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Use of HiPeLE Approach in a Split-Level Chemical Engineering Elective Course

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

Project-Based, Inquiry Guided, and High Performance Learning Environments: Effective Approaches

Tagged Division

Chemical Engineering

Page Count

13

Page Numbers

22.1593.1 - 22.1593.13

Permanent URL

https://peer.asee.org/18377

Download Count

15

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Paper Authors

biography

Adrienne R. Minerick Michigan Technological University Orcid 16x16 orcid.org/0000-0002-2382-7831

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Adrienne Minerick is an Associate Professor of Chemical Engineering at Michigan Tech having moved from Mississippi State University in Jan 2010, where she was a tenured Associate Professor. She received her M.S. and Ph.D. from the University of Notre Dame in 2003 and B.S. from Michigan Technological University in 1998. Adrienne’s research interests include electrokinetics and the development of biomedical microdevices. She earned a 2007 NSF CAREER award; her group has published in the Proceedings of the National Academy of Science, Lab on a Chip, and had an AIChE Journal cover. She is an active mentor of undergraduate researchers and served as co-PI on an NSF REU site. Research within her Medical micro-Device Engineering Research Laboratory (M.D. – ERL) also inspires the development of Desktop Experiment Modules (DEMos) for use in chemical engineering classrooms or as outreach activities in area schools. Adrienne has been an active member of ASEE’s WIED, ChED, and NEE leadership teams since 2003.

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Abstract

SPECIAL SESSION ABSTRACT: Use of HiPeLE Approach in a Split-Level ChemicalEngineering Elective CourseHigh Performance Learning Environments are ones that are learning-centered,knowledge-centered, assessment-centered, and community-centered. Theseenvironments compliment the attributes of millennial generation students [1]. Withinsuch a learning environment, students are able to critically explore new concepts andlink them to their prior knowledge pool. This approach was adapted in a combinedundergraduate / graduate level special topics course on Analytical MicrodeviceTechnology. This course was taught for the first time at XXXXXX University although ithad been prepped and taught at another institution two years before. The dominantthemes of the course varied considerably between the two institutions primarily becausethe content was in large part student driven. Due to the highly applied nature of thecurriculum, the parallels between large-scale unit operations and microscale unitoperations became a theme in the 2010 implementation of the course. Studentsinterpreted existing microdevices from this perspective and in their semester-longproject identified and expanded upon existing microUO. The community leveldiscussions helped alleviate misconceptions such that the students were able tosynthesize concepts from existing microdevice technology reported in the literature intotheir own novel concept development project. Assessment of the effectiveness of thisapproach will be included in the full paper.Understanding Your Students And How They Learn, in the book, Teaching at Its Best: AResearch-Based Resource for College Instructors (Third Edition), by Linda B. Nelson.Published by Jossey-Bass, A Wiley Imprint 989 Market Street, San Francisco, CA94103-1741---www.josseybass.com Copyright 2010 by John Wily & Sons, Inc.

Minerick, A. R. (2011, June), Use of HiPeLE Approach in a Split-Level Chemical Engineering Elective Course Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18377

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