Burkholder, E., & Ledesma, F., & Fornaciari, J. C. (2021, July), Work in Progress: Designing a Chemical Reaction Engineering Course to Teach Problem Solving  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--38138

\bibitem{asee_peer_38138}
  Burkholder, E., \& Ledesma, F., \& Fornaciari, J. C. (2021, July), \emph{Work in Progress: Designing a Chemical Reaction Engineering Course to Teach Problem Solving}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--38138

Eric Burkholder, Francis Ledesma, and Julie C.  Fornaciari.  "Work in Progress: Designing a Chemical Reaction Engineering Course to Teach Problem Solving".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/38138 Internet.  28 Mar, 2025

\bibitem{asee_peer_38138}
  Eric Burkholder, Francis Ledesma, and Julie C.  Fornaciari.
  "Work in Progress: Designing a Chemical Reaction Engineering Course to Teach Problem Solving".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/38138 Internet.  28 Mar, 2025

@INPROCEEDINGS{asee_peer_38138
author = "Eric Burkholder, Francis Ledesma, and Julie C.  Fornaciari"
title = "Work in Progress: Designing a Chemical Reaction Engineering Course to Teach Problem Solving"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/38138}
number = {10.18260/1-2--38138}
}

TY  - CPAPER
AB  - This work-in-progress paper (WIP) describes the conception and implementation of a course in Chemical Kinetics and Reaction Engineering that has been specifically designed to teach students authentic problem-solving skills. Recent work has characterized how experts solve authentic engineering problems in terms of the decisions that the expert makes during the problem-solving process. From this framework and research on deliberate practice, we hypothesized that students can learn authentic engineering problem-solving if they are given the opportunity to practice making these expert decisions with timely feedback from their instructors. This framework of expert decision-making and deliberate practice informed the re-design of a chemical kinetics and reaction engineering course at a highly selective public research university. We chose this course because our previous research had shown that students were not learning any authentic problem-solving between the cornerstone and capstone design courses in chemical engineering; we thus sought to transform a core chemical engineering course to better teach these authentic problem-solving skills. In this WIP paper we provide a detailed description of the course design and implementation. We also provide preliminary measurements of students’ authentic problem-solving skills before and after the course to determine how effective this particular design is for teaching authentic problem-solving. These preliminary findings can provide guidance to other chemical engineering instructors as to best practices for instructional design toward the goal of teaching authentic engineering problem-solving. 
AU  - Eric Burkholder
AU  - Francis Ledesma
AU  - Julie C.  Fornaciari
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Work in Progress: Designing a Chemical Reaction Engineering Course to Teach Problem Solving
UR  - https://peer.asee.org/38138
DO  - 10.18260/1-2--38138
ER  -