Conference Session

ChemE Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

David L. Silverstein, University of Kentucky; Lisa G. Bullard, North Carolina State University; Margot A. Vigeant, Bucknell University

Tagged Divisions

Chemical Engineering

the course and itscontent; and the remainder seeks to bring out the most innovative and effective approaches toteaching the course in use by instructors. Additionally, a limited historical comparison is madebetween the selected survey results and surveys on the same course conducted in 1972, 1990,and 1999.IntroductionThis survey represents the continuation of a series of surveys of undergraduate curricular topicsbegun in 1957 by the AIChE Education Projects Committee and more recently resumed by theAIChE Education Division. This paper presents the results for the third in the series of surveysconducted by the Education Division.Survey BackgroundThe Material and Energy Balance course (MEB) is the topic of the 2010 survey. Theaforementioned

Conference Session

Chemical Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

S. Patrick Walton, Michigan State University; Amanda Portis Malefyt, Michigan State University

Tagged Divisions

Chemical Engineering

Future Academic Scholars in Teaching (FAST) Fellowship program at Michigan State University. She received her bachelor’s degree from Trine (formerly Tri-State) University. Her research interests include engineering education and nucleic acid therapeutics. Page 25.770.1 c American Society for Engineering Education, 2012 Increasing the Spirality of Material and Energy BalancesStudents in the material and energy balances course often cannot keep up with the pace of thematerial, in particular as it evolves from simple systems with only material balances to complexsystems consisting of

Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Connor Robert Bilchak, Columbia University; J. Patrick Abulencia, Manhattan College

Tagged Divisions

Chemical Engineering

Paper ID #15555Environmental Awareness in the Material and Energy Balances CourseMr. Connor Robert Bilchak, Columbia University Connor received his B.S. in chemical engineering from Manhattan College in 2014 and his M.S. from Columbia University in 2015. He is currently pursuing his Ph.D. at Columbia under the advisement of Sanat Kumar and Christopher Durning. His work involves the morphological control of polymer-grafted nanocomposites for increased flux and selectivity in vapor separations.Dr. J. Patrick Abulencia, Manhattan College J. Patrick Abulencia is an Associate Professor of Chemical Engineering at Manhattan College

Conference Session

Virtual and Web Learning in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew W Liberatore, University of Toledo

Tagged Divisions

Chemical Engineering

elaborate on why the answer wascorrect, which may include a few lines of detailed calculations. On the other hand, incorrectresponses detail how and why the students could have come to the incorrect answer as well asinformation suggesting a path or information needed to identify the correct answer.One example of a multiple choice question on the topic of reacting systems demonstrates thelearning question format for material and energy balance students (Figure 1).Figure 1. One multiple choice learning question related to reacting systems with all threeanswers selected. Each answer includes explanation on the correct or incorrect response.Animations are another feature of a zyBook, which may be the first of its kind in a chemicalengineering textbook

Conference Session

Chemical Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael A. Collura, University of New Haven; W. David Harding, University of New Haven

Tagged Divisions

Chemical Engineering

AC 2012-5004: MATERIAL AND ENERGY BALANCES TAUGHT IN AMULTIDISCIPLINARY COURSEDr. Michael A. Collura, University of New Haven Michael A. Collura, professor of chemical engineering at the University of New Haven, received his B.S. in chemical engineering from Lafayette College and M.S. and Ph.D. degrees in chemical engineering from Lehigh University. He is currently the Buckman Professor of chemical engineering and Coordinator of the Chemical Engineering program. His professional interests include the application of computers to pro- cess modeling and control (particularly for energy conversion processes), engineering education research (student self-assessment, developing conceptual understanding, and

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

, and interactive textbooks. His website is: http://www.utoledo.edu/engineering/chemical-engineering/liberatore/ American c Society for Engineering Education, 2021 Attitudes Toward and Usage of Animations in an Interactive Textbook for Material and Energy BalancesAbstractThe concept of active learning or “learning by doing” is applied through animations within aninteractive textbook. A Material and Energy Balance (MEB) course for undergraduate chemicalengineering students has generated large data sets by using an interactive textbook fromzyBooks. MEB is a foundational course that includes new terminology, the basic principles ofmass and energy

Conference Session

New Trends in CHE Education I

Collection

2009 Annual Conference & Exposition

Authors

Michael Hanyak, Bucknell University; Timothy Raymond, Bucknell University

Tagged Divisions

Chemical Engineering

AC 2009-1936: TEACHING MATERIAL AND ENERGY BALANCES TOFIRST-YEAR STUDENTS USING COOPERATIVE TEAM-BASED PROJECTSAND LABSMichael Hanyak, Bucknell University Michael E. Hanyak, Jr. is a Professor of Chemical Engineering at Bucknell University since 1974. He received his B.S. from The Pennsylvania State University, M.S. from Carnegie Mellon, and his Ph.D. in Chemical Engineering from the University of Pennsylvania in 1976. His teaching and research interests include computer-aided engineering and design, courseware development and the electronic classroom. He was one of the principal investigators with Brian Hoyt, William J. Snyder, Edward Mastascusa, and Maurice Aburdene on a five-year National

Conference Session

ChemE Curriculum: Freshman and Sophomore

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew W. Liberatore, University of Toledo; Katherine Roach

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

Student c American Society for Engineering Education, 2018 Quantifying self-guided repetition within an interactive textbook for a material and energy balances courseAbstractInteractive technology has quickly integrated into daily lives through handheld electronics and theInternet. Here, an interactive textbook replacement from zyBooks for a material and energybalances course has been used in recent years. While features of the interactive textbook werehighlighted previously, including animations replacing figures and question sets in lieu of largeblocks of text, student usage will be the focus of this contribution. Similarly, reading

Conference Session

Focus on Entry Experiences in Chemical Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Suzanne M. Kresta, University of Alberta; Inci Ayranci, University of Alberta

Tagged Divisions

Chemical Engineering

Fellowship, she is teaching material and energy balances to 2nd year students under the supervision of Dr. Suzanne Kresta. Page 22.286.1 c American Society for Engineering Education, 2011 Bi-modal No More: Shifting the Curve in Material and Energy Balances Courses In the early 1990’s, common wisdom stated that a bi-modal distribution in process analysisis “normal”, with a significant number of students needing to take the course twice before they“get” the material. As class sizes in second year chemical engineering at the University ofAlberta grew to over 100

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew W. Liberatore, Colorado School of Mines

Tagged Divisions

Chemical Engineering, Educational Research and Methods

. Page 22.828.1 c American Society for Engineering Education, 2011 Improved student achievement in Material and Energy Balances using personalized online homeworkAbstractPersonalized, online homework was used to supplement textbook homework, quizzes, and examsfor one section of a course in material and energy balances. The use of online homework duringthe Spring 2010 semester is summarized here and detailed by Liberatore in 1, and additionalresults from Spring 2011 will be included in the presentation. The objective of this study was totest the hypothesis that students using personalized, online homework earned better grades in thecourse. The online homework system asks the same questions of

Conference Session

Adaptive and Supportive Learning Environments

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shiran Zhavian; James P. Abulencia, Manhattan College

Tagged Divisions

Chemical Engineering, Minorities in Engineering

AC 2012-4540: PERSPECTIVES OF TEACHING A DEAF STUDENT INTHE MATERIAL AND ENERGY BALANCES COURSEMiss Shiran ZhavianDr. James P. Abulencia, Manhattan College Page 25.1037.1 c American Society for Engineering Education, 2012 Perspectives of Teaching a Deaf Student in the Material and Energy Balances CourseAbstract This paper discusses the experience of a Deaf student and their professor in amaterial and energy balances course. This non-traditional combination was challengingfor a few reasons. First, from a professor’s perspective, it was initially distracting to havetwo interpreters by your side

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University; Mariano Javier Savelski, Rowan University; Mary Staehle, Rowan University; Joseph Francis Stanzione III, Rowan University

Tagged Divisions

Chemical Engineering

Paper ID #14472Is Student Performance in CHE Core Courses Affected by Time ElapsedSince Completion of Material and Energy Balance Course Sequence?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 engineer- ing, teaching design and engineering

Conference Session

Novel Pedagogical Techniques I: Online, Electronic, and Apps!

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew W Liberatore, University of Toledo

Tagged Divisions

Chemical Engineering

Paper ID #18452Reading analytics and student performance when using an interactive text-book for a material and energy balances courseProf. Matthew W Liberatore, University of Toledo Matthew W. Liberatore is a Professor of Chemical Engineering at the University of Toledo. He earned a B.S. degree from the University of Illinois at Chicago and M.S. and Ph.D. degrees from the University of Illinois at Urbana-Champaign, all in chemical engineering. His current research involves the rheology of complex fluids as well as active learning and interactive textbooks. c American Society for Engineering

Conference Session

Teaching and Assessment in Chemical Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew W. Liberatore, University of Toledo; Kayla Chapman, University of Toledo

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

Paper ID #25201Reading Anytime: Do Students Complete Missed Readings After the DueDate When Using an Interactive Textbook for Material and Energy Balances?Prof. Matthew W. Liberatore, University of Toledo Matthew W. Liberatore is a Professor of Chemical Engineering at the University of Toledo. He earned a B.S. degree from the University of Illinois at Chicago and M.S. and Ph.D. degrees from the University of Illinois at Urbana-Champaign, all in chemical engineering. His current research involves the rheology of complex fluids as well as active learning, reverse engineering online videos, and interactive textbooks. His

Conference Session

Chemical Engineering Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kayla Chapman; Matthew W. Liberatore, The University of Toledo

Tagged Divisions

Chemical Engineering

-chapter problems in a material and energy balances courseAbstractOnline homework and interactive textbooks provide big data that can help address manyquestions about student engagement and learning. Auto-graded homework questions withrandomized numbers and content can explore students’ proficiency in course material. Using afully interactive online textbook, Material and Energy Balances zyBook, success and attempts onhomework questions are quantified. In past studies, students with an unlimited number ofattempts completed a median of 94% correct over hundreds of questions. To provide studentswith more practice before exams, end-of-chapter problems were assigned. Students were onlyassigned a fraction of these summative, end-of-chapter problems. A

Conference Session

ChE: Computers and Simulation in the Classroom

Collection

2007 Annual Conference & Exposition

Authors

Richard Zollars, Washington State University; Christopher Hundhausen, Washington State University; Melissa Stefik, Washington State University

Tagged Divisions

Chemical Engineering

Programming Lab (http://eecs.wsu.edu/~veupl), Dr. Hundhausen pursues research on computer-based visualization, simulation, and programming environments for science and engineering education.Melissa Stefik, Washington State University Melissa Stefik is a graduate student in computer science in the School of Electrical Engineering and Computer Science at Washington State University. Page 12.1592.1© American Society for Engineering Education, 2007 Visual Learning in a Material/Energy Balance Class The material and energy balance class is frequently the “gateway” class inchemical engineering. Our

Conference Session

Chemical Engineering in the Sophomore Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew W Liberatore, The University of Toledo; Megan Davidson, The University of Toledo; Kayla Chapman

Tagged Divisions

Chemical Engineering

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

Conference Session

Contemporary Issues in Chemical Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Richard Zollars, Washington State University; Christopher Hundhausen, Washington State University; Pawan agrawal, Washington State University

Tagged Divisions

Chemical Engineering

curriculumthat results in a large number of students either withdrawing or failing. In chemicalengineering this gateway class is the material and energy balance class. Statistics overthe past 24 years at Washington State University show that 35% of the students whoenroll in the material/energy balance class either fail, withdraw, or receive a grade lowerthan a “C”. A large majority of these (66%) never complete their chemical engineeringdegree. The students who fail to successfully complete the material/energy balance classshow a wide variety of academic abilities, as measured by SAT scores or high schoolGPA. However, the academic abilities of those students who fail to successfullycomplete the material/energy balance class and those who successfully

Conference Session

The Latest in Improving Learning in ChE Students

Collection

2008 Annual Conference & Exposition

Authors

Richard Zollars, Washington State University; Christopher Hundhausen, Washington State University; Jonathan Brown, Washington State University

Tagged Divisions

Chemical Engineering

AC 2008-1886: DEVELOPING A SOFTWARE ENVIRONMENT FOR VISUALLEARNING IN INTRODUCTORY CHEMICAL ENGINEERING CLASSESRichard Zollars, Washington State UniversityChristopher Hundhausen, Washington State UniversityJonathan Brown, Washington State University Jonathan Brown is currently a Ph.D. student in the Computer Science program at Washington State University. Page 13.382.1© American Society for Engineering Education, 2008Designing a Software Environment for Visual Learning in Introductory Chemical Engineering Classes The material and energy balance class is frequently the “gateway” class inchemical

Conference Session

Problem Solving and Communication in Chemical Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Uchenna Asogwa, University of Toledo; Matthew W. Liberatore, University of Toledo; Amanda Portis Malefyt, Trine University; Timothy Ryan Duckett, Acumen Research and Evaluation, LLC

Tagged Divisions

Chemical Engineering

inthermodynamics and material and energy balance courses. Originally called YouTube Fridays, thefirst five minutes of Friday class sessions were dedicated to course related videos selected by agroup of students. At the end of the semester, surveys showed that the vast majority of studentsfelt they had better understanding of the field of chemical engineering from participating inYouTube Fridays [28]. In subsequent semesters, students selected YouTube videos and createdengineering estimate problems related to the course material. Surveys showed that the majority ofthe students felt they had a better understanding of the course topic of thermodynamics, couldrelate thermodynamics to real world phenomena, and felt confident solving engineering

Conference Session

E-Learning in Chemical Engineering

Collection

2009 Annual Conference & Exposition

Authors

Richard Zollars, Washington State University; Christopher Hundhausen, Washington State University; Pawan Agrawal, Washington State University

Tagged Divisions

Chemical Engineering

students that failed to successfully complete the material andenergy balance course had a cumulative GPA of 3.06 versus 2.95 for those that didsuccessfully complete the class. The SAT scores for these two groups were 1265 versus1300, respectively. The standard deviation for the GPA was 0.50 while that for the SATscores was 70. Why, then, do 35% of our students fail to complete the material andenergy balance course?Defining an Approach To explore why the material and energy balance course might be such a stumblingblock, we studied the problem solving activities of introductory chemical engineeringstudents. To do this, we ran an exploratory study in the Fall of 2006 using four pairs ofstudents and a SmartBoard√ electronic whiteboard to (a

Conference Session

Using Communication and Writing Techniques to Improve Student Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University; Stephanie Farrell, Rowan University

Tagged Divisions

Chemical Engineering

 for assessing individual contributions to the team assignments.  The authors present an assessment of the impact of the abstracts, specifically addressing the following question: Did students attain the learning objectives of the course more thoroughly than students in a previous cohort, who completed comparable homework problems in teams of the same size, but who were not required to write abstracts? Introduction The introductory chemical engineering course at most universities focuses on material and energy balances.  Historically this course has had the reputation of being a conceptually demanding course that induces fear in many studentsi.  One of the greatest challenges faced by many students is the solution of “word problems” which

Conference Session

New Classrooms, New Challenges II: Assessing Non-traditional Approaches

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard L. Zollars, Washington State University; Adam Scott Carter, Washington State University; Christopher Hundhausen, Washington State University

Tagged Divisions

Chemical Engineering

doingbut also by receiving critiques on their work from other students as well as providing critiquesthemselves to other students. Engineering students often do this in informal settings (e.g., studygroups) but rarely do so in a formal classroom setting. The critiquing activity is the strength ofthe learning activities in studio-based learning as it requires students to be active as well asencouraging students to evaluate and explain (teach) the material to others, thus strengtheningtheir understanding of the concepts.Over the past few years a team from the chemical engineering program and the computer scienceprogram have been working on developing a software package to aid students in developing theirskills in the material and energy balance

Conference Session

Chemical Engineering Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew W Liberatore, University of Toledo

Tagged Divisions

Chemical Engineering

learning,interactive technologies leverage the strengths of the digital native [24, 25]. Student engagementwith new technologies does not seems to be a detractor; recent surveys found a majority of currentengineering students, sometimes called digital natives, prefer interactive and/or electronictextbooks [26, 27]. However, many faculty authors of educational materials are not natives of thedigital age, so creation and adoption of interactive materials may be slow.Overall, fully interactive tools are becoming available for core chemical engineering courses, e.g.,material and energy balances zyBook [28]; however, the market size for chemical engineering ismuch smaller than foundational math or science courses (e.g., General Chemistry), so

Conference Session

Computer-Based Learning in Chemical Engineering Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew W. Liberatore, University of Toledo; Kayla Chapman

Tagged Divisions

Chemical Engineering

any HTML5 compliant webbrowser without additional plug-ins. The lead author created a Material and Energy BalanceszyBook, available since January 2016. In 2018, a chapter on spreadsheets was added along withadditional spreadsheet content to help students solve material and energy balance problems. Thechapter on spreadsheet skills is the focus of this work, and this content is also available as a stand-alone title, Spreadsheets Essentials, for a price of $10 per student per semester. The Material andEnergy Balances zyBook is required for the course; reading participation and auto-gradedproblems account for 10% of the final course grade, which is detailed in another paper for thisconference. The necessity of interactivity to earn a grade

Conference Session

Chemical Engineering in Silico

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew W Liberatore, Colorado School of Mines; Charles Russell Vestal, Colorado School of Mines

Tagged Divisions

Chemical Engineering

database of videosand questions that reinforce important course concepts like energy balances and phase behavior.Additional pilots from the 2010-2011 academic years will be included in the talk. A set ofexample problems and videos will be presented from a sophomore level engineeringthermodynamics course and a sophomore level material and energy balances course. Studentevaluations found a vast majority (79%) of the students felt better at relating real worldphenomena to thermodynamics from participating in YouTube Fridays. Overall, YouTubeFridays is a student led activity that provides practice of problem solving on open-ended, courserelated questions.IntroductionToday, most students enrolled in higher education were born in the 1980s or 1990s and

Conference Session

Chemical Engineering Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Justin Shaffer, Colorado School of Mines

Tagged Divisions

Chemical Engineering

Paper ID #33134What Kinds of Advice do Chemical Engineering Students Give to FutureStudents for Success in High-structure Courses?Dr. Justin 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. American c Society for Engineering Education, 2021 Work

Conference Session

E-Learning in Chemical Engineering

Collection

2009 Annual Conference & Exposition

Authors

Jeremy VanAntwerp, Calvin College; Aubrey Sykes, Calvin College; xiuhua si

Tagged Divisions

Chemical Engineering

capabilities: thesuccessive iterative calculations to close material and/or heat balance equations with a set ofthermodynamic equilibrium correlations and data that successfully model the physical chemistryof the process. The bookkeeping capabilities of these programs are valuable but not unique.Other programs (e.g., a spreadsheet like Excel) can easily provide the same capabilities forbookkeeping of material and energy balance equations—especially through the trial and errorcalculations. In practice, most simulators require a substantial amount of data entry and/orentering/fitting of thermodynamic parameters to provide any results (let alone meaningfulresults!). For many of the general purpose simulators support for inorganics and/orbiological

Conference Session

New Ideas for ChEs I (aka ChE Potpourri)

Collection

2008 Annual Conference & Exposition

Authors

Jason Keith, Michigan Technological University; David Silverstein, University of Kentucky; Donald Visco, Tennessee Technological University

Tagged Divisions

Chemical Engineering

includeintroductory courses for freshmen, material and energy balances, fluid mechanics,introductory thermodynamics, and separations.Objectives and MotivationAlthough teaching is a critical mission of any college or university, today’s facultymembers are increasingly becoming involved in other scholarly activities. Thus, whenteaching a new course, developing a good set of instructional materials can be achallenging, time-consuming task. In this paper we provide a review of some of what weconsider the best practices in engineering education, applied to the following courses:freshmen chemical engineering, material and energy balances, fluid mechanics,introductory thermodynamics, and separations. Note that a companion paper whichcovers the upper-level

Conference Session

New Trends in CHE Education I

Collection

2009 Annual Conference & Exposition

Authors

Jennifer Christensen, Texas A&M University; Lale Yurttas, Texas A&M University

Tagged Divisions

Chemical Engineering

addition of a projectcomponent of such magnitude. In addition, the general engineering principles of the lower-levelcourses can be most readily applied and extrapolated to more general real-life challenges thatwould be the basis of the service-learning projects. The goals of increasing excitement andretention rates would be also better served by implementing service learning during the mostinfluential time of a student’s academic career, which typically coincides with the lower-levelcourses. Furthermore, the four learning outcomes of the material and energy balances coursewere defined with the goal of implementing service learning. Specifically outcome 4 is wellaligned with such objectives of a service learning project: community engagement