DHKT

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.

Program Objectives

Program Learning Outcomes

1

2

3

4

5

6

7

8

9

10

11

1

 

 

 

 

X

 

 

 

X

 

 

2

 

X

 

 

 

 

 

X

 

 

 

3

X

X

X

X

 

X

 

 

 

X

 

4

 

 

 

 

X

 

X

 

x

X

X

5

X

X

X

X

 

X

 

X

 

X

 

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

3

4

5

6

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.

Classification

Scale 10

Scale 4

Scale letter

Pass

From 9.5 to 10

4.0

A+

From 8.5 to 9.5

4.0

A

From 8.0 to 8.5

3.5

B+

From 7.0 to 8.0

3.0

B

From 6.5 to 7.0

2.5

C+

From 5.5 to 6.5

2.0

C

From 5.0 to 5.5

1.5

D+

From 4.0 to 5.0

1.0

D

Fail

Less than 4.0

0

F