Paper ID #41378Work in Progress: Implementation of a Curricular Development Project forExperiential Learning in a Senior Capstone Product-Design CourseDr. Chris Barr, University of Michigan Dr. Christopher Barr is the Instructional Laboratory Supervisor in the Chemical Engineering Department at University of Michigan. He obtained his Ph.D. at University of Toledo in 2013 and is a former Fellow in the N.S.F. GK-12 grant ”Graduate Teaching Fellows in STEM High School Education: An Environmental Science Learning Community at the Land-Lake Ecosystem Interface”. His main responsibilities are supervising and implementing
the University of California, San Diego has integrated agroup project analyzing a chemical processing plant throughout the curriculum. The goal of theproject is to tie together concepts in the core courses, which can otherwise appear disconnected.Students first analyze the chemical plant in Material and Energy Balances. They then build uponthat analysis using the material they learn in Chemical Engineering Thermodynamics, ChemicalReaction Engineering, Separation Processes, Chemical Process Dynamics and Control, and,finally, in the capstone Chemical Plant and Process Design course.This paper presents quantitative and qualitative survey results from students at different stages inthe curriculum. A 5-point Likert scale was used to evaluate the
differentlyacross campus. The context of sustainability is important to consider as we develop newcurricula for engineering students. While engineering traditionally operates in a value systemgoverned by technical and economic considerations, a sustainability paradigm can help reassessthese considerations to value the human and non-human actors. An opportunity within thecurriculum to bring together concepts in energy and sustainability is within the capstone designsequence – which asks students to apply the problem-solving process to larger projects. Thejunior-level design and process safety course is a newly envisioned course for the chemicalengineering curriculum at [State University]. This course was created as a way for students toapply their
some type of participation in capstone design projects, as industrialcollaborators [1], sometimes as industry liaisons in real-world projects [2], or as industrialadvisors to meet with students and review their reports, or industrial partners pitching projectsfor students’ choice, attending, and grading final presentations, or invitees for special topics (i.e.,safety, team building, PI&Ds) [1].2.0 Project Description2.1 An initiative inserted in the capstone course for chemical engineers.Teaching the capstone course for chemical engineers (generally a process design course) isalways very challenging. Students come with the expectation of wrapping up all that they werelearning in college and projecting their application in the upcoming jobs
ofcourse concepts). Other cases were assigned as homework (weeks-long)–with case-basedproblems replacing additional problems on a problem set-–and as a final design project (1 monthlong). By placing students as the decision-makers in the story, students are forced to considertheir engineering decisions holistically, leveraging their sustainability awareness and ability toevaluate impact to determine how to take action. This is demonstrated most in a final designproject, where students design and evaluate a proposed engineering project and give an up ordown decision. In past years, topics for the final project have included evaluation of greenhydrogen and carbon sequestration projects.Chemical Process Design Capstone (Northeastern University
, Engineering and Technology)Gladysz, B., Urgo, M., Stock, T., Haskins, C., Sieckmann, F., Jarzebowska, E., Kohl, H., Ola Strandhagen, J., &Tollio, T. (2020). Sustainable engineering master module - insights from three cohorts of european engineeringteam. International Journal of Sustainable Manufacturing, 4(2-4: Special Issue), 413 - 432. (IndersciencePublishers (IEL))Ismail, N., Aziz, N. A. A., Hong, C. K., & Zainal, M. Z. (2019). Assessing Teamwork Value in Project-Based Learningof Capstone Project Course Proceedings of the International Conference on Student and Disable StudentDevelopment 2019,Lin, Y., & Zhang, H. (2021). “I finally marginalized myself from the mainstream”: An Autoethnography Study ofChinese International Student’s
diverse needs of society globally.DEI Statements in Senior Design Projects:The requirement for DEI statements in senior design projects at UIC's Chemical EngineeringDepartment is a significant educational innovation. These statements require students to considerand articulate the societal, cultural, and ethical implications of their engineering solutions. Byintegrating DEI considerations into the capstone projects, students are encouraged to thinkcritically about the broader impact of their work, fostering a mindset that values diversity andinclusivity. This integration ensures that students are not only capable engineers but alsoconscientious contributors to society who understand the importance of their work in variouscultural and societal
a Professor-Educator in the Chemical Engineering program at the University of Cincinnati (UC). He received his BS in Chemical Engineering from Virginia Tech, and his MS and PhD in Chemical Engineering from the University of Texas at Austin. His past research has focused on membrane science, adsorption, and ion exchange. He currently serves as the Chemical Engineering Undergraduate Program Director at UC and teaches the capstone process design sequence. He is a licensed Professional Engineer in the State of Ohio. ©American Society for Engineering Education, 2024 How We Teach: Chemical Engineering ElectivesAbstractThe AIChE Education Division’s Survey Committee covered elective
, specifically in Process Control [3], but the implementation of labexperiences in process control courses have been largely constrained in many higher-educationinstitutions by several factors like lack of equipment and technical support [4]. Several initiativeshave been reported to compensate for this deficiency including classroom lab kits [3], remotelabs [4], [5], [6], virtual lab simulators [6], [7], [8], [9], and the use of data from unit operationexperimental modules [10] among others.Our chemical engineering curriculum includes a capstone senior course on Process Control, 5credit units, with a companion laboratory course (1 credit hour). The lab includes six fullyautomated experimental setups, three for liquid level control and three for
University of Texas at Austin. His past research has focused on membrane science, adsorption, and ion exchange. He currently serves as the Chemical Engineering Undergraduate Program Director at UC and teaches the capstone process design sequence. He is a licensed Professional Engineer in the State of Ohio.Dr. Bruce K Vaughen P.E., American Institute of Chemical Engineers Bruce K. Vaughen, Ph.D., P.E., CCPSC, (brucv@aiche.org) is the Lead Process Safety Subject Matter Expert at the Center for Chemical Process Safety (CCPS), a Technology Alliance in the American Institute of Chemical Engineers (AIChE). He has more than two decades of industrial experience, has authored or co-authored five books on Process Safety, co-chaired
by chemical engineering educators identified an approach toassess student understanding of moral reasoning through the development of the EngineeringProcess Safety Research Instrument (EPSRI); however, given that many chemical engineeringstudents have not completed a course in ethics or moral reasoning it has not been easy to implementthe tool. The goal of this project was to develop a learning module to teach students about differentapproaches to moral reasoning and ethical concepts associated with these approaches to betterprepare them for careers in which they can (and most likely will) encounter supervisors and co-workers who use different moral frameworks and exhibit varying stages of moral development.Indeed, one objective of the
project," Journal of Chemical Education, vol. 99, no. 6, pp. 2417-2424, 2022, doi: 10.1021/acs.jchemed.1c00817.[13] A. Giddens, The constitution of society: Outline of the theory of structuration. Berkeley, CA: University of California Press, 1984.[14] W. H. Sewell, Jr., "A theory of structure: Duality, agency, and transformation," AJS, vol. 98, no. 1, pp. 1-29, 1992, doi: 10.1086/229967.[15] M. Emirbayer and A. Mische, "What is agency?," AJS, vol. 103, no. 4, pp. 962-1023, 1998. [Online]. Available: https://www.jstor.org/stable/10.1086/231294.[16] V. Svihla, T. B. Peele-Eady, and A. Gallup, "Exploring agency in capstone design problem framing," Studies in Engineering Education, vol. 2, no. 2, pp. 96–119