help answer many questionsabout student engagement and learning. In addition, some data is available to instructors in realtime, so individual or class-level interventions do not need to wait for the next exam. In this study,a fully interactive online textbook, Material and Energy Balances zyBook, has been employed withseveral cohorts of students. Recent findings focused on quantify reading across three cohortsrepresenting over 280 students and almost 300,000 reading interactions. Median reading rates wereas high as 99% for over 1,300 interactions per student were found, but these reading clicks onlyquantify effort and not competence in the course material. Now, auto-graded homework questionswith randomized numbers and content are explored
brain's way of healing: Remarkable discoveries and recoveries from the frontiers of neuroplasticity. 2016: Penguin Books.14. Liberatore, M.W., Improved student achievement using personalized online homework for a couse in material and energy balances. Chemical Engineering Education, 2011. 45(3): p. 184- 190.15. Liberatore, M.W., Active Learning and Just-in-time Teaching In a Material and Energy Balances Course. Chemical Engineering Education, 2013. 47(3): p. 154–160.16. Liberatore, M.W., High textbook reading rates when using an interactive textbook for a Material and Energy Balances course. Chemical Engineering Education, 2017. 51(3): p. 109- 118.17. Bullard, L.G. and R.M. Felder, A Student-Centered Approach To Teaching A
Paper ID #29416Chemical engineering students’ emotions towards biologyDr. Justin F Shaffer, Colorado School of Mines Dr. Justin Shaffer is a Teaching Associate Professor in Chemical and Biological Engineering at the Col- orado School of Mines. Dr. Shaffer’s research focuses on high structure course design and student atti- tudes towards biology. He teaches thermodynamics, material and energy balances, anatomy and physiol- ogy, and introductory biology.Mr. Jordan Lopez, Colorado School of Mines Mechanical Engineering Undergraduate: Graduating December 2020Alexander Luther Ellis, Colorado School of Mines Alexander is a
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
spreadsheet programs,and this finding was confirmed in this survey. In this survey we asked what were the major usesof spreadsheet programs and for each category shown in Figure 1. In each of these categories,respondents rated the use from 5 (high) to 1 (low) with an additional option to state ifspreadsheets were not used for this category. In Figure 1 the average score for this rating isshown. To compare this question to the 2003 survey in which only a yes or now response wasobtained, we grouped the 4 and 5 responses to indicate a yes. Using this criteria, spreadsheetsoftware is used by 70% of respondents for process data analytics, as well as economic studies(38%), engineering design (36%), material and energy balances (28%) and numerical analysis
. Plante, and J. A. Starke, “Long-term impact on environmental attitudes and knowledge assessed over three semesters of an environmental engineering sequence,” American Society for Engineering Education Annual Conference, #26444, Tampa, Florida, 15-19 June 2019.[6] L. Ballard and R. Felder, “A student-centered approach to teaching material and energy balances 2. Course delivery and assessment,” Chemical Engineering Education, vol. 41, pp. 167-176, 2007.[7] D. Ramirez Hernandez, “Solving Material Balance Problems at Unsteady State Using a Remote Laboratory in the Classroom,” American Society for Engineering Education, 2013.[8] K. Apostolou, “Effectiveness of blended learning for an energy balance course
times at the end of the term. It is important to note that a core class in the CHBE curriculum iscalled “Material and Energy Balances”, and is likely a strong contributor to this difference.The theme “diagrams” also had a significant increase in frequency from the start to the end ofterm from 0 to 15. This theme would be expected to increase since it is the first term thatstudents start interpreting and creating chemical engineering diagrams such as block flowdiagrams and process flow diagrams. Some other themes that had similar trends of high increasebetween start and end are “equilibrium” (1 to 12), “process control” (2 to 21), “reaction ratelaw/kinetics” (3 to 16), and “separation techniques” (0 to 11). All of these topics are
Paper ID #30669From Assessment to Research: Evolution of the Study of a Two-DayIntervention for ChemE SophomoresDr. Bradley Cicciarelli, Louisiana Tech University Brad Cicciarelli is a Senior Lecturer in the chemical engineering and mechanical engineering departments at Louisiana Tech University. He received his B.S. from the University of Florida and 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 mass transfer.Eric A. Sherer, Louisiana Tech University Eric Sherer is an Associate Professor in chemical engineering
Paper ID #30242Algorithm for Consistent Grading in an Introduction to Engineering CourseProf. 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 assessment and professional
Thermodynamics Course on a Summer ScheduleAbstractThe authors have individually taught a course in chemical engineering thermodynamics at theUniversity of Kentucky for many years, but starting in 2017 brought the course into an entirelyonline format for the summer term. The course coverage includes 1st and 2nd law (building off apre-requisite material and energy balances course), equations of state, phase equilibrium,mixtures, and ideal/non-ideal VLE. Through three summer offerings, the authors have comparedstudent performance as measured through a common final exam and entering class average GPAat time of enrollment with that of students taking the traditional offering. Performance in both thetraditional face-to-face spring term offering (over 16 weeks
recitation sessionsattended by sophomores in ECHM 201. Recitation sections enroll approximately 20-25 studentsand are 50 minutes in length. In each session, the senior students will be tasked with helpingstudents as they work on a multi-unit material and energy balance problem using Excel. At thispoint in the semester, the sophomore students will have just learned the basics of material andenergy balances while the seniors will have applied a larger system-wide material and energybalance as a part of their design projects. The seniors will possess knowledge of the contextualrelevance of this exercise, having recently completed one of their own based on their designproject, while the sophomore students will be expanding on their newly acquired skills
, 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 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 assessment and professional development, implementa- tion of computational tools across the chemical engineering curriculum, and game-based learning.Dr. Julia A Maresca, University of Delaware Microbiologist in Civil and Environmental
for Face-to-Face Courses) – an MEB ExampleAbstractThis paper addresses some common assumptions and concerns about, benefits of, andapproaches to offering a rigorous technical course online. A systematic approach to convert eachpart of a typically face-to-face (F2F) course to an online equivalent or replacement is presented.Course elements such as cleverly designed discussion prompts, student-recorded problemexplanations, and online assessments designed as described here may be used to increase studentengagement, motivation, and content retention in any course.A fully-online Material and Energy Balances (MEB) course was offered at the Colorado Schoolof Mines as the first online course offered from this institution’s Chemical and
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