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Information Technology Driven Curriculum Design For Optimized Chemical Engineering Education

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

ASEE Multimedia Session

Page Count

6

Page Numbers

8.704.1 - 8.704.6

Permanent URL

https://peer.asee.org/12689

Download Count

40

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Paper Authors

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Ku-Yen Li

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David Cocke

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John Gossage

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Information Technology Driven Curriculum Design for Optimized Chemical Engineering Education

Kuyen Li, John Gossage, and David Cocke Chemical Engineering Department Lamar University, Beaumont, Texas 77710

Abstract The Lamar Chemical Engineering Department is conducting a study to redesign the curriculum that will: a) integrate information technology into chemical engineering education, b) serve as a problem-based learning approach to the fundamental content of chemical engineering, and c) develop computer skills with modeling and simulation packages that the student will need in the co-op program with industry and in all subsequent chemical engineering courses. A pathfinder course, Computer Aided Modeling and Simulation (CAMS), links problem-based learning goals to existing computer modeling and simulation packages with interactive examples that introduce the students to fundamental principles in Kinetics, Thermodynamics, Momentum Transfer, Heat Transfer, Mass Transfer, Process Control and Plant Design. This Pathfinder Course converges to a senior year capstone course – Advanced Analysis. The prototype educational materials, designed to maximize the utilization of computer modeling and simulation packages for constructivist student learning, are being tested for student performance in subsequent courses and co-op experiences. The pedagogical theory of learning based on constructivism is being utilized in the work capitalizing on the authors’ experience with problem-based learning.

Introduction

“Information Technology” as used here simply means the methods for knowledge transfer. Knowledge will not be useful unless it can be transferred to the right person at the right time. Knowledge transfer is information.

A traditional chemical engineering curriculum lays out courses that give a solid foundation of basic knowledge in chemical engineering, but the connections among the courses are poor. This paper will explore a curriculum redesign in chemical engineering education based on the knowledge transfer (or information technology) concept.

With the increasing computer literacy among undergraduate students, the most effective way to transfer knowledge to them is by using a computer or computer system. A computer can do not only computations but also make logical decisions and transfer data (or information). From experience, we all agree that the usage of computer software is important in engineering education. Now, we have to integrate this implementation in the curriculum to best effect.

The Lamar Chemical Engineering Department is conducting a proof-of-concept study to

Li, K., & Cocke, D., & Gossage, J. (2003, June), Information Technology Driven Curriculum Design For Optimized Chemical Engineering Education Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/12689

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