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

Tagged Divisions

Chemical Engineering Division (ChED)

Paper ID #37520How We Teach: Capstone DesignDr. Laura P. Ford, The University of Tulsa LAURA P. FORD is an Associate Professor of Chemical Engineering at the University of Tulsa. She teaches engineering science thermodynamics and fluid mechanics, mass transfer/separations, and chemi- cal engineering senior labs. She is a co-advisor for TU’s Engineers Without Borders - USA chapter and is a co-PI for the Refining Technologies Joint Industry Project.Dr. Jennifer Cole, Northwestern University Jennifer Cole is the Assistant Chair in Chemical and Biological Engineering in the Robert R. McCormick School of Engineering and

Conference Session

Joint Session: Experimentation and Laboratory-Oriented Studies Division and Chemical Division

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chris Barr, University of Michigan; Sarah A Wilson, University of Kentucky; Janie Brennan, Washington University in St. Louis; Joanne Beckwith Maddock, Carnegie Mellon University; Tracy L. Carter, Northeastern University; Samira Azarin Azarin; Amy J. Karlsson, University of Maryland

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Diversity

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Chemical Engineering Division (ChED), Experimentation and Laboratory-Oriented Studies Division (DELOS)

Paper ID #41284Prioritizing Learning Outcomes for Chemical Engineering Laboratory Courses:Student PerspectivesDr. Chris Barr, University of Michigan Dr. Christopher Barr is the Instructional Laboratory Supervisor in the Chemical Engineering Department at University of Michigan. He obtained his Ph.D. at University of Toledo in 2013 and is a former Fellow in the N.S.F. GK-12 grant ”Graduate Teaching Fellows in STEM High School Education: An Environmental Science Learning Community at the Land-Lake Ecosystem Interface”. His main responsibilities are supervising and implementing improvements to the undergraduate labs. He also

Conference Session

Inclusive and Interdisciplinary Approaches in Labs and Research

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer L. Cole, Northwestern University; Chris Barr, University of Michigan; Jamie Clark, University of Washington; Alexis N Prybutok, University of Washington

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Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

course policies for students with physical and mental disabilities and chronicillnesses, enabling them to fully engage with this important experiential learning opportunity. Bymodeling accessibility through the lab design and course policies, as well as intentionallydiscussing workplace accessibility, laboratory instructors can teach students the importance ofdesigning and maintaining accessible spaces and the skills to achieve these goals in their futurework. In this study, we surveyed UO lab instructors to understand how, or if, accessible designis implemented in existing chemical engineering lab courses to understand how our institutionsand programs are supporting disabled and chronically ill students. We draw on our experienceand the survey

Conference Session

WiP: Student Identity, Support, and Success

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie G Wettstein, Montana State University - Bozeman; Jennifer R Brown, Montana State University - Bozeman; Eva Chi, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico

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Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

. 14(1).10. Godwin, A., et al., Identity, critical agency, and engineering: An affective model for predicting engineering as a career choice. Journal of Engineering Education, 2016. 105(2): p. 312-340.11. Svihla, V., et al., Promoting chemical engineering identity through student agency and experiment relevance. Proceedings of the American Society for Engineering Education Annual Conference & Exposition, 2024: p. 1-14.12. Helmbrecht, H., Effective laboratory education with TEXTILE: Tutorials in EXperimentalisT Interactive LEarning. Chemical Engineering Education, 2022. 56(4): p. 1-11.13. Elkhatat, A. and S.A. Al-Muhtaseb, Fostering Engineering Laboratory Course Teaching by Embedding an Inquiry

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

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Chemical Engineering Division (ChED)

disciplines. The College ofEngineering and Computer Science (ECS) amended the ECS bylaws in 2020 to specify thatpromotion from Assistant to Associate teaching faculty must have demonstrated both “very high-quality teaching” and secondarily “high quality service,” and for Associate to Full, demonstrationof “excellence” in teaching and “very high quality service” in addition to leadership whereopportunities exist. The bylaws note that teaching may encompass various professionalactivities relating to undergraduate or graduate education, including classroom effectiveness,lecture and laboratory course development, and adoption of more effective teaching practices,whereas service includes program administration, committee participation, student 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)

surpassedthose experienced by undergraduate, master’s and PhD/postdoctoral trainees completing our morecomplex IBL bioadhesives module [29], which was expected since middle school students wouldlikely have never been exposed to bioadhesives before. Moreover, these learning gains werecomparable to those experienced by freshman engineering students [41,42] and middle schoolstudents [28] completing IBL laboratory modules. These significant learning gains demonstratethat this IBL bioadhesives outreach module effectively teaches students principles of bioadhesives.Pre/post-surveys demonstrated that students did not experience significant improvements in theirattitudes towards STEM from participating in our IBL bioadhesives outreach module. Theseresults were

Conference Session

WIP: Student Success and Sustainability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chris Barr, University of Michigan; Taylor Ashley Dotto, University of Michigan; Joseph Gilbert Restivo, University of Michigan; Christina Said, University of Michigan; Rinrada Watchara, University of Michigan; Laura Hirshfield, University of Michigan; Elaine C Wisniewski, University of Michigan; Xiaoxia Nina Lin, University of Michigan

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Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

Paper ID #41378Work in Progress: Implementation of a Curricular Development Project forExperiential Learning in a Senior Capstone Product-Design CourseDr. Chris Barr, University of Michigan Dr. Christopher Barr is the Instructional Laboratory Supervisor in the Chemical Engineering Department at University of Michigan. He obtained his Ph.D. at University of Toledo in 2013 and is a former Fellow in the N.S.F. GK-12 grant ”Graduate Teaching Fellows in STEM High School Education: An Environmental Science Learning Community at the Land-Lake Ecosystem Interface”. His main responsibilities are supervising and implementing

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

Tagged Divisions

Chemical Engineering Division (ChED)

Engineering at the University of California, Davis. Dr. White has been a faculty member at UC Davis since 2015, and he teaches process design and economics, process safety, bioseparations, and senior laboratory courses. He has helped lead the creation of the CHEM E CAD and Industrial Automation club at UC Davis, and he has sought to develop authentic, project-based learning experiences for his students in his courses. Dr. White also serves as the accreditation lead for the chemical engineering program at UC Davis. ©American Society for Engineering Education, 2023 Impact of The Design of Coffee, A General Education Chemical Engineering Course, on Students’ Decisions to Major in STEM

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)

Dutch and in English. During this time his primary teaching and course develop- ment responsibilities were wide-ranging, but included running the Unit Operations laboratory, introducing Aspen Plus software to the curriculum, and developing a course for a new M.S. program on Renewable Energy (EUREC). In conjunction with his teaching appointment, he supervised dozens of internships (a part of the curriculum at the Hanze), and a number of undergraduate research projects with the Energy Knowledge Center (EKC) as well as a master’s thesis. In 2016, Dr. Barankin returned to the US to teach at the Colorado School of Mines. His primary teaching and course development responsibilities here include the Unit Operations Lab and

Conference Session

Cultivating Community, Wellness, and Character Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lorena S. Grundy, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

/j.compedu.2013.10.013.[34] D. C. Lagoudas, J. D. Whitcomb, D. A. Miller, M. Z. Lagoudas, and K. J. Shryock, “Continuum Mechanics in a Restructured Engineering Undergraduate Curriculum,” Int. J. Engng Ed, vol. 16, no. 4, pp. 301–314, 2000.[35] P. Piergiovanni and S. S. Moor, “Experiments In The Classroom: Examples Of Inductive Learning With Classroom Friendly Laboratory Kits,” in 2003 ASEE Annual Conference & Exposition Proceedings, Nashville, Tennessee: ASEE Conferences, Jun. 2003, p. 8.557.1- 8.557.10. doi: 10.18260/1-2--11569.[36] B. Bender, “Concepts for Purposive and Motivational Teaching and Learning in Engineering Design Courses,” Int. J. Engng Ed., vol. 17, no. 4, pp. 336–341, 2001.[37] M. van Manen, “On the

Conference Session

Promoting Inclusivity and Broadening Participation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ira Hysi, Northeastern University; Luke Landherr, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

Paper ID #42238Using Comics to Promote Student Interest in the Breadth and Depth of ChemicalEngineeringIra Hysi, Northeastern UniversityDr. Luke Landherr, Northeastern University Dr. Luke Landherr is a teaching professor in the Department of Chemical Engineering at Northeastern University, conducting research in comics and engineering education. ©American Society for Engineering Education, 2024 Using Educational Comics to Promote Student Interest in the Breadth and Depth of Chemical Engineering Abstract To encourage students to pursue chemical engineering at undergraduate and

Conference Session

WiP: Gen AI, Mixed Reality, and Simulations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Keisha C.A. Antoine, Prairie View A&M University (DUPE); Kazeem B Olanrewaju, Prairie View A&M University; Justin Foreman, Prairie View A&M University; Penrose Cofie, Prairie View A&M University; Michael Preuss, Exquiri Consulting, LLC; Jorge Federico Gabitto, Prairie View A&M University

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Diversity

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Chemical Engineering Division (ChED)

firm, Antoine Technical Consulting LLC, where she she continues to offer process design, scale-up and water management solutions to manufacturers principally in the chemical process industries. Keisha is the holder of two patents and is a registered professional engineer in the state of Texas.Dr. Kazeem B Olanrewaju, Prairie View A&M University Kazeem B. Olanrewaju is an assistant professor in the department of chemical engineering at Prairie View A & M University. His more than 10 years of experience in the chemical engineering profession both in the public and private sectors includes positions as Chemical/Cement Laboratory Engineer at State Highway Administration, Maryland Department of Transport

Conference Session

Honoring the Legacy of Lisa Bullard: A View of the Present and Future

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leah Granger, North Carolina State University; Lisa G. Bullard P.E., North Carolina State University

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Diversity

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Chemical Engineering Division (ChED)

3. M. Yilmaz, J. Ren, S. Custer, and J. Coleman, “Hands-On Summer Camp to Attract K– 12 Students to Engineering Fields,” IEEE Trans. Educ., vol. 53, no. 1, pp. 144–151, Feb. 2010, doi: 10.1109/TE.2009.2026366 4. G. Verma et al., “A synergistic approach to outreach and teaching: Combining service learning at the college level with a summer hands-on outreach program in chemical and biomolecular engineering for high school girls,” Chem. Eng. Ed., vol. 58, no. 3, pp. 179- 189, Summer 2024. https://doi.org/10.18260/2-1-370.660-134385 5. J.N.Renner et al., “Analyzing the function of cartilage replacements: A laboratory activity to teach high school students chemical and tissue engineering concepts,” Chem

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)

authorityfigure, who traditionally was male. Authority has been studied related to other issues likeclassroom and laboratory work, but reading/following directions is not central to these studies[42]. A third possible explanation is that female students who self-select into engineering arebetter students on average than male students, which would involve a subset from other studiesof first-year college students [43]. This third hypothesis could be examined using standardizedtest scores or high school grades or rank. Since most students in the MEB course are in theirsecond semester of their engineering education, only one semester of grade data is available fromtheir university transcripts.When focusing on higher education, few examples of

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joe Woo, Lafayette College

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Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

.)The learning outcomes for this project were for students to be able to: - Draw information from a variety of online models and databases, - Estimate atmospheric pollutant concentrations given limited information, and validate against existing datasets for model accuracy, - Develop substantive hypotheses regarding potential causal societal factors for pollutant concentrations, and - Use a statistically appropriate method to infer trends, or lack thereof.Students were allowed to present their results in any form of summary that they deemedappropriate: while most employed a more typical laboratory report style structure to their reports,some employed PowerPoint, or slide style presentations to emphasize the