Overview

The Chemical Engineering Department at Nirma University, is committed to provide excellence to its students by providing them high quality teaching–learning in state-of-the-art laboratories, well-equipped infrastructure, qualified and committed faculty members and serene ambience. It comprises of highly motivated faculty members with strong research and academic experience. Their expertise cater to diverse domains in Chemical Engineering, Environmental Engineering, Energy Engineering, Chemistry, Polymer Technology, which equip the students with strong fundamentals, awareness of modern concepts and competent skill set. The faculty members of the department are actively involved in research and development in various areas like catalysis, advanced wastewater treatment, thermodynamics, energy, green processes, nanotechnology, polymers, etc. They are also actively involved in consultancy projects of environmental audit. The faculty members and students have won several prestigious national awards from various organisations like Indian Society for Technical Education (ISTE), Indian National Academy of Engineering (INAE), Indian Institute of Chemical Engineering (IIChE), Society of Automotive Engineers (SAE) , Association of Chemical Technology (India), etc.

Students at the Department of Chemical Engineering cater the engineering knowledge. The focus of teaching learning process is given to understand basic and advance level of engineering science and to solve the practical and complex engineering problems. Starting from the 2nd year of the program, emphasis is given in identification of the engineering problems, survey of the research literatures, analysis of the results and reaching to the substantial conclusion of the complex problem. They also acquire the knowledge to design and solution of complex engineering processes and the system components that meet the specified needs with appropriate consideration for the public health and safety, cultural, societal, and environmental considerations.

Experienced faculties from the department shape the student’s career in such a way that they do not only excel in the field of production and management but they also outshine in R&D and research areas. Every year a 10 to 15 % of students from the department of Chemical Engineering qualify for the higher education through different competitive examinations like GATE, GRE, TOEFEL etc. Over the last five years, more than 80 students form the department have opted to pursue higher education in different premium institutes of India and abroad such as IITs and the top-Q1 universities around the world.

To be a leading Chemical Engineering Department imparting quality education and conducting research in chemical and allied areas for the sustainable development of the society.
  • To develop and mentor socially responsible, environmentally conscious and ethically upright professionals, equipped with state-of-the-art knowledge and skills.
  • To interact continuously with the industry and society at large to respond effectively to their needs.
  • To develop modern chemical engineering laboratories and research facilities.

The curriculum of chemical engineering is designed to prepare graduates to attain the following program-specific outcomes:

  • To model, simulate and validate the chemical engineering problems.
  • To design or develop chemical processes incorporating the impact of economic, environmental, social, health, safety and sustainability.
  • To practise or apply chemical engineering principles, communication and other skills in a wide range of industrial and professional employment areas.

 

  1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering fundamentals, and an engineering specialization to the solution of complex engineering problems. 
  2. Problem analysis: Identify, formulate, review research literature, and analyze complex engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences, and engineering sciences. 
  3. Design/development of solutions: Design solutions for complex engineering problems and design system components or processes that meet the specified needs with appropriate consideration for the public health and safety, and the cultural, societal, and environmental considerations. 
  4. Conduct investigations of complex problems: Use research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of the information to provide valid conclusions. 
  5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modelling to complex engineering activities with an understanding of the limitations. 
  6. The engineer and society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to the professional engineering practice. 
  7. Environment and sustainability: Understand the impact of the professional engineering solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development. 
  8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of the engineering practice. 
  9. Individual and team work: Function effectively as an individual, and as a member or leader in diverse teams, and in multidisciplinary settings. 
  10. Communication: Communicate effectively on complex engineering activities with the engineering community and with society at large, such as, being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions.
  1. Project management and finance: Demonstrate knowledge and understanding of the engineering and management principles and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments. 
  2. Life-long learning: Recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change.