Conference Session

ChE: Curriculum Reform & Assessment

Collection

2006 Annual Conference & Exposition

Authors

Richard Turton, West Virginia University; Joseph Shaeiwitz, West Virginia University

Tagged Divisions

Chemical Engineering

elective(s) in unit operations could be Table 1: Suggested Traditional Chemical Engineering Curriculum Required Subjects Basic Sciences basic skills/freshman class math material and energy balances chemistry thermodynamics physics fluid mechanics biology heat transfer mass transfer/separations Possible Electives transport phenomena§ safety reaction engineering biochemical engineering control materials/polymers unit operations laboratory class(es

Conference Session

ChE: Innovation to Improve Student Learning

Collection

2006 Annual Conference & Exposition

Authors

C. Stewart Slater, Rowan University; Mariano Savelski, Rowan University; Robert Hesketh, Rowan University

Tagged Divisions

Chemical Engineering

engineering metrics for lab-scale (discovery),intermediate and pilot-scale processes were compared. Life cycle assessment was made usingoverall material and energy balances along with environmental performance tools. Tier 1 toolssuch as economic criteria, environmental criteria, exposure limits, toxicity weighting inanalyzing various drug production pathways. Since organic solvents typically account for 80% of all chemicals in a pharmaceuticalprocess, a significant part of the work focuses on process modifications to reduce solvents used.Several process opportunities for greener processes were explored. A life cycle assessment isconducted to compare these alternatives and show broader impacts on the ecosystem (greenhousegas production, etc

Conference Session

ChE: Departmental Issues and Integrating Freshmen into the ChE Program

Collection

2006 Annual Conference & Exposition

Authors

David Silverstein, University of Kentucky; Daina Briedis, Michigan State University; Kevin Dahm, Rowan University; Richard Zollars, Washington State University

Tagged Divisions

Chemical Engineering

resourcesintended to encourage nominations of division members for Fellow grade in the ASEE. The third grouping serves as the core of the site. The Course Discussion group holdstopics discussing what works, does not work, and what might work in chemical engineeringeducation, broken down according to traditional course areas in chemical engineering. Currently,those course areas are: material and energy balances; thermodynamics; equilibrium stagedseparations; fluid mechanics; heat and mass transfer; process control; modeling and simulation;computers in the curriculum; process and plant design; safety; kinetics and reactor design;electives and emerging areas; and freshman engineering. Educational research, theory, and methods is the fourth focus

Conference Session

ChE: Departmental Issues and Integrating Freshmen into the ChE Program

Collection

2006 Annual Conference & Exposition

Authors

Deborah Follman, Purdue University; George Bodner, Purdue University; Mica Hutchison, Purdue University

Tagged Divisions

Chemical Engineering

been given ample exposureto both material and energy balances, the two main focuses of CHE 205. At this point in thesemester, students had significant experience with the CHE 205 environment, assignments, andexams, however, the semester had not progressed far enough that students were able to makeconcrete predictions concerning their final course grades.Instrument Students’ perceptions of the learning environment and their efficacy beliefs based ontheir experiences in CHE 205 were probed using a modified survey based on one previouslyused21, 22 to investigate the perceptions of first-year engineering students. The first-year surveywas adapted by replacing references to other courses with reference to CHE 205. Items askingstudents to

Conference Session

ChE: Innovation in Existing Courses

Collection

2006 Annual Conference & Exposition

Authors

Richard Zollars, Washington State University; Jim Henry, University of Tennessee-Chattanooga

Tagged Divisions

Chemical Engineering

outcomes a, c, e, and k as well as the AIChE outcomes of demonstrating aworking knowledge of material and energy balances applied to chemical processes,process dynamics and control, and appropriate modern experimental and computationaltechniques.In the past this course was taught in a traditional manner – covering the mathematicalbases of process dynamics (unsteady-state balances, Laplace transforms, etc.) first beforegoing on to cover control and tuning. Starting in the Fall Semester of 2002 the coverageof topics was changed with students analyzing process dynamics and tuning first,followed by coverage of the mathematical aspects and then more recent developments incontrol schemes. The initial homework assignments thus required that the