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Chemical Engineering Principles In A Freshman Engineering Course Using A Cogeneration Family

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Conference

1998 Annual Conference

Location

Seattle, Washington

Publication Date

June 28, 1998

Start Date

June 28, 1998

End Date

July 1, 1998

ISSN

2153-5965

Page Count

9

Page Numbers

3.139.1 - 3.139.9

Permanent URL

https://peer.asee.org/6959

Download Count

49

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Paper Authors

author page

Robert P. Hesketh

author page

C. Stewart Slater

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

Session 2413

Chemical Engineering Principles in a Freshman Engineering Course using a Cogeneration Facility

Robert P. Hesketh and C. Stewart Slater Hesketh@Rowan.edu Slater@Rowan.edu Chemical Engineering Rowan University Glassboro, NJ 08028-1701

Session 2413 Experimental Education in Ch.E. Paper No. 5 1998 Annual Conference of the American Society for Engineering Education Seattle, WA, 28 June - 1 July 1998

ABSTRACT The primary goal of Rowan University's freshmen engineering course is to immerse students in multidisciplinary projects that teach engineering principles using the theme of engineering meas- urements in both laboratory and real-world settings. Currently, many freshman programs focus either on a design project or discipline specific experiments that may not be cohesively inte- grated. At Rowan, freshman engineers are introduced to industrial problems through a series of 4 modules and a interrelated-interactive lectures on problem solving, safety and ethics. In this pa- per a the process engineering module using the vehicle of a cogeneration plant is presented. INTRODUCTION The Rowan engineering faculty are taking a leadership role by using innovative methods of teaching and learning, as recommended by ASEE1, to better prepare students for entry into a rapidly changing and highly competitive marketplace. Key program features include: (i) inter- and multi-disciplinary education created through collaborative laboratory and coursework; (ii) stressing teamwork as the necessary framework for solving complex problems; (iii) incorporation of state-of-the-art technologies throughout the curricula; (iv) and creation of continuous opportu- nities for technical communication. To best meet these objectives, the four engineering programs of Chemical, Civil, Electrical, and Mechanical Engineering have a common engineering clinic throughout their program of study. In addition to the engineering clinic, they share a common first year of courses. Our first class of entering freshmen consists of 101 students having an av- erage SAT score of 1274 and graduating in the top 12% of their high school class. The current Freshman Engineering Clinic sequence, which is taught in the Fall and Spring se- mesters, has laboratory components for all of the major disciplines. Some institutions have util- ized traditional discipline-specific laboratory experiments at the freshman level (Perna,2), while others engage students in discipline specific freshmen engineering design projects (McConica3). One of the NSF coalitions, ECSEL has major efforts in freshman design, which have been widely reported (e.g., Dally and Zang4, Regan and Mindermann5). In our freshman engineering clinic we are using a series of 4 experimental modules to teach engineering principles.

Hesketh, R. P., & Slater, C. S. (1998, June), Chemical Engineering Principles In A Freshman Engineering Course Using A Cogeneration Family Paper presented at 1998 Annual Conference, Seattle, Washington. https://peer.asee.org/6959

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