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1. Chemical Engineering for Middle School Girls (Resource Exchange)

   https://doi.org/10.18260/1-2--34278  

   Asatekin, Ayse; Shamah, Isadora; Klotz, Abigail; Portsmore, Merredith; Forte, Michael; Shute, Russell (June 2020, Chemical Engineering for Middle School Girls)

   As part of an NSF CAREER project [blinded] , [blinded university] developed a one-week chemical engineering summer workshop targeted at middle school girls with the goal of bolstering participation and interest in the field by presenting chemical engineering as a creative and dynamic field. This paper will present a spherification activity which introduces chemical reactions, membranes, resource management, engineering design, and more. Furthermore, links to the full set of activities developed for the week that can be used individually or collectively are provided. In the summer program, students engage in experiments providing simplified background knowledge on foreign material such as chemical reactions, polymer morphology, separations, and thermodynamics. The students then work on hands-on activities to solve engineering design problems using learned information. For the final activity, students collaboratively design a process to scale up a spherification experiment 

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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. STEM programs: encouraging an early start with engineering design

   https://doi.org/10.56367/OAG-042-10836  

   Songer, Nancy Butler (January 2024, Open Access Government)

   STEM programs: encouraging an early start with engineering designNancy Butler Songer, Associate Provost of STEM Education at the University of Utah, highlights the importance of introducing STEM programs to younger students. Fifty years ago, I was one of three girls (of fifty 11 and 12-year-olds) in the after-school Science Club (Figure 1). Equipped with my bicycle and a large butterfly net, my task was to gather and identify fifty different species of insects before school began again in the fall. Little did I know that this activity was a formative experience leading to a career in Science, Technology, Engineering, and Mathematics (STEM) Education. My experience as a twelve-year-old is consistent with a wealth of research indicating that pre-teen interest in STEM fields, including Engineering, is a strong predictor of future careers. Research studies indicate that to increase the number of students pursuing engineering and science as a career goal, we must increase activities with engineering as a fundamental component before students reach their teenage years (Sneider & Ravel, 2021). 

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4. 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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5. NSF RIEF: Influence of Self-Efficacy and Social Support on Persistence and Achievement in Chemical Engineering Sophomores: Measuring the Impact of an Intervention

   Cicciarelli, Bradley A.; Sherer, Eric A.; Reeves, Timothy C.; Belk, Catherine H.; Orr, Marisa K. (June 2022, 2022 ASEE Annual Conference & Exposition)

   As part of our study examining the factors that influence the academic performance and persistence of second-year chemical engineering students, we are assessing the impact of an intervention (a two-day voluntary workshop) on the specific factors of self-efficacy and social support. This workshop, called the “ChemE Camp”, is held just before the start of fall classes and includes team-building exercises, presentations from faculty about upcoming classes, a lab tour, presentations from upper-level students and alumni about their experiences in the curriculum and in industry, information about academic advising and the career fair, and some recreational games. Students who attend the camp can learn more about chemical engineering courses and the profession and also have the opportunity to meet peers and interact with faculty and upper-level students. It was hypothesized that the activities included in the camp would have a positive impact on students’ self-efficacy and social integration, factors which have been shown in other studies to significantly influence student experience and student success. To assess the effect of the intervention, surveys were administered to students at the start of the camp. These surveys included published subscales used in the study of self-efficacy and social and academic integration. These same surveys were also administered to all second-year chemical engineering students at the beginning of the academic year (three days after the beginning of the camp) and the end of the academic year (approximately eight months later). Data collected from the previous two academic years indicate a statistically significant increase in the chemical engineering self-efficacy, coping self-efficacy, and social and academic integration ratings for students who attend the camp. These effects appear to largely be maintained throughout the sophomore year and are distinct from the results observed for nonattendees. 

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