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How We Teach: Kinetics and Reactor Design

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Learning Outcomes and Assessment Within Chemical Engineering

Tagged Division

Chemical Engineering

Page Count

29

Permanent URL

https://peer.asee.org/37261

Download Count

42

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Paper Authors

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Laura P. Ford The University of Tulsa

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Laura P. Ford is an Associate Professor of Chemical Engineering at the University of Tulsa. She teaches engineering science thermodynamics and fluid mechanics, mass transfer, and chemical engineering senior labs. She is the advisor for TU’s student chapter of Engineers Without Borders USA and a 2019-2021 Chapman Professor. Her email address is laura-ford@utulsa.edu.

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Janie Brennan Washington University in St. Louis

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Janie Brennan is a Senior Lecturer of Energy, Environmental and Chemical Engineering at Washington University in St. Louis. She earned her Ph.D. in Chemical Engineering from Purdue University in 2015. Her research focuses on implementation of process safety material in the chemical engineering curriculum, effective laboratory instruction, and active learning in core chemical engineering courses.

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David L. Silverstein P.E. University of Kentucky

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David L. Silverstein is a Professor of Chemical Engineering at the University of Kentucky. He is also the Director of the College of Engineering's Extended Campus Programs in Paducah, Kentucky, where he has taught for 22 years. His PhD and MS studies in ChE were completed at Vanderbilt University, and his BSChE at the University of Alabama. Silverstein's research interests include conceptual learning tools and training, and he has particular interests in faculty development. He is the recipient of several ASEE awards, including the Fahein award for young faculty teaching and educational scholarship, the Corcoran award for best article in the journal Chemical Engineering Education (twice), and the Martin award for best paper in the ChE Division at the ASEE Annual Meeting.

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Lucas James Landherr Northeastern University

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Dr. Lucas Landherr is a senior teaching professor in the Department of Chemical Engineering at Northeastern University, conducting research in comics and engineering education.

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Christy Wheeler West University of South Alabama Orcid 16x16 orcid.org/0000-0003-0172-7212

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Christy Wheeler West is an associate professor in the Department of Chemical and Biomolecular Engineering at the University of South Alabama, where she also serves as Director of the Office of Undergraduate Research. She holds a Ph.D. from Georgia Institute of Technology and a B.S. from the University of Alabama. She teaches material and energy balances and chemical reactor design, and endeavors to incorporate student professional development in her courses.

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Stephen W. Thiel University of Cincinnati Orcid 16x16 orcid.org/0000-0002-6797-7225

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Stephen Thiel is a Professor-Educator in the Chemical Engineering program at the University of Cincinnati (UC). He received his BS in Chemical Engineering from Virginia Tech, and his MS and PhD in Chemical Engineering from the University of Texas at Austin. His past research has focused on membrane science, adsorption, and ion exchange. He currently serves as the Chemical Engineering Undergraduate Program Director at UC and currently teaches the capstone process design sequence. He is a licensed Professional Engineer in the State of Ohio.

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Kevin D. Dahm Rowan University

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Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worcester Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has published two books, "Fundamentals of Chemical Engineering Thermodynamics" and "Interpreting Diffuse Reflectance and Transmittance." He has also published papers on effective use of simulation in engineering, teaching design and engineering economics, and assessment of student learning.

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Jennifer Cole Northwestern University Orcid 16x16 orcid.org/0000-0001-7104-2986

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Jennifer Cole is the Assistant Chair in Chemical and Biological Engineering in the Robert R. McCormick School of Engineering and Applied Science at Northwestern University and the Associate Director of the Northwestern Center for Engineering Education Research. Dr. Cole’s primary teaching is in capstone and freshman design, and her research interest are in engineering design education.

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Marnie V. Jamieson University of Alberta

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Marnie V. Jamieson, M. Sc., P.Eng. is an Industrial Professor in Chemical Process Design
in the Department of Chemical and Materials Engineering at the University of Alberta and holds an M.Sc. in Chemical Engineering Education. She is currently the William Magee Chair in Chemical Process Design, leads the process design teaching team, manages the courses and industry interface. Her current research focuses on the application of blended and active learning to design teaching and learning, program content and structure, student assessment, and continuous course improvement techniques. She managed and was a key contributor to a two-year pilot project to introduce Blended Learning into Engineering Capstone Design Courses, and is a co-author with John M. Shaw on a number of recent journal, book, and conference contributions on engineering design education.

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Abstract

The Survey Committee of AIChE’s Education Division surveys departments in the US and Canada each fall. Kinetics and reactor design or chemical reaction engineering is the topic for Fall 2020. This paper presents results from 87 different courses representing 80 distinct institutions as well as discussion from the survey session at the AIChE Annual Meeting. Results are compared with previous surveys in 2010 and earlier.

Almost all departments still require only one three-credit-hour course in kinetics and reactor design. Fogler’s textbooks are still the most popular. Over 80% of courses cover topics through steady-state reactors in depth. Over 60% of courses also cover unsteady non-isothermal reactors and reaction hazards but with less depth. Over half of the courses responded that more than 50% of the homework assignments use a computer, which is a substantial increase from the survey in 2010. Exams and individual homework assignments are still the most popular assessments, but team homework and team projects are increasing. The course is used to assess the achievement of ABET Student Outcomes 1 and 2 in half of the courses. The majority of departments have laboratory exercises devoted to kinetics and reactor design in a required course, with experiments within the kinetics and reactor design courses themselves in a quarter of departments.

Ford, L. P., & Brennan, J., & Silverstein, D. L., & Landherr, L. J., & West, C. W., & Thiel, S. W., & Dahm, K. D., & Cole, J., & Jamieson, M. V. (2021, July), How We Teach: Kinetics and Reactor Design Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37261

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