gave the test to students taking Dynamics, a course primarily taken by studentsmajoring in Civil or Mechanical Engineering. In fall of 2016, we gave an identical test tostudents taking Material and Energy Balances, which is populated exclusively byChemical Engineering students. No student was in both course offerings.Students were not required to take the test and not all students participated. In addition,neither Differential Equations nor Modeling and Analysis are pre-requisite for Dynamicsso we eliminated from the study any students who took our test but had not yet completedone of these two courses. (Given our experience that students dislike exams, we foundthis to be a surprisingly large number of students.) We also eliminated from the
linear circuit analysis,” in Proceedings of the 2015 American Society for Engineering Education Annual Conference & Exposition, Seattle, WA, 2015, pp. 14125-1–14125-15.[13] A. Edgcomb, F. Vahid, R. Lysecky, and S. Lysecky, “Getting Students to Earnestly Do Reading, Studying, and Homework in an Introductory Programming Class,” in Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education. Seattle, Washington, USA: Association for Computing Machinery, 2017, pp. 171–176.[14] M. Liberatore, “High textbook reading rates when using an interactive textbook for a material and energy balances course,” Chem. Engr. Education, vol. 51, pp. 109-118, 2017.[15] Y. Hu and H. Lyu
Biomolecular Engineering at NC State University where he teaches Senior Design, Material and Energy Balances, Unit Operations, Transport Phenomena and Mathematical/Computational Methods. He is the recipient of teaching and pedagogical research awards including the NCSU Outstanding Teacher Award, ASEE ChE Division Raymond W. Fahien Award and the 2013 and 2017 ASEE ChE Division Joseph J. Martin Awards for Best Conference Paper. Dr. Cooper’s research interests include effective teaching, process safety decision-making skills and best practices for online education.Dr. Daniel D. Burkey, University of Connecticut Daniel Burkey is the Associate Dean of Undergraduate Programs and Professor-in-Residence in the De- partment of
Paper ID #29183Putting Course Design Principles to Practice: Creation of an Elective onVaccines and ImmunoengineeringProf. Joshua A Enszer, University of Delaware Joshua Enszer is an associate professor in Chemical and Biomolecular Engineering at the University of Delaware. He has taught core and elective courses across the curriculum, from introduction to engineering science and material and energy balances to process control, capstone design, and mathematical modeling of chemical and environmental systems. His research interests include technology and learning in various incarnations: electronic portfolios as a means for
several student societies. She is the instructor of several courses in the CBE curriculum including the Material and Energy Balances, junior laboratories and Capstone Design courses. She is associated with several professional organizations including the American Institute of Chemical Engineers (AIChE) and American Society of Chemical Engineering Education (ASEE) where she adopts and contributes to innovative pedagogical methods aimed at improving student learning and retention.Dr. Pil Kang, University of New Mexico Sung ”Pil” Kang is an assistant professor at the University of New Mexico. His academic interests include change management, change model validation, and mindset evolution. He may be reached at pilkang
outcomes a, c, e, and k as well as the AIChE outcomes of demonstrating aworking knowledge of material and energy balances applied to chemical processes,process dynamics and control, and appropriate modern experimental and computationaltechniques.In the past this course was taught in a traditional manner – covering the mathematicalbases of process dynamics (unsteady-state balances, Laplace transforms, etc.) first beforegoing on to cover control and tuning. Starting in the Fall Semester of 2002 the coverageof topics was changed with students analyzing process dynamics and tuning first,followed by coverage of the mathematical aspects and then more recent developments incontrol schemes. The initial homework assignments thus required that the
asked the students to organize themselves into groups of three andfour, presented them with a fairly extensive material and energy balance problem (Problem 8.74of the course text), and gave them about five minutes to itemize the information they would needand the approach they would take to solve the problem. We told them that the exercise wasintended to give them a preview of what the course was about and a taste of how we would beconducting the lectures and problem sessions, and we assured them that while we would collecttheir outlines, we would not grade them. At the end of five minutes they signed and turned intheir papers. On the last day of class, we gave them the identical in-class exercise and thenreturned their first-day efforts to
a “broader impact”component in all grant proposals.7 Transportability is specifically emphasized in the newTransforming Undergraduate Education, in Science, Technology, Engineering and Mathematics(TUES) Program, which requires transportability as a main component for funding of proposals.8In this paper, we investigate the transportability and initial diffusion of the AIChE ConceptWarehouse.The AIChE Concept WarehouseOverviewThe AIChE Concept Warehouse, a cyber-enabled infrastructure for conceptual questions, wasdeveloped with the goal of creating a community of learning within the discipline of chemicalengineering (ChE) focused on concept-based instruction. This tool can be used throughout thecore ChE curriculum (Material and Energy
design courses tend to focus on the formulation of steady-state modelsin which material and energy balances are obtained and unit operations are simulated. Theresulting knowledge allows equipment to be sized, operating costs to be evaluated, and overallplant economics to be estimated. Such information also provides the basis for producing apreliminary process flow diagram (PFD). The operation of the process at the design conditionprovides a single operating point, and, while off-design conditions are sometimes considered,they are often not taken into account in the preliminary design.In practice, the actual operating point of the process will rarely be at the design conditions.Moreover, the process will have to be started up and shut down many
Inferences from Person's Responses and Performances as Scientific Inquiry into Score Meaning; American Psychologist, Vol. 50 (9), pp. 741-749, (1995).11. Nunnaly, J., Psychometric Theory, New York: McGraw-Hill, (1978).12. Tuckman, B.W., Conducting Educational Research, 5th edition, Belmont, CA: Wadsworth Group, (1999).13. Rosati, P., Specific Differences and Similarities in the Learning Preferences of Engineering Students, Session 12c1, Proceedings of the 29th ASEE/IEEE Frontiers in Education Conference, San Juan, Puerto Rico, (1999).14. Montgomery, S., Addressing Diverse Learning Styles through the Use of Multimedia: Material and Energy Balance, Proceedings of the 25th ASEE/IEEE Frontiers in Education Conference, Atlanta, GA, USA, (1995
engineering education, not much isunderstood about the interactional group dynamics that may lead to the success or failure ofgroup efforts. For example, how does group interaction help students master both content andapplication of engineering concepts? How exactly is peer teaching and learning accomplished in Page 4.210.1these groups? And how do social factors such as gender and interpersonal relationshipsinfluence teaching and learning in groups?In this study, we analyzed interactions among groups in the introductory chemical engineeringcourse (material and energy balances). This paper reports principal findings of the study andsuggests their
University of Pittsburgh68. For example, previously at WPI, four ChEcourses were taught per year (with two in the fall semester and two in the springsemester). Now in their “spiral curriculum” there are four half semester “levels” whereaspects of each course is taught in an integrated manner, and each level feeds into thenext level. Thus, the sophomore courses in material and energy balances, classicalthermodynamics, mixture thermodynamics, and staged separation processes are nowreplaced with the four levels: material balances and stoichiometry, McCabe-Thielemethods for binary distillation, property changes on mixing, and chemical reactionequilibrium.Survey ResultsIn order to identify the program characteristics which we hypothesize are important
using an interactive textbook for a material and energy balances course,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2017-June, 2017, doi: 10.18260/1-2--28780.[60] S. A. Lei, K. A. Bartlett, S. E. Gorney, and T. R. Herschbach, “Resistance to reading compliance among college students: Instructors’ perspectives.,” Coll. Stud. J., vol. 44, no. 2, pp. 219–229, 2010.[61] J. Sappington, K. Kinsey, and K. Munsayac, “Two Studies of Reading Compliance Among College Students,” Teach. Psychol., vol. 29, pp. 272–274, Nov. 2002, doi: 10.1207/S15328023TOP2904_02.[62] S. J. Hatteberg and K. Steffy, “Increasing Reading Compliance of Undergraduates: An Evaluation of Compliance Methods,” Teach. Sociol., vol. 41, no
. Sophomore Steady and unsteady state material and energy balances. 110(CHE) Modeling Fluxes and rate processes. Shell balances. Balanceand Analysis of equations for mass, heat, and momentum transport.Transport Analogies among mass, heat, and momentum transport.Phenomena Analytical and numerical solutions. Application of(CHE 210) computational methods to problem solutions.Mass Transfer Junior Diffusion. Mass transfer coefficients. Design of 110and Separations countercurrent separation systems, both stage wise and(CHE 312) continuous. Distillation, absorption, extraction
Conference & Exposition, 2023.[29] S. B. Velegol, S. E. Zappe, and M. L. Brannon, “Online modules enable prerequisite review and mastery during design courses,” in 2014 ASEE Annual Conference & Exposition, 2014, pp. 24–953.[30] D. Amos, C. Pittard, and K. Snyder, “Active learning and student performance in a material and energy balances course,” Chemical Engineering Education, vol. 52, no. 4, pp. 277–286, 2018.[31] T. D. Scott, C. McGough, and L. Benson, “Physics students’ epistemic framings for a conceptual test question.”[32] R. LeBow, K. B. Wendell, and J. E. Swenson, “WIP: High-achieving students’ perceptions of and approaches to problem solving in introductory engineering science courses,” in 2018 ASEE Annual Conference &
documented use of a TE for undergraduate ChE education. Due tothis, the student’s perceived time commitment to the course and learning experience fromassignments in a TE will also be investigated to determine for prospective practitioners whatholistic outcomes can arise in students when this strategy is implemented.METHODSCourse description and student population Transport Processes I – Momentum Transfer is a 3-credit hour course that ChE-majoringstudents enroll in after their foundational courses of material and energy balances andthermodynamics. During this study, a student cohort consisting of one section was co-instructedby two of the authors (SK & SRC) in the Fall 2023 semester. Students were taught primarilythrough didactic
). Capstone at NortheasternUniversity is a project-based course where teams design a chemical process for a product orsystem with consideration 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 the engineering design process to come up with a business plan, considermultiple designs, and come up with a final detailed design process. The design is validated withproof-of-concept data from a prototype, experiments, or simulation of the process to show thedesign is feasible and use that data to improve the design. Teams present
) Static Scripts Source (.m / .py) Resource Description (.ipynb) OtherComputer Aids for Chemical Engineering (CACHE)chemical engineering teaching resources categorized bysubject including material and energy balances, fluid X X X
by those with disabilities and others operating under constrained conditions," Handbook Human Factors Web Design. 2nd ed. CRC Press, 2011.[9] Y. Sun, R.M. Fritz, L. Yorba, A.K. Manabat, N.A. Katz, and K.L. Vu, "E-book accessibility evaluations," International Conference on Human Factors in Training, Education, and Learning Sciences, July 2018.[10] Y. Lee, J. Hwayeo, Y. Suhyeon, and U. Oh, "AccessComics: an accessible digital comic book reader for people with visual impairments," Proceedings of the 18th International Web for All Conference, April 2021.[11] M.W. Liberatore, "An Interactive Web Native Textbook for Material and Energy Balances," ASEE Annual Conference & Exposition, June 2016.[12] D
Professional Identity; Professional Formation of Engineers: REvolutionizing engineering and computer science Departments (IUSE PFE\RED) - Formation of Accomplished Chemical Engineers for Transform- ing Society. She is a member of the CBE department’s ABET and Undergraduate Curriculum Committee, as well as faculty advisor for several student societies. She is the instructor of several courses in the CBE curriculum including the Material and Energy Balances, junior laboratories and Capstone Design courses. She is associated with several professional organizations including the American Institute of Chemical Engineers (AIChE) and American Society of Chemical Engineering Education (ASEE) where she adopts and contributes to
Departments (IUSE PFE\RED) - Formation of Accomplished Chemical Engineers for Transform- ing Society. She is a member of the CBE department’s ABET and Undergraduate Curriculum Committee, as well as faculty advisor for several student societies. She is the instructor of several courses in the CBE curriculum including the Material and Energy Balances, junior laboratories and Capstone Design courses. She is associated with several professional organizations including the American Institute of Chemical American c Society for Engineering Education, 2021 Paper ID #33454
District in Wilmington, DE. In her role, Amy works collaboratively with secondary science teachers to develop and implement standards-based curricula and assessments. She also provides mentoring, coaching, and co- teaching support to secondary science teachers across the entire trajectory of the profession. Her research focuses on teacher education, classroom assessment, and P-16 environmental and engineering education.Prof. Joshua A. Enszer, University of Delaware Dr. Joshua Enszer is an associate professor in Chemical and Biomolecular Engineering at the University of Delaware. He has taught core and elective courses across the curriculum, from introduction to engineering science and material and energy balances to
related regulations; see above. A proficiency with at least one hazard identification procedureProcess hazard identification involves identifying hazards from engineering documents. Thisconcept should be addressed in the design course, as it is very process focused. There are avariety of tools for hazard identification; most incorporate risk assessment as part of the review.The “what-if” and “checklist” methodologies are adequate for providing a basic understanding ofhow events can lead to toxic material release, fire or explosion. Ideally, a piping andinstrumentation diagram (P&ID) and process flow diagram (PFD) of an actual process should beused for the analysis. Material and energy balances should be performed using the PFD toconfirm
department’s curriculum.The course covers introductory material and energy balances on chemical processes. Conductedin the fall of 2005 and the spring of 2006, the study looked at an overall CHE 205 population thatwas 64.6% (n = 64) male and 35.4% (n = 35) female. Differences between the two coursesections included in the study are described in Table 1. Page 12.1396.4 Table 1. Description of courses from which study participants were drawn.Semester Fall 2005 Spring 2006# of Students 60 39% Men 66.7% 61.5
mass and energy along withevaluation of physical properties to evaluate batch and continuous processes. The students areexpected to be able to utilize basic algebra, calculus, and physics principles. The students arealso expected to have a fundamental knowledge of chemistry including stoichiometry andcomponent balances. The text used in this course is Felder and Rousseau [4].The students are taught how to graph functions and perform statistical calculations with andwithout the aid of Excel using data collected from chemical processes. Other sources ofinformation that would provide assistance when performing material and energy balances arebrought to their attention. Students are trained how to read and understand descriptions ofprocesses
Foundation (NSF) funded projects: Professional Formation of Engineers: Research Initiation in Engineering Formation (PFE: RIEF) - Using Digital Badging and Design Challenge Modules to Develop Professional Identity; Professional Formation of Engineers: REvolutionizing engineering and computer science Departments (IUSE PFE\RED) - Formation of Accomplished Chemical Engineers for Transform- ing Society. She is a member of the CBE department’s ABET and Undergraduate Curriculum Committee, as well as faculty advisor for several student societies. She is the instructor of several courses in the CBE curriculum including the Material and Energy Balances, junior laboratories and Capstone Design courses. She is associated with