Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Fernando Altamura; Alice Cherestes; David Titley-Peloquin

statement is true or false. Many of them find this particularly challenging. Toreinforce the importance of this type of critical thinking process, additional True/Falseconceptual questions requiring justification are included in subsequent class tests.Problem-solving sessions on horizontal and vertical surfacesWe have implemented various forms of problem-solving sessions in numerous program courses.A laboratory-based course was designed to provide mathematical support to students in large(~150 students) first-year calculus courses whose background is deficient in precalculusmathematics. Every week, the lab focused on a specific precalculus topic of particular interest foruniversity calculus, ranging from algebra to analytical geometry to functions

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Daniela Galatro; Ya-Huei Chin; Bradley Saville

linked to a vertically integrated framework of our curriculum, which combines core engineering concepts andprocess design around biodiesel plants in different courses of our program. Finally, the teams submit a “strategiesreport” (engineering logbook), where all engineering strategies to achieve the process engineering goals aresummarized and discussed. With this revamped version, we expect to guide students to assume responsibility fordesigning sustainable chemical processes while enhancing students’ career readiness.Keywords: Curriculum integration, chemical process design, sustainability.IntroductionThe integration of sustainability-related topics in the chemical engineering curriculum has beenstrategized in different teaching approaches and

Collection

2024 ASEE St. Lawrence Section Annual Conference

Authors

Maryam Nasri; Stephanie Goldberg

course was developed about ten years ago to address the concern that wedid not have a connection with these students until their sophomore year. The original goal ofthe freshman course was to teach students the early portions of the sophomore year DC circuitscourse at a relaxed pace. The course has evolved over the recent years to respond to students'lack of informal technical and tooling backgrounds by adding more project-based labexperiences, including activities in the microcontroller and digital circuits areas. Students whoentered the program with such backgrounds, as was the case for the 2+2 structure, seemed to bealready motivated by their previous technical experiences. We have also supplemented thecourse with practical algebra problems