Nason, J. A., & Brooks, B. J., & Koretsky, M. (2011, June), Interdisciplinary Course Design Opportunities for Chemical Engineers: A Material Balances Course with Integrated Concept-Based Active Learning Pedagogy: Comparison of Student Perception and Performance with their Attitudes and Approaches to Learning  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18303

\bibitem{asee_peer_18303}
  Nason, J. A., \& Brooks, B. J., \& Koretsky, M. (2011, June), \emph{Interdisciplinary Course Design Opportunities for Chemical Engineers: A Material Balances Course with Integrated Concept-Based Active Learning Pedagogy: Comparison of Student Perception and Performance with their Attitudes and Approaches to Learning}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18303

Jeffrey A Nason, Bill J. Brooks, and Milo Koretsky.  "Interdisciplinary Course Design Opportunities for Chemical Engineers: A Material Balances Course with Integrated Concept-Based Active Learning Pedagogy: Comparison of Student Perception and Performance with their Attitudes and Approaches to Learning".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18303 Internet.  17 Jan, 2025

\bibitem{asee_peer_18303}
  Jeffrey A Nason, Bill J. Brooks, and Milo Koretsky.
  "Interdisciplinary Course Design Opportunities for Chemical Engineers: A Material Balances Course with Integrated Concept-Based Active Learning Pedagogy: Comparison of Student Perception and Performance with their Attitudes and Approaches to Learning".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18303 Internet.  17 Jan, 2025

@INPROCEEDINGS{asee_peer_18303
author = "Jeffrey A Nason, Bill J. Brooks, and Milo Koretsky"
title = "Interdisciplinary Course Design Opportunities for Chemical Engineers: A Material Balances Course with Integrated Concept-Based Active Learning Pedagogy: Comparison of Student Perception and Performance with their Attitudes and Approaches to Learning"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18303}
number = {10.18260/1-2--18303}
}

TY  - CPAPER
AB  -          Interdisciplinary Course Design Opportunities for Chemical        Engineers: A Material Balances course with integrated concept-            based active learning pedagogy - comparison of student       perception, participation, and performance with their approaches                                   to learningIt is well established that students have a diverse array of learning styles and take differentapproaches to learning. For example, approaches to learning have been classified as “surface”,“deep”, and “achievement”. Research has shown that there are many advantages to promotingand fostering a deep approach to learning. One method for encouraging a deep approach tolearning is to utilize formative assessments that focus on conceptual understanding rather thanrecall or rote calculations.A Web-Based Interactive Science and Engineering (WISE) Learning Tool that promotesconcept-based learning has been developed at XXX University. The WISE learning tool allowsan instructor to pose questions to the class that probe for conceptual understanding and supportsa variety of student response types including: multiple choice answers, multiple choice with shortanswer follow-up, numerical answers, short answers, ranking exercises and Likert-scale surveys.The objectives of the WISE tool are to: (1) provide formative assessment of student learning,both allowing instructors to make necessary alterations and corrections to their instruction, andguiding students where to direct their learning efforts; (2) form an integral part of theinstructional activities themselves, transforming the classroom into a more learner-centeredenvironment; and (3) provide a tool that education researchers can use to collect data tounderstand specific aspects of student learning.At XXX University, the WISE tool is currently being used in a sophomore-level sequence ofcourses that includes Material Balances and Stoichiometry, Energy Balances, and Process DataAnalysis. These are high enrollment courses (around 175 students), and are required courses forgraduation in the chemical engineering, biological engineering, and environmental engineeringprograms. This paper will explore the extent to which student performance on WISE activities,perception of WISE as a useful teaching and learning tool, and participation using WISE in aMaterial Balances course correlates with student approaches to learning as determined by theColorado Learning Attitudes about Science Survey (CLASS). In promoting conceptualunderstanding, we hypothesize that the WISE activities will appeal to students who take a deepapproach to learning. However, realizing that students’ perceptions of the WISE tool will alsobe influenced by factors including the active learning environment and the immediate feedback itpromotes, these aspects of student perception will be evaluated in an additional survey of studentopinions at the end of the course. This work is part of a longitudinal study which seeks todetermine the extent to which active learning approaches can change students’ approaches tolearning.
AU  - Jeffrey A Nason
AU  - Bill J. Brooks
AU  - Milo Koretsky
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Interdisciplinary Course Design Opportunities for Chemical Engineers: A Material Balances Course with Integrated Concept-Based Active Learning Pedagogy: Comparison of Student Perception and Performance with their Attitudes and Approaches to Learning
UR  - https://peer.asee.org/18303
DO  - 10.18260/1-2--18303
ER  -