Conference Session

ChE: Innovations in Student Learning

Collection

2007 Annual Conference & Exposition

Authors

Danial Hohne, University of Michigan; Leeann Fu, University of Michigan; Barry Barkel, University of Michigan; Peter Woolf, University of Michigan

Tagged Divisions

Chemical Engineering

12.1485.6 Figure 1: Writing process for wiki articles.After the presentation, student reviewers would submit anonymous peer reviews of the article.These reviews were given in standard form asking the reviewer to provide key points, majordifficulties with the article and specific improvements needed. The reviews were then compiledand given to the authors for rebuttal. One week after the initial review of the article, the rebuttalswere given to the reviewers who then submitted final reviews based on the edits completed bythe initial authors. The authors are assigned grades from the reviewers based on their work andreviewers are also graded on the quality of their reviews. One benefit of the wiki format is thatall reviews

Conference Session

ChE: Innovations in the Classroom

Collection

2007 Annual Conference & Exposition

Authors

Lisa Bullard, North Carolina State University; Richard Felder, North Carolina State University

Tagged Divisions

Chemical Engineering

AC 2007-139: A STUDENT-CENTERED APPROACH TO THE STOICHIOMETRYCOURSELisa Bullard, North Carolina State University Dr. Lisa G. Bullard received her BS in ChE from NC State and her Ph.D. in ChE from Carnegie Mellon. She served in engineering and management positions within Eastman Chemical Company from 1991-2000. At N.C. State, she is currently the Director of Undergraduate Studies in Chemical Engineering. Her research interests include curriculum development, information literacy, and the integration of teaming, writing, and speaking into the undergraduate curriculum.Richard Felder, North Carolina State University Dr. Richard M. Felder is the Hoechst Celanese Professor Emeritus of Chemical

Conference Session

ChE: Safety, Sustainability, and Global Opportunities

Collection

2007 Annual Conference & Exposition

Authors

Allyson Frankman, Brigham Young University; Jacob Jones, Brigham Young University; W. Vincent Wilding, Brigham Young University; Randy Lewis, Brigham Young University

Tagged Divisions

Chemical Engineering

divided into different teams (6 teams with 4-6 people per team). The teams werechosen based on student preference (first or second choice) and were arranged so that there was agood mixture of majors (at least 3 majors per team) and experience (sophomore-graduatestudent). Each team is responsible for a different segment of the project and must work co-currently with the rest of the teams in designing the entire project. Class members assume teamroles such as leader, data collector, liaison with other teams etc, and are ultimately responsiblefor their aspect of the project, research and report writing. However, volunteers from the EWBChapter are invited to assist in the research and/or problem solving. Each team is assigned amentor (a faculty

Conference Session

ChE: Assessment

Collection

2007 Annual Conference & Exposition

Authors

Kenneth Williamson; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

professional expertise and objective measurement of student learning.6. Conduct of Assessment for Each CLO. The assessments planned under Step 3 are conducted and the quantitative results collected and recorded. Most results are tallied by graduate teaching assistant under direction from the faculty. For triangulation, three assessment tools are used for each CLO with one assessment typically being a student self-assessment on a Likert Scale.7. Development of Improvement Plan. The strength of the OSU system is that it requires faculty to reflect upon their course, review the CLO assessments, and write a course improvement plan. The course improvement plan includes a listing of changes in activities planned for the next time this course

Conference Session

ChE: Innovations in the Classroom

Collection

2007 Annual Conference & Exposition

Authors

Timothy Raymond, Bucknell University

Tagged Divisions

Chemical Engineering

students leading theclass in example problems and/or discussions. Feedback from student surveys indicates that thisproject is extremely valuable to the students. They indicate that they learn this material betterthan any other paper-writing or presentation format because they have to be able to teach it backtheir classmates.The second project involves teams of different composition than the first project teams. Thispermits students to work with a variety of individuals and not just their closest friends orneighbors. This project usually covers some aspect of the global climate system such as theeffects of water on climate or human impacts. This project involves a more standardpresentation (about 30 minutes) and a final written report.The final

Conference Session

ChE: Innovations in Student Learning

Collection

2007 Annual Conference & Exposition

Authors

Brent Young, University of Auckland; Robert Kirkpatrick, University of Auckland; William Svrcek, University of Calgary

Tagged Divisions

Chemical Engineering

of written and oral reporting is again employed for assessment. Assessment tasksincluded: preliminary BFD by hand (mid semester 1); mass and heat balance and preliminaryPFD both by hand quickly followed by a PFD review (mid-end semester 1); preliminarysubmission and group progress interview (end semester 1); process simulation, revised PFD andinitial P&IDs (mid semester 2); final design report (end semester 2); final individual interviewand peer review (end of semester 2).5. Student EvaluationsThe open-ended approach described has been implemented and evaluated since 1975 at Calgaryand more recently at Auckland. Most student feedback upon graduation is that the course is a lotof work, but they learned a lot; Working in groups not always

Conference Session

ChE: Bioengineering, nanotechnology, and systems engineering in the Classroom

Collection

2007 Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Danielle Amatore, Oregon State University; Shoichi Kimura, Oregon State University; Alexandre Yokochi, Oregon State University

Tagged Divisions

Chemical Engineering

development of responsible and ethical nano-engineers, an ethics module was incorporated into ENGR 221. This module contained lecturesthat provided students with an ethical framework, including a discussion of the professionalresponsibility of engineers and conducting risk assessments. A case study based on themanufacture and use of asbestos was completed as a class to reflect on the impact of unethicaldecisions in industry. This case study led into a module covering nanotoxicity, an emerging fieldthat is studying the potential health risks posed by nanomaterials. In conjunction with theseactivities, there was a term-long class assignment to view science fiction movies that showpotential application of nanotechnology and write a paper that reflects

Conference Session

ChE: Innovations in the Classroom

Collection

2007 Annual Conference & Exposition

Authors

Thomas Marlin, McMaster University

Tagged Divisions

Chemical Engineering

• Report writing • Good design requires a cost estimating • Oral presentation mastery of chemical engineering sciencesThe profession has nearly unanimous agreement that these learning goals are important andshould be achieved by performing a project within the undergraduate chemical engineeringcurriculum. Examples of design projects are available in many textbooks and from CACHE2. Page 12.1366.32.2 Learning Goals for Operability This paper presents an argument for an enhancement in the curriculum by providingadditional operability topics to achieve the following learning goals