Conference Session

Chemical Engineering Division (ChED) Technical Session 1: Diversity, Equity, and Inclusion in ChE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Esohe Fawole, University of California, Davis; Glaucia Prado, University of California, Davis; William Ristenpart, University of California, Davis; Jason White, University of California, Davis

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Diversity

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Chemical Engineering Division (ChED)

introductory food science course prior to pandemic-initiated remoteinstruction beginning in Spring 2020 (58.1% vs. 39.3%, p = 0.042). While the remote instructionperiod eroded this impact, it is our hope and expectation that as most classes at UC Davis havereturned to in-person instruction, students taking The Design of Coffee will once again bemotivated to change into and persist in STEM majors, adding much needed talent to the pool ofperspective scientists and engineers.Introduction and MotivationIntroductory design experiences are recommended by the National Academy of Engineering forrecruiting and retaining students into STEM and engineering in particular [1]. These experienceshave the potential to be particularly impactful for students

Conference Session

Chemical Engineering Division (ChED) Technical Session 1: Diversity, Equity, and Inclusion in ChE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Deesha Chadha, Imperial College, London; Jerry Y.Y. Heng; Emerald Sun

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Diversity

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Chemical Engineering Division (ChED)

University of Edinburgh who suggestthat: ‘[EDI provision] means promoting an inclusive, fair, respectful and welcoming culturein which all staff and students can flourish.’ Useful definitions are provided for each of theterms individually: equality enables individuals to access the same opportunities, diversityconcerns valuing the difference between people, and inclusion is a measure of how safe andwelcome people feel in their environment.1 This is simpler in theory than in practice asinclusive, fair and respectful are subjective terms, especially for students and staff from1 It should be pointed out that the terminology used in the UK is somewhat different to that used in the USAwhereby diversity, equity and inclusion (DEI) efforts are discussed

Conference Session

Chemical Engineering Division (ChED) Technical Session 1: Diversity, Equity, and Inclusion in ChE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eric Burkholder, Auburn University

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Diversity

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Chemical Engineering Division (ChED)

. ©American Society for Engineering Education, 2023 Opportunity gaps for women in chemical engineering: a quantitative critical investigationINTRODUCTIONData collected by the National Science Foundation generally show that chemical engineering ismore diverse with respect to gender than other engineering fields [1]. A more recent study showsthat roughly 39% of matriculating chemical engineering students are women – the highest of anyengineering discipline [2]. Yet, the discipline still falls short of gender parity, even at theundergraduate level, while other disciplines, such as biology, now see classes that may bemajority women [3]. As one looks to higher levels of education in chemical engineering, genderdiversity

Conference Session

Chemical Engineering Division (ChED) Technical Session 1: Diversity, Equity, and Inclusion in ChE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mechteld Veltman Hillsley, Pennsylvania State University; Stephanie Butler Velegol, Pennsylvania State University

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Diversity

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Chemical Engineering Division (ChED)

class toanswer our research questions: 1. Does the sense of belonging within the learning community, within the class, and within the department change with mixed-mode versus in-person, lecture-based versus flipped, 1st class versus 2nd class, and expected course grade? 2. Do students perceive a benefit in their learning by participating in the learning communities? 3. What are the factors that influence how the groups are formed and if they are changed throughout the semester?Students in the current offering of the fluid mechanics course, which uses learning communitiesand some active learning, took one of two offerings of the material balances class: one a flippedclass using learning communities and one a lecture

Conference Session

Chemical Engineering Division (ChED) Technical Session 1: Diversity, Equity, and Inclusion in ChE

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Willa Brenneis; Jonathan M. Chan; Joie Green; Ruihan Li; Meagan Olsen; Sapna L. Ramesh; Carolyn E. Ramirez; Dhanvi Ram Vemulapalli; Jennifer Cole, Northwestern University

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Diversity

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Chemical Engineering Division (ChED)

pandemic, andviolence against unarmed Black people brought the nation to a racial reckoning. Structuralracism in the form of redlining, lower pay, unequal access to education and healthcare, and manymore forms of institutionalized bias laid a foundation for disproportionate negative health andenvironmental impacts for minoritized groups in the U.S. [1], [2]. The coronavirus pandemic,whose peak in 2020 in particular had a disproportionate effect on Black and Latinx patients,highlighted the inequalities faced by these populations who often had higher exposure to thevirus, more underlying health conditions, and less access to healthcare than their whitecounterparts [3]–[5]. The Black Lives Matter movement and the protests following the murdersof

Conference Session

Chemical Engineering Division (ChED) Technical Session 4: Junior & Senior Year Curriculum

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laura P. Ford, The University of Tulsa; Jennifer Cole, Northwestern University; Kevin D. Dahm, Rowan University; Bruce K. Vaughen, American Institute of Chemical Engineers; Marnie V. Jamieson, University of Alberta, Canada; Luke Landherr, Northeastern University; David L. Silverstein, P.E., University of Kentucky; Troy J. Vogel, University of Notre Dame; Christy Wheeler West, University of South Alabama; Stephen W. Thiel, University of Cincinnati

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Diversity

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Chemical Engineering Division (ChED)

time. The subject for 2022 was the capstone design experience,defined as containing "a culminating major engineering design experience which incorporatesappropriate engineering standards and multiple constraints, and is based on the knowledge andskills acquired in earlier course work" (ABET 5.d). We included process, product, and plantdesign. This capstone design experience may be one or more courses. Capstone design surveyresults from 2012 have been presented previously in 2013 [1].The survey itself is in Appendix A. Emails were sent via the AIChE Chairs listserv todepartment heads, asking them to send the survey link to the appropriate faculty in theirdepartments. The survey link was also included in AIChE Education Division newsletters

Conference Session

Chemical Engineering Division (ChED) Technical Session 5: Work-in-Progress Part 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Lucian Alexander, P.E., Texas A&M University, Kingsville

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Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

developed for the new student outcomes, which was preparedto ensure clarity of the student work evidence [1]. In a similar manner, Pejcinovic describes anextensive system of criteria and performance indicators that were adopted for an electrical andcomputer engineering department [2]. The faculty of a new engineering program at Angelo StateUniversity posited that a highly structured and clear assessment program is necessary for successin seeking initial accreditation, including the subdivision of SOs into clear and unambiguousparts for measurement of outcomes [3]. Other engineering faculty have described the substantialreliance on design courses for determination of student outcome attainment [4, 5]. The objectiveof this Work-in-Progress paper is

Conference Session

Chemical Engineering Division (ChED) Technical Session 2: Community Retrospectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Pennsylvania State University; Lisa G. Bullard P.E., North Carolina State University, Raleigh; Taryn Melkus Bayles, University of Pittsburgh; Katie Cadwell, Syracuse University

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Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

this group, we have found that there is much variation in thesupport, guidance, and promotion pathways depending on their individual institutions anddepartments. The purpose of this paper is to explore these differences and provide examples ofpolicies and procedures at a number of institutions to be used as a potential model.This paper has two specific objectives: (1) Discuss the results of a survey given to the faculty inthis group. This survey asks questions about the length of their service and contract, their titleand opportunities for promotion, support given to them for professional development, theirjourney to take a teaching-track position and the level of support they feel in their departments;and (2) Provide examples of teaching

Conference Session

Chemical Engineering Division (ChED) Technical Session 2: Community Retrospectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Milo D. Koretsky, Tufts University; Lisa G. Bullard, P.E., North Carolina State University, Raleigh; Joshua A. Enszer, University of Delaware; Allison Godwin, Purdue University, West Lafayette ; Vanessa Svihla, University of Texas, Austin; Sindia M. Rivera-Jiménez, University of Florida

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Diversity

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Chemical Engineering Division (ChED)

Perspectives on Chemical Engineering EducationAbstractThis study investigated faculty perceptions and needs salient to the future of the journalChemical Engineering Education (CEE). Specifically, we sought to understand (a) how facultyuse CEE and what they value about it; (b) barriers and improvements to publication and use; and(c) perceptions of the “Diversity, Equity, and Inclusion Consideration Requirement,” whichbegan in 2021. To guide this work, we posed the following research questions: 1) What is theperceived utility of CEE? How do faculty use CEE? What do they value about the journal?; 2)What are the opportunities for improvement? What barriers preclude publication and use?; and3) What are the perceptions of the “Diversity, Equity, and

Conference Session

Chemical Engineering Division (ChED) Technical Session 8: Lab Module Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christopher James Panebianco, Icahn School of Medicine, Mount Sinai; Neharika Bhadouria; Olivia Saebyul Kim; Jillian R. Frost, The Cooper Union for the Advancement of Science and Art; Angela Huang; Poorna Dutta; Andrea Vernengo; Jennifer Weiser, The Cooper Union for the Advancement of Science and Art

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Diversity

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Chemical Engineering Division (ChED)

assessment,demonstrating that the module was effective for middle school outreach. Pre/post-surveyassessments showed no significant differences in attitudes towards STEM, which was likely dueto the fact that students in YES had a strong predisposition for STEM. Overall, results motivatethe use of this module, or similar hands-on IBL modules, for outreach with K-12 students who areunderrepresented in STEM.IntroductionBiomaterials is an interdisciplinary field that employs knowledge from biology, chemistry,materials science, and engineering to create materials that improve human health [1]. To date,biomaterials have been used as medical implants, methods to promote tissue healing, molecularprobes and biosensors, drug delivery systems, and scaffolds to

Conference Session

Chemical Engineering Division (ChED) Technical Session 6: First-Year & Sophomore Year Curriculum

Collection

2023 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois, Chicago; Hasiya Najmin Isa; Emily Seriruk; Cody Wade Mischel

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Diversity

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Chemical Engineering Division (ChED)

employed a design-based research approach (DBR)with one baseline and two full enactment cycles. In each cycle, students are surveyed, and focusgroups are interviewed before and after implementation.In this paper, we will present the details of data collection, analysis, and findings from the resultsfrom all three semesters. The challenges and gains of adopting the approach and how to transferto other programs will be further discussed.IntroductionThe chemical engineering field has expanded, resulting in an increased gap between academiaand industry [1-3]. This gap was acknowledged by John Chen at the 2013 American Institute ofChemical Engineering (AIChE) Annual meeting, who highlighted that the areas of growth inengineering research and faculty

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joe Woo, Lafayette College

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Diversity

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Chemical Engineering Division (ChED)

case studies in undergraduate courses can be developed.As the impacts of climate change have continued to evolve and manifest over the past fewdecades, there is also a growing need to develop more nuanced and expansive discourse aroundenvironmental topics. [1] Due to their complexity, the social, ethical, and justice elements ofenvironmental issues often take a secondary role to more economic or policy-based motivations(loss of product, emission/release standards, etc.) in these discussions, which may result in theunintentional erasure or lack of apparent attention to the socially disadvantaged groups whom aredisproportionately affected. [2]–[4] As such, when creating new materials for environmentally-focused chemical engineering coursework

Conference Session

Chemical Engineering Division (ChED) Technical Session 2: Community Retrospectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Daniel Anastasio, Rose-Hulman Institute of Technology; Michael David Mau Barankin, Colorado School of Mines; Taryn Melkus Bayles, University of Pittsburgh; Daniel D. Burkey, University of Connecticut; Laura P. Ford, The University of Tulsa; Tracy Q. Gardner, Colorado School of Mines; Milo Koretsky, Tufts University; Daniel Lepek, The Cooper Union; Matthew W Liberatore, The University of Toledo

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Diversity

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Chemical Engineering Division (ChED)

/ ©American Society for Engineering Education, 2023Preliminary Reflections and Assessment of the 2022Chemical Engineering Summer SchoolAbstractThe ASEE/AIChE Chemical Engineering Summer School (ChESS) is a week-long, roughlyquinquennial over the past nearly 100 years, faculty development event bringing togetherearly-career and seasoned faculty for workshops and community building [1]. The most recentChESS took place July 25-29, 2022 at the Colorado School of Mines in Golden, CO, witharound 160 participants and 80 presenters. The two core outcomes for the Summer School are1) to build the Chemical Engineering education community and 2) to provide useful knowledgeand tools for teaching, scholarship, and service for those early in their careers.A typical

Conference Session

Chemical Engineering Division (ChED) Technical Session 6: First-Year & Sophomore Year Curriculum

Collection

2023 ASEE Annual Conference & Exposition

Authors

Samantha Yanosko; Matthew W. Liberatore, The University of Toledo

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Diversity

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Chemical Engineering Division (ChED)

. Engineeringeducation, especially in higher education, creates similar big data for both faculty and studentsrelated to learning experiences. From clicks to page and video view times, points can be awardedfor engagement or left as an opportunity for student self-evaluation. The digital platform ofinterest here is the interactive textbook with integrated online homework. While these tools aremore common in math and introductory science courses, interactive textbooks for engineeringcourses are becoming more widely available [1-5].Historically, engineering textbooks have been the antithesis of active learning with static text thatis updated about once per decade. However, interactive textbooks put onus on students tocomplete participation clicks, view animations

Conference Session

Chemical Engineering Division (ChED) Technical Session 10: Teaming and Professional Skills

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico, P.E., E4S, LLC; Holly M. Matusovich, Virginia Tech; Sreyoshi Bhaduri, ThatStatsGirl

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Diversity

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Chemical Engineering Division (ChED)

for researchto consider nuanced distinctions within STEM fields to assist research to practice transitions.Competition in securing jobs upon graduation is expected to continue, including for engineeringpositions. In fact, even in a market of high demand for STEM graduates, employers needcandidates that display the skills, interests, and readiness to be successful employees.A gap remains in understanding how prepared students feel and how they improve theirpreparedness to obtain their preferred FPAG, in particular within a specific discipline under theSTEM domain. To explore this gap, we sought to answer these research questions:1) What are students’ self-rated perceptions of preparedness for their preferred FPAG and howdo they compare to

Conference Session

Chemical Engineering Division (ChED) Technical Session 5: Work-in-Progress Part 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bethany Jean Klemetsrud, P.E., University of North Dakota; Frank M. Bowman, University of North Dakota

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Diversity

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Chemical Engineering Division (ChED)

engineering design in K-12 classrooms and applying them to undergraduate engineering coursesIntroduction and Background:This work-in-progress paper describes lessons learned from the first two years of a three-yearprofessional development (PD) research project [1] focusing on culturally relevant engineeringdesign implementation in upper elementary and middle school classrooms in rural North Dakota.This paper highlights how some of the key findings are being implemented into undergraduateengineering courses.Oftentimes, engineeringdesign tasks within the K-12 and college classroomsare missing cultural andcommunity connections.K-12 teachers are nowrequired to teachengineering design withintheir curricula due to theadoption of the NextGeneration

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Thomas McKean, University of Arkansas; Jorge Almodovar, University of Arkansas; Ranil Wickramasinghe P.E., University of Arkansas

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Diversity

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Chemical Engineering Division (ChED)

Conference Session

Chemical Engineering Division (ChED) Technical Session 5: Work-in-Progress Part 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nagma Zerin, Johns Hopkins University; Sakul Ratanalert, Johns Hopkins University

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Diversity

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Chemical Engineering Division (ChED)

abilities are inherent and can not be improved [1].Having a growth mindset is crucial for successfully designing and implementing a process as achemical engineer. Innovative design is iterative, requiring continuous learning and improvementas well as consistent effort after setbacks without succumbing to self-doubt, which are thehallmarks of a growth mindset. Interestingly, the standard chemical engineering curriculum, ingeneral, does not have any built-in initiatives to develop a growth mindset in undergraduatestudents. Therefore, we decided to address this gap as part of curriculum improvement in theDepartment of Chemical and Biomolecular Engineering (ChemBE) at Johns Hopkins University. Mass and energy balance is generally the first core

Conference Session

Chemical Engineering Division (ChED) Technical Session 10: Teaming and Professional Skills

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abishek Sekhar; Peter Neal, The University of New South Wales, Sydney, Australia; Sarah Grundy, The University of New South Wales, Sydney, Australia

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Diversity

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Chemical Engineering Division (ChED)

team and sufficiency of online-only teams. In general,the results indicated that the teacher occupied an educative and mediating role in facilitatingteamwork, especially in the current context and prevalence of online and hybrid teams.We conclude by making recommendations for teachers on the implementation of team-basedactivities that will provide their students with positive and effective learning experiences forthe development of teamwork skills.IntroductionThe practice of chemical engineering has always involved solving problems centred on theefficient use of natural resources, process optimisation and ensuring sustainable operations tomeet human ends [1]. Today, the challenges faced are increasingly complex, requiringmultidisciplinary

Conference Session

Perspectives in Chemical Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Penn State University; Katie Cadwell, Syracuse University; Taryn Melkus Bayles, University of Pittsburgh; Lisa G. Bullard P.E., North Carolina State University; Mechteld Veltman Hillsley, Penn State University

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Diversity

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Chemical Engineering Division (ChED)

found, and those departments werenot included in the data below. The total number of departments recorded was 159.We were also interested in the experiences of the TFF in each department, including the salary,courses taught, service, research, demographics, etc. To ascertain this information, we preparedan anonymous Qualtrics survey that was emailed to all 279 identified TFF with IRB permission.A complete list of questions can be found in the Appendix and is summarized in Table 1. 2Table 1: Questions from the survey sent to TFF. Teaching and service Professional development Department and personal

Conference Session

WIP: Student Success and Sustainability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis; Glaucia Prado P.E., University of California, Davis

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Diversity

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Chemical Engineering Division (ChED)

Student’s Belonging in Two Engineering DepartmentsIntroductionThe need to be loved and belong is a fundamental human motivation. It is part of Maslow’shierarchy of needs, followed only after meeting a person’s physiological and safety needs, and isan essential requirement before esteem and self-actualization can be achieved [1, 2].A widely accepted definition of sense of belonging (SB) in higher education is presented byStrayhorn, who defines SB as “students’ perceived social support on campus, a feeling orsensation of connectedness, and the experience of mattering or feeling cared about, accepted,respected, valued by, and important to the campus community or others on campus such asfaculty, staff, and peers” [3]. Moreover

Conference Session

Promoting Inclusivity and Broadening Participation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adam T Melvin, Clemson University

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Diversity

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Chemical Engineering Division (ChED)

the fact that most high school teachers are not engineers and struggle with teaching studentsabout complex engineering concepts or the engineering design process. To address this, wedeveloped and implemented an engineering design challenge for high schoolers to 1) enhancestudent awareness of engineering applications and careers with emphasis on biological systems,2) train students on the engineering design process, 3) challenge students to solve a current problemrelated to human health, 4) instruct students on how to collect and analyze data, and 5) givestudents experience in presenting their findings. The design challenge itself had teams of 3-4 highschool students design, build, and test a system capable of trapping and isolating

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Thomas McKean, University of Arkansas; Ranil Wickramasinghe P.E., University of Arkansas; LaShall Bates; Gary Bates; Jacquelyn Wiersma-Mosley, University of Arkansas

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Diversity

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Chemical Engineering Division (ChED)

this multi-tiered mentoring community experience wouldaid in the development of the students’ STEM identity, evidenced by their feedback and decisionsto pursue additional research opportunities. Students who achieve four-year degrees in STEM are typically White cisgender men withconnections and resources that guide them through the process. Students outside of thisdemographic dealing with more complex circumstances tend to have more difficulty completingfour-year STEM degrees. This group of students is referred to as “disadvantaged”, and includesUnderrepresented Minority (URM) students, first-generation college students, and studentsreturning to school at an older age [1]. URM groups are defined by the NSF as “individuals ofraces or

Conference Session

Inclusivity, Mentorship, and Entrepreneurial Thinking

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joaquin Rodriguez, University of Pittsburgh

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Diversity

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Chemical Engineering Division (ChED)

some type of participation in capstone design projects, as industrialcollaborators [1], sometimes as industry liaisons in real-world projects [2], or as industrialadvisors to meet with students and review their reports, or industrial partners pitching projectsfor students’ choice, attending, and grading final presentations, or invitees for special topics (i.e.,safety, team building, PI&Ds) [1].2.0 Project Description2.1 An initiative inserted in the capstone course for chemical engineers.Teaching the capstone course for chemical engineers (generally a process design course) isalways very challenging. Students come with the expectation of wrapping up all that they werelearning in college and projecting their application in the upcoming jobs

Conference Session

Cultivating Community, Wellness, and Character Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Penn State University; Katharine Getz, Penn State University; Mechteld Veltman Hillsley, Penn State University

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Diversity

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Chemical Engineering Division (ChED)

performance between genders juxtaposedto the retention rates in chemical engineering (Burkholder 2023). Previous work has shown thatcis-gender men report higher scores on engineering identity and belonging compared to womenand non-binary students and that positive peer relations contribute to the strength of engineeringidentity with women expressing lower levels of those relations (Davis et al. 2023). Additionalresearch has found that sense of belonging will be a greater predictor than GPA for engineeringidentity (Zabriskie, Henderson, and Stewart 2018).We specifically hypothesized that: 1. There will be a significant difference between men and women for all five instruments with women showing lower engineering identity, belonging and views on

Conference Session

Inclusivity, Mentorship, and Entrepreneurial Thinking

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ya He, University of Sheffield; Mohammad Zandi P.E., University of Sheffield

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Diversity

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Chemical Engineering Division (ChED)

the teamworkbehaviour and team dynamics of international engineering master's students within a workshopsetting. The design incorporates quantitative and qualitative data collection methods to understandthe students' teamwork experiences holistically. By combining quantitative data from the workshopquestionnaire and qualitative insights from in-depth semi-structured interviews and focus groups, amore detailed picture of student teamwork dynamics will emerge and contribute to developing anew team role test tailored specifically for educational contexts.Workshop Design:This inclusive teamwork workshop comprises a board game (Activity 1) adapted from the team-building activity "Lost at Sea" (Lost at Sea - a team building game) and a project

Conference Session

Promoting Inclusivity and Broadening Participation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ira Hysi, Northeastern University; Luke Landherr, Northeastern University

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Diversity

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Chemical Engineering Division (ChED)

consequently be less interested in pursuing a career where these are the only perceivable fieldsthat they can work in. These findings are reflected in waning undergraduate and graduate enrollment in chemical,petroleum, and chemical-related engineering. Year-to-year medium percent change in freshmanenrollment in this major had been steadily declining since 2018 in 96 institutions, with a markable10.4% decrease in 20203. In their 2021 Graduate Enrollment Census, The National ScienceFoundation found that chemical engineering had the smallest 1-year growth of 1.4% in 2020-21,and the large 5-year decline of 29.1% in 2017-21 among other engineering disciplines4. Thesestatistics demonstrate a national declining trend in pursuing chemical engineering, and

Conference Session

WIP: Student Success and Sustainability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mechteld Veltman Hillsley, Penn State University; Karen A High, Clemson University; Stephanie Butler Velegol, Penn State University; Michael John Janik, Penn State University; Jennifer S. Brown, Clemson University

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Diversity

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Chemical Engineering Division (ChED)

their first two major-specific CHE courses. To ensure that the department is equipping our graduates with theappropriate skills and knowledge to thrive in the modern workforce, we first approached thedepartmental change through the lens of curriculum revision.Over our long history, we have made curriculum changes to meet the changing landscape ofchemical engineering and student needs, although the last major curriculum revision for ourdepartment was in 2015. However, with the evolving accreditation requirements from ABET [1]and other institutional demands, our curriculum has become increasingly rigid and difficult toadapt to individual student needs and timelines. The inflexibility of the curriculum becameparticularly salient after we returned

Conference Session

Promoting Inclusivity and Broadening Participation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois at Chicago

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Diversity

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Chemical Engineering Division (ChED)

students into globallyaware and responsible citizens [1]. Such transformation is essential for creating environmentsthat celebrate and leverage a diversity of thoughts and experiences. Historically, therepresentation of diverse groups in higher education has been markedly lacking, which highlightsthe urgent need for policies and practices that promote equity, ensuring that all individuals haveequitable access and opportunities to contribute and benefit [2]. This call for equity is more thana moral imperative; it is a mechanism for societal change, providing the diverse perspectivesnecessary to address complex global challenges.Moreover, the promotion of an inclusive culture within educational institutions is a dynamicprocess, requiring ongoing

Conference Session

Cultivating Community, Wellness, and Character Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lorena S. Grundy, Tufts University

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Diversity

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Chemical Engineering Division (ChED)

uncomfortable making mistakes in class, learned to use my own mistakes to model engineeringpractices, and re-framed my perspective on what it means to be a “good” engineering instructor.This work illustrates the benefits of incorporating reflective practice into the professionaldevelopment of engineering instructors.IntroductionSeveral reform pedagogies require students to grapple with confusion in the classroom, framingconfusion as a positive indication of progress towards understanding [1]. For example, inproductive failure [2], students grapple with a complex problem, initially explore incorrect solutionpaths, and eventually, with help from their instructor, collaboratively consolidate their work intothe canonically correct solution. Responsive