Ideas To Consider For New Chemical Engineering Educators: Part 2 (Courses Offered Later In The Curriculum)
- Conference
- Location
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Austin, Texas
- Publication Date
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June 14, 2009
- Start Date
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June 14, 2009
- End Date
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June 17, 2009
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Chemical Engineering
- Page Count
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14
- Page Numbers
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14.680.1 - 14.680.14
- DOI
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10.18260/1-2--4510
- Permanent URL
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https://peer.asee.org/4510
- Download Count
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671
Paper Authors
Jason Keith Michigan Technological University
Jason Keith is an Associate Professor of Chemical Engineering at Michigan Technological University. He received his B.S.ChE from the University of Akron in 1995, and his Ph.D from the University of Notre Dame in 2001. His current research interests include reactor stability, alternative energy, and engineering education. He is the 2008 recipient of the Raymond W. Fahien Award for Outstanding Teaching Effectiveness and Educational Scholarship.
David Silverstein University of Kentucky
David L. Silverstein is currently the PJC Engineering Professor and an Associate Professor of Chemical and Materials Engineering at the University of Kentucky College of Engineering Extended Campus Programs in Paducah. He received his B.S.Ch.E. from the University of Alabama in Tuscaloosa, Alabama; his M.S. and Ph.D in Chemical Engineering from Vanderbilt University in Nashville, Tennessee; and has been a registered P.E. since 2002. He is the 2004 recipient of the William H. Corcoran Award for the most outstanding paper published in Chemical Engineering Education during 2003, and the 2007 recipient of the Raymond W. Fahien Award for Outstanding Teaching Effectiveness and Educational Scholarship.
Donald Visco Tennessee Technological University
Don Visco is a Professor of Chemical Engineering at Tennessee Technological University, where he has been employed since 1999. Prior to that, he graduated with his Ph.D from the University at Buffalo, SUNY. His current research interests include experimental and computational thermodynamics as well as bioinformatics/drug design. He is an active and contributing member of ASEE at the local, regional and national level. He is the 2006 recipient of the Raymond W. Fahien Award for Outstanding Teaching Effectiveness and Educational Scholarship.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Ideas to Consider for New Chemical Engineering Educators: Part 2 (Courses Offered Later in the Curriculum)
Abstract
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.
Solution Thermodynamics
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