Powell, A., & Opatkiewicz, J. P. (2024, June), Quantitative and Qualitative Analysis of a Curriculum-Wide Chemical Process Project  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47912

\bibitem{asee_peer_47912}
  Powell, A., \& Opatkiewicz, J. P. (2024, June), \emph{Quantitative and Qualitative Analysis of a Curriculum-Wide Chemical Process Project}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/47912

Alyssa Powell and Justin Paul Opatkiewicz.  "Quantitative and Qualitative Analysis of a Curriculum-Wide Chemical Process Project".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47912 Internet.  30 Jul, 2024

\bibitem{asee_peer_47912}
  Alyssa Powell and Justin Paul Opatkiewicz.
  "Quantitative and Qualitative Analysis of a Curriculum-Wide Chemical Process Project".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47912 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_47912
author = "Alyssa Powell and Justin Paul Opatkiewicz"
title = "Quantitative and Qualitative Analysis of a Curriculum-Wide Chemical Process Project"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47912}
}

TY  - CPAPER
AB  - The chemical engineering program at the University of California, San Diego has integrated a group project analyzing a chemical processing plant throughout the curriculum.  The goal of the project is to tie together concepts in the core courses, which can otherwise appear disconnected.  Students first analyze the chemical plant in Material and Energy Balances.  They then build upon that analysis using the material they learn in Chemical Engineering Thermodynamics, Chemical Reaction Engineering, Separation Processes, Chemical Process Dynamics and Control, and, finally, in the capstone Chemical Plant and Process Design course.

This paper presents quantitative and qualitative survey results from students at different stages in the curriculum.  A 5-point Likert scale was used to evaluate the students’ perceptions of the connection between their courses and the impact of the group project on their learning outcomes.  Taking an average value of the percentage of students who either “agreed” or “strongly agreed” across the 3 courses surveyed, 86% felt the project assignment helped them learn the course material, 83% felt working in a group helped them learn, and 80% recommended using the project again in the future.  Most of the students in the two senior courses (72% and 82%) felt the project helped them understand the connection between their chemical engineering courses.  In Material and Energy Balances, 95% of students felt the project helped them understand the connection between the topics taught within this first chemical engineering course.    

The authors also coded responses to an open-ended question using thematic analysis and present the qualitative results here.  This analysis identified that students appreciated applying their chemical engineering skills to real-world problems, were challenged by the project, enjoyed the project, and learned to work on a team.  The thematic analysis also identified potential areas for improvement, such as assigning the project earlier in the quarter and having more accountability to ensure all students contribute equally to the project.  
AU  - Alyssa Powell
AU  - Justin Paul Opatkiewicz
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Quantitative and Qualitative Analysis of a Curriculum-Wide Chemical Process Project
UR  - https://peer.asee.org/47912
ER  -