Pty Ltd, Brisbane, Queensland (current)• United Nations Industrial Development Organisation (UNIDO) based in Bahia Blanca, Argentina• Senior Process Engineering consultant (Project Engineering, process control and loss prevention)• UNIDO Expert in Process Engineering, Turkey (Design, Control, Safety Engineering)• CSR Chemicals Ltd, Central Engineering• Project & Design Engineer (Design, Construction, Commissioning and Operations)• CSR Chemicals Ltd, Rhodes, NSW• Plant Chemical Engineer and Senior Supervisor (Operations, Design and Troubleshooting)• Bradford Insulation Industries (CSR), Auburn, NSW • Technical Officer, (Operations and Pollution Control)• CSR Central Laboratories, Sydney, NSW• Instrumentation Engineer (Operations and Instrument Design and deployment)• CSR Research Laboratories, Roseville, NSW.• Research chemical engineer (bio-engineering applications)


Current, Professor, School of Chemical Engineering, UQ, Australia 2009-2010, ALTC Discipline Scholar (Engineering & ICT)2006-2008, Senior Fellow, Australian Learning & Teaching Council (ALTC)1995-1996, Visiting Professor, Imperial College of Science, Technology and Medicine, London, UK1991, Visiting Professor, Technical University of Denmark, Lyngby, Denmark

Visiting Professor, University College, London, UKImperial College of Science and Technology, London, UK Research Assistant & ICI Bursary Scholar (Process Systems Dynamics)

UQ SERVICE ROLES: (since 2004)

• Academic advisor• Chair, School of Engineering Teaching and Learning Committee managing a $1.9M yearly budget• Development of School of Engineering Strategic and Implementation Plan• UQ PVC (Research) representative on the Ipswich North site developments for establishing a Constructionarium for

UQ and other universities for engineering students in conjunction with Imperial College London • Member of the UQ Advanced Engineering Building planning committee• Member of the advisory committee for Southern Cross University (SCU) Engineering program• Discipline Scholar for ALTC Engineering and ICT learning outcomes standards• Head, Chemical Engineering, UQ

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APPENDIX 4.1 Staff CVs, I. Cameron


• Development of time-lapse capture of AEB auditorium construction for student use in civil engineering and architecture at UQ (funded by WATPAC Pty Ltd, $10,000), with SheerImage, Sydney

• Development of the Curriculum Design, Modelling and Visualization environment in conjunction with Dr Greg Birkett of Chemical Engineering (~$100,000, UQ + ALTC funding)

• Development of 4D VR environment for the UQ Advanced Engineering Building (AEB) with UQ Civil Engineering and UQ Architecture ($27,000), involves WATPAC Pty Ltd

• Development of a 4D immersive modelling, simulation and visualization system for engineering at UQ in collaboration with Pacific Terminals Ltd, City West Water (Melbourne, with Uni. Melb.)

• Concept development and approval of new Modelling, Simulation & Visualization facilities within UQ AEB, including immersive 4D environments and industry hub

• Co-author on successful major Australian Government Higher Education Infrastructure (HEIF) grant for UQ Advanced Engineering Building (AEB) at UQ ($50 million)

• ALTC Competitive Grant on 4D immersive systems for engineering education (with Uni. Melb. and other universities, $270,000)

• Carrick Institute Competitive Grant Scheme for development, deployment and educational assessment of an Advanced Immersive Learning Environment for Process Engineering Design and Operations with BP Refinery Bulwer Island ($195,000)

• Concept and development of First Year Engineering Learning Centre at UQ with Caroline Crosthwaite ($1.3 million)• Development team member for Project Centred Curriculum in Chemical Engineering at UQ addressing cultural change in

engineering education (AAUT National Award, 2005)• Authored major teaching and learning books on:

Process and Product Modelling: A case study approach, 2012, Elsevier, The Netherlands (with Gani),Process Systems Risk Management, 2005 Elsevier Publishers, The Netherlands. (major reference for UGs, PGs,

consultants in Australia and overseas)Process Modelling and Model Analysis, 2001, Academic Press (with KM Hangos), used in over 40 countries as basic UG

& PG text.Process Control and Management, 1999, Chapman Hall (with Lee and Newell)

• Development of a new Virtual Reality-Immersive learning environment for chemical and environmental engineers for process engineering in collaboration with several major process companies and engineering companies.

• Development of “Learning Partnerships” with Australian industry as part of the Department’s strategic plan. Done in conjunction with Prof James Litster

• Development of the new capstone 4th year Process Design Course in Chemical and Environmental Engineering. National recognition via 2 consecutive Kvaerner National Engineering Design Prizes

• Development of many new courses within Chemical Engineering to enhance student learning in systems related areas.• Faculty/Departmental revitalization of undergraduate laboratories in Chemical Engineering, with Peter Lee and Caroline

Crosthwaite ($200,000)• CAUT and CUTSD development grants with UQ colleagues in areas of multimedia applications and reflexive journaling in

engineering ($95,000)• Development of a suite of Process Systems Engineering (PSE) learning modules for Australian Industry. This was funded

by a Federal Government grant under the National Priority Fund with Prof. Peter Lee ($195,000).• Development of numerous Continuing Professional Development (CPD) modules with many industrial courses spanning

control, risk management, design, expert systems and data analysis• Development of a vertically integrated stream of process systems engineering courses in chemical engineering, spanning

2nd, 3rd and 4th year. Now the project spine of UQ chemical engineering


• Process systems engineering and system dynamics• Process risk management and process diagnosis• Process modelling methodologies and computational methods• Control system synthesis and analysis, model based control• Modelling and control of particulate systems (granulation)• Engineering education

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PUBLICATION COUNT:

Number of books: 4Number of chapters in books: 11Number of refereed journal and conference publications: 220+ Number of technical reports: 100+


• UQ Collaboration and Industry Engagement Fund• BP Refinery (Bulwer Island) Ltd• NHMRC Partnership Projects• ALTC Competitive Grants• Australian Research Council• Carrick Competitive Grants• Carrick Senior Fellowship• UQ FirstLink Scheme• UQ External Support Enabling Grant• UK-EPSRC• BP International (Upstream) • BCCMIM• Ampol• Incitec-UQ


PhDs: 9 Masters: 3

CONSULTING RECORD:

A sample includes:

• United Initiators (Banksmeadow, Sydney): Quantified risk assessment (QRA) of major organic peroxides manufacturing plant. Performed with Aecom, Gordon, Sydney

• Solvay-Interox (Bankmeadow, Sydney): Quantified risk assessment of hydrogen peroxide manufacturing plant. Performed with Aecom, Gordon, Sydney

• Eastern Star Gas (Newcastle): Quantified risk assessment of CSG LNG plant. Performed with Aecom, Gordon, Sydney.• Review study for Moreton Bay Regional Council on odour risks from the Narangba Industrial Estate on North Lakes

residential developments• Review study for Moreton Bay Regional Council on planning risks from Steritech commercial radiation facility within the

Narangba Industrial Estate• Expert witness on V-Resource development (lead-acid battery recycling) within the Logan City Council Loganholme Es-

tate for lawyers: Cooper Grace Ward (Brisbane) in the Qld Planning & Environment Court

INVITED LECTURES/PRESENTATIONS/WORKSHOPS:(from 2008)

• Numerous national and international invitations (USA, Oman, Denmark, UK, Hungary, NZ, Spain, etc.)• Carrick Institute and Australian Learning & Teaching Council (ALTC) Senior Fellow related presentations:• UniSA Celebrations for Excellence in Teaching and Learning. Occasional address theme: “Excellence through Passion” • UK Engineering Education Conference EE2008 at Loughborough• University. Plenary Theme: Engineering Education and the Spatial Imperatives • Blended Learning Conference (UK, Canada and Australia). Presented a plenary lecture entitled In the Mix • Israel Institute of Technology (Technion) in Haifa, Israel to present two seminars on the areas of Engineering Education

and curriculum innovation • Invited plenary presentation at the European Symposium on Computer

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• Aided Process Engineering (ESCAPE18) on Chemical Engineering curriculum innovations University of Canterbury, Christchurch, NZ (Theme: Developing and using 3D environments in student learning)

• University of Tasmania, School of Engineering in Hobart (Theme: Engineering Curriculum development that merges theory and practice)

• Engineering Education Futures Forum 2008 (EEFF2008), chairing sessions related to the major Fellowship Forum• Business Higher Education Round Table (BHERT) (Theme: GlobalDimensions of Engineering) • James Cook University, Townsville: (Theme: Theory and Practice in Engineering Education)• UK Engineering Subject Centre and Engineering Centre for Excellence in Teaching & Learning (Theme: Engineering Edu-

cation and CurriculumDevelopment) • Lund University, Sweden (Informal presentation on EngineeringEducation) (January)

AWARDS/RECOGNITION:

• J.A. Brodie Medal of the Institution of Engineers Australia, • Australian Award for University Teaching in Physical Sciences 2003 • Prime Minister’s Award for University Teacher of the Year. • Part of the team from UQ Chemical Engineering that won a national AAUT institutional award in 2005 for educational

enhancement via project centred curriculum and course innovation. • UQ Teaching Excellence Award

MEMBERSHIP OF PROFESSIONAL BODIES

• Fellow of the Australian Academy of Technological Sciences and Engineering (ATSE).• Senior Fellow of the Australian Learning and Teaching Council • ALTC Discipline Scholar in Engineering & ICT• Associate Fellow Institute of Mathematics and its Applications• Fellow, Institution of Chemical Engineers


• Invited by MIT (Boston) as HE advisor on the foundation of a new graduate university (Skolkovo Institute of Science and Technology) in Moscow, Russia.

• Invited expert on curriculum design for Massey University’s redesign of engineering programs.• Advisor on curriculum development for the new chemical engineering program at Edith Cowan University, Perth,

Australia.• Feasibility study for Southern Cross University on the commencement of an engineering degree program at their Lismore

campus.• Advisor, developer and assessor for engineering programs at Sohar University, Oman – on behalf of UQ.• Invited postgraduate course presenter on process systems risk management, University of Cantabria, Santander, Spain.• Invited course presenter for PhD level Process Modelling course in Finland organised by the European Federation of

Chemical Engineering.• Invited course presenter for Advanced Computer Aided Modelling (#28901) at The Technical University of Denmark.• Invited course on Risk Management, Universidad Nacional del Sur, Bahia Blanca, Argentina.• Course establishment and teaching of computer aided process simulation at King Monkgut University of Technology,

Bangkok, Thailand.• Over 30 continuing professional engineering courses to industry, consultants and government.• Over 10 in-house courses to major Australian companies and government agencies.• International Editorial Board: Computers & Chemical Engineering• International Advisory Board: Latin American Applied Research


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APPENDIX 4.1 Staff CVs, W. Clarke

NAME: William CLARKE

TITLE: Professor and Remondis Chair, Director of the Centre of Solid Waste Processing


QUALIFICATIONS:

1993 PhD, UQ, Australia1986 MSc (Eng), University of Notre Dame, USA1981 BEng, University of South Australia, Australia


2011 - present, Professor and Remondis Chair, Schools of Civil and Chemical Engineering, UQ, Australia 2009 - 2011, A/Prof, Schools of Civil and Chemical Engineering, UQ, Australia2008 - 2009, Visiting Professor, International Masters Program, University of Padova, Italy2000 - 2008, Senior Lecturer, Division of Environmental Engineering, UQ, Australia1994 - 2000, Lecturer, Department of Chemical Engineering, UQ, Australia

UQ SERVICE ROLES:

• Plan Leader, Environmental Engineering (1997 – 2010)• Plan Leader, Civil and Environmental Engineering (2011 – present)• Academic Advisor, Environmental Engineering (1997 - 2010)• Academic Advisor, Civil and Environmental Engineering (all years) (2011 – present)• Member, Teaching and Learning Committee, Civil Engineering (2010 – present)• Member, Promotions Committee, Civil Engineering (2013 – present)• Chair, Promotions Committee, Civil Engineering (2015 – present)


2011 - present, CIVL3150, Modelling of Environmental Systems (50% teaching load)2001 - 2014 CHEE4002, Environmental Risk Assessment (50%), 2001 - 2014. 1997 - present, CHEE4012, Ind. Wastewater & Solid Waste Management (50%)2014 - present, CHEE7502, Sustainable Use of Bioresources, (100%), 2014 - present2007 - 2011. CIVL4511, Civil Design, (10%)


• IWES 2 day course, Landfills: Planning, Design and Management, with Stuart Dever (Kimbriki), June 2015.


• Bioprocessing of solid organic waste, including fermentation processes to produce H2, volatile fatty acids for H2S production for industrial applications and anaerobic digestion

• Landfill processes, including large scale packed bed digestion of MSW, and measurement and modelling of passive aerobic degradation processes in shallow waste

• Fundamental microbial enrichment studies, focusing on the controllability of mixed cultures to produce desired products• Production of bio-commodities using methanotrophic organisms as a platform

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RESEARCH AFFILIATIONS WITH UQ AND EXTERNAL INSTITUTES/CENTRES/SCHOOLS:

Chief investigator on ARC Discovery and Linkage grants with:

•AWMC•School of Chemistry and Molecular Biosciences•Civil Engineering•Chemical Engineering

Shared PhD supervision with

•AWMC•School of Chemistry and Molecular Biosciences•Civil Engineering•Chemical Engineering •Stable Isotope Geochemistry Laboratory

PUBLICATION COUNT:

Number of chapters in books: 2Number of refereed journal and conference publications: 96 Number of technical reports: 11


• Remondis Pty Ltd & UQ matching funds • Australian Research Council • Queensland Government Smart Futures Research Partnerships Program• UQ Major Equipment and Infrastructure • City of Greater Bendigo • SEQ Water • Spectrum Energy• Thiess Services Pty Ltd• Queensland Sustainable Energy Innovation Fund


PhD: 15 Masters: 3

CONSULTING RECORD:

• Hydrological Evaluation of Landfill Performance, Remondis, 2014• Leach-bed digestion of organic waste, City of Greater Bendigo, 2011• Advisor on alternative waste treatment technologies, Gold Coast City Council, 2010• Methane potential of feedstocks for BiobowserTM, Spectrum Energy, 2010• Degradation of aquatic weed, SEQ Water, 2010• Testwork to generate digestate, Thiess Services, 2008


• 2012, 4th Int. Sym. on Energy from Biomass and Waste, Int. Waste Working Group, invited speaker, Venice, Italy• 2012, 5th Int. Sym. on Energy from Biomass and Waste, Int. Waste Working Group, invited speaker, Venice, Italy• 2012, Ecoforum conference and exhibition, keynote speaker, Sydney, Australia • 2012, Int. Conference on Solid Waste, Asia Pacific Assoc. Sustain Waste Mgmt, invited speaker, Hong Kong• 2105, IWA Leading Edge Technology workshop, invited speaker, Hong Kong

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AWARDS/RECOGNITION:

• 2009, UQ Award for Programs that Enhance Learning, UQ Engineering and EWB design challenge team; Crosthwaite, Cameron, Halley, Kavanagh, Tran, Clarke, Brown et al.


• 2014 – present, Managing Board, International Waste Working Group (IWWG), Scientific Advisory Panel, IWWG• 2008 – present, Executive Program Committee, Venice Symposium, IWWG


• 2008 - 2013, Associate Editor, Waste Management • Reviewer for Waste Management, Bioresource Technology, Biotech Bioeng, Env Sci & Tech• Grant reviewer for ARC (Discovery & Linkage), Danish Council for Independent Research, Aust – India Strategic Research

Fund, Singapore National Research Foundation

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APPENDIX 4.1 Staff CVs, B. CoulterNAME: Beverly COULTER

TITLE: Mrs

CURRENT POSITION AND LEVEL OF ACADEMIC APPOINTMENT: Industry Engagement Academic, Level B

QUALIFICATIONS:

2013 Graduate Certificate in Education, QUT, Brisbane, Australia1994 Masters of Business Administration, London Business School, UK1984 Bachelor of Engineering (Chemical), UQ, Brisbane, Australia


2007-2011, Consultant Metallurgist, Xstrata Technology, Brisbane, Australia1995-1996, Equity Research Analyst, UBS, London, UK1987-1992, Senior Research Engineer, Mount Isa Mines, Mount Isa, Australia1985-1987, Process Engineer, Ampol Refineries, Brisbane, Australia


2014 - present, Industry Engagement Academic, School of Chemical Engineering, UQ, Australia2013-2014, Tutor, School of Chemical Engineering, UQ, Australia

UQ SERVICE ROLES

• 2015, Course Coordinator, CHEE7109 Chemical Engineering Placement• 2015, Member of EAIT Engagement Committee


2015, CHEE2001 Process Principles (Teaching Assistant)2014, CHEE2001 Process Principles (Tutor)2014, ENGG1200 Engineering Modelling and Problem Solving (Teaching Assistant)2014, MINE2201, Physical and Chemical Processing of Minerals (Tutor)

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APPENDIX 4.1 Staff CVs, J. da CostaNAME: Joe DA COSTA

TITLE: Professor, ARC Future Fellow


QUALIFICATIONS:

2000 PhD (Chemical Engineering), UQ, Australia1993 MEM (Environmental Management), UQ, Australia1981 BE (Mechanical Engineering), UFRGS - Brazil


1992 - 1997, Environmental Officer, Property and Facility Divisions, UQ, Australia 1990 - 1991, Assistant Account Executive, Marsh & McLennan (Marine Risk and Insurance), Melbourne, Australia. 1985 - 1989, Claims Assistant, IRB (Marine Risk and Insurance, London , UK. 1984 -1984, Head Quality Control, Ohlweiller (Footwear), Brazil 1980 -1981, Production Supervisor, Paramount Lansul (Textiles), Brazil


2014 to present, ARC Future Fellow (4 years fellowship)2010 to present, Professor, School of Chemical Engineering, UQ, Australia2007-2009, A/Prof, School of Engineering, UQ, Australia 2002-2006, Senior Lecturer, Department of Chemical Engineering, UQ, Australia2000- 2001, Lecturer, Department of Chemical Engineering, UQ, Australia

UQ SERVICE ROLES

• 2015, Cluster leader for the Excellence Research Assessment (ERA) for Engineering, Environment Science and Technology

• Development of the new Master Degree in Environmental Engineering• until 2013, Course coordinator for CHEE4002 and CHEE4024• Head of the FIM2Lab (Functional Interfacial Materials and Membrane Laboratory)• 2006 - 2008, Year 3 chemical engineering Academic Advisor• 2005 - 2007, Faculty of Engineering international panel


A/Prof da Costa has been teaching at UQ since 1997, primarily fourth year Chemical and Environmental Engineering. His major teaching covers courses in (i) CHEE4002 - environmental risk assessment, and (ii) CHEE4024 - energy systems in sustainable development.


• Development of a course in Membrane Technology at Master of Engineering level delivered in Brazil in 2014• Development of lectures in Inorganic Membrane Technology delivered for the European Erasmus program of Master of

Membrane Technology delivered in France in 2009 and 2012• Development of CHEE4024 – Energy Systems in Sustainable Development at UQ• Revision of CHEE4002 – Environmental and Risk Assessment at UQ• Developed a course in Gas Separation for Clean Energy Delivery at the Australian Power Institute PowerChem 2008

Conference, Sunshine Coast 25-30 May 2008. The course was delivered to professionals, consultants and government staff working or associated with the area of coal power generation

• Developing and training staff of the East Timor’s Government in Environmental Impact Assessment and Management in the Building Capacity Programme of East Timor in Dili under the auspices of the United Nations Transitional Administration Authority (UNTAET), Nov. 2000

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• Metal oxide silica membranes H2 separation • Perovskite membranes for O2 separation from air• Carbon molecular sieve membranes for desalination • Membrane reactors• CO2 capture materials for coal power stations• Bio-ethanol dehydration• Mineral brine processing (lithium brines, potash etc.)• Oil/water separation• Catalysis and photo-catalyses of wastewaters• Composite graphene oxides• Novel metal and composite hollow fibres• Computational Fluid Dynamics (CFD)• Temperature swing adsorption materials for O2 separation from air• Solar cells


UQ collaboration• Mechanical Engineering (CFD)• Mineral Processing (Brine separation)• AIBN (nanomaterials)• AWMC (wastewater)

National Collaboration• University of Victoria (Inorganic Membranes)• Curtin University (Perovskite Membranes)• UWA (Air separation)• Monash University (ceramic hollow fibres and environmental catalysis)• CSIRO (Nanomaterials)

International Collaboration• Imperial College UK (mercury permeation in porous inorganic membranes)• Forschungzentrum Jülich Germany (Air Separation, metal and composite hollow fibres)• European Institute of Membranes France (metal oxide silica and zeolite membranes)• Institute of Chemical Technology Spain (perovskites membranes and ionic transport)• Danish Technical University (perovskites and characterisation)• Twente University The Netherlands (inorganic membranes)• Research of Energy Systems Italy (CFD for air separation systems)• Federal University of Minas Gerais Brazil (ceramic freeze cast)• Federal University of Santa Catarina Brazil (perovskite membranes)• Pontificate Catholic University of Valparaiso Chile (dope silica membranes)• Rice University USA (nanomaterials)• Princeton University USA (proton conduction membranes)• Arizona State University (inorganic membranes)• Tianjin University China (molecular imprinting membranes)• China University of Mining and Technology (ceramic membranes for mining waters)• Beihang University China (carbon molecular sieve membranes for gas separation)• Mara University of Technology Malaysia (environmental catalysis)• Diponegoro University Indonesia (doped silica membranes)• Lambung Mangkurat University Indonesia (desalination)

APPENDIX 4.1 Staff CVs, J. da Costa

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PUBLICATION COUNT:

Number of chapters in books: 13Number of refereed journal: 155Number conference publications: 73Number of technical reports: 11 Number of patents: 5Journal special edition guest editorial notes: 3


• Australian Research Council • Centre for Low Emission Technology• Australian National Low Emissions Coal Research and Development• CRC for Greenhouse Gas Technologies• National Centre of Excellence in Desalination• UQ Major Equipment and Infrastructure • UWA-UQ Bilateral Research Collaboration Award• CSIRO Flagships Collaboration Fund• Aramco Overseas Company B.V.• Queensland Government Smart State National and International Research Alliances Program• UQ Foundation Research Excellence Awards - DVC(R) Funding• CRC for Coal in Sustainable Development• Johnson Matthey Public Limited Company (UK)• European Community Framework Program Seven (FP7)


PhDs: 24Masters: 1

CONSULTING RECORD:

Government/industry advisory roles:• Advising the Qld Government on the processes and impacts of underground coal gasification

Industrial research activities (after 2000): • Johnson Matthey Fuel Cells Division Plc (UK) (Hydrogen separation for Fuel Cells)• CO2CRC (carbon capture solid adsorbents), CCSD (water gas shift membrane reactor)• Centre for Low Emission Technology (Scale up of membrane modules and membrane reactors for hydrogen separation

from coal gasification) • Forschungszentrum Juelich - Germany (Metal substrate robust membranes for hydrogen separation) • Stanwell Power – Australia (Assessment of Carbon Capture Technologies)• Peabody Coal – USA (Carbon Capture Tecnonologies Assessment and Implementation)• Saudi Aramco - Saudi Arabia (High Temperature Membrane Reactors)• Petrobras – Brazil (Ceramic membranes for oxygen separation)


Chairmanship• Chairman of the International Conference on Inorganic Membranes (ICIM) held on 6-9 July 2014, Brisbane, Australia• Chairman of the Australian French Workshop on Inorganic membranes for Wastewater Processing held on 4 July 2014,

Brisbane, Australia

Plenary Speaker• 2014, Functionalised inorganic membranes for gas and liquid separation, 9th Joint Conference on Chemistry, Semarang,

Indonesia • 2009, Ceramic Membranes in Carbon Capture Processes, 10th International Conference on CO2 Ulitilization (ICCDU-X),

Tianjin, China


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Keynote Speaker

• 2014, Metal oxide functionalization of silica membranes for high temperature gas separation, ICOM in Suzhou China• 2013, Metal oxide silica membranes, European Summer School of Inorganic Membranes, in Valencia Spain• 2012, Ceramic Membranes for Hydrogen and Oxygen Separation, the Brazilian Congress on Engineering and Materials

Science• 2011, Coal Seam Gas Water Processing, VII Workshop on the Management and Recyling of Industrial Water,

Florianopolis Brazil• 2011, High Perovskite Hollow Fibres for Oxygen Separation, 8th International Latin-American Conference on Powder

Technology, Florianopolis Brazil• 2011, Metal oxide membranes for gas separation at the 12th Conference of the European Ceramic Society, Stockholm,

Sweden• 2009, Carbon Capture Technologies, Energy and Thermal Symposium, International Congress of Mechanical Engineering,

Gramado, Brazil• 2009, Inorganic Membranes and Design Challenges in Clean Energy Applications, Euromembrane Conference,

Montpelier, France• 2008, Ceramic Membranes for Clean Energy at the International Conference on Inorganic Membranes, (ICIM10), Tokyo,

Japan• 2008, Enabling Gas Separation in Clean Coal Technologies, API Power Chem 2008: Power Station Chemistry Solutions

for the 21st Century, 25-30 May 2008, Sunshine Coast, Australia • 2007, Metal Doped Silica Membrane for Gas Separation, 9th Jülicher Werkstoffsymposium on Gas Separation

Membranes for Zero-Emission, Fossil Power Plants, Forschungszentrum Jülich, Germany• 2006, Gas separation in Coal Gasification, AIChE Spring Meeting, Orlando Fl, USA• 2005, Functional Nanomaterials in Hydrogen Technology at the World Hydrogen Technologies Convention (WHTC 2005),

Singapore.• 2005, Inorganic Membrane Functionalisation and Technology at the NanoSMat (Nanotechnology Surface Materials) 7-9

September 2005• 2004, Membrane Reactors for Dehydrogenation Reactions, 8th International Conference on Inorganic Membranes,

Cincinnati, Ohio USA• 2003, Development of molecular sieve silica membranes for gas application, the Iberian American Membrane Congress

in Florianopolis, Brazil • 2001, Silica and templated derived materials, XLI Brazilian Chemistry Congress, Porto Alegre, Brazil.• 2000, Nanomaterials for gas separation applications, XL Brazilian Chemistry Congress, Recife, Brazil

Public Lecture

• 2007, Invited by Queensland Alumina Limited (QAL) to deliver a public presentation on Nanotechnology and Energy at the Central Queensland University, Gladstone, Australia.

AWARDS/RECOGNITION:

• 2013 ARC Future Fellowship at Professor Level (4 years)• 2010 Q index award by UQ• 2009 Convention d’Accueil d’un Chercheur Etranger Fellowship by the French Government.• 2009 Research Excellence Award by the Centre for Low Energy Technology• 2006 UQ Foundation Excellence Research Awards


• Engineers Australia, MEAust, CPEng and NPER (Colleges of Chemical and Mechanical Engineering) (1992)


• Panel of Experts: member of the Independent Scientific Panel appointed by the State of Queensland to advise the Government on technical issues related to underground coal gasification


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• International Panel of Experts: invited by the Brazilian Research Council (CNPq) to be part of a panel of international experts from Australia, USA, Germany, UK, Belgium, France, Canada and other countries to assess the proposals to set up the National Institutes of Technology (similar to ARC Centres of Excellence); also invited to assess the performance of the Brazilian Institute of Millennium in the area of bio-nanotechnology

• Secondment: seconded to the International Energy Agency Greenhouse Gas R&D Programme, Cheltenham (UK), from 1 July to 15 August 2009. During this secondment, published a report titled “The Landscape of Carbon Capture and Storage Education in the UK”. This report was commissioned by the International Energy Agency to assist the Carbon Sequestration Leadership Forum (CSLF) task force in the development of international graduate degrees at MSc and PhD levels on Carbon Capture Storage and Carbon Management for universities in CSFL Member countries.


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NAME: Duong D. DO

TITLE: Professor


QUALIFICATIONS:1980 PhD (Chemical Engineering), UQ, Australia1976 BE (Hons) (Chemical Engineering), UQ, Australia


1991 - present, Professor, School of Chemcial Engineering, UQ, Australia 1986 - 1991, A/Prof, School of Engineering, UQ, Australia 1985, Senior Lecturer, School of Engineering, UQ, Australia 1981-1984, Lecturer, School of Engineering, UQ, Australia

1987, Visiting Professor at Rensselaer Polytechnic Institute, Troy, USA1989, Visiting Professor at University of New Brunswick, Fredericton, Canada1989, Visiting Scientist at ICI, Billingham, UK2003, Visiting Professor at Chiba University, Chiba, Japan

UQ SERVICE ROLES:

• Academic Advisor• Chair and member of the Promotion sub-committee of Faculty of Engineering• Head of Adsorption Science and Engineering group


2010 - 2015, CHEE4009, Transport Phenomena & CHEE4022 Principles of Adsorption


• Developed and delivered a five-day short course on Adsorption Engineering in Daejon, Korea, 1989


• Adsorption Equilibria and Kinetics of Gases in Carbon • Molecular simulation of adsorption equilibria and kinetics • Surface diffusion on carbon surface • Characterisation of porous materials • Mathematical modelling of adsorption • Development of new schemes of Monte Carlo simulation for adsorption studies

PUBLICATION COUNT:

Number of books: 4Number of books (editor): 1Number of chapters in books: 5 Number of refereed journal and conference publications: 600+

APPENDIX 4.1 Staff CVs, D. Do

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• Australian Research Council• UQ Major Equipment and Infrastructure• UQ External Support Enabling Grant• UQ Foundation grant• UQ Excellence grant


PhDs: 35+Masters: 3

CONSULTING RECORD:

• Adsorption Science, Korea Institute of Energy and Resources • Preparation of active carbon, Bowen Coke


• 1995, Pacific Chem, Hawaii• 1997, Adsorption science and technology, Chiba, Japan• 1998, International Symposium on New Trends in Colloid and Interface Science, Chiba, Japan• 2003, The third international conference on adsorption science and technology, Kyongju, Korea• 2005, Pacific Chem, Hawaii• 2006, The fourth international conference on adsorption science and technology, Tianjin, China• 2006, Characterization of Porous Materials, Princeton, USA• 2006, International Symposium on Surface Heterogeneity, Zakopane, Poland• 2007, Carbon conference, Seattle, USA• 2007, Fundamentals of adsorption, Sicily, Italy• 2008, Coal Bed Methane, Brisbane• 2008, Carbon conference, Nagano, Japan• 2009, Coal Bed methane, Xuzhou, China• 2009, Chemeca, Perth• 2010, CBNM Symposium, Nagano, Japan• 2011, Compliant solid adsorption, Paris, France• 2012, Characterization of Porous materials, Delray, Florida, USA• 2012, OzCarbon, Adelaide• 2013, The second symposium on Adsorption, Saint Luis, Argentina• 2014, OzCarbon, Adelaide

AWARDS/RECOGNITION:

• Colombo plan• Commonwealth Research Award• Union Carbide prize• Esso award of Excellence in Chemical Engineering• Excellence in Teaching (UQ)• Q-Index Top 10 Researchers at UQ


• American Institute of Chemical Engineers, Member • International Adsorption Society, Member • American Chemical Society, Member


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• 2000, Pacific Basin Conference on Adsorption Science and Technology, Brisbane – Conference Chair • 1984 Chemical Reaction Engineering Workshop, Chair • Editor Board, Adsorption Science and Technology; Adsorption; Journal of Nonequilibrium Thermodynamics; Frontiers of

Chemical Engineering in China• Scientific Board, Fundamentals of Adsorption; Adsorption Science and Technology; Heterogeneity in Adsorption and

Catalysis • Reviewer of research grant applications for the Australian Research Council; National Sciences Foundation; International

Science Foundation; Department of Energy. • Reviewer for AIChE Journal, Chemical Engineering Science, Chemical Engineering Communications, Industrial Engineering

Chemistry Research; Langmuir, J. Chemical Physics, Journal of Physical Chemistry, Physical Chemistry Chemical Physics; Journal of American Chemical Society; Adsorption, Adsorption Science and Technology, Chemical Physics Letters, Journal of Colloid and Interface Science, Journal of Membrane Science, Advances in Colloid and Interface Science, Colloids and Surfaces, Applied Surface Science, Carbon, Molecular Simulation, Fluid Phase Equilibria, Fuels, Separation and Purification, Microporous and Mesoporous Materials, etc.


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NAME: Peter HALLEY

TITLE: Professor/Head of School Chemical Engineering/Director of Centre for High Performance Polymers /AIBN Group Leader/


QUALIFICATIONS:

1997 Grad Cert (Higher Education) UQ, Australia1993 PhD (Chemical Engineering), UQ, Australia 1987 BE(Hons), UQ, Australia


1994-1995, Research Engineer, Moldflow Pty Ltd, Australia 1993-1994, Research Engineer, Sola International Holdings Research Centre, Adelaide, Australia 1989-1990, Chemical Engineer, SRI International, Menlo Park CA, USA


2009 - present, Professor/Director CHPP Centre/AIBN Group Leader, UQ, Australia2004-2008, A/Prof/Director CHPP Centre, UQ, Australia1999-2004, Senior Lecturer/Director MCP Centre and Deputy Program Leader CRC for International Food Manufacturing and Packaging Science, UQ, Australia1995-1999, Lecturer/Project Leader, CRC for International Food Manufacturing & Packaging Science, UQ, Australia1994-1995, Lecturer, UQ, Australia

UQ SERVICE ROLES

• Head of School• Director of Research • Director CHPP• AIBN Group Leader• Chief Investigator AMPAM


2011 - 2013, ENGG1500 Engineering Thermodynamics2011 CHEE3301 Polymer Engineering2010 ENGG1050 Engineering Thermodynamics2010 ENGG1000 Introduction to project management-project


• During Graduate Certificate of Higher Education involved in the curriculum redesign of the UQ Chemical Engineering course in 1997. This novel curriculum and resource based teaching and learning methods were subsequently rolled out into the School of Engineering review

• Involved with design and delivery of 12 courses in the Chemical Engineering Curriculum. Course delivery focus has been on two main areas; research, polymers and materials and core chemical engineering and business skills

APPENDIX 4.1 Staff CVs, P. Halley

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• Sustainable materials and polymers

Current projects are focused on

• Developing new sustainable and bio based polymers and biochemicals from formulation through to degradation/disposal• Understanding processing of nanostructured polymers• Developing smarter biopolymers and materials for biomedical, drug delivery, food and high value applications • Understanding rheology and processing of a range of polymer, foods and liquids


• AIBN Group Leader

PUBLICATION COUNT:

Number of books: 1Number of books (editor): 1Number of chapters in books: 8Number of refereed journal and conference publications: 109 Number of non-refereed journal and conference publications: 158Number of technical reports: 52Number of patents: 5


• Australian Research Council• UQ Collaboration and Industry Engagement Fund• CRC for Polymers• UQ Major Equipment and Infrastructure• Curtin University of Technology• Deakin University• CRC for Sugar Industry Innovation through Biotechnology• UQ FirstLink Scheme• University of Melbourne• UQ Early Career Researcher• Department Industry Science & Tourism R&D ‘Start’• UQ Foundation• UQ New Staff Research Grant


PhDs: 18Masters: 1

CONSULTING RECORD:

• Over 120 consulting reports were completed to over 80 companies and research organisations via spin-out company MCP Consulting Services.


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INVITED LECTURES/PRESENTATIONS/WORKSHOPS :

• 2010, Invited plenary at CRCPolymers Annual Meeting, Melbourne • 2010, Invited keynote at Polymer Processing Society Meeting, Banff• 2009, Invited keynote at Pacific Polymer Congress PPC-11• 2009, Invited keynote at World Congress on Chemical Engineering, Montreal• 2007, Invited keynote at Polymer Processing Society Meeting, Shanghai, China• 2006, Invited talks at Queens University Belfast, UK• 2006, Invited talk at EU-FR6project-NANOFUN-POLY 2nd annual meeting, Lyon, France• 2006, Invited talk at EPSRC (UK research council) project-QUBOX (Queens University-Bradford-Oxford) annual meeting,

Bradford University, UK• 2005, Invited keynote at International Polymer Nanocomposite Workshop, RMIT• 2004, Invited Plenary to International Bioenvironmental Polymer Society Meeting Moneterrey Mexico• 2003, Invited speaker to Nancomposite2003 Conference, San Francisco• 2003, Invited speaker to Biodegradable and Environmental Polymer Conference, Denver, USA

AWARDS/RECOGNITION:

• 2012, UQ EAIT Faculty Research, Innovation and Supervision Award• 2011 - 2012, Invited visting research fellow, QUBelfast, Belfast UK, 2011-2012• 2011, CRCPolymers chairman’s award for commercialisation, May 2011• 2008, Won CRC SIIB commercialisation award, lignin coatings project, Dec 2008.• 2008, Fellow of the Royal Australia Chemical Institute (FRACI)• 2008, CRC Sugar Innovation Award – Lignin project• 2006, Fellow of the Institution of Chemical Engineers (FIChemE)• 2006, Invited Professorship, INSA-Lyon, Lyon France• 2004, Major contribution to Plantic Technologies winning Australian Museum Eureka Prize for Industry• 2004, IChemE Shedden Uhde Award and Prize for Excellence in Chemical Engineering• 2002, CRC Association Technology Transfer Award• 2002, CRC Food Packaging Innovation Award• 1988, Australian Postgraduate Award• 1987, University Medal, UQ


• IChemE • RACI • Polymer Processing Society • Society of Rheology • Australian Society of Rheology • Society of Plastics Engineers • BioEnvironmental Polymer Society


• Senior member of Society of Plastics Engineers • Committee Member of RACI Polymer Division Qld• Corporate Membership and Fellowship assessor for the IChemE • Member of the CRC Polymers Education Committee • Organised numerous technical conferences including RACI, PPS, ASR and UQ conferences. • Refereed over 200 articles for numerous journals and numerous ARC grants


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NAME: William HAWKER

TITLE: Mr

CURRENT POSITION AND LEVEL OF ACADEMIC APPOINTMENT: Associate Lecturer, Level A

QUALIFICATIONS:

2012 Graduate Certificate in Research Commercialisation, UQ, Australia2009 Bachelor of Engineering with a dual major in Chemical and Metallurgical Engineering, UQ, Australia


2015 - Present, Associate Lecturer in Hydrometallurgy, UQ, Australia


Tutoring, demonstrating and some lecturing for:2013 - 2015, MINE4204, Aqueous Solution Processing & Electrometallurgy2011 - 2014, MINE2201, Physical & Chemical Processing of Minerals2011 - 2013, CHEE2001, Process Principles


• Hydrometallurgy


• Associate Advisor for PhD, UQ RTA Bauxite and Alumina Technology Centre

PUBLICATION COUNT:

Number of refereed journal and conference publications: 2Number of non-refereed journal and conference publications: 7Number of technical reports: 17Number of patents: 5 provisional patents


• UniQuest Pty Ltd• Hatch

CONSULTING RECORD:

• Umicore

AWARDS/RECOGNITION:

• 2011, Trailblazer Competition Student Runner-Up, UniQuest Pty Ltd• 2010, Trailblazer Competition Open Winner, UniQuest Pty Ltd•


• 2013, Chair of the UQ Metallurgical Engineering 60th Anniversary Alumni Reunion organising committee

APPENDIX 4.1 Staff CVs, W. Hawker

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APPENDIX 4.1 Staff CVs, P. HayesNAME: Peter C. HAYES

TITLE: Glencore Professor of Metallurgical Engineering

CURRENT POSITION AND LEVEL OF ACADEMIC APPOINTMENT: Professor, Level E, Program Leader: Metallurgical Engineering, School of Chemical Engineering

QUALIFICATIONS:

1974 PhD, Strathclyde, UK1972 MSc, Newcastle on Tyne, UK 1970 BSc(Hons), Newcastle on Tyne, UK


1973-1975, British Steel Corporation Research Fellow, Strathclyde, UK


2001 - present, Professor, Deptartment of Mining and Metallurgical Engineering/School of Chemical Engineering, UQ, Australia

UQ SERVICE ROLES

• Academic Advisor, member School Teaching and Learning Committee• Course Coordinator/Metallurgy Program Coordinator• Senior Researcher, Pyrometallurgy Research Group (PYROSEARCH)(Founding Director 2001)


CHEE3003 ThermodynamicsMINE2201 Physical and Chemical Processing of MineralsMINE3212 PyrometallurgyMINE4007 BE thesis project


• Developer of the BE dual major Chemical and Metallurgical Engineering, 2005.• Developed and delivered short courses on metallurgical thermodynamics for industry • Undergraduate text Process Principles in Minerals and Materials Production Peter Hayes, 1,2, 3rd ed. 2004


Current research activities in PYROSEARCH are focussed on slags in ferrous and non-ferrous pyrometallurgy, and coal utilisation.

• High temperature phase equilibrium measurements and determination of liquidus isotherms in complex industrial slag systems relevant to the smelting of copper, ferro-chromium, ferro-manganese, iron, ferro-nickel, lead, zinc and to coal ash slags

• The development of thermodynamic models, and their use in conjunction with FactSage, to predict phase equilibria and thermodynamic properties in oxide systems.

• Reaction kinetics and mechanisms in metal and materials processing, smelting and refining; in particular, gas/solid reactions


• Centre for Research in Computational Thermochemistry (CRCT), Ecole Polytechnique de Montreal, Canada.

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APPENDIX 4.1 Staff CVs, P. HayesPUBLICATION COUNT:

Number of books: 3Number of chapters in books: 8 Number of refereed journal and conference publications: 158Number of non-refereed journal and conference publications: 114Number of patents: 5

SOURCES OF RESEARCH FUNDING: 2005-15

• AngloAmerican Platinum (South Africa)• Aurubis (Germany)• Atlantic Copper (Spain)• Australian Research Council • Australian Research Council Transformational Hub Program Cu-U (Australia)• Cooperative Research Centres• Baosteel Australia Joint Research Centre (Australia – China)• BHP Billiton Olympic Dam Operation (Australia)• BHP Billiton TEMCO (Australia)• BHP Billiton Cerro Matoso (Colombia)• BHP Billiton QNI (Australia)• BHP Billiton Stainless Steel (Australia)• Codelco (Chile)• CSIRO Light Metals Flagship (Australia)• Energy Centre of Netherlands ECN (Netherlands)• Fangyuan Copper (China)• Glencore Altenorte (Chile)• Glencore Kazzinc (Kazakhstan)• Glencore Nordenham (Germany)• Glencore PASAR (Philippines)• Glencore Portovesme (Italy)• Glencore/Xstrata Coal (Australia)• Glencore/Xstrata Cu (Australia)• Glencore/Xstrata Ni (Canada)• Glencore/Xstrata Technology (Australia)• Glencore/Xstrata Zn (Australia)• Nystar (Australia)• Outotec (Finland / Australia)• Pacific Copper Tamano Smelter (Japan)• Pelones (Mexico)• QAL (Australia)• Queensland Nickel (Australia)• RTA (Australia)• Rio Tinto Innovation (Australia)• Rio Tinto Hismelt (Australia)• Rio Tinto Iron Ore (Australia)• Rio Tinto Kennecott Utah Copper Corp. (USA)• Shougang (China)• Sumitomo (Japan)• Teck (Canada)• Umicore (Belgium)• UniQuest Pty Ltd (Australia)• UQ CIEF


PhDs: 15Masters: 8

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CONSULTING RECORD:

• Consulting to metallurgical industry internationally • Expert witness in patent cases


• 2012, Hayes P.C. and Jak E., Exploring compositional space in metallurgical slag systems, MOLTEN12, Intl. Conf. on Molten Slags and Salts, Beijing, USTB, paper 076. (Plenary lecture)

• 2012, HAYES P.C. Reaction mechanisms and product morphologies on gaseous reduction of metal compounds - Extractive metallurgy meets materials science, Proc. 4th Intl. Symp. on High-Temperature Metallurgical Processing, Ed., T. Jiang et al., San Antonio, TMS, Warrendale, (Keynote)

AWARDS/RECOGNITION:

• 2004, TMS science award extraction and processing division. (TMS = the metallurgical society of the american institute of mining and metallurgical engineering). For a series of four research papers published in the leading scientific journal metallurgical & materials transactions

• 2008, Billton gold medal award - best publication in IMMC• 2009, Metallurgical Society of CIM, non-ferrous pyrometallurgy best paper award in Canadian metallurgical • 2010, TMS science award extraction and processing division • 2012, TMS science award extraction & processing division

In summary the research outputs have had impact outside the confines of the university system


• Fellow AusIMM

• Member TMS


International Advisory Panel

• 2012, ICS2012 Intl. Cong. on Steelmaking Dresden, Germany• 2006, Intl. Conf. on Ironmaking, Osaka, Japan • 2004, 7

th Intl. Conf. on Molten Slags, Salts and Fluxes, Capetown, South Africa

• 2002, A New Century International Conference on Metallurgical High Technology and New Materials of Heavy Nonferrous Metals, China

• 2000, James Toguri Conf, CMM, Ottawa, Canada• 2000, MINPREX, Intl. Conf. on Extractive Metallurgy, AusIMM, Melbourne, Australia

Grant Scheme Reviewer

• 2001 - present, National Research Council, South Africa – reviewer• 2000- present, INSERC Canada – reviewer • 2006- present, Norwegian Research Council• 2006- present, Fondecyt Chile • 1980 - present, ARC reviewer

Reviewer

• Kjey Reader Metallurgical and Materials Transactions B• Editorial Board Transactions Institute of Mining and Metallurgy (section C) • Chemical Engineering Science Journal• Intl. J Mineral Processing• High Temperature Materials and Processes Journal• Canadian Metallurgical Quarterly Journal

APPENDIX 4.1 Staff CVs, P. Hayes

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• European Ceramic Society Journal• Fuels• Minerals Engineering

Conference Organiser

• 2010, INFACON XII, Helsinki, Finland

• 2009, 8th Intl. Conf. on Molten Slags, Salts and Fluxes, Santiago, Chile• 2006, INFACON XI, Dehli, India

• 2005, 1st

AusIMM Extractive Metallurgy Operators Conference, Brisbane, Australia • 2004, INFACON X, Capetown, South Africa

• 2004, 7th Intl. Conf. on Molten Slags, Salts and Fluxes, Capetown, South Africa

• 1993, 6th

AusIMM Extractive Metallurgy Conference, Brisbane, Australia

APPENDIX 4.1 Staff CVs, P. Hayes

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APPENDIX 4.1 Staff CVs, T. Howes

NAME: Tony HOWES

TITLE: A/Prof

CURRENT POSITION AND LEVEL OF ACADEMIC APPOINTMENT: A/Prof, Level D

QUALIFICATIONS:

1995 Grad Cert Education, UQ, Australia1988 PhD (Chemical Engineering), Cambridge University, UK 1983 BE (Chemical), UQ, Australia


1989-1993, Senior Research Scientist, ICI Corporate Colloid Science Group, Runcorn, UK


2003 - present, A/Prof, School of Engineering/School of Chemical Engineering, UQ, Australia1999 - 2003, Senior Lecturer, Department of Chemical Engineering, UQ, Australia1993 - 1998, Lecturer, Department of Chemical Engineering, UQ, Australia

UQ SERVICE ROLES

• Faculty Director BE(Hons)/ME program• Academic Advisor Chemical Engineering• Member, EAIT Board of Studies in Engineering• Course co-ordinator ENGG1500 (Engineering Thermodynamics)• Member, Engineering First Year Teaching Team


2010 - 2015, ENGG1050/ENGG1500, Engineering Thermodynamics2010 - 2011, ENGG4010/ENGG4011, Industry Placement Project and Professional Development2010 - 2012, CHEE3002 Heat and Mass Transfer2013 - 2015, CHEE3020 Process Systems Analysis


• Facilitator, IChemE workshop on teaching Mass and Energy Balances, Kuala Lumpur, Feb 2007.


• Drying of Sticky Foods • Water Quality Modelling • Fluid Mixing Characterisation • Atomisation

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APPENDIX 4.1 Staff CVs, T. Howes

PUBLICATION COUNT:



• Department Defence - Defence Science & Technology• Queensland Bulk Water Supply Authority trading as Seqwater• Pfizer Pty Ltd• University of Sydney• UNSW• Dairy Ingredients Group of Australia Ltd• CRC for Coastal Zone, Estuary and Waterway Management• Australian Research Council• Brisbane City Council• Research Infrastructure (Equip & Fac) Program• UQ External Support Enabling Grant


PhDs: 17 Masters: -

CONSULTING RECORD:

• Consultant, Palmer Technologies

AWARDS/RECOGNITION:

• 2006 Coastal Zone CRC Engagement Award


• Reviewer, Australian Research Council Discovery Grants • Member, Scientific Expert Panel, Healthy Waterways Partnership • Member, Modelling Advisory Panel, Healthy Waterways Partnership • Reviewer for various International Journals • Project Advisory Committee Member, Australian Water Recycling Centre of Excellence, Griffith Ponds Project• 2007 – 2009, Academic Advisor, Universiti Technologi Mara, Chemical and Process Engineering Department

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NAME: Evgueni (Eugene) JAK

TITLE: Professor


QUALIFICATIONS:

1996 PhD (Pyrometallurgy), UQ, Australia 1984 MEngSci (Metallurgy), St Petersburgh Polytechnique University, Russia 1984 BEngSci (Metallurgy), St Petersburgh Polytechnique University, Russia


1992, Technical Officer, BHP Steel, Waratah Wire Products, Sydney Wiremill, Australia 1991, Deputy General Manager, Consulting Metallurgical Company, Russia 1986 -1990, Department Manager, Steel Foundry , Metallurgical Company ‘Izhorsky Zavod’, St Petersburg, Russia 1984 - 1986, Shift Engineer, Steel Foundry , Metallurgical Company ‘Izhorsky Zavod’, St Petersburg, Russia


2009 - present, Professor, School of Chemical Engineering, UQ, Australia 2008 - 2012 Director, Pyrometallurgy Research Centre, School of Chemical Engineering, UQ, Australia 2001- 2008 Research Director, Pyrometallurgy Research Centre, School of Engineering, UQ, Australia 2003 - 2008 A/Prof, School of Engineering, UQ, Australia 2002 - 2003 Principal Research Fellow, School of Engineering, UQ, Australia 1999 - 2002 Senior Research Fellow, School of Engineering, UQ, Australia 1995 -1998 Research Fellow, Department of Mining & Materials Engineering, UQ, Australia 1995 - 1997 Lecturer (casual), Department of Mining & Materials Engineering, UQ, Australia 1995 -1996 Visiting Researcher (seconded), Centre for Research in Computational Thermochemistry, Ecole Polytechnic de

Montreal, Canada

UQ SERVICE ROLES

• Academic Advisor• Director, Pyrometallurgy Research Centre, School of Chemical Engineering, UQ


2010 - 2015, CHEE3003, Chemical Thermodynamics2010 - 2015, MINE4202, Pyrometallurgy


• Developer of new course content and Course cocoordinator for 3rd and 4th year subjects • Prepared and delivered a number of courses for metallurgical and power generation engineers and researchers on

thermodynamics and phase equilibria of oxide melts and use of computational thermodynamic packages • Principal supervision and co-supervision for a number of PhD and Masters research students


• Experimental investigations of phase equilibria in metallurgical slag systems. • The development and application of mathematical models to describe the chemical thermodynamics and physico-

chemical phenomena of molten oxide (slag) systems for metallurgical and coal utilisation industries.

APPENDIX 4.1 Staff CVs, E. Jak

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Co-supervision of PhD Students • CRCT, University de Montreal, Canada• Aalto University, Helsinki, Finland

Visiting researchers from• Aalto University, Helsinki, Finland• Osaka University, Osaka, Japan

Visiting researchers/PhD students from • Katholieke Universiteit Leuven, Belgium

PUBLICATION COUNT:

Number of chapters in books: 3Number of refereed journal and conference publications: 200+ Number of non-refereed journal and conference publications: 40+Number of technical reports: 150+ Number of patents: 1


• Australian Research Council• ARC Transformational Cu U Hub • Alglo American Platinum (South Africa)• Teck Cominco (Canada)• Codelco (Chile)• Sumitomo (Japan)• Tamano, Pan Pacific (Japan)• Posco (Korea)• Atlantic Copper, (Spain) • Aurubis, (Germany) • Glencore Altonorte, (Chile) • Glencore PASAR, (Philippines) • Outotec, (Finland) • Umicore, (Belgium) • Energy Centre of Netherlands, (Netherlands) • Fangyuan Copper, (China) • Glencore Portovesme, (Italy)• Glencore, Kazzinc ,(Kazakhstan)• Glencore Ni (Canada)• Kennecott Rio Tinto, (USA)• Baosteel (China)• Yunnan Metallurgical Group General Company (China)• BHP - Olympic Dam Operations • Nystar (Australia) • RioTinto (Australia) • QNI (Australia),• Glencore Technology (Australia)• Glencore Cu, (Australia)• Glencore Zn, (Australia)• TEMPCO (Australia)• Outotec (Australia)• UQ Collaboration and Industry Engagement Fund• UQ FirstLink Scheme• CSIRO Cluster (through Swinburne University of Technology)• UQ Major Equipment and Infrastructure• UQ Foundation Research Excellence Awards - DVC(R) Funding


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• CRC for Coal in Sustainable Development• Quality Funds Round 3


PhDs: 10Masters: 5

CONSULTING RECORD:

• Active consultant to major metallurgical industrial companies and power generation industries in Australia and, mostly, overseas


• 2013, Invited lecture at the ISIJ (Inst. of Iron and Steel Japan) meeting, Kanazawa, Japan• 2013, Invited lecture at the High Temperature Symposium, Melbourne, Australia• 2012, Plenary lecture at the International Slag Conference, Molten 12, Beijing, China• 2012, Plenary lecture at the CALPHAD, Berkerly, USA • 2012, Invited lecture at the International Steel Conference, Dresden, Germany• 2011, Invited lecture at the International China Copper Conference, Jinan, China• 2011, Invited lecture at the International Conference on Battery Recycling, Hyderabad, India• 2003, Invited lecture at the 146th ISIJ meeting, Tokyo, Japan• 2003, Invited lecture at ISHII Symposium. Tokyo, Japan• 2004, Keynote paper at the International Conference on Molten Slags, Cape Town, South Africa • 2005, Invited lecture at the 150th ISIJ meeting, Hiroshima, Japan• 2002, Invited review paper in the Journal of Metals

AWARDS/RECOGNITION:

• 2010, Metallurgical Transactions B Non-Ferrous Metallurgy Best Paper Award, USA• 2009, Best Paper Non-Ferrous Pyrometallurgy Award, Metallurgical Society of CIM, Canadian Metallurgical Quarterly,

Canada • 2008, Best Paper Gold Billiton Award in Transactions, Institute of Materials, Minerals and Mining, London UK • 2004, Metallurgical Transactions B non-Ferrous Metallurgy Best Paper Award, USA• 2002, UQ Foundation Research Excellence Award, UQ


• Reviewer to Metallurgical Transactions • Establishment of the successful internationally recognised Pyrometallurgy Research Centre with active national and

international industry support http://pyrosearch.chemeng.uq.edu.au


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NAME: Paul LANT

TITLE: Professor

CURRENT POSITION AND LEVEL OF ACADEMIC APPOINTMENT: Professor Level E

QUALIFICATIONS

1998 GAICD, UNSW, Australia 1998 MBA, UQ, Australia1991 PhD, University of Newcastle upon Tyne, UK 1987 MEng in Chemical Engineering (Hons), University of Newcastle upon Tyne, UK

INDUSTRY APPOINTMENTS/SECONDMENTS

1998 – present, Founder and Director, Wastewater Futures, Brisbane, Australia1987 – 1991, PhD student, ICI Biological Products, UK

ACADEMIC APPOINTMENT RECORD

2009 - Present, Professor, School of Chemical Engineering, UQ, Australia2002 - 2008, A/Prof, School of Engineering, UQ, Australia2005, Leverhulme Visiting Professorship, Sheffield University, UK

UQ SERVICE ROLES

• Director, IWES, 2011 - present• Head of School (Chemical Engineering), 2009 ! 2013


• Director of IWES – the largest short course provider in Australia for environment industry professionals (http://www.iwes.com.au)

• Developer and lead lecturer in Principles of Wastewater Treatment. This course is taught 3-4 times each year, and has approx. 80-100 people per year

• Involved in major curriculum changes at UQ – including the Project Centred Curriculum• Led the development of the Master of Integrated Water Management• Led the development of the Master of Energy Studies


• Urban water systems • Energy and poverty• Biodegradable polymers• Risk


• Numerous affiliations with UQ and external groups.

APPENDIX 4.1 Staff CVs, P. Lant

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PUBLICATION COUNT:

Number of chapters in books: 7Number of refereed journal publications: 109Number of technical reports: 2


• Australian Research Council• UQ Collaboration and Industry Engagement Fund• University of Sydney• Origin Energy Resources Limited• Australian Institute of Nuclear Science and Engineering• UQ FirstLink Scheme• Water Services Association of Australia Limited• Commonwealth Scientific and Industrial Research Organisation Trust• DEST International Science Linkages / Competitive Grants• UQ Major Equipment and Infrastructure• Research Infrastructure (Equip & Fac) Program• Sydney Water Corporation• Industry Research & Development Board• Many companies, for example AnoxKaldnes (Sweden), Norske-skog, Dow, Origin, Sydney Water


PhDs: 25Masters: 1

CONSULTING RECORD:

• Director, Wastewater Futures Pty Ltd • Director, Pilot Plant International• Many consultancies

AWARDS/RECOGNITION:

• 2006, Carrick Australian Award for University Teaching – RSVP (Manathunga, Lant and Mellick)• 2005, Leverhulme Visiting Professorship• 2005, Carrick Australian Award for University Teaching – Project Centred Curriculum in Chemical Engineering

(Crosthwaite, Litster, Lant, Howes and Cameron)• 2000, Inaugural UQ Postgraduate Supervision Award


• FIChemE • RPEQ• Fellow, Australian Institute of Company Directors


• Reviewer for several international journals• Reviewer for Australian Research Council proposals• Numerous other activities

APPENDIX 4.1 Staff CVs, P. Lant

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APPENDIX 4.1 Staff CVs, S. MahlerNAME: Stephen MAHLER

TITLE: A/Prof, Affiliate Group Leader AIBN


QUALIFICATIONS:

1989 PhD (Biochemistry), UQ, Australia1979 BSc (Hons) University of Sydney, Australia


2002-2006, Co-Director, Bioengineering Centre, UNSW (Industry-linked), Australia 1997-2003, Deputy Director, Bioengineering Centre, UNSW (Industry-linked), Australia 1993-1994, Senior Visiting Scientist, Cambridge Antibody Technology, UK 1986-1988, Manager, Downstream Processing, Qlone Limited, Brisbane, Australia 1979-1982, Research Associate, Interox Chemicals Pty Ltd, Sydney, Australia


2007- present, A/Prof, School of Chemical Engineering, and AIBN, UQ, Australia 1997-2006, Senior Lecturer, School of Biotechnology and Biomolecular Sciences, UNSW, Australia 1989-1997, Lecturer, School of Biotechnology and Biomolecular Sciences, UNSW, Australia

UQ SERVICE ROLES

• Academic Advisor• Affiliate Group Leader, AIBN


• Head of Plan, Chemical and Biological Engineering, UQ • 2007-present, Member, Biotechnology Board of Studies, UQ • 2003 - 2006, Member, BSc in Nanotechnology Program Committee, UNSW• 2003 - 2006, Member, Board of Studies, Postgraduate Studies Program in Drug Development, UNSW• 1997 - 2006, Program co-ordinator and principal designer, Master of Science in Biopharmaceuticals, UNSW (On-campus

and by Distance)• 1997-2006, Program co-ordinator and principal designer, Master of Science in Biopharmaceuticals by Distance (Hong

Kong), UNSW• Designed and created a professional development program in Biologics in 2007, based on the Master of Science

in Biopharmaceuticals (UNSW, Sydney, Australia). The program has been delivered to big pharma, biotechnology companies, international regulatory agencies and other stake holders including Pfizer Australia, Abbvie, DSM Biologics, National Pharmaceutical Control Bureau Malaysia and Alpha Biologics Malaysia. The course has also been offered several times as a conference workshop at the Biopharma Asia conference, Singapore, and the First National Symposium in Biosimilars, Brazil.


• Biologics• Bioengineering; Applied Biochemistry and Cell Biology

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• Affiliate Group Leader AIBN

PUBLICATION COUNT:

Number of chapters in books: 9 Number of refereed journal and conference publications: 80Number of non-refereed journal and conference publications: 52Number of technical reports: 18Number of patents: 2


• Cure Brain Cancer Foundation• UQ Major Equipment and Infrastructure• Queensland Health• UniQuest Pty Ltd• Australian Research Council• National Health and Medical Research Council• UQ Collaboration and Industry Engagement Fund• UQ FirstLink Scheme• NCRIS• Queensland Government


PhDs: 20Masters: 3

CONSULTING RECORD:

• Extensive consulting to biotechnology industry and international government agencies (including Pfizer and Abbott)• Expert opinion, patent applications


• 2005 - 2006, Member of Ausbiotech-NSW sub-branch committee• Member of the Editorial Board of the Journal of Chemical Technology and Biotechnology


• Associate Editor, Journal of Chemical Technology and Biotechnology • Ozreader - Reviewer of research grant applications for the Australian Research Council • Reviewer for a number of international journals • 2005 - 2006, Member of Ausbiotech-NSW sub-branch committee

APPENDIX 4.1 Staff CVs, S. Mahler

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NAME: Darren MARTIN

TITLE: Professor and Group Leader AIBN, Deputy Director of Graduate Studies AIBN


QUALIFICATIONS:

1996 PhD, University of Technology of Sydney, Australia 1992 BApplSci (Hons) (Materials Science), University of Technology of Sydney, Australia


• 2015 - Scientific lead, New Start Up, UQ spinifex nanocellulose technology• 2007-present CSO, TenasiTech Pty Ltd (Spin off co. from own applied research) Australia• CRC for Cardiac Technology, Australia. Led to Aortech Biomaterials spin-off (PhD and postoc work resulted in a novel

polyurethane pacemaker lead insulation going into 1 million implanted St Jude pacemakers as of Jan 2015)


2012 - present, Professor, School of Chemical Engineering, UQ, Australia2009 - 2012, A/Prof, School of Chemical Engineering, UQ, Australia2007 - Visiting Lecturer in Biomaterials – INSA Lyon, France2005 - present, Group Leader, AIBN, UQ, Australia

UQ SERVICE ROLES

• 2013 ! present, Deputy Director, Graduate Studies and Chair of RHD Committee, AIBN (responsible for ~150 RHD students in Institute, RHD Policy, Scholarship rankings etc)

• 2013 ! present, Member of UQ Central RHD Committee• 2013 ! 2014, Chair of new AIBN MCR Committee• 2011 ! 2013, Engineers Australia Nanotechnology Panel Member• 2005 ! present, Have organised and co-chaired many workshops on nanotechnology commercialisation, nano health and

safety, nanocellulose and nanotech innovation• 2011 ! 2013, Academic Advisor (Biological Engineering)• 2009 - 2012, School of Chemical Engineering Research Committee member – coordinated very effective half day

workshop for early-mid career researchers in 2011• 2001 ! 2005, Research Coordinator, Nanomaterials Science, School of Chemical Engineering


2012 - 2013, ENGG1200, Engineering, Modelling & Problem Solving2008 - 2011, MATE1000, Physics and Engineering of Materials (1st Year)2010 - present, Nanomaterials (Guest lectures)

*Lighter teaching duties in 2014-2015 due to involvement in TenasiTech and Spinifex startups and innovation work


• Developed two new courses in Biomaterials and Cell and Tissue Engineering which are offered in the Chemical and Biological Engineering Double Major

• Contributed to the design of ENGG1200 – Engineering, Modelling & Problem Solving• 2004 - 2007, Mentored Engineering Product Design working with teams on nanomaterials based projects, the most

recent being nanocomposite materials for golf ball covers

APPENDIX 4.1 Staff CVs, D. Martin

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• Polymer nanocomposites and their application/ translation• Nanotoxicology and the interactions of nanomaterials with biological systems• Nanocellulose from arid Australian spinifex grasses and its application/ translation


Group leader, AIBN with deep collaborations with:• EAIT - Chem Eng• Insitute for Social Science Research (through Spinifex project)• QAAFI (Through Spinifex project)• SBMS (Chemistry co-supervision, collaboration)• Dow Centre – carbon fibre projects• AWMC – FO membrane project• CHPP – Renewable composites

PUBLICATION COUNT:

Number of chapters in books: 8 Number of refereed journal and conference publications: 95 Number of non-refereed journal and conference publications: 12! Number of technical reports: ManyNumber of patents: 7


• Venture Capital Investment (UniSeed, Brisbane and Melbourne Angels)• QLD Innovation Funding (Smart Futures Fund)• Federal Commercialisation Australia/ now Accelerate Commercialisation grants• Australian Research Council • UniQuest Pty Ltd (Pathfinder POC grants)• R&D Contracts directly with commercial partners (through UniQuest Pty Ltd)• UQ Major Equipment and Infrastructure • UQ Collaboration and Industry Engagement Fund• UQ-Purdue University Early Career Mobility Scheme• Australian Institute of Nuclear Science and Engineering (AINSE)• NHMRC


PhDs: 22 Masters: 1

CONSULTING RECORD:

• CSO role in TenasiTech since 2007 has been substantial• Small job with the Federal Govt on the Safety of Nanomaterials• Several small consulting projects with industry, mainly in the area of polyurethanes, biomaterials and nanocomposite

materials


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• Presented more than 10 keynotes or invited lectures

AWARDS/RECOGNITION:

• 2015, TenasiTech* finalists in Telstra Business Awards Small Business Category• 2010, UQ EAIT Faculty Commercialisation Award – TenasiTech Pty Ltd• 2009, Awarded one of 50 places on Australian delegation of ‘Japan Future Business Counterparts’ to Japan for 10 days

of business training (supported by Japanese Government)• 2008, TenasiTech – finalists in European business plan ‘Nanochallenge’ competition• 2007, iLab Prize for TenasiTech, QLD Enterprise Awards

*TenasiTech were the first QLD company to receive Commercialisation Australia funding and to complete Proof-of-Concept stage. Another round of Accelerate Commercialisation funding has just been awarded for ongoing commercialisation of their plastics nano additive technology.


• Engineers Australia• RACI• TAPPI


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APPENDIX 4.1 Staff CVs, E. McFarland

NAME: Eric McFARLAND

TITLE: Professor and Director of the Dow Centre for Sustainable Engineering Innovation


QUALIFICATIONS:

1988 MD, Harvard Medical School, USA1987 PhD, Massachusetts Institute of Technology, USA1982 MS Nuclear Engineering, University of California Berkeley, USA 1980 BEng (Nuclear Engineering), University of California Berkeley, USA


2012 – 2013, President and CEO of Urban Electric Power, New York, USA2012 Acting CEO of Miroporo Inc., USA 2003 – 2012 , President and CEO, GRT Inc., Santa Barbara, California, USA1996 – 1998, Founding Technical Director, Symyx Technologies, Santa Clara, California, USA1985 – 1989, Technical Consultant, Field Effects Inc, USA


2014 - present, Professor and Director Dow Centre for Sustainable Engineering Innovation, UQ, Australia2003 - 2013, Professor Chemical Engineering, University of California Santa Barbara, USA1994 - 2002, A/Prof of Chemical Engineering, University of California, Santa Barbara1991- 1993, Assistant Professor of Chemical and Nuclear Engineering, University of California, Santa Barbara1989 - 1991, Assistant Professor of Nuclear Engineering, Massachusetts Institute of Technology and Director RadiologicalSciences Graduate Program

NON ACADEMIC APPOINTMENTS:

1989-1991 Emergency Physician, Winthrop Hospital, Massachusetts1991-2002 Emergency Physician, Santa Barbara Cottage Hospital, Lompoc District Hospital

UQ SERVICE ROLES

(Between 2008 and 2003 Prof Eric McFarland served on several committees at University of California Santa Barbara – on average 3 committees each year)

• Director (Inaugural), Dow Centre for Sustainable Engineering Innovation• Academic Advisor (1 current PhD, 1 current Master + 2 current u/g students at UQ)• Supervisor for visiting students• Mentor UQ Energy Club


• 2014, (no course code), Physical Principles of Energy Conversion, Lecture Series for students at UCSB and UQ (attended by video link)

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• 2014 - present, G20 Global Business Challenge, UQ representative on steering committee (collaboration between QUT, UQ and Griffith University)

• 2014 - present, Sustainable Innovation Student Challenge Award (UQ edition of Dow Chemical competition)


• Catalysis and fundamental chemical science related to energy and chemical conversions


From 2014 onward:• AIBN, Chief Investigator on joint project• Chief Investigator on research project with Dow Chemical Company • Chief Investigator on research project with with Bromine Compounds Limited! a subsidiary of ICL Industrial Products• Collaborative Research project with GCI, Energy Initiative and Centre for Coal Seam Gas, SMI • PhD Associate Advisor, School of Mechanical Engineering• PhD and Postdoc Advisor, University of California, Santa Barbara (UCSB), USA on Chemical Engineering and Chemistry

PUBLICATION COUNT:

Number of books (editor): 1Number of chapters in books: 1 since 2008Number of refereed journal and conference publications: 154 Number of technical reports: 3 Number of patents: 52 + 2 pending in USA, of which most extend to additional countries


• Australian Research Council• Bromine Compounds Limited (subsidiary of Israel Chemicals Limited)• Dow Chemical Company• Department of Energy (USA)• UV of Kansas• Hypersolar Inc.• Mitsubishi Chemical Corporation• National Science Foundation (USA)• Adrena • Air Force Office of Scientific Research (USA)• Army Research Office (USA)


PhDs: 0 at UQ, Masters: 0 at UQ(UCSB: 24 Graduate students)

CONSULTING RECORD:


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• Ongoing, Greenyug• 2013, GRT Inc.• 1994 - 2013, Volunteer Physician and Member of Board of Directors, Aeromédicos• 2010 - 2013, Technical Advisor and Co-PI DOE Solar Energy Hub (Cal Tech)• 2012, UEP Inc.• 2011 - 2012, Consultant and Technical Advisor, Hypersolar Inc.• 2011 - 2012, Technical Consultant, CUNY Energy Institute• 2012, Technical consultant BP Solar Fuels Project• 1995-2011, Santa Barbara Cottage Hospital Research Committee

NVITED LECTURES/PRESENTATIONS/WORKSHOPS:

Between 2008 and 2013 Prof Eric McFarland did not keep track of invited talks etc., nor did UCSB on his behalf. However, he accepted the ‘usual’ number and gave about 5 to 10 invited talks/presentations etc. each year.

• 2012, British Petroleum Expert Panel: Solar Fuels (invited speaker), UK• 2013, Chemeca 2013, Invited Plenary Speaker, Sustainability: Does calling it a crisis help? Brisbane, Australia• 2013, Institute of Pure and Applied Mathematics, UCLA, Invited Speaker: Materials for a sustainable energy future, fuels

from sunlight, USA• 2014, Creating technologies relevant to a sustainable future: bottom-up or top-down?, Seminar at King Abdullah

University of Science and Technology (KAUST), Thuwal, Saudi Arabia• 2014, Sustainable Chemical and Fuel Production by Techno-economic Based Research, Lunchtime Seminar at AIBN, UQ,

Australia• 2014, Roundtable Discussion on the Transformation of the global energy system, policies and technology options, Energy

Policy Institute Australia, Canberra• 2014, AIBN Nano-Bio - Keynote talk, UQ, Australia• 2014, AIRG Winter Meeting, Melbourne, Australia• 2014, CINF Summer School on Reactivity of Nanoparticles for more efficient and sustainable energy conversion,

Technical University Denmark, Denmark• 2014, Is environmentally and economically sustainable energy production possible?, guest lecture in 2nd year chemical

engineering course, UQ, Australia• 2014, Nuclear Power, why now?, guest lecture in 4th year Mechanical Engineering course, UQ, Australia• 2014, Energy Perspectives 2014, (UQ Energy Initiative), UQ, Australia• 2014, Panel Discussion on The Future of Nuclear Energy, Rio Tinto Breakfast Panel (UQ Energy Initiative), Brisbane,

Australia• 2014, Panel Discussion on Challenges to promoting innovation across borders, USA Embassy Innovation Event,

Brisbane, Australia• 2014, Panel Discussion on Uranium, Friend or Foe, Awaken Forum, broadcasted by SBS ONE. (Sydney), Australia• 2015, DISTINCTIVE, 1st annual meeting – invited speaker, Sheffield University, UK• 2015. Chemicals, Creating a compelling nuclear value proposition through co-production, Seminar at National Nuclear

Laboratory, Sellafield, UK• 2015. Creating a compelling nuclear value proposition through co-production, Seminar at Dalton Nuclear Institute, The

University of Manchester, Manchester, UK

AWARDS/RECOGNITION:

• NSF Presidential Young Investigator• American Nuclear Society Special Award for Outstanding Advances in Nuclear Technology• Edgerton Assistant Professorship• NIH Graduate Fellowship• Graduated Summa Cum Laude (1980)• Nuclear Engineering Department Citation for First in Department (1980)• Stephen Bechtel Scholarship for top engineering junior; University of California Regent’s Fellowship• 2014 UQ Innovation Champion


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• AICHE• Electrochemical Society• American Chemical Society• American College of Emergency Physicians


Referee: • Science• Nature• JACS• Journal of Chemical Physics• J.of Elec.Chem Soc.• Department of Energy (USA)• National Science Foundation (USA)

Conference/Workshops organised:No record available for events organised between 2008 and 2013. Recent events include

• 2015, UQ-UCSB New Frontiers workshop, University of California, Santa Barbara (Immediately followed by Industry Breakout)

• 2014, UQ-UCSB New Frontiers workshop, University of California, Santa Barbara. (immediately followed by Industry Breakout)

• 2014, UQ-Dow Innovation Workshop, UQ

Member / Chair, advisory or expert PanelNo record available for events organised between 2008 and 2013

• Qld Government – DEWS: Electricity Expert Panel (2 sessions in 2014)

Quality Review ActivitiesNo record available for events organised between 2008 and 2013

• 2015, Technical Evaluation, Christian Doppler Research Association, Vienna, Austria


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APPENDIX 4.1 Staff CVs, A. NguyenNAME: Anh NGUYEN

TITLE: Professor BMA (BHP Billiton Mitsubishi Alliance) Chair of Minerals Processing


QUALIFICATIONS:

2001 Grad Cert Ed St (Tertiary Teaching), University of Newcastle, Australia1992 PhD (Mineral Processing), Technical University of Kosice, Czechoslovakia1987 BE (Mineral Processing), Technical University of Kosice, Czechoslovakia


1987-1988 Project Engineer, Pezinok Mineral Processing Plant, Czechoslovakia


2007 - present, BMA Chair and Professor, School of Chemical Engineering, UQ, Australia2003 - 2006, A/Prof, Department of Chemical Engineering, The University of Newcastle, Australia 2000 - 2003, ARC QEII Fellow, The University of Newcastle, Australia 1997 - 1999, Research Associate, UNSW, Australia 1994 - 1996, Alexander von Humboldt Research Fellow, Max Planck Institute for Colloid and Interface Research, Germany 1992 -1994, Lecturer in the Department of Mineral Processing and Environment Protection, Technical University of Kosice,

Czechoslovakia 2013, Visiting Professor, Kyushu University, Japan2012, Visiting Professor, Technical University of Kosice, Slovakia2011, Visiting Professor, China University of Mining and Technology Beijing, China 2003 - 2006, Adjunct A/Prof, University of Utah, Salt Lake City, UT, USA 1995, Visiting Fellow, Institute for Surface Chemistry, Stockholm, Sweden1994, Visiting Fellow, Max Planck Institute for Biophysics, Mainz, Germany

UQ SERVICE ROLES

• Academic Advisor• Member, Research Committee, School of Chemical Engineering• Member, Safety Committee, School of Chemical Engineering• Member, Research Committee, EAIT Faculty• Head of Chemical Engineering, School of Engineering


2012 - 2015, MINE4203, Flotation2011 - 2013, CHEE3205, Metallurgical Process Modelling2010 MINE4203, Flotation2010 MINE4205, Research Thesis


• Contribution to the Literature on Teaching: Forrester, S.F., Nguyen, A.V. and Evans, G.M, 2004. The importance of system selection on compressible flow analysis: discharging vessels, Chemical Engineering Education, Vol. Summer 2004, pp. 190-195

• Contribution to the Teaching and Scholarship Grants: UniChe–Lectureship Grant: Understanding the selectivity of flotation collectors in copper, gold and base metal flotation systems (with Professor G.M. Evans), $60 000 for 2003-2005 & $30,000 for 2005-2007, sponsored by Orica Australia Pty Ltd (Industry) and DEETYA

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• Colloid and Surface Chemistry: atomic force microscopy, sum frequency generation spectroscopy, hydrophobic attraction, surfactant adsorption, liquid films, foam and froth drainage and stability, hydrates of natural gas and carbon dioxides

• Mineral Processing/Beneficiation: flotation, coal, sulphides, soluble minerals, saline water, flocculation, filtration, density and size analysis by XCT

• Powder and Particle Technology: size measurement, particle characterisation, X-ray computed tomography, particle separation

• Nanomaterials: nanocrystal foliar fertilisers, nanobubbles, mining chemicals


• Associate Investigator on grants: AIBN; JKMRC; CSIRO, University of Newcastle, University of Melbourne, University of Western Australia, University of South Australia, Curtin University

• Associate Advisor for PhD: AIBN, School of Agriculture and Food Science, JKMRC, SMI

PUBLICATION COUNT:

Number of books: 1 Number of books (editor): 3Number of chapters in books: 19Number of refereed journal and conference publications: 200 Number of non-refereed journal and conference publications: 93 Number of technical reports: 26Number of patents: 3


• Australian Research Council• Australian Coal Research Limited• Shougang Research Institute of Technology• CSIRO• UQ FirstLink Scheme• AMIRA International Limited• University of Newcastle• BHP Billiton• BHP Billiton Mitsubishi Alliance• Xstrata/Glencore• Agrichem


PhDs: 24Masters: 4

CONSULTING RECORD:

• Consulting to OneSteel, Industrial Automation Services, Orica Mining Chemicals and Services, Hunter Water Australia, Cytec, BHP Billiton, BMA, Xstrata and Rio Tinto

INVITED LECTURES/PRESENTATIONS/WORKSHOPS :

• Invited Speaker: PacificChem (ACS), ACS spring meeting, IQPC Workshop on Flotation, 6th European Conference on

Foams, Emulsions and Applications, International Conference & Workshop on Flotation & Flocculation

APPENDIX 4.1 Staff CVs, A. Nguyen

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AWARDS/RECOGNITION:

• ARC Queen Elizabeth II Fellowship • Alexander von Humboldt Fellowship (Germany)• John A. Brodie Medal, Institution of Engineers Australia• JG Russell Award, Australian Academy of Science, Australia • Medal of Ministry of Education, Czechoslovakia• University Medal, Technical University of Kosice, Czechoslovakia


• 2009, Fellow, Institution of Chemical Engineers, UK • 2007, Fellow, Australasian Institute of Mining and Metallurgy • 2000, Member, International Association of Colloid and Interface Scientists • 2000, Member, Australian Coal Preparation Society • 1992, Member, American Institute of Mining, Metallurgy, and Petroleum Engineers • 1992, Member, American Society for Mining, Metallurgy, and Exploration • 2002, 2007 Member, Royal Australian Chemical Institute • 2002, 2004 Member, American Chemical Society • 2000, 2003 Member, American Institute of Chemical Engineers


• Editorial Board Member (Associate Editor), International Journal of Mineral Processing, Elsevier • Editorial Board Member (Associate Editor), Advances in Colloid and Interface Science, Elsevier • Editorial Board Member, Journal of Chemical Engineering & Process Technology (Open Access), OMICS Publishing

Group (Sunnyvale, CA, USA)• Editorial Board Member, Open Mineral Processing Journal, Bentham Publisher• Guest Editor for International Journal of Mineral Processing• Guest Editor for Encyclopedia of Separation Science • Guest Editor for Experimental Thermal Fluid Science • 2011, Member of the ERA Resources Engineering and Extractive Metallurgy panel • Session Chairman: Chemeca 2013, 2012 IMPC, Chemeca 2011, Chemeca 2010, Chemeca 2009, Chemeca 2008,

American SME Annual Meeting and Exhibition, 5th Inter. Conference on CFD in the Process Industries, 2005 Centenary of Flotation Symposium, Flotation ‘03, International Conference on Flotation & Flocculation.

• Grant Assessor for Australian Research Council• Grant Assessor for Academy of Finland, Finland• Grant Assessor for Netherlands Research Council (FOM)• Grant Assessor for EU Research Council• Grant Assessor for Slovak Grant Agency• Grant Assessor for Deutsche Forschungsgemeinschaft (DFG, Germany)• Grant Assessor for COST (European Co-operation in the Field of Science and Technology) • Grant Assessor for NZ Ministry of Business, Innovation, and Employment (MBIE) • Grant Assessor for Fonds de recherche du Québec - Nature et technologies (Canada)• Grant Assessor for Science Foundation Ireland (SFI)• PhD Examiner for UNSW • PhD Examiner for University of South Australia• PhD Examiner for University of Melbourne• PhD Examiner for University of Newcastle• PhD Examiner for University of Utah• Referee for more than 30 journals, including Int. J. Miner. Process, Minerals Eng., Langmuir, Adv. Colloid Interface Sci., J

Colloid Interface Sci., Colloids Surfaces A, Soft Matter, J Phys. Chem. A, B, C, Phys. Rev. Lett., Phys. Fluids, Chem. Eng. Sci., AIChE Journal, Fuel, Separation Science and Technology, Adhesion Science and Technology.

APPENDIX 4.1 Staff CVs, A. Nguyen

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APPENDIX 4.1 Staff CVs, K. O’BrienNAME: Kate O’BRIEN

TITLE: Dr


QUALIFICATIONS:

2003 PhD (Environmental Engineering), University of Western Australia, Australia1994 BE (Chem) (Hons), UQ, Australia 1994 BSc (Mathematics), UQ, Australia


1996 - 1998, Specialist Cathode Development Engineer, NZ Aluminium Smelters, Invercargill, NZ 1994 - 1996, Development Engineer NZ Aluminium Smelters, Invercargill, NZ


2014 - present, Senior Lecturer, School of Chemical Engineering, UQ, Australia2002 - 2013, Lecturer, Environmental Engineering, UQ, Australia1999-2002, PhD student and tutor, Centre for Water Research, University of Western Australia, Australia

UQ SERVICE ROLES

• 2014 - present, Member, EAIT Local Confirmation and Promotions Committee • 2011 - present Member, School of Chemical Engineering Teaching and Learning Committee• Member, EAIT Women in Engineering Advisory Board• BE/ME and BE chemical-environmental program leader• Developed and coordinated Introduction to environmental systems engineering CHEE2501• Course coordinator in Heat and mass transfer CHEE3002 (2006-present)• Represented UQ at numerous student information events, including TSXPO, Engineering Future evening, career information

sessions, Women in engineering events, indigenous students engineering camp etc. • Academic Advisor


2012 - present, CHEE2501, Introduction to environmental systems engineering2006 - present, CHEE3002, Heat and mass transfer


• 2012 - present, Developed and coordinated Introduction to environmental systems engineering CHEE2501 • 2011 - present, BE/ME and BE chemical-environmental program leader • 2006 - present, Course coordinator in Heat and mass transfer CHEE3002


• Environmental systems modelling and analysis

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PUBLICATION COUNT:

Number of refereed journal and conference publications: 18Number of non-refereed journal and conference publications: 5Number of technical reports: 2


• Great Barrier Reef Foundation• Gladstone Healthy Harbors Partnership• UWA-UQ Bilateral Research Collaboration Award• UQ Collaboration and Industry Engagement Fund• Griffith University• UQ FirstLink Scheme


PhDs: 3Masters: -

CONSULTING RECORD:

• 2015, Reviews for Great Barrier Reef Foundation • 2006 - 2010, Reviews for Healthy Waterways • Development and application of ecosystem model to sewer overflow project (McAllister and O’Brien 2008)


• 2012, Invited speaker at American Geophysical Union fall meeting

AWARDS/RECOGNITION:

• 2009, Awarded EAIT Faculty Excellence in Teaching Award • 2008, Awarded School of Engineering Excellence in Teaching Award • 2006 - present, Received over 30 Dean’s Commendations for effective teaching


• Member, Australian Marine Science Association


• Review papers for scientific journals and conferences, including Limnology and Oceanography, Journal of the Royal Society (Interface), Marine and Freshwater Research, Hydrobiologia, CHEMECA.

• Examiner for PhD, Masters and Honours theses• 2015, Great Barrier Reef Resilience Indicator workshop • 2012 - 2013, Australian Centre for Ecological Analysis and Synthesis working group member: Australian seagrass habitats. • 2012, Represented UQ at the workshop to define National Accreditation Guidelines for Environmental Engineering• 2010, Coordinated Society for sustainability and environmental engineering annual state environmental engineering student

awards night• 2004 - 2006, Convenor of UQ sustainability seminar series

APPENDIX 4.1 Staff CVs, K. O’Brien

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APPENDIX 4.1 Staff CVs, Y. PengNAME: Yongjun PENG

TITLE: Dr


QUALIFICATIONS:

2002 PhD (Mineral Processing), University of South Australia, AustraliaMSc Mineral Processing Engineering, Wuhan University of Technology, ChinaBSc Mineral Processing Eng, Wuhan University of Technology, China


2006 - 2009, Senior Metallurgist/Engineer, BHP Billiton, Perth Technology Centre, Australia2002 - 2006, Research Scientist, COREM Research Centre, Canada


2009 ! present, Senior Lecturer/A/Prof, School of Chemical Engineering, UQ, Australia

UQ SERVICE ROLES

• Course coordinator of 4th year undergraduate course MINE4201 (Mineral Processing Metallurgical Plant Design)• Academic Advisor


2011, MINE4201, Mineral Processing Metallurgical Plant Design


• 2014, Graduate Certificate in Teaching


• Froth flotation and the underlying solution chemistry • Colloid/surface chemistry and electrochemistry


• Joint appointment with JKMRC (SMI), UQ

PUBLICATION COUNT:

Number of refereed journal and conference publications: 67Number of non-refereed journal and conference publications: 15 Number of technical reports: 100


• Australian Coal Research Limited• Australian Research Council

170

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• Petroleum and Chemical Research Institute of Guangdong Province• UniQuest Pty Ltd• UQ Collaboration and Industry Engagement Fund• UQ FirstLink Scheme• SNF FloMin Inc• UQ Early Career Researcher• Newcrest Mining Limited


PhDs: 3 Masters: 4

CONSULTING RECORD:

• MMG Rosebery Mine: Plant survey • Xstrata MacArthur River Mine: Plant survey • Minera San Cristobal: Plant survey and training • MCC Mining Limited: Advisory• Citic Pacific Mining: Advisory • Newcrest: Technology advisory, plant survey and training • Newmont: Lab testing• MMG Minerals and Metals Group: Lab testing


• Invited speaker at the first Symposium on Water in Mineral Processing at Seattle, USA, and at the first UQ-UCT Flotation conference

• Invited lectures at the following academic organisations: University of Cape Town; South Africa, Wuhan University of Technology, China; Guangdong Petroleum Research Institute, China; Beijing General Research Institute of Mining and Metallurgy; China; Wuhan University of Science and Technology, China; Xi’an University of Architecture and Technology; China; Catolica del Notre University, Chile

• Invited lectures at the following industries: BHP Billiton Cannington Mine, Australia; BHP Billiton Mitsubishi Alliance Peak Downs Mine, Australia; Minera San Cristobal, Bolivia; Minera Esperanza, Barrick Zaldívar and SQM Salt Plant, Chile

• Host/speaker of training workshop: AusIMM Training Course on Flotation Plant Optimisation - Understanding the Chemistry during the 12th AusIMM Mill Operators’ Conference in September 2014; Geometallurgy of Copper and Gold Ores training course during XXVII International Mineral Processing Congress in October 2014; Gold Geometallurgy training course during World Gold Conference in September 2013; Flotation Chemistry course to international mining industries and research organisations in 2011, 2012 and 2013; Advanced Metallurgical training in China in July 2013

AWARDS/RECOGNITION:

• 2013, A letter from the Executive Dean recognising the effort and commitment to improve MINE4201 significantly• 2011, Travel Awards for International Collaborative Research • 2010, Dean’s Commendation for Effective Teaching• 2008, BHP Billiton internal prize recognising significant contribution to industry application • 2003-2005, NSERC (Natural Sciences and Engineering Research Council of Canada)-Industry Research Fellowship• 2003-2008, Expert certificate awarded by Quebec government in Canada


• 2002-2006 Member of the Canadian Institute of Mining, Metallurgy and Petroleum (CIM)


• Technical committee member of the XXVII International Mineral Processing Congress – IMPC 2014 in Chile.• Organiser of UQ-UCT Flotation Conference• Regular reviewers for more than 10 journals• ARC Linkage and Discovery, and Canadian NSERC CRD grant reviewer

APPENDIX 4.1 Staff CVs, Y. Peng

171

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NAME: Steven PRATT

TITLE: Dr


QUALIFICATIONS:

2003 PhD, UQ, Australia2007 BE (Chem) (Hons), UQ, Australia


1997 – 1998, Quantification of the refinery’s fugitive emissions, Caltex Refineries,


2012 - present, Senior Lecturer, Schoool of Chemical Engineering, UQ, Australia2010 - 2012, Postdoctoral Research Fellow, Schoool of Chemical Engineering, UQ, Australia2007 - 2010, Postdoctoral Research Fellow, Advanced Water Management Centre, UQ, Australia 2003 - 2007, Lecturer, Massey University, NZ

UQ SERVICE ROLES

• Program advisor for the IWC’s Masters of Integrated Water Management


• International Water Centre, Lecturer in Water Cycle Engineering• Member of the Master of Integrated Water Management’s (i) Program Quality Review Panel and (ii) Teaching Team (2011)


• Utilisation of wastewater to support bioplastic and mass algal production

PUBLICATION COUNT :

Number of refereed journal and conference publications: 51


• Australian Research Council• QGC Pty Limited• UQ Collaboration and Industry Engagement Fund• UniQuest Pty Ltd• Origin Energy Resources Limited• Queensland-China Climate Change Fellowships• UQ FirstLink Scheme• DEST International Science Linkages / Competitive Grants

APPENDIX 4.1 Staff CVs, S. Pratt

172

!""#$%&'()*+(((((((


PhDs: 3Masters: -

CONSULTING RECORD:

• Rio Tinto Alcan, Assessment of the potential for mass algal production in wastewater holding ponds (2011/12)• Origin Energy, Review of technologies for brine management (2011) • Fonterra, Assessment of the potential for biological phosphorus removal from dairy processing wastes (2009)• Henley Industries, Technical advisor for Henley Industries, participating at the launch of the company’s new directional

aerator at the Water and Environment Federation Technical Exhibition (WEFECT) in Los Angeles (2004)

APPENDIX 4.1 Staff CVs, S. Pratt

173

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APPENDIX 4.1 Staff CVs, V. RudolphNAME: Victor RUDOLPH

TITLE: Professor, Director of the Baosteel Australia Joint Research and Development Centre


QUALIFICATIONS:

1985 PhD (Chemical Engineering), The University of Natal, South Africa1974 MEng (Chemical Engineering), The University of Cape Town, South Africa1972 BSc (Chemical Engineering), The University of Cape Town, South Africa


1979 - 1987, Process Engineer; Project Engineer; Project Manager, EMS Ltd, South Africa1974 - 1978, Technical Officer, AECI Ltd, South Africa


1987 - present, Senior Lecturer, Reader, Professor, School of Chemical Engineering, UQ, Australia

UQ SERVICE ROLES

• Academic Advisor• Director, Baosteel Australia Joint Research and Development Centre • 1998 - 2000, Director, Technology Management Centre, UQ • 1996 - 2000, Head, Department of Chemical Engineering UQ)


2010 - 2012, CHEE3004, Unit operations2010 - 2015, CHEE4001, Design! !


• PhD, ME and Hons supervision, UQ • Accreditation Committee, Department of Chemical Engineering, Hong Kong University of Science and Technology • 1996 - 2000, Head, Department of Chemical Engineering, UQ, Australia • 1998 - 2000, Director, Technology Management Centre, UQ, Australia


• Fossil fuels (coal bed methane, enhanced CBM and CO2 geosequestration)• Gas to liquids• Renewable fuels (ethanol, biomass and waste materials)• Thermal plasma processing


• ARC LIEF with: University of Adelaide, Queensland University of Technology, Griffith University, University of Western Australia, University of Sothern Queensland, University of Newcastle, Curtin University, Monash University

• ARC LP with: South Dakota School of Mines, UQ Earth Sciences (UQ) • ARC DP with: Department of Mechanical and Mining Engineering (UQ), Earth Science (UQ), ACE

174

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APPENDIX 4.1 Staff CVs, V. RudolphPUBLICATION COUNT:

Number of books (editor): 6Number of chapters in books: 5 Number of refereed journal and conference publications: ~300 Number of non-refereed journal and conference publications: ~30Number of technical reports: uncountedNumber of patents: 3

SOURCES OF RESEARCH FUNDING:!

• Australian Coal Association Research Program• Australian National Low Emissions Coal, Research and Development• Australian Research Council• Baoshan Iron and Steel Co Ltd• CS Energy Ltd• Department of Education, Science and Training• Department Industry Science & Resources• Devon Energy Inc• Ergon Energy Pty Ltd• Gane Energy• Koch Exploration Canada Ltd• Newlands Coal Pty Limited• QGC Pty • Oil Company of Australia• PetroCanada Oil and Gas Ltd• Queensland Government Smart Futures Research Partnerships Program• Queensland Department of Employment, Economic Development and Innovation• Queensland Rail• Santos Limited• Stanwell Corporation Ltd• Suncor Energy Inc• Synergen Met• Tarong Energy Corporation Ltd• Texaco Inc• UniQuest Pty Ltd• UQ Collaboration and Industry Engagement Fund• UQ External Support Enabling Grant• UQ FirstLink Scheme• UQ Foundation• UQ Major Equipment and Infrastructure• UWA-UQ Bilateral Research Collaboration Award


PhDs: 19Masters: 8

CONSULTING RECORD:

• Consults to various industries

MEMBERSHIP OF PROFESSIONAL BODIES!

• Member, SPE

175

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• 1992 -1994, Committee member, IEAust, Chemical College, Qld branch• 1996 - 2001, Committee member, IEAust, Chemical College, Qld branch• 1995 - 1996, Committee member, IEAust, Qld Division • 1995 - 1996, Chairman, IEAust, Chemical College, Qld branch• Conference organisation and committees • Peer review various journals, grant applications ARC, International grant agencies • Editor of the magazine Chemical Engineering in Australia

APPENDIX 4.1 Staff CVs, V. Rudolph

176

!""#$%&'()*+(((((((

APPENDIX 4.1 Staff CVs, T. RuffordNAME: Tom RUFFORD

TITLE: Dr

CURRENT POSITION AND LEVEL OF ACADEMIC APPOINTMENT: Lecturer, Level B

QUALIFICATIONS:

2009, PhD (Chemical Engineering), UQ, Australia2000, BE (Chem), UQ, Australia


2001 -2005, Process engineer and technologist on the crude distillation columns, naptha reformers and hydrogen purification plant, Shell Geelong Oil Refinery


2012 - present, Lecturer, School of Chemical Engineering, UQ, Australia2010 - 2012, Research Fellow, School of Mechanical and Chemical Engineering, UWA, Australia

UQ SERVICE ROLES

• 2015, Assisted UQ student chapter of Society for Petroleum Engineers (SPE) to advertise and select participants to attend petroleum engineering student forum Beijing, China

• 2006-2007 President of UQ Postgraduate Research Engineering Student’s Society (PRESS), (followed by service as vice-president until August 2008)

• Program director for the MSc in Petroleum Engineering

• Academic advisor• 3MT® Competition – Chair of judging panel for School of Chemical Engineering• Interview panel for IChemE scholarships• Interview panel for Fircroft scholarships• UQ Open Day – worked on EAIT booth


2013 - 2015, ENGG7502 Reservoir Engineering

2014 - 2015, CHEE3004 Unit Operations

2013, ENGG7509 Individual Project

2013 - 2014, ENGG7506 Drilling Engineering

2013 - 2014, ENGG7505 Production Technology

2013 - 2014, ENGG7504 Reservoir Simulation

2014, ENGG7501 Formation Evaluation

2013, ENGG7503 Well Test Analysis

2013, ENGG7500 Petroleum Geosciences

2013, ENGG7507 Petroleum Economics


• iSpring online learning software, 1 hour training block. After this training I have created using iSpring 2 video lectures for ENGG7502 Reservoir Engineering. I plan to create more online content to supplement face-to-face teaching activities

• 0.5 day SPE Workshop on artificial lift technology (plunger lifts)

177

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APPENDIX 4.1 Staff CVs, T. Rufford

• 4 x 2 hour technical lectures with SPE on unconventional oil and gas resources• UQ Staff Development 6 hours Financial, Resource and Risk Management workshop• 3 days training in CMG reservoir simulation software package (CMG)• Attended 8 x 5 day lecture courses in MSc Petroleum Engineering program delivered by Heriot Watt University

academics.• UQ Staff Development Desktop Recording - PCAP


• Gas process engineering• Porous carbons• Pressure swing adsorption• Solid-fluid interactions in coal seam gas reservoirs


• Major industry collaborations across four projects (total funding) with Centre for Coal Seam Gas partners Santos, APLNG, QGC/BG and ArrowEnergy. Outcomes to date:

New method to visualise gas-water flow in coal cleats reported to industry and published in International Journal of Coal Geology. Led to extension of project scope with additional funding for a high pressure cell Quarterly reports to industry partners in form of workshops on research projects. Establishment of new experimental apparatus.

• Local collaborations with UQ School of Earth Sciences (Joan Esterle, Sue Golding, Steve Tyson, Sandra Rodrigues) including funded projects on solids production from coal seam gas wells, relative permeability of coals, and a successful ARC LIEF proposal (led by Victor Rudolph).

• Major collaboration University of Western Australia including • Collaboration with Dr Sylvain Giraudet at Ecole Nationale Supérieure de Chimie de Rennes (ENSCR), France. • ARC LIEF for X-ray transparent core-flooding apparatus led by UQ Victor Rudolph, collaborations with Prof. Pavel

Bedrikovetski of University of Adelaide and Dr Qin Li of Griffith University.

PUBLICATION COUNT:

Number of books (editor): 1Number of refereed journal and conference publications: 40


• QGC Pty Limited• Santos Limited• Australian Research Council (ECR Award)• UQ Early Career Researcher


PhDs: 2 Masters: -

CONSULTING RECORD:

• Jan 2015, Research Directions. Discussion and advice on distillation processes for small scale purification of pharmaceuticals. Information session but did not lead to larger project at this time.

• 2011, Review of BTEX emissions from LNG production facilities for a client in Perth. Delivered a 4 page summary report.

178

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APPENDIX 4.1 Staff CVs, T. Rufford


• Three invited lectures given

AWARDS/RECOGNITION:

• ARC Discovery Early Career Researcher Award (DECRA)• Runner-up UQ EAIT Faculty Early Career Research Awards• UWA Individual Safety Award• Next Step Program Australia-China Collaboration• Australia China Young Scientist Exchange• Best student presentation ARC Centre of Excellence for Functional Nanomaterials annual conference• Endeavour Research Fellowship• Overseas Travel Fellowship, ARC Nanotechnology Network• Young Science Ambassador for ATSE


• Member, IChemE (chartered)• Member, Society of Petroleum Engineers


• ARC - Research proposal reviewer• Natural Sciences and Engineering Research Council of Canada – Research proposal review• CHEMECA 2014 Perth – Technical chair for theme on Energy• King Faud University of Petroleum and Minerals (KFUPM), Saudi Arabia. Research proposal review• Journal reviewer• 4th UWA-UQ Gas Workshop organising committee, Perth, Australia• 3rd UWA-UQ Gas Workshop organising committee, Brisbane, Australia• Western Australia Joint Chemical Engineering Committee of IChemE, EA and RACI• Queensland Joint Chemical Engineering Committee of IChemE, EA and RACI• Management Committee, ARC Nanotechnology Network • Co-chair of ARC Nanotechnology Network’s Early Career Researcher & Postgraduate Student Symposium, Melbourne,

Australia• Organising committee of International Conference on Nanoscience and Nanotechnology ICONN2008, Melbourne,

Australia• Organising committee of International Conference on Nanoscience and Nanotechnology ICONN2006, Melbourne,

Australia

179

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NAME: Simon SMART

TITLE: Dr


QUALIFICATIONS:

2008 PhD (Chemical Engineering), UQ, Australia2003 BE/BSc (Hon), UQ, Australia


2015 - present, Senior Lecturer, School of Chemical Engineering, UQ, Australia2012 - 2014, Lecturer, School of Chemical Engineering, UQ, Australia2011 - present, Lecturer in Energy Studies (Current), International Energy Centre, Australia2009 - 2011, Research Fellow, School of Chemical Engineering, UQ, Australia2008 - 2009, Postdoctoral Research Fellow, School of Chemical Engineering, UQ, Australia

UQ SERVICE ROLES

• Course coordinator 4th year elective Energy Systems in Sustainable Development and 3rd year core Process Modelling and Dynamics

• Program Advisor, International Energy Centre’s Masters of Energy Studies (MES) program • Within the MES coordinate and deliver Energy and Technology Principles• Member, School of Chemical Engineering Research Committee


2010 - present, CHEE40242013 - present, CHEE30072012 - present, ENGY7000


• Academic Advisor Masters of Energy Studies (MES) program


• Membrane and membrane reactor technologies for clean energy and water applications• Energy, poverty and development• Process intensification in the chemical industry


• Associate investigator UQ Energy Initiative• Senior Research Fellow Dow Centre for Sustainable Engineering Innovation

PUBLICATION COUNT:


APPENDIX 4.1 Staff CVs, S. Smart

180

!""#$%&'()*+(((((((

APPENDIX 4.1 Staff CVs, S. Smart


• Australian Research Council• Queensland Government Smart Futures Fellowships • Australian National Low Emissions Coal Research and Development• CRC for Greenhouse Gas Technologies• National Centre of Excellence in Desalination• UQ Early Career Researcher• UQ Major Equipment and Infrastructure


PhDs: 6 Masters: -

CONSULTING RECORD:

• Supporting role for the Independent Scientific Panel, which advises the Queensland Government on the Underground Coal Gasification Industry (2010)

• Saudi Aramco project – leading research project with industry (Saudi Aramco) on development of WGS membrane reactor and ATR reactor


• 2015, Advanced Materials and Nanotechnology Conference • 2014, International Desalination Association Symposium• 2014, MSA Early Career Researcher Symposium• 2014, CO2CRC Conference• 2014, Energy Future Conference • 2014, Australian French Workshop – Membrane Technology for Water Processing • 2014, UQ PhD Workshop on Membrane Technology • 2014, International Advanced Coal Technology Conference • 2013, 8th International Conference on High-Performance Ceramics • 2013, Georgia Tech CHBE Seminar Series• 2010, International Membrane Symposium


• Membrane Society of Australasia (Board of Directors 2010-2012, Secretary 2011-2012)


• Guest editor for a special edition of Separation and Purification Technology (associated with ICIM 2014)• Chemical Engineering Science • Chemical Physics Letters • Energy and Environmental Science • Energy Technology • Environmental Science and Technology • European Polymer Journal • Industrial & Engineering Chemistry Research • International Journal of Nanotechnology • Journal of Applied Polymer Science • Journal of Cleaner Production • Journal of Membrane Science • Journal of Physical Chemistry • Materials Chemistry and Physics • Materials Science and Engineering B • Microporous and Mesoporous Materials • RSC Advances • Water Research• 2011 – present, ARC Assessor

181

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APPENDIX 4.1 Staff CVs, K. SteelNAME: Karen STEEL

TITLE: Dr


QUALIFICATIONS:

1999 PhD (Chemical Engineering), The University of Melbourne, Australia 1995 BE (Chemical), The University of Melbourne, Australia


2011 - present, Senior Lecturer, School of Chemical Engineering, UQ, Australia2009 - 2011, Lecturer, School of Chemical Engineering, UQ, Australia 2003 - 2008, Lecturer, School of Chemical and Environmental Engineering, The University of Nottingham, UK2000 - 2003, Research fellow, Nottingham Fuel and Energy Centre, School of Chemical and Environmental Engineering, The University of Nottingham, UK

UQ SERVICE ROLES

• 2013 - present Director of Postgraduate Studies• 2009 - present, 3rd year Academic Advisor• 2009 - 2012, Study Abroad advisor


2010 - present, CHEE2002 Process systems analysis 2012 - present, CHEE3020 Process systems analysis


• !"#$%&'()*')• +",)$%&-(./$#-("*%.)-0"1&%2"3%'"#$%&)#.%4#&• 5)-#$$/34('#$%'"6(*4%'"#$7%%8(40%-).9)3#-/3)%30)".)-3:%2"3%'"#$%9:3"$:&(&;'#3<"*(&#-("*• 5"1)$$(*4%("*('%)=/($(<3(#%2"3%0:13".)-#$$/34:%93"')&&%1),)$"9.)*-• !>?%.(*)3#$(&#-("*


• U@%!)*-3)%2"3%!"#$%A)#.%B#&• +)C'#&-$)%D*&-(-/-)%2"3%E*)34:%F)&"/3')&G%H"(*-%$)#1%(*,)&-(4#-"3%"*%43#*-• !ADF>%5#-0).#-('#$%#*1%D*2"3.#-("*%A'()*')&G%H"(*-%$)#1%(*,)&-(4#-"3%"*%43#*-

PUBLICATION COUNT:

Number of refereed journal and conference publications: 33Number of non-refereed journal and conference publications: 24 Number of technical reports: 12 Number of patents: 1

182

!""#$%&'()*+(((((((


• !"#$%&'(&)*+,&'*-.#.&%/0*1(2($.3• 45+*6$7*1(2($.3• 8)(9.%#($7*,:*;.</&#$'.• =&)$,#*1(2($.3• >?6*>(''($,)*@)),9&$(,)*6$7*1$3• 8)(4".#$*6$7*1$3• !"#$%&'(&)*-.#.&%/0*+,")/('• 84*A&B,%*CD"(E2.)$*&)3*@):%&#$%"/$"%.• 84*F(%#$1()G*=/0.2.


PhDs: 2 Masters: -

CONSULTING RECORD:

• 2009 - present, Consultant for oil and gas companies, including Santos and Origin Energy• 2007, Expert witness for a coal storage case• 2005 - 2008, Consultant to the power generation industry, including PB Power, GE Energy, and Scottish and Southern

Energy


• HIIJK* @)9($.3*1./$"%.* :,%* $0.*8L*!$,2(/*C).%M7*!"$0,%($7N#*#.2()&%*#.%(.#K*Clean coal technologies: part of the world’s future energy mix, Culham, Oxon, UK

AWARDS/RECOGNITION:

• HIIJ*OP"$#$&)3()M*6%.#.)$&$(,)N*&<&%3.3*Q7*R&E&)N#*=,/(.$7*:,%*$0.*6%,2,$(,)*,:*@)3"#$%(&'*=/(.)/.**&$*$0.*@)$.%)&$(,)&'*+,):.%.)/.*,n Coal Science and Technology


• 200SK*!"#$%&'(&)*@)#$($"$.*,:*C).%M7K*A.2Q.%*• HIIJTHIIUK*>%($(#h Society of Rheology, Member


• 2013, Organising committee member for the Australian Coal Science Conference held in Brisbane • 2007, Part of the organising committee for the 2007 International Conference on Coal Science and Technology held in

Nottingham • 2006, Organised and hosted British Society of Rheology’s Non-Newtonian Fluid Mechanics Club one-day meeting with 10

speakers• Reviewer for Fuel, Energy and Fuels, Fuel Processing Technology

APPENDIX 4.1 Staff CVs, K. Steel

183

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NAME: Jason STOKES

TITLE: Dr


QUALIFICATIONS:

2014 Graduate Certificate of Executive Leadership, UQ, Australia 1999 PhD, University of Melbourne, Australia 1993 BE (Chemical) (Hons), University of Melbourne, Australia


1999 - 2008, Research Scientist / Engineer, Unilever Corporate Research, UK


2008 - present, A/Prof, School of Chemical Engineering, UQ, Australia

UQ SERVICE ROLES

• 2014 - present, Director of Research and Chairs School Research Committee• 2010 - present, Member, School Research Committee • 2010 - present, Member, EAIT Faculty Research Committee • 2010 - 2014, Member, School OH&S Committee • Course Coordinator: Research thesis! Individual Inquiry and Special Topics (CHEE4006/4007/4026/4027/7600) • Course Coordinator: Fluids and Particle Mechanics (CHEE2003) • Academic Advisor: Master of Engineering Science (Chemical Engineering) • Academic Advisor: Food Engineering Minor • Head of Research Group: Soft Matter Rheology, Biolubrication and Food Engineering


2015 - present, CHEE 4026/4027 Research Thesis2010 - present, CHEE2003 Fluids and Particle Mechanics2010 - present, CHEE4006/4007 Individual Inquiry


• Soft Matter Rheology • Soft-Tribology and Aqueous Lubrication • Micromechanics of Soft Materials, Microgels and Plants Cell Walls• Biophysics in Food Oral Processing and Digestion • Food structure design and engineering (Structure-Property-Process)• Complex Fluids for enhanced geothermal systems (High Temperature, High Pressure)


• !"#$%&'()$*+#,-+./0&12!&'(34*+/#-5&6/-(*%./7-+#.(&6/-#(#(,&!$(+/$&8'66!9&1,$(+*&.%&!"-(,$:&6/-(*%./7#(,&+"$&%..3&#(34*+/;&%./&14*+/-5#-&-(3&<$;.(3=&>#+"&?1@?&A&B11@'

• 1**.C#-+$&'()$*+#,-+./0&12!&!$(+/$&.%&DEC$55$(C$&F5-(+&!$55&G-55*=&>#+"&B11@'0&H(#)$/*#+;&.%&I$5<.4/($0&H(#)$/*#+;&.%&13$5-#3$

• 1**.C#-+$&'()$*+#,-+./0&@..3&?+/4C+4/$*&J$*#,(&6$-70&F-/+($/*"#K&%./&L/.>+"&F/.,/-7&M6/-(*%./7#(,&+"$&J-#/;&N-54$&!"-#(O&8PQ&L.)$/(7$(t-Industry Collaboration); with Fonterra Research Centre, Massey University, University of Auckland University, Canterbury University, Victoria University and UQ

APPENDIX 4.1 Staff CVs, J. Stokes

184

!""#$%&'()*+(((((((

• Associate Investigator, Geothermal Energy Centre of Excellence, UQ • Associate Advisor for PhD Students in SAFS, QAAFI and School of Pharmacy

PUBLICATION COUNT:

Number of chapters in books: 7 Number of refereed journal and conference publications: 68 Number of technical reports: 40Number of patents: 5


• Australian Research Council• UQ Major Equipment and Infrastructure• UQ Collaboration and Industry Engagement Fund• UniQuest Pty Ltd• UQ FirstLink and New Staff Schemes• Industry – Direct Funding (PepsiCo, USA; Fonterra, NZ; Galaxo-Smith-Klein, UK; Gane Energy Australia)• Industry – ARC ITTC (Australian Food and Grocery Council, Sanitarium, PepsiCo, Sunrice, Australia)• Industry – ARC LPs (Unilever UK; RSL Care Queensland; PepsiCo USA)


PhDs: 3 Masters: -

CONSULTING RECORD:

• 2014 - present, Consultant, Blade Energy Partners, USA• 2012, Consultant, Sanitarium, Australia• 2013 - 2014, Consultant, Johnson & Johnson, USA: Advisor on Scientific Expert Panel, Partnership for Growth Program

‘Transforming the Dairy Value Chain’ (NZ Government-Industry Collaboration). • 2009, Consultant, Fritolay North America, USA• 2009 - present, Consultant, Pepsico, USA• 2009 - present Consultant, Fonterra, NZ


• 2015, 3rd International Food Structures, Digestion and Health Conference, Wellington, NZ• 2015, The 7th International Symposium on Food Rheology and Structure – ISFRS, Zurich Switzerland • 2014, Pacific Rim Rheology Conference, Melbourne, Australia• 2014, International Biotribology Conference, Toronto, Canada• 2014, Advances in Rheometry, Institute of Non-Newtonian Fluid Mechanics, Lake Vyrnwy, Wales, (2013 BSR Annual

Award Lecture), UK• 2014, International Nano-tribology Forum (India) • 2013, Food Structures, Digestion and Health Conference, Melbourne, Australia • 2013, Australian Institute of Food Science and Technology Convention, Brisbane, Australua• 2012, 2nd international conference on Food Oral Processing: Physics, Physiology, and Psychology of Eating, Beaune/

Dijon, France (Plenary Lecture)• 2009, Food Structure & Functionality Forum at 100th AOCS Annual Meeting, Rosen Shingle Creek, Orlando, Florida,

USA• 2009, Australian Institute of Food Science and Technology Convention, Brisbane, Australia• Invited Speaker for UQ-Industry Engagement Related Workshops/Seminars for Uniquest Pty Ltd (2014, 2012), EAIT

(2015), and School of Graduate Studies (2015, 2011)


185

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AWARDS/RECOGNITION:

• !"#$%&'(&)*+,-.+/&0-&1./.*+23&452.66.-2.&78*+9&:&4-;0-..+0-;%&<*,.+0*6/&=&>?@&• !"#A%&B+0,0/3&CD20.,E&DF&13.D6D;E&7--G*6&78*+9• !"#!%&CD20.,E&DF&@+0HD6D;E&IGH+02*,0D-&4-;0-..+/&B./,&@+0HD6D;E&)*J.+&0-&*-&CD20.,E&DF&@+0HD6D;0/,&*-9&IGH+02*,0D-&

4-;0-..+/&KC@I4L&MDG+-*6


• 2014 - present, Vice President, Australian Society of Rheology • 2013 - 2014, Committee Member, Australian Society of Rheology • 2012 - 2013, Committee Member, State Representative, RACI Colloid and Surface Science Division in Australia • 2004 - 2008, Committee Member, British Society of Rheology • Member, IChemE • Member, Society of Rheology (USA)• Member, British Society of Rheology (UK)• Member, Australian Society of Rheology


• 2015 - ongoing, Editorial Board Member, Cogent Engineering (Taylor & Francis) • 2014 - present, Editorial Board Member, Journal of Biotribology (Elsevier) • 2014, Organising Committee, Pacific Rim Rheology Conference, Melbourne • 2014, Organising Committee, International Biotribology Conference, Toronto, Canada• 2011 - present, Editorial Board Member, Journal of Texture Studies (Springer)• 2009, Organising Committee, European Conference on Rheology, Portugal • Invited scientific reviewer for research grants: ARC, Australia; TIFN, Netherlands; SNF, Switzerland; ANR, France • Publication referee for dozens of journals across the following fields: rheology, colloids and interfaces, tribology and food


186

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APPENDIX 4.1 Staff CVs, B. TowlerNAME: Brian TOWLER

TITLE: Professor and Coal Seam Gas Chair


QUALIFICATIONS:

1978 PhD, UQ, Australia1972 BE (Hons), UQ, Australia


1983 - 1988, TMOC Resources Ltd, Brisbane, Australia, Senior Reservoir Engineer1980 - 1983, ARCO Oil and Gas Company, Plano (Dallas), Texas. Senior Reservoir Engineer (Reservoir Modeling)


2014 - present, Professor of Chemical Engineering and Petroleum Engineering, Chair Centre for Coal Seam Gas, UQ, Australia2008 - 2014, Professor of Chemical and Petroleum Engineering and CEAS Fellow for Hydrocarbon Energy Resources, University of Wyoming, USA2004 - 2008, Department Head of Chemical and Petroleum Engineering, University of Wyoming, Laramie, USA1988 - 2014, Assistant/Associate/Professor of Chemical and Petroleum Engineering, University of Wyoming, USA

UQ SERVICE ROLES

• Academic Advisor


• Reservoir Engineering• Reservoir Properties of Coal Seam Gas• Well Abandonment with Bentonite • Two phase flow• Enhanced Oil Recovery with nano-fluids


• Affiliated with the Centre for Coal Seam Gas, SMI, UQ

PUBLICATION COUNT:

Number of books: 3Number of chapters in books: 3Number of refereed journal and conference publications: 65Number of non-refereed journal and conference publications: 21Number of patents: 1


• QGC Pty Limited• Santos Limited• Australia-Pacific Liquefied Natural Gas• Arrow Pty Limited

187

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PhDs: 2Masters: 1

CONSULTING RECORD:

• 2012-2015, Corthell and King (Appraisal of Mineral Interests)• 2012-2015, Nicholas & Tangeman (Appraisal of Mineral Interests)• 2010-2015, Gerger & Clarke (Offshore Oil Rig Accident)• 2000-2015, Leonard, Prehoda and Janack (Appraisal of Mineral Interests)• 2000-2015, Wendtland and Wendtland (Appraisal of Mineral Interests)• 2008-2009, Featherstone, Petrie and DeSisto (Gas Storage Issues)• 2007-2008, Kansas State Government (Defining When Oil and Gas is Produced)• 2000, Simpson, Kepler and Edwards (Metering of Natural Gas)


• Society of Petroleum Engineers


• 2005 - present, Associate Editor of Journal of Natural Gas Science and Engineering

APPENDIX 4.1 Staff CVs, B. Towler

188

!""#$%&'()*+(((((((

APPENDIX 4.1 Staff CVs, R. Truss

NAME: Rowan TRUSS

TITLE: Dr


QUALIFICATIONS:

1978 PhD (Polymer Materials), UQ, Australia1973 BSc (Hons), UQ, Australia


1988 - 1990, Manager, Technical Service and Development, Z-Tech Pty Ltd, ICI Advanced Ceramics, Australia 1982 - 1988, Research Scientist/Senior Research Scientist/Principal Research Scientist, ICI Research Group, ICI Australia


1990 - present, A/Prof, Division of Materials/School of Chemical Engineering, UQ, Australia 1978 - 1982, Research Fellow, Department of Physics, University of Leeds, UK 1977 - 1978, Research Associate, Dept Macromolecular Science, Case Western Reserve University, Cleveland, Ohio, USA

UQ SERVICE ROLES

• Chair, Research Committee (Mechanical and Mining)• Member, Research Committee EAIT• Teaching and Learning Committee, School of Chemical Engineering• Member, School Advisory Committee, School of Mechanical and Mining Engineering• Academic Advisor BE (Chemical and Materials)


2010 - 2015, MECH2300 Structures and Materials2010 - 2015, CHEE3301 Polymer Engineering2014 - 2015, MATE7013 Advanced Manufacturing2012, ENGG1200 Engineering Design and modelling2010 - 2011, ENGG4011 Professional Engineering Project2010 - 2011, ENGG4010 Professional Development


• 2011, Presentation to RHD supervision conference: R. W. Truss, Processes to Ensure the Development of Graduate Attributes for Engineering Research Students, SuperVision 2011, Showcasing Research Supervision: Experiences, Reflection, Transformation, Melbourne, Australia

• 2004, Referred paper published on development of the materials curriculum at UQ (International Journal of Engineering Education, 20 (5), 834-848)

• 2001, Paper presented at 12th

annual Conference of Australasian Association for Engineering Education, QUT, Australia • Redesigned MECH2300 materials section using ‘flipped classroom’ approach; developed a series of hands –on activities

to complement on line material• Contributed to the development of the innovative first year program and the ‘flipped classroom’ approach to ENGG1200• Lead development of innovative courses in net shape manufacturing and cross divisional courses in structure and

materials and fracture mechanics

189

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• Natural fibre composites• Structure / Deformation mechanisms of Polymers • Fracture mechanics and fatigue of polymers • Failure modes and Lifetime predictions of pipe systems • Polymer nanocomposites • Biodegradable and sustainable polymers


• Joint appointment Chemical Engineering and Mechanical and Mining Engineering, UQ• Associate Advisor for PhD - Cooperative Research Centre for Polymers • Advisor PhD - Cooperative Research Centre for Advanced Composite Structures

PUBLICATION COUNT:

Number of chapters in books: 3Number of refereed journal and conference publications: 110Number of non-refereed journal and conference publications: 56Number of technical reports: 5Number of patents: 3


• Australian Research Council• UQ Collaboration and Industry Engagement Fund• Cooperative Research Centre for Advance Composite Structures Ltd• UQ Major Equipment and Infrastructure• CRC for Polymers• Department Industry Science & Tourism R&D ‘Start’• ICI Australia Limited• Vinidex Tubemakers Pty Limited


PhDs: 18 Masters: -

CONSULTING RECORD:

• Failure analysis of polymer systems • Expert witness for failure of plastic components • Member of technical review board for local company manufacturing novel mortar materials • Selected Clients: Century Zinc, Era Polymers, Vinidex, Flexitech


• 2008, Rowan Truss, Tailored Polymers for Biomedical Applications – Polyurethane Nanocomposites and Thermoplastic Starch, European Conference on medical Polymers, SPE (European Medical Polymer Division), Queen’s University Belfast,

• 2005, B. Finnigan, K. Campbell, G. Edwards, P. Halley, R. Truss, A. Whittaker, K. Jack, D. Martin, The influence of organo-layered silicate aspect ratio on the structure and property relationship in bio-medical polyeurathane nanocomposites, International Workshop on Polymer Nanocomposites

• 2004, R. W. Truss, Structure Property Relationships in Polymer Nanocomposite, 2004 Australia-China Materials Science Symposium, Brisbane, Australia

• 2003, R. W. Truss, Modifying Polymer Properties with Nano-Particle Additions, Materials 2003 Adaptive Materials for a


190

!""#$%&'()*+(((((((

Modern Society, IMEA• 2001, R. W. Truss, Fracture and Failure of Polymers, 2nd Australasian Polymer Summer School, Albury, Australia • 1993, R.W.Truss, A Technical Overview of Plastics Recycling, Recycling Plastics: A mini-symposium on the strategic,

technical and commercial aspects of plastics recycling, cosponsored IMMA, RACI, IEAust• 1992, R.W.Truss, Polymers and Ceramics in Australian Industry, IMMA meeting, Gladstone, Australia• 1992, R.W.Truss, Wear of Polymers in the Mining Industry, Wear in the Mining Industry, Brisbane, Australia• 1989, R.W.Truss, Advanced Ceramics - The New Stone Age, Step Into the 90’s, Gold Coast, Australia• 1985, R.W.Truss, Understanding Brittle Failure of PVC Pipes, Polymer 85: An International Symposium on Characterisation

and Analysis of Polymers, Melbourne, Australia

AWARDS/RECOGNITION:

• 2012 Citation for Outstanding Contribution to Student Learning , School of Mechanical and Mining Engineering• 2011 Award for Excellence in Research Higher Degree Supervision, UQ Graduate School


• Materials Australia • Royal Australian Chemical Institute


• Reviewer ARC grants, journal papers, examiner for 2-3 postgraduate research theses per year • 2004, Organising committee for SIF2004 national conference on fracture mechanics, Brisbane Queensland, Australia


191

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NAME: James VAUGHAN

TITLE: Dr, Director, UQ RTA Bauxite and Alumina Technology Centre and Leader in the Hydrometallurgy Research Group


QUALIFICATIONS:

2007 PhD (Materials Engineering), The University of British Columbia, Canada2003 MASc (Metals and Materials Engineering), The University of British Columbia, Canada2001 BEng (Metallurgical Engineering), McGill University, Canada


2013 - present, RTA Centre Director, UQ, Australia2007 - 2008, Research Engineer, BHP Billiton, Australia2003 - 2004, Research Metallurgist, Placer Dome Mines, Canada


2013 - present, Senior Lecturer, School of Chemical Engineering, UQ, Australia2009 - 2013, Lecturer, School of Chemical Engineering, UQ, Australia2008, Conjoint Faculty, The University of Newcastle, Australia2007, Research Engineer, The University of British Columbia, Canada

UQ SERVICE ROLES

• Director, UQ RTA Bauxite and Alumina Technology Centre • Leader in the Hydrometallurgy Research Group• Course coordinator Aqueous Solution Processing & Electrometallurgy (MINE4204)• Chemical and Metallurgical Engineering Undergraduate Study Tours (Australia 2011; Chile 2012; Canada 2013)


2010 – 2014, MINE4204, Aqueous Solution Processing & Electrometallurgy2010 – 2013, CHEE3005, Reaction Engineering2010 – 2012, MINE2201, Physical and Chemical Processing of Minerals


• Hydrometallurgy• Extractive Metallurgy• Precipitation and Crystallisation


• Pyrometallurgy Research Group• Centre for Waste Solids Bio Processing• FIMLab

PUBLICATION COUNT:

Number of refereed journal and conference publications: 30 Number of non-refereed journal and conference publications: 4 Number of technical reports: 25 Number of patents: 7

APPENDIX 4.1 Staff CVs, J. Vaughan

192

!""#$%&'()*+(((((((

APPENDIX 4.1 Staff CVs, J. Vaughan


• Rio Tinto Alcan• Australian Research Council


PhDs: 1Masters: -


• 2015, Invited speaker at PacificChem, Coordination and Supramolecular Chemistry for Aqueous Metal Ion Separations Symposium

• 2014, Presentation at the Phytomining Workshop, UQ SMI-CMLR • 2014, Invited speaker at the 11th Annual China Nickel Conference, Shanghai, China• 2014, Presentations and Ni-Co hydroxide precipitation workshop with Ramu Nickel, Papua New Guniea

AWARDS/RECOGNITION:

• 2012, UniQuest Trailblazer Ideas Competition – Winner (Patrick Littlejohn)• 2011, UniQuest Trailblazer Ideas Competition – Grand Finalist (William Hawker)• 2010, UniQuest Trailblazer Ideas Competition – Winner (William Hawker)


• 2007 - 2014, Member of the Association of Professional Engineers and Geoscientists of British Columbia• 1999 - present, Member of the Canadian Institute of Mining Metallurgy and Petroleum


• 2015, Conference symposium Chairman: Hydro(2014), MEI-Nickel • 2014, Expert panel at the 4th Asia Nickel Conference, Jakarta, Indonesia• 2013, Expert panel at the ALTA Ni/Co/Cu Conference, Perth Australia• 2012 - present, Reviewer for Minerals Engineering • 2011 - present, Reviewer for Australian Research Council • 2009, Reviewer for Hydrometallurgy since 2009• 2008 - present, Reviewer for Electrochimica Acta

193

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NAME: Lianzhou WANG

TITLE: Professor, Director, Nanomaterials Centre


QUALIFICATIONS:

2006 Graduate Certificate in High Education, UQ, Australia1999 PhD (Material Science), Shanghai Institute of Ceramics, Chinese Academy of Sciences, China1996 ME (Material Science and Engineering), Nanjing University of Technology, China1993 BE (Material Science and Engineering), Shandong Polytechnic University, China


2007 - Senior Lecturer/A/Prof/Professor, School of Chemical Engineering, UQ, Australia2004 - 2007, Research Fellow/ARC QEII Fellow, School of Chemical Engineering, UQ, Australia2001 - 2004, Research Fellow, National Institute for Materials Science (NIMS), Japan1999 - 2001, STA Fellow, National Institute of Advanced Industrial Science and Technology (AIST), Japan

UQ SERVICE ROLES

• Research Director, Nanomaterials Centre• Director and Chair, School Internationalisation Committee• Affiliated Group Leader, Australian Institute for Bioengineering and Nanotechnology• Member and Representative, Local Confirmation and Promotion Committee, EAIT/AIBN/SMI• Academic Advisor


2007 - present, CHEE2003, Fluid and Particle Mechanics2007 - 2013, CHEE4301, Nanomaterials and Their Characterisations2010 - 2012, CHEE4302, Electrochemistry and Corrosion


• Initiated CHEE4302 course Electrochemistry and Corrosion with colleagues


• Semiconductor material design for renewable solar energy application including photocatalysis and low cost solar cells• Nanostructured composite materials for rechargeable battery applications


• Affiliated group leader of AIBN,• Associate advisor of PhD students, AIBN, Faculty of Science, and School of Mechanical and Mining Engineering,• Chief Investigator, polymer solar cells, CRC for Polymers• Chief Investigator, conducting layers for flexible electronics, CISRO flagship program

APPENDIX 4.1 Staff CVs, Lianzhou Wang

194

!""#$%&'()*+(((((((

PUBLICATION COUNT :Number of chapters in books: 8Number of refereed journal publications: >210Number of non-refereed journal and conference publications: 90 Number of technical reports: 2 Number of patents: 11


• UQ Major Equipment and Infrastructure• UQ Collaboration and Industry Engagement Fund• CRC for Polymers• Australian Research Council• Baoshan Iron and Steel Co Ltd• Griffith University• Go8 Australia - Germany Joint Research Co-operation Scheme• Murdoch University• Vice-Chancellor’s Senior Research Fellowship• UniQuest Pty Ltd• Queensland Government Smart State National and International Research Alliances Program• University of South Australia• UQ Foundation Research Excellence Awards • CSIRO Flagships Collaboration Fund• University of Wollongong


PhDs: 10 (3 Graduate School Dean’s awards) Masters: 1

CONSULTING RECORD:

• Technical Advisor of Lightanate Pty Ltd


• More than 50 plenary/keynote/invited talks

AWARDS/RECOGNITION:

• 2012, ARC Future Fellowship• 2011, Scopus Young Researcher Award (Engineering and Technology category)• 2008, UQ Research Excellence Award • STA Fellowship of Japan• ARC QEII Fellowship


• 2008, Member of IChemE• 2006, Member of American Chemical Society• 2006, Member of ARC Nanotechnology Network• 2005, Member of Material Research Society


195

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• Organising committee chair/co-chair/member of 23 international conferences/Symposia, including Symposium Chair of Material Research Society (MRS) Spring Meeting, San Francisco, USA (2015); Symposium Chair of ACS Spring meeting, Dallas, USA (2014); Technical Committee Chair of CHEMECA, Brisbane, Australia (2013)

• 2012, Public Forum panel member and speaker on Nanotechnology and the Environment, organised by Department of Industry, Innovation, Science, Research and Tertiary Education, National Enabling Technologies Strategy

• Ozreader of research grant applications for the Australian Research Council; Reviewer of external • research grant applications of the funding agencies of US, Poland, Singapore, Hong Kong and China• Associate Editor-in-Chief: Journal of Nanoparticles Research, Science Bulletin • Editorial Board Member/ Guest Editor of threee international journals• Reviewer of more than 30 international journals• Examiner of over 25 RHD theses


196

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APPENDIX 4.1 Staff CVs, Liguang WangNAME: Liguang WANG

TITLE: Dr


QUALIFICATIONS:

2010 Graduate Certificate in Higher Education, UQ, Australia2006 PhD (Mining and Minerals Engineering), Virginia Tech, USA 2001 MS (Minerals Engineering), Central South University, China 1998 BE (Minerals Engineering), Central South University, China


2006 – present, Lecturer, School of Chemical Engineering, UQ, Australia

UQ SERVICE ROLES

• 2014 - 2016, Membe, Advisory Committee for UQ Graduate Certificate in Higher Education• 2014, Member (acting), School Teaching & Learning Committee• 2012 - present, Member, School Occupational Health & Safety Committee• Academic advisor (acting)• Course coordinator MINE3208


2010 - present, MINE2201 Physical and Chemical Processing of Minerals2010 - present, MINE3208 Mineral Processing II2010, MINE3204 Process Experimentation & Design2011, MINE3214 Process Experimentation & Design2014, MINE4206 Research Thesis in Minerals Process Engineering


• Minerals and coal processing • Colloid stability• Gas hydrates

PUBLICATION COUNT:

Number of chapters in books: 1 Number of refereed journal and conference publications: 45Number of non-refereed journal and conference publications: 11 Number of technical reports: 8


• Australian Coal Research Limited• UQ Major Equipment and Infrastructure• UWA-UQ Bilateral Research Collaboration Award• UQ Collaboration and Industry Engagement Fund• SNF FloMin Inc• UQ Early Career Researcher• Australian Research Council

197

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PhDs: 2 Masters: -

CONSULTING RECORD:

• Consults to Rio Tinto Alcan


• 2015, Fine Particle Beneficiation, QLD Technical Meeting, Australian Coal Preparation Society, Brisbane, Australia (invited panel speaker)

• 2013, Toward Understanding Gas Hydrate Formation, Guangzhou Institute of Energy Conversion, Chinese Academy of Science, Guangzhou, China

• 2013 Formation Kinetics of Methane Hydrate in the Presence of Ionic Surfactants, Chemeca 2013, Brisbane, Australia

AWARDS/RECOGNITION:

• 2011, One of four Emerging Researchers highlighted in UQ Ingenuity Magazine, Issue 1• 2010, UQ Early Career Researcher Award• 2009, 2011, Two-time recipient of Dean’s commendations for effective teaching


• 2005 - present, Member, American Chemical Society • 2001 - present, Member, The Society of Mining, Metallurgy and Exploration, USA

APPENDIX 4.1 Staff CVs, Liguang Wang

198

!""#$%&'()*+(((((((

APPENDIX 4.1 Staff CVs, L. YeNAME: Liu YE

TITLE: Dr


QUALIFICATIONS:

2004 Bachelor in Environmental Engineering, Zhengzhou University, China2010 PhD (Environmental Engineering), Beijing University of Technology (BJUT), China2013 Certificate of University Teaching Practice, UQ (UQ), Australia


2005, Process designer and consultant, Beijing Yu-Run Environment Technology Company (Part-time), China


2012 - present, Lecturer, School of Chemical Engineering, UQ, Australia2010 - 2012, Postdoctoral Research Fellow, Advanced Water Management Centre (AWMC), UQ, Australia

UQ SERVICE ROLES

• Course coordinator of 4th year undergraduate course (CHEE4060: Process and Control System Synthesis)• Academic Advisor (study abroad, international students)• Member, School Internationalisation Committee• Member, School Teaching and Learning Committee


2012 - current, CHEE4060 Process and Control System Synthesis2013 - current, CHEE4006/4007 Individual Inquiry2014 - current, ENGG 7282 Engineering Project


• N2O production, modelling and mitigation in wastewater treatment; • Biological nutrient removal and resource recovery from wastewater and waste activated sludge; • Free nitrous acid based technology;• Forward osmosis membrane based technology ; • On-line control of wastewater treatment processes; • Sludge minimisation


• Co-leader of GHG research Program at Advanced Water Management Centre (AWMC)• Associate Advisor for 3 PhD students at AWMC

PUBLICATION COUNT:

Number of refereed journal and conference publications: 64Number of technical reports: 4 Number of patents: 4

199

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• Australian Research Council • AAS - France-Australia Science Innovation Collaboration (FASIC) Program Early Career Fellowships• UQ Major Equipment and Infrastructure• UQ FirstLink Scheme• South Australian Water Corporation• UQ Early Career Researcher


PhDs: 2Masters: -


• 2014, Invited presentation, Australia Membrane Technology And Application Workshop, Brisbane, Australia• 2012, Invited presentation, 2nd International conference on New Technology In Nutrient Removal And Recovery from

Wastewater, Beijing, China

AWARDS/RECOGNITION:

• 2015, UQ-TUM Research Symposium, Water, Environment and Sustainability (UQ Representative)• 2014, Early Career Researcher Award (UQ, EAIT Faulty)• 2012, U21 ECR Sustainable City Workshop, Merging Theory into Practice (UQ Representative)• 2012, One of best 10 papers at Ozwater’12 in Australia• 2010, Organo Water Prize• 2009, Winner of Young Water Professional Presentation at 10th IWA ICA Conference • 2008, Full scholarship from China Scholarship Council


• Member, International Water Association (IWA)• Member, Engineers Australia (EA)• Member, Australia Association for Engineering Education (AAEE)


• 2015, Scientific committee member of the IWA IT&Water Conference, The Netherlands • 2015, Elected Council member and communication manager of Queensland Chinese Association of Scientists and

Engineers (QCASE) • 2013 - present, Management Committee member, International Water Association (IWA) Specialist Group on

Instrumentation, Control and Automation • ARC Linkage project scheme reviewer • Academic reviewer for the 8 international journals including Scientific reports (Nature publishing group), Water Research,

Bioresource Technology, Environmental Science Technology, Water Science Technology, The Science of the Total Environment, Chemosphere, Chemical Engineering Journal

APPENDIX 4.1 Staff CVs, L. Ye

200

!""#$%&'()*+(((((((

NAME: X. S. George ZHAO

TITLE: Professor and ARC Future Fellow


QUALIFICATIONS:

1999 PhD, School of Chemical Engineering, UQ, Australia1987 BSc, School of Chemistry and Chemical Engineering, Shandong University, China


2011 - present, Professor and ARC Future Fellow, School of Chemical Engineering, UQ, Australia2006 - 2011, A/Prof, Department of Chemical and Biomolecular Engineering, National University of Singapore (NUS), SIngapore2001 - 2005, Assistant Professor, Department of Chemical and Biomolecular Engineering, NUS, Singapore1999 - 2001, UQ Postdoctoral Research Fellow, Department of Chemical Engineering, UQ, Australia1995 -1995, Visiting Scholar, Department of Chemical Engineering, UQ, Australia 1992 -1995, Senior Research Engineer, Dalian Institute of Chemical Physics, Chinese Academy of Sciences, China1987 -1992, Research Engineer, Dalian Institute of Chemical Physics, Chinese Academy of Sciences, China

UQ SERVICE ROLES



• Porous materials• Electrochemical energy storage• Photocatalysts for water purification and organic synthesis

PUBLICATION COUNT:

Number of books (editor): 1Number of chapters in books: 10 Number of refereed journal and conference publications: 388 Number of non-refereed journal and conference publications: 45Number of technical reports: 18 Number of patents: 6


• Australian Research Council• UQ - Purdue University Early Career Mobility Scheme• UQ Major Equipment and Infrastructure• UQ Early Career Researcher


PhDs: 22 Masters: 3

APPENDIX 4.1 Staff CVs, G. Zhao

201

!!!!"#!$%&''(!')!*&+,-%.(!/01-0++2-01!3+4-+5!677+08-9!:;<!!!!


• Six plenary lectures at national, regional and international conferences• 15 keynotes at national, regional and international conferences

AWARDS/RECOGNITION:

• 2015, UQ Vice-Chancellor’s Research and Teaching Fellowship• 2010, ARC Future Fellowship, Australian Research Council• 2010, Mrozowski Award of American Carbon Society, USA• 1992, 2nd Prize on Advancement of Science and Technology, Chinese Academy of Sciences, China


• Fellow, The Royal Society of Chemistry, UK• President, Asia-Pacific Society of Energy Storage and Conversion• Secretary, International Mesostructured Materials Association (IMMA)


Editorial board• Editorial Board Member, Journal of Porous Materials, Springer, USA • International Advisory Editorial Board Member, Journal of Materials Chemistry, Royal Society of Chemistry, UK • Editorial Board Member, Scientific Reports, Nature Publication Group, UK • Editorial Board Member, Austin Chemical Engineering, Springer, USA• Guest Editor, Catalysis Today, 2005, Vol. 93, a special issue focusing on Materials Design in Catalysis• Guest Editor, Journal of Materials Chemistry, 2006, Vol. 16, Royal Society of Chemistry, a special issue focusing on

Porous Materials for Emerging Applications• Guest Editor, Journal of Porous Materials, 2006, Vol. 13, Springer, a special issue focusing on Novel Porous Materials.• Guest Editor, Asia-Pacific Journal of Chemical Engineering, 2008, Vol. 3, Wiley, a special issue focusing on Particles and

Porous Materials• Guest Editor, Chemical Engineering Journal, 2011, Volume 170, Issues 2-3, Elsevier, a special issue focusing on

Nanotechnology for Environment• Guest Editor, Scientific Reports, a special issue focusing on supercapacitors • Guest Editor, Energy and Environmental Science, a themed issue focusing on electrochemical energy storage

Conference organiser• 2015, Chair, the 9th International Mesostructured Materials Symposium (IMMS-9), Brisbane, Australia• 2014, International Advisory Board Member, The International Symposium on Advanced Functional Materials, Kuala

Lumpur, Malaysia • 2014, International Advisory Board Member, The 6th International Symposium on Functional Materials (ISFM 2014),

Singapore • 2014, International Advisory Committee Member, Nanoporous Materials – VII, Niagara Falls, Canada • 2014, Chair, 1st Asia-Pacific Conference on Electrochemical Energy Storage (APEnergy 2014), Brisbane, Australia• 2013, Organising Committee Member, The 6th Asia-Pacific Congress on Catalysis (APCAT-6), Taipei, Taiwan• 2013, Technical Committee Member, Australian-NZ Annual Chemical Engineering Congress (CHEMECA 2013), Brisbane,

Australia• 2013, International Advisory Board Member, the 8th International Mesostructured Materials Symposium (IZC16!IMMS7),

Awaji, Japan • 2013, Co-Chair, Ceramics and Hybrid Materials for Energy, Environment and Healthcare, ICMAT 2013, Singapore• 2013, Co-Chair, IWA Symposium on Environmental Nanotechnology, Nanjing, China• 2011, International Advisory Board Member, Nanoporous Materials – VI, Banff, Canada• 2011, International Advisory Board Member, 8th Asia Pacific Conference on Sustainable Energy & Environmental Technologies

(APCSEET 2011), Adelaide, Australia • 2010, International Program Committee Member, 13th Asian Pacific Confederation of Chemical Engineering Congress

(APCChE 2010), Taipei, Taiwan• 2010, International Advisory Board Member, 3rd International Symposium on New Catalytic Materials" Cancún, Mexico"• 2010, International Advisory Board Member, The 6th Tokyo Conference on Advanced Catalytic Science and Technology &

The 5th Asia Pacific Congress on Catalysis, Sapporo, Japan


202

!""#$%&'()*+(((((((

• 2010, Organising Committee Member, 16th International Zeolite Conference-7th International Mesostructured Materials Symposium (IZC16-IMMS7), Italy

• Since 2009, Overseas Panel Member of Chenggong Scholarship Program, China• 2009, International Advisory Board Member, 7th Asia Pacific Conference on Sustainable Energy and Environmental

Technologies, Qingdao, China.• 2009, Organising Committee Member, 5th Pacific-Basin Conference on Adsorption Science and Technology, NTU,

Singapore• Since 2006, Editorial Board Member, Journal of Porous Materials, Springer• 2007, Organising Committee Member, 15th International Zeolite Conference (15th IZC), Beijing, China• 2006, Organising Committee Member, 4th Asia-Pacific Conference on Catalysis (APCAT4), Singapore• 2006, Organising Committee Member, 4th Pacific-Basin Conference on Adsorption Science and Technology, Tianjin,

China • 2005, Chair, Symposium on Novel Porous Materials for Emerging Applications, ICMAT2005, Singapore • 2005, International Advisory Member, Nanoporous Materials – IV, Ontario, Canada• Since 2004, Executive Committee Member, Asia-Pacific Association of Catalysis Societies (APACS)• 2004, Organising Committee Member, 1st Congress on Nanoengineering and Nanoscience, Singapore• 2003, Co-Chair, Symposium on Materials Design in Catalysis, ICMAT2003, Singapore• 2003, Organising Committee Member, 3rd Asia-Pacific Congress on Catalysis, Dalian, China


203

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APPENDIX 4.1 Staff CVs, J. ZhuNAME: John ZHU

TITLE: Professor, ARC Future Fellow (FT3)


QUALIFICATIONS:

2002 PhD (Chemical Engineering), the UQ, Australia, 1996 MEng (Environmental Engineering), Xi’an University of Architecture and Technology, China 1991 BEng (Environmental Engineering), Xi’an University of Architecture and Technology, China


1991 - 1993, Assistant metallurgical and environmental engineer, Hubei Ferro-Alloy, China


2007 - present, Professor, School of Chemical Engineering, UQ, Australia 2004 - 2007, Senior Lecturer, Division of Chemical Engineering, School of Engineering, UQ, Australia2002 - 2004, Lecturer, Department of Chemical Engineering, Curtin University of Technology, Australia

UQ SERVICE ROLES



2010-2013, CHEE3005, Reaction Engineering


• Advanced Catalysis • Gas/liquid adsorption and separation • Direct Carbon Fuel Cells and Solid Oxide Fuel Cells

PUBLICATION COUNT:

Number of books (editor): 1Number of chapters in books: 8Number of refereed journal publications: 184Number of conference publications: 50Number of patents: 6 (5 patents have been approved)


• Australian Research Council• BHP Billiton, Eden Energy, Direct Energy Holdings, Indigo Technology• Queensland Government Smart Futures Research Partnerships Program• Vice-Chancellor’s Senior Research Fellowship• UQ FirstLink Scheme• UQ Early Career Researcher

204

!""#$%&'()*+(((((((


PhDs: 14Masters:

CONSULTING RECORD:

• 2011 - 2012, a Technical Advisor for Eden Energy Ltd, providing strategic advice on the company’s clean energy development.

AWARDS/RECOGNITION:

• 2013, RK Murphy Medal• 2011, Freehills Award IChemE• 2011, Runner up of Innovator of the Year Award International IChemE• 2007, UQ Foundation Research Excellence Award


• July 2014 - March 2015, Chair, Carbon Division, RACI• 2013 - 2014, Treasurer, Carbon Division, RACI• 2011 - present, RACI CChem (from 16 June 2011) • 2011, CEng MIChemE • 2003 - 2011, Associate member, IChemE


• 2017, Chair, Carbon 2017, Melbourne, Australia • 2014 - 2016, Member of ARC College of Experts • 2014 - present, Editorial board, Scientific report,• 2010 - 2014, Editorial board, Asia Pacific Journal of Chemical Engineering• 2011, Organisation Committee, NT12, Thirteenth international conference on science and application of nanotubes,

Brisbane, Australia• 2011 - present, Editorial board, Current Catalysis• 2010, Editorial board, Journal of Nano Energy and Power Research (JNEPR) • 2010, Editorial board, Journal of Porous Materials • 2006, Co-chair Computational Nanotechnology Program, International Conference on Nanoscience and Nanotechnology

(ICONN 2006), Brisbane, Australia. • Reviewer for many journals: such as J Phys Chem B and C, Carbon, Energy & fuels, Journal of Materials Chemistry,

Chemical Engineering Science, Chemical Engineering Journal, among others

APPENDIX 4.1 Staff CVs, J. Zhu

205

Teaching & learning � APPENDIX 5.1

Course lists

� APPENDIX 5.2 QTAC listing for BE(Hons)

� APPENDIX 5.3 Service teaching

� APPENDIX 5.4 PCC

� APPENDIX 5.5 Other Australian Chemical Engineering degrees

� APPENDIX 5.6 MIWM entry requirements

� APPENDIX 5.7 MIWM testamur

� APPENDIX 5.8 MIWM Program Review report

� APPENDIX 5.9 MES entry requirements

� APPENDIX 5.10 MES testamur

� APPENDIX 5.11 MScPtrlEng entry requirements

� APPENDIX 5.12 UQ-HWU testamur

� APPENDIX 5.13 Grade distribution

� APPENDIX 5.14 Faculty TLC and BoS

� APPENDIX 5.15 IChemE EA Accreditation

� APPENDIX 5.16 AUSSE results

� APPENDIX 5.17 School teaching publications

206

!

Appendix 5.1: Course lists for Chemical Engineering Majors Chemical Engineering curriculum, which forms the basis of other dual majors.

Courses for BE, semesters 1 to 8, and BE/ME, semesters 1 to 7.

1 ENGG1100 Engineering Design I

MATH1051 Calc. & Algebra I

CHEM1100 Chemistry I

Elective

2 ENGG1200 Engineering Design II

MATH1052 Calculus & ODEs

ENGG1500 Thermodynamics I Elective

3 CHEE2001

Proc. Principles MATH2000 Calc. & Algebra II

CHEM1200 Chemistry II

Elective

4 CHEE2010 Experimentation

CHEM2056 Chemistry III

CHEE2003 Fluids & Particles

Elective

5 CHEE3020 Process Analysis

CHEE3003 Thermodynamics II

CHEE3002 Heat & Mass Transfer

Elective

6 CHEE3007 Process Modelling

CHEE3004 Unit Operations

CHEE3005 Reaction Engineering

Elective

7 CHEE4060 Process Control

CHEE4002 Impact and Risk

CHEE4009 Transport Phenomena

Level 4 elective

8 CHEE4001 Process Design (#4)

Elective Level 4 elective

Courses for BE/ME, semesters 8 to 10.

8 CHEE7104 Industry/Research Placement (#8)

9 CHEE7111 Adv. Modelling

CHEE7112 Adv. Safety

CHEE7113 Optimisation

ME Elective

10 CHEE7103 Advanced Process Engineering Design Project

ENGG7701 Grand Challenges

ME Elective

Colour Coding

EAIT engineering project course

Service course from another school

Core project centered Chem Eng course

Core BE Chem Eng fundamentals course

Placement Course Elective Replaces core

Chem Eng Course Compulsory for dual major, replaces elective

Appendix 5.1

207

!

Chemical and Biological Engineering curriculum.





CHEE1001 Biological Eng.




3 CHEE2001



BIOC2000 Biochemistry




BIOL2202 Genetics




CHEE4020 Bioprocessing




CHEE4305 Biomaterials




CHEE4034 Cell and tissue Eng


Elective CHEE4028 Metabolic Eng



9 CHEE7111 Adv. Modelling

CHEE7112 Adv. Safety

CHEE7113 Optimisation

ME Elective



ME Elective

Colour Coding







Appendix 5.1

208

!

Chemical and Environmental Engineering curriculum.





Elective




3 CHEE2001







CHEE2501 Env Systems




ENVM31031

Env Planning

6 CIVL3150 Env Modelling



CIVL31412

Hydrology




CHEE4024 Energy Systems


Elective CHEE40123 Waste Manag.



9 CHEE7501 Water Tech.

CHEE7502 Bioresource Eng.

MINE70634

Sust. Development ENVM75231

Systems Thinking



ME Elective

h

Notes: 1. Taught by GPEM 2. Taught by SoChE 3. Also compulsory for BE(Civil & Environmental) 4. Taught by SMI

Colour Coding







Appendix 5.1

209

!

Chemical and Materials Engineering curriculum.





Elective




3 CHEE2001







MECH33051,2

Metals




CHEE33011

Polymer Eng.




MECH43011,2

Materials selection




MECH43041,2

Manufacturing


CHEE43011,2 Nanomaterials

CHEE43021,2 Electrochem.



9 ENGG76022,3

Lab. Techniques MATE70012,3

Perf. Of Materials MATE70132,3

Adv. Manufacturing ME Elective



CHEE43051

Biomaterials

Notes: 1. Also compulsory for BE(Mechanical & Materials) 2. Taught by SoMME 3. Also compulsory for BE/ME(Mechanical & Materials) 4. Taught by SMI

Colour Coding







Appendix 5.1

210

!

Chemical and Metallurgical Engineering curriculum.









3 CHEE2001



Elective




MINE2201 Mineral Processing




MINE3219 Comminution

6 CHEE3201 Metal. Modelling

MINE3208 Beneficiation


MINE3212 Pyrometallurgy


MINE4203 Flotation

MINE4204 Hydrometallurgy

Level 4 elective

8 MINE4201 Metallurgical Plant Design (#4)

MINE4201 Risk for Min. Proc.

Level 4 elective



9 MINE7202 (#6) Advanced Metallurgy Project

ME Elective



ME Elective

Colour Coding







Appendix 5.1

211


APPENDIX 5.2 QTAC listing for BE (Hons) at UQ

EF

6723$54/!4:!B%-'%$$/'%-!LJ4%4./8N

QTAC Code and Location

1st Year Contribution

Duration Sem 1 2013OP Rank

Sem 1 2014OP Rank

Start Month Major Offer Round

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Studentswithanappropriatemajorandwhomeetspecificacademic requirementsmayhave theopportunity to transfer to the'%C$-/7C$&!6!B%-'%$$/'%-!LJ4%4./8NWS!B%-'%$$/'%-!7C!C3$!$%&!4:!C3'/&!K$7/*!,4/!;4/$!'%:4/;7C'4%!H'8'C!6723$54/!4:!B%-'%$$/'%-!7C!EF*

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212

Appendix 5.3

APPENDIX 5.3 Service teaching by the School to other majors and for the School from other Schools

TableA5.3.1:SchoolofChemicalEngineeringcoursesthathaveasignificantproportionofstudentsfromothermajors.

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213


APPENDIX 5.4 Project Centered Curriculum (PCC)

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214

BALANCING CURRICULUM PROCESSES AND CONTENTIN A PROJECT CENTRED CURRICULUM

In Pursuit of Graduate Attributes

C. CROSTHWAITE!, I. CAMERON, P. LANT and J. LITSTER

School of Engineering, University of Queensland, Australia

Chemical engineering education is challenged around the world by demands andrapid changes encompassing a wide range of technical and social drivers. Graduatesmust be prepared for practice in increasingly diverse workplace environments in

which generic or transferable attributes such as communication and teamwork togetherwith technical excellence are mandated by prospective employers and society at large. Ifacademe is to successfully deliver on these graduate attributes, effective curriculumdesign needs to include appropriate educational processes as well as course content. Con-ventional teacher centred approaches, stand-alone courses and retro-fitted remedial moduleshave not delivered the desired outcomes. Development of the broader spectrum of attributesis more likely when students are engaged with realistic and relevant experiences thatdemand the integration and practice of these attributes in contexts that the students findmeaningful. This paper describes and evaluates The University of Queensland’s ProjectCentred Curriculum in Chemical Engineering (PCC), a programme-wide approach to meet-ing these requirements. PCC strategically integrates project-based learning with moretraditional instruction. Data collected shows improved levels of student attainment of gen-eric skills with institutional and nationally benchmarked indicators showing significantincreases in student perceptions of teaching quality, and overall satisfaction with the under-graduate experience. Endorsements from Australian academic, professional and industrybodies also support the approach as more effectively aligning engineering education withprofessional practice requirements.

Keywords: graduate attributes; generic skills; project centred learning; engineeringeducation.

INTRODUCTION

Chemical engineering education is challenged around theworld by demands and rapid changes encompassing awide range of technical and social drivers. Engineers arenow subject to much more flexible work assignments,taking on a variety of roles within and across organiz-ations. Planner, designer, constructor, operator, manager,community liaison officer are just some of the roles.Engineering has always been a multidisciplinary pro-fession but now this aspect is even more relevant asengineers routinely work alongside town planners, healthprofessionals, biologists, local communities and the legalprofession. Today’s graduate faces increasing process

complexity and new processes, the merging of formerdisparate areas, highly integrated industrial projects,increased work assignment flexibility, increasingly multi-disciplinary projects and increased communication needs.The focus at the workplace can be incredibly broad.Engineering is now ‘contested terrain’ and many academiceducators are still working to an old paradigm oftendivorced from reality and reluctant to admit it(Williams, 2003).

This paper discusses the need for new approaches tochemical engineering education and presents a case studyshowing how these drivers for change can be seen as aframework for initiating and guiding curriculum changeto more effectively align educational practices with pro-fessional and societal demands. Chemical engineering atThe University of Queensland (UQ) now uses a ProjectCentred Curriculum (PCC) that systematically and strate-gically introduces different programme-wide curriculumdesign methods and teaching practices to address the

!Correspondence to: Professor C. Crosthwaite, Director of Studies,Faculty of Engineering, Physical Sciences & Architecture, University ofQueensland 4072, Australia.E-mail: [email protected]

39

1749–7728/06/$30.00+0.00# 2006 Institution of Chemical Engineers

www.icheme.org/ece Trans IChemE, Part D, 2006doi: 10.1205/ece.05002 Education for Chemical Engineers, 1: 39–48

Appendix 5.4

215

demands arising from rapidly changing workplace andsocietal environments.

BACKGROUND: THE MOTIVATION FOR CHANGE

The Engineering Profession’s Perspective

There is a global paradigm shift from solely content tooutcomes driven engineering education which underpinsmuch of the educational reform currently being undertakenby universities, government and professional organizationsaround the world. In Australia, a national review of Austra-lian Engineering Education (IEAust, 1996) called forchange in the culture of engineering education. It reportedan emphasis on technical skills and not enough cognizanceof the broader role of engineering practice. Engineeringeducation was challenged to become more attuned to com-munity and global concerns, including political and culturalsensitivities, sustainable development and environmentalissues. The review also called for graduates who werebetter communicators, team workers, effective independentlearners, creative and innovative problem solvers. In linewith the review recommendations, accreditation of engin-eering professionals in Australia is now based on demon-strated development of graduates with attributes reflectingthese values as shown in Table 1. In the USA, the Accred-itation Board for Engineering & Technology (ABET) intro-duced EC (Engineering Criteria) 2000 in 1997, criteria foraccrediting engineering programmes. This signalled a simi-lar shift and introduced accreditation based on outcomesrather than inputs, thereby enabling flexibility and theintention to drive innovation in engineering education(ABET, 1997). In the UK, organizations such as the Insti-tution of Chemical Engineers (IChemE) also introducedaccreditation processes based on learning outcomes includ-ing awareness of the broader contexts of engineering prac-tice (IChemE, 2001). Similar drivers are also evident inother European countries, including Scandinavia wherethere is no accreditation of engineering degrees. Alliancesbetween industry and university are being used to guidecurriculum reform. For example, the CDIOTM (Conceive,Design, Implement, Operate) initiative is aimed at the re-alignment of engineering education and practice (CDIO,2005a). CDIOTM was first implemented in aerospace,mechanical and electrical engineering, and is now beingmigrated to other disciplines including chemical engineer-ing (Vigild, 2005). The condensed CDIOTM syllabus

(CDIO, 2005b) identifies 73 desired items in four over-arching themes of: Technical Knowledge and Reasoning;Personal and Professional Skills and Attributes; Interperso-nal Skills—Teamwork and Communication; Conceiving,Designing, Implementing and Operating Systems in theEnterprise and Societal Context.

The Higher Education Perspective

Australian universities including The University ofQueensland (UQ) also claim broad generic graduate attri-butes as outcomes of their educational systems. These attri-butes are meant to transcend disciplinary knowledge andcontexts. For example, The University of Queensland in2001 articulated the development of a set of graduate attri-butes that specified broad core knowledge, skills, attitudes,values and qualities all of which are compiled as a list ofessential outcomes for all university studies irrespective ofdiscipline (UQ, 2001). Table 2 shows the abbreviated listof UQ attributes which are mapped to UQ course descrip-tions (UQ, 2000). The marketing by universities of suchattribute statements is part of the changing higher educationlandscape in Australia. Various national surveys and reportsto the Australian Government Department of Education,Science and Training (DEST) including EmployabilitySkills for the Future (Australian Chamber of Commerceand Industry & Business Council of Australia, 2002) andEmployability Skills (Allen Consulting Group, 2004) charta national interest in identifying, recording and developingemployability skills needed by Australian industry andbusiness in the future. The Employability Skills for theFuture report of March 2002 identified eight key skillswhich together with personal attributes are consistentacross industry sectors and which may be seen as universal‘indicators of employability’. These also transcend disci-plinary boundaries and are seen as an important issue forfuture development in the educational sector where thereis likely to be increasing accountability for student learningin these areas. At the same time, declining financial supportfrom governments and deregulation of the nationally fundedtertiary education sector, sees students making increasedcontributions to their education costs. Tuition fees intro-duced in 1989 (Higher Education Funding Act, 1988) wereuntil recently nationally controlled and uniform. From2005 universities may also levy additional fee increases upto a marginal maximum of 25%. Such changes impactuniversities’ attempts to attract the best and brightest

Table 1. Graduate attributes (IEAust, 1996).

Recommendation 3.2: That engineering schools demonstrate that their graduates have the following attributes to a substantial degree:

(1) Ability to apply knowledge of basic science and engineering fundamentals,(2) Ability to communicate effectively, not only with engineers but also with the community at large,(3) In-depth technical competence in at least one engineering discipline,(4) Ability to undertake problem identification, formulation and solution,(5) Ability to utilize a systems approach to design and operational performance,(6) Ability to function effectively as an individual and in multi-disciplinary and multi-cultural teams, with the capacity to be a leader or manager

as well as an effective team member,(7) Understanding of the social, cultural, global and environmental responsibilities of the professional engineer, and the need for sustainable

development,(8) Understanding of the principles of sustainable design and development,(9) Understanding of and commitment to professional and ethical responsibilities,(10) Expectation and capacity to undertake lifelong learning.

Trans IChemE, Part D, Education for Chemical Engineers, 2006, 1: 39–48

40 CROSTHWAITE et al.

Appendix 5.4

216

students and differentiate themselves in an increasinglycompetitive and discerning market.These lists of attributes are also reflections of the desires

and needs of the community, industry and employers, andthe changing workplace and social environments in whichour graduates work and live. They are also intended toinform curriculum design and delivery in an even broadersense than employability alone.These attributes irrespective of their source can be clus-

tered into three categories:

. Internal Knowledge which relates to knowledge acqui-sition and cognition,

. External Wisdom which relates to the application of thatknowledge and creativity, and

. Personal Connections meaning engagement with society,within a discipline, across disciplines and society atlarge.

The first of these categories relates to the understanding ofdata, information and concepts within a specific disciplinearea—forming frameworks of understanding and systemsthinking. Knowledge in itself is often sterile. The appli-cation of that knowledge to the identification of key chal-lenges and the development of innovative solutionsrelates to wisdom, whilst the third category addresses theabilities to engage with a broad constituency of people toeffect meaningful solutions and change (Cameron, 2004).All need to be addressed by today’s engineering curricula.

Engineering Education: Do We Measure Up?

Despite this trail of reviews and reports identifying chan-ging times and needs of engineering, education includingchemical engineering education is still reported globallyas failing to deliver on these challenges. The recentreport (World Chemical Engineering Council, 2004) on asurvey of 2158 young chemical engineers in 63 differentcountries claims that chemical engineering education isstill too research oriented and has evident shortcomingswith respect to important skills and abilities needed inemployment. This is associated with declining employmentin industrial research and growing involvement in a broadrange of alternative employment options. The surveyfound that an appreciation of the potential for researchand an ability to apply knowledge of basic science arethe two attributes rated as more important during educationthan employment. It also lists other attributes required to agreater extent at work than are developed during education.The report identified the most important abilities foremployment as:

. ability to work effectively in a team;

. ability to analyse information;

. ability to communicate effectively;

. ability to gather information;

. self learning ability

All were identified as needing further attention in the engin-eering education sector.

In Australia, a national report to government EmployerSatisfaction with Graduate Skills, (ACNielsen ResearchServices, 2000) reported that the greatest skills deficits innew Australian university graduates generally were in theareas of creativity, oral business communication and pro-blem solving. Engineering graduates were perceived to bepoor in all of these and significantly in many other areasespecially interpersonal skills (ibid, p.viii), critical andindependent thinking, and comprehension of businesspractice and motivation (ibid, p.26).

The challenge for educators confronted with these press-ures is to recognize the current trends of the market placeand to introduce curriculum development that takes accountof these changes. We must find ways to transform engin-eering curricula if our graduates are to continue to be indemand. If not we are doomed to irrelevance as studentsvote with their feet and move to different areas.

METHODOLOGY: CURRICULUMTRANSFORMATION

Attribute statements are a product specification or a setof requirements. They can be seen as opportunities andguidelines for educational innovation. But how does oneturn the words into reality? How do we move from apurely content driven education to one built around require-ments that are both outcomes and content based?

It is our experience that curriculum designed ‘top down’,starting with key graduate attributes is an effective ‘systemsapproach’ to providing a unifying and coherent frameworkfor course development. This design approach systemati-cally provides learning experiences that are realistic, rel-evant and generates stimulating opportunities to addressthese attributes. Attributes are associated with clusters oflearning objectives, each of which are linked to learningactivities, assessment activities and measures of achieve-ment. These processes contribute to the definition and dem-onstration of the attributes according to the pedagogicalmodel shown in Figure 1 (Humphries and Jolly, 2003).The identification of learning objectives is in essence a defi-nition of the ‘content’ of a curriculum. However, the link-ing of these to attributes via learning activities andassessment criteria and standards, both formalizes the ‘con-tent’ and characterizes the educational ‘processes’ that canbe used to appropriately target the attributes.

We argue that both ‘content’ and ‘process’ must be anintegral and interdependent part of curriculum design asthe nature of the attribute profoundly affects the processesthrough which it can be targeted. Consider for example theattributes from Tables 1 and 2 relating to knowledge offield, depth of knowledge and ability to apply fundamentalknowledge. No one questions the continuing need for tech-nical knowledge—it is essential, but assessing knowledgeis relatively straightforward. The traditional-instructorcentred approach to education so pervasive in engineeringschools produces graduates with acceptable technicalknowledge. Where engineering schools need to improvein particular is in the development of skills in communi-cation, problem solving, independent and critical thinkingand interpersonal qualities (ACNielsen Research Services,2000). However, developing and assessing skills is much

Table 2. Graduate attributes (UQ, 2001).

† In-depth knowledge of the field of study† Effective communication† Independence and creativity† Critical judgement† Ethical and social understanding


BALANCING CURRICULUM PROCESSES AND CONTENT 41

Appendix 5.4

217

more complex and requires different educational processes.We cannot produce graduates capable of effective teamwork by only having them sit through lectures on thetopic. Nor can we impart an appreciation of the value ofan ability to function as a self-directed independent learnerby lecturing at our students on their need for this at someseemingly distant time in their future. Students mustexperience the need and opportunities to develop and exer-cise a skill. Skills are acquired through knowledge, needand sustained practice. And meaningful assessment ofsuch skills must look at demonstration of these practicesin realistic and relevant contexts. Therefore, we mustbuild these experiences into our curricula. Students mustperceive the need for the attribute. That is, they must recog-nize it as essential to successful professional practice andthey must receive repeated opportunities to practice anddevelop these skills in a disciplinary context. Lecturesand examinations alone cannot do this.How can we as educators build this experience into our

curricula? An extensive literature exists on the variety ofeducational processes and their applications and effective-ness in engineering education. The following examplesare a small selection illustrating the variety available.They are by no means an exhaustive coverage. TheCDIO

TM

concept is built around design and build projectsand well documented experience and resources are avail-able for aerospace, mechanical, and electrical engineeringdisciplines (CDIO, 2005c). Interest in and adoption of pro-ject centred or problem based learning which also intro-duces course material on a just-in-time basis in thecontext of realistic engineering problems and projects inother engineering disciplines is also widespread. Andalthough this approach has been used successfully formany years by institutions such as Aalborg University inall their degree programmes and at McMaster Universityin chemical engineering (Woods, 1996) in particular,

most engineering schools including chemical engineeringin Australia did not follow suit.

Chemical engineering at UQ reviewed the engineeringeducation literature, consulted widely with various stake-holder groups and has responded to the challenge ofembedding the development of graduate attributes byusing an integrated project centred curriculum. The follow-ing case study describes the project centred curriculum,presents data assessing its effectiveness in delivering gradu-ate attributes and concludes with an evaluation of theapproach.

OUTCOMES AND ANALYSES

Project Centred Curriculum: The Design

Project Centred Curriculum (PCC) (Crosthwaite et al.,2001; Crosthwaite and Cameron, 2005a, b) is an integrated,whole-of-programme approach to curriculum design. Thegoal is to provide a structured sequence of professionalpractice simulations as a vehicle for systematic and simul-taneous development of graduate attributes, both technicaland generic. The simulation of professional practice scen-arios is a means to provide realistic and relevant contextsfor the integration and development of attributes. Ourunderstanding of the term attribute is significant in thisrespect. Barry (2004) identifies four classes of conceptionsof graduate attributes commonly held by academics. Thefour classes are a progression from:

(1) foundation skills which are expected and separatedfrom discipline skills;

(2) personal skills which are considered important, but arestill separate and independent of discipline;

(3) clusters of personal attributes, knowledge and skillsseparate from, but enabling the application of and notseen as independent of discipline knowledge; and

(4) abilities essential to and integrated with disciplineknowledge and learning.

It is the intention of PCC to engage students at levels 3 and4 of this attribute progression. Hence the importance ofadopting curriculum design and teaching strategies thatintegrate skills and practice applications in a disciplinarypractice context. Given that The University of Queens-land’s engineering degrees are delivered as a campus-based education, the most practical approach to achievingthis is team project work as simulation of professionalpractice.

The innovation is the inclusion of a spine of project workthat spans the entire programme and is supported by andintegrated with all core teaching and learning activities.Engineering degrees in Australia are 4 years (eight seme-sters) of full-time study. PCC mandates that each semester,one compulsory course is project centred. That is, it speci-fies particular instructional processes as part of the curricu-lum design. This means that teaching and learning activitiesin project courses, including assessment, are centred pri-marily on a substantial team project(s). The sequence ofproject centred courses (see Figure 2) is the key to thewhole of curriculum approach to the cumulative develop-ment over 4 years of both discipline specific technicaland transferable generic graduate attributes. Its central pos-ition in the curriculum is evident by the project component

Figure 1. Pedagogical model (Humphries and Jolly, 2003).



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accounting for one quarter of the entire programme. It is astructure that makes limited, but effective use of projectsrejecting the need to transform the whole curriculum toproblem based mode.Projects are designed to be substantial pieces of original

work that simulate real engineering practice using topicaltasks and problems sourced from industry and research.They encompass real scenarios that incorporate diversefactors, views and perceptions and therefore provide oppor-tunities to develop both technical and generic skills in com-munication, teamwork and independent learning in aprofessional practice context. Projects are undertakenover a period of around 6–13 weeks by a team typicallyconsisting of four to six students. The projects are designedto elicit research or discovery based learning. There is nopre-determined or known specific outcome. For examplestudents studying mass and energy balances undertake acompetitive role play where they prepare a proposal toundertake a multi-site audit of a prospective client com-pany’s dryers. They must demonstrate both technicalknowledge and competencies relating to mass and energybalancing and an ability to sell their team and its case tothe client through oral and written presentations. Teachingin the course explicitly prepares students in these areas andthere is a clearly articulated expectation that success isdependent on both technical, and communication abilities.Students enthusiastically embrace the role plays, and they

are effective in the simultaneous development and practiceof technical, communication and interpersonal skills.Future papers will describe in more detail the character-istics, implementation and assessment of these projectsand the project courses. Projects are also a vehicle for inte-grating content and skills development from other concur-rent and previous courses as shown in Figures 2 and 3. Thisestablishes a unifying teaching and learning frameworkacross discrete course modules and enables articulation ofconnections that were previously not evident to students(Smith and Watt, 2000). Management and quality controlof the 4-year curriculum is also undertaken collaborativelyusing the model shown in Figure 3.

As students move through the programme, the projectsprogressively increase in the extent of open-endedness,ambiguity, uncertainty, complexity, technical challenge,scale, breadth, creativity and all such factors that contributeto emphasizing and building real professional practices. Wecannot address every item listed in Figure 3 in every projectcourse. But the repeated and cumulative exposure to teamprojects means we can ensure that on completion of theprogramme, all are an integral part of the core curriculum.As an example, consider the requirement for engineers tobe able to communicate with people without a technicalbackground. One of the ways in which we address this isin another project role play, of technical advisors to apublic relations group. This is in the second semester of

Figure 2. Chemical Engineering Programme by course type and semester.



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the second year. Students prepare and present material suit-able for a company bill board or public relations brochurethat informs the general public on a process, its constituentunits and structure, and its impact on the economy, environ-ment and society. In later years students undertake furtherrole plays representing special interest and lobby groupsat community information meetings and debates.

What Do Our Graduates Say About PCC?

Since implementation was completed in 2001, there hasbeen extensive assessment of PCC to assess its teachingand learning qualities and in particular issues associatedwith developing graduate attributes.Team project courses consistently rate higher in terms of

overall student satisfaction compared with conventionalengineering science courses. Standardized university admi-nistered course evaluations indicate a high degree of stu-dent satisfaction with project courses. For example bothsecond year project courses have scored an overall (Hi)level of student satisfaction since 2002, meaning they areconsidered to be in the top quartile.Chemical Engineering also conducts its own annual

graduate exit survey. Results from this in-house surveyshow high levels of overall satisfaction with the PCCundergraduate experience. In the survey, students areasked to respond to a series of questions asking for theirlevel of agreement with statements on their satisfactionwith their undergraduate experience and on their percep-tions of acquisition of skills. Responses are scored on a 5point Likert scale where 1 means strongly disagree, 2means disagree, 3 is neutral, 4 is agree and 5 is stronglyagree. Return rates of this survey are in excess of 80%.Response rates to individual questions are generally greaterthan 55% and therefore are a strong measure of the totalcohort experience. The overall satisfaction indicator fromthis survey is shown in Figure 4 along with a cluster of

individual indicators relating to the development of particu-lar generic graduate attributes. These include the student’sconfidence in their ability to use knowledge and skillsacquired to tackle new and unfamiliar work (confidencein transferability), their team working capabilities, problemsolving skills, communication skills and their ability toexplore new ideas with other people (collegiate inquiry).Inspection of these scores indicates much higher levels ofconfidence and satisfaction than pre-PCC assessments

Figure 3. PCC integration in a semester structure.

Figure 4. Graduate exit survey: overall satisfaction and learning outcomesscores.



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(Smith and Watt, 2000). All chemical engineering studentswere surveyed during 1999 on their 1998 student experi-ence and courses. Individual courses were assessed interms of 15 themes and additional survey items includedinquiry into the student experience in cohort and disciplineengagement, coordination and clarity of links betweencourses, workload, acquisition of graduate attributes andavailability of elective choice. Pre-PCC:

. Fifty percent of final year students found previouscourses were not coordinated to articulate clear linksbetween them,

. Sixty percent of courses did not encourage students topractice using knowledge and skills acquired in thecourse,

. Sixty percent of courses did not result in students believ-ing they were acquiring an understanding of the subjectareas,

. In 55% of courses, students were not confident that theywould be able to use skills and knowledge to tackle new,previously unseen situations,

. Fifty-five percent of courses were rated as not intellec-tually stimulating,

. Only 38% of third year and no second year courses,respectively, were rated as satisfactory overall by 70%or more of students.

When compared with 2004 graduate exit survey resultswhich found that:

. 94% of final year students believed the programme haddeveloped their problem solving skills;

. 83% were confident in their ability to use skills andknowledge to tackle new, previously unseen situations;

. 83% found the courses intellectually challenging;

. 4% of students were not satisfied overall with theprogramme quality;

This represents a significant improvement in the cohortexperience.Nationally benchmarked indicators of graduate percep-

tions corroborate the improvements in quality arisingfrom the introduction of PCC. The Course ExperienceQuestionnaire (CEQ) is Australia’s nationally administeredannual graduate survey. CEQ indicators of good teaching,overall satisfaction and generic skills indices (GraduateCareers Council of Australia (GCCA, 1999–2004) areshown in Figure 5. From being below or on a par withthe national average as seen in the 1999 data, indicatorshave risen to well above the national average after PCCimplementation was completed in 2001. Results arescaled from 2100 expressing extreme dissatisfaction toþ 100 for strong satisfaction. The UQ chemical engineer-ing response rates to the national CEQ survey are low(up to an approximate maximum of 50%) and caution isneeded in interpreting these results. Results for 2000 arenot shown as there were only six responses (,10%) fromUQ graduates completing their degrees in this year. How-ever, the trend is increasing on the absolute scale and rela-tive to the national average.Graduate testimonials enlarging anecdotally on the

preceding quantitative measures are reproduced in whatfollows and show that in the early career stages, around2–3 years post-graduation, the learning engendered in the

project courses particularly in relation to the genericskills is valued greatly by our graduates.

As a student in the chemical engineering department I havevalued my experience . . . and I feel that I have been preparedmore than adequately for my future career . . . because theDepartment teaches life skills as well as technical ones [MsA, BE (UQ) 2003].

As the course has many project and team based activities itallowed me to develop time management and communicationskills, which have proved invaluable since joining the work-force . . . Also a major benefit to the students, was the depart-ment’s and student society’s strong links with industry andthe various professional institutions who were available togive valuable insight [Mr B, BE (UQ) 2003].

I know a more traditional topic based curriculum would nothave prepared me to work in the environment I am now in [MsC, BE (UQ) 2001].

Figure 5. Annual UQ and National Chemical Engineering CEQ scores(GCCA, 1999–2004).



Appendix 5.4

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The project engineering subjects . . . . taught by ChemicalEngineering, were the most valuable subjects that I studiedduring my two degrees at the University of Queensland . . .they have given me an edge in this profession [Mr D, BE,BA (UQ) 2002].Studying chemical engineering at UQ has prepared me well

for the workforce. Chemical engineering at UQ is largely pro-ject and team-based, which is what it is like in the real world.The focus the course places on problem-solving and analyticalthinking has also been very beneficial, as such skills are highlyvalued in the workplace [Ms E, BE (UQ) 2003].

International benchmarking also indicates PCC successin motivating significant student interest in developing gen-eric skills as part of their professional education. Shallcrossconducted an international survey of student perceptions ofchemical engineering in 15 chemical engineering schoolsincluding three in Australia (Shallcross, 2002). UQ studentsranked second highest in agreeing with the statement that‘Chemical engineers need communication skills of a highstandard’. And UQ students expressed strongest overall sat-isfaction nationally with the quality of their student experi-ence through agreement with ‘Chemical engineering offersscope to express my creativity’ and ‘I would recommendothers to study chemical engineering’.

What the Profession Says About PCC

Graduate employment rates continue at very high levels,and a broad range of industry continues to employ UQchemical engineering graduates, including some companieswho actively seek out our graduates as desirable prospec-tive employees.

The chemical engineering graduates that X has recruited overrecent years have been outstanding. We . . . rotate them intodifferent roles working on projects for different industries. Inaddition to a foundation in our design office, many have beenworking in responsible roles (in) our clients offices and haveperformed well with good feedback from these clients. We par-ticularly value their technical skills and attention to detail, theirability to be flexible in work assignments, and their communi-cations & time/project management skills. The project centredcurriculum is an excellent preparation for our multidisciplinaryproject teams (Manager Z, Brisbane office of company X andemployer of seven UQ graduates since 2002).

We are sometimes asked in what ways and where ourinclusion of generic skills in the curriculum has diminishedour graduates’ technical skills. We believe the questionshould really be in what ways are technical skillsenhanced? Generic skills enable successful professionalpractices—they are essential, integral and do not detractfrom or replace technical expertise. There is no simplemeasure of the nature of the interdependence or relation-ship, but we offer the following as anecdotal evidence.Before PCC implementation UQ chemical engineering stu-dents had never in the history of the prestigious nationallycompetitive Kvaerner Student Design Competition won anaward. This competition is conducted under the auspices ofIChemE and attracts entries from all chemical engineeringdepartments in Australia and New Zealand. UQ studentswon their first award in 2001 and then repeated the winagain in 2002. A curriculum in which we emphasise theimportance of generic skills saw our students performing

professionally, technically at a level comparable with thebest in Australasia.

Industry support and engagement via campus basedproject work is strong and continues to grow with commit-ments to activities such as industry mentor schemes, indus-trial site learning opportunities and learning partnershipsbetween industry and academia that are now opening upmore opportunities for industrial and site based projects.Both the industry engagement and project frameworkwere commended in a recent accreditation visit (EngineersAustralia, 2002).

There is growing local, national and international interestin and recognition of the improved teaching and learningquality deriving from the PCC model of engineering edu-cation. UQ chemical engineering staff won UQ andnational teaching and enhancement of student learningawards in 2002 and 2003. In 2004 the PCC initiative wasawarded the Australasian Association for Engineering Edu-cation’s Award for Excellence in Curriculum Innovationand in the year 2005 it won the Australian Award forUniversity Teaching in the category of Enhancing theQuality of Teaching and Learning.

DISCUSSION

In reviewing the 10-year pursuit of graduate attributesundertaken by the PCC team at UQ the following are con-sidered central to the achievements of the new curriculum.

(1) A ‘top down’ approach using graduate attributes as theoutput requirements and driver for curriculum develop-ment provides vital connections between course con-tent, and instructional processes.(a) The attributes and learning objectives should not be

considered to be independent of the processes thatcan effectively deliver, assess and demonstrate the‘content’ or learning objectives engendered in theattributes.

(b) A ‘systems approach’ provides programme coher-ence and a framework of understanding anddevelopment that helps prepare students for pro-fessional practice.

(2) A ‘bottom up’ approach to ownership and sustainabilityof the curriculum development, delivery and qualitycontrol is essential.(a) The introduction of PCC took place after extensive

consultation by the curriculum team with aca-demics, students, employers, the profession andeducational developers. In all, a total of 4 yearswas needed from inception of the vision to thefirst stages of implementation. Time to consultwidely and develop an inclusive culture is timewell spent.

(b) Champions initiate change, but ownership by thewider academic community of the instructional pro-cesses as an integral part of the overall curriculumdesign is needed to effect cultural change in teach-ing and learning. Project centred teaching is not thedomain of just the few committed enthusiasts. Itnow involves an academic community in whichthese approaches are an accepted and integral partof the discipline’s teaching and learning culture.For many individuals, such change brings them



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into unknown territory well outside their personalcomfort zone. Establishing an environment thatsupports, encourages and directs such teaching andlearning innovation is essential. Team teachinginto projects generates networks and communitiesof practice and is a useful mechanism for communi-cation, networking, management and quality controlat course, semester and programme level. Teachingteams also create a shared ‘corporate memory’ aswell as opportunities for collaborative staff deve-lopment that effectively manages a changing edu-cational environment.

(3) Assessment and evaluation of change is vital. Compre-hensive benchmarking and evaluation at instructor,course and programme level using standardized instru-ments and measures, documents and demonstratesquantitatively, progressive improvements in outcomes.Some of these indicators are published openly to thebroader university community and in some cases thegeneral public. Some indicators such as personal teach-ing evaluations are contributed voluntarily. Collec-tively these can build a picture of an evolving cultureand environment that is enhancing teaching and learn-ing and in particular the development of graduate attri-butes. Authoritative assessments based on measuressuch as these also provide encouragement and supportparticipants in the face of resistance to change.

Future Prospects

Projects are a potential vehicle for engaging more widelywith other engineering disciplines such as civil, electrical,mechanical engineering. They also enable exposure toand engagement with broad socio-technical issues throughareas such as risk assessment/management, ethics, legaland regulatory requirements, resource and environmentalmanagement factors. We see exciting prospects for PCC’sfuture in areas of:

(1) Truly multi-disciplinary engagement through possibleconnections with; psychology in the area of humanfactors in design and operations; law includingethics and professional responsibility; and social, geo-graphical and environmental sciences and managementdisciplines educating community and planningprofessionals.

(2) Promoting systemic change through wider dissemina-tion of PCC within chemical engineering and otherengineering disciplines.

(3) Ensuring alignment with professional practice in indus-try is maintained through continuing collaborationwith industry on projects, site learning and learningpartnerships.

CONCLUSION

The experience with PCC at UQ over the last 10 yearsdemonstrates that graduate attributes can be used to suc-cessfully establish a coherent teaching and learning frame-work for updating engineering education. The PCCframework accounts for and balances both educationalprocesses and content as essential and interdependent

components of the engineering curriculum. It enables curri-culum innovation by harnessing the advantages of problembased learning through limited strategic use of projectcentred learning without effecting a whole of programmeshift to problem-based learning. It specifies when andwhere these instructional processes are used and howthey are integrated into an overall programme design. Wehave documented student and graduate perceptions ofenhanced learning in the area of generic skills and overallsatisfaction with their undergraduate experience for the 4years since full implementation of PCC in 2001. Alongwith endorsements from industry, professional bodies andthe higher education sector they support the effectivenessof this approach to curriculum design as more effectivelyaligning educational practice with professional practice.

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APPENDIX 5.6 MIWN entry requirements

227

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APPENDIX 5.7 MIWM Testamur

IN COLLABORATION WITH

ACADEMIC REGISTRARVICE-CHANCELLOR

CHANCELLOR

having fulfilled the conditions!"#$%&#'($)!(*!+,$!-.'/$#%'+*!!!!!!!!!!!!!!!!!!!!!!!!!is on this day!&0.1$##$)!+,$!)$2#$$!01

MASTER

43067484 0021007-7240-714

!"#$%#&'()#*'

GIVEN UNDER THE COMMON SEALOF THE UNIVERSITY OF QUEENSLAND

THE TWENTY-FOURTH DAY OF JULY, 2014

OF INTEGRATEDWATER MANAGEMENT

having fulfilled the conditionsprescribed by the University is, on this day,

conferred the degree of

MASTER

43333333 0044444-4444-444

Samar Ahmed Abdou Abouheikal


THE TWENTY-FOURTH DAY OF JULY, 2014

OF INTEGRATEDWATER MANAGEMENT

228

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APPENDIX 5.8 MIWM Program Quality Review Panel Report

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Masters of Integrated Water Management

Program Quality Review Panel Report

1. The Review Process

The Masters of Integrated Water Management (MIWM) Program Quality Review Panel (Panel) met on 14 March 2014 at the International Water Centre (IWC) office to:

1) Carry out a comprehensive review of the MIWM covering curriculum (content and delivery), relevance, student feedback, student experience, alumni employment, and assessment processes with a particular emphasis on quality assurance.

2) Produce a written report on outcomes and recommendations to the Program Curriculum Committee (PCC), IWC Board and the enrolling institution Program Coordinator following the meeting.

The Panel was asked to review the MIWM and material provided1 to make an assessment of the quality of the MIWM program and make recommendations for improvement with regards the following five criteria:

1) Whole program, module and final project learning material quality, and appropriateness of academic depth,

2) Quality, effectiveness and currency of module pedagogies, 3) Number, appropriateness of academic depth and marking standards for module

assessments, including PBLs (problem-based learning assessments), 4) Academic depth and marking standards for final projects, and 5) Quality improvement over time in response to feedback at a whole program and

module levels.

The Panel consisted of:

Assoc. Prof. Wendy Loughlin (Griffith University)

Assoc. Prof. Lydia Kavanagh (University of Queensland)

Prof. Jamie Bartram (External - University of North Carolina at Chapel Hill)

2. Overview of Review

The Panel judged the MIWM to be a high quality program that positions the graduates to effect cultural change in their workplace and conveyed its congratulations to all concerned with its success to date. The MIWM is unusual in having truly integrated curriculum and learning, has authenticity with the industry and has improved over the time it has been offered.

The Panel made the following specific commendations:

- It is a high quality program, which is relevant for students in their use of the knowledge and in the likely relevance of that knowledge in the future;

- The program has an integrated curriculum with scaffolded learning; - There was evidence of evaluation and improvement of course material; - The intensive courses and fieldwork build the student community; - The problem-based learning (PBL) is an extension of learning that students saw in a

positive light; - Graduates are positioned to effect cultural change in the workplace; and - IWC staff (in particular Peter Wegener) are highly valued by the students because of

their helpfulness.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1 The material comprised: • Program level information on the ambitions, program learning outcomes, program structure and

recruitment characteristics of the Masters • Complete sets of syllabus specification, guidance and learning material for the Masters program

(Program Handbook, Module ECPs, Module Learning Guides, Module Readers, Problem-Based Learning assessments specifications, Final Projects Handbook) for the 2013 academic year

• Complete sets of representative assessments across the full grade range for each module and for the final projects for the 2013 academic year

• UQ SECAT and IWC whole program feedback and response reports for each module and for the program as a whole for the 2012 and 2013 academic years

• The 2013 academic year Program Curriculum Committee Report!

APPENDIX 5.8

230

!

!

Despite the excellence of the program, the Panel did identify some areas for improvement and these are detailed below.

3. Recommendations/Observations

The following recommendations/observations are offered are to enhance an already-good program.

The recommendations have been grouped into four areas: Curriculum, Administration, Student Satisfaction and Co-curricular.

3.1 Curriculum

Issue Recommendation/Observation

a) Timing, design and planning for Final Project.

There is limited time to do this, particularly as ethics approval is needed in many cases.

Have students develop their Final Project at the end of the previous semester to allow them time to prepare for the project and to obtain necessary permissions including specifically IRB clearances for the project.

b) Selection of study stream.

Curriculum of discipline/area focus in Streams is unclear.

This needs revision and/or clarification.

It was noted that the F/T students saw the Streams and decision-making regarding which stream to take as a positive, as they had opportunity to discuss options with IWC staff. P/T students are not similarly informed.

c) Lack of comprehensive assessment criteria, especially the final project.

Lack of a detailed assessment rubric means students do not know what they will be assessed on and how, and assessors do not have clear guidelines for marking. It impedes learning in that feedback does not focus on identifiable concerns.

Develop an assessment rubric for each course. (It was noted that this has been started by the IWC for the final project, but not yet implemented.)

Implementation of an appropriate rubric, that supports criteria-referenced assessment, should lead to marking consistency, provide guidelines to students and improve graduate outcomes.

d) Volume of reading required.

The high volume of reading for students with English as a second, or higher, language is daunting.

The large amount of reading required was noted by the students. Consider the current volume of reading for the course. Can this be reduced or perhaps categorised to show import (e.g. ‘Essential’, ‘Recommended’, and ‘Additional’)?

e) Flipping the classroom.

Mention was made that the delivery of the courses could be flipped.

Flipping classrooms requires more than putting materials on line for effective learning. It is recommended that staff seek out appropriate resources to ensure that this is done with proper consideration. However the cohort is ideally placed to gain full benefits from this mode of delivery given that they exhibit high ownership of their learning.

3.2 Administration


a) Language skills of students.

International students accessing the program need to overcome significant language barriers.

Students should be advised of the availability of the various programs that TESOL and Student Services at The University of Queensland provide to assist them.

APPENDIX 5.8

231

!

!

b) Feedback from students.

The program is being evaluated by the feedback focusing on course and program from current students only.

Seek feedback from students who have completed the course at, say, three and six months post-graduation. Questions should focus on the value of the MIWM to students, job outcomes and so on. Need to poll students in the alumni, as well as graduates who have not retained ties with the IWC.

c) Australian Qualifications Framework (AQF) mapping regarding the research component in a Masters (Coursework) program: “…..graduates will have undertaken a program of structured learning with some independent research and a significant proportion of practice-related learning.” (Second Edition January 2013).

Consider this AQF mapping and the relationship of the PBLs and Project to ensure that the necessary requirements are met. It may be as simple as updating the Electronic Course Profiles to highlight that independent research and practice-related learning underpin various courses.

3.3 Student Satisfaction


a) The ability of lecturers to discuss technical issues in a non-technical language.

International students particularly have difficulty with technical terms when working in a new language.

Encourage lecturers to use non-technical language where possible, without reducing course learning.

This is in fact a core value of the course in the sense that it is marketed as inter-disciplinary and for international students.

b) Feedback and return of assessment.

The late return of feedback and/ or assessment was an issue for many students. The quality of the feedback was not seen as an issue.

Look to substantially decreasing the time taken to provide feedback on course assessments. This will improve learning along with recommendation 3.1c.

Course 7400 was an exemplar on good and timely feedback.

c) Baseline knowledge of students.

It is likely that a student has not studied a particular area for some time, but there is an assumed knowledge in some courses.

Provide pre-work/ revision of basic concepts required for courses so a student can acquire the necessary knowledge. Note that this is done well with Chemistry and should be prepared based on the backgrounds of admitted students. Economics seemed to be an area requiring this pre-work.

A pre-course quiz might help identify areas of assumed knowledge that students need to review.

3.4 Co-curricular


a) Building the community.

The interaction between full-time and part-time students was useful.

This interaction needs to be further encouraged to build on the MIWM community and alumni. It may help to address issues such as 3.1b.

b) Follow-Up of Alumni As for 3.2b, feedback from students who have completed the course will highlight the value of the MIWM to students, give them a vision with respect to future employment, and strengthen networks. The feedback can also be used to market the program.

APPENDIX 5.8

232

4. Acknowledgements

The Panel would like to thank the IWC staff for their professionalism in presenting material for review and providing answers to questions throughout the review.

The Panel would also like to thank module co-ordinator Prof. Poh-Ling Tan and students Vahn Mixap, Hiskia Mbura, Summer Hekal and Gus Cheratzu for giving up their time to discuss the MIWM with the Panel and providing invaluable insights into the program.

Assoc. Prof. Wendy Loughlin Assoc. Prof. Lydia Kavanah Prof. Jamie Bartram

(Griffith University) (University of Queensland) (University of North Carolina)

APPENDIX 5.8

233

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MASTER

XXXXXXXX XXXXX-XX-XXXXX-XXX

Firstname Surname

GIVEN UNDER THE COMMON SEALOF THE UNIVERSITY OF QUEENSLANDTHE TWENTY-FIRST DAY OF JULY 2014

OFENERGY STUDIES

ACADEMIC REGISTRARVICE-CHANCELLOR

CHANCELLOR

236

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APPENDIX 5.12 UQ-Heriot-Watt Testamur

having fulfilled the conditions prescribed for the program jointly run by The University of Queensland and Heriot-Watt University

is on this day conferred the degree of

xxxxxxxx xxxxxxx-xxxx-xxx

Student Name


THE SIXTEENTH DAY OF DECEMBER 2014

MASTER OF SCIENCE IN

PETROLEUM ENGINEERING

ACADEMIC REGISTRAR

238

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APPENDIX 5.13 Grade distribution

Appendix 5.13: Grade Distributions by Program

Figure 5.13.1: Grade distribution for undergraduate courses taught by the School of Chemical Engineering. Data is on the basis of head count of official grades.

Figure 5.13.2: Grade distribution for Master of Integrated Water Management. Data is on the basis of head count of official grades.

239

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APPENDIX 5.13 Grade distribution cont.

Figure 5.13.3: Grade distribution for Master of Energy Studies. Data is on the basis of head count of official grades. e program from 2 12.

Figure 5.13. : Grade distribution for Master of Science in Petroleum Engineering. Data is on the basis of head count of official grades. e program from 2 13.

MScPtrlEngGradeDistribution

240

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APPENDIX 5.15 IChemE EA Accreditation

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taff and studgraduates a

ated the quarange of supp formulate trequested by


S

y congratulatdelivery.

of new spaew Advanceaccommoda

tor training, es.

developmen

rovement towith their “h

bling researcnal developm

T PROC

e and the pship team,

sions are lasity are provi

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an Leaders, ae of cooperag of all logisti

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Final R

te the Facul

aces and faed Engineeration in an inn

reflected in

nt of younge

o ENGG100ands-on” co

rch-only acadment and exp

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program of academic strgely incorpided in Secti

Chancellor, PDean (Acade

academic, teation that chical issues o

gage in free stakeholderstention to derials and saommendatiowere general

sit

Report

lty and Scho

acilities for tering Buildingnovative, inte

the positive

r staff throug

0 through tmponents.

demic staff tposing stude

S

discussions taff and stud

porated withion 10.

Professor Dmic), Professechnical andharacterised n behalf of th

and open dis helped veretail in the amples of stuns of the paly provided f

ools on the f

eaching, incg which will eractive live b

comments f

gh training an

the excellen

to participatents to leadin

held with tdents is proin the analy

eborah Terrsor Caroline administratithe visit. Sp

he Faculty.

iscussion anry much in th

submitted pudent work dnel, it was inairly promptl

following as

cluding the cprovide new

building.

from student

nd mentoring

nt replaceme

e in teachingng edge rese

the graduatovided in Atysis below a

ry, the Exece Crosthwaiteive staff and pecial thanks

nd the opporhe assessmpre-visit docdisplayed dunitially somewly.

Page 24 of 33

pects of the

collaborativew space for

ts, academic

g.

ent courses

g, expandingarchers.

es, externaltachment A.and specific

cutive Dean,e, the Headsstudents for

s to Ms Kim

rtunity for in-ent process.cumentation.ring the visitwhat patchy,

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, s r

m

-. . t ,

APPENDIX 5.15

245

AU


9 ANCR

The pancontent ocomply wEnginee

The panaccreditavisit. Thewere noproduced

Observaform’ beby individ

Key sugg

9.1 Thx

x

x

x

9.2 Th

x

9x



NALYSISRITERIA

nel has deterof the submwith the accring degree

nel was unabation was reqe panel also

ot presented d for all cour

ations and finlow. Only sedual panel e

gestions for

he OperatThe restrucSchool of Care thriving

The large snew high qfacilities inchigher stude

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Engineeringprograms. Igraduates, focus on hig

he academ

The Facultyvery active number of nquality teacaccessible t

9.2.1 BE The first yeexcellent intalso broade“replacemenENGG1200gain hands-assemble a


2012 Visit

re – 3/10/2012 2 d – 18/10/12 3/10/12

S OF PER

rmined, fromitted BE prog

creditation crprograms.

ble to compquested becawas concerin terms of

rses including

ndings of theelected mattexperts.

improvemen

ting Envirocturing of theCivil Engineer

in the new e

tudent numbuality, state-

cluding replicent entry sta

uate tutors andle the largpulsory. Both

utor quality.

g continues Its track recothe receipt ogh quality res

mic progra

y is fortunatein teaching

national teacching initiativteaching staf

degrees ear course Etroduction toer professiont” compuls

0, Engineerin-on familiaritynd test real e


RFORMA

a holistic pegrams, and triteria, excep

lete its revieause profilesned that maStage 1 Cog non-engine

panel, referers have bee

nt are summa

onment e Faculty apring which su

environment.

bers continue-of-the-art tecated experimndard has en

re used to sge numbers. h students, a

to be seenord in innovof strong indsearch all jus

ams in ge

in having a g and learniching awardsves. Studenff.

ENGG1000, Io engineeringnal attribute

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Final R

ANCE AG

erspective, ththe quality spt for one as

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ompetencies eering core c

renced to theen discussed

arised in the

ppears to hauffers from a

e to pose cheaching spacmental rigs, nabled the F

supplement However, tu

academic sta

n by the Unvative teachindustry suppostify the Univ

neral

number of aing innovatios and their ants also com

Introduction g, with a cove related tops, ENGG11and Problem

aterials, equiprototypes.

sit

Report

AINST A

hat the opersystems in plspect of the

tegrated BE/ded coursesll (BE and Band has rec

courses.

e accreditatio here, with s

associated r

ave been sua high studen

allenges. Hoces, coupledadditional ac

Faculty gener

post-graduatutor training aff and the tu

niversity of ng developmrt and fundin

versity’s acco

academic staons and devactivities do smment favou

to Professioerage not onpics has be100, Introdum Solving. Tipment and t

ACCREDI

ating environace at the Uoperating e

/ME programs were not avE/ME) currecommended

on criteria, arspecific atten

recommenda

uccessful. Wnt-staff ratio (

owever, the sd with new academic stafrally to cope

te tutors andhas been s

utors themse

Queensland ment, strong ng for staff aolade.

aff, some in svelopment. show in the urably on th

onal Engineenly of techniceen significaction to En

The latter proools needed

ITATION

nment, the sUniversity of environment

ms for whichvailable at thent and inten that such m

re presentedntion to comm

ations of Sec

With the exce(see below),

significant intand upgradeff in most Scvery well.

d in some caignificantly s

elves spoke

as one of industry de

and facilities

senior positioThey have

ongoing devhe very sup

ering, which cally related antly improvengineering ovides the od to design, m

Page 25 of 33

structure andQueenslandfor the Civil

h provisionale time of theded courses

mappings be

in ‘dot pointments raised

ction 10.

eption of thethe Schools

troduction ofed laboratorychools and a

ases staff instrengthenedhighly of the

its flagshipmand for its, and strong

ons, who aree received avelopment ofpportive and

provided anaspects, buted with twoDesign andpportunity tomanufacture,

d d l

l e s e

t d

e s

f y a

n d e

p s g

e a f d

n t o d o ,

APPENDIX 5.15

246

AU


x

x

x

x

9x

x

x

9.3 Qx

x



Whilst ENGevidence thChemical Esustainabilitas having bculture amosustainabilitthem as ess

A concern questions aCivil where

Students inadequately unknown in be reviewed

Dual degreeThese have

9.2.2 BE/The new 5-depth in enmore advanto have beprogram co(see Sectiocapability asame field o

In particulashown to bethe proposemapped aga

A number oThese neerecommend

Quality SysThe electrodevelopmenunwieldy. Tthem other mapping of understand information.producing m

Course maappropriate the new (2accreditatiocore course


2012 Visit

re – 3/10/2012 2 d – 18/10/12 3/10/12

GG1100 doeshat the ideangineering aty and ethicsbeen “dealt wongst and coty and engisential comp

raised in pat third and fits use is driv

n all Schoolsdifferentiatinall education

d.

e combinatioe been well s

/ME degree-year integra

ngineering, wnced level theen well supontents haveon 9.3 belowchieved will

of practice.

r, the learnine demonstraed “Grand Chainst compet

of the planned to be dations on ac

stems onic course nts. Unfortu

They are longthan to refergraduate attbut they are

. The currenmore concise

apping has some years

2011) compn is sought,

es should be


s provide a s are not fo

appears to has throughout with” in first ommitment frneering profonents in all

previous accfinal year levven by high t

s raised conng the extentnal institution

ons are posstructured to

es ated BE/ME with the gradan the four ypported by

e not been mw) and it is

be demonst

ng outcomesably enhancehallenges in tencies.

ned advancecompleted

ccreditation c

profiles prenately, driveg (some seer to the assetributes devee discouragent format of e documents

been done ago. They s

petencies siand also willincluded.


Final R

good introduollowed up vandle these their prograyear. This i

from academfessionalism relevant cou

creditations vel, althoughteaching loa

ncerns abouts of separatns, but the st

sible with a ensure that t

is claimed tuates meetiyear BE gradthe relevan

mapped aganot easy to

trably super

s from the Bed comparedEngineering

ed courses hand the

can be made

pared for een by Univen have 22 pessment requeloped in theed by the sizthe course oof more imm

in terms oshould now bnce they wl be relevant

sit

Report

uction to provery well in issues well,

ams. Students not accept

mic staff to e throughouturses. (See R

about the u reduced, reds arising fro

ut assessmee team memtrength of stu

wide range there is no lo

to be designng the EA Sduates. Thest Industry A

ainst competo establish ior to that of

BE/ME desigd to the BE g” course ne

have yet to issues men

e.

ach current versity-wide pages) and uirements fore course whize of the docoutlines shoumediate usefu

of graduate be done agaiwill apply o

for the new

ofessional isslater year c

but other dists feel this istable. There nsure adequthe degree

Requirement

use of multiemains in soom the high s

nt processembers’ contribudents’ comm

of other disoss of core e

ed to providStage 1 Comse are approAdvisory Boaencies, but just how thf a bachelor

gn or placemcapstone proed to have th

have full contioned abo

course arerequirement

students sayr each coursch would becuments anduld be re-conulness to stu

attributes winst EA Stagver the forwAQF require

sues, there courses. Thsciplines do s because the is a need tuate treatmee programs,t M3, Section

iple choice ome Schoolsstudent-staff

es in team abutions. Thisments sugge

sciplines (Seengineering c

de extended mpetency Staopriate aims,ards. Unfortonly graduae standard

r degree gra

ment projectoject. Conceheir content

ourse profileove addres

e in principlets, they hay they make

se. The profile valuable ford do not bennsidered wit

udents.

which might ge 1 competerward periodements. Non-

Page 26 of 33

is disturbinge School ofnot integrate

hey are seento develop aent of ethics,

embeddingn 10.)

examination, particularlyf ratio.

activities nots issue is notests it should

ection 4.3.3).content.

studies andandards at a and appear

tunately, theate attributes

of graduateduate in the

need to beepts such asdefined and

es prepared.ssed before

e very goodave becomee little use ofes include ar students toefit from the

th the aim of

have beenencies, usingd for which-engineering

g f e n a ,

g

n y

t t

d

.

d a r e s e e

e s d

. e

d e f a o e f

n g h g

APPENDIX 5.15

247

AU


x

x

x

9.4 Ssp

9

- Wi

sen- Th

lab- Bo

upo- Stu

extsomweact

- Ansatforspa

- Thacaelewit

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The mappinimprovementeaching tearequiring sofruitful direcutilising the

Whilst Indusand valuablrather than

Staff-studenthe wider stIt should berange of issthis way, altheir survey

pecific copecialists

9.4.1 CheChe

th the estabnse of comme safety cult

boratories, anoth students on immediatudents engatent that sevmetimes mo

ere not necestivities.

n Industry Adtisfactorily acr the redeveloace and fund

o With undergsize.

o The mlarger

e final year ademic is in

ements of theth useful feedere appears

nvironmental uation could


2012 Visit

re – 3/10/2012 2 d – 18/10/12 3/10/12

ngs developent for all the am. One woome of themction in which

teaching exp

stry Advisorye, others areproactively t

nt consultativtudent body we noted, howsues does octhough they

y feedback.

omments r

emical Engem & Mater

blishment of munity within ture within Cnd embeddeand staff fe

tely. ge in a very

veral studentre active stussarily identi

dvisory Boarctive input. Oopment/replading related iincreasing graduate lab

metallurgy lathan desirabdesign proj

nvolved in ie project reledback.

s to be minimprogram a

be improved


ed should beEngineeringuld expect th

m to become h to extend thpertise resou

y Boards nowe not being fo provide su

ve committeewho maintai

wever, that a ccur, and stu

would like t

related to

ineering (wrials, and C

f the separathe teaching

Chemical Engd as a considlt that any is

significant nts felt there wdents did nofied. The Sc

rd has beenOne issue it wacement of tissues could student nu

boratory is cr

bs have limble. ject is very its conduct. evant to their

mal dialogue nd their co

d for mutual b


Final R

e used as dg degree proghe Plan Leadmore familia

he Teachingurces availab

w exist in allfully exploitedggestions an

es exist, butn that they dsignificant adents generato see some

individua

with ChemChem & Me

ate School, Cg team has vgineering is vderation in assues raised

number of tewas “too muot receive fulchool should

n establishedwill pursue ishe Chemica usefully be mbers the ramped for s

mited copies

well executeOther staff

r areas of tea

and interacounterparts ibenefit. (See

sit

Report

rivers for thegrams, in eaders to take ar with the p and Learnin

ble in the Fac

Schools, and, being usend advice.

t in some cado not often smount of infoally are satis

e more tangi

l program

& Biologicetallurgical)

Chemical Enastly improvevery strong,

all aspects of d at staff-stu

amwork activch” team wol credit for thexplore furth

d this year (s the develol Engineeringconsidered mSchool’s fa

space and n

of experime

ed, but it isf could usefaching provid

ction betweenn the Civil

e recommend

e processes ch case invothe initiative

processes reng Developmculty.

nd some are d more to aff

ases their actsee outcomeormal staff-s

sfied with theble evidence

s from ind

cal, Chem &)

ngineering sed. both in the lthe teachingdent liaison

vities througork at times. heir work, andher how it as

(2012) and apment of a sg building. Tmore urgentlyacilities areeeds to be s

ents leading

perhaps unfully take roding the staf

n staff involvand Enviro

dation R6, Se

s of course aolving the ene in this respequired. This

ment Program

clearly provffirm academ

ctivities are nes from this cstudent conse responses ge of actions

dividual p

& Environm

staff feel tha

local use of g. committees

hout the proThere was cd those contssesses team

appears to bstrategy for rhis is long tey:

e stretched. significantly

to group siz

nfortunate tholes in asseff as well as

ved in the Conmental proection 10.)

Page 27 of 33

and programntire programect, perhapss could be am workshops

ving effectivemic intentions

not known toconsultation.ultation on agenerated inarising from

anel

mental,

at an overall

the School’s

s were acted

ogram, to theconcern thattributing lessm and group

be providingraising fundserm, and two

The mainincreased in

zes that are

hat only oneessing thosethe students

hemical andogram. This

m m s a s

e s

o . a n m

l

s

d

e t s p

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d s

APPENDIX 5.15

248

AU


- It wconthe

- Thhascouneethema

9

- Thteafunmumo“Reechfun

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theap

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was noted thntent. In todae blurring of de School is s commenceurses are noed to be sho

e proposed “apped before

9.4.2 Civi

e Civil Schoaching loads nding), inabilultiple choiceorale. The Aeduce the sthoes this vinding model further conseis raises quehieved by alle description

nvironmental is stated thaotechnical agineering co

an content wis is discussegration of stainability isore positive aere is a conse Civil Indus

e graduates tparently hasboratory faci

dvanced Enguipment will noted abovetween staff

hemical and commendatio


2012 Visit

re – 3/10/2012 2 d – 18/10/12 3/10/12

hat the Chemay’s environmdiscipline boin many way

ed offering thot yet availabown to be de“Grand Chale recommend

il Engineer

ool has an ucreate a numity to devote

e questions inAcademic Botudent-staff rew (Requirebecause theequence of estions aboul the participans of the difand Civil & G

at the graduaand mining ontractors”. Twhich does n

ed further beethics and sssues are imapproach is nsiderable amstry Advisory through emp

s not been usilities are curineering Buibe installed e under Cheinvolved inEnvironmen

on R6, Sectio


mical Engineement of exteundaries, thiys leading thhem in 2012.ble. In particmonstrably ellenges in Edations on ac

ring (with C

unacceptablymber of prob

e enough timn senior yearoard review ratio to arouement M1, Se research incthe current s

ut the ability ants. fferences in Geotechnicaates of the

engineeringThere seemsot include, foelow under Msustainability

mplicit in sevneeded.

mount of grouBoard appe

ployment, butsed to discusrrently houselding (AEB).in the AEB.

emical Enginthe Civil a

ntal programon 10.)


Final R

ering programensive use ofis is of somehe way in the. However, fucular, the leaenhanced co

Engineering” ccreditation c

Civil & Envi

y high studeblems, include to assessmr exams (desof the Schond 20 in keeSection 10), come compostaff shortagto assess in

intent and oal are not reaCivil & Geog consultans to be somor example,

Mining Enginey throughoutveral courses

up work, but dears to be unt seems not

ss and pursued in tempora. Current equ

eering, thereand Environ. This situat

sit

Report

ms still do nof electronic a concern. e developmeull details of arning outcoompared to thcourse needcan be made

ironmental

ent-staff ratioing reduced

ment processspite a policyool in 2011 neping with th

noting thatonent has bege is large nndividual con

outcomes belly clear andtechnical Pla

nts, mining me inconsiste

a course oneering. t the Civil ps, students d

developmennderutilised. Ito provide ine solutions toary facilities,uipment is g

e appears tomental progtion could be

ot include anand commun

ent of the nesome of the mes from thhe BE projecd to have the.

and Civil &

o exceeding research act

ses, partly illy to the contrnoted this ise Faculty nothis will req

een adverselyumbers in fi

ntributions an

etween the tshould be b

an “… will bcompanies

ency between Introduction

program is pdo not appea

t of teamwort is used to b

nput to prograo the staffing prior to Civienerally sati

be minimal gram and the improved f

ny Electrical nications tech

ew BE/ME pr planned 4th

he BE/ME dect, and conceheir content

& Geotech

35:1. Consctivity (leadinglustrated by rary), and imssue and reorm.” The paquire adjusty affected. inal year prond the scope

three plans better definedbe in high d

and civil n this objecn to Mining E

poor. Althougar to be awa

rk skills appebenchmark tam design og issue. il occupying isfactory, but

dialogue anheir counterfor mutual b

Page 28 of 33

Engineeringhnology, and

rograms andand 5th year

esign projectepts such asdefined and

nical)

sequent highg to reducedsome use ofpact on staffcommendedanel stronglytment to the

oject groups.e of learning

Civil, Civil &d. emand fromand miningtive and theEngineering.

gh staff feelare of this. A

ears limited.the quality ofr review and

space in thet in fact new

d interactionparts in thebenefit. (See

g d

d r t s d

h d f f

d y e

. g

&

m g e .

l A

f d

e w

n e e

APPENDIX 5.15

249

AU


10 SU

The follothe procdiscussio

10.1 RM1 As a

EngiThe repo

M2 MapcomprogThe 2013latesprog

M3 DeveethicthemCheThe Novethe S

10.2 RR1 Use

imprEngi

R2 Reviof m

R3 Encoand

R4 Explcarry

R5 Worposs

R6 Revidiffe

R7 Revicouradeq



UMMARY

owing requireesses of conon.

Requiremea matter of ineering to aFaculty Of E

ort to the Acc

p all coursespetencies (2

gram. Faculty Of E

3, a mappingst (2011) Stagram.

elop a culturcs, sustainabm as essentmical EngineFaculty Of

ember 2013 School of Ch

Recommenthe mapping

rovement forineers Austraiew the curre

more immediaourage increthe Chemicalore options ying our 4th yk towards esible. iew the asserent levels oiew the reserses throughquately satisf


2012 Visit

re – 3/10/2012 2 d – 18/10/12 3/10/12

Y OF REQ

ements and ntinuing qual

ents urgency tak

a level compaEngineering,creditation Bo

s, including 2011 version

Engineering, g of all BE aage 1 compe

re amongst bility and engtial componeeering could Engineeringa report on

hemical Engi

ndations gs developer all the Enalia, as well aent format ofate usefulneseased dialogual & Environm

for increasyear projectseliminating al

essment prof participatioearch activithout the profy the AQF L


QUIREME

recommendality improvem

ke the necesarable to othe Architecture

oard by 30 Ju

non-engineen), and use

Architectureand BE/ME cetencies, and

and commitmgineering proents in all rbe seen as a

g, Architecturprogress towneering coul

d in Requirengineering deas the outcof the course ss to studentue and interamental progring the spa in Software ll multiple ch

ocesses for tn. ties in capstograms, to eLevel 8 requi

Attac


Final R

ENTS AN

ations to thement and to

ssary steps er Schools ine and Informune 2013 wit

ering core cthese to cl

e and Informcourses, includ use these t

ment from aofessionalismrelevant couan appropriare and Inforwards achievd be seen as

ement 2 as degree progrme goals of outlines with

ts. action betwerams. ace currently

Engineeringhoice questi

team and gr

tone theses ensure that rements and

END REPO

chment A to

sit

Report

ND RECO

e Faculty andsummarise t

to reduce tn the Faculty

mation Technth a further p

courses, agalearly demon

ation Technouding non-ento clearly dem

academic stam throughourses. The c

ate starting prmation Techving this Reqs an appropr

drivers for thrams to achthe Universith the aim of

een the staff

y available ig. ons from se

roup activitie

and designthe researc

d the BE/ME

ORT

o Follow

OMMEND

d Schools arethe outcomes

the high stuy. nology is askprogress repo

ainst Enginenstrate over

ology is askengineering comonstrate ov

aff to ensure t the degree

current approoint. hnology is aquirement. Triate starting

e processesieve the outy. producing m

involved in th

n the Schoo

enior year ex

es to ensure

n projects, ach content othe AQF Lev

DATIONS

re intended tos arising from

udent-staff ra

ked to submiort by 30 Jun

eers Australirall outcome

ed to submitcore coursesverall outcom

adequate tre programs, oach in the

asked to subThe current a

point.

s of course autcome comp

more concise

he Civil & En

ol of ITEE

xaminations

e fairness in

as well as oof the BE dvel 9 require

Page 32 of 33

S

o assist withm the above

atio in Civil

it a progressne 2014.

ia Stage 1 es for each

, by 30 June, against themes for each

reatment of embedding School of

bmit, by 30 approach in

and programpetencies of

e documents

nvironmental

for students

as soon as

recognising

other designdegrees willments.

h e

s

e e h

m f

s

l

s

s

g

n l

APPENDIX 5.15

250

EA Visit for full Accreditation of BE/ME plans Nov 2014

11. SUMMARY OF REQUIREMENTS AND RECOMMENDATIONS The following recommendations to the Faculty and Schools are intended to assist with the processes of continuing quality improvement. They are listed in the order in which they appear in the text.

R1 For all programs, continue to use and develop course and program mappings to guide and support curriculum development and assessment.

R2 Institute faculty-wide leadership and management of the integrated BE(Hons)/ME programs to ensure consistent and coherent expression of their purpose, and implementation of their defining features (eg. ENGG7701 Engineering Grand Challenges, extended projects (placements), and ENGG4900 Professional Engineering and the Business Environment). Consider whether there should be a common shell for these programs and accompanying guidelines covering such issues as the minimum number of Level 7 courses in the integrated program plans.

R3 Clarify the purpose(s) and implementation of the placement (project) courses in the integrated BE(Hons)/ME programs, in relation to delivering the expressed aims of each program for enhancing the career prospects of graduates in both industry and academia.

R4 Consider further how ENGG7701 Engineering Grand Challenges can become an iconic and multidisciplinary Masters level course that builds on students’ prior engineering knowledge and experience, and also possibly includes input (and students) from disciplines outside engineering.

R5 Benchmark the integrated BE(Hons)/ME programs against comparable national and international programs to strengthen these programs.

R6 For all programs, increase the requirements on students to undertake reflection on their placements and other project work, against the Stage 1 Competencies.

R7 In the School of Civil Engineering, take actions to:

� continue to reduce the student-staff ratio towards the Faculty average; � review the content overlaps between the programs in Mining & Geotechnical Engineering and Civil & Geotechnical

Engineering to remove any redundancies and allow for further higher level material to be included.

R8 Further consider the aims and structure of the integrated BE(Hons)/ME program plans in Mechanical and Materials Engineering, and in Mechatronics Engineering, to ensure the overall integrated program aims and key features are delivered in the discipline.

Graduates’ Observations: BE (Hons)/ME programs We spoke with ten of the sixteen graduates to date. Four were enrolled/enrolling in PhD projects related directly to their program projects, those in industry are in positions in which their Masters status is being recognised by higher responsibility and status than BE(Hons) peers. All were highly articulate, very satisfied by their program, and were especially appreciative of the industry placement, the design project, the high level courses and small group classes.

The Chemical Engineering graduates noted the excellence and coherence of the advanced courses CHEE7111, CHEE 7112 and CHEE 7113 that include systems, risk, and real world knowledge. The Engineering Grand Challenges had better content and assessment in 2013 than in 2014.Regarding the program plan as a whole, they suggested that more business economics could be included and the focus on metallurgy and biology could be reduced to allow more content on oil and gas.

The Chemical & Biological graduates were very satisfied with the advanced and intensive components of the program, one describing the Masters component as having had “catalytic impact on his personal growth”. Improvements suggested included more attention to risk (since not all of the CHEE7111, CHEE 7112 and CHEE 7113 courses are available in this program plan), and providing a higher level version of the CHEE4020 course with a stronger industry focus. The Engineering Grand Challenges course is a good concept that delivers real-life understanding, especially for a balanced enrolment across all disciplines.

The Chemical & Materials graduates were also very satisfied with the program and its outcomes for their own careers: the program provides a competitive edge for employment and research. The graduates found the use of the (existing) Materials courses not as well integrated as the Chemical ones. Graduates suggested that the Engineering Grand Challenges course could also be better if it was more integrated into Design. The ENG4900 Professional Practice and the Business Environment (taken by some graduates) was also stated to be well structured and well taught and should be considered to be (re)instated as a core course.

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Accreditation assessors’ report STRICTLY CONFIDENTIAL Section A – General information A.1 Name of university: The University of Queensland A.2 Academic unit: School of Chemical Engineering A.3 Head of academic unit: Professor Paul Lant A.4 Address: College Road St Lucia QLD 4072 A.5 Key contact details (of staff member responsible for accreditation submission):

Associate Professor Tony Howes [email protected] A.6 Title of degree programme(s) assessed:

Course Title Length of programme1

Core C1 BE Chemical Engineering4 4 years Dual BE Chemical Engineering degrees with: D1 Bachelor of Arts 5 years D2 Bachelor of Biotechnology 5 years D3 Bachelor of Business Management 5 years D4 Bachelor of Commerce 5 years D5 Bachelor of Economics 5 years D6 Bachelor of Information Technology 5 years D7 Bachelor of Science 5 years Extended E1 BE Chemical Engineering Extended Major3 4 years E2 BE Chemical & Metallurgical Engineering3 4 years E3 BE Chemical & Materials Engineering3 4 years E4 BE Environmental Engineering2,3 4 years E5 BE Chemical & Biological Engineering2,3 4 years Integrated Masters M1 BE/ME Chemical Engineering 5 years M2 BE/ME Chemical & Biological Engineering 5 years M3 BE/ME Chemical & Environmental Engineering 5 years M4 BE/ME Chemical & Materials Engineering 5 years M5 BE/ME Chemical & Metallurgical Engineering 5 years 1 all BE and BE/ME programmes are full-time study 2 discontinued programmes – these have not been considered for further accreditation 3 these programmes are also offered as 5 year Dual Degrees (BE/BSc) 4 Minors are available in Biological Engineering, Environmental Engineering and Food Engineering A.8 Date of visit: 3-5 September 2012

A.9 Names of assessors: A.8.1 Academic assessor Professor Colin Grant FIChemE (Lead) A.8.2 Industry assessor Dr Geoff Duckworth FIChemE A.8.3 Third assessor A/Professor Peter Ashman FIChemE

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Section B – Assessment of the degree programme Please provide detailed comments on the following aspects of the programme after reference to the degree programme questionnaire, the programme material reviewed before and at the formal visit

B.1 Programme context and objectives Comment upon the high level objectives of the programme and upon any other aspects that will help to set the context for the accreditation:

During the period 1995-2005, the University of Queensland (UQ) established an international reputation for innovative approaches to curriculum development, learning and teaching in Chemical Engineering. In the following five years the emphasis was on consolidation, with less emphasis on innovation. Over the last two years there has been a major strategic development within UQ “to shift as much professional education as possible towards the Masters level”. Within Engineering, this involves the development of integrated Bachelor of Engineering and Master of Engineering (BE/ME) degree programs. The School of Chemical Engineering is leading this development and this has been recognised within the Faculty of Engineering by the allocation of several additional academic staff posts. The five year, integrated BE/ME programs in Chemical Engineering are designed to provide extended studies and depth in engineering. The BE/ME builds on the first three years of the Bachelor of Engineering and is available to students after completion of the first three years if they have a weighted cumulative grade point average at ‘honours level’ at the time of application (i.e. > 5.0 on a 7 point scale). The integrated masters feature enhanced capstone experiences such as an internship, research or industry thesis project, exposure to the “Grand Challenges in Engineering”, greater awareness of contemporary work environments in which engineering professional practice occurs, as well as additional discipline specialisation. A phased transition to the BE/ME programs is underway, with a relatively small number of students having already transferred and expected to graduate in two years time. In terms of organisational structures, the separate School of Chemical Engineering was formed in July 2009 following a major restructure of the EPSA (Engineering, Physical Science and Architecture) Faculty, in which the physical sciences left the faculty, and the large School of Engineering within EPSA was split into 3 Schools of Chemical Engineering, Mechanical & Mining Engineering, and Civil Engineering. This change appears to have been beneficial: for example, the establishment of the School’s own Teaching and Learning Committee has provided greater integration, greater scope for developments, and greater ‘local’ accountability.

B.2 Entry requirements Comment on the entry criteria and profiles (including the years at which students are admitted to the degree programme), the entry numbers and trends, and the strategy for attracting students to the degree programme:

Entry to all BE programmes is via a common first-year with students freely selecting their chosen programme at entry to Second year. Entry to BE/ME programmes occurs at the end of Third year with transferring students requiring to have performed at a GPA of 5.0 (out of 7) or higher. Admissions are administered by a central authority (QTAC), which serves all Queensland universities. Entry to BE programmes for local students require specific requisites in high school English, Mathematics, and either Chemistry or Physics. Places are offered competitively on the basis of a standardised entry score. Minimum entry scores to the BE programmes have been increasing consistently during the period 2007-2012 and are currently quite high as compared to similar engineering faculties within Australia. Applications from International students with equivalent grade 12 qualifications are also administered by QTAC with all others managed by the UQ International Admissions Section (IAS). In addition to subject prerequisites, English language proficiency must be demonstrated via the IELTS. Articulation agreements have been established with a range of overseas institutions that allow International students to enter the BE programmes with an appropriate level of advanced standing. The School and the Faculty actively promote the degree programmes to high school students via a range of conventional and innovative initiatives.

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B.3 Summary of the programme content and structure Verify the weightings of the programme structure against the defined categories. Use a basis of 60 ECTS credits per year of study (converting locally used metrics to this standard):

TABLE 1 Weightings of the Programs’ Structure, ECTS

1 2 3 4 5 6 7 8 9

IChe

me

Min

BE C

hem

Eng

(Bas

ic)

Uni

vers

ity

BE

Che

m E

ng (B

asic

) A

sses

sors

Dua

l BE

/

BE

Che

mic

al

Exte

nded

Maj

or

BE /

Che

mic

al a

nd

Met

turg

ical

BE /

Che

mic

al a

nd

Mat

eria

ls

BE /

ME

Che

mic

al

Engi

neer

ing

and

Oth

er

Dic

iplin

es

B1 B1 D1 - D7

E1 E2 E3 M1 – M5

Underpinning mathematics and science

20 41.25 41.25 41.25 41.25 41.25 45.75 41.25

Core chemical engineering 85 76.5 76.5 76.5 76.5 93 93 76.5

Engineering practice 10 12.75 12.75 12.75 12.75 12.75 12.75 12.75

Design practice 10 6 6 6 6 6 6 6

Embedded learning (SHE, sustainability, ethics)

Suff. Suff. Suff. Suff. Suff. Suff. Suff. Suff.

Embedded learning (transferable skills)

Suff. Suff. Suff. Suff. Suff. Suff. Suff. Suff.

Advanced chemical engineering (depth)

10 23.25 23.25 23.25 26.25 29.25 39.75 23.25

Advanced chemical engineering (breadth)

10 10.5 10.5 10.5 15 10.5 10.5 15

Advanced chemical engineering (practice)

10 11.25 11.25 11.25 11.25 11.25 11.25 45

Advanced chemical engineering (design)

5 6 6 6 6 6 6 9.75

Complementary subjects 52.5 52.5 112.5 35.5 30 15 70.5

TOTAL PROVISION in ADVANCED CHEMICAL ENGINEERING

60 51 51 51 58.5 57 67.5 93

Sub total of IChemE specified content (minimum)

125B

185M

240 187.5 187.5 195 210 225 229.5

Total programme content 240 240 300 240 240 240 300

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The suite of chemical engineering programs at UQ is particularly complex. In addition to the ‘core’ program, BE Chemical Single Major (C1), there are a further 15 Dual / Extended / Masters variations offered for accreditation. (The complexity of the suite of programs was commented on at the time of the last accreditation and the complexity has increased since then with the introduction of the integrated BE/ME programs). A feature of the core single major (C1) is the common First Year for all Engineering degree programs at UQ, together with a relatively large number of Electives. Students must complete 64 UQ units (corresponding to 240 ECTS) over a minimum of 8 semesters of full-time study. Of these 64 units, 14 are Electives (22%) and are therefore Complementary Subjects in terms of IChemE accreditation. The common First Year provides a significant content of underpinning mathematics and science (which includes additional Chemistry and Mathematics in Year Two) and this, together with the significant number of Electives, reduces the remaining content of the program that is available for chemical engineering subjects at both core (Bachelor level) and advanced (Master level). The School provided both an overall and a detailed breakdown of the curriculum and the credit allocations for all of the degree programs and the differences between the core program (C1) and all of the variations were clearly identified. Based on this information and on the detailed descriptor for each module (unit), the Assessors generally agreed closely with the credit allocations provided by the School. The one significant exception was the capstone Design Project (CE 4001) @ 15 ECTS where the School had allocated all of this to Advanced (M-level) content. While the Design Projects were of a good standard, not all of the outcomes were achieved at M-level. The Assessors have not quantified their re-assessment of the balance between B-level and M-level and have retained the School’s own assessment in Table 1, but this means that the total advanced content for all of the programs (except the BE/ME) is a slight over-estimate. The weightings of the structure of the different programs is given in Table 1. Some of the programs, particularly the Dual Degrees (D1-D7) and the integrated BE/ME Degrees (M1-M5) have been grouped together into a single category within which there are minor variations that are not significant in terms of the IChemE guideline numbers. The Assessors’ comments and conclusions from the analysis are:

All of the programs contain sufficient IChemE specified content in total to be accredited at B-level. BE Chemical Engineering C1 This contains insufficient advanced chemical engineering in total to be accredited at M-level. Dual Degrees D1 – D7

These programs all contain the same chemical engineering content as C1 and therefore they contain insufficient advanced chemical engineering in total to be accredited at M-level. This would not be a change in the status of these programs as, at the last accreditation, it was concluded that they contained insufficient advanced chemical engineering and the accreditation at M-level was only up to and including entry year 2010.

Extended Degrees E1 – E3

Within these three programs a significant number of the 14 ‘free’ Electives in the core program (C1) are allocated to specified chemical engineering subjects and / or to other discipline-related subjects. The effect of this is to significantly increase the chemical engineering related content of the programs.

BE Chemical Engineering Extended Major E1 This program contains an additional ~10 UQ units (~ 37.5 ECTS) of chemical engineering courses. It contains sufficient advanced chemical engineering in total to be accredited at M-level. BE Chemical & Metallurgical Engineering E2 In 2004, a Minerals Industry/University Taskforce was set up to examine the future of minerals education at the University of Queensland. The outcome of the taskforce was a series of recommendations including the introduction of a dual major in Chemical and Metallurgical Engineering. The introduction of the new dual major in Chemical and Metallurgical Engineering was introduced in 2006 and has resulted in a program which now produces more than half of the Bachelor of Engineering students in the field of metallurgy in Australia.

The dual major provides the core engineering science and process engineering knowledge and skills associated with conventional chemical engineering programs. In addition students are required to undertake a

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comprehensive suite of specialist courses in mineral processing, hydrometallurgy, pyrometallurgy and metallurgical plant design. Metallurgical case studies and examples are also included in chemical engineering courses, and a number of key process engineering courses are delivered using a team teaching model in which academic staff from a number of disciplines contribute to supply contextual teaching to student cohorts in specialist fields. (The Assessors were particularly impressed with the Design project for this program).

Many of these specialist courses are closely related to chemical engineering and the Assessors therefore concluded that the program contains sufficient advanced chemical engineering in total to be accredited at M-level.

BE Chemical & Materials Engineering E3 This dual major is based on the two complementary engineering disciplines of Chemical Engineering and Materials Engineering and aims to produce fully capable Chemical Engineers who are also fully trained Materials Engineers. The program contains all of the chemical engineering content of the core program C1 and an additional ~14 UQ units (~52.5 ECTS) of closely related subjects in materials. The Assessors therefore concluded that the program contains sufficient advanced chemical engineering in total to be accredited at M-level. Integrated Masters M1 – M5 Within these programs the first 3.5 years are identical to the corresponding BE program. The students will then undertake a further 20 UQ units of advanced subjects typically comprising: Placement @ 8 units; three advanced topics @ 2 units each; ME Design Project @ 4 units; ‘Engineering Grand Challenge’ @ 2 units. These programs will all contain sufficient advanced chemical engineering in total to be accredited at M-level. However, this advanced content has not yet been delivered and the remits / curricula have not yet been specified in detail.

B.4 Learning outcomes B.4.1 Achievement of learning outcomes Comment upon how the Learning outcomes are achieved in the following specified categories:

B.4.1.1 Mathematics, underlying science and associated engineering disciplines

All programmes include a strong foundation in mathematics with three core courses (3 x 7.5 = 22.5 ECTS) during First year. These courses provide basic undergraduate content in calculus, limits, vectors, matrices, linear equations and algebra, functions, integration, linear transformations, eigenvalues and eigenvectors. The underlying science content includes basic instruction in chemistry at Level I over three core courses (3 x 7.5 = 22.5 ECTS). In some programmes, a first-year course – Principles of Biological Engineering – provides introductory treatment of the life sciences, with this course available as an option in other programmes. Overall, the assessors felt that mathematics, sciences and associated engineering disciplines were satisfactorily covered albeit with a specific emphasis on the chemical sciences.

B.4.1.2 Core chemical engineering (include core process safety)

Each of the degree programmes addresses core chemical engineering fundamentals with coverage of Chemical Engineering Thermodynamics, Heat and Mass Transfer, Fluid and Particle Mechanics, Process Systems and Analysis (including Mass and Energy balances), Reaction Engineering, Unit Operations, Process Modelling, Process Control and Process Dynamics. In addition to ample evidence of embedded outcomes, process safety fundamentals are covered explicitly in a Fourth year course – Environmental Risk Assessment – and the application of process safety fundamentals is covered within the capstone design course.

B.4.1.3 Engineering practice

Students are first exposed to engineering practice within First year courses, Engineering Design and Engineering Modelling & Problem Solving. More advanced elements are covered in later courses, such as Engineering Investigation & Statistical Analysis (formulation and solution of real-world problems using real data). Exposure to engineering practice is also achieved through various field trips that are integrated into specific courses and which provide opportunities for students to observe and engage with practicing engineers at industrial sites.

B.4.1.4 Design practice

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Engineering design practice is first introduced within the common first-year courses, Engineering Design and Engineering Modelling & Problem Solving, where the focus is necessarily on the general engineering method with respect to a generic design process. While some further exposure to chemical engineering design practice occurs at Third year (Process Systems Analysis), the development of learning outcomes by students in this category would benefit from further opportunities for students to apply process design in simpler scenarios prior to the final capstone design project.

B.4.1.5 Embedded learning (sustainability, SHE, ethics)

Embedded learning occurs across a range of activities and courses. Ethics and sustainability are introduced within the foundation course Engineering Design. Students are further exposed to sustainability throughout the various programmes and more directly during the Fourth year capstone design courses and CHEE 4001 – Environmental Risk Assessment. There is evidence of a strong safety culture within the School, particularly with respect to various laboratory-based course components, and students are exposed to a range of measures to ensure laboratory safety. Further opportunities for embedded learning arise during the a range of field trips and site visits.

B.4.1.6 Embedded learning (transferable skills)

Evidence of a range of teaching methods and styles that enhance the development of transferable skills was observed. The UQ chemical engineering curricula have a strong element of project and/or problem based learning approaches which promote the development of teamwork, communication and project management skills.

For Master level accreditation: The following analysis is for the core program (C1) and for the Dual and Extended programs D1 – D7 and E1 – E3. Slightly different interpretations could be made of the extent to which some subjects could be classified as either ‘depth’ or ‘breadth’, but this is unimportant in the context of accreditation. The advanced content of the new BE / ME programs has been summarised previously in B3 and is repeated here for convenience: Within these programs the first 3.5 years are identical to the corresponding BE program. The students will then undertake a further 20 UQ units of advanced subjects typically comprising: Placement @ 8 units; three advanced topics @ 2 units each; ME Design Project @ 4 units; ‘Engineering Grand Challenge’ @ 2 units.

B.4.1.7 Advanced chemical engineering (depth)

There is advanced material within the following modules: CHEE 3004 Unit operations; CHEE 3005 Reaction Engineering; CHEE 3007 Process Modelling and Dynamics (~ 20% of the unit in each case); CHEE Environmental Risk assessment (20%); CHEE 4060 Process and Control System Synthesis (~10%); CHEE 4009 Transport Phenomena (100%); CHEE 4001 Process Engineering Design Project (20%)

B.4.1.8 Advanced chemical engineering (breadth)

There is a ‘menu’ of 10 advanced elective classes (4xxx) each at 2 UQ units (7.5 ECTS) including, for example: Biomolecular Engineering; Principles of Adsorption; Biomaterials - Materials in Medicine; Nanomaterials and their Characterisation. These have been allocated by the School as 40% Depth, 60% Breadth.

B.4.1.9 Advanced chemical engineering practice (including advanced design practice)

This comprises mainly 80% of CHEE 4001 Process Engineering Design Project (12 ECTS) and part of CHEE Environmental Risk assessment. It has already been noted (see B3) that not all of the outcomes of the Design Project were achieved at M-level. The Assessors have not quantified their assessment of the balance between B-level and M-level and have retained the School’s own assessment as above.

B.4.2. Study away from home university (academic/industry) If the programme contains a period of study away from the home university, please comment on how the learning outcomes are defined, delivered, assessed and quality assured:

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Students with Grade Point Averages of over 4.5 are able to take advantage of study exchange programs to universities where UQ has exchange agreements e.g. U21 universities in the UK, such as Birmingham, Edinburgh or Nottingham. Typically 10% to 20% of students conduct these exchanges, either for one or two semesters. The courses studied must be approved by the academic in charge of Study Abroad in the School for credit in lieu of UQ courses. The University has a generous range of scholarships to help support these exchanges, including the Gus Wiles travelling scholarship for Chemical Engineering students only. These arrangements are robust in terms of QA and in terms of confidence that equivalent learning outcomes are met.

B.5 Innovative features Are there any aspects of the programme that merit highlighting due to their novel or innovative nature?

B.5.1 Teaching practice

Completion of a virtual reality system for students to ‘tour’ the BP refinery in an immersive environment, that is used in CHEE3002 (Heat and Mass Transfer) in parallel with a site visit to the refinery. The project was led by Prof Ian Cameron. Funding was a team-based collaborative effort, coordinated from The University of Queensland with a strong partnership with BP Refinery (Bulwer Island) and several other Australian Chemical Engineering departments.

B.5.2 Programme design

The major strategic innovation in program design is the development of the integrated Bachelor of Engineering and Master of Engineering (BE/ME) degree programs, where the School of Chemical Engineering is leading this development within UQ. While such programs are now common elsewhere in the world, particularly in the UK, this is an innovative (and currently distinctive) approach within Australia and the School’s leadership is consistent with its established reputation for innovation.

B.6 Safety, Health & Environment culture and practice Comment on the safety culture prevalent within the academic unit and the uniformity of adoption in practice:

The School has a strong safety culture. All students are required to undergo an annual laboratory induction prior to commencing work in the School’s laboratories. The induction emphasises the requirements for completion of on-line training in related safety aspects of the work to be done, the performance of a risk assessments and reference to the Standard Operating Procedures associated with equipment and instruments. A register of students’ completion of the induction is maintained, and the risk assessments are discussed with the students prior to performance of the laboratory exercise. Requirements for a minimum standard of dress and PPE when required are specified and enforced. Safety audits are carried out regularly. The overall Health and Safety policy is available to the students via the School of Chemical Engineering Safety and Environmental Information booklet. The School’s Occupational Health and Safety Committee meets monthly, chaired by the Head of School, and the School has a Laboratory Safety contacts group that meets regularly. While many of the laboratories are now quite old, especially in the chemical metallurgical area, they are generally clean and well organised with appropriate safety signage. It was noted that safety signage in some of the newer (non-chemical engineering laboratories), but in which chemical engineering students may in future be undertaking laboratory work, was limited. The students reported that they considered the level of HSE to be higher in the School of Chemical Engineering than in some of the other disciplines.

B.7 Assessment and quality assurance Comment upon pertinent details of the assessment strategy and the quality assurance in place to ensure outcome standards are consistently and fairly assessed:

B.7.1 Philosophy and methods of assessment

A combination of methods for assessing the achievement of learning outcomes in each course is used including: assignments, tutorial work, attendance, subject quizzes, mid semester and final examinations. As the School uses a project-centred curriculum approach, specific assessment of students involved in team-based activities is required and the methods used include combining individual and team based submission components, and supplementary examinations. Each course has a course profile that describes the assessment profile to be used for that course and each course profile is reviewed at the start of each semester.

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It was noted in discussion with staff responsible for the assessment of the chemical design project, that only one academic staff member (together with outside co-ordinators) is involved in assessment of the design project submissions. The Panel considered that, in addition to the work-load imposed on the one individual, this was a lost opportunity for feedback on the students’ design outcomes to other academic staff members.

B.7.2 Quality assurance mechanisms

The School has a Student Staff Liaison Committee which meets twice a semester. Students are required to complete a course evaluation for each course completed. This rates the course on a scale of 1-5 and a Teaching Evaluation Committee is required to provide written feed back for any score < 3.5. The University’s Educational and Teaching Development Institute carries out course evaluations for each course taught. There is a Teaching and Learning Committee which monitors course evaluations and takes action to ensure steps are taken to improve low scoring evaluations. The university has an annual curriculum and teaching quality appraisal for each school which provides the school with key indicators related to teaching and learning. It is considered that the quality assurance methods at both the School and University levels are appropriate in meeting the ICheme accreditation requirements.

B.7.3 Compensation strategy (management of student progression

Is it possible for a student to graduate from the programme without having passed ALL course modules?

NO

If yes, please detail the compensation strategies used to enable progression and/or graduation.

B.8 Resources Comment on the adequacy of resources to support delivery of the programme:

B.8.1 Academic staff

The School lists some 32 academic staff although a number of these appear to be ‘research-only’, associated with the School’s strong research activities and with little or no teaching activities. Only around 9 of these appear to be members of professional engineering institutions (IChemE, Engineers Australia) and there is scope to increase this number. UQ has a scheme whereby research staff can undertake some teaching duties (‘ResTeach’) and the School list another 13 staff in this category. The school also uses undergraduate and postgraduate students to provide support and learning in tutorials and to assist with laboratory sessions. All such tutors are required to attend a tutor training session at the start of each semester, and are encouraged to receive formal feedback on their tutoring through a tutor evaluation. Overall, the School has a high level of staff resources to support teaching, but it is desirable, particularly with the development of the new BE/ME programs, to increase the number of the core academic staff who are directly involved in teaching.

B.8.2 Technical and administrative support

The School directly employs 12 technical and administrative support staff (i.e. 3 technical staff and 9 administration staff). The technical officer positions are responsible for the day to day management of the undergraduate laboratory facilities and practicals. The safety coordinator’s role is to provide advice on OH&S issues to all Chemical Engineering staff and students. Other support such as IT, mechanical workshop, electrical workshop and facilities management are readily available to the school but they are centrally managed by the Faculty. Overall, these resources are more than adequate.

B.8.3 Student facilities

Spaces exist in the School of Chemical Engineering for undergraduate students, and a major ($1,500,000) refurbishment carried out in 2009 greatly improved the quality and use of these spaces, building on from the success of the first year learning centre.

B.8.4 Laboratory facilities

Chemical Engineering has four laboratories used for undergraduate teaching. These include facilities for minerals processing, hydrometallurgy, bioengineering and a general purpose chemical engineering lab. A technical officer manages the use of these laboratories for undergraduate experiments. A suite of new experimental rigs has been introduced that are portable enough to be able to set them up quickly on demand, and cheap enough that multiple

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experiments can be undertaken at the same time, thus keeping the content more closely aligned in time with the lecture content. Overall, and notwithstanding the pressures arising from the increased student numbers, the laboratory facilities are good.

B.8.5 Information management facilities (IT, Library)

The library and IT facilities are good in terms of physical resources, software, and staff support to enable students to develop their information skills. The resources are provided in both central and ‘local’ locations in order to provide convenient access to students within the School. Extensive use is made of online services, including the ‘Virtual Learning Environment’ that is based on the Blackboard system. Extensive student consultation was undertaken during the development of the online facilities and this has contributed to a high level of student satisfaction.

B.8.6 Any other resources not covered above

B.9 Observations arising from discussions Summarise key concerns or issues arising from your time spent with the following groups during your visit:

B.9.1 Discussions with students

The Panel met privately with a group of 16 students from a cross section of chemical engineering degree programmes. The majority of these students were in Fourth year, but there were also representatives from First, Second and Third year. The students were articulate, confident and largely enthusiastic about their experiences at UQ. Several of the students interviewed did not originally intend to study chemical engineering and had made a conscious decision to transfer, for a variety of specific reasons. The students clearly appreciated the breadth of programme options available to them which, they thought, reflected the breath of career options available to them on graduation. There seemed to be no strong feelings that the breadth of programme options or the complicated course menus were overly complex. The students felt that the lecturers were all very approachable and committed to teaching. They were encouraged by clear evidence within course profiles that previous student feedback had been considered as part of the continuous improvement process for existing courses. The students were aware of the role of various professional bodies, including IChemE, and were also well aware of the importance of safety. Students were highly appreciative of opportunities to visit industrial sites and of their exposure to guest lecturers from industry. The Students expressed a desire for more copies of certain textbooks to be available in the library. They also expressed some rather strong frustrations that the contributions by individual students to group work projects were not being properly recognised and rewarded. A review of assessment practices for group work, particularly for major project activities, is recommended. Several students had previously been involved as undergraduate tutors within the School (and elsewhere). These students were positive about the level of training and induction provided to them as tutors while other students were supportive of using senior undergraduate students as tutors.

B.9.2 Discussions with staff

The staff were supportive of the School’s approach to teaching and noted that it is well supported financially (better than 5 years ago) and is recognised by awards at both faculty and university level. The level of support for new staff was said to be good with an additional senior staff member assigned to the course, while the new staff member came up to speed with the course. They also noted that there are formal mechanisms for teacher training including UQ Teaching Practice which is a formal course and was felt to provide useful face-to-face training. The staff noted that Blackboard is used extensively, and that lecture theatre video and audio capability is good. The staff also noted that the trips away with students provided an informal channel for feedback from the students together with the more formal feedback from assignments. The use of research staff to promote teaching that will link research ideas into teaching is active across the School, with 13 research staff currently indicated as involved in this scheme and this was an initiative supported by the academic staff. Most of the work associated with the implementation of the five year integrated BE/ME degree was completed by the academic staff last year and a further five staff members have been hired to meet the additional work load that will be required in year five of this programme.

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B.10 Developments Summarise key changes made, or planned, which may impact upon the educational provision of this programme within the academic unit:

B.10.1 Recent developments

B.10.2 Future plans

The strategic development within UQ “to shift as much professional education as possible towards the Masters level”, and the lead role of the School of Chemical Engineering in developing a suite of integrated Bachelor of Engineering and Master of Engineering (BE/ME) degree programs, will have a major impact.

B.11 Previous Accreditations Verify that any conditions outlined in the previous accreditation have been met, or otherwise:

There are no outstanding issues from the previous accreditation. The Assessors recommended that a review of the apparently complex choices of degree programs available to students might simplify the provision of education and since then the complexity has increased with the introduction of the integrated BE/ME programs. However, this complexity does not appear to be a problem for the students and it is not in itself an issue for accreditation.

B.12 Conclusions Summarise key findings and conclusions from the materials assessed and the assessment visit:

The suite of degree programs are now delivered from a separate School of Chemical Engineering that is well resourced, that attracts well qualified students, and which provides a high-quality student experience. The ‘core’ program, BE Chemical Single Major, contains a sound chemical engineering curriculum with sufficient chemical engineering content to meet the outcomes for accreditation at B- level. All of the other degrees contain at least the same chemical engineering content and can also be accredited at B-level. However, the total content of advanced chemical engineering in the core degree is insufficient for it to be accredited at M-level and this is also the case for all of the Dual Degrees. This is not a criticism of these programs but rather it is a consequence of the combination of a common first year for all engineering degrees and a significant amount of student choice of non-chemical engineering subjects, which together significantly reduce the ‘space’ within the programs for advanced subjects. Given that this will involve a change in accredited status of the core program, a phased transition to B-level accreditation is appropriate. There is scope to introduce more innovation and open-ended aspects to the capstone ‘Chemical Engineering’ Design Project, and this is essential for the enhanced Design Project that will be part of the BE/ME degree. The Assessors were concerned at the relatively small number of academic staff who are involved in the Design Project: this represents a risk to the School and also a wasted opportunity for staff to be involved in a key aspect of the project-centred philosophy of the School. The Assessors were impressed with the approach and content of the Metallurgical Engineering Design Project and, in general, with the successful three-university partnership for this programme. For the three Extended Degree programs, a significant number of the 14 ‘free’ Electives in the core program are allocated to specified chemical engineering subjects and / or to other discipline-related subjects. The effect of this is to significantly increase the chemical engineering related content of the programs and these programs contain sufficient advanced chemical engineering (but only just sufficient) to meet the outcomes for accreditation at M- level. The development of the new integrated BE/ME degree programs is commendable, as is the lead role of the School for this development within UQ in general. While such programs are now common elsewhere in the world, particularly in the UK, this is an innovative (and currently distinctive) approach within Australia and the School’s leadership is consistent with its established reputation for innovation. The structure of the BE/ME programs is good, in particular the opportunities provided by the additional year of study to incorporate an appropriate and challenging range of advanced and high-level outcomes. These programs can be accredited at M-level and the ‘ME’ part of the degree program awards will provide the graduates with a clear and explicit recognition of the Masters-level outcomes and status. However, the detailed curriculum and planning for the later stages of the BE/ME degrees is not yet complete and this information should be provided to IChemE as soon as it is available, and certainly in the near future.

APPENDIX 5.15

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263

Research !� APPENDIX 6.1

School research area descriptions

!� APPENDIX 6.2 School research centre descriptions

!� APPENDIX 6.3 Academic research partners

!� APPENDIX 6.4 External collaborations

!� APPENDIX 6.5 ARC success rates

264

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APPENDIX 6.1 School research areas and descriptionsBioengineering!6'4$%-'%$$/'%-!7##5'esrecentadvancesinthefieldsofQ'454-KR!;7C3$;7C'28!7%&!#3K8'28!C4!&$H$54#!%$<!C/$7C;$%C8R!

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Materials S7C$/'758!B%-'%$$/'%-!378!7%!';#4/C7%C!/45$!'%!2.//$%C!7%&!

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265

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APPENDIX 6.1 School research areas and descriptions

'%!7!/7%-$!4:!8C/7C$-'2!7%&!7##5'$&!/$8$7/23!#/4Q5$;8!

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266

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APPENDIX 6.2 School research centres and descriptions

The Baosteel-Australia Joint Research and Development Centre@3$!6748C$$5`".8C/75'7!n4'%C!G$8$7/23!7%&!]$H$54#;$%C!

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Centre for High Performance Polymers@3$!A$%C/$!:4/!J'-3!9$/:4/;7%2$!945K;$/8!LAJ99N!.%&$/C7=$8!

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267

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268

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APPENDIX 6.3 External grant partners

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269

Engagement � APPENDIX 8.1

BE/ME placement partners

� APPENDIX 8.2 Consulting partners

� APPENDIX 8.3 Adjunct-Honorary appointments

273

Appendix 6.4

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APPENDIX 6.4 External collaborators

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270

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271

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APPENDIX 6.5 ARC success rates

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Chem

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10

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11

20

12

20

13

20

14

20

10

20

11

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12

20

13

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20

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272

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APPENDIX 8.1 Placement partners

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274

The future � APPENDIX 11.1

SWOT analysis of UQ School of Chemical Engineering T&L

278

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APPENDIX 8.3 Honorary adjunct appointments

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276

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Number of appointments 59

APPENDIX 8.3 Honorary Adjunct appointments, cont.

277

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Documents

Stang - Academic Board...Appendix 4.1 APPENDIX 4.1 Sta CVs, I. CameronNAME: Ian T. CAMERON TITLE: Professor CURRENT POSITION AND LEVEL OF ACADEMIC APPOINTMENT: Professor in Chemical