Resources to Implement Flipped Chemical Engineering Classrooms: Course Packages

Garret Nicodemus; John L. Falconer; Will Medlin; Janet L. de Grazia; Katherine Page McDanel

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: NSF Grantees’ Poster Session
Tagged Division: Division Experimentation & Lab-Oriented Studies
Tagged Topic: NSF Grantees Poster Session
Page Count: 7
Page Numbers: 24.1046.1 - 24.1046.7
DOI: 10.18260/1-2--22979
Permanent URL: https://peer.asee.org/22979
Download Count: 370

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Paper Authors

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Garret Nicodemus University of Colorado, Boulder

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Senior researcher at the University of Colorado Boulder in the Department of Chemical and Biological Engineering. Received PhD in Chemical & Biological Engineering at CU Boulder in 2009 and B.S. in Chemical Engineering at Lafayette College in 2004. Has taught Material & Energy Balances, Fluid Mechanics, Separations and Mass Transfer, and Senior Process Design.

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John L. Falconer University of Colorado Boulder

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John L. Falconer is the Mel and Virginia Clark Professor of Chemical and Biological Engineering and a President's Teaching Scholar at the University of Colorado Boulder. He has published more than 225 papers and has 12 patents in the areas of zeolite membranes, heterogeneous catalysis, photocatalysis, and atomic and molecular deposition. He has directed the effort at the University of Colorado to prepare screencasts, ConcepTests, and interactive simulations for chemical engineering courses (www.LearnChemE.com).

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Will Medlin University of Colorado, Boulder

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J. Will Medlin is an associate professor of Chemical and Biological Engineering and the ConocoPhillips Faculty Fellow at the University of Colorado. He teaches courses in kinetics, thermodynamics, and material and energy balances. His research interests are in the area of surface science and heterogeneous catalysis.

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Janet L. de Grazia University of Colorado, Boulder

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Katherine Page McDanel Dept Chemical & Biological Engineering University of Colorado Boulder

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Abstract

Resources to Implement Flipped Chemical Engineering Classrooms: Course PackagesOne of the primary obstacles to the use of best practices in engineering education is overcomingimplementation barriers for faculty. These barriers may include a lack of resources, pedagogicalreasoning, time, and ease of using the materials. To reduce these difficulties, we have createdstructured course packages for two chemical engineering courses: thermodynamics and materialand energy balances. They contain easy-to-use and effective active learning resources, therebyfacilitating the adoption of educational best practices and improving student learning. A coursepackage contains a set of teaching materials that is organized according to learning goals, is easyto navigate, and provides all the necessary resources for active learning and effective assessment.The course packages are built using Microsoft OneNote, allowing users a dynamic and shareablecentral location for all course materials. They include links to screencasts (short videos withnarration) that can be viewed before class as part of a flipped classroom as well as a complete setof class notes that will utilize active learning (ConcepTests with peer instruction, in-class groupexercises, etc.). In addition, the course packages contain measureable learning objectives foreach class period, a database of solved example problems, homework assignments, and exams.Instructions for the use of the course materials as well as how to adapt them for other courses isan integral part of the package.An essential element of these course packages is explanations of the underlying theories for theseteaching approaches and links to additional references. These course packages will aid newfaculty in adopting more effective teaching methods and provide resources to encourageexperienced faculty to incorporate active learning techniques in their courses. The materials arealso being mapped to popular textbooks, thus aiding novice instructors to most effectively usethese textbooks to promote student learning.We will provide detailed information on using the course package, how the specific materialswithin the package can be modified to suit faculty needs, as well as pedagogical support forimplementing active learning methods and a flipped classroom approach.

Citation
Format

Nicodemus, G., & Falconer, J. L., & Medlin, W., & de Grazia, J. L., & McDanel, K. P. (2014, June), Resources to Implement Flipped Chemical Engineering Classrooms: Course Packages Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22979

TY  - CPAPER
AB  -               Resources to Implement Flipped Chemical Engineering                       Classrooms: Course PackagesOne of the primary obstacles to the use of best practices in engineering education is overcomingimplementation barriers for faculty. These barriers may include a lack of resources, pedagogicalreasoning, time, and ease of using the materials. To reduce these difficulties, we have createdstructured course packages for two chemical engineering courses: thermodynamics and materialand energy balances. They contain easy-to-use and effective active learning resources, therebyfacilitating the adoption of educational best practices and improving student learning. A coursepackage contains a set of teaching materials that is organized according to learning goals, is easyto navigate, and provides all the necessary resources for active learning and effective assessment.The course packages are built using Microsoft OneNote, allowing users a dynamic and shareablecentral location for all course materials. They include links to screencasts (short videos withnarration) that can be viewed before class as part of a flipped classroom as well as a complete setof class notes that will utilize active learning (ConcepTests with peer instruction, in-class groupexercises, etc.). In addition, the course packages contain measureable learning objectives foreach class period, a database of solved example problems, homework assignments, and exams.Instructions for the use of the course materials as well as how to adapt them for other courses isan integral part of the package.An essential element of these course packages is explanations of the underlying theories for theseteaching approaches and links to additional references. These course packages will aid newfaculty in adopting more effective teaching methods and provide resources to encourageexperienced faculty to incorporate active learning techniques in their courses. The materials arealso being mapped to popular textbooks, thus aiding novice instructors to most effectively usethese textbooks to promote student learning.We will provide detailed information on using the course package, how the specific materialswithin the package can be modified to suit faculty needs, as well as pedagogical support forimplementing active learning methods and a flipped classroom approach.
AU  - Garret Nicodemus
AU  - John L. Falconer
AU  - Will Medlin
AU  - Janet L. de Grazia
AU  - Katherine Page McDanel
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Resources to Implement Flipped Chemical Engineering Classrooms: Course Packages
UR  - https://peer.asee.org/22979
DO  - 10.18260/1-2--22979
ER  -