New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
This paper will examine the effect of time elapsed between completion of the material and energy balances (MEB) course sequence and the start of other core chemical engineering (CHE) courses for which MEB are prerequisite. The typical MEB sequence in the curriculum at XXXX University is a sophomore-level two-course sequence that covers material balances in the Fall semester and energy balances in the Spring semester. In this study, two cohorts are being tracked: one took MEB as an on-line, condensed in time, and asynchronous single course in the Summer of 2014 as rising sophomores, and the other took it during the 2014/2015 academic year as sophomores, following the typical sequence. Student mastery of MEB as of the completion of the course has been measured through course grades and through assessment rubrics applied to exam problem solutions. These two cohorts are currently enrolled in four junior CHE courses simultaneously in the Fall 2015 Semester: Chemical Engineering Thermodynamics I, Separations I, Heat Transfer Operations, and Process Fluid Transport. The students will have completed these courses prior to the draft paper deadline. In order to determine whether the time gap between completing the MEB sequence and starting the junior-level CHE coursework influences student success in the junior-level courses, the relationships between student mastery of MEB and course grades for each cohort in each of the four junior courses will be quantified and compared.
Dahm, K. D., & Savelski, M. J., & Staehle, M., & Stanzione, J. F. (2016, June), Is Student Performance in CHE Core Courses Affected by Time Elapsed Since Completion of Material and Energy Balance Course Sequence? Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25500
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