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

Teaching and Assessment in Chemical Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University; Lisa G. Bullard, North Carolina State University; Christopher C. Willis, North Carolina State University - DELTA; Dan Spencer, North Carolina State University

Tagged Divisions

Chemical Engineering

Paper ID #25079Direct and Indirect Assessment of Student Perspectives and Performance inan Online / Distance Education Chemical Engineering Bridging CourseDr. 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 Mathematical/Computational Methods. He is the recipient of numer- ous teaching and pedagogical research awards, including the NCSU Outstanding Teacher Award, NCSU Alumni Distinguished

Conference Session

ChE: Innovations in undergraduate and graduate programs

Collection

2007 Annual Conference & Exposition

Authors

Lale Yurttas, Texas A&M University; Zachry Kraus, Texas A&M University; Jeffrey Froyd, Texas A&M University; Jean Layne, Texas A&M University; Mahmoud El-Halwagi, Texas A&M University; Charles Glover, Texas A&M University

Tagged Divisions

Chemical Engineering

material. The pre-test might be especially valuable for studentswho are using the ICC for review. Students who are learning about applications of CoM for thefirst time may find the pre-test helpful in organizing their prior knowledge8 about the topic. Theweb site also displays a score for the student who takes the test and provides a chance to improvethis score after going through the topic notes, exercises, and examples in the ICC. Pre-testquestions are being revised and updated continuously. A future plan is to ask the students takingthe material and energy balances course in each semester to develop new concept questions andcontribute to the concept inventory. This technique is especially useful as the students oftenidentify a difficult concept

Conference Session

Chemical Engineering Division (ChED) Technical Session 3: Work-in-Progress Part 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Cooper, North Carolina State University, Raleigh; Lisa G. Bullard, P.E., North Carolina State University, Raleigh

Tagged Divisions

Chemical Engineering Division (ChED)

. There is a needto bridge this knowledge gap in order to position each accepted student to succeed in graduatestudies.Since 2018 the department has offered a self-paced online course sequence consisting of twocourses, three credit hours each which are typically taken Fall/Spring or Spring/Summer, forstudents with a BS degree in a non-CHE science or engineering field. This two-course sequenceserves as a “bridging course” and teaches the core concepts in chemical engineering to students,covering material including material and energy balances, thermodynamics, transportphenomena, and reactor design. The course content, organization and continuous improvementhave been previously presented and documented [1-5].Now that the two-course sequence has

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

introduction to work done by professional chemicalengineers, the resources available to help them be successful at KU, the curricular requirementsand expectations of chemical engineering students, and possible career opportunities; 2) anintroduction to engineering ethics, basic safety considerations, teamwork, and technical writing;and 3) an introduction to basic material and energy balances and fluid flow. This course was theonly chemical engineering course the students took during the freshman year. While teaching the first semester sophomore Material and Energy Balance course between2009 and 2012, students often remarked that the freshman class was boring and that they still didnot understand what chemical engineers did. Based on this feedback

Collection

2003 GSW

Authors

David L. Cocke; John L. Gossage; Emrah Alicli; Beytullah Misirli; Kuyen Li

for technological exploitation in the convergent classroom.ContentThe undergraduate chemical engineering curriculum typically encompasses the followingchemical engineering courses: material and energy balances, thermodynamics, transportphenomena (often separated into fluid mechanics, heat transfer, and mass transfer), kinetics (orreactor design), process control, plant design, analysis, and unit operations laboratory. Each ofthese classes contributes more or less directly to one or more of the three pillars of chemicalprocess engineering: design, control, and optimization. In particular, process design reliesheavily on the concepts taught in thermodynamics (to determine whether or not a proposedprocess is even possible), material and energy

Conference Session

ChE: Innovations in Student Learning

Collection

2007 Annual Conference & Exposition

Authors

Jennifer Christensen, Texas A&M University; Lale Yurttas, Texas A&M University; Janie Stratton Haney, Texas A&M University; Mahmoud El-Halwagi, Texas A&M University; Jeffrey Froyd, Texas A&M University; Charles Glover, Texas A&M University

Tagged Divisions

Chemical Engineering

officer in Texas A&M University Student Chapter of AIChE. She has significantly contributed to the implementation of the service learning project as directed studies and also served as a mentor to the participating students both in Fall 2006 and Spring 2007 semesters.Janie Stratton Haney, Texas A&M University Janie Haney has graduated with a B.S. degree from Artie McFerrin Chemical Engineering Department in December, 2006. Prior to her graduation, she has served as a teaching assistant in introductory level material and energy balances course for three semesters consecutively. She has participated fully in the implementation of the service learning project and also mentored the

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

F. Carl Knopf, Louisiana State University; Kerry Dooley, Louisiana State University, Baton Rouge

tooperational data from the cogeneration gas turbine and HRSG, and students are asked todetermine reconciled values in Excel as, 2 ⎛ Measured Value − Reconciled Value ⎞ Minimize ⎜⎜ ⎟⎟ ⎝ Instrument Standard Deviation ⎠ Subject to : Material and Energy Balances with Reconciled Values = 0The first time this DR module was used (Spring 2006), the average time to solve was 10.4 hr.When the statement “the problem promoted your understanding of the topic” was scored on a 0-5scale an average of 4.3 was obtained. Utilizing student feedback, we now provide an Exceltemplate

Collection

1997 Annual Conference

Authors

Charles U. Okonkwo

theiremphasis area. We recommend that the students begin with the course, Manufacturingand the Environment to learn basic principles of manufacturing processes and theirenvironmental impact. Knowledge gained from this course will be valuable in the WasteMinimization and Prevention course. The Material and Energy Balance in ManufacturingProcesses course will benefit from the previous two in terms of application toenvironmental systems. Ethics and Regulations course will be better appreciated afterenvironmental principles have been laid down in the first three courses. The fifth course,Energy, would incorporate the principle of ethics and regulations into equipment andprocess design. Environmental Site Planning for industries would come as the lastcourse

Collection

1996 Annual Conference

Authors

Joseph A. Shaeiwitz; Ph.D., Richard H. Turpin

increased steam pressure. This can be accomplished by pumping the boiler feedwater to a higher temperature; but, there might be equipment limitations should the temperature need to risemore than about 10”C. In reality, the temperature profile in the reactor probably looks more like the dotted line in Figure 2.Although the analysis for this case would involve simultaneous material and energy balances along the reactorlength, the same qualitative conclusions regarding the temperature and the boiler feed water will be found.Thus, the simple analysis presented is a powerfhl tool and gives correct qualitative results even if thequantitative results may be somewhat off. Discussion When this

Conference Session

Improving Introductory Experiences in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard L. Zollars, Washington State University

Tagged Divisions

Chemical Engineering

than beingconfined to the class period. After one week, however, the students were instructed to come to aconsensus and the review discussion was closed.There were three ChemProV/OSBLE assignments during the semester. The first of theseinvolved a material balance problem with no recycle and no energy balance. The secondinvolved a material balance problem with recycle but no energy balance. The final probleminvolved both material and energy balances for a system involving a recycle stream. Each timeone-third of the initial student submissions were randomly selected for review, making sure thatno student had more than one of their problem solutions reviewed. The identity of the studentsubmitting the solution, as well as all members of each

Collection

2023 ASEE Midwest Section Conference

Authors

Hunter Flodman

understanding overtime. For example, a professor teaching a material and energy balance course can have studentsidentify hazards associated within certain chemicals and processes to address frameworkquestion 1. A fluids class can use equations and concepts already covered to produce a sourcemodel to calculate the quantity of material released from a leaking vessel or pipeline to addressframework question 3. Fluid mechanics can also be used to model the flow of fluid through apressure relief device which addresses framework question 6. Many more examples exist.Suggestions of framework questions to incorporate into chemical engineering courses are shownbelow in Table 1.Table 1. Suggestions of framework questions to incorporate into chemical engineering

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brad Cicciarelli, Louisiana Tech University; Timothy Reeves, Louisiana Tech University; Catherine Belk, Clemson University; Marisa Orr, Clemson University; Eric Sherer, Louisiana Tech University

Paper ID #38220NSF RIEF: Influence of Self-Efficacy and Social Support onPersistence and Achievement in Chemical EngineeringSophomores: Measuring the Impact of an InterventionBrad Cicciarelli (Distinguished Lecturer) 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.Timothy Reeves (Lecturer of

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

Paper ID #33127Work in Progress: Identifying Success Factors for Chemical EngineeringSophomores and Testing the Effects of an InterventionDr. Brad Cicciarelli, Louisiana Tech University Brad Cicciarelli is a Senior 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 mass transfer.Eric Sherer, Corteva Agriscience Eric Sherer is a senior data scientist

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Claire Komives, San Jose State University; Erik Fernandez, University of Virginia

textbooks for theinitial course that most students take on material and energy balance (MEB) analysis of chemicalprocesses[2]. Because many chemical engineering faculty have little or no biological training, aworkshop was offered during Summer '07 at SJSU to provide a "crash-course" in biology andbiochemistry that is applicable to biochemical engineering.The assessment of the project has been multi-faceted. Beta-test sites that incorporated some ofthe problems into their courses evaluated student performance during the Fall '07 and '08semesters. A statistical analysis of the data from the first round of beta testing showed that theevaluation strategy was not appropriate to demonstrate improved student learning from the use ofthe website materials

Conference Session

ChE: Innovation to Improve Student Learning

Collection

2006 Annual Conference & Exposition

Authors

C. Stewart Slater, Rowan University; Mariano Savelski, Rowan University; Robert Hesketh, Rowan University

Tagged Divisions

Chemical Engineering

engineering metrics for lab-scale (discovery),intermediate and pilot-scale processes were compared. Life cycle assessment was made usingoverall material and energy balances along with environmental performance tools. Tier 1 toolssuch as economic criteria, environmental criteria, exposure limits, toxicity weighting inanalyzing various drug production pathways. Since organic solvents typically account for 80% of all chemicals in a pharmaceuticalprocess, a significant part of the work focuses on process modifications to reduce solvents used.Several process opportunities for greener processes were explored. A life cycle assessment isconducted to compare these alternatives and show broader impacts on the ecosystem (greenhousegas production, etc

Conference Session

ChemE Curriculum: Junior, Senior, and Graduate

Collection

2018 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; David L. Silverstein P.E., University of Kentucky; Kevin D. Dahm, Rowan University; Laura P. Ford, University of Tulsa; Jennifer Cole, Northwestern University; Lucas James Landherr, Northeastern University

Tagged Divisions

Chemical Engineering

presents the results of the ninth survey since the reconstitution of the AIChEEducation Division Survey Committee in 2009. These surveys seek to define the state of the artin a given area of undergraduate chemical engineering instruction. Departments use surveyresults to inform curricular discussions and benchmark their program against national trends.Survey results are also useful for instructors as they select topics, software, and instructionalapproaches for their courses. Past surveys have considered first-year programs [1], Kinetics andReactor Design [2], Material and Energy Balances [3], Capstone Design [4], Electives [5],Transport [6], Process Control [7], and the curriculum as a whole [8]. In the coming surveycycle, the survey committee

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

Mechanical Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yeow Siow, University of Illinois Chicago

Tagged Divisions

Mechanical Engineering

., “Adoption of Active Learning in a Lecture-Based Engineering Class,” 32nd ASEE/IEEE Frontiers in Education Conference, 2009.[8] McGrath and Brown, “Visual Learning for Science and Engineering,” IEEE Computer Graphics and Applications, Vol. 25 No. 5, pp. 56-63, 2005.[9] Bullard and Felder, “A Student-Centered Approach to Teaching Material and Energy Balances. 1. Course Design,” Chemical Engineering Education, Vol. 41(2), pp. 93-100, 2007.[10] Bullard and Felder, “A Student-Centered Approach to Teaching Material and Energy Balances. 2. Course Instruction and Assessment,” Chemical Engineering Education, Vol. 41(3), pp. 167-176, 2007.[11] Prince, “Does Active Learning Work? A Review of the Research,” Journal of

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Syed Iqbal Omar P.E., Texas A&M University, Kingsville; Amit Verma, Texas A&M University, Kingsville; Reza Nekovei, Texas A&M University, Kingsville

Tagged Topics

NSF Grantees Poster Session

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

Conference Session

Chemical Engineering Poster Session & Unit Operations Lab Bazaar

Collection

2013 ASEE Annual Conference & Exposition

Authors

William M. Clark, Worcester Polytechnic Institute

Tagged Divisions

Chemical Engineering

and in other courses for teaching aspects of fluid flow,material and energy balances, thermodynamics, and process control.IntroductionTo accommodate recent increases in enrollment, we had a need for a relatively inexpensive newexperiment in our unit operations laboratory. We also had a need to include hands-on experiencewith process control in our curriculum and a desire to provide more hands-on experience in oursophomore material and energy balance and thermodynamics courses. We developed a versatilenew air flow experiment to accomplish all these goals. Having undergraduate students helpdesign, construct, and test the new equipment as their senior theses also provided an excellenteducational experience for the students involved.As shown in

Conference Session

ChemE Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joshua A. Enszer, University of Maryland Baltimore County; Victoria E. Goodrich, University of Notre Dame; Rachel B. Getman, Clemson University

Tagged Divisions

Chemical Engineering

AC 2012-4402: IMPROVEMENTS IN COMPUTATIONAL METHODS COURSESIN CHEMICAL ENGINEERINGDr. Joshua A. Enszer, University of Maryland Baltimore County Joshua Enszer is a full-time lecturer in chemical engineering at the University of Maryland, Baltimore County. He has taught core and elective courses across the curriculum, from introduction to engineering science and material and energy balances to process control and modeling of chemical and environmental systems. His research interests include technology and learning in various incarnations: electronic port- folios as a means for assessment and professional development, implementation of computational tools across the chemical engineering curriculum, and game-based

Conference Session

Advisory Boards & Program Assessment

Collection

2003 Annual Conference

Authors

Shamsuddin Ilias; Franklin King; Keith Schimmel

Society for Engineering Education Annual Conference & Exposition Copyright  2003, American Society for Engineering Educationmeasure have been removed. A sample list of learning objectives is provided in Table 2 for theSophomore level material and energy balance course. Table 1. Core Chemical Engineering Courses in the Database Course Number of Learning Objectives CHEN 200: Chemical Process Principles 26 CHEN 220: Numerical Analysis 15 CHEN 300: Fluid Mechanics 12 CHEN 310: Thermodynamics 14 CHEN 316: Analysis of Chemical Process Data

Conference Session

Mechanical Engineering Technology Curriculum Innovations.

Collection

2011 ASEE Annual Conference & Exposition

Authors

Vassilios Tzouanas, University of Houston, Downtown

Tagged Divisions

Engineering Technology

acquired by thestudents. I. IntroductionTo build a foundation on process modeling and simulation, undergraduate students are offered anintroductory course on the subject, ENGR 3410. Typically, students take this course in the junioryear. This course provides an introduction to material and energy balances in engineeringapplications, including chemical, environmental and biological systems. Use of software toolssuch as Matlab and Excel is made to solve engineering problems. The textbook by Felder andRousseau1 is used and the following topics are covered in ENGR3410: 1. Introduction to Engineering Calculations 2. Typical Processes and Process Variables 3. Fundamentals of Material Balances, Total

Conference Session

Teaching Outside the Box

Collection

2002 Annual Conference

Authors

Rachel Specht; Kathryn Hollar; Mariano Savelski; Stephanie Farrell; Robert Hesketh; C. Stewart Slater

Pressure, Saturated) conditions. The software offersmany options for the convenient display of automatically-calculatedvalues; however, these direct measurements at BTPS conditions arethe only values necessary to perform the calculations involved in this experiment. Thecalculation/display options may be exercised in order to provide numbers against which studentsmay check their calculations.For their laboratory report, students perform all calculations by hand. In a subsequent laboratoryperiod, students are introduced to the process simulator, HYSYS. In an in-class activity, studentsuse HYSYS to draw a simple process flow diagram of the respiration cycle. They provide theirdata and allow HYSYS to perform material and energy balances on the

Conference Session

Improving Introductory Experiences in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Chemical Engineering

Reflective Journal Writing”, Journal of Engineering Education, October 2001, 661-667. vii Korgel, B., “Nurturing Faculty-Student Dialogue, Deep Learning and Creativity through Journal WritingExercises,” Journal of Engineering Education, Jan. 2002, 143-146. viii Sharp, J., B. Olds, R. Miller and M. Dyrud, “Four Effective Writing Strategies for Engineering Classes”,Journal of Engineering Education, January 1999, 53-57. ix L.G. Bullard and R.M. Felder, "A Student-Centered Approach to Teaching Material and Energy Balances: 1.Course Design" Chemical Engineering Education, 2007, 93-100. x L.G. Bullard and R.M. Felder, "A Student-Centered Approach to Teaching Material and Energy Balances: 2.Course Delivery

Conference Session

Using Communication and Writing Techniques to Improve Student Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Chemical Engineering

Paper ID #7531Promoting Metacognition through Reflection Exercises in a Thermodynam-ics CourseProf. Mariajose Castellanos, University of Maryland, Baltimore CountyDr. Joshua A Enszer, University of Maryland Baltimore County Dr. Joshua Enszer is a full-time lecturer in Chemical Engineering at the University of Maryland at Bal- timore County. He has taught core and elective courses across the curriculum, from introduction to en- gineering science and material and energy balances to process control and modeling of chemical and environmental systems. His research interests include technology and learning in various incarnations

Collection

2002 ASEE North Midwest Section Conference

Authors

S.P.K. Sternberg; G.G. Botte

FUEL CELLS IN THE CHEMICAL ENGINEERING CURRICULUMS.P.K. Sternberg and G.G. Botte (Assistant Professors)Department of Chemical EngineeringUniversity of Minnesota DuluthDuluth, MN, USA 55812ABSTRACTFuel cells are an emerging technology that promise high conversion efficiencies ofchemical fuels to electricity. Additionally, fuel cell technology can also greatly decreasethe release of pollutants during energy conversion. This promising new technology hascreated a demand from chemical engineering students for more information and practicalexperience. This demand has generated new course content across our curriculum.Courses in Material and Energy Balances, Thermodynamics, Heat and Mass Transfer,Chemical Reactor Design, Senior Capstone Design

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jamie Gomez, University of New Mexico

Tagged Topics

ASEE Headquarters

: REvolutionizing engineering and computer science Departments (IUSE PFE\RED) - Formation of Accomplished Chemical Engineers for Transform- ing Society. She is a member of the CBE department’s ABET and Undergraduate Curriculum Committee, as well as faculty advisor 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

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