Pub Date : 2021-05-12DOI: 10.18260/2-1-370.660-126043
J. Falconer, Neil Hendren
A virtual catalytic reactor laboratory (VCRL) experiment, which can be used in most browsers, is described. Students select feed conditions and use the VCRL to take data for a gas-phase catalytic reaction and fit kinetic parameters to a Langmuir-Hinshelwood rate expression. The VCRL contains instructions, equipment descriptions, an animated start-up procedure, a video tour of a physical laboratory, screencasts about nonlinear regression, a means to submit answers online, and an instructor portal.
{"title":"Virtual Catalytic Reactor Laboratory","authors":"J. Falconer, Neil Hendren","doi":"10.18260/2-1-370.660-126043","DOIUrl":"https://doi.org/10.18260/2-1-370.660-126043","url":null,"abstract":"A virtual catalytic reactor laboratory (VCRL) experiment, which can be used in most browsers, is described. Students select feed conditions and use the VCRL to take data for a gas-phase catalytic reaction and fit kinetic parameters to a Langmuir-Hinshelwood rate expression. The VCRL contains instructions, equipment descriptions, an animated start-up procedure, a video tour of a physical laboratory, screencasts about nonlinear regression, a means to submit answers online, and an instructor portal.","PeriodicalId":72557,"journal":{"name":"Chemical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77483278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-12DOI: 10.18260/2-1-370.660-126292
U. Asogwa, T. R. Duckett, G. Mentzer, M. Liberatore
The impact of solving novel video-inspired homework problems on learning attitudes toward chemical engineering was examined at beginning and end of an undergraduate material and energy balances course using a modified Colorado Learning Attitudes about Science Survey instrument. Mean overall attitude of participants improved by a normalized gain factor of 14% with a small effect size (Hedge’s g = 0.28). Improvement was most prominent in attitudes towards personal interest and relation to the real world.
在一门本科材料和能量平衡课程的开始和结束时，使用一种改进的科罗拉多科学学习态度调查工具，研究了解决新颖的视频启发的家庭作业问题对化学工程学习态度的影响。参与者的平均总体态度得到了14%的标准化增益因子的改善，效果较小(Hedge’s g = 0.28)。在对待个人兴趣和与现实世界关系的态度上，进步最为显著。
{"title":"Impact of YouTube Homework Problems on StudentsÕ Learning Attitudes","authors":"U. Asogwa, T. R. Duckett, G. Mentzer, M. Liberatore","doi":"10.18260/2-1-370.660-126292","DOIUrl":"https://doi.org/10.18260/2-1-370.660-126292","url":null,"abstract":"The impact of solving novel video-inspired homework problems on learning attitudes toward chemical engineering was examined at beginning and end of an undergraduate material and energy balances course using a modified Colorado Learning Attitudes about Science Survey instrument. Mean overall attitude of participants improved by a normalized gain factor of 14% with a small effect size (Hedge’s g = 0.28). Improvement was most prominent in attitudes towards personal interest and relation to the real world.","PeriodicalId":72557,"journal":{"name":"Chemical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87509430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-24DOI: 10.18260/2-1-370.660-127943
Lucas J T Landherr, M. Keszler
{"title":"\"Creating\" Alternatives to Exams","authors":"Lucas J T Landherr, M. Keszler","doi":"10.18260/2-1-370.660-127943","DOIUrl":"https://doi.org/10.18260/2-1-370.660-127943","url":null,"abstract":"","PeriodicalId":72557,"journal":{"name":"Chemical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84019421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-05DOI: 10.18260/2-1-370.660-126873
Marya Cokar, Jacob H. Arredondo, Michael Wong
Inquiry based learning (IBL) has gained popularity as a tool for teaching science courses such as chemistry, biology, physics and engineering. This accelerating popularity is driven by technological advancements that allow IBL to be supported in the modern classroom1. The purpose of IBL is to trigger the student’s curiosity and encourage them to ask questions. The student’s role has become more active with technological advancements and access to multiple sources of information2. In light of this, the chemical and biomolecular engineering department at Rice University has adopted IBL in the undergraduate teaching laboratory courses. We implemented a flipped classroom model where students watched a 15-minute video then took a short quiz on safety and theory before they attended the first laboratory session. The IBL model focuses on the student to drive the question inquiry process, by engaging and motivating them to evaluate new information pertaining to that knowledge. The laboratory experiment objectives were non-prescriptive allowing the students to develop their own methods for conducting the experiments. During the spring of 2020, we had all of the IBL course structure in place, and it aided significantly in our shift to “virtual classrooms” after Rice University closed its campus in the wake of the COVID-19 pandemic. By re-designing the undergraduate lab course using IBL principles, we fortuitously gave ourselves built-in flexibility to go to emergency virtual format in Spring 2020, and virtual format in Fall 2020. This also allows us to go hybrid or full in-person in the future. We provided students with laboratory data so that they could continue the analysis at home. However, students were not able to conduct appropriate experimentation, which is one of the key learning objectives for the laboratory courses.
{"title":"Teaching Tip: An Inquiry-Based Learning Undergraduate Laboratory Course During the COVID-19 Pandemic","authors":"Marya Cokar, Jacob H. Arredondo, Michael Wong","doi":"10.18260/2-1-370.660-126873","DOIUrl":"https://doi.org/10.18260/2-1-370.660-126873","url":null,"abstract":"Inquiry based learning (IBL) has gained popularity as a tool for teaching science courses such as chemistry, biology, physics and engineering. This accelerating popularity is driven by technological advancements that allow IBL to be supported in the modern classroom1. The purpose of IBL is to trigger the student’s curiosity and encourage them to ask questions. The student’s role has become more active with technological advancements and access to multiple sources of information2. In light of this, the chemical and biomolecular engineering department at Rice University has adopted IBL in the undergraduate teaching laboratory courses. We implemented a flipped classroom model where students watched a 15-minute video then took a short quiz on safety and theory before they attended the first laboratory session. The IBL model focuses on the student to drive the question inquiry process, by engaging and motivating them to evaluate new information pertaining to that knowledge. The laboratory experiment objectives were non-prescriptive allowing the students to develop their own methods for conducting the experiments. \u0000During the spring of 2020, we had all of the IBL course structure in place, and it aided significantly in our shift to “virtual classrooms” after Rice University closed its campus in the wake of the COVID-19 pandemic. By re-designing the undergraduate lab course using IBL principles, we fortuitously gave ourselves built-in flexibility to go to emergency virtual format in Spring 2020, and virtual format in Fall 2020. This also allows us to go hybrid or full in-person in the future. We provided students with laboratory data so that they could continue the analysis at home. However, students were not able to conduct appropriate experimentation, which is one of the key learning objectives for the laboratory courses.","PeriodicalId":72557,"journal":{"name":"Chemical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86870283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-05DOI: 10.18260/2-1-370.660-124795
Jie Gao, S. Crossley, M. U. Nollert, L. Lobban, D. Papavassiliou
This paper reports an innovative, hybrid teaching model for a junior level lab course. This model leverages in-person lab operation by adding a student-led online learning mode. Both course outcomes and student outcomes were evaluated. Student feedback was collected, and its analysis showed both positive and negative impacts in this hybrid model. This work is not only valuable for developing online lab courses but also in terms of long-term development of distance learning.
{"title":"Online Teaching of a Lab Course Amid a Pandemic „ a Challenge and an Opportunity","authors":"Jie Gao, S. Crossley, M. U. Nollert, L. Lobban, D. Papavassiliou","doi":"10.18260/2-1-370.660-124795","DOIUrl":"https://doi.org/10.18260/2-1-370.660-124795","url":null,"abstract":"This paper reports an innovative, hybrid teaching model for a junior level lab course. This model leverages in-person lab operation by adding a student-led online learning mode. Both course outcomes and student outcomes were evaluated. Student feedback was collected, and its analysis showed both positive and negative impacts in this hybrid model. This work is not only valuable for developing online lab courses but also in terms of long-term development of distance learning.","PeriodicalId":72557,"journal":{"name":"Chemical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78996139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-05DOI: 10.18260/2-1-370.660-122075
Jonathan Lopez, J. Shaffer
In our chemical engineering curricula, students may enroll in introductory thermodynamics as a prerequisite to or as a corequisite with material and energy balances (MEB). We sought to determine why students enrolled in these courses in a given sequence whether it impacts performance. Students’ enrollment decisions were mostly based on logistics such as curriculum guides and scheduling issues. Students who enrolled in thermodynamics before MEB may have outperformed students who took them together.
{"title":"To Pre-req or Co-req: An Assessment of Why Chemical Engineering Students Elect to Take a Course as a Prerequisite or as a Corequisite","authors":"Jonathan Lopez, J. Shaffer","doi":"10.18260/2-1-370.660-122075","DOIUrl":"https://doi.org/10.18260/2-1-370.660-122075","url":null,"abstract":"In our chemical engineering curricula, students may enroll in introductory thermodynamics as a prerequisite to or as a corequisite with material and energy balances (MEB). We sought to determine why students enrolled in these courses in a given sequence whether it impacts performance. Students’ enrollment decisions were mostly based on logistics such as curriculum guides and scheduling issues. Students who enrolled in thermodynamics before MEB may have outperformed students who took them together.","PeriodicalId":72557,"journal":{"name":"Chemical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78316476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-05DOI: 10.18260/2-1-370.660-125789
J. Bara, Y. Kim, R. Summers, C. Turner
{"title":"Chemical Engineering at The University of Alabama","authors":"J. Bara, Y. Kim, R. Summers, C. Turner","doi":"10.18260/2-1-370.660-125789","DOIUrl":"https://doi.org/10.18260/2-1-370.660-125789","url":null,"abstract":"","PeriodicalId":72557,"journal":{"name":"Chemical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75903733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-05DOI: 10.18260/2-1-370.660-125272
Ahmed M. Elkhatat, Khaled Elsaid, Saeed Al-Meer
Since the early spring of 2020, the pandemic (CoVID-19) outbreak has hindered on-campus attendance, and most institutes were forced to migrate from conventional face-to-face teaching to an online/remote approach. The efficiency of online assessment depends on numerous factors, including validity, reliability, and students' honesty. It is believed that the absence of face-to-face proctoring raises concerns about conducting cheating in online assessment. The focus of the present tips is on the mitigation of cheating attempts.
{"title":"Teaching Tip: Cheating Mitigation in Online Assessment","authors":"Ahmed M. Elkhatat, Khaled Elsaid, Saeed Al-Meer","doi":"10.18260/2-1-370.660-125272","DOIUrl":"https://doi.org/10.18260/2-1-370.660-125272","url":null,"abstract":"Since the early spring of 2020, the pandemic (CoVID-19) outbreak has hindered on-campus attendance, and most institutes were forced to migrate from conventional face-to-face teaching to an online/remote approach. The efficiency of online assessment depends on numerous factors, including validity, reliability, and students' honesty. It is believed that the absence of face-to-face proctoring raises concerns about conducting cheating in online assessment. The focus of the present tips is on the mitigation of cheating attempts.","PeriodicalId":72557,"journal":{"name":"Chemical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72441824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-05DOI: 10.18260/2-1-370.660-119028
April D. Miller, Payton Boylston, Bailey Schieve, Alexa Zammit, T. Kim, C. Mitchell, M. Armstrong
The United States Military Academy’s Chemical Engineering Chocolate Club increases the interest in the sciences by combining chemical engineering knowledge with the production of a consumable product, chocolate. Cadets design the chocolate process by identifying the product (such as 70% dark chocolate), ingredients, and specific process details such as mixing standards and refinement time. They extend their design to include the use of rheology and a range of rheological models for quality control and assurance.
{"title":"Developing Chemical Engineering Acumen through Optimization of the Chocolate Process","authors":"April D. Miller, Payton Boylston, Bailey Schieve, Alexa Zammit, T. Kim, C. Mitchell, M. Armstrong","doi":"10.18260/2-1-370.660-119028","DOIUrl":"https://doi.org/10.18260/2-1-370.660-119028","url":null,"abstract":"The United States Military Academy’s Chemical Engineering Chocolate Club increases the interest in the sciences by combining chemical engineering knowledge with the production of a consumable product, chocolate. Cadets design the chocolate process by identifying the product (such as 70% dark chocolate), ingredients, and specific process details such as mixing standards and refinement time. They extend their design to include the use of rheology and a range of rheological models for quality control and assurance.","PeriodicalId":72557,"journal":{"name":"Chemical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86833842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.18260/2-1-370.660-123735
Laura P. Ford, K. Sublette
We added a presentation to the general public to our senior lab series to expand the range of audiences for communication. The students attempt to convince a city council that their companies should be allowed to build plants with dangerous chemicals because the companies know the chemical hazards and will successfully protect the public and their workers. This gives our students another opportunity to practice their presentation skills, with a twist of a non-technical audience.
{"title":"Teaching Tip: Stakeholders Presentations: A Technical Presentation to a General Audience","authors":"Laura P. Ford, K. Sublette","doi":"10.18260/2-1-370.660-123735","DOIUrl":"https://doi.org/10.18260/2-1-370.660-123735","url":null,"abstract":"We added a presentation to the general public to our senior lab series to expand the range of audiences for communication. The students attempt to convince a city council that their companies should be allowed to build plants with dangerous chemicals because the companies know the chemical hazards and will successfully protect the public and their workers. This gives our students another opportunity to practice their presentation skills, with a twist of a non-technical audience.","PeriodicalId":72557,"journal":{"name":"Chemical engineering education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72739890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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