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. 10.18260/1-2--18377

\bibitem{asee_peer_18377}
  Minerick, A. R. (2011, June), \emph{Use of HiPeLE Approach in a Split-Level Chemical Engineering Elective Course}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18377

Adrienne R. Minerick.  "Use of HiPeLE Approach in a Split-Level Chemical Engineering Elective Course".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18377 Internet.  26 Jul, 2025

\bibitem{asee_peer_18377}
  Adrienne R. Minerick.
  "Use of HiPeLE Approach in a Split-Level Chemical Engineering Elective Course".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18377 Internet.  26 Jul, 2025

@INPROCEEDINGS{asee_peer_18377
author = "Adrienne R. Minerick"
title = "Use of HiPeLE Approach in a Split-Level Chemical Engineering Elective Course"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18377}
number = {10.18260/1-2--18377}
}

TY  - CPAPER
AB  - 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.
AU  - Adrienne R. Minerick
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Use of HiPeLE Approach in a Split-Level Chemical Engineering Elective Course
UR  - https://peer.asee.org/18377
DO  - 10.18260/1-2--18377
ER  -