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

scores and students comments, it is apparent that students feel prepared for furtherlearning in FMHT. The cognitive measures indicate that students made significant gains in thefirst three components of Finks taxonomy (knowledge, application and integration). A follow-upto gauge how the students in this sequel compare to those who did not, especially in the cognitivedomain, would be quite interesting. The survey also show gains in the “caring” dimension of thetaxonomy which can also be tied to the “value” motivational theory. There was indication thatthe students have a high level of self-efficacy and self expectancy feelings towards this class andthe sequel. A good number of the students, surprisingly, appeared to show an achievement

Conference Session

Focus on Entry Experiences in Chemical Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Lori Smolleck, Bucknell University

Tagged Divisions

Chemical Engineering

to become accustomed to.Student comments on the course evaluation further highlight the project as a finale to thecourse, “The Gizmo project was a great way to put everything I learned to use and it wasgreat to see the kids having fun with the gizmos.” The most common criticism of theproject was the need for more time. We note that over the course of implementation, thetime devoted to the project has expended from two weeks to the present schedule, and ateach step in the process more time has been requested.To gain a better understanding of the ways in which this project impacted the educationstudents, two data sources were administered to the EDUC 344 students. First, the self-efficacy scores for the education students were measured using