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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This content will become publicly available on September 1, 2024
E-Chem Education: A Crash Course in Electrochemical Engineering for Caustic Soda Plant Design
The capstone chemical engineering senior process design course at Penn State in spring 2023 tasked students with designing a caustic soda process to partially meet the global demand for commoditized sodium hydroxide. This article disseminates our experience teaching senior chemical engineering students the core tenets of electrochemical engineering in a single class period for designing an electrolytic caustic soda process. In this E-Chem Education article, we relate key concepts found in chemical engineering (such as sizing up a reactor volume), which chemical engineering seniors are adept with, to electrochemical engineering principles (e.g., current density, voltage, and membrane electrode assembly area) for sizing up and costing out a chlor-alkali electrolyzer. Furthermore, we also discuss alternative electrolyzer designs outside the traditional chlor-alkali process, such as oxygen depolarized cathode (ODC) chlor-alkali and bipolar membrane electrodialysis (BPMED), for caustic soda production and the pros and cons of the alternative process designs.
more » « less- Award ID(s):
- 2143056
- NSF-PAR ID:
- 10471064
- Publisher / Repository:
- The Electrochemical Society
- Date Published:
- Journal Name:
- The Electrochemical Society Interface
- Volume:
- 32
- Issue:
- 3
- ISSN:
- 1064-8208
- Page Range / eLocation ID:
- 46 to 50
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract The electrochemical CO2reduction reaction (CO2RR) is a promising approach to achieving sustainable electrical‐to‐chemical energy conversion and storage while decarbonizing the emission‐heavy industry. The carbon‐supported, nitrogen‐coordinated, and atomically dispersed metal sites are effective catalysts for CO generation due to their high activity, selectivity, and earth abundance. Here, we discuss progress, challenges, and opportunities for designing and engineering atomic metal catalysts from single to dual metal sites. Engineering single metal sites using a nitrogen‐doped carbon model was highlighted to exclusively study the effect of carbon particle sizes, metal contents, and M−N bond structures in the form of MN4moieties on catalytic activity and selectivity. The structure‐property correlation was analyzed by combining experimental results with theoretical calculations to uncover the CO2to CO conversion mechanisms. Furthermore, dual‐metal site catalysts, inheriting the merits of single‐metal sites, have emerged as a new frontier due to their potentially enhanced catalytic properties. Designing optimal dual metal site catalysts could offer additional sites to alter the surface adsorption to CO2and various intermediates, thus breaking the scaling relationship limitation and activity‐stability trade‐off. The CO2RR electrolysis in flow reactors was discussed to provide insights into the electrolyzer design with improved CO2utilization, reaction kinetics, and mass transport.
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null (Ed.)Many university engineering programs require their students to complete a senior capstone experience to equip them with the knowledge and skills they need to succeed after graduation. Such capstone experiences typically integrate knowledge and skills learned cumulatively in the degree program, often engaging students in projects outside of the classroom. As part of an initiative to completely transform the civil engineering undergraduate program at Clemson University, a capstone-like course sequence is being incorporated into the curriculum during the sophomore year. Funded by a grant from the National Science Foundation’s Revolutionizing Engineering Departments (RED) program, this departmental transformation (referred to as the Arch initiative) is aiming to develop a culture of adaptation and a curriculum support for inclusive excellence and innovation to address the complex challenges faced by our society. Just as springers serve as the foundation stones of an arch, the new courses are called “Springers” because they serve as the foundations of the transformed curriculum. The goal of the Springer course sequence is to expose students to the “big picture” of civil engineering while developing student skills in professionalism, communication, and teamwork through real-world projects and hands-on activities. The expectation is that the Springer course sequence will allow faculty to better engage students at the beginning of their studies and help them understand how future courses contribute to the overall learning outcomes of a degree in civil engineering. The Springer course sequence is team-taught by faculty from both civil engineering and communication, and exposes students to all of the civil engineering subdisciplines. Through a project-based learning approach, Springer courses mimic capstone in that students work on a practical application of civil engineering concepts throughout the semester in a way that challenges students to incorporate tools that they will build on and use during their junior and senior years. In the 2019 spring semester, a pilot of the first of the Springer courses (Springer 1; n=11) introduced students to three civil engineering subdisciplines: construction management, hydrology, and transportation. The remaining subdisciplines will be covered in a follow-on Springer 2 pilot.. The project for Springer 1 involved designing a small parking lot for a church located adjacent to campus. Following initial instruction in civil engineering topics related to the project, students worked in teams to develop conceptual project designs. A design charrette allowed students to interact with different stakeholders to assess their conceptual designs and incorporate stakeholder input into their final designs. The purpose of this paper is to describe all aspects of the Springer 1 course, including course content, teaching methods, faculty resources, and the design and results of a Student Assessment of Learning Gains (SALG) survey to assess students’ learning outcomes. An overview of the Springer 2 course is also provided. The feedback from the SALG indicated positive attitudes towards course activities and content, and that students found interaction with project stakeholders during the design charrette especially beneficial. Challenges for full scale implementation of the Springer course sequence as a requirement in the transformed curriculum are also discussed.more » « less
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