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Resources to Implement Flipped Chemical Engineering Classrooms: Course Packages

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

NSF Grantees’ Poster Session

Tagged Division

Division Experimentation & Lab-Oriented Studies

Tagged Topic

NSF Grantees Poster Session

Page Count


Page Numbers

24.1046.1 - 24.1046.7



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Paper Authors


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 (

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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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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.

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

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