- Conference Session
- Communication in the Chemical Engineering Curriculum
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
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Adrienne Minerick, Michigan Technological University
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Chemical Engineering
. Questions are submitted online as the students gothrough lectures and are compiled for an interactive instructor-led session. Student led exampleproblems occur at a frequency of at least once per week; presenting students are providedstructured guidance on example preparation. The audience is fellow students, so the classevaluates the example and the student presenters with a strong emphasis on constructivefeedback. The process is open, interactive, and iterative to maximize learning by all participants.This paper will provide a practical roadmap based on this instructor’s four-year effort to flip amath-intensive graduate course. Anecdotal and quantitative assessment without a control groupis presented. It is hoped that this paper will be thought
- Conference Session
- Communication in the Chemical Engineering Curriculum
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
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Laura P. Ford, University of Tulsa
- Tagged Divisions
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Chemical Engineering
. Page 26.1655.1 c American Society for Engineering Education, 2015 Using an Article in a Sophomore Engineering Science Class to Boost Lifelong Learning ConfidenceAbstractSophomore-level engineering classes often do not require students to find properties or processesin the literature, as advanced engineering courses do. Using the literature to find information isoften considered part of fulfilling ABET outcome i: a recognition of the need for, and an abilityto engage in, lifelong learning. The design project in a sophomore-level course was based on anarticle in Chemical Engineering Progress, and students were surveyed about confidence inability to understand similar articles before