Conference Session

ChemE Curriculum: Freshman and Sophomore

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kyle Joe Branch, University of Utah; Anthony Butterfield, University of Utah

Tagged Divisions

Chemical Engineering

. From these analyses, twovariables emerged as highly predictive of student performance: scores on peer evaluations andhomework submission timeliness. This relationship remains strong even when the measure ofstudent performance is adjusted so that student peer evaluations and late penalties on homeworkassignments do not directly factor into their adjusted overall score. We discuss potentialexplanations for and practical implications of this result.BackgroundBeginning in Spring 2013 we implemented a new freshman-level chemical engineeringlaboratory course [1, 2]. In this course, students work on open-ended product and process designprojects in teams of three to four. We use many different presentation techniques in order to caterto different

Conference Session

ChemE Curriculum: Junior, Senior, and Graduate

Collection

2018 ASEE Annual Conference & Exposition

Authors

Erick S. Vasquez, University of Dayton; Zachary J. West, University of Dayton; Matthew Dewitt, University of Dayton; Robert J. Wilkens, University of Dayton; Michael J. Elsass, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

American Society for Engineering Education, 2018 Effective Teamwork Dynamics in a Unit Operations Laboratory Course1. IntroductionThe Chemical Engineering Unit Operations Laboratory is a unique course that relies heavily on acooperative team effort for successful learning that leads to a compelling laboratoryexperience[1-3]. In this course, team assignments play a critical role in the performance of agroup because every laboratory session involves peer interactions, hands-on experimentationfrom start to finish, data analysis and discussion, and a significant amount of writing time, i.e., aworkload that is intentionally more than one individual is expected to manage. The dauntingworkload for this course should

Conference Session

Works-in-Progress Postcard Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Polly R. Piergiovanni, Lafayette College

Tagged Divisions

Chemical Engineering

Paper ID #22886Work in Progress: Transforming a CourseDr. Polly R. Piergiovanni, Lafayette College Polly R. Piergiovanni is a Professor of Chemical Engineering at Lafayette College. Besides chemical engineering courses, she teaches an engineering course to nonengineering students. Her current research interests include critical thinking evident in student writing and assessing learning in experiential learning activities. c American Society for Engineering Education, 2018Work in Progress: Transforming a CourseThird year students at Lafayette College enroll in an Applied Fluid Dynamics and

Conference Session

Diversity and Global Experiences

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jamie Gomez, University of New Mexico; Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

project management andcommunication, particularly communicating outside of engineering. Overall, the sophomorestended to report similar numbers of team members with each professional skill as the seniors.Whereas the seniors could clearly distinguish between the professional skill areas, thesophomores were not adept at this.To understand the impact of the team asset-mapping activity, we compared the sophomores’scores on items from a peer evaluation conducted twice during the semester. Early in thesemester, students tended to report some difficulty managing conflicts related to team tasks, butby the end of the semester, significantly fewer teams did so.We also describe an asset-based modification we made to the teams in the senior capstone

Conference Session

ChemE Curriculum: Freshman and Sophomore

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tracy Q. Gardner, Colorado School of Mines

Tagged Divisions

Chemical Engineering

successful students will be able to do at the end of the course because of thecourse. These new skills the students will have should include at least some that are higher-level(create, evaluate, analyze…) and will likely also include some that are lower-level (recall, define,explain…). As an instructor, your first job is to analyze what skills the students must gain inyour course in order to be successful – in later courses, as a working scientist or engineer, etc.Then write student-focused learning outcomes that are SMART (originally defined by GeorgeDoran as Specific, Measurable, Assignable, Realistic, and Time-Related but slightly re-definedto apply to student learning outcomes). Many courses have learning outcomes that are writteneither in terms

Conference Session

Novel Classrooms

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julie L. P. Jessop, University of Iowa; Anna L. Flaming, University of Iowa

Tagged Divisions

Chemical Engineering

transmission of basicinformation. The flipped course design also allows for strategies like active learning that help allstudents to succeed.4 Thus, students encounter foundational information in structured, guidedwork done while they are away from the professor. When they are in the group learning spacewith access to peers and the instructor, students engage in activities that require them to engagein higher-order cognitive processes, like application, analysis, synthesis, and evaluation.Because the instructor is present during the most difficult parts, students get help moving pastdisciplinary bottlenecks, support and structure when they are frustrated or unmotivated, andtimely guidance and feedback to help them avoid developing bad habits or