June 15, 2019
June 15, 2019
October 19, 2019
While thermodynamics is a core engineering area common to many disciplines, chemical engineering thermodynamics tends to be distinct from other engineering disciplines’ implementations in its consideration of vapor-liquid and reaction equilibrium, among other topics. For the 2018 survey, the AIChE Education Division Survey Committee focused on the thermodynamic portion of the chemical engineering undergraduate curriculum. Over 80 programs from the Americas and Europe completed the survey, which asked about course structure, content, and pedagogical approach. The typical undergraduate takes a course in physical chemistry and one or two thermodynamics courses within engineering and chemical engineering. While students use the concept of an “energy balance” within their thermodynamics course, this course is not usually the first place this concept is introduced. Typical coverage of thermodynamics concepts such as cycles, equations of state, and reactions is described in the paper and compared to past survey results, as is the use of computing, and choice of textbook. This paper reports on the survey’s key findings as well as some of the highlights of innovative course design and pedagogy.
Vigeant, M. A., & Cole, J., & Dahm, K. D., & Ford, L. P., & Landherr, L. J., & Silverstein, D. L., & West, C. W. (2019, June), How We Teach: Thermodynamics Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32903
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