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Outreach Projects: Towards a Structured Curricular Activity for Chemical Engineering Students

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Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Page Count

15

DOI

10.18260/1-2--41367

Permanent URL

https://peer.asee.org/41367

Download Count

287

Paper Authors

biography

Joaquin Rodriguez University of Pittsburgh

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Joaquin Rodriguez is an Assistant Professor at the Department of Chemical and Petroleum Engineering at the University of Pittsburgh since 2018. He received his bachelor degree in Chemical Engineering from Universidad Simon Bolivar (Caracas, Venezuela), MSc. and PhD in the same discipline from the University of Pittsburgh. He developed his expertise in thermal cracking processes and advanced materials (needle coke, carbon fibers) from oil, and became business leader for specialty products at INTEVEP Petroleos de Venezuela (1983-1998). He is a founding member of Universidad Monteavila (Caracas, Venezuela) (1998—2018) and became the Chancellor (2005-2015), and the President of the Center for Higher Studies (2015-2018). After rejoining the University of Pittsburgh, he is teaching Pillar courses on Reactive Process Engineering, Process Control, and Process Design. In addition to technical courses, his service extends over engineering education, curriculum development, outreach programs, global awareness, sustainability, and diversity, equity and inclusion.

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Abstract

Promotion of STEM careers in K-12 schools is essential for the sustainable progress of the world. College students from engineering careers can provide a unique contribution to this effort. Their experience is similar to the K-12 school environment. However, they have advanced knowledge and skills of their critical role in society. They can offer a realistic model for K-12 students to guide their career choice and to become motivated for STEM college education. In addition, college students benefit from these experiences by reinforcing their commitment to a successful career, and to service the communities that have supported their education. Moreover, the teamwork required for an efficient and engaging set of activities provides possibilities for the inclusion and diversity of different perspectives based on their personal experiences at school. In addition, this team effort provides for the development of multiple skills for their professional job. However, though the benefit of this strategy is well known, most colleges promote outreach as extra-curricular activities. This paper discusses a three-year experience in the Chemical Engineering Department, with the participation of 360 college students, in 70 projects, reaching over 2,000 school students, as a curricular requirement for capstone courses. Continuous improvements have been in progress to provide a systematic approach while remaining flexible for innovation. This has proved valuable in sustaining the continuity of the experience during the COVID-19 pandemic. Activities are organized each semester using project management techniques (plan, logbook, reports, and meetings). The instructor monitors and coaches these activities using a virtual platform MS TEAMS. Activities include an early presentation of the project proposal (week 2), a scheduled progress report presentation (week 4), a meeting with the instructor before delivering the activity to the selected community (weeks 4-8), a poster and a final presentation (weeks 12-14). Students also deliver a package with all the information, including in-person or virtual presentation or hands-on activity, pre- and post- surveys to the audience, interactions with K-12teachers, flyers and other materials (i.e., materials for demonstrations, activities). Schoolteachers frequently report on their impression or evaluation of the activities. Students gather and analyze surveys on the impact of their activities. All classmates review and peer grade deliverables from other teams. Students evaluate their teammates’ performance in this project. Students provide a self-assessment of their individual experience. They earn up to 10% of the definitive grade of the course for this outreach project. This approach has proved to be fully sustainable, and with an overwhelming satisfaction of all the participants.

Rodriguez, J. (2022, August), Outreach Projects: Towards a Structured Curricular Activity for Chemical Engineering Students Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41367

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