Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University

Tagged Divisions

Chemical Engineering

students. But, since we often focus onteam dynamics conversations and coaching at the beginning of any team experience, we may bemissing an opportunity to provide just-in-time guidance and facilitate even greater growth ofteam skills by actively re-engaging in coaching near the end of the experience.Conclusions and Future WorkWe observe that senior design has a positive effect on self-efficacy, as gains were evident in themajority of items measured. There is, however, a time-dependency (which may suggest anexperience-dependency) of these gains. Some items saw gains only between surveys 1 and 2, andothers only between 2 and 3. This suggests that factors of the natural course progression, andperhaps the teamwork that is begun between surveys 2 and 3

Conference Session

Labs and Experiments

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janie Brennan, Washington University in St. Louis; Shawn E Nordell, Washington University in St. Louis ; Erin D Solomon, Washington University in St. Louis

Tagged Divisions

Chemical Engineering

linked directly to student careerchoice.14-15 Mamaril et al. recently validated an instrument to measure students’ self-efficacy inrelation to engineering.16 The instrument is broken down into sub-scales to assess students’beliefs about their general capabilities and specific types of skillsets important to engineering(e.g., experimental skills, design skills). Each subscale is assessed with four or five Likert-stylestatements about which students rate their certainty.In this study, a unit operations laboratory course at a mid-sized private university was redesignedto incorporate project-based learning so as to encourage development of the skills and self-efficacy described above, as well as increase student learning and engagement. In addition

Conference Session

Works in Progress in Chemical Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brad Cicciarelli, Louisiana Tech University; Eric Sherer, Corteva Agriscience; Marisa K. Orr, Clemson University

Tagged Divisions

Chemical Engineering

validatedinstruments used in the study of self-efficacy and social integration and administered thesesurveys to chemical engineering (“ChemE”) students at the beginning and end of the sophomoreyear. Social Cognitive Career Theory was used to hypothesize the expected (positive)relationships between the factors of self-efficacy and social support and the outcomes of studentachievement and persistence. When the data set is large enough, path analysis will be used totest these hypotheses, adjusting for prior achievement using indicators such as first-year GPA.Achievement is measured in the short term by performance in sophomore-level ChemE coursesand in the long term by final ChemE GPA. Persistence is measured in the short term byresponses to survey questions

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bradley Cicciarelli, Louisiana Tech University; Eric A. Sherer, Louisiana Tech University; Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

Chemical Engineering

. Thequalitative similarity between Figure 5c and Figure 3 is logical since the reported number ofpotential study partners is a single-item measure of social integration. The administration ofsurveys in Spring 2020 will help determine whether these rating increases experienced bycampers are sustained throughout the sophomore year. The data in Figures 2-4 suggest that thereis some lasting effect. Figure 5. Average student survey ratings of (a) chemical engineering self-efficacy, (b) coping self-efficacy, and (c)social integration and academic integration. Error bars indicate the 95% confidence interval.Future Work We will continue to collect student data using the improved surveys with responsestracked to individual students. Once the data set is

Conference Session

ChE: Departmental Issues and Integrating Freshmen into the ChE Program

Collection

2006 Annual Conference & Exposition

Authors

Deborah Follman, Purdue University; George Bodner, Purdue University; Mica Hutchison, Purdue University

Tagged Divisions

Chemical Engineering

2006-1354: THE CHEMICAL ENGINEERING ENVIRONMENT: CATALYST ORINHIBITOR TO STUDENTS' CONFIDENCE IN SUCCESS?Deborah Follman, Purdue University Deborah K. Follman is an Assistant Professor in the Department of Engineering Education at Purdue University. She received a B.S. in Chemical Engineering from Cornell University in 1994 and a Ph.D. in Chemical Engineering from North Carolina State University in 2000. Her research interests include engineering education and gender equity, specifically regarding self-efficacy, issues of gender on student cooperative learning teams, and curriculum development.George Bodner, Purdue University George M. Bodner is the Arthur E. Kelly Professor of Chemistry, Education

Conference Session

Outreach and Beyond in the Chemical Engineering Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Byron Hempel, University of Arizona; Paul Blowers, University of Arizona; Kasi M. Kiehlbaugh, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

co-teaching, classroom technologies, active learning in the classroom, and various classroom-based affective inter- ventions targeted at fostering self-efficacy, belongingness, metacognitive learning strategies, and growth mindset affect outcomes such as student retention and success, particularly during the freshman and sophomore year. Her field of research is undergraduate engineering education. Dr. Kiehlbaugh com- pleted her BS and MS at the University of Arizona and her PhD at UC Berkeley. She is now a Research Assistant Professor in the College of Engineering at her undergraduate alma mater. c American Society for Engineering Education, 2019 1 Scalable and Practical

Conference Session

Chemical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, The Ohio State University

Tagged Divisions

Chemical Engineering

not absolute characteristics,and the Felder-Silverman model accounts for “balanced,” “moderate,” and “strong” preferenceswithin each dimension. However, because learning styles describe the cognitive processesinvolved in problem solving, it may be argued that individuals with more balanced learningstyles will be better problem solvers. Originally, our study focused on the correlation betweenstudent learning styles, problem solving strategies, self-efficacy, attitudes/perceptions, andperformance in an introductory undergraduate chemical engineering course at a largeMidwestern university, in an effort to better understand our student population and provide abasis for curricular development. We were interested in understanding whether there

Conference Session

Teaching and Assessment in Chemical Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University; Lisa G. Bullard, North Carolina State University; Christopher C. Willis, North Carolina State University - DELTA; Dan Spencer, North Carolina State University

Tagged Divisions

Chemical Engineering

refers to interest developed during a course that with maintained engagement in a task, endures beyond the particular situation (e.g., increased self-efficacy and self- lecture or module). regulation [12]. Measurement Description: Two scales from Inclusion in Study: We felt it necessary Harackiewicz et al. [11] were used to measure to see if the course develops (and initial interest and maintained interest. The maintains) interest in the subject area. measure of initial interest included seven items adapted to specifically refer to the chemical engineering prior to students engaging in

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqueline Gartner Ph.D., Washington State University; Bernard J. Van Wie, Washington State University; Kirk A Reinkens, Washington State University; Stephanie Anne Pitts, Washington State University

Tagged Divisions

Chemical Engineering

discoveries in engineering. 19 I enjoy learning engineering. 9 I am confident I will do well on engineering tests. 14 I am confident I will do well on engineering labs and projects. Self-efficacy 15 I believe I can master engineering knowledge and skills. 18 I believe I can earn a grade of an “A” in engineering. 21 I am sure I can understand engineering. 5 I put enough effort into learning engineering. 6 I use strategies to

Conference Session

Chemical Engineering Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Betul Bilgin, The University of Illinois at Chicago; James W. Pellegrino, The University of Illinois at Chicago; Vikas Berry, The University of Illinois at Chicago

Tagged Divisions

Chemical Engineering

representing differentgender, ethnicity, and backgrounds will be selected to diversify the role models for students.These problems will be introduced to the course during the Fall and Spring semesters of the2021-2022 academic year.Generation of KnowledgeThis project is focused on developing key aspects of student competence in the workplace andacademia. With the implementation, the project team seeks to identify both the challenges andeffectiveness of implementing the synergistic approach. Overall, the project team is planning tomeasure engineering identity and self-efficacy development. To date, only the gains andchallenges of industry mentor involvement have been identified but future work will includemore outcomes related to mentors, the course

Conference Session

Chemical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard L. Zollars, Washington State University; Christopher Hundhausen, School of Electrical Engineering and Computer Science, Washington State University; Derrick Wayne Smith, University of Alabama in Huntsville; Adam Scott Carter, Washington State University

Tagged Divisions

Chemical Engineering

own skills in transforming writteninformation into visual form, without giving them so much aid that the software becomes acrutch. Grounded in the learning theory of Vtogsky, 11 this approach resonates with a rich legacy Page 26.243.3of software scaffolding approaches 12,13 in which learners are initially aided by modifications toproblems that make them initially more doable; the modifications are then gradually removed aslearners gain more skills. ChemProV would, in addition, give students an opportunity for earlysuccess in the material/energy balance class, leading to enhanced learning according to self-efficacy theory. 14In 2008 and 2009

Conference Session

Improving Introductory Experiences in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard L. Zollars, Washington State University

Tagged Divisions

Chemical Engineering

two translations. In creating ChemProV, wewanted to aid the students in building their own skills in transforming written information intovisual form, without giving them so much aid that the software becomes a crutch. Grounded inthe learning theory of Vtogsky,10 this approach is in line with a rich legacy of softwarescaffolding approaches11,12 in which learners are initially aided by modifications to problems thatmake them initially more doable; the modifications are then gradually removed as learners gainmore skills. The tool would, in addition, give students an opportunity for early success in thematerial/energy balance class, leading to enhanced learning according to self-efficacy theory.13In 2008 and 2009, we conducted a laboratory

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

Communication in the Chemical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, The Ohio State University

Tagged Divisions

Chemical Engineering

, including e-mails, as well as basics of executivesummaries, memos, and other reports students may encounter in their careers.On the first day of class, students are given a survey on communication background and self-efficacy. The survey aims to understand student perspectives on communication, experiences,career goals, and course expectations. The self-efficacy component of the survey providesinformation regarding the individual student’s comfort with and attitude towards differentaspects of communication, and this is repeated at the end-of-semester in a final survey. Thisbefore-and-after administration of the survey provides a means for measuring student growthduring the course.Peer and instructor feedback and opportunities for revision are built

Conference Session

ChemE Curriculum: Junior, Senior, and Graduate

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katharyn E. K. Nottis, Bucknell University; Margot A. Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Amy Frances Golightly, Bucknell University; Carrine Megan Gadoury, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

learnabout heat and temperature, students outperformed those doing just a physical lab [34]. Other factors may influence the effectiveness of instructional methods, including labgroup composition and gender. Even with effective implementation methods, there can also bedifferences in learning based on the composition of lab groups. For example, Ding, Bosker, andHarskamp [5] found that females in single-gender dyads significantly outperformed females inmixed-gender dyads. For males, this pattern was not evident. One factor that could impactfemales’ performances in lab groups is self-efficacy. MacPhee, Farro, and Canetto [13]discovered that when starting college, females tended to regard themselves as academicallyweaker than males. However, by

Conference Session

Chemical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert Gammon-Pitman, Ohio State University; Paul E. Post, Ohio State University; Lin Ding, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

in the subject domain.MethodsWhile the data analysis is ongoing, the survey questions had a 4-Likert scale to measurestudents’ perceptions. Most survey questions utilized a 4-item Likert scale from StronglyDisagree, Disagree, Agree, to Strongly Agree. Multiple items asked students about theclassrooms’ environment, activities and interactions as well as self-efficacy. 42 of the 46undergraduate chemical engineering students consented to participate in the study. A closed-ended survey was administered to participants with a 52% response rate.Preliminary Results74% of the responding students indicated the homework and in-class worksheets were mostconducive to their learning while reading the textbook was perceived by 60% of the respondentsas the

Conference Session

SPECIAL SESSION: Interdisciplinary Course Design Opportunities for Chemical Engineers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Baba Abdul, Washington State University; Edgar A. O'Rear, University of Oklahoma; Gary Robert Brown, Washington State University, Office of Assessment and Innovation; Ashley Ater Kranov, Washington State University; Bernard J. Van Wie, Washington State University; Paul B. Golter, Washington State University; David B. Thiessen, Washington State University

Tagged Divisions

Chemical Engineering

scores and students comments, it is apparent that students feel prepared for furtherlearning in FMHT. The cognitive measures indicate that students made significant gains in thefirst three components of Finks taxonomy (knowledge, application and integration). A follow-upto gauge how the students in this sequel compare to those who did not, especially in the cognitivedomain, would be quite interesting. The survey also show gains in the “caring” dimension of thetaxonomy which can also be tied to the “value” motivational theory. There was indication thatthe students have a high level of self-efficacy and self expectancy feelings towards this class andthe sequel. A good number of the students, surprisingly, appeared to show an achievement

Conference Session

Work in Progress: Assessment, Evaluation and Hands-on Activities

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Justin F Shaffer, Colorado School of Mines; Jordan Lopez, Colorado School of Mines; Alexander Luther Ellis, Colorado School of Mines

Tagged Divisions

Chemical Engineering

study support this notion as only 10.0% of students’ comments noted that biology isuseful for their career.Future work on this project will involve analyzing the semantic differential scale data and alsorepeating the thematic analysis with other cohorts of students. Additional types of attitudestowards biology will also be explored, including utility value (and the other values involved withexpectancy value theory) and self-efficacy towards biology. This will be an important area toexplore because even though emotions do not seem to be the reason while anecdotallyengineering students may not be enjoying biology, these other psychological aspects couldpotentially explain this observation.References[1] I. Ajzen, "From intentions to actions: A

Conference Session

Real and Virtual - "New" Approaches to Teaching "Old" Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Chemical Engineering

problems thatmake them initially more doable; the modifications are then gradually removed aslearners gain more skills. The tool would, in addition, give students an opportunity forearly success in the material/energy balance class, leading to enhanced learning accordingto self-efficacy theory.13Unlike typical process simulation packages (HYSYS, ASPEN, PRO/II), in ChemProVthe development of the process flow diagram and the needed balance equations were leftentirely to the students and no numerical solution programming was provided. A numberof other educational software programs for material/energy balance classes have recentlyappeared, for example the offerings of Sapling Learning. These tend to be overlyprescriptive in the problem solving

Conference Session

Focus on Entry Experiences in Chemical Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Lori Smolleck, Bucknell University

Tagged Divisions

Chemical Engineering

to become accustomed to.Student comments on the course evaluation further highlight the project as a finale to thecourse, “The Gizmo project was a great way to put everything I learned to use and it wasgreat to see the kids having fun with the gizmos.” The most common criticism of theproject was the need for more time. We note that over the course of implementation, thetime devoted to the project has expended from two weeks to the present schedule, and ateach step in the process more time has been requested.To gain a better understanding of the ways in which this project impacted the educationstudents, two data sources were administered to the EDUC 344 students. First, the self-efficacy scores for the education students were measured using

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University

Tagged Divisions

Chemical Engineering

anycorrelations between student learning styles, self-efficacy, attitudes/perceptions, andperformance in an undergraduate material balances course, in an effort to better understand ourstudent population and provide a basis for curricular development. We categorized the learningstyles engaged by exam problems of five instructors in their presentation and solution. While wediscovered several instances where students of one learning style preference either outperformedor underperformed relative to others, we made an even more interesting observation whilecategorizing the learning styles exploited by exam problems of different instructors. In mostcases, there was little variation between the learning styles exploited by individual instructorsover the course

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

Process: An Expert Study of Advanced Practicing Professionals, in Proceedings of ASEE Annual Conference & Exposition. 2005, ASEE: Portland, OR. p. 1-27.55. Carberry, A.R., H.S. Lee, and M.W. Ohland, Measuring engineering design self‐ efficacy. Journal of Engineering Education, 2010. 99(1): p. 71-79.56. Nocito-Gobel, J., et al., Are Attitudes Toward Engineering Influenced by a Project-Based Introductory Course, in Proceedings of ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World. 2005, ASEE: Portland, OR. p. 693-706.57. Sheppard, S., et al., Exploring the Engineering Student Experience: Findings from the Academic Pathways of People

Conference Session

Work-in-Progress Oral Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Louis Reis, Louisiana Tech University; Katie A. Evans, Louisiana Tech University; Dexter Cahoy, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

students who did not submit homework (in either format)for that specific quiz topic were removed for the statistical analysis.To assess student perceptions regarding the use of WeBWorK in the course, online pre- and post-course surveys were sent to the students. Both pre- and post-course surveys asked for studentopinions regarding their identity and self-efficacy as engineering students. The post-coursesurvey also had questions measuring the level of agreement to various statements regarding theuse of WeBWorK as a homework delivery system and their experiences with it.Statistical Analysis of Quiz ScoresA binomial generalized linear mixed effect model was used to analyze the data mainly becauseof the variability between baseline student

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

, not unlike distillation. Byunderstanding these specific experiences, we can make chemical engineering more relatable tothe students who are least likely to persist.This approach has been shown to be effective in engineering education. For instance, Mejiaidentified Latinx high school students’ funds of knowledge tied to the engineering design process[2], [41], [42], [43]. He found that students were able to build on their everyday experiences toaddress community problems. He also showed that students used professional skills, such ascommunication, collaboration and project management to reach design solutions. This approachalso enhanced students’ self-efficacy [44]. Our own work has built on this approach, finding thatdiverse undergraduate

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sheima J. Khatib, Texas Tech University; Roman Taraban, Texas Tech University; William D Lawson P.E., Ph.D., Texas Tech University

Tagged Divisions

Chemical Engineering

associated with metacognitive reflection. Confidence relates tothe “I Can” factor in Wankat and Oreovicz’s [6] problem-solving model. Woods et al. [7] [8] alsoinclude being positive, motivated, and confident among the characteristics of successful problemsolvers, as do other educators with an interest in improving the confidence (or self-efficacy) ofengineering problem solvers [9] [10]. Lester et al. [11] suggested that “students’ success or failure insolving a problem often is as much a matter of self-confidence, motivation, perseverance, and manyother noncognitive traits, as the mathematical knowledge they possess” (p. 75).We incorporated the metacognitive and affective factors of reflection and confidence into a requiredchemical engineering

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

Conference Session

Teaching Professional Skills in Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert Wayne Gammon-Pitman, Ohio State University; Lin Ding, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

. ‘Non-persisting’ students are those leaving engineering because of the academic climate, grades, self-efficacy, high school preparation, career goals, and gender or race [20]. Moreover, students leave STEM because of a lack of belonging [3], [24], “chilly” climate [25], microaggressions [26], conflicting identities [26]–[28], and not identifying with the field [29]–[31]. This literature on student perceptions highlights how their decisions are influenced by how they see themselves as being capable. This suggests how students’ perceptions affect their decisions which can be influenced by several cognitive and non-cognitive factors. Therefore, students’ observations in school inform the actions they take, and what they see as

Conference Session

Experiential Learning in Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan M. Stagg-Williams, The University of Kansas; Molly McVey, The University of Kansas; Andrew David Yancey, The University of Kansas; Akash Anand, The University of Kansas; Arthur A. Lee, The University of Kansas

Tagged Divisions

Chemical Engineering

year and the fall of sophomore year negatively impactedretention. Literature has shown the multitude of factors affecting student retention in engineeringinclude classroom and academic climate, grades and conceptual understanding, self-efficacy andself-confidence, high school preparation, interests and career goals, race and gender, poorteaching and advising, curriculum difficulty, and a lack of belonging [1, 2]. In a multi-year studyat a single institution, the lack of belonging was the most significant factor reported by studentsthat left [2]. At the course level, active and cooperative learning have repeatedly shown to beimportant factors in student success and retention. For example, increasing course structure,increased transparency, and

Conference Session

Professional Skills Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashlee Nicole Ford Versypt, Oklahoma State University

Tagged Divisions

Chemical Engineering

to set personal goals to progress in their skill development, and toenhance student confidence in their self-efficacy related to non-technical skills. These aims alignwith the philosophy described in Ponton et al.13 that engineering educators must train students incourse content while preparing them to become practicing professionals.Self-reflection assignments have been used in three offerings of an undergraduate chemicalreaction engineering course. Data from the second offering were collected with InstitutionalReview Board approval and are presented here. The self-reflection assignments involve briefessays and goal setting related to professional, non-technical skills. The assignments utilize theself-evaluation rubric6 originally designed

Conference Session

Business and Professional Literacy Within Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Ferris, University of New Mexico; Pil Kang, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Yan Chen, University of New Mexico; Susannah C. Davis, University of New Mexico; Sang M. Han, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

communicate to students that accuracy and efficiency are valued over meaning-making. This can serve as an incentive to high-performing students and a disincentive to lower performing students and students with lower self-efficacy. In displaying content-centered courtesy and civic virtue, faculty prepare resources and provide feedback on progress; with few truly low-stakes opportunities for feedback, these reinforce the primacy of accurate and efficient knowledge acquisition. Ruinous Faculty display short-sighted learner-centered altruism and courtesy behaviors, empathy expressing care for students in ways that lower their expectations out of concern