Conference Session

Chemical Engineering Education: Underclass Years

Collection

2010 Annual Conference & Exposition

Authors

Valerie Young, Ohio University-Athens

Tagged Divisions

Chemical Engineering

- - 1 Have not heard - - 7 Page 15.1118.9It is disappointing to see SI participation apparently unaffected by easy access and positivestudent perceptions. This could be a positive reflection of the accessibility of the mathinstructors, particularly of the instructor hired in 2009-2010 by the Russ College to teach mathsections exclusively to engineers. 7/19 respondents who were enrolled in Math in Fall went tosee the instructor at least once for help (including 4/9 enrolled in engineer-only sections),compared to only 2/13 respondents enrolled in chemistry. It could also reflect an

Conference Session

Chemical Engineering Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sidney Jay Stone III P.E., The University of Toledo; Matthew W. Liberatore, The University of Toledo

Tagged Divisions

Chemical Engineering

or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. This work was completed within the framework of University of ToledoIRB protocols 300853 and 300721.DisclaimerOne of the authors may receive royalties from sales of the zyBook detailed in this paper.Bibliography[1] K. E. Chapman, M. E. Davidson, and M. W. Liberatore, "Student success and attempts on auto-graded homework across multiple cohorts in material and energy balances," Chemical Engineering Education, vol. 55, no. 1, pp. 43-50, 2021, doi: https://doi.org/10.18260/2-1-370.660-123169.[2] P. S. Steif and A. Dollar, "Study of usage patterns and learning gains in a web

Conference Session

Business and Professional Literacy Within Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dayoung Kim, Purdue University at West Lafayette; Alison J. Kerr, University of Illinois Urbana Champaign

Tagged Divisions

Chemical Engineering

Conference Session

Work-In-Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mitchell William Buccalo, Bucknell University; Elif Miskioglu, Bucknell University

Tagged Divisions

Chemical Engineering

. Behaviors that are transcribed and coded have beendeemed likely behaviors while composing a technical report based upon literature search [6], [7].The ability for this method to capture the ability of a student to express certain behaviors in thecognitive writing process while also leaving room to evaluate activities that have not beenpreviously valued as important during the process allows for this portion of the study to build upquantitative and qualitative data. Groups of students who have taken ENGR 248 and groups ofstudents who have not will be graded on a rubric of cognitive writing processes to see whichbehaviors reflect previous dedicated technical communication training. Similarly, a students finalproduct can be assessed on a rubric of

Conference Session

Chemical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University

Tagged Divisions

Chemical Engineering

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. However, conceptual testinginstruments in the chemical engineering field generally involve multiple choice questions ratherthan written responses.This paper discusses the construction and use of short, written-answer “Concept Quizzes” in thechemical engineering curriculum. These quizzes are intended to evaluate conceptual knowledgewhile forcing students to communicate answers in written format. The objective of this work isto improve students’ understanding of critical engineering concepts

Conference Session

New Ideas for ChEs II (aka ChE Potpourri)

Collection

2008 Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Bill Brooks, Oregon State University

Tagged Divisions

Chemical Engineering

demonstrate the utility of WISE as an assessment tool to identify misconceptions.Figure 1 shows a screen shot of the problem 1 . This problem was adapted from the Thermal andTransport Science Concept Inventory developed by Ron Miller and coworkers .16 The assignedproblem had 4 multiple choice options. However, unlike the Concept Inventory tests, nojustification is given for each choice. Rather, students are asked to provide their own justificationin a short answer text box that accompanies the problem (see Appendix B). We term this activity,a “short answer follow-up”. The use of short answer follow-ups offers students the opportunityto practice reflection on their selection of multiple choice answers. It has been shown thatdescriptions of one's

Conference Session

Developing Communication/Teamwork Skills in ChEs

Collection

2008 Annual Conference & Exposition

Authors

Joan Alabart, University Rovira i Virgili; Sibel Özgen, University Rovira i Virgili; Magda Medir, University Rovira i Virgili; Hans-Joerg Witt, Witt & Partner

Tagged Divisions

Chemical Engineering

. though unpopular.̈ … ̈ …Learning JournalsEvery team leader keeps a learning journal,23 which is shared only with the PMP’s instructoracting as his/her coach. Learning journals are kept electronically in the space reserved for thePMP course in the university virtual campus, being easily accessible to PMP instructors.Students are required to make at least one entry each week. These journals play a pivotal role inteam leaders’ leadership developmental process since they provide them with: 1. An opportunity to record and reflect on critical work events, either positive or negative. Exhibit 3 contains a few examples of these events as reported by team leaders. This

Conference Session

Open Forum in Chemical Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Margot A Vigeant, Bucknell University; Kevin D. Dahm, Rowan University; David L. Silverstein P.E., University of Kentucky

Tagged Divisions

Chemical Engineering

in the ways hands-on activities such as making, technology, and games can be used to improve student engagement.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 engineer- ing, teaching design and engineering economics, and assessment of student learning.Dr. David L. Silverstein P.E., University of Kentucky David L. Silverstein is a

Conference Session

Works-in-Progress Postcard Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joshua A Enszer, University of Delaware

Tagged Divisions

Chemical Engineering

. subject. Organization Concepts are not well Some integration of Well integrated connected with few branches, possibly connections with or no non-linear with a few loops. sophisticated branch connections. structure and loops. Correctness Naïve and contains Few inaccuracies in Reflects accurate misconceptions or concepts or links. understanding of inaccuracies. subject.Novak and Gowin [5] propose a more algorithmic hierarchical evaluation based on a mind

Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elizabeth M. Hill, University of Minnesota - Duluth

Tagged Divisions

Chemical Engineering

discussionasynchronously on the class management system’s blog style message board and are asked tobring any questions to the next laboratory period [reflective/global]. Requires physical or chemical hazard removal. Elimination/ Substitution s es en Requires a physical change to the work place iv EngineeringControls ct fe Ef ng si

Conference Session

Laboratory Experiences in Chemical Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard K. Grenville, Philadelphia Mixing Solutions Ltd.

Tagged Divisions

Chemical Engineering

resistance to masstransfer is diffusion through the settled bed.BenefitsThese experiments expose students to fluid mixing, in most cases for the first time. They arefocused on understanding mixing processes that that they will experience in practice.The students are also encouraged to compare their results with those reported in the literatureand, as they search, they will realize that there are often several correlations that have beendeveloped to describe the processes. This will demonstrate the need to develop some criticalskills to determine which accurately reflect reality.Finally mixing is subject that draws on other subjects, such as fluid mechanics, heat and masstransfer and reaction engineering, and can provide a synthesis of subjects

Conference Session

Adaptive and Supportive Learning Environments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Eric C. Huang, Manhattan College

Tagged Divisions

Chemical Engineering, Minorities in Engineering

Librarianship 36:158-165, 2010.7. Meyers, KL, SE Silliman, and NL Gedde, A comparison of engineering students’ reflections on their first-year experiences, Journal of Engineering Education 99:169-178, 2010.8. Angelique, H, K Kyle, and E Taylor, Mentor and muses: new strategies for academic success, Innovative Higher Education 26:195-209, 2002.9. Khazanov, L, Mentoring at-risk students in a remedial mathematics course, Math and Computer Education 45:106-118, 2011.10. Rodger, S, and PF Tremblay, The effects of a peer mentoring program on academic success among first year university students, Canadian Journal of Higher Education 33:1-18, 2003.11. Thorsheim, H, H LaCost, and JL Narum, Peer mentoring of undergraduate research in

Conference Session

ChemE Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Chemical Engineering

r car fuel in an econo my car, or ddiesel fuel inn a gasolineengine. Commentary is provided to caution students about real world performance issuesassociated with certain parameter choices. The activities call for the student to first predict ideal engine performance under differentscenarios. Next, the students will use the simulator to explore the effects of changingparameters. Initial changes are specified in detail to acquaint students with the simulator, withsubsequent explorations requiring students to make decisions regarding how to determineanswers. Students utilizing the activity are frequently encouraged to look at additional optionsand scenarios according to their interests. Finally, students are asked to reflect on

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

homework, or extemporaneouslyanswers student questions in front of the entire section from the active minority who ask.Students seldom witness or encounter what to do if they are “stuck” and cannot see a clearsolution path. On the other hand, studios are designed to engage all students in the classroom.They are activity based where students spend the majority of the class time in action to answerconceptual questions, solve problems, explain phenomena from in class demonstrations, work onvirtual laboratories, etc. The GTAs or instructors interact with students in a facilitative modewhere they ask probing questions designed to enable the students to reflect on appropriateprocedures and concepts so that the students themselves can identify what to do

Conference Session

ABET and Curriculum-Level Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Larissa V. Pchenitchnaia, Texas A&M University; Lale Yurttas, Texas A&M University

Tagged Divisions

Chemical Engineering

not necessarily reflect the views of the NationalScience Foundation. Page 22.432.6

Conference Session

Demonstration and Project Enhancements in Chemical Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Zenaida Otero Gephardt, Rowan University

Tagged Divisions

Chemical Engineering

time and the Temp*time terms reflect the fact that these are notsignificant factors. This equation can be used to predict directly the response (absorbance) thatwill be achieved using specific operating conditions (temperature and time).AssessmentThis project and experimental design module has been run in three consecutive years of theFreshman Clinic. To evaluate student learning of concepts related to experimental design, threeinstruments were used: the final report, a final oral presentation, and the final exam. Thecumulative results over the three year period are presented here. A total of 62 students wereevaluated.An assessment plan was developed to map student work directly to the individual learningoutcomes of these freshmen. Levels of

Conference Session

Learning By Doing in Chemical Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Shannon O'Brien, Manhattan College; J.Patrick Abulencia, Manhattan College

Tagged Divisions

Chemical Engineering

Deductive Active Active Processing Student Participation Reflective Passive Sequential Sequential Understanding Perspective Global Global Table 1: Dimensions of Learning and Teaching Styles4Typical engineering professors teach their courses in a way that is abstract, verbal, deductive,passive and sequential. However, “many or most” engineering students prefer learning in asensory

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University; Mariano Javier Savelski, Rowan University; Mary Staehle, Rowan University; Joseph Francis Stanzione III, Rowan University

Tagged Divisions

Chemical Engineering

Paper ID #14472Is Student Performance in CHE Core Courses Affected by Time ElapsedSince Completion of Material and Energy Balance Course Sequence?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 engineer- ing, teaching design and engineering

Conference Session

Problem Solving and Communication in Chemical Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Uchenna Asogwa, University of Toledo; Matthew W. Liberatore, University of Toledo; Amanda Portis Malefyt, Trine University; Timothy Ryan Duckett, Acumen Research and Evaluation, LLC

Tagged Divisions

Chemical Engineering

, Solutioncompletion and Solution accuracy. Each item in the revised PROCESS consists of four scalinglevels ranging from 0 to 3 with zero being the minimum attainable score for each item. Anyidentification regarding group identity was removed prior to scoring and replaced with a project-assigned ID number to maintain privacy and to mask group membership from raters. All students’solutions were scored using the PROCESS rubric after the semester. Thus, PROCESS scores donot reflect or have an effect on students’ course grades.Raters’ scores for a subset of student solutions were analyzed to determine how consistently ratersmeasured student problem solving ability. Traditional statistical (Cohen’s kappa) and itemresponse measures (Rasch many facet model) of inter

Conference Session

Teaching and Assessment in Chemical Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Margot A Vigeant, Bucknell University; Jennifer Cole, Northwestern University; Kevin D. Dahm, Rowan University; Laura P. Ford, University of Tulsa; Lucas James Landherr, Northeastern University; David L. Silverstein P.E., University of Kentucky; Christy Wheeler West, University of South Alabama

Tagged Divisions

Chemical Engineering

- 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 engineer- ing, teaching design and engineering economics, and assessment of student learning.Dr. Laura P. Ford, University of Tulsa LAURA P. FORD is an Associate Professor of Chemical Engineering at the University of Tulsa. She teaches engineering science thermodynamics, mass transfer/separations, and chemical engineering senior labs. She is a co-advisor for TU’s student chapter of Engineers Without Borders USA. Her email address is laura-ford@utulsa.edu.Dr. Lucas James Landherr, Northeastern University Dr. Lucas Landherr is an

Conference Session

Chemical Engineering in the Sophomore Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matheus Oliveira Cassol, University of British Columbia, Vancouver; Jonathan Verrett P.Eng., University of British Columbia, Vancouver

Tagged Divisions

Chemical Engineering

in relative isolation from oneanother. Students were asked to complete the activity individually although some students werediscussing during the session and the instructional team did not intervene to limit this. It has beenshown that having students reflect on their past work can be beneficial for learning [11], and avisual representation such as concept maps can be easily used for this. Departments can useconcept maps to assess what students are drawing from the curriculum, as well as discoveringareas that are considered essential but perhaps are not front of mind for students, therebyexposing areas for potential improvement.Options for further study could include expanding the study to the end of the second term orfuture years. This may

Conference Session

ChE: Assessment

Collection

2007 Annual Conference & Exposition

Authors

Daina Briedis, Michigan State University; Mark Urban-Lurain, Michigan State University; Robert Ofoli, Michigan State University; Dennis Miller, Michigan State University; Jon Sticklen, Michigan State University

Tagged Divisions

Chemical Engineering

engineers is their problem-solving ability. Indeed, ABETcriteria5,6 reflect this since at least five of the eleven outcomes relate directly to problem-solving skills. Many engineering curricula have focused strongly on providing students athrough grounding in the basics of a given discipline as delivered through lecture. Asteady slide ruled by “content tyranny” to increased reliance on “lecturing about” moreand more technical material is a common symptom of the huge amounts of information inthe engineering disciplines. Yet with so much content to master, we as faculty frequentlyforget that effective problem solving is predicated on integrated understanding oftechnical material.Froyd and Ohland7 emphasize the need for integrated engineering

Conference Session

ChE: Innovations in undergraduate and graduate programs

Collection

2007 Annual Conference & Exposition

Authors

Lale Yurttas, Texas A&M University; Zachry Kraus, Texas A&M University; Jeffrey Froyd, Texas A&M University; Jean Layne, Texas A&M University; Mahmoud El-Halwagi, Texas A&M University; Charles Glover, Texas A&M University

Tagged Divisions

Chemical Engineering

noted. At the conclusion of the session, each student completed apencil and paper instrument requesting additional feedback on the ICC. Information from thesesessions was compiled into a report and feedback was considered during the CoM ICC revisionprocess. Figure 2. Process Flow Chart: Pallet and Animation ToolThe students who participated in the usability study were able to identify several thingsoverlooked by the development team. Overlooked elements were the result of being too close tothe process to notice problematic elements and also reflected the difference in viewing thematerial from the perspective of an expert attempting to teach and a novice attempting to learn.Students spotted inconsistencies in the way to which

Conference Session

Chemical Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael A. Collura, University of New Haven; W. David Harding, University of New Haven

Tagged Divisions

Chemical Engineering

old curriculum. The transport operations I course (CM315) is thefirst chemical engineering course in transport (unit) operations in the new curriculum. It hasbeen slightly modified to reflect the different sequence of courses, but covers much of the samematerial as the older version (CM310). It can also provide a point of comparison for thecurriculum model, however it builds on content in EAS224 as well as EAS211.Introduction to Modeling of Engineering Systems (EAS211) includes students from allengineering majors: chemical, civil, computer, electrical, fire protection, mechanical and system.The depth of study of mass and energy balances is limited due to time considerations and issuesof relevance to the audience. Topics are chosen to be of

Conference Session

Perspectives and Approaches to Teaching Simulation and Design-Based Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Chemical Engineering

the MAI was used as a measuring tool in aresearch that examined the effects of teaching metacognitive strategies to 60 students in aphotography class. The results of the MAI exhibited an increase in the total mean score, from 65to 68 out of 100. The MAI was answered before and after assignments with instructions andpractice in reflection, planning and evaluation15.MAI has also been used at the faculty of Odontology in Malmö University in Sweden, for aproject focusing on students’ proficiency to learn in a problem-based curriculum. Students tookpart in different workshops; they watched a tutorial that was followed by discussions and workedin small groups designing cases. After the workshops the MAI-data from students taking part inthe project

Conference Session

Focus on Entry Experiences in Chemical Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeffrey Heys, Montana State University

Tagged Divisions

Chemical Engineering

persevered7.Another source of beliefs about problem solving is from our cultural background. Studiesindicate that people in the U.S. are much more likely than the Japanese to believe that innateability (as opposed to effort) underlies children's success in mathematics12. Schoenfeld madetwo important observations based on the results of these studies7. “First, parents and students who believe ‘either you have it or you don't’ are much less likely to encourage students to work hard on mathematics than those who believe ‘you can do it if you try.’ Second, our nation's textbooks reflect our uniformly low expectations of students: ‘U.S. elementary textbooks introduce large numbers at a slower pace than do Japanese, Chinese

Conference Session

Bringing Industrial Applications into the Classroom

Collection

2013 ASEE Annual Conference & Exposition

Authors

Margot A Vigeant, Bucknell University

Tagged Divisions

Chemical Engineering

,students gave an average rating of 4.4 or above to the following: This course wassuccessful at helping me a) gain factual knowledge b) learn fundamental principles c)learn to apply course material d) learn how to use resources to answer questions and e)acquire an interest in learning more. The statement “overall I rate this course asexcellent” received an average 4.6 on the same scale. Student comments reflect theirsense that the course was well designed “The experiments we did in class were a greatway to see the theory we discussed come true”; “It was a great way to connect what wewere learning to the everyday life of cooking.”. The main criticism for the course wasthat it had no dedicated kitchen-laboratory space

Conference Session

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

Collection

2013 ASEE Annual Conference & Exposition

Authors

Darinka del Carmen Ramirez, Tecnológico de Monterrey (ITESM), México; Manuel E Macías, ITESM, Campus Monterrey

Tagged Divisions

Chemical Engineering

applications are deduced)? 4) How does the student prefer to process information: actively (through engagement in physically activity or discussion), or reflectively (through introspection)? 5) How does the student progress through understanding: sequentially (in continual steps) or globally (in giant jumps, holistically)?The Remote Lab presented in this paper was used in the class of Material Balances (belonging tothe Chemical Engineering Department) during the August-December 2012 semester, at theTecnologico de Monterrey, Campus Monterrey, specifically in three focus Chemical Engineeringsections with 35, 33 and 32 students in each class, respectively. The survey for the students’perception of their learning style was applied online to

Conference Session

Novel Classrooms

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julie L. P. Jessop, University of Iowa; Anna L. Flaming, University of Iowa

Tagged Divisions

Chemical Engineering

framing the learning objectives as compelling questions and thenend class by making sure that everyone can articulate the answer – or at least the main takeaway.I’ve also seen instructors start class by checking in on what students know so far through a visualactivity like a concept map. At the end of class, students revise and add to the concept map,allowing them to see connections between material and to think reflectively about the learningthey have accomplished during the class session.37 One of my favorite resources for thisquestion is James Lang's book, Small Teaching, which emphasizes quick meaningful teachinginterventions, including activities that can be done in the first and last five minutes of class.38How do I determine what

Conference Session

Chemical Engineering in K-12 and the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura P Ford, The University of Tulsa; Janie Brennan, Washington University in St. Louis; Jennifer Cole, Northwestern University; Kevin D. Dahm, Rowan University; Marnie V Jamieson, University of Alberta; Lucas James Landherr, Northeastern University; David L. Silverstein P.E., University of Kentucky; Bruce K Vaughen P.E., American Institute of Chemical Engineers; Margot A Vigeant, Bucknell University; Stephen Ward Thiel P.E., University of Cincinnati

Tagged Divisions

Chemical Engineering

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 engineer- ing, teaching design and engineering economics, and assessment of student learning.Prof. Marnie V Jamieson, University of Alberta Marnie V. Jamieson, M. Sc., P.Eng. is an Industrial Professor in Chemical Process Design in the Depart- ment of Chemical and Materials Engineering at the University of Alberta and holds an M.Sc. in Chemical Engineering Education. She is currently the William Magee Chair in Chemical Process Design, leads the