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Displaying results 1 - 30 of 244 in total
Conference Session
Communication in the Chemical Engineering Curriculum
Collection
2015 ASEE Annual Conference & Exposition
Authors
Kenneth P. Mineart, North Carolina State University; Matthew Cooper, North Carolina State University
Tagged Divisions
Chemical Engineering
presentation experiences.The presented work examines student-based evaluation and reflection as a route to increasingconstructive feedback. Students’ firsthand discovery of presentation weaknesses and negativespeaking habits increases their awareness of such behavior in subsequent experiences. Thepotential impact of this study is twofold. First, it provides students with a platform to analyzetheir own communication skill, take ownership of their findings, and make improvements theythemselves discover. Second, it seeks to minimize extraneous work for the instructor.The study investigates the efficacy of student-based evaluations. Student presentations arerecorded, including the post-presentation question and answer session, and made available
Conference Session
E-Learning in Chemical Engineering
Collection
2009 Annual Conference & Exposition
Authors
David Silverstein, University of Kentucky
Tagged Divisions
Chemical Engineering
Education during 2003, and the 2007 recipient of the Raymond W. Fahien Award for Outstanding Teaching Effectiveness and Educational Scholarship. Page 14.710.1© American Society for Engineering Education, 2009 Improving Student Learning by Encouraging Reflection through Class WikisAbstractA cohort of students enrolled in a chemical engineering was required to contribute to acollaborative reflective document with the objective of more rapidly assimilating new knowledgeinto the problem solving process. Motivated by prior work in the literature describing the use ofportfolios and by the
Conference Session
Using Communication and Writing Techniques to Improve Student Learning
Collection
2013 ASEE Annual Conference & Exposition
Authors
Taryn Melkus Bayles, University of Maryland, Baltimore County
Tagged Divisions
Chemical Engineering
Paper ID #6811A Reflective Writing Assignment to Engage Students in Critical ThinkingDr. Taryn Melkus Bayles, University of Maryland, Baltimore County Page 23.96.1 c American Society for Engineering Education, 2013 A Reflective Writing Assignment to Engage Students in Critical Thinking Our department has adopted the following Program Education Objectives, which we refer toas “the Five C’s”. Within three to five years after graduation our graduates will have demonstratedCompetency in the discipline of chemical engineering; our
Conference Session
Using Communication and Writing Techniques to Improve Student Learning
Collection
2013 ASEE Annual Conference & Exposition
Authors
Mariajose Castellanos, University of Maryland, Baltimore County; Joshua A Enszer, University of Maryland Baltimore County
Tagged Divisions
Chemical Engineering
Paper ID #7531Promoting Metacognition through Reflection Exercises in a Thermodynam-ics CourseProf. Mariajose Castellanos, University of Maryland, Baltimore CountyDr. Joshua A Enszer, University of Maryland Baltimore County Dr. Joshua Enszer is a full-time lecturer in Chemical Engineering at the University of Maryland at Bal- timore County. He has taught core and elective courses across the curriculum, from introduction to en- gineering science and material and energy balances to process control and modeling of chemical and environmental systems. His research interests include technology and learning in various incarnations
Conference Session
Professional Skills Development
Collection
2017 ASEE Annual Conference & Exposition
Authors
Ashlee Nicole Ford Versypt, Oklahoma State University
Tagged Divisions
Chemical Engineering
Paper ID #17746Self-Reflection Assignments for Evaluating Non-Technical Skills and SettingGoals for Professional DevelopmentDr. Ashlee Nicole Ford Versypt, Oklahoma State University Dr. Ashlee N. Ford Versypt is an assistant professor in the School of Chemical Engineering at Oklahoma State University. She earned her Ph.D. and M.S. degrees in ChE at the University of Illinois at Urbana- Champaign and her B.S. at the University of Oklahoma. She also conducted postdoctoral research at the Massachusetts Institute of Technology. Her research focuses on developing computational models for systems biomedicine & pharmaceutics and
Conference Session
Novel Pedagogical Techniques II: Potpourri
Collection
2017 ASEE Annual Conference & Exposition
Authors
Heather Chenette, Rose-Hulman Institute of Technology
Tagged Divisions
Chemical Engineering
Paper ID #20531Can structured reflection enhance learning in a heat and mass transfer course?Dr. Heather Chenette, Rose-Hulman Institute of Technology Heather Chenette is an Assistant Professor of Chemical Engineering at Rose-Hulman Institute of Tech- nology. Her professional interests include enhancing student learning in the classroom and creating op- portunities for students to learn about membrane materials and bioseparation processes through research experiences. c American Society for Engineering Education, 2017 Can structured reflection enhance learning in a heat and mass
Conference Session
Chemical Engineering Division Poster Session
Collection
2016 ASEE Annual Conference & Exposition
Authors
Heather C. S. Chenette, Rose-Hulman Institute of Technology; Tony Ribera, Rose-Hulman Institute of Technology
Tagged Divisions
Chemical Engineering
Paper ID #15129Prediction and Reflection Activities in a Chemical Engineering Course: Fun-damentals of Heat and Mass TransferDr. Heather C. S. Chenette, Rose-Hulman Institute of Technology Heather Chenette is an Assistant Professor of Chemical Engineering at Rose-Hulman Institute of Tech- nology. Her professional interests include enhancing student learning in the classroom and creating op- portunities for students to learn about membrane materials and bioseparation processes through research experiences.Dr. Tony Ribera, Rose-Hulman Institute of Technology c American Society for Engineering Education
Conference Session
Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Andrew Maxson, The Ohio State University; David L. Tomasko, The Ohio State University
Tagged Divisions
Chemical Engineering
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
disconnect, we focused an in-depth analysis on discovering how students understood “teamwork” and their teamworkexperience in this course.RQ2: What are the major themes senior engineering students report about their teamworkexperiences in those capstone design projects? To understand what stood out to students in their teamwork processes, we iterativelyopen-coded their responses to the question of “What is the importance of working on a team forthis project?” The themes in student responses that reflected the importance of working on ateam included team coordination, simulation to real world, necessity, and the challenges (seeTable 3). Team coordination included communication, individual responsibility, efficiency,strengths and
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
Conference Session
Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Elif Miskioglu, Bucknell University; Nicholas Tymvios, Bucknell University; Eliana Christou, University of North Carolina at Charlotte; Benjamin B Wheatley, Bucknell University
Tagged Divisions
Chemical Engineering
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
Paper ID #29382Student Confidence and Metacognitive Reflection with Correlations toExam Performance in a FE Review Course in Chemical EngineeringSheima J. Khatib, Texas Tech University Sheima J. Khatib is an Assistant Professor in the Department of Chemical Engineering at Texas Tech University. She received her Ph.D. in Chemistry in the area of heterogeneous catalysis from the Au- tonomous University of Madrid. Apart from her interests in chemical engineering and finding sustainable paths for production of fuels and chemicals (for we she has received several grants including the NSF CAREER award), she is passionate
Conference Session
Chemical Engineering Division Poster Session
Collection
2015 ASEE Annual Conference & Exposition
Authors
Mariajose Castellanos, University of Maryland, Baltimore County; Joshua A Enszer, University of Maryland, Baltimore County
Tagged Divisions
Chemical Engineering
learning, the overall educative environment should not only includeguidance through specific material or actions/experiences to own the material, but additionallystudents should immerse into self-knowledge. Metacognition has been described as reflection aboutactions1. It has also been defined by connection prior knowledge with the learning of a new task andwhat are the skills required to do so2. Reflection exercises include introspection on your ownknowledge, ability, motivation by answering specific questions3. The idea of “writing to learn” hasbeen investigated in education courses4, and preliminary findings suggest that there may be nochange in student success in the course in which it is implemented, but that students develop anappreciation
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
. c American Society for Engineering Education, 2016 An Online Course for Professional Development of Chemical Engineering COOPs and InternsAbstractAn online course was created for professional development of chemical engineering studentsparticipating in industrial cooperative education and internships. The course guides studentsthrough a series of exercises each designed to cycle through the four stages of Kolb’s learningtheory: experience, reflection, generalization, and experimentation. Students naturally acquireconcrete professional experience while practicing in an industrial setting. Instead of a traditionalapproach to coop education that concludes the industry experience with a reflective report
Conference Session
Professional Skills Development
Collection
2017 ASEE Annual Conference & Exposition
Authors
Abigail Jane Kulhanek; Cheryl A Bodnar, Rowan University
Tagged Topics
Diversity
Tagged Divisions
Chemical Engineering
feel solely through written communication so their team could correctlyidentify the liquid without ever seeing it.Reflection-based homework assignments were developed to obtain students’ perception of thesegame-based communication activities as prior research showed that use of these game-basedcommunication activities resulted in positive improvement in both students’ oral and writtencommunication skills. The coding scheme for the reflections was developed using a grounded,emergent qualitative analysis. The reflections were then content analyzed by two analysts. Aninter-rater reliability measure based on Cohen’s Kappa was calculated for each game-basedactivity. The inter-rater reliability for the “Professional Slide,” “ROYGBIV,” and
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
: reflection papers andelectronic portfolios that document their internship work, specifically addressing how theirinternships helped them develop skills in several ABET Student Outcomes for the PSENprogram. The portfolios provide evidence that the faculty can use to assess the achievement levelfor outcomes associated with these internships.In this paper, we describe the assessment method in more detail, and the conference presentationwill include a demonstration of the technology. We also discuss the need for students to be ableto more clearly identify and articulate achievement of learning outcomes. A critical finding ofour initial study is that students often met learning outcomes without realizing they did, withoutunderstanding the importance of
Conference Session
Experiential Learning in Chemical Engineering
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Jeffrey Stransky, Rowan University; Caleb Hill; Robert John McErlean, Rowan University; Jacob Willetts, Rowan University; Landon Bassett, University of Connecticut; Daniel D. Anastasio, Rose-Hulman Institute of Technology; Daniel D. Burkey, University of Connecticut; Matthew Cooper, North Carolina State University at Raleigh; Cheryl A. Bodnar, Rowan University
Tagged Divisions
Chemical Engineering
environment?MethodsThis section will contain an overview of our study design, a description of the interventionContents Under Pressure (CUP), and discuss the data analysis performed.Study DesignThis study consisted of a semester long pre-/post- research design involving the use of CUP as anintervention. A total of 187 senior chemical engineering students, enrolled in either a seniordesign or process safety course from three different institutions, participated in the study. Inorder to understand how senior chemical engineering students prioritize criteria relevant toprocess safety decisions, they were asked to complete a pre-reflection where they sequentiallyranked the criteria (budget, personal relationships, plant productivity, safety, and time
Conference Session
Chemical Engineering in K-12 and the First Year
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Tommy George, Harvard University; Alexander Seth Klein; Kristen B Wendell, Tufts University
Tagged Divisions
Chemical Engineering
3D modelling software, justifying theirdesign choices by considering reactor volume and geometry favorable for mixing. Throughoutthese activities, learners were curious and engaged, thoughtfully weighing and selecting designchoices, offering and debating new ideas, and raising questions to be answered throughout therest of their chemical engineering studies.Designing this workshop, we aimed to activate the existing knowledge, skills, and motivations ofthese learners as resources for building knowledge about the chemical engineering discipline andfor identifying and practicing skills for creative and productive engineering design. Moreover,these learning experiences followed a cycle of reflection and action to support collaborativelybuilding
Conference Session
Using Communication and Writing Techniques to Improve Student Learning
Collection
2013 ASEE Annual Conference & Exposition
Authors
Kevin D. Dahm, Rowan University; Stephanie Farrell, Rowan University
Tagged Divisions
Chemical Engineering
.  Students completed the assignments in teams of three and submitted one solution per team.  However, in addition, each individual student was required to write an abstract for each problem.  In the abstracts, students summarized the purpose of the problem, the system under consideration, the known and unknown information and the solution procedure.  There were two purposes to assigning the abstracts.  First, it was hypothesized that requiring students to write about their problem solutions in a reflective way could foster a more thorough understanding of the processes being modeled, and instill in students a conscious recognition of effective problem‐solving strategies.  Second, it was hypothesized that the abstracts would provide an effective tool
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
. The course is designed to provide students with instructional methods andcurricular materials appropriate for teaching science concepts, processes and skills in theelementary grades. The course reflects best practices for the teaching of science asoutlined in the National Science Education Standards and the Pennsylvania StateStandards. Each of these reform documents emphasizes an approach to the teaching andlearning of science, which highlights scientific inquiry as a prominent feature. As such,teaching science as inquiry serves as the foundation of the course.The major goals for the course include assisting students in developing positivedispositions toward science teaching and learning, becoming familiar with the goals ofcontemporary
Conference Session
Work-in-Progress Oral Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
John Eric Wagner, Trine University; Amanda Portis Malefyt, Trine University; Jon D Koch, Trine University
Tagged Divisions
Chemical Engineering
immediate feedback on their numerical work,and encourage them to think about what they are learning through instructor graded metacognitive andreflection questions. These metacognitive questions are normally absent in other systems.The time investment to use the problems from the repository is minimal, and these problems can be usedin any desired quantity to supplement or replace the instructor’s current homework problems. For theinstructors using the computer-based option, the numerical parts of the problems are “machine graded”thus saving the grader time and allowing the grader to spend a larger percentage of their time assessingthe students’ higher level thinking skills demonstrated in the reflection questions. In addition, studentrating of the
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
of the course were completedin groups, but to hold individuals accountable, every student wrote a weekly reflection on theirpersonal progress and learning. At the end of the semester, in lieu of a final exam, each studentsubmitted a 10-15 page learning portfolio in which they wrote a narrative and included curatedexamples of the work they completed during the term. Each assessed element of the course wasdirectly mapped to one of the course learning goals explicitly on the syllabus.In this paper, we provide key assignment and assessment documentation associated with thecourse and discuss how these elements connect to the literature on education. In next offering ofthe course, the pace of the course will be adjusted and more guidance will be
Conference Session
Grasping the "Concept"
Collection
2013 ASEE Annual Conference & Exposition
Authors
Rajesh V Shende, South Dakota School of Mines and Technology
Tagged Divisions
Chemical Engineering
exceptional problem solving skills, teamwork,communication skills, and critical thinking ability, it becomes imperative to look for innovativeinstruction approaches to prepare students. Such skills and abilities can be achieved by inductinga coupled approach involving collaborative and problem based learning strategies in curricula.Both cognitive and generic skills will be realized by practicing collaborative learning andproblem based learning3 approaches that involve several self-directing learning demonstrationsin transitioning from problem analysis to reporting-reflection to integration and evaluation. Page 23.322.2Collaborative learning facilitates
Conference Session
New Trends in CHE Education II
Collection
2009 Annual Conference & Exposition
Authors
Paul Golter, Washington State University; Bernard Van Wie, Washington State University; Gary Brown, Washington State University; David Thiessen; Nurdan Yurt; Baba Abdul, Washington State University
Tagged Divisions
Chemical Engineering
the solution themselves. Other times we will direct Concrete the students to a particular section, Experience paragraph, figure, equation, etc. in a text Reflective book that succinctly deals with the issue Active Observation at hand – we’ll say, “Someone read this,Experimentation and then see how that impacts your Abstract discussion.” Conceptualization Our goal in this is
Conference Session
Labs and Experiments
Collection
2017 ASEE Annual Conference & Exposition
Authors
Margot A Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Milo Koretsky, Oregon State University; Edward C Bent, Bucknell University; Rachel Cincotta, Bucknell University; Kyle Andrew MacDougall, Bucknell University Chemical Engineering Department
Tagged Divisions
Chemical Engineering
sameexperiments as demonstrations. Both treatments were accompanied with the same pre-labprediction questions and post-lab assessment and reflection questions, which kept student timedevoted to each activity similar. Students performing the experiment in small groups scoredhigher on the concept inventory than did students who watched a demonstration (24.7-percentagepoint increase relative to 16.9-percentage point increase) although both groups improvedsignificantly relative to their pre-test scores. Analysis of the student reflection questions mirroredthis trend, with students performing experiments answering the reflection questions more fullyand more correctly than students who watched the demonstration.Introduction and BackgroundIn the past five years
Conference Session
Improving Introductory Experiences in Chemical Engineering
Collection
2014 ASEE Annual Conference & Exposition
Authors
Kevin D. Dahm, Rowan University; Stephanie Farrell, Rowan University
Tagged Divisions
Chemical Engineering
Paper ID #9277Writing Abstracts of Homework Problem Solutions: Implementation and As-sessment in a Material Balances CourseDr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He received his B.S. from WPI in 1992 and his Ph.D. from MIT in 1998. He co-authored the book ”Interpreting Diffuse Reflectance and Transmittance,” published in 2007, with his father Donald Dahm. His second book, ”Fundamentals of Chemical Engineering Thermodynamics,” a collaboration with Donald Visco of the University of Akron, is expected to be released by January 10, 2014. Kevin has received the
Conference Session
ChE: Assessment
Collection
2007 Annual Conference & Exposition
Authors
Kenneth Williamson; Milo Koretsky, Oregon State University
Tagged Divisions
Chemical Engineering
to identify success at higher cognitive levels. ‚ Improve the quality of course learning objectives to foster higher level cognitive abilities required for success in the engineering profession.Kolb’s Learning Cycle. Kolb11,12 developed a system of selecting classroom activities basedupon his research related to adult learning. As schematically shown in Figure 1, there are four“quadrants” of ways that people learn: concrete experience, reflective observation, abstractconceptualization, and active experimentation. Two of these stages, concrete experience andabstract conceptualization, operate in the realm of knowing (how they perceive) while the othertwo, reflective observation and active experimentation, involve
Conference Session
Novel Classrooms
Collection
2018 ASEE Annual Conference & Exposition
Authors
Christina Smith, Brown University; Ann Sitomer, Portland State University; Milo Koretsky, Oregon State University
Tagged Divisions
Chemical Engineering
, teaching planning meetings, reflective practice meetings, and involvement withcurriculum and assessment development. Biology, chemistry, physics, and mathematics allincluded pedagogical development opportunities in seminars that were part of the core graduatecurriculum. In CBEE, GTAs were asked to attend bi-weekly meetings that focused on creating acommunity that reflected on problems of teaching practice in Studio and discussed alternativeways of approaching practice. These bi-weekly meetings were voluntary and organic in nature,such that topics differed week to week and generally were directed by issues the GTAs werecurrently facing.Table 1. Details of the major activities and progression for pedagogical development in CBEE Timeframe
Conference Session
ChE: Innovations in Student Learning
Collection
2007 Annual Conference & Exposition
Authors
Jennifer Christensen, Texas A&M University; Lale Yurttas, Texas A&M University; Janie Stratton Haney, Texas A&M University; Mahmoud El-Halwagi, Texas A&M University; Jeffrey Froyd, Texas A&M University; Charles Glover, Texas A&M University
Tagged Divisions
Chemical Engineering
community based services and non-profit organizations, asking for service-learning opportunities. Proposals were discussed and selected according to pre-established project specification criteria. 2. Project promotion: Student teams assigned project with general outline and guidelines. Project requires planning, attention to detail, extra research for understanding of sustainable technologies for a creative solution, and transfer of learned concepts. 3. Designing and Project Completion: Field experts, professors and upperclassman mentors are available for guidance, support and collaborative learning. 4. Project Reflection: Written reports and oral presentations graded by professors and
Conference Session
Contemporary Issues in Chemical Engineering Education
Collection
2010 Annual Conference & Exposition
Authors
Milo Koretsky, Oregon State University
Tagged Divisions
Chemical Engineering
multiplicity of views, and then tocontextual relativism.8 While this paper is presented in a course specific context, it is believedthese principles are useful to instructional design, in general.Kolb Learning Cycle and Class ArchitectureKolb6,7 developed a system of selecting classroom activities based upon his research related toadult learning. As schematically shown in Figure 1, there are four “quadrants” of ways thatpeople learn: concrete experience, reflective observation, abstract conceptualization, and activeexperimentation. Two of these stages, concrete experience and abstract conceptualization,operate in the realm of knowing (how they perceive) while the other two, reflective observationand active experimentation, involve transformation of