June 14, 2009
June 14, 2009
June 17, 2009
14.680.1 - 14.680.14
Ideas to Consider for New Chemical Engineering Educators: Part 2 (Courses Offered Later in the Curriculum)
Chemical engineering faculty members are often asked to teach a core course that they have not taught before. The immediate thought is to come up with some new ideas to revolutionize that core course in ways that will engage students and maximize learning. This paper summarizes the authors’ selection of the most effective, innovative approaches reported recently in the literature or discussed at previous conferences for chemical engineering courses that appear later in the curriculum, as presented at the 2007 ASEE Summer School for Chemical Engineering Faculty. The challenges associated with particular courses and solutions successfully applied to address those challenges will also be described. Courses covered in this paper include solution thermodynamics, heat and mass transfer, kinetics, and process control.
Keywords: pedagogy, faculty development
Objectives and Motivation
Although teaching is a critical mission of any college or university, today’s faculty members are increasingly becoming involved in other scholarly activities. Thus, when teaching a new course, developing a good set of instructional materials can be a challenging, time-consuming task. In this paper we provide a review of some of what we consider the best practices in engineering education, applied to the following courses: solution thermodynamics, heat and mass transfer, kinetics, and process control. Note that a companion paper which covers those chemical engineering classes which normally occur earlier in the curriculum (freshmen chemical engineering, material and energy balances, fluid mechanics, introductory thermodynamics, and separations) was presented at the 2008 ASEE Annual Meeting as paper #AC 2008-11471.
The format used for each course is: ≠ Brief description of typical course content ≠ Discussion about novel and successful methods used, including best practices and new ideas ≠ Listing of “toughest concepts” for the students (and how to address them)
We further note that most of this material was originally presented by the authors at the 2007 ASEE Chemical Engineering Division Summer School in Pullman, WA2.
This course, also commonly called Thermodynamics 2, focuses on mixtures and mixture phase equilibrium as well as reaction equilibrium. Unlike the first thermodynamics course, this course normally contains exclusively chemical engineering students.
Keith, J., & Silverstein, D., & Visco, D. (2009, June), Ideas To Consider For New Chemical Engineering Educators: Part 2 (Courses Offered Later In The Curriculum) Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--4510
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015