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Engineering Future Chemical Engineers: Incorporation of Process Intensification Concepts into the Undergraduate Curriculum

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2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

NSF Grantees' Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count


Page Numbers

25.547.1 - 25.547.16



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Paper Authors

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Rebecca K. Toghiani Mississippi State University


Adrienne Robyn Minerick Michigan Technological University Orcid 16x16

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Adrienne Minerick is an Associate Professor of chemical engineering at Michigan Tech having moved from Mississippi State University in Jan. 2010, where she was a tenured Associate Professor. She received her M.S. and Ph.D. from the University of Notre Dame in 2003 and B.S. from Michigan Technological University in 1998. Minerick’s research interests include electrokinetics and the development of biomedical microdevices. She earned a 2007 NSF CAREER Award and the 2011 Ray Fahien Award. Her group has published in the proceedings of the National Academy of Science, Lab on a Chip, and had an AIChE Journal cover. She is an active mentor of undergraduate researchers and served as co-PI on an NSF REU site. Research within her Medical micro-Device Engineering Research Laboratory (M.D. ERL) also inspires the development of Desktop Experiment Modules (DEMos) for use in chemical engineering classrooms or as outreach activities in area schools. Adrienne has been an active member of ASEE’s WIED, ChED, and NEE leadership teams since 2003.

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Keisha B. Walters Mississippi State University

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Keisha B. Walters joined the chemical engineering faculty at Mississippi State University (MSU) in 2005, where she currently holds the rank of Associate Professor. A graduate of Clemson University, she received the Thomas Evans Instructional Paper Award (2009) and Best Paper Award (2010) from ASEE-SE. In 2010, she was inducted into MSU's Bagley College of Engineering Academy of Distinguished Teachers and also selected to participate in the National Academy of Engineering Frontiers of Engineering Education (FOEE) Symposium. Walters has been a member of ASEE since 2002. Her research interests focus on polymeric and biobased materials, nanotechnology, and surface and interface engineering.

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Priscilla J. Hill Mississippi State University

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Priscilla Hill is currently an Associate Professor in the Dave C. Swalm School of Chemical Engineering at Mississippi State University. She has research interests in crystallization, particle technology, population balance modeling, and process synthesis. Her teaching interests include particle technology and thermodynamics.

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Carlen Henington Mississippi State University

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Carlen Henington is a nationally certified School Psychologist and is an Associate Professor in school psychology at Mississippi State University. She completed her doctoral work at Texas A&M University and her internship at the Monroe Meyer Institute for Genetics and Rehabilitation at the University of Nebraska Medical Center, Omaha. She received the Texas A&M Educational Psychology Distinguished Dissertation Award in 1997, the Mississippi State University Golden Key National Honor Society Outstanding Faculty Member Award in 2000, the Mississippi State University Phi Delta Kappa Outstanding Teaching Award in 1998, and the College of Education Service Award in 2010. She has worked as a consultant to the Mississippi Department of Education to address disproportionality and has provided technical assistance to schools across the state. She has served as a program reviewer for the American Psychological Association and for the National Association for School Psychologists for more than eight years. Additional areas of research include evaluation of effective teaching and program administration at the post-secondary levels.

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Engineering Future Chemical Engineers: Incorporation of Process Intensification Concepts into the Undergraduate Curriculum Process intensification encompasses a broad spectrum of activities focused onidentifying fundamental limitations in a chemical production route, anddeveloping or combining processes to minimize resource utilization and optimizeproduct quality. Process intensification is essential to industrial competitivenessas it can enhance safety, increase operating efficiency, lower energy usage, reducecapital costs, reduce waste emissions and process hazards, or encompass severalof these benefits. Improving processes by process intensification requiresengineers to integrate many fundamental concepts and go beyond traditional unitoperations. Currently, most chemical engineers are trained in fundamentals usinga unit operations approach where the material is subdivided between courses.Engineers are often taught how to synthesize a process by linking togetherstandard unit operations, but are frequently not trained to synthesize fundamentalconcepts in new ways for novel and efficient process designs. This project seeksto correct this deficiency through the development of process intensificationinstructional modules for use in existing courses. Four core chemical engineering courses are targeted: fluid flow operations;heat transfer operations; mass transfer operations; and chemical reactor design.Over the three-year curriculum improvement project, activities/modules havebeen developed and incorporated into each course. Each activity/module focuseson a particular element from the process intensification spectrum and these aredesigned to also enhance vertical concept integration. This presentation willfocus on the activities and modules developed in Year 3. Assessment datacollected from the implementation of activities during Years 1 and 2 will also bepresented.

Toghiani, R. K., & Minerick, A. R., & Walters, K. B., & Hill, P. J., & Henington, C. (2012, June), Engineering Future Chemical Engineers: Incorporation of Process Intensification Concepts into the Undergraduate Curriculum Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21305

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