Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Pittsburgh

Tagged Divisions

Chemical Engineering

process economics. In order to provide our students the opportunity to effectivelycommunicate their work, critically analyze and critique open-ended designs, the projects arerotated between teams for each section of the design. For the final design, each team is returnedtheir original design project and critiques in order to complete the final analysis. During therotation of projects, the teams have the opportunity to work on the design of three differentprocesses, to evaluate one another’s work, integrate design reviews into their final analysis andlearn by critically analyzing the work done by other design teams. This is the second year of this approach to teaching our capstone design I class. Thiswork in progress presentation will

Conference Session

New Pedagogical Approaches in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Chemical Engineering

gains for both the mentor and mentee student. Furthermore,developing social connections to a department, and forming the engineering identity of incomingstudents have both been repeatedly demonstrated to improve student retention. To benefit bysuch teaching and retention potential, we have introduced collaborative projects for inter-cohortteams of freshmen and senior students in the University of Utah’s Department of ChemicalEngineering.Freshmen develop their resumes over their first year in our program. Towards the end of ourspring semester they use their resumes to apply for positions on the senior capstone projects onwhich they are most interested in working. Senior teams then use the resumes to make hiringdecisions. Once teams are assembled

Conference Session

Perspectives and Approaches to Teaching Simulation and Design-Based Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

David L. Silverstein, University of Kentucky; Lisa G. Bullard, North Carolina State University; Warren D. Seider, University of Pennsylvania; Margot A Vigeant, Bucknell University

Tagged Divisions

Chemical Engineering

questions. Additionally, the survey seeks to bring out the most innovative and effectiveapproaches to teaching the course as cited by instructors. Comparison with a related surveyconducted in 1965 is made where appropriate.IntroductionThis survey represents the continuation of a series of surveys of undergraduate curricular topicsbegun in 1957 by the AIChE Education Projects Committee and more recently resumed by theAIChE Education Division. This paper presents the statistical and demographic results for thefourth in the series of surveys conducted by the Education Division.Survey BackgroundThe Capstone Design course is the topic of the 2012 survey. The aforementioned AIChEEducation Projects committee previously conducted a survey on the same

Conference Session

"How Do We Compare?" - Students, Case Studies, and Learning Approaches

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joshua A Enszer, University of Maryland Baltimore County; Mariajose Castellanos, University of Maryland, Baltimore County

Tagged Divisions

Chemical Engineering

of computational tools across the chemical engineering curriculum, and game-based learning.Prof. Mariajose Castellanos, University of Maryland, Baltimore County Page 23.32.1 c American Society for Engineering Education, 2013 A Comparison of Peer Evaluation Methods in Capstone DesignAbstractThe final chemical engineering capstone design course at our university consists of a semester-long project where students work in predetermined groups. The emphasis of the experience is toallow students to develop and explore their engineering creativity while at the same timecultivate the importance

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bernard J. Van Wie, Washington State University; Denny C. Davis, Washington State University; Paul B. Golter, Washington State University; Ashfaq Ansery, Washington State University; Baba Abdul, Washington State University

Tagged Divisions

Chemical Engineering

Bioengineering and Director of the Engineering Education Research Center at Washington State University. He has led numerous multidisciplinary research projects to enhance engi- neering education. He currently leads projects creating and testing assessments and curriculum materials for engineering design and professional skills, especially for use in capstone engineering design courses. He has been a Fellow of the American Society for Engineering Education since 2002.Paul B Golter, Washington State University Paul B. Golter obtained an MS from Washington State University and recently defended his PhD degree and is currently the Laboratory Supervisor in the Voiland School of School of Chemical Engineering and Bio-engineering

Conference Session

Works in Progress in Chemical Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Lucian Alexander P.E., Texas A&M University, Kingsville; Joseph Amaya

Tagged Divisions

Chemical Engineering

lectures described above, the students are giventwo writing assignments, the first on process hazards and the second on a HAZOPs analysis.The students are directed to use their chemical process from their ongoing senior design projectas the subject for these two writing assignments. In the case of the HAZOP, the students areencouraged to work with their design group to develop a HAZOP chart, but they are required towrite their essay individually. The students are also required to incorporate the technicalmaterial developed from these writing assignments into their capstone design project final report.The prompts for these two writing assignments are given below [7]:Process hazards “Prepare a 500-word project memorandum that presents your

Conference Session

Hands-On Projects and Demos

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lucas James Landherr, Northeastern University; Courtney Pfluger, Northeastern University; Ryan A Koppes, Northeastern University

Tagged Divisions

Chemical Engineering

Paper ID #22563The River Project: an Open-Ended Engineering Design Challenge from Bench-Scale to Pilot-ScaleDr. Lucas James Landherr, Northeastern University Dr. Lucas Landherr is an associate teaching professor in the Department of Chemical Engineering at Northeastern University, conducting research in engineering education.Dr. Courtney Pfluger, Northeastern University Dr. Courtney Pfluger received her Doctoral degree in Chemical Engineering from Northeastern University in 2011. In the fall of 2011, she took a position as an Assistant Teaching Professor at Northeastern University in the College of Engineering as a part of

Conference Session

Focus on Capstone Experiences in the Chemical Engineering Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

Philip H. Harding, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

, fromreporting a perceived lack of hands-on-experience in recently graduated engineers to providingmentorship and projects for capstone course.4 A recent trend in laboratory instruction includesthe introduction of alternative modes for the laboratory, including virtual and remotelaboratories.5 These alternative modes have been shown to provide an opportunity for a widerarray of learning objectives to be addressed.6 A survey of capstone courses in 360 engineeringdepartments across the country identified teamwork and project managements as the top lecturetopics.7Feisel and Rosa1 state that “while much attention has been paid to curriculum and teachingmethods, relatively little has been written about laboratory instruction.” To make matters worse,they

Conference Session

Focus on Capstone Experiences in the Chemical Engineering Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Senra, Lafayette College; Scott Fogler, University of Michigan

Tagged Divisions

Chemical Engineering

methodologies that willbenefit them as they encounter open-ended problems that can be conveniently answered using afew equations. A course developed at the University of Michigan exposed upperclassmenundergraduates in a wide range of engineering majors to a vast array of ideas to develop theircreativity, to enhance their problem solving abilities and to make them aware of issues they willmost likely confront in the workplace. The use of real-world examples, guest lectures fromindustry and a course project allowed students to directly apply the problem solving heuristicdiscussed in lecture and recognize that these concepts are not solely academic and can be used intheir daily lives. Initial feedback from the students has indicated that the students have

Conference Session

Focus on Capstone Experiences in the Chemical Engineering Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

David L. Silverstein, University of Kentucky; Margot A. Vigeant, Bucknell University

Tagged Divisions

Chemical Engineering

United States and Canada. The reportconsists of two parts: the statistical and demographic characterization of the course and itscontent; and the remainder seeks to bring out the most innovative and effective approaches toteaching the course in use by instructors. Additionally, a historical comparison is made betweenthe current survey results and surveys on the same course conducted in 1974, 1984, and 1991.IntroductionIn 1957 the AIChE Education Projects committee began a series of surveys of the undergraduatecurriculum as offered by chemical engineering departments in North America. These surveyscontinued under the auspices of the AIChE Special Projects committee until the late 1990’s. In2008, AIChE formed an Education Division which recognized

Conference Session

Course Design, Course Projects, and Student Perceptions in Chemical Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua A Enszer, University of Delaware; Catherine A Fromen, University of Delaware

Tagged Divisions

Chemical Engineering

Paper ID #29183Putting Course Design Principles to Practice: Creation of an Elective onVaccines and ImmunoengineeringProf. Joshua A Enszer, University of Delaware Joshua Enszer is an associate professor in Chemical and Biomolecular Engineering at the University of Delaware. He has taught core and elective courses across the curriculum, from introduction to engineering science and material and energy balances to process control, capstone design, and mathematical modeling of chemical and environmental systems. His research interests include technology and learning in various incarnations: electronic portfolios as a means for

Conference Session

Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yu Xia, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Dawn McFadden, Pennsylvania State University

Tagged Divisions

Chemical Engineering

Professor at The Pennsylvania State Uni- versity. Her primary focus is the Chemical Engineering Capstone Design course and Chemical Process Safety and Control. She brings her over 20 years of experience in industry to the classroom to help the students connect their learning with real world application. While the focus of her career was in Re- search and Development (including several process patents), it also included assignments in production and capital deployment. c American Society for Engineering Education, 2020Collaborative project-based learning approach to the enculturation of senior engineeringstudents into professional engineer practice of teamworkYu Xia, The Pennsylvania State

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

. Page 22.1341.1 c American Society for Engineering Education, 2011 Student teams, a simulation or a real team experience?AbstractThe tradition in engineering education places students in teams during their senior year; likely aspart of a capstone laboratory or design course. In most cases teams were done on a “pick yourown partners” basis. Furthermore, no time was spent discussing teamwork, the importance ofteams, how teams should be structured or the skill set one needs to be an effective team member.To some extent, changes made by ABET to their accreditation criteria in 2000 have forced theengineering community to at least assess student teamwork. This, in turn, has motivated many totake a

Conference Session

Work-in-Progress Oral Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jason R. White, University of California, Davis; Ahmet Palazoglu, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

of the 2015 Annual Conference and Exposition, ASEE (2015). 4. Toh, C. A. and Miller, S. R., “Choosing creativity: the role of individual risk and ambiguity aversion on creative concept selection in engineering design,” Research in Engineering Design 27:195-219 (2016). 5. “Criteria for Accrediting Engineering Programs, 2017-2018,” ABET (2017) http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting- engineering-programs-2017-2018/#outcomes 6. Dutson, A. J., Todd R. H., Magleby, S. P., and Sorensen, C. D., “A Review of Literature on Teaching Engineering Design Through Project-Oriented Capstone Courses,” Journal of Engineering Education 86(1):17-28 (1997). 7. Mills, J. E. and

Conference Session

Chemical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Lucian Alexander P.E., Texas A&M University, Kingsville; Joseph Amaya

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

, 2019 Work In Progress: Best Practices in Teaching a Chemical Process Design Two-course Sequence at a Minority Serving UniversityIntroductionStudents complete their capstone design experience in the Chemical Process Design II and IIIsequence of courses in chemical engineering at Texas A&M University-Kingsville (TAMUK), aHispanic-serving institution (HSI). Three principle objectives of this process design coursesequence are to instruct students in the development of a complete chemical process usingprocess simulators as a primary tool, to complete this project in a team-oriented environment,and to communicate effectively with their peers and instructors. These three principle objectivesare directly related to the ABET student

Conference Session

Chemical Engineering Education: Upperclass Years

Collection

2010 Annual Conference & Exposition

Authors

Lisa Bullard, North Carolina State University

Tagged Divisions

Chemical Engineering

Outstanding Undergraduate Advisor Award, and the NCSU Faculty Advisor Award. Page 15.661.1© American Society for Engineering Education, 2010 Ideas to Consider for New Chemical Engineering Educators: Senior DesignAbstractTeaching the senior or “capstone” design course can be intimidating to new facultymembers since the course is typically more open ended and project-based compared toother traditional core courses. Faculty with backgrounds in chemistry or physics who joina chemical engineering department may have never taken such a course themselves. Inmany departments, the course was traditionally taught

Conference Session

Novel Pedagogical Techniques II: Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebecca Jo Pinkelman, Technische Universität Darmstadt; David J. Dixon, South Dakota School of Mines and Technology; Manfred J Hampe, Technische Universität Darmstadt

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

capstone chemical engineering process design course. TheAdvanced Design Project (ADP) course is a three-week, intensive senior level design course,which includes mechanical engineers and chemists from a technical German university andchemical engineers from a private German university of applied science and an Americanuniversity. The nontraditional approach utilized in the ADP course meets the ABET accreditationstandards set by the traditional American chemical engineering capstone process design course.Additional emphasis, especially in terms of acquisition of communication skills, ability to workon a multidisciplinary team, and obtain a global perspective, is obtained in the ADP course. Theseskills are typically much more difficult to practice

Conference Session

Chemical Engineering in Silico

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erick J. Nefcy, Oregon State University; Philip H. Harding, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

. Page 22.321.1 c American Society for Engineering Education, 2011 Characterization of Student Model Development in Physical and Virtual LaboratoriesAbstractThis study characterizes student teams’ use of models as they proceed through three laboratoryprojects in the first quarter of the capstone laboratory sequence in the School of Chemical,Biological, and Environmental Engineering at Oregon State University. Two of the laboratoriesare physical laboratories, based on the unit processes of heat exchange and ion exchange.Sandwiched between these two laboratories, students undertake a virtual laboratory project. Thevirtual laboratory is used to simulate complex or expensive tools that

Conference Session

ABET and Curriculum-Level Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University

Tagged Divisions

Chemical Engineering

evaluation of work product. Numerous authorshave outlined the assessment strategy of constructing rubrics for measuring studentachievement of learning outcomes and applying them to portfolios of student work.Other authors have outlined use of rubrics for evaluation and grading of individualassignments and projects. This paper will describe the use of a consolidated rubric forevaluating final reports in the capstone Chemical Plant Design course. Instead of gradingeach report and then having some or all of the reports evaluated through a separateprocess for programmatic assessment purposes, the instructor evaluates the report onceusing the rubric, and the same raw data is used both for grading and for programmaticassessment.BackgroundSince 2000, ABET1

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: Junior, Senior, and Graduate

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder; Nathan E. Canney

Tagged Divisions

Chemical Engineering

capstone design (72%). Other course types believed to include ESI educationwere: sophomore/junior engineering science/ engineering courses (49%), design-focused coursesin sophomore to senior year (non-capstone; 45%), first-year introductory courses (43%),humanities and/or social science courses (35%), first-year design focused courses (26%),professional issues courses (24%), full course on ethics (15%), or “other” courses/co-curricularactivities (13%). Course types written in as “other” included: laboratory courses, safety course,inter-professional team project course, and “students are required to take a "Technology inSociety" course chosen from a list of ~15 courses that meet this category”.There was a median of three different course types that

Conference Session

Chemical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jason R White, University of California, Davis

Tagged Divisions

Chemical Engineering

activities into a course can result in an increase in student perceptions ofcourse relevance which can then positively impact student motivation and willingness to put timeand effort into a course [5]. In a previous effort at the study institution, a project-based approachto assessment was successfully implemented in this course, where students were tasked withproposing their own senior design project idea for potential use in the capstone design course [6-7]. This project was used to assess students’ ability to communicate effectively, describe apreliminary process concept that met a societal need with realistic constraints, understand ethicalresponsibilities and safety issues, understand the impact of the proposed project in a global,environmental

Conference Session

ChE: Assessment

Collection

2007 Annual Conference & Exposition

Authors

Joseph Shaeiwitz, West Virginia University; Daina Briedis, Michigan State University

Tagged Divisions

Chemical Engineering

iscampus- or curriculum-based assessment. This paper does not address program educationalobjectives, which describe career and professional accomplishments of program alumni. Theformer usually requires different evaluation and assessment tools than the latter; although, someoverlap does exist. In addition, we will also refer to course objectives, which are not to beconfused with program educational objectives. Therefore, given this context and the imminent importance of using direct assessmentmethods, this paper provides a review of direct assessment measures. These methods include,but are not limited to, instructor end-of-course assessments, use of targeted assignments(assigned problems, exam questions, projects), capstone examinations

Conference Session

ChE: Bioengineering, nanotechnology, and systems engineering in the Classroom

Collection

2007 Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Danielle Amatore, Oregon State University; Shoichi Kimura, Oregon State University; Alexandre Yokochi, Oregon State University

Tagged Divisions

Chemical Engineering

features to promoteactive learning, including (1) hands-on activities and demonstrations, (2) the integrated use ofwireless laptops through an in-house developed web-based learning tool to promotemetacognition and assessment of student learning, and (3) a capstone ethics project wherestudents complete a risk assessment of the impact of nanotechnology on society. Additionally,this course will focus on synthesizing fundamental concepts in science and engineering towardsapplications in nanotechnology. The other new sophomore course, Material and Energy Balancesin Nanotechnology (ChE 214), is a ChE specific laboratory-based course, emphasizing how thefundamental skills students have just learned couple to nanotechnology. For ChE students, theapproach

Conference Session

Chemical Engineering in Silico

Collection

2011 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Ben Uriel Sherrett, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

the Virtual Laboratory Project from itshome university to other institutions. In the Virtual Laboratory Project students do not interactwith real equipment to obtain data, but rather with computer simulations of laboratoryequipment, obscured by noise. This innovation was developed with the intent of complimentingphysical laboratory experiences by allowing future engineers to practice designing experiments,analyzing and interpreting data and making informed choices based on their analysis, skills theywill need in industry. The idea of using virtual laboratories to facilitate project based learning iscompelling since, once the software has been developed, the cost to transport a virtual laboratoryto a new institution is relatively small

Conference Session

Chemical Engineering in the Junior and Senior Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael David Mau Barankin, Colorado School of Mines; Kevin J Cash, Colorado School of Mines

Tagged Divisions

Chemical Engineering

University of Applied Sciences in Groningen, where he taught both in Dutch and in English. During this time his primary teaching and course develop- ment responsibilities were wide-ranging, but included running the Unit Operations laboratory, introducing Aspen Plus software to the curriculum, and developing a course for a new M.S. program on Renewable Energy (EUREC). In conjunction with his teaching appointment, he supervised dozens of internships (a part of the curriculum at the Hanze), and a number of undergraduate research projects with the Energy Knowledge Center (EKC) as well as a master’s thesis. In 2016, Dr. Barankin returned to the US to teach at the Colorado School of Mines. His primary teaching and course

Conference Session

Broad Perspectives on the Chemical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Troy J. Vogel, University of Illinois, Urbana-Champaign; David L. Tomasko, Ohio State University

Tagged Divisions

Chemical Engineering

methods of attaining compliance with this criteria. This work shows 2 differentmethods of complying with the criteria within large public universities with undergraduatestudent populations in excess of 700 each. One method places emphasis on integrating safetythroughout the entire core curriculum within mini design projects mainly through student self-learning. The topics are then reinforced within the capstone courses during senior year. Thesecond method places emphasis on distributing safety topics among the unit operations andsenior design courses supplemented by an elective course in Chemical Process Safety. Repeatedemphasis of safety alongside technical content results in a relatively strong connection to thecontext of chemical process

Conference Session

Innovations in the ChE Laboratory

Collection

2008 Annual Conference & Exposition

Authors

Bruce Vaughen, Rose-Hulman Institute of Technology

Tagged Divisions

Chemical Engineering

laboratory, training the students about process safety in aninherently low-risk environment. The approach is based on more than ten years of industrialprocess hazards analysis experience, which includes assessing for process-related hazards andreducing process-related risks. Before the students began the experimental phase of theirlaboratory project, they documented that they understood the potential hazardous events relatedto their project. The students completed a series of Project Risk Analysis (PRA) check sheetswhich listed both the hazards addressed in the OSHA Process Safety Management standard (i.e.,fire, explosion, and toxic release) as well as other area and personnel safety-related hazards (e.g.,noise, utilities, etc.). Then the students

Conference Session

Chemical Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Lucian Alexander P.E., Texas A&M University, Kingsville

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

) water use minimization orrecycling; and (4) harsh or hazardous chemical or catalyst substitution. Once students areintroduced to these concepts, they are expected to incorporate them to the extent applicable intheir chemical process selected for the capstone design experience in Design III. The fourthconcept of hazardous chemical substitution has rarely been implemented based on theinstructor’s experience in the senior design courses, since this tends to be more in the purview ofchemical product development rather than chemical process formulation and simulation. The listof chemical processes offered to students for their senior design project topic are commonly bulkorganic chemical production processes that typically include reactor conditions

Conference Session

Chemical Engineering in K-12 and the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anthony Butterfield, University of Utah

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

several mid-curriculum projects have moved into this space, along with multiple senior capstone projects,bringing about inter-cohort interactions and developing a social hub for the department, as wellas facilitating course activities.In this work, we report on the detailed design of this learning environment, and the lessonslearned in the creation of such a multi-use space, specifically for the needs of chemicalengineering students and curriculum. We report on how the transition of our first-year designcourse to this new layout appears to have impacted multiple metrics: student trainings andlaboratory skill acquisition, student course performance, team evaluations, course and instructorevaluations, and more. Finally, because the space combines a