Conference Session

Chemical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard L. Zollars, Washington State University; Christopher Hundhausen, School of Electrical Engineering and Computer Science, Washington State University; Derrick Wayne Smith, University of Alabama in Huntsville; Adam Scott Carter, Washington State University

Tagged Divisions

Chemical Engineering

approach byproviding a common tool and format both for solving material and energy balance problems, andfor presenting solutions to peers and instructors for feedback and discussion. This made it easierfor the groups to understand what the problem solver was trying to accomplish and thus easier tooffer suggestions about how to solve the problem. If the problem solver was stuck, groups couldcorrect any errors in the solution that was presented, or suggest alternatives to the solutionoffered. Attitudinal surveys indicated that the students liked the SBL format and felt they hadlearned from the experience.In order to make it possible to implement SBL asynchronously and online, we have integratedChemProV with OSBLE, an online learning management

Conference Session

Communication in the Chemical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kenneth P. Mineart, North Carolina State University; Matthew Cooper, North Carolina State University

Tagged Divisions

Chemical Engineering

Paper ID #11972Improving Student Technical Communication via Self ReflectionMr. Kenneth P Mineart, North Carolina State University Kenneth Mineart received his Bachelor’s degree in Chemical & Biochemical Engineering from the Uni- versity of Iowa. Currently, he is a doctoral student in Chemical & Biomolecular Engineering at North Carolina State University where he works in the field of block copolymer science with Professor Richard Spontak. Kenneth has regularly served as a graduate teaching assistant for a variety of courses including: Unit Operations Laboratory, Material and Energy Balances, Introduction to

Conference Session

Introductory Experiences in Chemical Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph J. Biernacki, Tennessee Technological University

Tagged Divisions

Chemical Engineering

sophomore course on material (and energy) balances orsophomore thermodynamics (usually referred to as “Thermo I”). In either case, this is likely toolate and the context typically identified with too narrow an application, either the macroscopicstead-state mass balance (an extensive application) or phase equilibrium (an intensiveapplication). And, in either case, the formalisms used most likely leave the student thinking that“degrees of freedom” are only applicable to that class of problem. In general, students are notintroduced to the degrees of freedom concept early enough, nor are they provided with multipleframeworks from which they can use the power of degrees of freedom as a pervasive problemsolving tool. Background ReviewA review of courses

Conference Session

Chemical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University

Tagged Divisions

Chemical Engineering

Paper ID #11280Why Not Ask Students to Explain Themselves? Enhancing Conceptual Test-ing with Technical WritingDr. Matthew Cooper, North Carolina State University Dr. Matthew Cooper is a Teaching Assistant Professor in the Department of Chemical and Biomolecular Engineering at North Carolina State University where he teaches Material and Energy Balances, Unit Operations, Transport Phenomena and Mathematical / Computational Methods. He is the recipient of the 2014 NCSU Outstanding Teacher Award, 2014 ASEE Southeastern Section Outstanding New Teacher Award, and currently serves as the ASEE Chemical Engineering Division’s

Conference Session

Broad Perspectives on the Chemical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Troy J. Vogel, University of Illinois, Urbana-Champaign; David L. Tomasko, Ohio State University

Tagged Divisions

Chemical Engineering

Page 26.173.2junior years, within the chemical engineering profession survey, materials and energy balances,thermodynamics, fluid and heat transfer, and reactor design. The project during freshmen year isspecifically an analysis of a Chemical Safety Board completed investigation including futurerecommendations to companies working with similar hazards. Each team is given a differentincident which occurred within the last fifteen years. The students present their findings in aposter session where seniors attend and provide written feedback on both technical aspects andcommunication skills. Self-reflection is required following the poster presentation in an attemptto foster an intrinsic motivation to critically think about the integration of

Conference Session

Chemical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mariajose Castellanos, University of Maryland, Baltimore County; Joshua A Enszer, University of Maryland, Baltimore County

Tagged Divisions

Chemical Engineering

problemwith other chemical engineering courses, and d) think of a related problem. In this paper we willpresent the analysis of this valuable data set of student reflections as we seek to more deeplyanalyze students reflective writing in terms of (1) the specific technical content discussed and (2)the way the student engaged with the content, its connections to other ideas, and their ownunderstanding (“thinking about thinking,” or metacognition).IntroductionChemical engineering thermodynamics and chemical process control and safety are two requiredcourses taught in the fall and spring of the junior year, respectively. The prerequisites forthermodynamics include material and energy balances, organic chemistry, and multivariablecalculus, while the

Conference Session

Broad Perspectives on the Chemical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

W. David Harding, University of New Haven; Brian Harding, Texas A&M University; Peter C. Montagna, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

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