Conference Session

ChE: Assessment

Collection

2007 Annual Conference & Exposition

Authors

Ronald Terry, Brigham Young University; W. Vincent Wilding, Brigham Young University; Randy Lewis, Brigham Young University; Danny Olsen, Brigham Young University

Tagged Divisions

Chemical Engineering

learning, but do not measurelearning itself. The most common indirect assessment tools are surveys which solicit input fromstudents, alumni, employers, graduate schools, or other constituencies. These surveys provideparticular insight into the questions of how and why learning takes place through questions aboutsuch topics as student engagement and the effectiveness of specific class activities. Angelo andCross discuss the essential insight gained as students engage in self reflection in these surveys.2Because of the focus on the how and why of learning, indirect measures are essential in ourefforts to improve the educational environment. They can help us evaluate the effectiveness oflectures, reading assignments, homework, or any other

Conference Session

Grasping the "Concept"

Collection

2013 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Christina Smith, Oregon State University; Bill Jay Brooks, Oregon State University; Talia Sidne Finkelstein, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

. Page 23.561.1 c American Society for Engineering Education, 2013 Examining the Innovation-Decision Process: A Preliminary Study of the AIChE Concept WarehouseIntroductionTransportability is a widespread goal of education materials development. If an educationalinnovation is effective in one environment, many developers want to share it with otherinstructors and institutions to have a larger impact and improve education more broadly.Additionally, funding agencies like the National Science Foundation require a “broader impact”component in all grant proposals.One aspect commonly missing when an innovation is shared is a reflective, evidence-baseddescription of the process as the

Conference Session

SPECIAL SESSION: Interdisciplinary Course Design Opportunities for Chemical Engineers

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Chemical Engineering

policy for this class and theholiday mood, can we discount extrinsic motivation (e.g. motivation from grade) as the soledriver for academic success in this study? To answer these questions, we start by articulating thetheoretical underpinnings of this study and attempt to operationalize the constructs to reflect thecontext of the work.2.0 Theoretical Conside rationsA lot of research in engineering education have been largely exploratory (as contrasted withcause-effect and mechanistic type research) and bereft of theoretical considerations [12]. Nomatter the type of research questions, the community of engineering educators continues toemphasize the need for grounding research in theoretical frameworks as a vital ingredient forenhancing quality

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sharon G. Sauer, Rose-Hulman Institute of Technology; Pedro E. Arce, Tennessee Technological University

Tagged Divisions

Chemical Engineering

teammembers are likely to divulge it as part of this exercise. In order for the instructor to intervene in a timelymanner, a mid-term or mid-project evaluation is critical. This approach requires self-reflection on thepart of the student and also provides peer evaluation. This information can be invaluable to the instructorwho may likely not have had the opportunity to observe the finer workings of the team. As anotherexample, to assess whether or not students have utilized a process in decision making, as opposed to, forexample, a majority vote, students can be asked to write a short memo outlining a decision they made,options considered, and the means by which they determined the outcome. A well-defined rubric canthen be used to analyze the

Conference Session

Teaching Professional Skills in Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie G. Wettstein, Montana State University - Bozeman; Jennifer R. Brown, Montana State University - Bozeman

Tagged Divisions

Chemical Engineering

higher levels of career advancement[4] andsurveys indicate that practicing engineers spend a large portion of their work time writing orspeaking; however, feedback from industry indicates a lack of communication skills in manyengineering graduates.[5] Therefore, so-called “soft” skills, recently redefined as “professional”skills, need to be learned within the engineering curricula and be transferable to the engineeringworkforce. As expected, communication is recognized as a core transferable professionalskill,[2] which is reflected in current ABET criteria[6] and publications such as The engineer of2020,[7] prompting pedagogical changes in engineering curricula.[8, 9] At the author’sinstitution, feedback from alumni surveys and the departmental

Conference Session

Work-In-Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mechteld Veltman Hillsley, Pennsylvania State University, University Park; Xueyi Zhang, Pennsylvania State University

Tagged Divisions

Chemical Engineering

). Follow- ing his Ph.D., Zhang worked in Enrique Iglesia’s group at the University of California, Berkeley as a postdoctoral researcher from 2013-2015. c American Society for Engineering Education, 2019Work in Progress: Improving critical thinking and technical understanding as measured in technical writing by means of in-depth oral discussion in a large laboratory class.Engineers are expected to be good at critical thinking, yet it is something that is difficult to teach anddifficult to measure. It is especially challenging to do so in a large class. Two common methods ofimproving critical thinking are through reflective writing and problem-based learning. Another commonelement that is often shown to help is

Conference Session

Work-In-Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Deesha Chadha, Imperial College London; Marsha Maraj, Imperial College London; Andreas Kogelbauer, Imperial College London; James Campbell, Imperial College London; Clemens Brechtelsbauer, Imperial College London; Colin Paul Hale; Umang Vinubhai Shah, Imperial College London; Klaus Hellgardt, Imperial College London

Tagged Divisions

Chemical Engineering

managers to ensure that programmes ofstudy throughout the HEI better reflect student needs and expectations and adhere to arecently revised institutional teaching and learning strategy. This review is also driven by arecognition that the student body has changed with traditional modes of teaching seeminglyoutdated and ineffective. For example, it has previously been suggested that one of thegreatest obstacles to overcome with respect to creating the right type of education forchemical engineers, does not arise from external drivers, but in recognising and responding tointernal factors – amounting to fundamental pedagogical shifts in learner behaviour andexpectation [1].Methodological approachOur approach taken to this review is principally a case

Conference Session

Novel Courses and Content for ChEs II

Collection

2008 Annual Conference & Exposition

Authors

Lawrence Decker, Wentworth Institute of Technology; William Hansen, Wentworth Institute of Technology; Robert Dewar, Wentworth Institute of Technology

Tagged Divisions

Chemical Engineering

inside covered with plywood. Theresulting thermal resistance (R-Value) of these walls will be 12.12 ft2-h-°F/BTU. The verticalSouth facing side will be made of similar material. The northern slant will have at least 3.25” of Page 13.365.3fiberglass insulation having an R-Value of 10.9 ft2-h-°F/BTU. A reflective material will beattached to the interior side of the northern slant to reflect incoming solar radiation downward.The south facing slanted wall will be made from insulating glass with an R-Value of 1.54 ft2-h-°F/BTU. Aside from determining structural support as a function of loading, snow is notexpected to impact operation of the

Conference Session

ChemE Curriculum: Freshman and Sophomore

Collection

2018 ASEE Annual Conference & Exposition

Authors

Katherine Rae Tanner, Ohio State University; Rachel Louis Kajfez, Ohio State University; Krista M Kecskemety, Ohio State University

Tagged Divisions

Chemical Engineering

chemical engineers is polymers. I think it would be interesting to design and work with different polymers in product design.”The student above demonstrates the trends in the responses that reflect a shift from a general ideaof what engineers could do to a specific idea. The responses have a trend of growing moreconcrete over the course of the surveys. A possible reason for this increase could be similar towhy the number of students mentioning options decreases. If students pay more attention to thedetails of their careers and begin to narrow down what they want to do, it is possible that theywould then have a better understanding and increased ability to discuss the specifics of their job.As students narrow down their interest in their

Conference Session

New Pedagogical Approaches in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

educators.In addition to the struggles of engineering students to achieve conceptual understanding, recentengineering graduates’ grasp of written communication and associated skills is often below thatexpected by their anticipated positions in the modern workplace8. Pedagogical research hasfound that writing assignments effectively facilitate learning by forcing students to exploreconnections and patterns in the studied material9,10. These benefits of writing assignments areenhanced in fields such as engineering, since students are rarely assigned reflective writing tasksand thus have few opportunities to develop associated abilities11,12. Current conceptual testinginstruments in the chemical engineering field generally involve multiple choice

Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University

Tagged Divisions

Chemical Engineering

proponents of “design-based” coursework throughout the curriculum to provide students more opportunities toexperience more realistic problems.With regards to team dynamics, most teams reported positive interactions. In peer evaluation 1,only three of the 21 senior design teams made comments indicative of conflict (communicationproblems, uneven workload, etc.). In peer evaluation 2, however, that increased to one third (7 of21) of the teams having one or more comment suggesting a team dynamic or cohesion issue.This increase in reports of negative team-cohesion may be reflective of end-of-term stress andfrustration of working under pressure potentially captured by the timing of peer evaluation 2.Only one team, Team B, reported team dynamic issues in

Conference Session

Chemical Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cheryl A. Bodnar, University of Pittsburgh; Eric J. Beckman, University of Pittsburgh, Chemical Engineering Department; Joseph J. McCarthy, University of Pittsburgh; Steven R. Little, University of Pittsburgh

Tagged Divisions

Chemical Engineering

. However, the curriculum at mosttraditional Western universities does not necessarily reflect these new dynamics.” The majorityof chemical engineering programs today do not leave room within their curriculum for studentsto be able to adequately explore the concept of chemical product design and how novel ideas canbecome the basis for new businesses. In fact, out of the 158 ABET accredited chemicalengineering programs in the US, only 25 offer chemical product design classes. This state ofaffairs presents a stark contrast with mechanical, industrial, and even bioengineering programs,where product design has been a routine part of the curriculum for decades.In response to this need, the chemical engineering program at the University of Pittsburgh

Conference Session

Chemical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Lucian Alexander P.E., Texas A&M University, Kingsville; Joseph Amaya

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

intensive course for our discipline, and the students satisfy this requirementby writing ten 500-word essays on a variety of design-related topics, including the ancillarytopics listed above. The student increase in understanding and incorporation of these ancillarytopics into their design is partially reflected in the upward-trending average score for the writingintensive assignments, which went from a mid-B (86) in the 2016 course offering to a high-B(89) or low-A (91) in the 2017 and 2018 course offerings.Figure 1. Enhanced Structure and Functionality of TAMUK Chemical Engineering CapstoneDesign ExperiencePerformance of Student Teams in Capstone DesignTable 1 presents some of the factors that may be unique to Hispanics or other

Conference Session

Works-in-Progress Postcard Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kimia Moozeh, UNIVERSITY OF TORONTO; Deborah Tihanyi, University of Toronto; Jennifer Lyn Farmer, University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Chemical Engineering

Web-basedMultimediaPre-labs Figure1.Atheoreticalframeworkforthedevelopmentofweb-basedmultimediapre-labs.Content: explanation of related theoriesStudents require adequate time for interaction and reflection in order to enable meaningfullearning [21]. However, when executing an experiment, students have to carry out many taskswithin a set limited time, leaving no time for reflection [23], [31]. One method to overcome thislimitation is to prepare students conceptually through pre-labs before they attend the laboratory.Thus, pre-labs should focus on theory in addition to procedure by explaining the related theory,connecting theory to procedural steps, providing a rational for each step, and explaining what

Conference Session

Chemical Engineering in the Sophomore Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David L. Silverstein P.E., University of Kentucky; Sarah A Wilson, University of Kentucky

Tagged Divisions

Chemical Engineering

. Consider how your lectures will proceed before recording or transmitting them in order to optimize their length. Are there images or equations that would be just as effective if presented in their final form, or should you plan to develop those as you might in a face-to-face course?. Remember students have a pause button they do not have in a live class where writing and reflective time is important. Shorter videos also ease your burden as there is less cost associated with technical glitches or individual errors that can wipe out a recording in process. 6. Accountability and Engagement. Consider how you can incorporate low-stakes assessments or other activities into your instructional materials to keep

Conference Session

ChE: Innovations in Student Learning

Collection

2007 Annual Conference & Exposition

Authors

Paul Golter, Washington State University; Bernard Van Wie, Washginton State University; Gary Brown, Washington State University

Tagged Divisions

Chemical Engineering

semester course evaluations have droppedsomewhat from roughly 70% to 50%. This is reflected in our numbers as well with 8 out of 16 studentsfrom the full CHAPL implementation responding, and 10 out of 13 students from the modified sectionresponding. The evaluation consists of a series of multiple choice questions concerning the overallquality of the instruction, homework and tests, followed by two open ended questions asking forsuggestions and an overall opinion. There were only four responses to each open ended question fromthe modified implementation section. In previous years we have used the open ended responses as afeedback mechanism. However, with the low response rate in this semester, these responses were notused.Class Make-up: As a

Conference Session

"How Do We Compare?" - Students, Case Studies, and Learning Approaches

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christi P Patton Luks, University of Tulsa

Tagged Divisions

Chemical Engineering

ofstudent involvement, classroom morale, and, ultimately, the learning that occurred in my classes.In Fall 2012, I had the opportunity to teach two sections of a junior-level heat transfer courseusing different pedagogies: (1) the traditional, lecture-based approach with some active-learningand (2) a modified PBL approach. My modified course alternates mini-lectures and studentproblems in a "leap frog" style. This class meets for 3 hours, once a week. Lectures are very briefand dispersed throughout the class meeting time. Students work problems and conduct briefexperiments in class. Their results are shared and unusual results are discussed. Lecture timehelps summarize these results and propel the class to the next topic. Homework reflects

Conference Session

Impact of the Gulf Coast Oil Spill on Chemical Engineering Education & Misc.

Collection

2011 ASEE Annual Conference & Exposition

Authors

Willie (Skip) E. Rochefort, Oregon State University; Gail Ellen Gerdemann, STEPs at Oregon State University

Tagged Divisions

Chemical Engineering

to five with onerepresenting minimal use of materials and five representing the maximum allowed use of materials. It isimportant with younger students to have a budget cap to reduce excessive materials usage and keep your realcosts down. Page 22.1319.8An opportunity to reflect on the first design and do a redesign is important in the engineering design process.Student teams should reflect on their original design and decide what they would like to do differently; teamswrite up their second design proposal with their plan, budget, and rationale and qualify for a second round at theMaterials Store. After two design

Conference Session

Focus on Capstone Experiences in the Chemical Engineering Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

David F. Ollis, North Carolina State University

Tagged Divisions

Chemical Engineering

. For our earlier, one semester proposition course (1), students rate as mostvaluable the “writing the rough draft, comments received on the rough draft, and givinga practice talk.” Rated as generally helpful were “doing a literature review; writing theproposal outline (with references); preparing the technical presentation, and classquestions after the practice talk.” These qualitative reflections indicate that continual,formative feedback for every phase of proposal construction is important. The formaldeliverables are the final paper and presentation and defense, but the greatest learning Page 22.1494.6appears to have been in the exercises and

Conference Session

Impact of the Gulf Coast Oil Spill on Chemical Engineering Education & Misc.

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Frances C. Ray-Earle, University of Colorado, Boulder, Colorado Center for Biorefining & Biofuels (C2B2); Nancy S. Tway, University of Colorado

Tagged Divisions

Chemical Engineering

event.Goal 4: Recruit a competitive and diverse group of undergraduate students annually from acrossthe country – A principal objective of this site program is to encourage promising students, Page 22.165.4particularly women, underrepresented minorities, and students from primarily undergraduateinstitutions, to pursue careers in engineering and science research. This program is specificallydesigned to reflect the cross-disciplinary and cross-institutional nature of modern research,especially in renewable and sustainable energy. REU staff coordinates recruiting efforts withadministrative offices at each partner institution and maintains a database of

Conference Session

Design, Creativity and Critical Thinking in the Chemical Engineering Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn F. Trenshaw, University of Illinois, Urbana-Champaign; Troy J. Vogel, University of Illinois, Urbana-Champaign

Tagged Divisions

Chemical Engineering

individuals to teams or assess an individual’s fitness for a particular careerpath.5,6,7,8,9,10 These studies often produce conflicting results surrounding the benefits of teamdiversity or homogeneity of personality type,5,8 which limits the possible impact of the researchon engineering pedagogy. While some MBTI types may be statistically more likely to be theleader of a team or pursue a particular career, any type can excel in any position or field giventhe proper self reflection and knowledge of MBTI type. The value of this team training aspect ofMBTI is often overlooked or mentioned as an afterthought.5,10 Further, because of this aspect ofMBTI type, some studies discard the MBTI instrument in favor of other, more prescriptiveinstruments.6,7Rather

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

subject matter and the application of the problem-solving methodology?These observations are made on the numerical solution, mathematical algorithm, mathematicalmodel, and conceptual model. They are general conclusions and/or recommendations thatstudents could apply to the solution of any well-defined problem. Basically, the development ofthe heuristic observations is a reflective activity that seeks answers to “What If” questions.The sixth and final step in the problem-solving methodology is the formal documentation of theproblem solution. Because the solution is more than just the numerical answers, the studentengineers of BEEF, Inc. are required to document their solution following the standardsprescribed in the company’s student handbook5

Conference Session

Learning Outcomes and Assessment Within Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura P. Ford, The University of Tulsa; Janie Brennan, Washington University in St. Louis; David L. Silverstein P.E., University of Kentucky; Lucas James Landherr, Northeastern University; Christy Wheeler West, University of South Alabama; Stephen W. Thiel, University of Cincinnati; Kevin D. Dahm, Rowan University; Jennifer Cole, Northwestern University; Marnie V. Jamieson, University of Alberta

Tagged Divisions

Chemical Engineering

Austin. His past research has focused on membrane science, adsorption, and ion exchange. He currently serves as the Chemical Engineering Undergraduate Program Director at UC and currently teaches the capstone process design sequence. He is a licensed Professional Engineer in the State of Ohio.Dr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in

Conference Session

Work-in-Progress Oral Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

, group C was assigned paper homework and group D wasassigned WeBWorK.On the day of the quiz, homework was collected at the start of the class period. To ensure thatquiz score would reflect the student’s understanding gained from the homework, both instructorsrefrained from answering any questions prior to and during the short 10-20 minute quiz(instructors could clarify problem statements but refrained from giving hints during the quiz).The quizzes were graded by a common third-party (neither instructor) grader under a specificcommon rubric. The grader had no previous knowledge of which test groups students belongedto during the grading of the quizzes. To verify the effects of either homework format on quizgrades, any quiz grades belonging to

Conference Session

Teaching and Assessment in Chemical Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Deborah S. Goldberg, University of Maryland, College Park; Jinwang Zou, University of Maryland, College Park; Ganesh Sriram, University of Maryland

Tagged Divisions

Chemical Engineering

. Several innovative course elements andassignments are described in more detail below.Table 1. Course Topics and Assignments Question Course Topics Assignments What is chemical  Chemical engineering  Group project focused on engineering and what can coursework and applications chemical engineering I do with a degree in  Career paths in chemical companies chemical engineering? engineering  Personal reflection  Guest speakers from industry, assignments on guest academia and government speakers How can I succeed in

Conference Session

New Trends in CHE Education I

Collection

2009 Annual Conference & Exposition

Authors

Jennifer Christensen, Texas A&M University; Lale Yurttas, Texas A&M University

Tagged Divisions

Chemical Engineering

pamphlets and sheets to beincluded in the education materials handed out to Habitat families. These green living techniqueshelped families save on their utility bills and live more responsibly. Figure 2 shows examples ofthe pamphlets that were designed by students. In addition to this, the students felt that the servicelearning aspect had helped them to realize their responsibility as engineers to the general public.Most students reflected that they would be more inclined to volunteer their talents and knowledgefor other non-profit organizations and community based services. Figure 2: Samples of Public Education Materials Prepared by Student TeamsTherefore, the overall analysis of the first iteration evaluation was that the most

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

about harvesting Ex: "Harvest" Ex: "Ease of harvesting"Extract not mentioned without mentioned with specific or technical mentioned elaboration details about harvesting Ex: "Extraction" Ex: "ease of extracting"Table 2. Scheme used to code student reflections on the jigsaw activity. Students were given ascore of 1 if the idea was present and a score of 0 if the idea was absent.Code Description and examplesPerspective They got to understand a different perspective or point of viewtaking Ex: “It is helpful to get different perspectives and clear up misunderstandings”Peer They learned

Conference Session

Computer-Based Learning in Chemical Engineering Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jamie Gomez, University of New Mexico; Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

also note that we did not assess student perceptions of techno-economic modeling. Researchsuggests that student perceptions are not reliable indicators of whether an intervention supportslearning [28]. However, we do note that students engaged deeply with the assignments, whichsuggests that students found them valuable. However, future studies can investigate specificaspects students found worthy to invest time. As a fairly authentic task, exploring how techno-economic modeling might support professional identity development would be of interest.We conclude with implications for other chemical engineering faculty by reflecting on classroomexperiences in this study. We have dived deeper in this challenge every year and students areengaged but

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

resource. Problem sets were assigned weekly. Most of the assigned problems were taken from theend of the textbook chapters, frequently with added open-ended parts calling for reflection on themeaning of calculated results or speculation about possible explanations for differences betweenthe calculated results and results that might be measured. Most assignments included oneproblem from the text workbook to be completed individually. Every three or four assignmentsthe teams were asked to assess their performance as a team. The assignments can be seen at. One assignment has to do with information literacy. Early in the course, librarians visitduring a problem session to introduce students to important discipline-specific resources

Conference Session

Improving Introductory Experiences in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gladis Chávez-Torrejón, Universidad de las Americas Puebla; 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

. Page 24.625.6 Figure 2. Introduction to Chemical, Food, and Environmental Engineering Design course structure“Concepts” introduce students to the engineering design process, problem-solving techniques,working in teams, engineering as a profession, and planning for success that students then applyin “Laboratory” on two actual design projects. Students were organized into multidisciplinaryteams of three to four members; the group had a total of thirty-eight students (15 male).The “Concepts” section uses quizzes given in nearly every session to ascertain whether studentshave understood the material in their pre-class reading assignments. In addition, we encouragestudents to write brief reflective journal entries to further solidify and