Conference Session

Adaptive and Supportive Learning Environments

Collection

2012 ASEE Annual Conference & Exposition

Authors

W. Vincent Wilding, Brigham Young University; Thomas Allen Knotts IV, Brigham Young University; William G. Pitt, Brigham Young University; Morris D. Argyle, Brigham Young University

Tagged Divisions

Chemical Engineering, Minorities in Engineering

a brief plan to make improvements.This plan is then implemented in the next team experience which may be later in the samecourse, or in a subsequent semester. Feedback, improvement plans, and closing-the-loopevaluations are all compiled in a web-based portfolio which grows with each subsequentexperience so that by graduation each student has a rich record of leadership experiences withsuccesses, challenges, and improvements neatly documented. This process of continuous-improvement efforts tied to periodic feedback mimics the professional practice of regularperformance evaluations.The entire process is student-driven so that it adds very little to faculty work load. Studentengagement and their efforts to implement goals can be assessed from

Conference Session

Best. Class. Ever.

Collection

2012 ASEE Annual Conference & Exposition

Authors

Linda S. Davis, Purdue University, West Lafayette; Deborah Lynn Grubbe P.E., Operations and Safety Solutions, LLC; Ronald Lee Cutshall Sr., R. L. Cutshall Sr., Consulting; Steven J. Swanson; Michael T. Harris, Purdue University, West Lafayette; Arvind Varma, Purdue University, West Lafayette

Tagged Divisions

Chemical Engineering

science and technology, and electrodispersion precipitation processes. He has collaborated on multidisciplinary and multi-institution efforts requiring a range of powerful direct probing methodologies including dynamic light scattering, x-ray scattering, high resolution electron microscopy, and NMR spectroscopy. He is recognized as an outstanding researcher, teacher, and citizen. He also excels at mentoring undergraduates, many (more than 100) of whom have benefited by conducting research in his laboratory. Harris brings a broad per- spective in many areas important to Purdue’s College of Engineering’s strategic plan, especially through his commitment to diversity and the creation of a climate which results in a the

Conference Session

Adaptive and Supportive Learning Environments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian Robert Dickson, University of Strathclyde

Tagged Divisions

Chemical Engineering, Minorities in Engineering

population.Originally, the author began this approach on the basis that using the characteristics from theBelbin test would allow the formation of “good” groups and subsequently group dynamicscould be eliminated from the technical challenge of the class, and since this simulation wasconsistent and re-producible, it provided a common measurement tool. The unit of successfor any group across this class being the result from the project management simulation, Page 25.1148.4which operates as follows: All groups complete a project were the individual resource and task values have a defined monetary value and with good project planning a

Conference Session

New Classrooms, New Challenges I: Novel Approaches to Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Arthur Felse, Northwestern University

Tagged Divisions

Chemical Engineering

for their work on mild and selective polymerizations using lipases. Page 25.1111.1 c American Society for Engineering Education, 2012Regulatory Compliance Training in Bio/Chemical Engineering Courses I WOULD LIKE THIS PAPER TO BE IN A REGULAR SESSION Page 25.1111.2Introduction:Regulatory compliance (RC) refers to a set of federally mandated guidelines under whichindustrial processes and scientific experiments are planned, conducted, monitored, recorded, andreported. RC is typically achieved through a set of well-developed

Conference Session

New Classrooms, New Challenges II: Assessing Non-traditional Approaches

Collection

2012 ASEE Annual Conference & Exposition

Authors

Thomas Allen Knotts IV, Brigham Young University; W. Vincent Wilding, Brigham Young University; William G. Pitt, Brigham Young University; Morris D. Argyle, Brigham Young University

Tagged Divisions

Chemical Engineering

struggles. This allows precise plans to bemade to improve student learning the next time the course is taught.This paper will explain this new assessment process in detail. To illustrate the value of the newprocedures, the results of the new method will be compared with those of the traditional method(numerical 1-5 scale). Emphasis will be placed on showing how the new method not onlyprovides better data, but does so in a time-efficient manner and makes “closing-the-loop” easier.The remainder of this paper is organized as follows. First, the traditional method of assessmentof the competencies will be explained in more detail and the historical results will be presented.This will be followed by an explanation of the changes that were made for the

Conference Session

ChemE Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joshua A. Enszer, University of Maryland Baltimore County; Victoria E. Goodrich, University of Notre Dame; Rachel B. Getman, Clemson University

Tagged Divisions

Chemical Engineering

are applying algorithmic thinking and notjust learning how to operate in a single computing environment, (2) that students are able todevelop their abilities to formulate problems in a computational context, and (3) that students areapplying numerical algorithms in meaningful ways and not just following a template. To thatend, we discuss here overviews of our computational methods courses and implementation thatencourages behavior independent of choice of computer software.We also share here our plans to evaluate student abilities and perceptions in courses followingcomputer methods to assess the effectiveness of the courses. We share results here frompreliminary self-assessment surveys plus plans for implementation for the Spring 2012

Conference Session

New Classrooms, New Challenges II: Assessing Non-traditional Approaches

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard L. Zollars, Washington State University; Adam Scott Carter, Washington State University; Christopher Hundhausen, Washington State University

Tagged Divisions

Chemical Engineering

withcurrent teaching approaches in these classes, none of which use SBL or ChemProV.The plan for the assessment of the OBSLE/ChemProV combination involved recruiting sevenother universities to participate in the study. At each of the schools the participating facultyagreed to teach their material/energy balance class in their normal fashion during the 2011-2012academic year. Also during this time ChemProV was being upgraded to include the capability ofaccommodating both material balances and energy balances. In addition, ChemProV is beingintegrated into the OSBLE structure to allow for an asynchronous SBL implementation. In the2012-2013 academic year each of the participating universities then will teach thematerial/energy balance class but now using

Conference Session

Best. Class. Ever.

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bernard J. Van Wie, Washington State University; David B. Thiessen, Washington State University; Marc Compere, Embry-Riddle Aeronautical Univ., Daytona Beach FL; Ximena Toro; Jennifer C Adam, Washington State University; Shane A. Brown P.E., Washington State University; Andrew P Easley, Washington State University; Xuesong Li P.E., Washington State University; Kevin Lee, University of Idaho; Mert Colpan, Washington State University; Kevin Tyler Gray, Washington State University; Benjamin Garrett, Washington State University; Shane Riley Reynolds, Washington State University; Paul B. Golter, Washington State University; Olusola Adesope, Washington State University, Pullman

Tagged Divisions

Chemical Engineering

therefore modified the original DLM and tailored it to the con-cepts above. We are currently implementing 15 of these DLM’s replacing a lecture based teach-ing method with a hands on, active learning atmosphere that will hopefully correct any robustmisconceptions and reinforce any correct beliefs. We also, based on preliminary results, havemade three worksheets to accompany the DLM for students to work through and develop a cor-rect working knowledge of the commonly developed misconceptions. We plan to replace threelecture days with interaction with the DLM. Each day will focus on a common misconceptionrelated to: 1) hydraulic jumps and the hydraulic and energy grade lines; 2) flow profiles; and 3)flow transitions, e.g., from subcritical to

Conference Session

ChemE Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bill Jay Brooks, Oregon State University; Debra Gilbuena, Oregon State University; John L. Falconer, University of Colorado, Boulder; David L. Silverstein, University of Kentucky; Ronald L. Miller, Colorado School of Mines; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

informfuture design processes. In addition, we report on initial deployment, community buildingactivities, and future plans for the AIChE Concept Warehouse.Concept-based PedagogyConcept-based pedagogies have been studied in the physics education research community fordecades and provide a model that engineering education researchers have been adopting. Twoconcept-based pedagogical tools have dramatically reshaped how conceptual teaching andlearning are viewed in college physics classrooms: ConcepTests8 and concept inventories.3 Bothof these tools require high quality concept questions in order to be effective. High qualityconcept questions are typically multiple choice, conceptually challenging, and require little to nocalculation so students cannot

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

courseinstructors.Outcomes AssessmentIncluded with the module is a pre- / post- assessment test. This test allows the course instructor Page 25.180.5to gauge the students’ baseline knowledge of the concepts to be presented in the module and thestudents’ retailed knowledge after completing the module. The assessment test consists of 10multiple choice questions covering each of the major topics presented in the module. Theassessment test is shown in Table 1, below. Assessment data from the first class of chemicalengineering thermodynamics students to utilize the fully implemented module is currently beingcompiled and will be made available in a planned future

Conference Session

Best. Class. Ever.

Collection

2012 ASEE Annual Conference & Exposition

Authors

Victor M. Ugaz, Texas A&M University; Aashish Priye, Texas A&M University ; Yassin A. Hassan, Texas A&M University

Tagged Divisions

Chemical Engineering

help of fluorescent beads.”These responses helped catalyze a discussion about issues involved in successfulcommercialization of basic research. This is a process that involves multiple steps on a myriadof levels, each with its own considerations. Often research that appears promising in the lab isnot ultimately successful as a commercial product for reasons that have nothing to do with thescientific or technical innovation. The students (and instructor) came away with an increasedawareness of these issues, and a greater focus on this aspect is planned in future labs targeted atthis audience.Some challenges were encountered in tailoring the content to the appropriate audience, andadjusting the scope of the hands-on activities to fit the time

Conference Session

New Classrooms, New Challenges II: Assessing Non-traditional Approaches

Collection

2012 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University; Lisa G. Bullard, North Carolina State University; Steven W. Peretti, North Carolina State University; David F. Ollis, North Carolina State University

Tagged Divisions

Chemical Engineering

curriculum.Planned future work involves the expanded use of Turnitin.com in additional undergraduatecourses requiring writing assignments as well as graduate courses, such as the graduateproposition course. The authors plan to develop standard “scripts” for discussion of the use ofTurnitin.com as well as examples illustrating the judicious use of the software tool. Page 25.195.9Bibliographic Information1. T. Batane. “Turning to Turnitin to fight plagiarism among university students.” Educational Technology & Society 13 (2), 1-12 (2010).2. P. Scanlon. “Student online plagiarism: How do we respond?” College Lecturing 5 (4), 161-165 (2003).3. D. Carpenter

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

administered at the beginning of the studio project, itis expected that start-up adjustments and normalization of student attitudes would lower theoverall perception of the students. The perceptions for the junior-level courses and thedistributions between the two classes are very similar despite being implemented by entirelydifferent personnel. Such a result is a positive indicator of the benefits of the systematicimplementation plan described above. While the majority of student responses for all threeclasses are positive, a lower fraction of sophomores perceive value. There are several plausiblefactors that may contribute to the difference between sophomores and juniors. As the