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1. Work in Progress: Formation of an engineering identity in first-year students through an intervention centered on senior design projects

   Richards, Abigail M; Anderson, Ryan; Myers, Carrie B (July 2020, ASEE annual conference exposition)

   Abstract This “work in progress” paper describes a multiyear project to study the development of engineering identity in a chemical and biological engineering program at Montana State University. The project focuses on how engineering identity may be impacted by a series of interventions utilizing subject material in a senior-level capstone design course and has the senior capstone design students serve as peer-mentors to first- and second-year students. A more rapid development of an engineering identity by first- and second-year students is suspected to increase retention and persistence in this engineering program. Through a series of timed interventions scheduled to take place in the first and second year, which includes cohorts that will serve as negative controls (no intervention), we hope to ascertain the following: (1) the extent to which, relative to a control group, exposure to a peer mentor increases a students’ engineering identity development over time compared to those who do not receive peer mentoring and (2) if the quantity and/or timing of the peer interactions impact engineering identity development. While the project includes interventions for both first- and second-year students, this work in progress paper focuses on the experiences of first year freshman as a result of the interventions and their development of an engineering identity over the course of the semester. Early in the fall semester, freshman chemical engineering students enrolled in an introductory chemical engineering course and senior students in a capstone design course were administered a survey which contained a validated instrument to assess engineering identity. The first-year course has 107 students and the senior-level course has 92 students and approximately 50% of the students in both cohorts completed the survey. Mid-semester, after the first-year students were introduced to the concepts of process flow diagrams and material balances in their course, senior design student teams gave presentations about their capstone design projects in the introductory course. The presentations focused on the project goals, design process and highlighted the process flow diagrams. After the presentations, freshman and senior students attended small group dinners as part of a homework assignment wherein the senior students were directed to communicate information about their design projects as well as share their experiences in the chemical engineering program. Dinners occurred overall several days, with up to ten freshman and five seniors attending each event. Freshman students were encouraged to use this time to discover more about the major, inquire about future course work, and learn about ways to enrich their educational experience through extracurricular and co-curricular activities. Several weeks after the dinner experience, senior students returned to give additional presentations to the freshman students to focus on the environmental and societal impacts of their design projects. We report baseline engineering identity in this paper. 

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2. Impact of Immersive Training on Senior Chemical Engineering Students' Prioritization of Process Safety Decision Criteria

   Stransky, J.; Hill, C.; Willets, J.; McErlean, R.; Bassett, L.; Anastasio, D.; Burkey, D.; Cooper, M.; Bodnar, C. (July 2021, 2021 ASEE Virtual Conference)

   Every year new safety features and regulations are employed within the process industry to reduce risks associated with operations. Despite these advancements chemical plants remain hazardous places, and the role of the engineer will always involve risk mitigation through real time decision making. Results from a previous study by Kongsvik et al., 2015 indicated that there were three types of decisions in major chemical plants: strategic decisions, operational decisions, and instantaneous decisions. The study showed the importance for improving upon engineers’ operational and instantaneous choices when tasked with quick solutions in the workforce. In this research study, we dive deeper to understand how senior chemical engineering students’ prioritize components of decision making such as budget, productivity, relationships, safety, and time, and how this prioritization may change as a result of participation in a digital immersive training environment called Contents Under Pressure. More specifically, we seek to address the following two research questions: (1) How do senior chemical engineering students prioritize safety in comparison to criteria such as budget, personal relationships, plant productivity, and time in a process safety context, and (2) How does senior chemical engineering students’ prioritization of decision making criteria (budget, personal relationships, plant productivity, safety, and time) change after exposure to a virtual process safety decision making environment? As part of this study, 187 senior chemical engineering students from three separate institutions completed a pre- and post-reflection survey around their engagement with Contents Under Pressure and asked them to rank their prioritizations of budget, productivity, relationships, safety, and time. Data was analyzed using descriptive statistics, and Friedman and Wilcoxon-sign-rank post hoc analyses were completed to determine any statistical differences between the rankings of decision making factors before and after engagement with Contents Under Pressure. Simulating process safety decision making with interactive educational supports may increase students’ understanding of genuine workplace environments and factors that contribute to process safety, without the real world hazards that result from poor decision making. By understanding how students prioritize these factors, chemical engineering curricula can be adapted to focus on the areas of process safety decision making where students need the largest improvement, thereby better preparing them to enter the engineering workforce. 

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3. Higher Perceived Design Thinking Traits and Active Learning in Design Courses Motivate Engineering Students to Tackle Energy Sustainability in Their Careers

   https://doi.org/10.3390/su132212570  

   Milovanovic, Julie; Shealy, Tripp; Katz, Andrew (November 2021, Sustainability)

   Engineers play an important role in implementing the Sustainable Development Goals defined by the United Nations, which aim to provide a more sustainable environment for future generations. Through design thinking, creativity, and innovation, sustainable engineering solutions can be developed. Future engineers need to acquire skills in their engineering curriculum to feel equipped to address sustainable design challenges in their career. This paper focuses on the impact of perceived design thinking traits and active learning strategies in design courses to increase senior engineering students’ motivation to engage in energy sustainability in their career. A national survey was distributed to senior engineering students in the United States (n = 4364). The survey asked students about their motivation to engage in sustainable design, their perceived design thinking traits (i.e., integrative feedback, collaboration), and if they experienced active learning strategies in design courses (i.e., learning by doing). The results highlight that higher perceived design thinking ability increases senior engineering students’ interests in designing solutions related to energy sustainability. Active learning experiences positively influence senior engineering students’ interests in designing solutions related to energy sustainability. These findings show the importance of teaching design thinking in engineering courses to empower future engineers to address sustainable challenges through design and innovation. 

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4. Photo-Electrochemical Ammonia Synthesis: Nanocatalyst Discovery, Reactor Design, and Advanced Spectroscopy

   https://doi.org/10.1201/9781003141808  

   Nazemi, Mohammadreza; El-Sayed, Mostafa A. (July 2021, CRC Press/ Taylor and Francis Group)

   null (Ed.)

   Ammonia holds great promise as a carbon-neutral liquid fuel for storing intermittent renewable energy sources and power generation due to its high energy density and hydrogen content. Photo-Electrochemical Ammonia Synthesis: Nanocatalyst Discovery, Reactor Design, and Advanced Spectroscopy covers the synthesis of novel hybrid plasmonic nanomaterials and their application in photo-electrochemical systems to convert low energy molecules to high value-added molecules and looks specifically at photo-electrochemical nitrogen reduction reaction (NRR) for ammonia synthesis as an attractive alternative to the long-lasting thermochemical process. - Provides an integrated scientific framework, combining materials chemistry, photo-electrochemistry, and spectroscopy to overcome the challenges associated with renewable energy storage and transport - Reviews materials chemistry for the synthesis of a range of heterogeneous (photo) electrocatalysts including plasmonic and hybrid plasmonic-semiconductor nanostructures for selective and efficient conversion of N2 to NH3 - Covers novel reactor design to study the redox processes in the photo-electrochemical energy conversion system and to benchmark nanocatalysts’ selectivity and activity toward NRR - Discusses the use of advanced spectroscopic techniques to probe the reaction mechanism for ammonia synthesis - Offers techno-economic analysis and presents performance targets for the scale-up and commercialization of electrochemical ammonia synthesis This book is of value to researchers, advanced students, and industry professionals working in sustainable energy storage and conversion across the disciplines of Chemical Engineering, Mechanical Engineering, Materials Science and Engineering, Environmental Engineering, and related areas. 

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5. Towards understanding the moral reasoning process of senior chemical engineering students in process safety contexts.

   https://doi.org/10.1016/j.ece.2019.03.004  

   Butler, B.; Bodnar, C.; Cooper, M.; Burkey, D.; Anastasio, D. (April 2019, Education for chemical engineers)

   Despite process safety and ethical decision making being recognized priorities in many chemical companies, process safety incidents continue to occur with unfortunate regularity. In order to understand why such incidents keep occurring, and to prevent future accidents from happening, it is important to study the decision-making habits of people employed at chemical companies, and to inform students of the difference between the influences of ethics and behavioral ethics in process safety decision making. This study seeks to determine how senior chemical engineering students approach reasoning through process safety scenarios through the use of a mixed methods study. This study found that four out of the five students who participated in the study demonstrated post-conventional reasoning, and the remaining student showed conventional reasoning based on the quantitative analysis of their responses. Students showed mostly post-conventional reasoning in their responses based on a qualitative analysis; however, through comparison of these results it was found that the moral schema students were classified as was not always truly representative of their moral reasoning. 

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