Chemical engineers are concerned with the application of knowledge gained from basic sciences and practical experience to the development, design, operation, and management of plants and processes for economical and safe conversion of chemical raw materials to useful products. Because chemical engineering is the most broadly based of all engineering disciplines, the chemical engineer is in great demand in diverse technical and supervisory areas in a wide variety of industries, and has consistently commanded one of the highest starting salaries of all college students.

In addition to dominating the extensive chemical, petroleum, and petrochemical industries, for which Qatar and the rest of the Middle East is one of the world's leading regions, chemical engineers are leaders in such areas as food and pharmaceutical processing, biochemical and biomedical engineering, pollution control and abatement, polymers and plastics, ceramics and other advanced materials, corrosion, automation and instrumentation, aerospace materials, computer technology and data processing, safety, environmental control, and many others.

The Chemical Engineering curriculum provides a balanced education in virtually all aspects of chemical engineering principles and practice and includes education in economics, humanities, and communication. Chemical engineering courses emphasize fundamentals and methods that are applicable to the analysis, development, design, and operation of a wide variety of chemical engineering systems and processes, thereby providing the necessary background for entry into the wide array of activities described above. At the same time, specific example applications provide the student with insight into the ability of chemical engineers to work in such a variety of areas. The sequence of courses converges in the senior year into a comprehensive capstone design course that includes elements of economics, safety, and environmental issues. The course provides an experience much like that of an industry design project. It is this philosophy of fundamentals, applications, and design that has enabled our chemical engineering graduates to adapt readily to a dynamic and rapidly changing world and to solve problems they have not previously experienced.

To supplement coursework, well-equipped laboratories provide our students with experiences in operating and analyzing a variety of unit operations and process control equipment and in the use of the modern computational tools and software used in chemical engineering.
 
A large fraction of the chemical engineering students have been engaged in summer internship experiences with local and multinational companies. Also, the chemical engineering students are engaged in undergraduate research projects under the supervision of the faculty. 

For current students

Visit the Office of Records for the following information:

• Academic Calendar
• Exam Schedule
• University Catalog
• Student Forms

​The diploma, with the appropriate degree, will be granted to the student who has made formal application for the degree by the published official deadline, has all grades on record in the Office of Records according to the schedule specified in the academic calendar, and has satisfied the requirements outlined in the following:

The Texas A&M University Student Rules stipulate that a student must achieve a minimum grade point ratio (GPR) of 2.0 both overall, as well as in those courses in the major, in order to graduate from the University. The University also classifies students with less than 30 credit hours as freshmen (U1), 30 to 60 hours as sophomores (U2), 60 to 94 hours as juniors (U3), and 95 hours or more as seniors (U4). The Chemical Engineering Program imposes additional requirements for students to be accepted into, and progress through, the Chemical Engineering curriculum, based upon classification with regard to the courses which have been completed in the Chemical Engineering curriculum, as follows.

Chemical Engineering Enrollment Trends per Enrollment Year

Reading text books and participating in lectures are methods of learning that can be very effective but there are other excellent ways that can lead to true understanding of engineering principles: this is why we incorporate laboratory work into the chemical engineering undergraduate studies. Many students find that it is through “doing” that they first reach true understanding. Chemical engineering students at Texas A&M University at Qatar are fortunate to be able to work with modern state-of-the-art equipment and data acquisition systems that have been designed by experts for the specific purpose of teaching.

• Heat transfer between liquids in tubes, extended surface area tubes and/or a shell and tube exchanger in both co- and counter-current flow.
• Heat transfer from a solid surface to its surroundings by means of both convection and radiation as temperatures and air velocity are altered.
• The performance characteristics of centrifugal pumps operated in both series and parallel configurations.
• Pressure drop as a function of water flow rate as it passes through a variety of cylindrical pipes and associated fittings.
• Drying of substances in a continuous flow of hot air.
• Measurement of diffusion coefficients for both vapors and liquids.
• Concentration of a solution by means of various types and configurations of evaporator.

During the final year of studies, Chemical Engineering students complete a real-world engineering project. The project is part of the Chemical Engineering Plant Design course that teaches students the skills needed to successfully complete process design projects of realistic industrial complexity.  Students work on the design projects in small teams

The technical and problem-solving abilities developed by the students relate to the chemical engineering aspects of the process design cycle to enable the synthesis and design of processes typically encountered in the chemical and related industries. The focus is on:

• Knowledge of the plant design process from conceptual design through to detailed design.
• Process Synthesis using design heuristic and systematic techniques to develop and evolve process designs.
• The conceptual design and specification of process equipment with a focus on fluid flow, heat and mass transfer.
• The evaluation of safety and environmental issues related to a design.
• The expert use of design computational tools in the form of process simulators and their use in assessing and optimizing process design scenarios.

In parallel to the development of their technical abilities, the students develop professional skills to facilitate successful participation in process design activities. This includes effective written and oral communications through structured team meetings, process design reports, and presentations, and the skills necessary to effectively perform in process design teams. These include project planning and management, time keeping and professional conduct, awareness of roles, expertise and strengths of team members, compliance with management decisions and acquisition of relevant information from literature sources and outside experts.

The Senior Design Projects constitute a full process design effort starting from a business-oriented problem statement to arrive at an efficient base case process design that is later optimized in detail. The teams select suitable technologies for the process, create and discriminate between possible design alternatives, develop process flow and control diagrams, perform preliminary safety and environmental analyses, and perform a full cost analysis, and assemble a full report of the results. 

The teams assign specific roles and responsibilities to team members according to areas of specialization and project needs. Leadership and autonomy are emphasized as teams are encouraged to overcome minor challenges by their own means while they are challenged to discern the appropriate time to seek outside assistance. 

The Senior Design Projects are presented to an industrial evaluation board for independent assessment by professional design engineers.