Conference Session

Works in Progress in Chemical Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brad Cicciarelli, Louisiana Tech University; Eric Sherer, Corteva Agriscience; Marisa K. Orr, Clemson University

Tagged Divisions

Chemical Engineering

validatedinstruments used in the study of self-efficacy and social integration and administered thesesurveys to chemical engineering (“ChemE”) students at the beginning and end of the sophomoreyear. Social Cognitive Career Theory was used to hypothesize the expected (positive)relationships between the factors of self-efficacy and social support and the outcomes of studentachievement and persistence. When the data set is large enough, path analysis will be used totest these hypotheses, adjusting for prior achievement using indicators such as first-year GPA.Achievement is measured in the short term by performance in sophomore-level ChemE coursesand in the long term by final ChemE GPA. Persistence is measured in the short term byresponses to survey questions

Conference Session

Chemical Engineering Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Betul Bilgin, The University of Illinois at Chicago; James W. Pellegrino, The University of Illinois at Chicago; Vikas Berry, The University of Illinois at Chicago

Tagged Divisions

Chemical Engineering

representing differentgender, ethnicity, and backgrounds will be selected to diversify the role models for students.These problems will be introduced to the course during the Fall and Spring semesters of the2021-2022 academic year.Generation of KnowledgeThis project is focused on developing key aspects of student competence in the workplace andacademia. With the implementation, the project team seeks to identify both the challenges andeffectiveness of implementing the synergistic approach. Overall, the project team is planning tomeasure engineering identity and self-efficacy development. To date, only the gains andchallenges of industry mentor involvement have been identified but future work will includemore outcomes related to mentors, the course

Conference Session

Teaching Professional Skills in Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert Wayne Gammon-Pitman, Ohio State University; Lin Ding, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

. ‘Non-persisting’ students are those leaving engineering because of the academic climate, grades, self-efficacy, high school preparation, career goals, and gender or race [20]. Moreover, students leave STEM because of a lack of belonging [3], [24], “chilly” climate [25], microaggressions [26], conflicting identities [26]–[28], and not identifying with the field [29]–[31]. This literature on student perceptions highlights how their decisions are influenced by how they see themselves as being capable. This suggests how students’ perceptions affect their decisions which can be influenced by several cognitive and non-cognitive factors. Therefore, students’ observations in school inform the actions they take, and what they see as

Conference Session

Experiential Learning in Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan M. Stagg-Williams, The University of Kansas; Molly McVey, The University of Kansas; Andrew David Yancey, The University of Kansas; Akash Anand, The University of Kansas; Arthur A. Lee, The University of Kansas

Tagged Divisions

Chemical Engineering

year and the fall of sophomore year negatively impactedretention. Literature has shown the multitude of factors affecting student retention in engineeringinclude classroom and academic climate, grades and conceptual understanding, self-efficacy andself-confidence, high school preparation, interests and career goals, race and gender, poorteaching and advising, curriculum difficulty, and a lack of belonging [1, 2]. In a multi-year studyat a single institution, the lack of belonging was the most significant factor reported by studentsthat left [2]. At the course level, active and cooperative learning have repeatedly shown to beimportant factors in student success and retention. For example, increasing course structure,increased transparency, and

Conference Session

Business and Professional Literacy Within Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ferris, University of New Mexico; Pil Kang, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Yan Chen, University of New Mexico; Susannah C. Davis, University of New Mexico; Sang M. Han, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

communicate to students that accuracy and efficiency are valued over meaning-making. This can serve as an incentive to high-performing students and a disincentive to lower performing students and students with lower self-efficacy. In displaying content-centered courtesy and civic virtue, faculty prepare resources and provide feedback on progress; with few truly low-stakes opportunities for feedback, these reinforce the primacy of accurate and efficient knowledge acquisition. Ruinous Faculty display short-sighted learner-centered altruism and courtesy behaviors, empathy expressing care for students in ways that lower their expectations out of concern