Conference Session

Chemical Engineering in K-12 and the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anthony Butterfield, University of Utah

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Diversity

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Chemical Engineering

Paper ID #29057The Design and Impact of a Combined Makerspace, Wet Lab, andInstructional Design Studio for Chemical Engineering CurriculumProf. Anthony Butterfield, University of Utah Anthony Butterfield is an Associate Professor (Lecturer) in the Chemical Engineering Department of the University of Utah. He received his B. S. and Ph. D. from the University of Utah and a M. S. from the University of California, San Diego. His teaching responsibilities include the senior unit operations laboratory, capstone laboratory, first year design laboratory, and the introduction to chemical engineering. His research interests focus

Conference Session

Novel Student Experiences in Chemical Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

D. Jake Follmer, The Pennsylvania State University, University Park; Sarah E. Zappe, The Pennsylvania State University, University Park; Esther W. Gomez, The Pennsylvania State University, University Park; Manish Kumar, The Pennsylvania State University, University Park

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Diversity

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Chemical Engineering

identified in their review of the literature.In another evaluation of undergraduate research experiences, Zydney and colleagues examinedthe impact of undergraduate student research by way of a comparison group with undergraduatestudents who had not participated in a research experience during their college tenures 11.Students who participated in research described the experience as very important to theirundergraduate educational experiences; students engaged in research experiences for longerperiods of time also indicated a greater perceived benefit of engaging in research than studentswho engaged in such research for shorter periods of time. In addition to these findings, studentswho engaged in research were more likely to pursue graduate

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

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Diversity

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Chemical Engineering

Inquiry Learning, Peer-Led Team Learning, Model-Eliciting Activities, and Project-Based Learning: What Is Best For You? Industrial & Engineering Chemistry Research, 5337-5354 American Chemical Society Publications: McMaster University, Hamilton, Canada. 13. Brears, L., Mac Intyre, B., & O'Sullivan, G. (2011) Preparing teachers for the 21st century using PBL as an integrating strategy in science and technology education. Design and Technology Education: an International Journal, 16(1). 14. Woods, D. R., Felder, R. M., Rugarcia, A., & Stice, J. E. (2000) The future of engineering education III Developing critical skills change, 4, 48-52

Conference Session

Outreach and Beyond in the Chemical Engineering Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Byron Hempel, University of Arizona; Paul Blowers, University of Arizona; Kasi M. Kiehlbaugh, University of Arizona

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Diversity

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Chemical Engineering

. Four proposed sources of self-efficacy are mastery experiences,100 emotional/physiological states, social persuasion, and vicarious experiences. Social persuasion and101 vicarious experiences are the most impactful [28].102103 Prior research has demonstrated a systematic link between the use of innovative teaching practices and104 increases in student self-efficacy beliefs [29]. For instance, collaborative groups improve self-efficacy105 regarding task achievement because group members challenge peers to cope with difficult content and106 group dynamics [30].107108 In particular, teaching practices that increase SE can help non-traditional and at-risk students.109 Underrepresented minorities often have lower levels of self

Conference Session

Novel Pedagogical Techniques II: Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebecca Jo Pinkelman, Technische Universität Darmstadt; David J. Dixon, South Dakota School of Mines and Technology; Manfred J Hampe, Technische Universität Darmstadt

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Diversity

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Chemical Engineering

internationale Ansätze zur Erfassung von Ingenieurkompetenzen. Competence in Higher Education and the Working Environment. National and International Approaches for Assessing Engineering Competence. Frankfurt am Main, Bern, Bruxelles, New York, Oxford, Warszawa, Wien: Peter Lang (Vocational Education and Training: Research and Practice).28. Atman, C. J.; Bursic, K. M. (1998). Verbal protocol analysis as a method to document engineering student design processes. In: Journal of Engineering Education 87(2):121-132.29. Atman, C. J.; Cardella, M. E.; Turns, J.; Adams, R. (2005). Comparing freshmen and senior engineering design processes: An in-depth follow-up study. In: Design Studies, 26:325-357.30. Atman, C. J.; Adams, R. S.; Cardella, M. E

Conference Session

Early ChemE Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Grace Katherine Harrell, Oklahoma State University; Alexandra Nicole McPeak, Oklahoma State University; Ashlee Nicole Ford Versypt, Oklahoma State University

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Diversity

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Chemical Engineering

module.Many simulation tools have been developed to promote active learning of chemicalengineering22-25. A study has shown that students can be engaged learners through the usesimulations if the simulations are designed with learning as the primary goal and if they are easyto navigate and use26. We sought to build on these principles and best practices of previoussimulation tools by designing a simulation that allows the users to manipulate intuitive variablesand observe the dynamic impacts of pharmaceuticals on the human body. The learning objectiveof the module is to introduce open-ended engineering design and problem solving through apharmaceutical application of chemical engineering. Our goal for the module is to give studentsexposure to

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

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Diversity

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Chemical Engineering

learning experiences and students designing to learn.Dr. Abhaya K. Datye, University of New Mexico Abhaya Datye has been on the faculty at the University of New Mexico after receiving his PhD in Chem- ical Engineering at the University of Michigan in 1984. He is presently Chair of the department and Distinguished Regents Professor of Chemical & Biological Engineering. From 1994-2014 he served as Director of the Center for Microengineered Materials, a strategic research center at UNM that reports to the Vice President for Research. He is also the founding director of the graduate interdisciplinary program in Nanoscience and Microsystems, the first program at UNM to span three schools and colleges and the Anderson

Conference Session

Diversity in Chemical Engineering Education: Status and Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cheryl A Bodnar, University of Pittsburgh; Arthur Felse, Northwestern University; Karen A High, Clemson University; Jason M. Keith, Mississippi State University; Adrienne Minerick, Michigan Technological University; Ann Saterbak, Rice University; Jennifer Cole, Northwestern University

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Diversity

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Chemical Engineering

session.As mentioned briefly the panelists in this panel are representative of different positions withinthe academic environment as well as diverse administrative responsibilities. Represented on thepanel are a lecturer, assistant professor, associate professor, professor of practice and two fullprofessors. The administrative responsibilities of the panelists vary with their institution butinclude assistant chair to the department, undergraduate advising, graduate student advising,assisting with University Strategic Planning and Budget, Associate Dean for UndergraduateEducation and Interim Dean of the College of Engineering. The institutions that wererepresented by the panelists selected included four R1 research institutions with the other

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

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Diversity

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Chemical Engineering

student success [1, 4]. Researchers have called for curricular changes to supportstudents to develop care ethics, such as situating design problems as socio-technical andevaluating solutions from a justice lens [5], as this is in line with professional practice [6-8]. Weargue that such approaches, while critical for students, can be strengthened by greaterarticulation of ways faculty display and model care. However, a majority of research on howinstructors show care has been conducted in K-12 settings [9] or in fields where care is a majorfacet of practice (e.g., health care). Thus, care is poorly operationalized, especially in the contextof chemical engineering, making it unclear what faculty might do that students are likely toperceive of as

Conference Session

Business and Professional Literacy Within Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Goldschneider, Virginia Polytechnic Institute; Nicole P. Pitterson, Virginia Polytechnic Institute

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Diversity

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Chemical Engineering

ways, if any, do student understandings change between their first and second years?Broader Project BackgroundThis analysis used an existing data set generated as part of a larger project that encompasses sixuniversities across three countries. Member institutions are equally distributed, two each fromthe United States, United Kingdom, and South Africa. The research team for this project includesfaculty and graduate students from all three countries, with direct representation from five of thesix included institutions. The objective of the project is to capture various aspects of the studentexperience over the course of a student’s undergraduate career and is thus a longitudinalundertaking beginning in the first year and ending with the