More Like this

1. Computational Notebooks in Chemical Engineering Curricula

   Boukouvala, F.; Dowling, A.; Verrett, J.; Ulissi, Z.; Zavala, V. (January 2020, Chemical engineering education)

   null (Ed.)
2. Toward Sustainable Chemical Engineering: The Role of Process Systems Engineering

   https://doi.org/10.1146/annurev-chembioeng-060718-030332  

   Bakshi, Bhavik R. (June 2019, Annual Review of Chemical and Biomolecular Engineering)

   null (Ed.)

   Products from chemical engineering are essential for human well-being, but they also contribute to the degradation of ecosystem goods and services that are essential for sustaining all human activities. To contribute to sustainability, chemical engineering needs to address this paradox by developing chemical products and processes that meet the needs of present and future generations. Unintended harm of chemical engineering has usually appeared outside the discipline's traditional system boundary due to shifting of impacts across space, time, flows, or disciplines, and exceeding nature's capacity to supply goods and services. Being a subdiscipline of chemical engineering, process systems engineering (PSE) is best suited for ensuring that chemical engineering makes net positive contributions to sustainable development. This article reviews the role of PSE in the quest toward a sustainable chemical engineering. It focuses on advances in metrics, process design, product design, and process dynamics and control toward sustainability. Efforts toward contributing to this quest have already expanded the boundary of PSE to consider economic, environmental, and societal aspects of processes, products, and their life cycles. Future efforts need to account for the role of ecosystems in supporting industrial activities, and the effects of human behavior and markets on the environmental impacts of chemical products. Close interaction is needed between the reductionism of chemical engineering science and the holism of process systems engineering, along with a shift in the engineering paradigm from wanting to dominate nature to learning from it and respecting its limits. 

   more » « less
3. Consequential agency in chemical engineering laboratory experiments

   Wilson-Fetrow, M.; Svihla, V.; Chi, E.; Hubka, C. (January 2022, Proceedings of the ISLS Annual Meeting)

   Despite being at the center of undergraduate engineering education, laboratory experiments have remained unchanged for decades, resulting in assignments lacking in opportunities for students to learn and grow. We used a survey to measure students’ sense of agency in prototypical design and laboratory courses at research universities. We found students in laboratory courses at both levels experienced significantly lower framing agency than their peers in senior design, and that even those engaged in authentic course-based research did not perceive the experiments as more agentive or authentic. We infer students drew upon abundant low-agency experiences in laboratory experiments; maximizing learning in laboratory courses may hinge on clearer communication about authentic experiments or systematic redesign of earlier courses 

   more » « less
4. Consequential agency in chemical engineering laboratory courses

   Wilson-Fetrow, M.; Chi, E.; Brown, J.; Wettstein, S.; Svihla, V. (January 2022, Proceedings of the ASEE Annual Conference and Exhibition)

   In contrast to the dynamic treatment of other aspects of the curriculum, and despite being at the center of chemical engineering education, laboratory experiments have remained largely unchanged for decades. To characterize the potential impact changes to laboratory courses could have, we explored student perceptions across a department and characterized the kinds of opportunities students have to use their agency in these courses across universities. We used a survey to measure students’ sense of agency across several laboratory courses in a chemical engineering department. We found students in laboratory courses across the chemical engineering laboratory sequence, including those engaged in authentic course-based research did not perceive the experiments as agentive or authentic. We infer students draw upon abundant low-agency experiences in laboratory experiments. We report on the agency that instructors report students possessing across two chemical engineering departments to understand variation across institutions. Maximizing learning in laboratory courses may hinge on clearer communication about authentic experiments or systematic redesign of earlier courses. 

   more » « less
5. Piloting A Personalized Learning Model for Chemical Engineering Graduate Education – Lessons Learned from Creating a Chemical Engineering Body of Knowledge

   https://doi.org/10.18260/1-2--54106  

   Dukes, April; Besterfield-Sacre, Mary; Fullerton_Shirey, Susan (February 2025, ASEE Conferences)

   Despite calls over the past twenty years to develop graduate STEM education models that prepare students for the new post-graduate workforce, few innovations in graduate STEM education have been disseminated. Given the diversity of graduate candidates’ prior skills, preparation, and individual career aspirations, modernizing STEM graduate programs is needed to support and empower student success in graduate programs and beyond. In this session, participants will learn about new research into the development and implementation of a personalized learning model (PLM) for graduate STEM education employed in a chemical engineering department at an R1 university. Our PLM integrates student-centered approaches in coursework, research, and professional development in multiple programmatic components. The key components of our PLM include guided student creation of independent development plans (IDPs), modularization of graduate courses and professional development streams, scaffolding curricular instruction to prioritize independence and mastery, using IDPs for directed research and career discussions and assessment of student performance and learning, and evaluation of the program from current students, alumni, faculty, and industry partners. Our comprehensive PLM plan is designed to maximize impact through personalized learning touchpoints throughout all aspects of graduate training. This presentation will focus on one element of our PLM, the modularization of the chemical engineering core graduate courses. To ensure the learning in core graduate courses reflects the diverse needs of chemical engineers, we generated a body of knowledge (BOK) for graduate chemical engineering in collaboration with our technical advisory board (TAB), which included chemical engineers and people that work with chemical engineers from industry, national labs, academia, and entrepreneurial representatives. We started by collecting the learning objectives (LO’s) from all core chemical engineering courses: Thermodynamics, Kinetics and Reactor Design, Transport Phenomena, Mathematical Methods, and Issues in Research and Teaching. The LO’s were refined by alignment with course assignments and activities and re-written using the most accurate Bloom’s Taxonomy verbs in collaboration with an instructional designer. We utilized GroupWisdomTM for group concept mapping of the new LO’s and provided an opportunity for the TAB to add new LO’s, identified by the individuals in the TAB to be critical for success in each member’s occupation. LO’s for the chemical engineering core courses were sorted on the level of knowledge (undergraduate, graduate, and specialized) and rated for importance by the TAB. Using GroupWisdom’sTM analytic tool for creating a similarity matrix for sorting the level of LO’s, multidimensional scaling, and hierarchical cluster analysis, all core course LO’s have been grouped into 6 clusters. These clusters, along with the current course list and the LO importance ratings, helped us visualize converting chemical engineering core courses into 1-credit hour modules. This restructured curriculum offers opportunities for ensuring that students have learned the requisite prior knowledge by review of essential undergraduate principles, streamlining essential graduate-level material, and supporting self-directed learning through the selection of specialized modules that align with students’ research and career goals. This proposed approach shifts core graduate chemical engineering education to an asset-based system, addressing knowledge gaps and ensuring rigorous, tailored learning experiences. 

   more » « less