Work-in-Progress: Introduction of a Computational TA Role to Support Undergraduate Training in Computational Thinking Strategies for Chemical Engineering Applications

Leah Granger; William Buren Parker; Laura Bottomley

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: WIP: Classroom Innovations
Tagged Division: Chemical Engineering Division (ChED)
Permanent URL: https://peer.asee.org/48547

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Paper Authors

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Leah Granger North Carolina State University

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Dr. Leah Granger is a postdoctoral researcher for Engineering Education and a course instructor for the Chemical and Biomolecular Engineering Department at North Carolina State University.

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William Buren Parker North Carolina State University orcid.org/0000-0003-4451-1462

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William Parker is a graduate student at North Carolina State University working towards a degree in Chemical Engineering. He assists in this project as the preliminary computational TA (CTA).

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Laura Bottomley North Carolina State University orcid.org/0000-0001-5636-3909

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Dr. Laura Bottomley is the Director of Engineering Education and Senior Advisor to WMEP at NC State University. She has been working in the field of engineering education for more than 30 years, having taught every grade level from kindergarten to engineering graduate school. She is a Fellow of the IEEE and ASEE and has been recognized with the PAESMEM award.

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Abstract

The modern engineering landscape relies heavily on computational tools such as Excel, MATLAB, and Python. Although many students begin their chemical engineering curriculum already confident in various types of software and coding languages, others have minimal experience and feel hesitant to use such tools in their assignments. While some training is provided in introductory courses, addressing the needs of students with vastly differing levels of experience can be challenging in the classroom setting. The present project seeks to address the gap in computational skill and confidence by introducing a dedicated computational teaching assistant (CTA) to provide individualized support to undergraduate students and to help faculty develop course resources that offer consistent and accessible practice with these tools.

The goals of this project are to (1) promote consistent use of computational tools in undergraduate courses via a collaboration between the CTA and teaching faculty, (2) develop the materials and resources for program continuity, and (3) organize methods to assess and adapt the program as departmental needs evolve over time. Before expanding to cover higher level courses, this program is first focusing on the introductory course on mass and energy balances. The CTA responsibilities include working with instructors to set specific computational learning objectives that can be practiced in course assignments, such as numerically solving nonlinear equations of state or efficiently solving large systems of material and energy balances. Students are expected to setup problems and equations themselves or with the help of the course instructor/TA, and the CTA subsequently helps students translate their written equations into the relevant software package, using this opportunity to also emphasize more generalized computational skills such as typical troubleshooting procedures, understanding software documentation, debugging techniques, and limitations of common numerical methods.

The success and sustainability of the program relies on the development of resources for faculty and future CTAs. Course-specific examples are being designed to encourage continuous practice in the context of course topics. Reference materials for the CTA – such as troubleshooting guides for common problems and summaries of methods/concepts – are also being developed to aid in training and transitions. Program assessment will incorporate student performance on computational-focused assignments as well as survey feedback from students and faculty. Student attendance in CTA office hours and workshops will also be recorded to monitor program participation. By providing individualized support for students and resources for faculty, this program is designed to minimize student apprehension in learning computational skills and ensure they are equipped to be successful in chemical engineering courses regardless of their previous experience.

Citation
Format

Granger, L., & Parker, W. B., & Bottomley, L. (2024, June), Work-in-Progress: Introduction of a Computational TA Role to Support Undergraduate Training in Computational Thinking Strategies for Chemical Engineering Applications Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48547

TY  - CPAPER
AB  - The modern engineering landscape relies heavily on computational tools such as Excel, MATLAB, and Python. Although many students begin their chemical engineering curriculum already confident in various types of software and coding languages, others have minimal experience and feel hesitant to use such tools in their assignments. While some training is provided in introductory courses, addressing the needs of students with vastly differing levels of experience can be challenging in the classroom setting. The present project seeks to address the gap in computational skill and confidence by introducing a dedicated computational teaching assistant (CTA) to provide individualized support to undergraduate students and to help faculty develop course resources that offer consistent and accessible practice with these tools.

The goals of this project are to (1) promote consistent use of computational tools in undergraduate courses via a collaboration between the CTA and teaching faculty, (2) develop the materials and resources for program continuity, and (3) organize methods to assess and adapt the program as departmental needs evolve over time. Before expanding to cover higher level courses, this program is first focusing on the introductory course on mass and energy balances. The CTA responsibilities include working with instructors to set specific computational learning objectives that can be practiced in course assignments, such as numerically solving nonlinear equations of state or efficiently solving large systems of material and energy balances. Students are expected to setup problems and equations themselves or with the help of the course instructor/TA, and the CTA subsequently helps students translate their written equations into the relevant software package, using this opportunity to also emphasize more generalized computational skills such as typical troubleshooting procedures, understanding software documentation, debugging techniques, and limitations of common numerical methods.

The success and sustainability of the program relies on the development of resources for faculty and future CTAs. Course-specific examples are being designed to encourage continuous practice in the context of course topics. Reference materials for the CTA – such as troubleshooting guides for common problems and summaries of methods/concepts – are also being developed to aid in training and transitions. Program assessment will incorporate student performance on computational-focused assignments as well as survey feedback from students and faculty. Student attendance in CTA office hours and workshops will also be recorded to monitor program participation. By providing individualized support for students and resources for faculty, this program is designed to minimize student apprehension in learning computational skills and ensure they are equipped to be successful in chemical engineering courses regardless of their previous experience.
AU  - Leah Granger
AU  - William Buren Parker
AU  - Laura Bottomley
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Work-in-Progress: Introduction of a Computational TA Role to Support Undergraduate Training in Computational Thinking Strategies for Chemical Engineering Applications
UR  - https://peer.asee.org/48547
ER  -