Conference Session

New Classrooms, New Challenges II: Assessing Non-traditional Approaches

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard L. Zollars, Washington State University; Adam Scott Carter, Washington State University; Christopher Hundhausen, Washington State University

Tagged Divisions

Chemical Engineering

learningaccording to self-efficacy theory.12Unlike typical process simulation packages (HYSYS, ASPEN, PRO/II), in ChemProV thedevelopment of the process flow diagram and the needed balance equations were left entirely tothe students and no numerical solution programming was provided. A number of othereducational software programs for material/energy balance classes have recently appeared, forexample the offerings of Sapling Learning. These tend to be overly prescriptive in the problemsolving procedure employed thus reducing the educational experience for the student. The goalof ChemProV was to provide a scaffold for learning but leave the problem solving strategyflexible enough to accommodate multiple learning styles and approaches. The intent was that

Conference Session

New Classrooms, New Challenges II: Assessing Non-traditional Approaches

Collection

2012 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Kenneth J. Williamson, Oregon State University; Jeffrey A. Nason, Oregon State University; Goran Jovanovic Ph.D., Oregon State University; Chih-hung Chang, Oregon State University; Adam Z. Higgins, Oregon State University; Craig M. Gates, Oregon State University; Richard Mark Roehner, Oregon State University

Tagged Divisions

Chemical Engineering

, and such a process is particularly effective inenhancing conceptual change.2,17 In addition to small group interactions, the benefits studentsidentify are consistent with the intent of the studio design. Specifically, the studios providestructure that allows for guidance and help from the GTA and serve as a “bridge” betweenconcepts and content provided in lecture and the ability to apply this knowledge and skill onhomework. Finally, a few student statements indicated that the studio environment enhancestheir self efficacy by increasing their confidence that they can be successful engineers. This finalfactor may be particularly important for students from demographics that are underrepresented.The alignment between the coded responses and the