Petroleum Engineering - Program Description

PROGRAM DESCRIPTION

1.1 Introduction

The program of Petroleum Engineering - Faculty of Chemical Engineering, The University of Da Nang, University of Science and Technology was established in 1994, right after the Government of Vietnam announced the project of Dung Quat oil refinery in Quang Ngai Province, Vietnam. In 1995, the first enrollment of this program was launched, under professional management of Chemical Engineering-Oil & gas division.

The training program of Petroleum Engineering was initially based on the core program of the Ministry of Education and Training and the training program of Petrochemical Refinery Engineers of  IFP school (ENSPM) under The French Institute of Petroleum (IFP).

In 2006, the program was changed to the credit system, consisting of 180 Credits (CR) and 5 years of training. Then, it dropped to 180 credits in 2009 and 150 credits in 2012. Recently, the training duration has decreased to 4.5 years by 2015.

With high-quality human resources that have graduation from universities or postgraduate from prestige institutes of oil and gas technology, together with conditions for facilities for teaching and studying in term of synchronization and modern property, the program of Petroleum Engineering -  Faculty of Chemical Engineering, The University of Da Nang, University of Science and Technology aims to be a high quality institute for human resource training, scientific research and technology transfer to contribute positively to the development of the oil and gas industry of the country and region Southeast Asia.

1.2 General information

1. Name of program (English):	Petroleum Engineering (PE)
2. Level of education:	Undergraduate (engineer)
3. Major code:	520604
4. Admission requirements:	High school graduates
5. Training duration:	4.5 years
6. Type of study:	Regular
7. Number of required credits:	153
8. Graduation conditions:	Accumulating sufficient number of credits and volumes of the training program; The cumulative GPA is at least 2.00 or higher; Having a certificate of defense education and physical education; Meeting the standards of the foreign language according to the University's regulations; Meeting the standards of information technology in accordance with the University’s regulations.
9. Graduation degree:	Engineer
10. Job position:	Engineers, Team leaders and Project managers in oil refining – petrochemical plant, gas processing plant, consulting and design company, petroleum product companies Researchers, lecturers and teachers at schools, institutes and organizations.
11. Ability to continue to study:	Graduates can continue to study Master and PhD in Vietnam and abroad.
12. Reference programs:	Program of Petrochemical Refinery Engineers of  IFP school, The French Institute of Petroleum (ENSPM-IFP); Program of Petroleum Engineering of Missouri University, USA Program of Chemical Engineering of  Hanoi University of Science &Technology Program of  Refining &Petrochemical, Hanoi University of Mining & Geology

1.3 Educational philosophy of DUT

With regards to the mission of training high-quality human resources in science and technology and providing scientific and technological services for the development of the Central - Highlands, DUT has built an educational philosophy in order to improve “thinking, creating and humanity cherishing” for students.

1.4 Program Objectives (POs)

The objectives of the program is to provide engineers for national and international labor markets in the field of petroleum engineering:

1. Having good moral qualities and responsibility, good knowledge in economics, politics and law in order to contribute effectively to the sustainable development of the community;

2. Have a comprehensive knowledge of basic science to meet the requirements of self-study, lifelong learning and higher education;

3. Having deep knowledge and technical capability in the field of chemical engineering – Oil & gas to propose solutions on design, installation, operation and optimization of equipment systems

4. Having sufficient personal skills in communication, teamwork, foreign languages and information technology to work in multi-disciplinary, multicultural and multinational environments;

5. Having ability to adapt and create in different working fields to achieve goals, improve professional skills for self-development.

1.5 Program Learning Outcomes (PLOs)

Students graduating from this program should have an ability to:

1. Explain concepts, process diagrams, operating principles of equipment and modern technical tools in the field of petroleum engineering.

2. Apply knowledge of mathematics, physics and science to solve problems in technology, equipment and material in the petroleum industry.

3. Analyze, process and apply experimental results to improve production processes.

4. Design process flow diagram as well as equipment in the field of petroleum engineering.

5. Organize teamwork effectively.

6. Identify, analyze and solve technological problems

7. Present results in both oral and written forms.

8. Have lifelong learning skills.

9. Identify and analyze social and environmental issues.

10. Apply information technology in practice on modern technical equipment and in simulation with professional softwares.

11. Use foreign language in professional activities.

Mapping the objectives and the expected learning outcomes of the program.

1.6 Job and post-graduate study opportunities

Graduates of the program in PE can work at:

- Factories or management boards of refining & petrochemical projects such as Dung Quat oil refinery, Nghi Son oil refinery project ...;

- Gas processing plants or gas projects such as: Dinh Co Plant, Phu My Fertilizer Plant, Ca Mau Fertilizer Plant, Long Son Gas Project, Blue Whale Gas Project ...;

- Oil and Gas consulting and design companies such as Technip (France), Axens, Cuu Long JOC, PV Engineering, PTSC ...;

- Oil and gas research institutes inside and outside the country such as PVI, PVPro, IFP Energies nouvelles ... and research centers of ministries,

- Trading company  and managing the quality and safety of oil and gas products such as Skypec, Saigon Petro, Petrolimex, Quatest, Vinacontrol ...

- Participate in teaching and researching at universities and colleges such as: Petroleum University, Da Nang University of Technology, Petroleum Human Resource Training Center ...

- Continue to study Master or PhD in PE and related fields.

1.7 Admission criteria, training process and graduation conditions

1.7.1 Admission criteria

The program in PE accepts candidates that meet the following requirements:

- Have graduated from high school;

- Registering the national examination of the A field (mathematics, physics and chemistry) and the B1 field (mathematics, chemistry and foreign languages) for PE major;

- Have the national examination grade greater than or equal to the entry grade of the PE program and DUT.

1.7.2 Training process

The PE curriculum is organized following the credit system. The training process complies with the regulations of the Ministry of Education and Training, the University of Danang and DUT. The program is implemented in 4.5 years. Each scholar year consists of two main semesters (mid-August to late June) and one summer semester (from early July to mid-August). In the first two years, students learn basic knowledge, in the next two and half years, students learn knowledge of the major.

1.7.3 Graduation conditions

Student must meet the following conditions:

- Accumulating sufficient number of credits and volumes of the training program;

- The cumulative GPA at least 2.00 or higher;

- Having a certificate of defense education and physical education;

- Achieving the standard of the foreign language according to the DUT's regulations;

- Achieving the standard of information technology in accordance with the DUT’s regulations.

1.8 Teaching and learning strategies

The Chemical Engineering Faculty of DUT builds the teaching and learning strategies, which foster a student-centred environment. We develop resources, facilitate training sessions, and conduct consultations on the implementation of the strategies.

The learning and teaching strategies provide effective learning and teaching outcomes. The expected learning outcomes should guide which approach best suits the achievement of those outcomes.

Various learning activities aim to help students not only acquire social knowledge, basic and specialized major knowledge, but also use personal and social capability to work collaboratively with others, to appreciate their own strengths and abilities and those of their peers and develop a range of interpersonal skills such as communication, negotiation, team work, leadership and an appreciation of diverse perspectives.

1.8.1 Interactive learning

Interactive learning is a process to help students become more engaged in many activities in classroom, such as discussion, problem solving, question-and-answer session that helps students strengthen problem solving and critical thinking skills

1.8.2 Independent learning

Independent learning is a process to help to become self-directed in their learning experiences and to have more autonomy and control over their learning through exercises, study projects..

1.8.3 Presentation

Students are asked to present a prepared task or topic; This helps students improve their presentation skills

1.8.4 Paperwork

Students learn to make a writing/report about their working results using the writing standard under supervise of academic staff including laboratory practical report and research report

1.8.5 Teamwork

Students are organized into small groups to solve a posed problem or study a research question, then prepare a report and/or present it before other groups and lecturer.

1.8.6 Project based learning

Project-based learning involves deep learning, as it focuses on real world problems and challenges and relies on problem solving, decision making and research skills. Project based learning ends by product and/or presentation in mind that requires learning specific knowledge and concepts, thus creating a context and reason to learn and understand the information and concepts.

1.8.7 Laboratory work

In some subject, students participate in laboratory experiments to reinforce theoretical content and enhance practical skills

1.8.8 Guest lecture

To enrich the knowledge in petroleum engineering, the students can attend the general lectures that have speakers from various company.

1.8.9 Field Study

Internships/Visits at companies are compulsory for all students so that they can understand the real working environment, learn not only technologies but also professional skills and enterprise culture. Specially, graduation internship helps students to be ready to work for companies and get jobs easily.

1.8.10 Research project

Students are encouraged to join research projects are designed by lecturers. This allows students to develop their research capability and creativity skill, and to continue studying master or PhD degree after graduation.

Expected learning outcomes

1

2

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5

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7

8

9

10

11

Teaching and learning strategies

Interactive learning

X

X

X

X

X

X

X

X

Independent learning

X

X

X

X

X

X

X

X

X

Presentation

X

X

X

X

X

X

Teamwork

X

X

X

Paperwork

X

X

X

Project based learning

X

X

X

X

X

X

X

Laboratory work

X

X

X

Guest lecture

X

X

X

X

X

X

X

Field study

X

X

X

X

X

X

X

 

1.9 Assessment methods

1.9.1 Introduction

Assessment methods are the strategies, techniques and tools for collecting information to determine the extent to which students demonstrate expected learning outcomes. Assessments should be realized during the courses (formative assessments) and at the end of the courses (summative assessments). Summative assessment normally occurs at the middle (mid-term exam) and at the end of course (final exam) and measure the extent to which students have achieved the expected learning outcomes

Each course will select the assessment methods that will provide the most useful and relevant information for the purposes that the course and the lecturers have identified. When selecting which assessment methods to use, consider what questions need to be answered, the availability of resources, and the usefulness of the results.

1.9.2 Assessment methods

Written tests

Students are assessed on their ability to solve a certain number of questions on a topic/course. This helps students to recognize what they do and do not understand about a topic/course.

Multiple choice questions

A bank of multiple choice questions for the course is designed to assess student’s ability. This allows covering largely the contents of the course and can be done on papers or on computers.

Assignments

Small assignments are given to students in class and they should go to blackboard to explain how to solve them to others.

Homework

Students have to do some homework at home after a class session and submit to lecturers before next class session.

Class attendance

Lecturers should check the presence of students for each class and evaluate the student’s attendance during class (answering questions, asking questions, solve problems, propose ideas…).

Oral exam

Problems, subjects or projects are given to students in advance, then lecturers orally ask questions to assess the extent to which students understand and solve problems.

Oral presentation

Research subjects or projects are given to small groups of students, then they are required to prepare and realize oral presentation before others and lecturers. Lecturers may ask questions to assess their ability and knowledge.

Laboratory report

Students are required to write diary book after each laboratory session, then they have to submit a report for all the labs at the end.

Essay/ Written Report

A short piece of writing on a particular subject, especially one done by students as part of the work for a course

Project progress evaluation

While doing projects, students have to submit project progress reports at certain time and such reports should be evaluated and marked by supervisors.

Project report

Students are required to submit a final project report at the end of semester. Report is evaluated in combination with oral presentation or/and question-answer.

Thesis

During graduation project, students have to realize a specific subject supervised by lecturer (possibly and industrial expert). At the end, students are required to submit thesis and defend before jury (may be composed of both industrial experts and lecturers)

1.9.3 General Rubrics

Rubric for Oral Presentation :

Performance Criteria	Fail	Needs Improvement	Developing	Sufficient	Above Sufficient
Content	Not show the topic clearly	Focus too much on overview but not in detail	Basically show the topic	Use suitable content but not clearly show the topic	Clearly show the topic in overview and detail
Time management	Inappropriate time distribution between parts. Too much difference than the scheduled time. (>50%)	Presentation time is 20%- 40% longer or shorter	Presentation time is 10%- 20% longer or shorter	Presentatio n time is 5%-10% longer or shorter	Appropriate time distribution between parts . Follow the scheduled time
Outline	No outline	Undetailed outline	Detailed outline but inappropriat e order of content	Detailed, clear and appropriate outline with suitable sequence of content	Logical and clear ouline with transitions between different parts
Word use	A lot of spelling mistakes, no explanation of technical terms	A few spelling mistakes, inaccurate word use	No spelling mistakes, appropriate word use	Appropriat e word use, not enough explanation of technical terms	Accurate and understandable word use, explanation and examples for technical terms
Introduction	No introduction	Correct object introduction but lengthy and incomplete	Correct object introduction and attractive introduction	Interesting introductio n	surprising, creatively and attractive introduction
Interaction with audience	Just stand at the same place, not cover the whole class, not interact with audience	Move around but not cover the whole class, just use a few interactions	Move around and cover the whole class. Use a lot of interactions but not make audience interested	Move around, use lots of interactions and make audience interested	Move around, use lots of interactions and make audience interested and take part in the presentation
Voice	Speak too	Speak clearly	Speak	Speaksloud	Speak loudly,
	softly to be	but often	loudly,	ly, clearly,	clearly, fluently
	understood,	repeats	clearly,	fluently	and fascinatingly
			fluently but	and
			mototone	inspiration
			and dull	ally
Attitude/manners	Shy,	Confident but	Confident	Calm,	Calm, confident,
	inconfident,	still confused	but not	confident	enthusiastic,
	often head-	when solving	enthusiastic	but not	passionate about
	scratching	problems	in answering	enthusiasti	answering
			questions	c in	audience’s
				answering	questions
				questions
				and
				passionate
The use of visual	No visual	A few visual	Enough	Appropriat	Clear
aids	aids	aids but unclear	visual aids	e	explanation with
		and low	which	distribution	clear pictures.
		qualified,	basically	between
		unclear content	show the	pictures
		showing	content	and videos.
Font sizes, contrast	Hard to see	High contrast	Good	Appropriat	Beautiful
between	words in slide	but small words	contrast but	e contrast	background and
background and	due to the low	due to too much	unsuitable	and colors.	good contrast.
text	contrast and	text in one slide	colors of	Appropriat	Appropriate 7x7
	too much		background	e font	rule
	words in one		and text are	sizete
	slide		not suitabl.
			Appropriate
			font size
Interaction with audience	Just stand at the same place, not cover the	Move around but not cover the whole class, just use a few	Move around and cover the whole class.	Move around, use lots of interactions	Move around, use lots of interactions and make audience

 

Rubric for teamwork:

 

Performance Criteria	Fail	Needs Improvement	Developing	Sufficient
Preparation	Ill-prepared or unprepared for the meeting	Little prepared for the meeting	Well-prepared for the meeting	Well-prepared in detail
Organization	Let other members make plans	Partially participate in setting up the goal and making plans	Mostly participate in setting up the goal and making plans	Play a main role in setting up the goal and making plans
Participation	Passively observe and have no idea or opinion	Have discussions based on members’ ideas	Actively participate in discussions and questioning	Actively participate in discussion and questioning and lead the discussions
Comprehensio n	Unable to answer questions or do not answer questions	Rarely speak and answer questions	Listen intently and show the comprehension by explaining the content	Listen intently and show the comprehensio n by explaining and developing the content
Level of interest	Seem to want to do something else at another place	Often absent or late	Absent but inform in advance and manage to fulfill tasks	Voluntarily take the responsibility and share the tasks

1.9.4 Grading systems

DUT uses the following scoring systems to assess student’s academic performance:

- Scale 10 is used to evaluate courses including component grades, final test grades, and courses grades. Course grades are the summation of all component grades multiplied with corresponding weights.

- Scale letter is used to classify learning outcomes based on student’s course grades.

- Scale 4 is used when calculating the semester average grade and the cumulative GPA, to assess the student's academic performance after each semester and to grade the student's overall academic performance.