Incorporating Inclusivity and Ethical Awareness into Chemical Reaction Engineering

Autor/inn/en	Hirshfield, Laura J.; Mayes, Heather B.
Titel	Incorporating Inclusivity and Ethical Awareness into Chemical Reaction Engineering
Quelle	In: Chemical Engineering Education, 53 (2019) 4, S.215-219 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-2479
Schlagwörter	Undergraduate Students; Chemical Engineering; Engineering Education; Inclusion; Ethics; Student Centered Learning; Teaching Methods; Critical Thinking; Problem Solving; Cooperative Learning; Active Learning; Relevance (Education); Michigan + Suchen Sie Ihr Suchwort? Chemisches Prüfverfahren; Ingenieurausbildung; Inklusion; Ethik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Problemlösen; Kooperatives Lernen; Aktives Lernen; Relevance; Relevanz
Abstract	With the advance of engineering education research and scholarship, there has been an increased focus on amending chemical engineering courses to increase student learning, engagement and enjoyment. These approaches are often incorporated in project-based courses such as capstone design courses and laboratory courses, providing opportunities to apply knowledge to authentic problems that increase student learning and enjoyment. There has also been increased interest in the integration of active pedagogies into core chemical engineering courses, such as flipped classrooms, screencasts, or conceptual clicker questions. This article describes the Chemical Reaction Engineering (CRE) course at the University of Michigan which has had a long-standing tradition of advancing student-centered learning techniques. With the use of his textbooks, Professor Scott Fogler introduced the use of the CRE algorithm that helps students solve CRE problems through critical thinking rather than memorization. Students are tasked with applying it to a range of industrially relevant processes as well as other real world processes such as modeling hippopotamus digestive processes as standard CRE reactors. Professor Fogler also implemented the use of In-Class Problems (ICPs) into lectures. The in-class time for the CRE course is structured as two hours, two days a week. One-and-a-half hours of class is devoted to traditional lecture (incorporating other active learning elements, such as clicker questions) and a half hour is devoted to ICPs. During the ICPs, students work in teams of three or four to solve an assigned problem. (ERIC).
Anmerkungen	Chemical Engineering Education, Chemical Engineering Division of ASEE. P.O. Box 142097, Gainesville, FL 32614. Tel: 352-392-0861; Fax: 352-392-0861; e-mail: cee@che.ufl.edu; Web site: http://journals.fcla.edu/cee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01