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Teaching/Learning Resources for Chemical Engineering: www.LearnChemE.com

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

NSF Grantees’ Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

7

Page Numbers

26.1494.1 - 26.1494.7

DOI

10.18260/p.24831

Permanent URL

https://peer.asee.org/24831

Download Count

94

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Paper Authors

biography

John L. Falconer University of Colorado Boulder

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Professor of Chemical and Biological Engineering

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Janet L. de Grazia University of Colorado, Boulder

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Garret Nicodemus University of Colorado Boulder

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Dr. Nicodemus has taught a variety of different classes in chemical engineering at the University of Colorado Boulder. He has helped build the www.learncheme.com inventory of screencasts, conceptests and simulations in chemical engineering courses. His interests have been in developing active learning methods and incorporating technology in the classroom.

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

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Michelle Medlin University of Colorado

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Abstract

The teaching/learning resources for chemical engineering on www.LearnChemE.com havebeen greatly expanded and improved to make them more useful for both students and faculty.The website now contains more than 1,250 screencasts, which are short videos made by screencapture of a tablet PC screen. These screencasts provide brief, focused mini-lectures that can be usedas replacements or supplements of activities that would typically occur in a classroom (e.g., toimplement flipped classrooms). They also present solutions to problems and present software tutorials.The use of these screencasts is inherently interactive because students can work through problems attheir own pace, and they can pause, rewind, and skip sections of the screencast. To further increaseinteractivity, screencasts were prepared that allow students to answer questions during a screencast totest their understanding and receive tailored explanations when they select an answer. That is, theanswers within the screencast are linked to other screencasts. The screencasts, which are now availablefor ten chemical engineering courses, but can also be used by students in other engineering majors,were played/downloaded more than 2.2 million times in the last twelve months. More than 100 of the original screencasts were replaced based on outside feedback in orderto correct errors or improve presentation of the material. For many of the courses, thescreencasts were indexed for additional textbooks, and more than 400 screencasts were closedcaptioned. Also, many of the screencasts are now linked (within the screencast) to otherscreencasts to guide students in their use. Screencasts were also added that make use ofinteractive simulations to explain concepts. Assessments were carried out to study howstudents use screencasts and the effect of screencasts on learning. More than 65 interactive Mathematica simulations were added to the website. They allowthe user to change variables and observe the effect on the system behavior, and they do notrequire Mathematica software. Links were also provided to active-learning course packagesthat we prepared in thermodynamics and material and energy balances.P

Falconer, J. L., & de Grazia, J. L., & Nicodemus, G., & McDanel, K. P., & Medlin, M. (2015, June), Teaching/Learning Resources for Chemical Engineering: www.LearnChemE.com Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24831

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015