An approach to strengthening compliance with ABET safety criteria In 2012 ABET program specific criteria for Chemical Engineering were improved to include the teaching of hazards associated with various processes. Over the past few years programs have used various methods of attaining compliance with this criteria. This work shows 2 different methods of complying with the criteria within large public universities with undergraduate student populations in excess of 700 each. One method places emphasis on integrating safety throughout the entire core curriculum within mini design projects mainly through student selflearning. The topics are then reinforced within the capstone courses during senior year. The second method places emphasis on distributing safety topics among the unit operations and senior design courses supplemented by an elective course in Chemical Process Safety. Repeated emphasis of safety alongside technical content results in a relatively strong connection to the context of chemical process operations. This paper specifically demonstrates each method and presents the results of student outcomes. Background and MotivationEvery semester it seems as if there is a major chemical process safety incident reported which ends up in our classes as a teachable moment. Faculty in chemical engineering courses often take note of the incident, discussing it in class and perhaps following up with assignments to reinforce the importance of process safety to aspiring engineers. While this ad-hoc approach has doubtless occurred for years, the ABET program criteria for Chemical Engineering and similarly named programs now reads "The curriculum must include the engineering application of these basic sciences to the design, analysis, and control of chemical, physical, and/or biological processes, including the hazards associated with these processes." Thus, more formal approaches to safety education are needed but none of the external constraints (time and credit hours) on curriculum have eased.

Collaboration and student projects than span multiple departments are often seen as too difficult to pursue due to administrative, topical, or other logistics related barriers. This project demonstrates an approach at introducing true interdisciplinary design projects within a sophomore level materials and energy balances courses in both Bioengineering and Chemical Engineering programs at the University of Illinois at Urbana-Champaign. Engineering curricula have been focused on integrating design in the freshman and senior years but often fail to integrate projects into the sophomore and junior year courses. The study consists of one section of bioengineering students paired with a section of chemical engineering students. Teams are made up of equal proportions of each major. The project consists of an exploration of energy balance in the body revolving around economic resources available to meet nutritional needs. Preliminary findings show that each program of students genuinely brings different skills and emphases to the project. Survey and focus group results combined with outcomes-based assessment are used to determine direct and indirect assessment of skills.

and Learning. She received her B.S. in Chemical Engineering from the University of Missouri in 2009, her M.S. in Chemical Engineering from the University of Illinois at Urbana-Champaign in 2011, and her PhD in Chemical Engineering, also from Illinois, in 2014. Her research interests include science, technology, engineering, and mathematics (STEM) education; supporting diversity in STEM fields with an emphasis on lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students; and using the Myers-Briggs Type Indicator (MBTI) to improve students' communication skills during group work.