Conference Session

New Pedagogical Approaches in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joshua A Enszer, University of Delaware

Tagged Divisions

Chemical Engineering

Paper ID #14452The Solve - Personalize - Integrate - Think Approach in the Process ControlClassroomDr. Joshua A Enszer, University of Delaware Dr. Joshua Enszer is an Assistant Professor of Instruction in Chemical and Biomolecular Engineering at the University of Delaware. He has taught core and elective courses across the curriculum, from introduc- tion to engineering science and material and energy balances to process control and modeling of chemical and environmental systems. His research interests include technology and learning in various incarna- tions: electronic portfolios as a means for assessment and professional

Conference Session

Chemical Engineering Courses in Emergent Areas

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel Lepek, The Cooper Union; Marc-Olivier Coppens, University College London (UCL)

Tagged Divisions

Chemical Engineering

dynamics and plagiarism, which wereaddressed as soon as they appeared and discussed with the students.Offering a new course in an emerging research area is exciting in that a direct link betweencurrent research and learning can be clearly established. We found that a few of the studentprojects strongly capitalized on the strengths of the research center and that some of the projectswere worthy of funding. We recommend that faculty consider offering courses in their researchareas, despite the fact that references and books may not be available. For example, as analternative, Persuall was found to be an effective tool to transmit course material to the students,and an attractive way to integrate current research and education.In conclusion, we found

Conference Session

Virtual and Web Learning in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard A. Davis, University of Minnesota Duluth

Tagged Divisions

Chemical Engineering

requires four stages, as shown inclockwise-order in Figure 1: 1. Tangible, concrete learning experience (Do Something) 4. Experimentation and testing 2. Reflection on the learning (Plan and adapt) experience (Think about it) 3. Generalization of the learning to broader applications (Make conclusions) Figure 1 Four stages of Kolb’s experiential learning cycle5.Experiential learners are actively engaged directly with their environment – the industrialengineering workplace in this case. The learner is an integral and

Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Pittsburgh

Tagged Divisions

Chemical Engineering

Paper ID #15103Capstone Design Projects: An Emphasis on Communication, Critical Think-ing, and AnalysisDr. Taryn Melkus Bayles, University of Pittsburgh Taryn Bayles, Ph.D., is a NTS Professor of Chemical Engineering in the Chemical and Petroleum Engi- neering Department at the University of Pittsburgh, where she incorporates her industrial experience by bringing practical examples and interactive learning to help students understand fundamental engineering principles. Her current research focuses on engineering education, outreach and curriculum development. c American Society for Engineering

Conference Session

Experiential Learning in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lauren Sefcik Anderson, Lafayette College; James K. Ferri, Lafayette College; Ashley Danielle Cramer, Lafayette College

Tagged Divisions

Chemical Engineering

, ranging from pre-startup safetyprocedures to priming the feed pump to operating the packed electric configuration. Althoughstudents do not fully operate the columns in CHE 322, they must have an understanding of thefunction and operation of the different components in order to work with a given control loop.Students fully operate the column in the third laboratory course in the experiential sequence,CHE 412: Integrated Chemical Engineering.Table II summarizes the videos that were created to enable the flipping of CHE 322. As a note,the videos posted on June 25, 2015 have not yet been used in class by our students. Thus, thesignificant number of page views generated to date further demonstrates the utility of the videosto users outside of our own

Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University

Tagged Divisions

Chemical Engineering

. Student confidence inmaking important decisions such as design selection may increase when discussed among andvalidated by a team.A better understanding of students’ self-efficacy maturation during the senior design experiencewill allow for development of an improved senior design course, and closer inspection ofprerequisite courses may allow for development of a more integrated and effective curriculum.Overview of Work and MethodsAt our institution, senior design is a one-semester course consisting of three projects: twoindividual and one team. This enables a unique opportunity to track student self-efficacy,described as belief in their own individual capability,1-5 and the potential influence of teamdynamics on that self-efficacy. That is, do

Conference Session

Chemical Engineering Courses in Emergent Areas

Collection

2016 ASEE Annual Conference & Exposition

Authors

Faisal Shaikh, Milwaukee School of Engineering; Serdar Ozturk, MSOE

Tagged Divisions

Chemical Engineering

initial ABET accreditation. He is also a champion of industry-academia partnerships in senior design projects and has been instru- mental in bringing full industry sponsorship to the majority of the senior design projects in the program he teaches in.Prof. Serdar Ozturk, MSOE Dr.Serdar Ozturk is an assistant professor in Biomolecular Engineering program at Milwaukee School of Engineering (MSOE). This unique program is a hybrid program of molecular biology and chemical engineering and successfully went through the initial ABET accreditation. As a chemical engineer in the program, he developed and modified many core chemical engineering courses (Reactor Design, Thermo- dynamics I and II, etc.), albeit with a focus on

Conference Session

Experiential Learning in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher R Anderson, Lafayette College

Tagged Divisions

Chemical Engineering

-release polymers to undergraduate chemical engineering students. This lab isintegrated into an upper level technical elective that is focused on mass transport in biologicalsystems and the design and application of diverse drug delivery systems. The lab serves as theprimary experimental experience in the course and is designed to build on principles learned inother core curriculum courses, as well as introduce new experimental techniques and analyticalequipment. The specific student learning objectives of the lab are provided below.After completing this laboratory, students should demonstrate the ability to:  Explain the purpose of controlled-release drug delivery systems and the advantages/limitations relative to conventional oral

Conference Session

New Pedagogical Approaches in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margot A Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Milo Koretsky, Oregon State University; Thomas W Ekstedt, Oregon State University

Tagged Divisions

Chemical Engineering

received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in Chemical Engineering. He currently has research activity in areas related engineering education and is interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.Mr. Thomas W

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Abhaya K. Datye, University of New Mexico; Jamie R Gomez, University of New Mexico; Victor Law, Program of Organization, Information, and Learning Sciences at University of New Mexico; Sophia Bowers, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

Undergraduate Curriculum Com- mittee, as well as faculty advisor for several student societies. She is the instructor of several courses in the CBE curriculum including the Material and Energy Balances, junior laboratories and Capstone De- sign courses. She is associated with several professional organizations including the American Institute of Chemical Engineers (AIChE) and American Society of Chemical Engineering Education (ASEE) where she adopts and contributes to innovative pedagogical methods aimed at improving student learning and retention.Victor Law, Program of Organization, Information, and Learning Sciences at University of New Mexico Dr. Victor Law is an Assistant Professor at the University of New Mexico in the

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University; Mariano Javier Savelski, Rowan University; Mary Staehle, Rowan University; Joseph Francis Stanzione III, Rowan University

Tagged Divisions

Chemical Engineering

courses and sameschedule of contact hours and taken as a whole covered the same content. But in the “spiral”curriculum, the modular courses on material and energy balances, thermodynamics, andseparations were replaced with a series of integrated courses in which these topics wereaddressed concurrently. One of the motivations for the new sequence was to address thephenomena of students succeeding in material and energy balances but not retaining the skillsor recognizing the significance of the principles in the context of other courses. The spiralsequence of courses also included projects that were designed to require synthesis of thesevarious topics. The assessment showed improved retention as a benefit of the spiralcurriculum compared to the

Conference Session

Virtual and Web Learning in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Keeler, Oregon State University; Thomas W Ekstedt, Oregon State University; Ying Cao, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU. c American Society for Engineering Education, 2016 Data Analytics for Interactive Virtual LaboratoriesIntroductionWe have previously described the development and implementation of a set of InteractiveVirtual Laboratories (IVLs) in thermodynamics.1 Each IVL provides a set of activities to addresstargeted threshold concepts2 via actively engaging students in a series of actions. The IVLsprovide a less

Conference Session

Chemical Engineering Courses in Emergent Areas

Collection

2016 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

Paper ID #15699A Chemical Engineering Success Course for Transfer StudentsDr. Taryn Melkus Bayles, University of Pittsburgh Taryn Bayles, Ph.D., is a NTS Professor of Chemical Engineering in the Chemical and Petroleum Engi- neering Department at the University of Pittsburgh, where she incorporates her industrial experience by bringing practical examples and interactive learning to help students understand fundamental engineering principles. Her current research focuses on engineering education, outreach and curriculum development. c American Society for Engineering Education, 2016 A

Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heather C. S. Chenette, Rose-Hulman Institute of Technology; Tony Ribera, Rose-Hulman Institute of Technology

Tagged Divisions

Chemical Engineering

: Overview and Future Research Directions. Journal of Engineering Education, 97(3), 279–294.[17] Stewart, S., & Richardson, B. (2000). Reflection and its place in the curriculum on an undergraduate course:should it be assessed? Assessment & Evaluation in Higher Education, 25(4), 369–380.[18] Turns, J. A., Sattler, B., Yasuhara, K., Borgford-Parnell, J. L., & Atman, C. J. (2014). Integrating Reflectioninto Engineering Education. In Proceedings of the ASEE annual conference.[19] Vigeant, M. A. S., Prince, M. J., & Nottis, K. (2011). The use of inquiry-based activities to repair studenmisconceptions related to heat, energy, and temperature. In Proceedings of the ASEE annual conference.[20] Wald, H. S., Borkan, J. M., Taylor, J. S

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

David L. Silverstein P.E., University of Kentucky; Margot A Vigeant, Bucknell University; Mary Staehle, Rowan University

Tagged Divisions

Chemical Engineering

feedback role via an industrial advisory board.Quantity of CoverageOf the seventy institutions responding to the question, 68 indicated they offered at least onecourse identified as containing significant “process control”. Seven had more than one requiredcourse on the topic, and two reported coverage in electives in addition to a required course. Twoinstitutions indicated no coverage in a required course but that the topic was covered in electives.Institutions reported an average of 40 hours lecture, 10.8 hours simulation or problem laboratory,and 7.1 hours of experimental laboratory per course. When the subject was integrated into othercourses, the coverage was an average 18.8 hours lecture.Course DeliverablesFigure 2 shows the distribution of

Conference Session

New Pedagogical Approaches in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

interests include effective teaching, conceptual and inductive learning, integrating writing and speaking into the curriculum and professional ethics. c American Society for Engineering Education, 2016 Why Not Ask Students to Explain Themselves? Enhancing Conceptual Testing with Technical Writing1. IntroductionRecently a great deal of exciting work has been performed on concept-based instruction inchemical engineering, in particular the efforts associated with the AIChE Concept Warehouse(AIChE-CW)1,2. The AIChE-CW provides chemical engineering educators with instruments forevaluating students’ conceptual understanding of course material. Conceptual learning is notwell-served by traditional

Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elizabeth M. Hill, University of Minnesota - Duluth

Tagged Divisions

Chemical Engineering

• Faculty Course Evaluations • Senior Exit Interviews • Co-op Student and Employer SurveysLab 1 is not part of this list, nor is this paper intended as anything more than an example of ateaching technique, therefore quantitative data has been collected in regards to the affect of thischange on student outcomes. The updated integration of safety culminating with the riskassessment assignment has been used in four sections of lab over two semesters, whichrepresents 54 students benefiting from an application of the principles being taught.Qualitatively, as a result of the risk assessment memo assignment, students identified potentialsafety issues and collected data on them making immediate changes when able. Items requiringfurther resources were