Conference Session

Work-In-Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, Rose-Hulman Institute of Technology; Elizabeth R. Morehouse, Rose-Hulman Institute of Technology

Tagged Divisions

Chemical Engineering

post-activity reflection takes approximately 40-50 minutes to complete.Initial Implementation and Next StepsThis activity was completed with a class of 67 chemical engineering seniors in the Fall 2018academic term. During the activity, students seemed engaged with their groups, and each groupcompleted the tasks set before them successfully. The pre-class survey was completed by 66students, while the post-class survey was completed by all 67 students. The averaged results ofstudent self-evaluation of confidence in each area on an eight-point Likert scale (where 1 is leastconfident and 8 is most confident). In the initial run of the activity, data was collectedpredominantly to assess if students were appropriately engaging with and reflecting on

Conference Session

Innovations in the CHE Laboratory

Collection

2009 Annual Conference & Exposition

Authors

Baba Abdul, Washington State University; Emmanuel Shide, ABU Zaria, Nigeria; Raymond Bako, ABU Zaria, Nigeria; Paul Golter, Washington State University; Jerome Babauta, Washington State University; Bernard Van Wie, Washington State University; Gary Brown, Washington State University

Tagged Divisions

Chemical Engineering

lecturethroughout the semester. Thus, these results may reflect more on both the long-term persistenceof conceptual understanding as well as to the motivation and ability to learn as a result of thehands-on active learning. Page 14.186.6Figure 2: Students response to the question “to what extent do you agree...”Impact on education in developing nationsThe introduction of the DLM and its attendant pedagogy has in no small measure helped inameliorating some of the challenges inherent in developing nations such as lack of exposure toindustrial equipment. Due to the curiosity it generated when it was first introduced, studentswere observed to gather around the

Conference Session

ChemE Curriculum: Junior, Senior, and Graduate

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Chemical Engineering

numberof identified settings for ESI varied among the raters from two to six. In fact, at fourteeninstitutions where multiple chemical engineering faculty indicated the settings where theybelieved undergraduate students in their program learned about ESI, there were only twoinstitutions where there was complete agreement on the course types where ESI educationoccurred. Thus, individuals may have differing levels of knowledge on how students in theirprograms are educated on ESI. This may reflect a lack of coordination within programs onteaching ESI. The highest levels of agreement on the course settings for ESI education wereamong capstone design (86% institutions full agreement on ESI inclusion) and a full course onethics (86% institutions full

Conference Session

A Virtual Community of Practice for Developing and Implementing Evidence-based Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Stephen J Krause, Arizona State University; Nancy Ruzycki, University of Florida; Amber L. Genau, University of Alabama at Birmingham; Brittany Nelson-Cheeseman, School of Engineering, University of St. Thomas; Cheryl A Bodnar, University of Pittsburgh; Joseph De-Chung Shih, Stanford University; Daniel Lepek, The Cooper Union; Lindsay Corneal, Grand Valley State University; Shannon Ciston, University of California, Berkeley; Richard E Eitel, Stevens Institute of Technology (SSE)

Tagged Divisions

Chemical Engineering, Materials

VCP.Leadership VCP The leadership VCP comprised 6 weekly sessions which prepared five pairs of faculty leadersto facilitate their own VCPs in different subject areas. These sessions, led by Karl Smith andCynthia Finelli, were conducted weekly and lasted approximately 1.5 hours; there were also twofollow-up sessions after the faculty leaders began leading their own VCPs. The six sessions pro-vided an introduction to the VCP and training in research-based practices of active learning, en-hancing motivation, learning objectives and Bloom’s Taxonomy, as well as student teams and Page 26.132.4cooperative learning. Final sessions focused on reflection

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

discouraging motivations are competitive classroom environments andgrades [14]. While grades are an evaluation of student learning inferred by the instructor,students’ grades have been interpreted by students as a measure of success and achievement.Students with lower performance or grades, therefore, become less motivated and doubt theirabilities to be successful in the engineering program. Other educational factors reported asdiscouraging to students’ motivation were time commitment on course tasks and the quality ofteaching with large effects for female than male students [14]. Although grades reflect students’competence and indicate growing opportunities, how students interpret the grades to impact theirmotivation and persistence in

Conference Session

Emerging Areas: Biotechnology, Microtechnology, and Energy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Arthur Felse, Northwestern University

Tagged Divisions

Chemical Engineering

thought, several aspects ofhuman body function, particularly those relating to physiology can be treated as transportphenomena problems. In fact in the last fifty years chemical engineers have contributedsignificantly to various innovations in physiology such as characterization of vascular fluidtransport, kidney dialysis machines, drug delivery vehicles, and artificial tissue constructs toname a few.Major reasons for applying transport phenomena principles to physiological systems are: (i) Tobetter understand the physiological functions of the human body, (ii) to diagnose pathologicalconditions which are typically reflected by changes in transport processes, and (iii) to developinstrumentation and intervention technologies for therapies. Due to

Conference Session

ChE: Innovations in Student Learning

Collection

2007 Annual Conference & Exposition

Authors

Eric Peterson, Lamar University; David Cocke, Lamar University; Jewel Gomes, Lamar University; Hector Casillas, Lamar University; Morgan Reed, Lamar University; Jerry O'Connor, San Antonio College

Tagged Divisions

Chemical Engineering

may enhance creativity. Texts from antiquity have survived and been translated which provide wonderfulexamples that are germane to modern circumstances. The successful Socratic methods areidealized in Plato’s works as a humbling succession in prodding the mind to reflect via directquestioning inquiry. The outcome to be expected is that mental gymnastics provide the exercisethat generates good habits of critical thinking. These were espoused at Plato’s Academy whereAristotle, it’s most famous student, developed logic, categorized the early fields of study thatform the basis of many of today’s disciplines, and evolved more practical uses of learning withinthe peripatetic school. These are many of the bricks of the foundation of Western

Conference Session

Improving Laboratory Education in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joshua A Enszer, University of Maryland, Baltimore County

Tagged Divisions

Chemical Engineering

statistical analysis of their data andconsideration of relevant theory. The course is structured in such a way that students mustdetermine which statistical techniques are appropriate for processing their experimental data. Thecourse is also designed to meet the Writing Intensive requirements of our university, through acombination of individual lab reports, reflections on their ability to write in a technical context,and brief essays on engineering ethics and laboratory safety.Specific course logistics, including the sequence of activities, learning objectives, andconnections to student outcomes in junior- and senior-level courses, are considered here. Directassessment of student performance against specific learning objectives from the past three

Conference Session

Design, Creativity and Critical Thinking in the Chemical Engineering Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Silvia Husted, Universidad de las Americas Puebla; Nelly Ramirez-Corona, Universidad de las Americas Puebla; Aurelio Lopez-Malo, Universidad de las Americas Puebla; Enrique Palou, Universidad de las Americas Puebla

Tagged Divisions

Chemical Engineering

multiple perspectives(flexible representations), which facilitate a better understanding of the topic under discussion.This flexibility will be reflected in the students' ability to demonstrate the relationships betweensame elements in different ways along different conceptual contexts or in the ability to formdifferent representations of a same situation depending on the task20. Flexible representationshave three levels of learning: image level, which refers to the initial holistic image of a conceptor a phenomenon; schema level, where people outline images as a result of the search for Page 24.40.3regularities in their experiences; and a

Conference Session

Curriculum Development and Assessment in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Debra M. Gilbuena, Oregon State University; Christina Smith, Oregon State University; Bill Jay Brooks, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

Leaders: A Case Study of the AIChE Concept WarehouseAbstractPropagation is a widespread goal for educational innovations. If an innovation is effective in oneenvironment, developers usually desire to share it with other instructors and institutions to have alarger impact and improve education more broadly. Additionally, funding agencies like theNational Science Foundation require a “broader impact” component in all grant proposals. Oneaspect commonly missing when an innovation is shared is a reflective, evidence-baseddescription of the process as the innovation moves from the home institution to other institutionswith different faculty, different students and a different culture. E.M. Rogers put forth a theory,Diffusion of

Conference Session

Virtual Instruction of Chemical Engineering Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rupak Dua, Hampton University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

offeredonline at Hampton University. Student participation in the survey was not required by the in-structor but was optional and completely anonymous for the students.Class Delivery Mode: The teaching of Chemical Engineering Calculations (CME 201- 4 credit), ChemicalEngineering Thermodynamics (CME 307 - 4credit), and Unit Operation Laboratory (CME 411 -2 credits) during COVID-19 was done entirely online, with Blackboard being the deliveryvehicle for instructions. We made use of both synchronous and asynchronous learning methodswhile teaching remotely.Technology Employed: The course involved completing both independent (e.g. reading material, viewing onlinecontent, reflecting on information) asynchronously and dependent (e.g. online interactions

Conference Session

Works in Progress in Chemical Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah E. Zappe, Pennsylvania State University; Enrique D. Gomez; Scott T. Milner; Yu Xia

Tagged Divisions

Chemical Engineering

help them with distraction and how to effectively work at home. 7. Emphasize care and empathy in your work with students (Atman, 2020). As novices learning unfamiliar tasks in an environment that currently is stressful, students may feel anxiety. Tell students about your own experiences with working remotely during the pandemic and strategies that worked for you. Consider using reflections with students to help them process their experiences and identify challenges.As we live and work in the COVID-19 and (eventually) post-COVID-19 eras, we will continue tolearn best practices for working remotely, including conducting research with undergraduatestudents. Our hope is that some of the strategies we have

Conference Session

Work-In-Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tracy L. Carter, Northeastern University; Sarah A. Wilson, University of Kentucky; Samira Azarin; Janie Brennan, Washington University in St. Louis; Amy J. Karlsson, University of Maryland; Chris Barr, University of Michigan

Tagged Divisions

Chemical Engineering

suggested eight learning outcomes thatwould meet the ABET program criteria [2]. To determine which outcomes are currently beingtaught in the UO laboratory, the curricula from six different universities were analyzed using theeight Chemical Process Safety learning outcomes recommended by SAChE [3]. The results ofthat study showed that process safety is minimally covered in the UO laboratory, and that otheraspects of process safety are not covered even at the wider curriculum level.To create the necessary curricular change, a recent model suggests four different strategies canbe used independently or collectively to create change in higher education. These strategies are1. policy, 2. shared vision, 3. curriculum and pedagogy, and 4. reflective

Conference Session

E-Learning in Chemical Engineering

Collection

2009 Annual Conference & Exposition

Authors

Richard Zollars, Washington State University; Christopher Hundhausen, Washington State University; Pawan Agrawal, Washington State University

Tagged Divisions

Chemical Engineering

Page 14.571.2to a visual diagram allows students to continue learning using their preferred learningstyle. Using the Felder and Silverman Inventory of Learning Styles1 (ILS) survey thestudents in our introductory chemical engineering course were evaluated on fourmeasures: active/reflective, sensing/intuitive, visual/verbal, and sequential/global. Oneach of these scales the students receive a numerical ranking from – 11 to 11. Forexample a ranking of -11 on the active/reflective scale would indicated a strongpreference for an active learning style while a ranking of 11 would indicate a strongpreference for a reflective learning style. Felder and Silverman have found the majorityof learners in engineering are visual learners. As shown in Figure

Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Pittsburgh

Tagged Divisions

Chemical Engineering

) What was your personal contribution to your team’saccomplishments? (3) How has your most recent work affected or reflected the overall processdesign and economic analysis? (4) What are the next steps you will personally take incompleting this project, and what questions will you be seeking to answer? The students wererequired to be both precise and concise in their response so that it accurately reflects their abilityto work with this project and its fundamental engineering principles. The students were providedformatting requirements and a detailed grading rubric(9).Design Projects As stated previously, the objective of the rotation of projects between design teams werefourfold: so that the students 1) would have the opportunity to

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margot A Vigeant, Bucknell University; Amy F. Golightly, Bucknell University

Tagged Divisions

Chemical Engineering

” and reflective of what students expect to see intheir career or find personally meaningful. This study focuses on the students’ perceptions ofcourse elements and the extent to which students’ perception of the presence or absence of theseelements impacts their motivational state in their coursework.IntroductionIntrinsic motivation, defined as the “inclination toward assimilation, mastery, spontaneousinterest, and exploration”(2), is positively correlated with task-persistence and overallsatisfaction with a given task (3). Because intrinsic motivation is a self-generated state, onemight think that if faculty desire this as an outcome, they might have little impact on its presenceor absence in a given student - that’s what intrinsic means

Conference Session

Contemporary Issues in Chemical Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Richard Zollars, Washington State University; Christopher Hundhausen, Washington State University; Pawan agrawal, Washington State University

Tagged Divisions

Chemical Engineering

allow the students to make satisfactoryprogress in the class1. Based on the learning theory of Vtogsly2 an approach to overcoming thesedifficulties is to use a scaffolded approach.3 In this approach guidance in the form ofcoaching, task structuring, feedback, and hints are made available in order to assist thelearner in mastering the material. To assist in the development of such an approach theFelder and Silverman Inventory of Learning Styles4 (ILS) survey was used to determinethe learning preferences of the students in the material/energy balance class. The ILSinstrument evaluates students on four measures: active/reflective, sensing/intuitive,visual/verbal, and sequential/global. On each of these scales the students receive anumerical

Conference Session

Chemical Engineering Poster Session & Unit Operations Lab Bazaar

Collection

2013 ASEE Annual Conference & Exposition

Authors

Landon Mott, University of Kentucky; Jeffrey R Seay, University of Kentucky; David L. Silverstein, University of Kentucky

Tagged Divisions

Chemical Engineering

, exploration, conclusion,and reflection. The four inquiry activities are designed to explore key relationships in batchdistillation involving pressure, heating rate, column internals, and reflux ratios, and to alsoconsider the safety and economic factors in batch distillation design and operation. The tutorialand activities (complete with suggested solutions) will be made available to faculty membersupon request while in the refinement and testing stages during fall 2013.IntroductionAs computers have become more capable of accurately simulating complex physical activity,traditional engineering laboratories have moved away from the laboratory and towards the virtualrealm. Using simulation, an exploratory approach to learning is not hampered by

Conference Session

ChE: Curriculum Reform & Assessment

Collection

2006 Annual Conference & Exposition

Authors

Jeffrey Froyd; Jean Layne, Texas A&M University; Lale Yurttas, Texas A&M University; David Ford, Texas A&M University

Tagged Divisions

Chemical Engineering

portfolios24,25,26 tailored for this project. Liketeaching/course portfolios, the course folders are a place to assemble artifacts of the teachingprocess that illustrate faculty statements regarding their philosophy and practice and can then beused as catalysts both for faculty reflection and faculty peer review. These documents provide afoundation for greater understanding of the department curriculum as a whole by providing alaunching point for examination of both the content involved in each course (what students needto know) and the tasks in terms of both formative and summative assessment (what students needto be able to do) that are the focus of the curriculum. Documentation that facilitates facultyknowledge and interaction in these areas can have a

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

value professional skills.Because there is somewhat limited research in chemical engineering education related to theformation of professional skills, we also incorporate research from engineering education andeducation research more broadly. Specifically, we sought to build on research showing thatdiverse teams tend to be more creative; this strengths-based view of diversity aligned to ourparticular context and our efforts—as part of an NSF REvolutionizing engineering and computerscience Departments (RED) project—to better support diverse student success. We thereforeconjectured that providing students with an opportunity to reflect on their own and theirteammates strengths, and then to critically assess their team’s collective gaps would

Conference Session

Demonstration and Project Enhancements in Chemical Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Allen Yang, Cornell University; Kathryn Dimiduk, Cornell University; Susan Daniel, Cornell University

Tagged Divisions

Chemical Engineering

lagged in integrating and reflecting thesemodern topics. Approximately 30% of students entering our Mass and Energy Balances class listinterests in biologically-related topics (pharmaceutical, biomedical, medical, environmental)versus about 10% each for industry, energy, research, and other, with 20 % undecided, and about10% non-respondents (mostly non-chemical engineering undergrads). This traditional gatewaycourse needs to continually evolve to develop student awareness of the current issues, excitetheir interest in finding solutions to challenges that face their generation, and engage them inlearning the required fundamental skills to find those solutions. Topics on biotechnology wereabsent in the course initially, and as we investigated ways

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

Professional Development Buffet: From Banquet to À La CarteAbstractBoth ABET and industrial advisory boards encourage engineering departments to includeinstruction in “soft skills” that reflect the broader professional qualities necessary for studentsuccess in their careers. These include oral and written communication, ethics and professionalbehavior, resume and interviewing skills, electronic and professional etiquette, informationliteracy, and broader knowledge of engineering solutions in a global or societal context. Whilesome departments dedicate one or more instructional credits to accomplish this objective, othersmay integrate such topics into existing core courses. This paper presents a one-credit model fora junior-level course in professional

Conference Session

Chemical Engineering in Silico

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Chemical Engineering

grateful for support provided by the National Science Foundation’s Course, Curriculum and Laboratory Improvement Program, under Phase 2 grant DUE-0717905. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Page 22.139.1 c American Society for Engineering Education, 2011 Adaption of a Virtual Laboratory Curriculum: A Preliminary Study of Implementation at Other InstitutionsAbstractThis paper describes the adaption and implementation of

Conference Session

Virtual Instruction of Chemical Engineering Courses

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Tufts University

Tagged Divisions

Chemical Engineering

approaches.Results are shown in Table 4. Online assessments are inherently different than in-personassessment and many student responses reflected aspects of these differences while 20% statedthey had no concerns. 31% of the responses commented on aspects of exam scheduling anddelivery. Students reflected more favorably on exams that had wider time windows to begin,even if there was a fixed time to take the exam. However, it is unclear how different exams arefor different students so there may be concerns with academic dishonesty with this approach.Three issues that were often connected were issues with the esubmission process (19%), examsthat were too long (11%), and stress (13%). Surprisingly, only 9% of responses identifiedcheating as an issue. 7

Conference Session

Learning By Doing in Chemical Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Paul Golter, Washington State University; Bernard Van Wie, Washington State University; Gary Brown, Washington State University; David Thiessen, Washington State University; Baba Abdul, Washington State University

Tagged Divisions

Chemical Engineering

Page 15.1062.4the students receive credit for performing the assessment without any scaling for how well theyperformed. While this has resulted in very high, usually 100%, participation, there is little externalmotivation for the students to invest much time in the assignments. Because of the ‘tacked-on’ natureof our assessments students seem to not give their best effort on concept inventories, rushing to turnthem in without thought, nor to design reflections sometimes turning in the very same reflection theysubmitted earlier in the semester just so they will get credit. The generally low student numbers arealso problematic as any meaningful results that may be evident are masked by large standarddeviations. In contrast, our qualitative

Conference Session

Learning Outcomes and Assessment Within Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lucas James Landherr, Northeastern University

Tagged Divisions

Chemical Engineering

be reflective of their actual ability andunderstanding, particularly on exams given the general time window and nature by which theyare given.Some instructors found different approaches to exams in preparation for their own classes. Thetransitions allowed for instructors to consider opportunities to better assess student learning andconsider student stress in how that may limit performance.10 Some approaches focused onimplementing oral exams, with some potential success dependent on how the exams wereproctored;11 oral exams also have a limitation in the size of the class that such an approach canbe reasonably conducted with. In many alternative approaches, instructors’ efforts involvedreplacing exams with a project. Frequently, the projects

Conference Session

Novel Student Experiences in Chemical Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Darinka del Carmen Ramírez , ITESM (Tecnológico de Monterrey); Pablo Moreno Ramírez, Universidad Autónoma Chapingo

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

.The PBL that is considered in this article and that was implemented was based on the onesuggested by Felder, Woods, Rigarcía and Stice14 that considers the lifelong learning skills andproblem based learning. They suggested that the learning process may be broken down into thefollowing steps:  Sense problem or need  Identify learning issues  Create learning goals and assessment criteria  Select resources Page 26.1125.4  Carry out the learning activities  Design a process to assess the learning  Do the assessment  Reflect on the learning processThe proposed PBL scenarioDesigning challenging scenarios for

Conference Session

ChE: Departmental Issues and Integrating Freshmen into the ChE Program

Collection

2006 Annual Conference & Exposition

Authors

Charles Coronella, University of Nevada-Reno

Tagged Divisions

Chemical Engineering

well with the psychrometric chartand the design diagrams, while verbal learners gain from the classroom discussions and from thebook reading. Active learners especially benefit from the incorporation of this project, since itrequires hands-on building in a group. Reflective learners profit from writing the reports and Page 11.1041.2completing the homework assignments. Both inductive and deductive learning styles areincorporated, since the nature of evaporative cooling is understood by all at some intuitive level,and we analyze the cooling by looking at rates of heat transfer, mass transfer, andthermodynamics. Finally, iterative design benefits

Conference Session

ABET and Curriculum-Level Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Howard S. Kimmel, New Jersey Institute of Technology; Angelo J. Perna, New Jersey Institute of Technology; Shari Klotzkin; John D. Carpinelli, New Jersey Institute of Technology; Reginald Percy Tomkins, New Jersey Institute of Technology

Tagged Divisions

Chemical Engineering

vapors. None of thestudents were able to score at least 15 points out of 20 points (75%) for the problem. Only 25%of the students were able to score at least 12 out of 20 (60%). Some students were unable to findthe correct equation for the problem. Most students used an incorrect approach to the problem,including wrong assumptions or incorrect variables.In reflection, it appeared that students were unable to apply prior knowledge to differentsituations or to different models. As a result the instructor believed that more reinforcement maybe necessary in working with different models and in different situations. The next time heteaches the course, he plans to have group work in the classroom, where he has groups ofstudents working on problems

Conference Session

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

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Chemical Engineering

departments in the College of Engineering.13This program requires students to take four courses in nanoscale engineering, two of which arelaboratory courses. They are also expected to attend a seminar series. This program iscomprehensive, hands-on, and reflects the interdisciplinary nature of nanoscale engineering. Page 12.517.3However, this program does have its limitations. It does not offer a single ChE course so thespecific background ChEs can contribute to high volume manufacturing on the nanoscale isabsent. Most courses are graduate level, only available to advanced undergraduates.Additionally, the content focuses heavily on semiconductor