to thetopic of the course (either thermodynamics or material and energy balances). Students’ feedbackon their comfort with open-ended problems was solicited. While a majority felt they had a betterunderstanding of the course topic of thermodynamics (63% strongly agree/agree), a larger majoritycould relate thermodynamics to real world phenomena and felt confident solving engineeringestimate problems (79% and 69% strongly agree/agree, respectively). In addition, over 40% of theclass thought YouTube Fridays helped them learn the course material. Recurring response fromthe free response questions stated that real situations are much harder than class problems sincethere are so many unknowns. The vast majority of the feedback on YouTube Fridays
Paper ID #37495Board 262: Effects of an Intervention on Student Self-Efficacy andIntegration in Chemical Engineering SophomoresBrad Cicciarelli, Louisiana Tech University Brad Cicciarelli is a Distinguished Lecturer in the chemical engineering and mechanical engineering departments at Louisiana Tech University. He earned a B.S. from the University of Florida and a Ph.D. from M.I.T., both in chemical engineering. He teaches a variety of courses, including material and energy balances, thermodynamics, heat transfer, and numerical methods.Dr. Timothy Reeves, Louisiana Tech UniversityMrs. Catherine Hendricks Belk, Clemson
Paper ID #34432Streamlining the Path from Community College to Engineering DegreeCompletionDr. Christy Wheeler West, University of South Alabama Christy Wheeler West is an associate professor in the Department of Chemical and Biomolecular Engi- neering at the University of South Alabama, where she also serves as Director of the Office of Undergrad- uate Research. She holds a Ph.D. from Georgia Institute of Technology and a B.S. from the University of Alabama. She teaches material and energy balances and chemical reactor design, and endeavors to incorporate student professional development in her courses.Dr. Eric J. Steward
participants work to modify acourse they teach. Page 25.1500.4Figure 1. Example introductory slide illustrating complex organic structure of a drug tabletshowing active pharmaceutical ingredient (API) and excipients.The active learning exercises and demonstrations can be used directly in a material and energybalance course or in a freshman engineering course. These educational materials conveyessential concepts in pharmaceutical terminology, drug delivery, and manufacturing within thecontext of a material and energy balance calculation. For example, one problem explores therole of active pharmaceutical ingredient (API) and excipients (binders, filler
development of FCI, outlined its structure and reviewed findings from itsimplementation. Shallcross developed a concept inventory for assessing student learning in abasic material and energy balance subject3. His aim was to identify the misconceptions that thestudents may have when they start the subject. By comparing the pre- and post- test results anassessment could be made of the extent to which these misconceptions have been corrected. AChemical Engineering Fundamentals Concept Inventory (CEFCI) was developed andimplemented by Ngothai and Davis4. Their main objective was to have a quantitative means forpredicting areas in which course development could be focused. Using statistical methods, theyperformed a rigorous analysis of test results
a Teaching Associate Professor in the Department of Chemical and 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. c American Society for Engineering Education, 2020
Curriculum – Year 4Overview and ObjectivesWe report on the progress of the fourth year of a CCLI Type 2 project. The goal of this project isto create a community of learning within the discipline of chemical engineering (ChE) focusedon concept-based instruction. The project plan is to develop and promote the use of a cyber-enabled infrastructure for conceptual questions, the AIChE Concept Warehouse, whichultimately could be used throughout the core ChE curriculum (Material and Energy Balances,Thermodynamics, Transport Phenomena, Kinetics and Reactor Design, and Materials Science).Conceptual questions, both as Concept Inventories and ConcepTests, are available through aninteractive website maintained through the Education Division of the American
discipline of chemical engineering (ChE) focusedon concept-based instruction. The project plan is to develop and promote the use of a cyber-enabled infrastructure for conceptual questions, the AIChE Concept Warehouse, whichultimately could be used throughout the core ChE curriculum (Material and Energy Balances,Thermodynamics, Transport Phenomena, Kinetics and Reactor Design, and Materials Science).Conceptual questions, both as Concept Inventories and ConcepTests, will be available throughan interactive website maintained through the Education Division of the American Institute ofChemical Engineers (AIChE), the discipline’s major professional society. The overall objectiveis to lower the activation barrier for using conceptual instruction and
Core Chemical Engineering Curriculum – Year 3Overview and ObjectivesWe report on the progress of the third year of a CCLI Type 3 project. The goal of this project isto create a community of learning within the discipline of chemical engineering (ChE) focusedon concept-based instruction. The project plan is to develop and promote the use of a cyber-enabled infrastructure for conceptual questions, the AIChE Concept Warehouse, whichultimately could be used throughout the core ChE curriculum (Material and Energy Balances,Thermodynamics, Transport Phenomena, Kinetics and Reactor Design, and Materials Science).Conceptual questions, both as Concept Inventories and ConcepTests, will be available throughan interactive website maintained through the
community of learning within the discipline of chemical engineering (ChE) focused onconcept-based instruction. The project plan is to develop and promote the use of a cyber-enabledinfrastructure for conceptual questions, the AIChE Concept Warehouse, which ultimately couldbe used throughout the core ChE curriculum (Material and Energy Balances, Thermodynamics,Transport Phenomena, Kinetics and Reactor Design, and Materials Science). Conceptualquestions, both as Concept Inventories and ConcepTests, will be available through an interactivewebsite maintained through the Education Division of the American Institute of ChemicalEngineers (AIChE), the discipline’s major professional society. The overall objective is to lowerthe activation barrier for using
group. Conversely, in upper level courses, wherestudents are more likely to have committed to engineering pathways and have developed effectivecoursework strategies, we see no significant relationship between changes in EI measures and receipt ofpersonalized feedback. This stands in contrast to students in the control group, who in the introductoryChemical Engineering course, had uniformly higher positive EI beliefs by the end of the term. It may bethat students who receive personalized feedback earlier, exit their early courses with higher levels of EI. Table 1. T-Tests of Difference: Engineering Identity by access to ChemLab Dashboard General Chemistry I General Chemistry II Material and Energy
Undergraduate Programs and Professor-in-Residence in the De- partment of Chemical and Biomolecular Engineering at the University of Connecticut. He received his B.S. in chemical engineering from Lehigh University in 1998, and his M.S.C.E.P and Ph.D. in chemical engineering from the Massachusetts Institute of Technology in 2000 and 2003, respectively. His primary areas of interest are chemical vapor deposition and engineering pedagogy.Dr. Matthew Cooper, North Carolina State University Dr. Matthew Cooper is a Teaching Associate Professor in the Department of Chemical and Biomolecular Engineering at NC State University where he teaches courses in Material and Energy Balances, Unit Op- erations, Transport Phenomena and
original learning outcomes.Rowan University has made problem sets and laboratory experiments for use in lower-levelengineering courses that focus on aspects of pharmaceutical engineering. The problem setscontain mainly material and energy balance problems, which would make them useful inintroductory chemical engineering courses [12, 13]. The laboratory experiment focuses oncontrolled release principles of drug delivery methods through the dissolution of a lozenge [14].Recently, several experiments were developed for use in lower level undergraduate courses thatfocus on pharmaceutical engineering [15].In terms of pharmaceutical manufacturing, current research is finding ways to incorporate morecontinuous manufacturing methods in process development
, while a rating of 5 =Strongly Agree . (n = 23 respondents) Question Mean (SD)1 Making a video in this assignment was useful in learning principles in 3.78 (0.59) fluid flow2 There was a large learning curve in producing this video 3.78 (1.12)3 Participating in this project was enjoyable 4.22 (0.73)4 I feel that students who have not taken this class will learn from the 4.13 (0.91) video my group produced5 This assignment can be extended to other courses (e.g., 4.13 (0.75) thermodynamics, and material and energy balances) In addition to
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