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Demonstration Of Chemical Engineering Principles To A Multidisciplinary Engineering Audience

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1997 Annual Conference


Milwaukee, Wisconsin

Publication Date

June 15, 1997

Start Date

June 15, 1997

End Date

June 18, 1997



Page Count


Page Numbers

2.128.1 - 2.128.12



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Paper Authors

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Robert P. Hesketh

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C. Stewart Slater

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

Session 2513

Demonstration of Chemical Engineering Principles to a Multidisciplinary Engineering Audience

Robert P. Hesketh and C. Stewart Slater Chemical Engineering Rowan University Glassboro, NJ 08028-1701 Session 2513 Laboratory and Lecture Demonstrations Paper No. 6

1997 Annual Conference of the American Society for Engineering Education Milwaukee, WI, June 15-18, 1997

ABSTRACT This paper describes two demonstration experiments: an automatic drip coffee maker and a manually operated reverse osmosis unit, that have been used to show the basic principles of chemical engineering processes to high school and multidisciplinary freshman engineering audi- ences. The demonstrations are integrated into a combined lecture/lab format and also can be utilized at various points in the curriculum as well as to pre-college students. The value of dem- onstrations and follow-up mini-laboratory experiments to reinforce the hands-on approach to en- gineering education will be mentioned. A particular focus of the paper is how chemical engi- neering principles are introduced into lower level courses through demonstrations and how the basic principles of process engineering can be taught to a multidisciplinary student group. These presentations and experiments are drawn from past experience and those of this present year with our new multidisciplinary Freshman Engineering Clinic course at Rowan University. INTRODUCTION The Rowan engineering faculty are taking a leadership role by using innovative methods of teaching and learning, as recommended by ASEE[1], 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 (McConica[3). One of the NSF coalitions, ECSEL has major efforts in freshman design, which have been widely reported (e.g., Dally and Zang[4] Regan and Mindermann[5]). Northwestern University

Hesketh, R. P., & Slater, C. S. (1997, June), Demonstration Of Chemical Engineering Principles To A Multidisciplinary Engineering Audience Paper presented at 1997 Annual Conference, Milwaukee, Wisconsin. 10.18260/1-2--6488

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