Displaying all 19 results
- Conference Session
- Experiential Learning in Chemical Engineering
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jeffrey Stransky, Rowan University; Caleb Hill; Robert John McErlean, Rowan University; Jacob Willetts, Rowan University; Landon Bassett, University of Connecticut; Daniel D. Anastasio, Rose-Hulman Institute of Technology; Daniel D. Burkey, University of Connecticut; Matthew Cooper, North Carolina State University at Raleigh; Cheryl A. Bodnar, Rowan University
- Tagged Divisions
- Chemical Engineering
environment?MethodsThis section will contain an overview of our study design, a description of the interventionContents Under Pressure (CUP), and discuss the data analysis performed.Study DesignThis study consisted of a semester long pre-/post- research design involving the use of CUP as anintervention. A total of 187 senior chemical engineering students, enrolled in either a seniordesign or process safety course from three different institutions, participated in the study. Inorder to understand how senior chemical engineering students prioritize criteria relevant toprocess safety decisions, they were asked to complete a pre-reflection where they sequentiallyranked the criteria (budget, personal relationships, plant productivity, safety, and time
- Conference Session
- Works in Progress in Chemical Engineering Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Carl F. Lund, University at Buffalo
- Tagged Divisions
- Chemical Engineering
Education, 2021 Work in Progress: Wrappers vs. ExpertsIntroductionEighty-one students enrolled in a required, third-year reaction engineering course were thesubjects for this investigation. The author was the instructor for that course and had taught itmore than twenty-five times before this offering. During that span, four substantial pedagogicalchanges occurred. After those changes the effect of completing homework upon an averagestudent’s course score improved by a factor of 2.5 [1].One of those pedagogical changes incorporated homework wrappers into assigned homeworkproblems. Briefly, the homework wrappers asked the students to reflect upon their approach tosolving the problem and their execution of the solution and then
- Conference Session
- Teaching Professional Skills in Chemical Engineering
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- 2021 ASEE Virtual Annual Conference Content Access
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- Robert Wayne Gammon-Pitman, Ohio State University; Lin Ding, Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Chemical Engineering
predominantly focused on White, male students who make up the majority of undergraduate engineering majors in the U.S. In 2018, 78.1% of engineering bachelor degrees were received by males, and 61.5% by White [17]. To fill the gap in the literature, we seek to include minority and underrepresented student experiences to expand the aggregated definitions for student success. These aggregated definitions of student success establish the desired outcome for scholars, administration, and presumably students, yet overlook what success means to students.4. Reflections of Success – Student Perspectives: While the above definitions may be useful as an aggregate measure for a large number of students, they do not capture the views
- Conference Session
- Virtual Instruction of Chemical Engineering Courses
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Rupak Dua, Hampton University
- Tagged Topics
- Diversity
- Tagged Divisions
- Chemical Engineering
offeredonline at Hampton University. Student participation in the survey was not required by the in-structor but was optional and completely anonymous for the students.Class Delivery Mode: The teaching of Chemical Engineering Calculations (CME 201- 4 credit), ChemicalEngineering Thermodynamics (CME 307 - 4credit), and Unit Operation Laboratory (CME 411 -2 credits) during COVID-19 was done entirely online, with Blackboard being the deliveryvehicle for instructions. We made use of both synchronous and asynchronous learning methodswhile teaching remotely.Technology Employed: The course involved completing both independent (e.g. reading material, viewing onlinecontent, reflecting on information) asynchronously and dependent (e.g. online interactions
- Conference Session
- Works in Progress in Chemical Engineering Education
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Sarah E. Zappe, Pennsylvania State University; Enrique D. Gomez; Scott T. Milner; Yu Xia
- Tagged Divisions
- Chemical Engineering
help them with distraction and how to effectively work at home. 7. Emphasize care and empathy in your work with students (Atman, 2020). As novices learning unfamiliar tasks in an environment that currently is stressful, students may feel anxiety. Tell students about your own experiences with working remotely during the pandemic and strategies that worked for you. Consider using reflections with students to help them process their experiences and identify challenges.As we live and work in the COVID-19 and (eventually) post-COVID-19 eras, we will continue tolearn best practices for working remotely, including conducting research with undergraduatestudents. Our hope is that some of the strategies we have
- Conference Session
- Virtual Instruction of Chemical Engineering Courses
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Milo Koretsky, Tufts University
- Tagged Divisions
- Chemical Engineering
approaches.Results are shown in Table 4. Online assessments are inherently different than in-personassessment and many student responses reflected aspects of these differences while 20% statedthey had no concerns. 31% of the responses commented on aspects of exam scheduling anddelivery. Students reflected more favorably on exams that had wider time windows to begin,even if there was a fixed time to take the exam. However, it is unclear how different exams arefor different students so there may be concerns with academic dishonesty with this approach.Three issues that were often connected were issues with the esubmission process (19%), examsthat were too long (11%), and stress (13%). Surprisingly, only 9% of responses identifiedcheating as an issue. 7
- Conference Session
- Learning Outcomes and Assessment Within Chemical Engineering
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lucas James Landherr, Northeastern University
- Tagged Divisions
- Chemical Engineering
be reflective of their actual ability andunderstanding, particularly on exams given the general time window and nature by which theyare given.Some instructors found different approaches to exams in preparation for their own classes. Thetransitions allowed for instructors to consider opportunities to better assess student learning andconsider student stress in how that may limit performance.10 Some approaches focused onimplementing oral exams, with some potential success dependent on how the exams wereproctored;11 oral exams also have a limitation in the size of the class that such an approach canbe reasonably conducted with. In many alternative approaches, instructors’ efforts involvedreplacing exams with a project. Frequently, the projects
- Conference Session
- Teaching Professional Skills in Chemical Engineering
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- 2021 ASEE Virtual Annual Conference Content Access
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- Stephanie G. Wettstein, Montana State University - Bozeman; Jennifer R. Brown, Montana State University - Bozeman
- Tagged Divisions
- Chemical Engineering
higher levels of career advancement[4] andsurveys indicate that practicing engineers spend a large portion of their work time writing orspeaking; however, feedback from industry indicates a lack of communication skills in manyengineering graduates.[5] Therefore, so-called “soft” skills, recently redefined as “professional”skills, need to be learned within the engineering curricula and be transferable to the engineeringworkforce. As expected, communication is recognized as a core transferable professionalskill,[2] which is reflected in current ABET criteria[6] and publications such as The engineer of2020,[7] prompting pedagogical changes in engineering curricula.[8, 9] At the author’sinstitution, feedback from alumni surveys and the departmental
- Conference Session
- Learning Outcomes and Assessment Within Chemical Engineering
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Laura P. Ford, The University of Tulsa; Janie Brennan, Washington University in St. Louis; David L. Silverstein P.E., University of Kentucky; Lucas James Landherr, Northeastern University; Christy Wheeler West, University of South Alabama; Stephen W. Thiel, University of Cincinnati; Kevin D. Dahm, Rowan University; Jennifer Cole, Northwestern University; Marnie V. Jamieson, University of Alberta
- Tagged Divisions
- Chemical Engineering
Austin. His past research has focused on membrane science, adsorption, and ion exchange. He currently serves as the Chemical Engineering Undergraduate Program Director at UC and currently teaches the capstone process design sequence. He is a licensed Professional Engineer in the State of Ohio.Dr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in
Attitudes Toward and Usage of Animations in an Interactive Textbook for Material and Energy Balances
- Conference Session
- Chemical Engineering Pedagogy
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Sidney Jay Stone III P.E., The University of Toledo; Matthew W. Liberatore, The University of Toledo
- Tagged Divisions
- Chemical Engineering
or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. This work was completed within the framework of University of ToledoIRB protocols 300853 and 300721.DisclaimerOne of the authors may receive royalties from sales of the zyBook detailed in this paper.Bibliography[1] K. E. Chapman, M. E. Davidson, and M. W. Liberatore, "Student success and attempts on auto-graded homework across multiple cohorts in material and energy balances," Chemical Engineering Education, vol. 55, no. 1, pp. 43-50, 2021, doi: https://doi.org/10.18260/2-1-370.660-123169.[2] P. S. Steif and A. Dollar, "Study of usage patterns and learning gains in a web
- Conference Session
- Business and Professional Literacy Within Chemical Engineering
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Dayoung Kim, Purdue University at West Lafayette; Alison J. Kerr, University of Illinois Urbana Champaign
- Tagged Divisions
- Chemical Engineering
- Conference Session
- Experiential Learning in Chemical Engineering
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Susan M. Stagg-Williams, The University of Kansas; Molly McVey, The University of Kansas; Andrew David Yancey, The University of Kansas; Akash Anand, The University of Kansas; Arthur A. Lee, The University of Kansas
- Tagged Divisions
- Chemical Engineering
reflections on the guest speakers account for approximately 30% ofthe grade. Reviews of the lectures from the fall 2019 course suggested that students wanted to see moreof the “day in the life of a chemical engineer.” In the fall of 2020, alumni presentations from avariety of industries were added to the lecture schedule. Alumni talked about their job andindustry, the career path, provided advice on life during college and after the degree. This changewas easy to implement because the lectures were operating in a virtual format due to COVID-19restrictions on the number of in-person students allowed. While the students really respondedpositively to the addition of alumni speakers, even in a virtual format, reviews asked for abalance between alumni
- Conference Session
- Learning Outcomes and Assessment Within Chemical Engineering
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Uchenna Asogwa, The University of Toledo; Timothy Ryan Duckett, The University of Toledo; Amanda Portis Malefyt, Trine University; Gale A. Mentzer, Acumen Research and Evaluation, LLC; Matthew W. Liberatore, The University of Toledo
- Tagged Divisions
- Chemical Engineering
details during problem solving[23, 24]. PROCESS was tailored to incorporate relevant steps needed to solve material and energybalance problems [22]. Each of the 6 items in the revised PROCESS consists of four scaling levelsranging from 0 to 3 with zero being the minimum attainable score. PROCESS score is an aggregateof scores earned in all 6 items of PROCESS rescaled from 0 to 100.Prior to scoring with the modified PROCESS, anonymity of students was maintained by replacingparticipants’ names with a project-assigned ID number. In addition, assessment with PROCESSrubric was conducted after the semester does not reflect or have an effect on students’ coursegrades. To eliminate rater bias during assessment, an interrater reliability was conducted
- Conference Session
- Works in Progress in Chemical Engineering Education
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Brad Cicciarelli, Louisiana Tech University; Eric Sherer, Corteva Agriscience; Marisa K. Orr, Clemson University
- Tagged Divisions
- Chemical Engineering
feedbackregarding students’ choice to attend the camp, concerns about the sophomore year, reasons forchoosing the chemical engineering major, as well as specific feedback about the camp fromthose that attended. This information can be used to improve the camp and/or the sophomoreexperience.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2025035. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. The authors would like to thank Dr. Timothy Reeves, Mr. Baker Martin, and Mrs.Catherine Belk for their input and discussions on this work and for reviewing drafts of
- Conference Session
- Chemical Engineering Division Poster Session
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Declan Thomas Mahaffey-Dowd, University of California, Berkeley; Shannon Ciston, Lawrence Berkeley National Laboratory; Negar Beheshti Pour, University of California, Berkeley
- Tagged Divisions
- Chemical Engineering
transcripts independently andidentified positive and negative teamwork interactions. The researchers then tabulated thesuccessful and unsuccessful interactions according to the following categories and subcategories: 1. Team relationships a. Members show respect for each other b. Members demonstrate commitment to team success c. Members resolve differences to benefit the entire team 2. Joint work products a. Members contribute to developing shared team goals b. Multiple members produce joint outcomes reflecting synergistic inputs from everyone c. Members enable one another to contribute effectively in joint work 3. Individual work products a. Teams allocate some work of
- Conference Session
- Business and Professional Literacy Within Chemical Engineering
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kristen Ferris, University of New Mexico; Pil Kang, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Yan Chen, University of New Mexico; Susannah C. Davis, University of New Mexico; Sang M. Han, University of New Mexico; Abhaya K. Datye, University of New Mexico
- Tagged Topics
- Diversity
- Tagged Divisions
- Chemical Engineering
]. Collectively, our findings are in line with caring pedagogy research [39] thatreports increased motivation and learning outcomes on the part of students when they perceivefaculty as caring about them by getting to know students and providing constructive feedback[40]. This line of work suggests that part of why learner-centered instruction is effective is thatstudents increase in their engagement and see more opportunities to learn, such as from feedbackand from peers. Faculty who care and hold high-but-reachable expectations for students may seesimilar expectations and behaviors reflected by students.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.1623105. Any opinions, findings, and
- Conference Session
- Learning Outcomes and Assessment Within Chemical Engineering
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tamara Floyd Smith, Tuskegee University
- Tagged Divisions
- Chemical Engineering
exam format.However, more students shifted and disagreed that the exam was structured to reflect theirknowledge of the content. Figure 6: Spring 2020 Pre and Post-Grading Survey FeedbackIn addition to the Likert scale responses to assessment items, students were also given theopportunity to provide qualitative feedback to explain their responses. Overall, the commentswere very positive. The least favorable and most favorable/valuable comments are reportedbelow:Least favorable comments:• I am nervous to see my grade on exam 3 because it is different.• The practice exam made it harder because those types of questions could not be used.Most favorable/valuable comments:• Can’t really mess up a rubric.• Without the rubric, I
- Conference Session
- Teaching Professional Skills in Chemical Engineering
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jake Patrick Stengel, Rowan University; Swapana Subbarao Jerpoth, Rowan University; Kirti M. Yenkie, Rowan University
- Tagged Divisions
- Chemical Engineering
teaching methodology, as it helped them transition smoothly from a student to avaluable employee in the U.S. workforce.AcknowledgmentsThis work is partly supported by an internal KEEN (Kern Entrepreneurship Education Network)curricular reimagination grant.Works Cited[1] C. H. T. Ng and S.-M. Cheah, “Chemical product engineering using CDIO enhanced with design thinking,” p. 9, 2012.[2] M. Lynch, U. Kamovich, K. K. Longva, and M. Steinert, “Combining technology and entrepreneurial education through design thinking: Students’ reflections on the learning process,” Technological Forecasting and Social Change, vol. 164, p. 119689, Mar. 2021, doi: 10.1016/j.techfore.2019.06.015.[3] T. F. Edgar, B. A. Ogunnaike, J. J. Downs, K. R. Muske, and B
- Conference Session
- Virtual Instruction of Chemical Engineering Courses
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Christopher James Panebianco, Icahn School of Medicine at Mount Sinai; James C. Iatridis, Icahn School of Medicine at Mount Sinai; Jennifer Weiser, The Cooper Union
- Tagged Divisions
- Chemical Engineering
]. Additionally, this strong interest inbiomaterials is reflected economically. In 2019, the global market for biomaterials was estimatedto be worth $106.5 billion, and revenues from biomaterials are projected to increase to $348.4billion by 2027 [5]. To ensure these societal and economic demands for novel biomaterials aremet, we must prioritize educating diverse students about designing, engineering, and testingbiomaterials [6], [7].One way to meet this goal is through K-12 outreach. Outreach is an important activity forincreasing the number of students studying science, technology, engineering, and mathematics(STEM) at the university level [8], [9]. This is especially important for increasing therepresentation of individuals who are traditionally