Conference Session

SPECIAL SESSION: Interdisciplinary Course Design Opportunities for Chemical Engineers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Wendy C. Newstetter, Georgia Institute of Technology

Tagged Divisions

Chemical Engineering

the problem. An analysis of two semesters of exams demonstrated that eighty-six percent of the students exhibited some form of model-based reasoning 16. • Alumna surveys: In a recent survey which yielded a 60% return of graduates from the program, many alluded to the value of this class in terms of their current positions. Many also commented on the need to talk across disciplinary boundaries and that they felt well prepared to do this. One alumna quipped, “I am not afraid of anything anymore.”The course assessment rubric for the course can be found at the end of this paper.Conclusion Classroom activities that challenge old norms and redefine what it means to be a 21st centuryengineer 17 should aspire to

Conference Session

Project-Based, Inquiry Guided, and High Performance Learning Environments: Effective Approaches

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph J. Biernacki, Tennessee Technological University

Tagged Divisions

Chemical Engineering

author, it is critical to enable students to realize that“a small number of people working together” are not a team unless they have sharedresponsibility for outcomes. Larsen and LaFasto 10 report that there are three major pitfallsresponsible for ineffective team performance: (1) lack of a unified commitment; (2) lack ofexternal support and recognition; and (3) lack of collaboration among team members. Whileanecdotal, the author’s experience is that student teams are frequently ineffective because of alack of a unified commitment and collaboration among team members. Students must come tothe realization, on their own, that they, as team members, must share the responsibility for theoutcomes. As the instructor you must lead a discussion session