- Conference Session
- Adaptive and Supportive Learning Environments
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
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Shiran Zhavian; James P. Abulencia, Manhattan College
- Tagged Divisions
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Chemical Engineering, Minorities in Engineering
AC 2012-4540: PERSPECTIVES OF TEACHING A DEAF STUDENT INTHE MATERIAL AND ENERGY BALANCES COURSEMiss Shiran ZhavianDr. James P. Abulencia, Manhattan College Page 25.1037.1 c American Society for Engineering Education, 2012 Perspectives of Teaching a Deaf Student in the Material and Energy Balances CourseAbstract This paper discusses the experience of a Deaf student and their professor in amaterial and energy balances course. This non-traditional combination was challengingfor a few reasons. First, from a professor’s perspective, it was initially distracting to havetwo interpreters by your side
- Conference Session
- Adaptive and Supportive Learning Environments
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
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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
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Chemical Engineering, Minorities in Engineering
senior year (two courses are used in the secondsemester of the senior year), in which to institute and document this process. These coursesinclude the sophomore Material and Energy Balances course, the junior Energy, Environmentand Safety course and the Heat and Mass Transfer course, and the senior Unit OperationsLaboratory courses and the Process and Plant Design course.In each of these courses students receive some instruction about teamwork and leadershippertinent to the class project and are reminded of our working list of leadership attributes. Thennear the end of the project, students complete team evaluation surveys which include providingwritten feedback about leadership/teamwork skills and practices for each member of their team.Each