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Bringing Research Into The Classroom: Conceptually New Heat Exchange Cartridge For Chemical Engineering Education.

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Collection

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Demonstration and Project Enhancements in Chemical Engineering Education

Tagged Division

Chemical Engineering

Page Count

12

Page Numbers

15.243.1 - 15.243.12

Permanent URL

https://peer.asee.org/17015

Download Count

21

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Paper Authors

biography

Baba Abdul Washington State University

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Baba Abdul obtained an MSc in Chemical Engineering from the Ahmadu Bello University (ABU) Zaria Nigeria in 2005. He has had some work experience in the chemical process industries, mainly petroleum refining and solids processing. He is part of the faculty at ABU. He is currently working on a PhD that includes elements of Fluid Dynamics and Heat Transfer in Helico-symmetric channels, and Engineering Education at the Washington State University, Pullman WA. 509-335-9625;davab@wsu.edu.

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biography

David Thiessen Washington State University Orcid 16x16 orcid.org/0000-0003-4283-5914

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David B.Thiessen received his PhD in Chemical Engineering from the University of Colorado in 1992 and has been at Washington State University
since 1994. His research interests include fluid physics, acoustics, and engineering education.

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Gary Brown Washington State University

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Dr. Gary R. Brown obtained a PhD in Education from Washington State University in 1994 and
is currently the Director for the Center of Teaching, Learning and Technology at Washington
State University. 208-818-1413; browng@wsu.edu.

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Bernard Van Wie Washington State University

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Prof. Bernard J. Van Wie did his B.S., M.S. and Ph.D. and postdoctoral work at the University of Oklahoma where he also taught as a Visiting Lecturer. He has been on the WSU faculty for 26 years and over the past 12 years has focused strongly on innovative pedagogy along with his technical research in biotechnology. His recent Fulbright Exchange to Nigeria set the stage for receipt of the Marian Smith Award given annually to the most innovative teacher at WSU. (509) 335-4103 (Off); (509) 335-4806 (Fax); bvanwie@che.wsu.edu.

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Paul Golter WSU

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Paul B. Golter obtained an MS from Washington State University and is currently pursuing his
PhD while working as the Laboratory Supervisor in the School of Chemical Engineering and Bio-engineering at WSU. He is married with two children.509-338-5724.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Abstract

There is a need for faculty to integrate their research and teaching activities. This call has be- come more strident especially within research universities. In fact, funding agencies such as the NSF are providing strong motivation to include educational components as part of the broader impact of research proposals. This paper describes an example of a new idea from the research lab in the form of a multichannel evaporator being brought into a classroom with an inductive learning environment for testing and analysis by the students. Hands-on activities with the equipment are designed to promote understanding of heat- and mass-transfer principles. The evaporators utilize novel open-coil capillary channels that are being developed for various appli- cations including intensified processes. Activities, concept questions, and a teaching strategy continue to be modified to center on classroom implementation of this evaporator. Targeted as- sessment in the form of pre and post concept tests was administered but the results were not sta- tistically significant. Students reacted positively to the opportunity to test a new system that cannot be found in textbooks.

Introduction

Despite numerous articles that report a weak correlation between technical research and effective teaching [1-3], a few studies have found a positive correlation between the two [4]. Astin in his monumental work reports that research-oriented universities in fact impact negatively on meas- ures of student cognitive and affective development [5]. Astin attributed this to a low priority given to undergraduate teaching at such institutions. This low priority to teaching is also tied to faculty hiring and reward structure which is heavily skewed towards research output because of the dependence of most universities on external research funding [6]. Interestingly, universities and community colleges which have teaching as their primary goal are striving for more research output because they too want to attract external research funding [7].

Whether or not there is a widespread and strong synergy between research and education, the consensus among many stakeholders is that there should be [8-9]. The potential benefits to the various parties involved cannot be overemphasized [7]. Students can benefit by the satisfaction they derive from knowing that what they are learning in class is at the frontiers of knowledge. Faculty gain satisfaction from integrating their teaching and research functions. Universities, on the other hand, benefit when funding agencies and potential students see them as fulfilling their dual missions of research and teaching. This could translate into more funding from the former and more enrollment and retention of the latter.

Although there appears to be little correlation between research productivity and teaching effec- tiveness at the individual faculty level in current practice, Prince et al. [10] argue that there is the potential for a positive impact of research on teaching. The authors suggest that one possible way to strengthen the connection between research and teaching is to encourage the use of inductive teaching methods. The idea is to teach in a manner that emulates the research process. An open

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2010 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015