June 23, 2013
June 23, 2013
June 26, 2013
23.675.1 - 23.675.15
How We Teach: Capstone DesignThe authors present the statistical results of the 2012 AIChE Education Division survey on howchemical engineering courses are taught. This year’s survey covers the capstone design sequenceas defined by each institution. The survey was conducted of faculty members teaching designcourses at their institution during the 2011-2012 academic year. In addition to coveringinstitutions in the United States, the results include a significant number of institutionsworldwide who had faculty members participate. Department administrators were solicited viaemail requesting that the instructors responsible for teaching design at their institution respond tothe survey. Later, instructors of record for relevant courses were contacted directly by email andrequested to respond. The survey was conducted online using the open-source survey packageLimeSurvey. For the first time since the start of this survey series, an incentive consisting of acase study normally sold by the CACHE Corporation was offered to responding facultymembers. The report consists primarily of the statistical and demographic characterization of thecourse and its content, with some of the common issues with teaching the course and proposedsolutions highlighted, including some input received at a special session held at the 2012 AIChEAnnual Meeting. Additionally, the survey seeks to bring out the most innovative and effectiveapproaches to teaching the course as cited by instructors. Comparison with a related surveyconducted in 1965 is made where appropriate.
Silverstein, D. L., & Bullard, L. G., & Seider, W. D., & Vigeant, M. A. (2013, June), How We Teach: Capstone Design Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19689
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