Conference Session

Contemporary Issues in Chemical Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

a spreadsheet(static data), and 2 times communication of data (peer review of writing and oral reports).Laboratories 4, 9 and 10 were changed from 2007 to 2008.Table 1. Laboratory activities to reinforce Kolb step 3, practice under constrained conditions.Week Topic Activity Activity Mode1 Summary Statistics and Box 1970 Draft Lottery Data Data presented in Excel Plots Analysis18,192 Sampling and Probability Distributions of Coin Flips and Active: students flip coins and 20 Distributions Response Time

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

-based introduction” published by Wiley; and M. Northey, “Making sense inengineering and the technical sciences: a student’s guide to research and writing,” published byOxford University Press in 2009; plus instructor’s notes. This introduction to the practice ofengineering including ethics, health and safety, roles and responsibilities to society, engineeringcommunication, design skills and group work, Professional Engineers of Ontario, design andproblem solving, change management and lifelong learning. The course features an eclectic set of99 objectives including how to greet professionals, stress management, professional requirements,professionalism, e-mail correspondence, project management, meeting deadlines, teamwork, selfand peer

Conference Session

Adaptive and Supportive Learning Environments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shiran Zhavian; James P. Abulencia, Manhattan College

Tagged Divisions

Chemical Engineering, Minorities in Engineering

asserts the need for signs that communicate technical jargon [2]. The authors makea case that interpreters who have a knowledge of content, provide better instructioncompared to those who are not familiar with a subject. Additionally, the selection ofsigns in communicating technical jargon is important in effectively translating the idea.Finally, a study examining direct instruction (i.e. where the educator is signing) vs.mediated instruction (i.e. where an interpreter is present) showed no difference ineffectively conveying the information to the Deaf student [3]. However, one disturbingfact from this study is that Deaf students leave a course with less knowledge compared totheir hearing peers. Programs have been created to encourage Deaf

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

collaborative learning activities gives students more opportunities in developingconceptual learning through social interactions among peers. This we can refer to as conceptgroup learning activity.In a group environment, conflicts and controversies are resolved through proper explanation,justification; reflection and search for new knowledge.8 Student groups often come up withmutual support or solution via elaborative help that stimulates reorganization of thoughts andidentification of knowledge gaps thereby generating solution seeking ability among the studentgroup members. These circumstances also help students developing elaborate conceptualunderstanding by making use of new analogies, revisiting and reformulating their knowledge,which becomes more

Conference Session

Early ChemE Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jamie Gomez, University of New Mexico; Vanessa Svihla, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

research university in the American Southwest. Students worked in pairs onhomework assignments to support peer learning. We replaced one question from each of the sixhomework assignments with design challenge deliverables. Students worked in subteams on oneof the three algal production phases (i.e., growth, harvest, extraction). They also developedindividual accountability through jigsaw sessions in which they explained their subteam’s workto students from other production phases. They built whole-class consensus through “parley”sessions that involved decision matrices.We describe the design challenge and our study, in which we investigated how a designchallenge threaded through a sophomore course might provide students with a picture ofauthentic

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

James P Abulencia, Manhattan College; Margot A Vigeant, Bucknell University; David L. Silverstein, University of Kentucky

Tagged Divisions

Chemical Engineering

the teaching of concepts in an introductory thermodynamics coursethrough video. This generation of students is technology savvy, and regularly communicates bymeans other than face-to-face interactions (e.g. texting). Additionally, the popularity of sites suchas Khan Academy makes the idea of teaching with video difficult to ignore. Thus, we assert thatthere is value in using this media for instruction, and that this media can be leveraged for use in achemical engineering course. During this study, students will be asked to 1) take a conceptdiscussed during class, and articulate it in video media using everyday examples that otherstudents can relate to (autodidactic learning) 2) watch peer-made videos that teach these concepts(peer-to-peer

Conference Session

Chemical Engineering Education: Upperclass Years

Collection

2010 Annual Conference & Exposition

Authors

Lisa Bullard, North Carolina State University

Tagged Divisions

Chemical Engineering

. Administering a peerevaluation tool is essential since much of the course grade will depend on the groupproject. CATME45, 46 is an easy-to-use online tool that collects and analyzes self and peerevaluations of team members’ contributions. Ideally some type of peer evaluationinstrument is administered with each major deliverable, and team members receivefeedback on their individual performance compared to the group average. Any lowperforming students should be identified by the instructor, and the team should meet withthe instructor to discuss the issue so that it can be addressed early. Instructors might alsoconsider a mechanism that reflects in individual contribution; for example, students couldbe required to keep a design notebook47 or submit their

Conference Session

Works-in-Progress Postcard Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Polly R. Piergiovanni, Lafayette College

Tagged Divisions

Chemical Engineering

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

Conference Session

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

piece of information onthe bottom of the card as shown in Figure 1.They then had to use solely oralcommunication – no drawing or writing – toexplain the symbols on their card and gatherfeedback on what their card was meant torepresent. This meant that they had to listenclosely to their peers to ensure that they weregetting the description of a symbol theyneeded. They also had to be careful in how Figure 1. Sample ROYGBIV game cardthey described their symbol so that it wouldnot be misinterpreted. To get the necessary information to solve their code, students needed tospeak to a lot of different students in the class, not just their peer group as each student was onlyprovided with the one piece of information at the bottom of their card

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

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

, due before the accompanying lecture) allowed us to eliminate several lectures in the firstfew weeks of the course, as these were previously simply rehashing information in the textbook.In addition, the introduction of peer-grading of a follow-up assignment (after students havereceived feedback on the first assignment) has reduced the workload for the professors whilesimultaneously enriching the amount and quality of feedback most students receive.Students had long requested the addition of industrial or other externally sponsored projects.While this was relatively labor-intensive in the first year (making contacts, writing contracts), ithas been a highly rewarding exercise for everyone—nevertheless, the authors recommendkeeping a professor

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

Conference Session

Grasping the "Concept"

Collection

2013 ASEE Annual Conference & Exposition

Authors

Adrienne R Minerick, Michigan Technological University

Tagged Divisions

Chemical Engineering

concepts in a clear visual and verbal fashion to readers of the manuscript.A few graduate programs have implemented formal training of students in the research process.Most notable is David F. Ollis’ efforts described in his 1995 article2 in Chemical EngineeringEducation on “The Research Proposition.” Additional U.S. graduate programs include requiredcourses in the curriculum on writing research proposals (University of Oklahoma3) and researchmethods (Michigan Technological University4 and Arizona State University5). Structuredtraining in research methods is also endorsed in international communities such as in ErstaSköndal University College in Stockholm, Sweden6 and National University of Singapore7.However, to the author’s best knowledge, no

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., University of Akron

Tagged Divisions

Chemical Engineering, Educational Research and Methods

write-up/procedure that other students would follow about their module(with a 100% correct report attached by the team) and, finally, a detailed project report. At the endof the semester, the student groups would archive all of this electronically and send it to theinstructor as well (for the teams to use in the follow-on years). Detailed information was providedto the students on the syllabus as to why this activity was occurring. This has been repeated below: While there is an increasing movement towards "hands-on" learning, especially in engineering, such an approach is mainly focused on modified laboratory experiences and/or out-of-classroom experiences. However, most of the contact hours in a curriculum

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

numerous awards for both teaching and advising, including being named as an NCSU Alumni Distinguished Undergraduate Professor, the ASEE Raymond W. Fahien Award, the John Wiley Premier Award for Engineering Education Courseware, NCSU Fac- ulty Advising Award, National Effective Teaching Institute Fellow, NCSU Alumni Outstanding Teacher Award, George H. Blessis Outstanding Undergraduate Advisor Award, ASEE Southeastern Section New Teacher Award, and ASEE-ERM Apprentice Faculty Grant Award. Bullard’s research interests lie in the area of educational scholarship, including teaching and advising effectiveness, academic integrity, process design instruction, and the integration of writing, speaking, and computing within the

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

interactively with their peers and the instructor. Performance on an identicalexamination showed the average of the experimental group was 2.5 standard deviations abovethe control group. In addition, student attendance and engagement were significantly higher inthe experimental group.Other, more comprehensive studies similarly find increased learning in classes that use activelearning pedagogies.2,3 Using pre/post-test data of over 6,000 physics students from a valid andreliable concept inventory, Hake4 found that courses that used active learning had normalizedlearning gains that were twice as large as the gains for classes that used only traditional lectures.Similarly, over a span of thirteen years, Poulis et al. 5 studied over 5,000 students in

Conference Session

Virtual and Web Learning in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Patrick Abulencia, Manhattan College; David L. Silverstein P.E., University of Kentucky; Margot A Vigeant, Bucknell University

Tagged Divisions

Chemical Engineering

large library of thermodynamics videos, suitable toact as “learning objects” for topic introduction or further study outside of class, enhanced studentengagement, student demonstration of the capacity to engage in lifelong learning. By the draftpaper due date, we will also be able to say whether or not it also resulted in a significant changein students’ thermodynamics concept inventory scores. In previous years of the study, simplywatching videos or generating a single video on a larger team did not improve student scoresover control.BackgroundPeer instruction has been shown to be a powerful tool for learning(1). The goal of this work wasto see if the benefits of peer instruction could be attained asynchronously via the medium ofvideo. In the

Conference Session

ChemE Curriculum: Freshman and Sophomore

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tracy Q. Gardner, Colorado School of Mines

Tagged Divisions

Chemical Engineering

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

Conference Session

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

Final memos and peer evaluations due (final exam slot)Each team was assigned a customer, with whom they met three times. Customers weredrawn from two main sources: students in EDUC 344: Science as Inquiry and local Cubor Girl Scout troops. Teachers in local school districts were invited and served asoccasional customers occasionally during this project, however the overlap betweenENGR 100 class times and school hours created a significant obstacle to customer-student interactions.Student teams were assigned topics in addition to being assigned customers. Customerswere interested in the given topic, but typically topics came from a “higher” source thanthe customers themselves, such as State Education

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adrienne R. Minerick, Michigan Technological University

Tagged Divisions

Chemical Engineering

), during (Q14), and predict after (Q15) this class. Averages werebefore = 3.2 corresponding to ’24-10% of what I learned was from the literature’, during = 4.8which corresponds to ‘>50% of what I learned was from the literature’, and after = 4.2 which is apercentage of 25 to 49%. Graduate students, as expected rated this higher than undergrads withbefore =5.0 and 2.3 where 2 corresponded to 1-9%, during 5.0 and 4.8, and after, 5.0 and 3.8,respectively. When asked if the course demonstrated the value of peer-reviewed literature,graduate and undergraduate students were in perfect agreement of 4.5 halfway between stronglyagree and agree. In Q17 and Q18, students were also asked their experience reading the journalarticles before the class (average

Conference Session

Chemical Engineering in Silico

Collection

2011 ASEE Annual Conference & Exposition

Authors

James P. Abulencia, Manhattan College

Tagged Divisions

Chemical Engineering

. 3.53 4.12 I would have approached this assignment differently if I had an10 3.18 3.02 audience of my peers, rather than attorneys.11 Ethics is a function of the way you were brought up. 3.88 3.96 It is possible to change one's ethical values after participating in12 3.06 3.26 this assignment. SCALE: 1 - STRONGLY DISAGREE, 2 - DISAGREE, 3 - NETHER AGREE NOR DISAGREE, 4 - AGREE, 5 - STRONGLY AGREE * The scores

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lucas James Landherr, Northeastern University

Tagged Divisions

Chemical Engineering

available for students, a course contribution project was introduced in aheat and mass transfer course. This project required students to find potentially fun and effectivemeans to communicate topics related to the course subject matter, with the project deliverablesproviding new learning tools that could be used to help other students learn. Students were given several potential project types to select from: writing sample examproblems, for which both problem statements and solutions were required; producing a 5-minutevideo; writing and drawing a 10-page comic; or developing an experimental module that could bereplicated by other students. Students also developed their own original projects, includingcomputer simulations and board games

Conference Session

ChE: Innovations in the Classroom

Collection

2007 Annual Conference & Exposition

Authors

Lisa Bullard, North Carolina State University; Richard Felder, North Carolina State University

Tagged Divisions

Chemical Engineering

AC 2007-139: A STUDENT-CENTERED APPROACH TO THE STOICHIOMETRYCOURSELisa Bullard, North Carolina State University Dr. Lisa G. Bullard received her BS in ChE from NC State and her Ph.D. in ChE from Carnegie Mellon. She served in engineering and management positions within Eastman Chemical Company from 1991-2000. At N.C. State, she is currently the Director of Undergraduate Studies in Chemical Engineering. Her research interests include curriculum development, information literacy, and the integration of teaming, writing, and speaking into the undergraduate curriculum.Richard Felder, North Carolina State University Dr. Richard M. Felder is the Hoechst Celanese Professor Emeritus of Chemical

Conference Session

Professional Skills Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashlee Nicole Ford Versypt, Oklahoma State University

Tagged Divisions

Chemical Engineering

, we discuss the adoption of a rubric for non-technical skillsassessment called the self-evaluation rubric6 in an undergraduate junior-level chemical reactionengineering course at a large, public state university through a series of essays called the self-reflection assignments. The assignments are designed to promote self-awareness of studentsthrough evaluation of their current non-technical skill levels and goal setting for futuredevelopment followed by instructor feedback and periodic updates on progress foraccountability.Reflection through writing has been used as a learning and assessment tool for setting goals,defining strategies to reach the goals, and detailing progress toward goals7. Some have usedreflection as a way to have students

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

and his B.S. in chemical engineering with honors from the University of California at Berkeley. Dr. Han has over 25 years of experience in electronic and pho- tonic materials engineering and fabrication. His current research topics include (1) writable/rewritable quantum structures by stress patterning; (2) low-cost, crack-tolerant, advanced metallization for solar cell durability; (3) thin film processing and nanoscale surface corrugation for enhanced light trapping for pho- tovoltaic devices; and (4) microsphere-based manufacturable coatings for radiative cooling. He has close to 70 publications in peer-reviewed journals and over 200 invited/contributed papers at academic insti- tutions, national laboratories

Conference Session

Novel Pedagogical Techniques II: Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Pascal, University of Connecticut; Tiffany Lauren Pascal, New Mexico State University-Carlsbad

Tagged Divisions

Chemical Engineering

writing abilitiesand their poor reading comprehension while watching them rapidly absorb and comment oncontent from a handful of online articles on their mobile devices. On the one hand, studentsstruggle to comprehend college-level texts, yet, on the other hand, they can quickly consumeinformation through videos, memes, list articles, and numerous other resources around the globe.Cary Gillenwater [2] asserts that the overemphasis on the importance of print literacy inhibitsrecent generations of students from connecting to not only the content of a course but to theinstructor as well.effects of visual illiteracy Many educators have discovered that the perceived epidemic of “illiteracy” isn’t due to alack of textbooks and traditional printed

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

thedesired learning outcomes for these internships? Is there a way to assess those outcomes withoutadding a huge burden onto faculty and students?Internships are a type of “experiential learning,” similar in some ways to service learning.Internships were identified as a high impact educational practice in a recent Association ofAmerican Colleges and Universities publication1. There are six student behaviors required byhigh impact practices thought to significantly improve student learning: 1. Invest significant time and effort 2. Demand interaction with faculty and peers about substantive matters 3. Result in an experience of diversity through extensive contact with people very different from themselves 4. Receive and respond to

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

discussion and feedback. Third, students’ peers critique their solutions andprovide comments. Finally, students are given the opportunity to respond to these comments and Page 24.1135.2criticisms, and to modify their solutions appropriately. Note that SBL, as defined above, differs from a variety of other instructional techniques that also use the terminology “studio”. Among the more notable is the Scale-Up4 program introduced at North single or individual or

Conference Session

Early ChemE Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bill B Elmore, Mississippi State University

Tagged Divisions

Chemical Engineering

learning occurs.Such an approach involves students much more intimately in the process of learning than intraditional lecture methods through active engagement with peers, mentors and the instructor.2Project-based learning may be described as:  Involving more substantial projects (in comparison to problem-based learning) over an extended period of time  Engaging students in a process of discovery with distinct phases of research, design, development and testing activities  Requiring student self-assessment and the acquisition and/or use of a variety of skills over the project lifetime.The flipped classroom has been described as any number of classroom environments wherebythe traditional presentation

Conference Session

Chemical Engineering Education: Underclass Years

Collection

2010 Annual Conference & Exposition

Authors

Lisa Bullard, North Carolina State University; Donald Visco, Tennessee Technological University; David Silverstein, University of Kentucky; Jason Keith, Michigan Technological University

Tagged Divisions

Chemical Engineering

AC 2010-205: STRATEGIES FOR CREATING AND SUSTAINING ADEPARTMENTAL CULTURELisa Bullard, North Carolina State University Dr. Lisa G. Bullard is a Teaching Associate Professor and Director of Undergraduate Studies in the Department of Chemical and Biomolecular Engineering at North Carolina State University. Her research interests lie in the areas of teaching and advising effectiveness, academic integrity, process design instruction, and the integration of writing, speaking, and computing within the curriculum. She has won numerous awards for both teaching and advising, including the John Wiley Premier Award for Engineering Education Courseware (2009), NCSU Faculty Advising Award