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

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

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

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; John L. Falconer, University of Colorado, Boulder; David L. Silverstein P.E., University of Kentucky; Bill Jay Brooks, Oregon State University; Debra May Friedrichsen; Christina Smith, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Curriculum – Year 4Overview and ObjectivesWe report on the progress of the fourth year of a CCLI Type 2 project. The goal of this project isto create a community of learning within the discipline of chemical engineering (ChE) focusedon concept-based instruction. The project plan is to develop and promote the use of a cyber-enabled infrastructure for conceptual questions, the AIChE Concept Warehouse, whichultimately could be used throughout the core ChE curriculum (Material and Energy Balances,Thermodynamics, Transport Phenomena, Kinetics and Reactor Design, and Materials Science).Conceptual questions, both as Concept Inventories and ConcepTests, are available through aninteractive website maintained through the Education Division of the American

Conference Session

First-Year Programs Division Technical Session 1: It's All About Teams and Teamwork

Collection

2015 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Gerold Willing, University of Louisville; Thomas D. Rockaway, University of Louisville

Tagged Divisions

First-Year Programs

at all good.Thus, there may have been a significant change in UTA quality between the 2012 and 2013classes. Second, there is a tendency to recalibrate grading metrics based on current information.When students perform better, our expectations for their abilities also rise. Thus, the return tomore traditional grade distribution may be due to a normalization of grades based on theprevious years’ experience.2.3 Department of Chemical EngineeringImplementation of the UTA strand in the Department of Chemical Engineering has focused onthe first three courses students will take within the department, namely Introduction to ChemicalEngineering, Introduction to Materials Science, and Material and Energy Balances. In each ofthese courses, the UTAs

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

of expressions of North-South global inequality and its relationship to colonialhistories, each subsequent year presented new real-time insights into the same dynamics thatdeepened the case study and lent it continued currency.Module 1: Life Cycle Assessment in Mass and Energy BalancesCourse Context: A semester long project in Life Cycle Assessment (LCA) was implemented in asecond-semester first year mass and energy balances course. The course prepares students toformulate and solve material and energy balances on engineering systems and lays thefoundation for subsequent courses in thermodynamics, fluid mechanics, and advanced electivesin thermochemical processes. More fundamentally, it introduces the engineering approach toproblem solving

Conference Session

Novel Teaching Methods in a Multidisciplinary Context

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Troy J. Vogel, University of Illinois, Urbana-Champaign; Princess Imoukhuede, University of Illinois, Urbana-Champaign

Tagged Divisions

Multidisciplinary Engineering

Assessing teaming skills and major identity through collaborative sophomore design projects across disciplinesAbstractCollaboration and student projects than span multiple departments are often seen as too difficultto pursue due to administrative, topical, or other logistics related barriers. This projectdemonstrates an approach at introducing true interdisciplinary design projects within asophomore level materials and energy balances courses in both Bioengineering and ChemicalEngineering programs at the University of Illinois at Urbana-Champaign. Engineering curriculahave been focused on integrating design in the freshman and senior years but often fail tointegrate projects into the sophomore and junior year courses. The study

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donald E. Richards, Rose-Hulman Institute of Technology; Michael A. Collura, University of New Haven

Tagged Divisions

First-Year Programs

questions used in the new SAM cur-riculum were similar to those from the traditional courses. Comparison of student performanceshowed that SAM students performed as well as or better than traditional students in both multi-ple choice and work-out problems in the area of dynamics. A similar study, but with a smallsample size, was conducted at the University of New Haven in the chemical engineering pro-gram23. The original sequence of two sophomore courses (Fundamentals of Chemical Engineer-ing I and II) focused on material and energy balance applications using a traditional approach.The new curriculum included a SAM course discussed earlier followed by a course that providedmore depth in material and energy balances. Student performance on the final

Conference Session

Problem- Project- and Case-based Learning in Environmental Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Kevin A. Nguyen, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

Specific Outcomes 1) The curriculum has prepared graduates to apply knowledge of mathematics through differential equations, probability and statistics, calculus-based physics, chemistry (including stoichiometry, equilibrium, and kinetics) 2) The curriculum has prepared graduates to apply knowledge of earth science, a biological science, fluid mechanics 3) The curriculum must prepare graduates to formulate material and energy balances, and analyze the fate and transport of substances in and between air, water and soil phases 4) Design environmental engineering systems that include considerations of risk, uncertainty, sustainability, life-cycle principles, and environmental impacts; and apply

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

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexander Vincent Struck Jannini, Rowan University; C. Stewart Slater, Rowan University

Tagged Topics

NSF Grantees Poster Session

original learning outcomes.Rowan University has made problem sets and laboratory experiments for use in lower-levelengineering courses that focus on aspects of pharmaceutical engineering. The problem setscontain mainly material and energy balance problems, which would make them useful inintroductory chemical engineering courses [12, 13]. The laboratory experiment focuses oncontrolled release principles of drug delivery methods through the dissolution of a lozenge [14].Recently, several experiments were developed for use in lower level undergraduate courses thatfocus on pharmaceutical engineering [15].In terms of pharmaceutical manufacturing, current research is finding ways to incorporate morecontinuous manufacturing methods in process development

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

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carli Denyse Flynn, Syracuse University; Cliff I. Davidson, Syracuse University; Sharon Dotger; Meredith Sullivan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

al. The dynamics concept inventory assessment test: A progress report and some results. American Society for Engineering Education Annual Conference & Exposition (2005).7. Martin, J., Mitchell, J. & Newell, T. Development of a concept inventory for fluid mechanics. in 33rd Annual Frontiers in Education, 2003. FIE 2003 1, T3D–23 – T3D–28 Vol.1 (2003).8. Fluid Mechanics Concept Inventory. (2011). at 9. Shallcross, D. C. A concept inventory for material and energy balances. Educ. Chem. Eng. 5, e1–e12 (2010).10. Hestenes, D., Wells, M. & Swackhamer, G. Force concept inventory. Phys. Teach. 30, 141–158 (1992).11. Richardson, J. Concept inventories: Tools for uncovering STEM students’ misconceptions. Invent. Impact Build. Excell

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