Mark E. Roberts
Associate Professor, Chemical & Biomolecular Engineering, Clemson University
Education
Ph.D. Chemical Engineering, Stanford University (2009)
M.S. Chemical Engineering, Stanford University (2005)
B.S. Chemical Engineering, Montana State University (2002)

Appointments
Associate Professor, Clemson University (2016-)
Assistant Professor, Clemson University (2010-2016)
Postdoctoral Research, Sandia National Labs (2008-2010)
Process Engineer, Semitool, Inc. (now Applied Materials) (2002-2003)

Office: 204 Earle Hall
email: mrober9 at clemson dot edu
phone: 864-656-6307

Professor Roberts' Curriculum Vitae

Research Focus: Prof. Roberts is interested developing functional polymeric materials with unique electronic and electrochemical properties. His research group takes an engineering approach to polymer and organic material development to enable new opportunities for organic materials in electrical energy storage and sensor applications. In the area of energy storage, his research applies new synthesis methods and self-assembly strategies to develop redox electrode with high-power and high-energy densities. Composite electrodes are investigated by combining diverse materials with complementary properties. Other research activities involve using themally-active polymers to actuate property changes in electrochemical systems and integrating novel electrode structures in simple electronic devices for low-cost sensors.

Teaching Philosophy: Teaching at the university level requires more than conveying knowledge. In addition to delivering fundamental principles and concepts in an organized manner, it is important to integrate activities that foster critical-thinking and problem-solving skills. The primary education outcome is preparing students for life-long learning by equipping them with the tools necessary to learn new information and apply this knowledge to overcome a diverse set of engineering challenges.
Four key strategies are used to enhance lecture-based courses: 1) engineering principles are applied to familiar systems, 2) "what if" scenarios relate how model variables affect processes, 3) lecture formats account for varying learning styles, and 4) feedback from students and faculty is continuously incorporated. Oh, and tests enhance learning!

Teaching Experience
ChE 3530 Process Dynamics & Control: Spring 2013-
ChE 4330 Process Design II: Spring 2017-
ChE 2110/2111 Material and Energy Balances: Fall 2016-
ChE 4070 Unit Operations Laboratory II: Fall 2016-
ChE 8450 Energy Storage in Carbon Nanomaterials: Spring 2014
ChE 8050 Graduate Kinetics: Fall 2013-205
ChE 4500/6500 Chemical Reaction Engineering: Fall 2010-2012
ChE 2200 Chemical Engineering Thermodynamics I: Spring 2011-2012
ChE 3070 Unit Operations Laboratory I (co-instructor): Fall 2011-2012
ChE 2990/3990 Creative Inquiry in ChBE: Fall 2011-
ChE H3000/8950 Honors/Graduate Seminar: Fall 2011-Spring 2014