Displaying all 10 results
- 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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. Someinstitutions (20%) have design courses throughout the curriculum in addition to the capstonedesign sequence, but more programs (40%) have design projects within non-design coursesthroughout the curriculum. The course or courses in the capstone design sequence are primarilyoffered only once a year (78%) with a slight edge to the spring semester/winter quarter (80%)over the fall semester/quarter (72%). Most institutions (78%) include instruction in software orprogramming as part of the course(s). The culminating design project is most often a theoreticaldesign (68%) as opposed to one based on experiments (3%) or resulting in a prototype (7%), andmost institutions do not use the AIChE Design Competition problems (70%). Professional skillsare mainly
- 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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- 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
- Honoring the Legacy of Lisa Bullard: A View of the Present and Future
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- 2025 ASEE Annual Conference & Exposition
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- Courtney Pfluger, Northeastern University
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- Chemical Engineering Division (ChED)
evolving landscape of chemical engineering applications in societyand necessitates a commitment to fostering a culture of sustainability and social responsibilitythat prepares graduates for the complexities of modern engineering challenges.3. Course Structure and ImplementationThe Capstone process design course at Northeastern University is a one semester, 4 credit hour,project-based course where teams design a chemical process for a product or system withconsideration of public health, safety, and welfare, as well as global, cultural, social,environmental, and economic factors. All projects require applications of chemical engineeringcurriculum such as material and energy balances, kinetics, thermodynamics, and mass and heattransport and using
- Conference Session
- Inclusivity, Mentorship, and Entrepreneurial Thinking
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- 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
- WIP: Student Success and Sustainability
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Christopher V.H.-H. Chen, Columbia University; Courtney Pfluger, Northeastern University
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- Chemical Engineering Division (ChED)
ofcourse concepts). Other cases were assigned as homework (weeks-long)–with case-basedproblems replacing additional problems on a problem set-–and as a final design project (1 monthlong). By placing students as the decision-makers in the story, students are forced to considertheir engineering decisions holistically, leveraging their sustainability awareness and ability toevaluate impact to determine how to take action. This is demonstrated most in a final designproject, where students design and evaluate a proposed engineering project and give an up ordown decision. In past years, topics for the final project have included evaluation of greenhydrogen and carbon sequestration projects.Chemical Process Design Capstone (Northeastern University
- Conference Session
- WiP: Hands-on Learning and Safety
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- 2025 ASEE Annual Conference & Exposition
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- Matthew Lucian Alexander P.E., Texas A&M University - Kingsville
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- Chemical Engineering Division (ChED)
alternative solutions”, “evaluatealternatives”, and “evaluate prototype testing” [1,4].Development and ImplementationThe module on critical thinking was developed and implemented in two Fall 2024 coursessimultaneously, a freshman introduction to engineering course (GEEN 1201 Engineering as aCareer) and the first semester course (CHEN 4316 Chemical Process Design I) of a two-semestersenior design capstone sequence. The latter course serves to bring together the technical contentof previous ChE courses into a culminating capstone design experience. The course introducesstudents to process simulators, and includes group project assignments which challenge thestudents in understanding and applying sophomore and junior level course content. The
- 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)
, Engineering and Technology)Gladysz, B., Urgo, M., Stock, T., Haskins, C., Sieckmann, F., Jarzebowska, E., Kohl, H., Ola Strandhagen, J., &Tollio, T. (2020). Sustainable engineering master module - insights from three cohorts of european engineeringteam. International Journal of Sustainable Manufacturing, 4(2-4: Special Issue), 413 - 432. (IndersciencePublishers (IEL))Ismail, N., Aziz, N. A. A., Hong, C. K., & Zainal, M. Z. (2019). Assessing Teamwork Value in Project-Based Learningof Capstone Project Course Proceedings of the International Conference on Student and Disable StudentDevelopment 2019,Lin, Y., & Zhang, H. (2021). “I finally marginalized myself from the mainstream”: An Autoethnography Study ofChinese International Student’s
- 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)
diverse needs of society globally.DEI Statements in Senior Design Projects:The requirement for DEI statements in senior design projects at UIC's Chemical EngineeringDepartment is a significant educational innovation. These statements require students to considerand articulate the societal, cultural, and ethical implications of their engineering solutions. Byintegrating DEI considerations into the capstone projects, students are encouraged to thinkcritically about the broader impact of their work, fostering a mindset that values diversity andinclusivity. This integration ensures that students are not only capable engineers but alsoconscientious contributors to society who understand the importance of their work in variouscultural and societal
- 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
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- Chemical Engineering Division (ChED)
capstone designcourses starting in 2016. No other concern, weakness or deficiency was raised about thedepartment ABET assessment in the 2015 ABET review. When the 2021 ABET reviewoccurred, a weakness was assigned for our program in Criterion 4: continuous improvement.The weakness was attributable to (a) faculty not assessing all elements of certain studentoutcomes (SOs), (b) inconsistency in which aspect of SOs were assessed by different instructorsteaching two different sections of the same course, and (c) faculty averaging their assessmentscores in an ad-hoc manner. ABET determined that the department assessment results did notrepresent a systematic assessment process that was applied in a consistent manner throughout theprogram.The new
- Conference Session
- Preparing Future Chemical Engineers
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Sourojeet Chakraborty Ph.D., EIT, Johns Hopkins University; Daniela Galatro, University of Toronto
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- Diversity
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- Chemical Engineering Division (ChED)
towardsthe Society 5.0 global vision. Coupled with the use of conscious, ethical Artificial Intelligence tools (ChatGPT, JasperAI, Copilot, Gemini, etc.) and learning modalities (active/experiential/inquiry-driven, flipped-classroom, etc.) willempower students to individualize learning experiences/outcomes. However, e-learning must be supplemented byopen discussions [13], and project-based/textbook-based learning, especially for foundational subjects. Withinchemical engineering, core subjects and topics like calculus, transport phenomena, chemical thermodynamics,separation processes, and plant/process design (undergraduate capstone) must be taught through a mix of pedagogicalstrategies. Our results reveal an increase (especially since 2017