Conference Session

E-Learning in Chemical Engineering

Collection

2009 Annual Conference & Exposition

Authors

Christi Patton Luks, University of Tulsa

Tagged Divisions

Chemical Engineering

Blending Online Learning with a Traditional Course Christi L. Patton The University of TulsaAbstractAs class sizes in a chemical engineering problem solving class outgrew the available rooms andone teacher’s ability to maintain a personal relationship with students and to safely managehands-on design projects, a new class management philosophy was needed. Two credit-hours ofthis three-credit-hour course were conducted electronically while students met in a classroom ina group of 10 – 12 students for the remaining one-hour-per-week lecture. Blackboard LearningSystem – Vista Enterprise was used to post video lectures, manage quizzes and homeworkassignments.This paper looks at

Conference Session

Chemical Engineering in the Sophomore Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tracy Q Gardner, Colorado School of Mines

Tagged Divisions

Chemical Engineering

need even more support would beextremely hard-pressed to succeed in a course like that.This is not how online courses at our institution run. To offer an online course here, coursefacilitators (professors) must: 1. Take a 5-week online Engineering and Facilitating Online Learning (EFOL) course teaching us how to design and facilitate an effective online course. 2. Begin to design our course with SMART [6] (Specific, Measurable, Achievable, Relevant, Time-bound) Learning Outcomes (LO’s), a solid course map, a useful syllabus, and sample assessments and rubrics, all of which the EFOL course teaches. Taking the EFOL course, professors experience what it is to be a student in an online course. We learn how

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

, promote student understanding and help them gauge their individualprogress.Students engage with the online course via the electronic course management platform Moodle11.Moodle serves as a repository and delivery system of digital documents and web pages for thecourse syllabus, grades, exercises, readings, videos, as well as uploading student work. Studentsaccess the Moodle course site using their university login identification. The approach of ouronline course is not specific to the Moodle platform, and may be readily adapted to other onlinecourse management platforms. Students earn one semester credit for the online coop course,which represents three hours of academic work per week (including fieldwork), averaged overthe term. Thus, students

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew W. Liberatore, Colorado School of Mines

Tagged Divisions

Chemical Engineering, Educational Research and Methods

Page 22.828.3 All alternative problems 2 70.0 n/aA private company, Sapling Learning, provided the online homework system employed in thiswork. While Sapling has been providing online homework for several years in areas likechemistry and biology, Fall 2009 was the first time chemical engineering content was available.The questions are organized by chapter and topic to follow the textbook (Felder in this case) andthe course syllabus. Sapling provided a Ph.D. chemical engineer as a “Technology T.A.” to setup the assignments and assist the instructor. In this case, the Technology T.A. kept theinstructor’s extra effort required to use the Sapling system to less than 1 hour per week. Thecontent is web

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

] "Toggl - free time tracking software," [Online]. Available: http://toggl.com. [Accessed 03 February 2020].[19] "What CATME can do for you," [Online]. Available: http://info.catme.org. [Accessed 03 February 2020].[20] "Presentation software | online presentation tools," [Online]. Available: http://prezi.com. [Accessed 03 February 2020].[21] "Kahoot! | learning games | make learning awesome," [Online]. Available: http://kahoot.com. [Accessed 03 February 2020].Appendix: Course Syllabus Vaccine and ImmunoEngineering CHEG 667-017/867-021 Department of Chemical and Biomolecular Engineering University of Delaware - Spring 2019 Instructor: Catherine

Conference Session

Computer-Based Learning in Chemical Engineering Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashlee N. Ford Versypt, Oklahoma State University

Tagged Divisions

Chemical Engineering

on several topicsare taught at many universities, and all the lessons are available online[14]. The idea fordeveloping the elective course came from my experience in attending a Software Carpentryworkshop on Python. The workshops include a significant amount of problem-based learningthrough active hands-on computational exercises during which the instructor answers questionsaround the room; this was preserved in the semester-long elective course. Additionally, both theworkshops and the course aim to rapidly develop proficiency rather than provide a detailedcoverage of all background and theoretical aspects, which are suitably covered by existingcourses.To build computational skills in students interested in mathematical modeling from all

Conference Session

ChE: Innovations in the Classroom

Collection

2007 Annual Conference & Exposition

Authors

Timothy Raymond, Bucknell University

Tagged Divisions

Chemical Engineering

it came to several of theseconcepts, some of them are strongly engrained from childhood experiences. These initialexercises involve use of the entire first day of class. On the second day, the course syllabus ispresented along with the various activities students will perform during the semester and thecourse learning objectives. To give the reader an idea of the course content and coverage, anabbreviated list of the course overview and objectives is given below:Course Overview and Objectives: Page 12.1109.4This course is designed for the science or engineering major at the junior level or above. At theconclusion of the course, the student

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

institutionsworldwide who had faculty members participate. Department administrators were solicited viaemail requesting that the instructors responsible for teaching design at their institution respond tothe survey. Later, instructors of record for relevant courses were contacted directly by email andrequested to respond. The survey was conducted online using the open-source survey packageLimeSurvey. For the first time since the start of this survey series, an incentive consisting of acase study normally sold by the CACHE Corporation was offered to responding facultymembers. The report consists primarily of the statistical and demographic characterization of thecourse and its content, with some additional summary responses related to the course from open-ended

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

assignment, participate inlaboratory activities, and then complete a post-lab assignment with their respective groupmembers. The laboratory component of the class comprises approximately 35% of the grade inthe course.Table 1 – Lecture schedule for the fall 2019 Introduction to ChemicalEngineering I course. Items in red indicate technical content. Class Lecture Topic 1 Introduction/Syllabus/What is Chemical Engineering 2 School Resources, Career Services 3 Chemical Engineering Basics / PFD 4 Introduction to Biodiesel Reaction and Calculations 5 C&PE Curriculum - Study Abroad 6 Introduction to Mass Transfer - Separations - Diffusion 7

Conference Session

Poster Sessions for Unit Operations Lab Bazaar and Tenure-Track Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Jefferson Baird, University of Pittsburgh; Schohn L. Shannon, University of Pittsburgh

Tagged Divisions

Chemical Engineering

presentation on a section of the report for an individualgrade. Half of the students in a group made presentations on the first assigned experiment andthe remainder presented on the second experiment.The only lab lecture given by the instructor was a 2 hour introductory lecture during the firstweek of the semester. At this time the syllabus, lab reports, presentations and grading weredescribed in detail. Students were also given an overview of each of the 5 experiments.Assessment SurveyA 5-level Likert scale was used to assess the learning experiences of students nearing completionof their lab courses during the Fall Semester of 2010. This survey was similar to a Likert scalesurvey that had been conducted for several years for the senior-level

Conference Session

Communication in the Chemical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Adrienne Minerick, Michigan Technological University

Tagged Divisions

Chemical Engineering

. Questions are submitted online as the students gothrough lectures and are compiled for an interactive instructor-led session. Student led exampleproblems occur at a frequency of at least once per week; presenting students are providedstructured guidance on example preparation. The audience is fellow students, so the classevaluates the example and the student presenters with a strong emphasis on constructivefeedback. The process is open, interactive, and iterative to maximize learning by all participants.This paper will provide a practical roadmap based on this instructor’s four-year effort to flip amath-intensive graduate course. Anecdotal and quantitative assessment without a control groupis presented. It is hoped that this paper will be thought

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

discussion and group problem solving.  Computer projectors are typically available, and many instructors project their solutions to problems and explore the models developed in class. PowerPoint is extensively used, as are online videos and images of real reactor systems. Some environments allow students to solve problems on computers alongside the instructor.  Some classes are taught in a studio environment to facilitate interaction amongst students.In addition to program determined outcomes, individual instructors tend to have areas ofemphasis corresponding to their individual perceptions of importance of class topics. Typicalindividual goals for this course include  Application of conservation laws

Conference Session

Chemical Engineering Education: Underclass Years

Collection

2010 Annual Conference & Exposition

Authors

David Silverstein, University of Kentucky; Margot Vigeant, Bucknell University; Donald Visco, Tennessee Technological University; Donald Woods, McMaster University

Tagged Divisions

Chemical Engineering

10% of responders o University resources and skills to do well (20, 34) or 10% of responders. Page 15.658.13 - How to succeed in university (1, 20)Other priorities were - to teach design (13) or 5% - to introduce Math and ChE concepts (5, 11, 30, 38, 43, 46) or 30% of responders.What is ChE? - Pease of the University of Utah has an excellent, three paragraph introduction the profession of ChE. This is included in his syllabus for Introduction to Chemical Engineering (Computing), CHEN 1703. (43) - The University of Arkansas with a 3 credit course describes alternatives to traditional chemical

Conference Session

ChemE Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Chemical Engineering

meeting. Welcome to the 2011 AIChE How We Teach survey. This year we will be seeking to develop a picture of how Material & Energy Balances (MEB) are taught across North America. There are 52 questions in this survey Part 0: Your information Before we begin, we ask that you please provide us with your current course syllabus and schedule. Please send these items to SilverDL@engr.uky.edu. We have a few questions about the person completing this survey and other personnel involved in the course. 1 [1-Respondant]What is your name? Please write your answer here: 2 [2-Email]What is your e-mail address? * Please write your answer here

Conference Session

Works-in-Progress Postcard Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adam T Melvin, Louisiana State University; Lisa G. Bullard, North Carolina State University

Tagged Divisions

Chemical Engineering

videos, which are publiclyavailable, that include examples of both prohibited behavior and encouraged behavior forindividual assignments. All scenarios now reference examples in calculus, chemistry, and physicscourse to make them more widely applicable across a broader range of science and engineeringdisciplines. The authors offer suggestions on how to utilize the videos along with additionalacademic integrity-related resources, such as syllabus language, a reflection assignment, anassignment cover sheet, and a form prohibiting sharing course-related documents.1. IntroductionAcademic integrity issues are among the most stressful that faculty face, and the statistics onstudent cheating rates and attitudes about cheating are troubling [1][2][3

Conference Session

Chemical Engineering Education: Upperclass Years

Collection

2010 Annual Conference & Exposition

Authors

Lisa Bullard, North Carolina State University; David Ollis, North Carolina State University

Tagged Divisions

Chemical Engineering

development in chemical engineering at a large publicuniversity. The topical content which has been developed may also be used “À la carte” forincorporating elements into existing engineering courses if there is not room in the curriculumfor an integrated course of this type. The complete course content, including the syllabus,subject matter presentations, assignments, and relevant links, is available on a public web sitefor use by engineering instructors: (www.courses.ncsu.edu/che395). Course evaluationsindicate that students assign high values to this required seminar.IntroductionEngineering departments employ different strategies for introducing soft skills such as writing,oral presentation, teamwork, information literacy, and ethics. A frequently

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

development responsibilities here include the Unit Operations Lab and Senior Design (including Aspen), among other undergraduate core courses. His research interests include digital & online methods in engineering education.Prof. Kevin J Cash, Colorado School of Mines c American Society for Engineering Education, 2020 Chemical Engineering Senior Design at Colorado School of Mines: Recent Innovations & AchievementsThe one-semester Senior Design course at Colorado School of Mines has seen a large number ofchanges & developments over the past several years. The evolution of assessments, upgradedfrom general checklists to detailed checklists and ultimately to detailed rubrics for

Conference Session

Bringing Industrial Applications into the Classroom

Collection

2013 ASEE Annual Conference & Exposition

Authors

Margot A Vigeant, Bucknell University

Tagged Divisions

Chemical Engineering

will try to schedule several relevant field trips.Ideally, these will happen during class time, but may run over.Catch-all final statement:This is a new class, and both the content and format will evolve as we work together. If youhave ideas or requests, tell Dr. Vigeant. We can shift things around to create the optimallearning environment for the entire group. Appendix  A  –  Course  Syllabus       Page 23.929.14   13  

Conference Session

Virtual and Web Learning in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew W Liberatore, University of Toledo

Tagged Divisions

Chemical Engineering

in the semester (as reading assignments are due at8am preceding the 11am class time). After the second assignment where fewer studentsparticipated, the instructors reiterated the syllabus, which included 5% of the total course gradebeing awarded for participating in the zyBook. Next, the participation jumped to nearly thewhole class with ninety students completely finishing Sections 1.7 to 1.9, eleven studentspartially completing the assignment, and only 4 students not completing the reading. Overall,data from the entire semester will be included in the talk. 1.7to1.9 ZyBookSections 1.3to1.6 0

Conference Session

Communication in the Chemical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura P. Ford, University of Tulsa

Tagged Divisions

Chemical Engineering

. Page 26.1655.1 c American Society for Engineering Education, 2015 Using an Article in a Sophomore Engineering Science Class to Boost Lifelong Learning ConfidenceAbstractSophomore-level engineering classes often do not require students to find properties or processesin the literature, as advanced engineering courses do. Using the literature to find information isoften considered part of fulfilling ABET outcome i: a recognition of the need for, and an abilityto engage in, lifelong learning. The design project in a sophomore-level course was based on anarticle in Chemical Engineering Progress, and students were surveyed about confidence inability to understand similar articles before

Conference Session

Chemical Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura P. Ford, University of Tulsa

Tagged Divisions

Chemical Engineering

American Society for Engineering Education, 2014 Using a Journal Article with Sophomores to Increase Lifelong Learning ConfidenceIntroductionJournal articles are often used in upper-level engineering courses as reference material toencourage students to develop life-long learning skills. How early in the curriculum are journalarticles introduced? This paper presents the results of a study on using a journal article in asophomore-level class.Chemical Engineering Progress often includes articles appropriate for use in sophomore andjunior engineering science classes of thermodynamics, fluid mechanics and heat transfer 1-6.These articles use only the concepts covered in the course and include analytical results

Conference Session

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

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University; Lisa G. Bullard, North Carolina State University; Steven W. Peretti, North Carolina State University; David F. Ollis, North Carolina State University

Tagged Divisions

Chemical Engineering

may be suitable for identifying gross instances of plagiarism. A complicatingfactor is that during the semester plagiarism screening software was used, students wereinformed in the syllabus and on the first day of class that their papers were being screened forplagiarism prior to submission. This information likely provided additional encouragement forstudents to avoid malicious plagiarism in fear of penalty, which may in itself be a benefit of theuse of plagiarism screening software. Table 3. Number of instances of malicious and non-malicious plagiarism identified before and after using plagiarism screening software. Malicious instances of plagiarism Non-malicious instances of plagiarism Course

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

Interventions Faculty Can Deploy to Increase Retention: A Faculty 2 Cookbook for Increasing Student Success 3 4 Byron Hempel^, Kasi Kiehlbaugh^, Paul Blowers^ 5 ^Chemical and Environmental Engineering, University of Arizona 6 Abstract 7 8 Student retention in college is often expected to be handled by advisers, staff, and administrators. 9 Faculty, however, are the only members in academia that students are required to interact with regularly.10 For most courses offered in higher education, the contact time between faculty and students is normally11 three hours per week, allowing faculty to have a large impact on student outcomes. This paper discusses12 how to deploy

Conference Session

New Trends in CHE Education I

Collection

2009 Annual Conference & Exposition

Authors

Michael Hanyak, Bucknell University; Timothy Raymond, Bucknell University

Tagged Divisions

Chemical Engineering

taught to about 28 to 32 first-year majors over a 14-week period in the spring semester.Prior to 2008, this course was taught to sophomore majors in the fall semester. Since 2008, ithas been taught to freshmen majors in the spring semester. Under the PBL format, the studentswork for a fictitious company that has hired them at the entry-level position of provisionalsophomore engineer. The following two paragraphs extracted from the syllabus introduce thestudents to the continuing educational course in this company on the first day of class. “Welcome to the Internship Program in the Process Engineering Department of BEEF, Inc., the Bison Engineering and Evaluation Firm. Based on feedback from our Human Resources

Conference Session

Diversity and Global Experiences

Collection

2018 ASEE Annual Conference & Exposition

Authors

David DiBiasio, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Leslie Dodson, Worcester Polytechnic Institute; Curtis Abel, Worcester Polytechnic Institute

Tagged Divisions

Chemical Engineering

chemical engineering. Thissurprised the ChE instructor, particularly the fact that many students did not realize they could simplylook up the integrated solution online or in a textbook. We believe the solution to this is to do moreclass examples and homework on simple transient balances (like tank filling or solute mixing) prior tointroducing the project.Final Reports. Review of the 25 team reports showed them to all be very good to excellent. This was apleasant surprise to the ChE instructor who has been doing course projects for many years in this andsimilar classes. Typically there are teams whose dysfunction results in a poor report or who are simplyunmotivated and do not demonstrate the effort needed to produce good quality work. This was

Conference Session

"Modular" Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Qinghua He, Tuskegee University; Rong Zhang, Auburn University; Jin Wang, Auburn University; Frank Leonard Armstead III, Tuskegee University; Rong Zhu Walburn; Donald Ray Johnson Jr; Julius Lenard Taylor II, Tuskegee University Research Assistant

Tagged Divisions

Chemical Engineering

Certificate in BiofuelCertificate Program Continuing Education Production OperationsAlternative Energy Programs Crowder College / Environmental Sciences Associate of Arts DegreeBiodiesel Fuel Education University of Idaho / Biological & Online short course for generalProgram Agricultural Engineering publicNew York Center for Liquid Morrisville State College / School of Create jobs in the agriculture sectorBiofuel Agriculture and Natural ResourcesAs illustrated in Table 1, although many biofuel education programs have emerged recently,most of them target general non-engineering audience (such as agricultural or

Conference Session

Hands-On Projects and Demos

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anthony Butterfield, University of Utah; Katrina My Quyen Le, AMES High School; Kerry Kelly, University of Utah; Pascal Goffin, University of Utah; Thomas Becnel, University of Utah ; Pierre-Emmanuel GAILLARDON, University of Utah

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

learning objectives, similar tothose university faculty would detail in the objectives of a syllabus. All but eight US states haveadopted common core state standards (http://www.corestandards.org/), but most curriculumstandards for each particular jurisdiction are often detailed online and may be found with asimple internet search. Before a visit to a school is proposed, it is important to identify and assesshow the team will specifically address the curricular needs of that particular classroom. For ourparticular project, we are targeting the core standards set by the state of Utah(https://www.uen.org/core/), but each state should have similar requirements. Because this project intersects with topics from mathematics to environmental

Conference Session

Poster Sessions for Unit Operations Lab Bazaar and Tenure-Track Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael E. Prudich, Ohio University; Daina Briedis, Michigan State University; Robert Y. Ofoli, Michigan State University; Robert B. Barat, New Jersey Institute of Technology; Norman W. Loney, New Jersey Institute of Technology; Ali Pilehvari, P.E., Texas A&M University, Kingsville; Michael J. Elsass, University of Dayton; Robert J. Wilkens, University of Dayton; Danilo Pozzo, University of Washington; Jim Pfaendtner, University of Washington; William B. Baratuci, University of Washington; Jim Henry, University of Tennessee, Chattanooga; Bridget R. Rogers, Vanderbilt University; John F. Sandell, Michigan Technological University; Adrienne R. Minerick, Michigan Technological University; Jason M. Keith, Michigan Technological University; Horacio Adrian Duarte, Texas A&M University, Kingsville; David W. Caspary, Michigan Technological University; Charles Nuttelman, University of Colorado, Boulder; Pablo LaValle, University of Michigan; Naoko Ellis, University of British Columbia; Sergio Mendez, California State University, Long Beach; Arne Biermans, University of Washington

Tagged Divisions

Chemical Engineering

. The mainpurpose of the lecture was to introduce key statistics concepts appropriate to the laboratoryexperiments. Initially, the coordination between lecture material and laboratory experiments wasweak due to the sequence by which student teams rotated through the experiments. Inevitably,some teams would conduct the experiments most suited for statistical applications before theappropriate material was covered in lecture. In addition, as is frequently the case in many typicalunit operations laboratories, obtaining a meaningful number of data points for statistical analysiswas and continues to be a problem. However, a few years of experience, input from students, andadjustment of the statistics topic sequence in the course syllabus has led to

Conference Session

ABET and Curriculum-Level Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karyn L. Biasca, University of Wisconsin, Stevens Point; Steve Hill, University of Wisconsin, Stevens Point

Tagged Divisions

Chemical Engineering

the reports, saying that they containedproprietary information. At the time, faculty decided to share the rubric used to evaluate studentpapers with mill supervisors so that they would have a standard by which they could rate papers,as well as an evaluation form to provide feedback on student work in the mill.In 2010, we developed a new approach to assessing these internships. Taking advantage of thecapabilities of the online course management system Desire2Learn®, students now respond to 16questions about their internship work while they are in the mills. These responses help studentsto remember activities performed during the entire internship. When they return to campus,students provide two pieces of work to satisfy academic requirements