Ideas to Consider for New Chemical Engineering Educators: Part 1 (Courses Offered Earlier in the Curriculum)

Authors

  • Jason M. Keith Michigan Technological University
  • David L. Silverstein University of Kentucky
  • Donald P. Visco, Jr. Tennessee Technological University

Abstract

Chemical engineering faculty members are often asked to teach a core course that they have not taught before. The immediate thought is to come up with some new ideas to revolutionize that core course in ways that will engage students and maximize learning. This paper summarizes the authors’ selection of the most effective, innovative approaches reported recently in the literature or discussed at previous conferences for chemical engineering courses that appear earlier in the curriculum, as presented at the 2007 ASEE Summer School for Chemical Engineering Faculty. The challenges associated with particular courses and solutions successfully applied to address those challenges will also be described. Courses covered in this paper include freshman chemical engineering, material and energy balances, fluid mechanics, introductory thermodynamics, and separations.

Author Biographies

Jason M. Keith, Michigan Technological University

Jason Keith is an associate professor of chemical engineering at Michigan Technological University. He received his B.S. Ch.E. from the University of Akron in 1995, and his Ph.D. from the University of Notre Dame in 2001. His current research interests include reactor stability, alternative energy, and engineering education. He is the 2008 recipient of the Raymond W. Fahien Award for Outstanding Teaching Effectiveness and Educational Scholarship.

David L. Silverstein, University of Kentucky

David L. Silverstein is currently the PJC Engineering Professor and an associate professor of chemical and materials engineering at the University of Kentucky College of Engineering Extended Campus Programs in Paducah. He received his B.S. Ch.E. from the University of Alabama in Tuscaloosa, Ala.; his M.S. and Ph.D. in chemical engineering from Vanderbilt University in Nashville, Tenn.; and has been a registered P.E. since 2002. He is the 2004 recipient of the William H. Corcoran Award for the most outstanding paper published in Chemical Engineering Education during 2003, and the 2007 recipient of the Raymond W. Fahien Award for Outstanding Teaching Effectiveness and Educational Scholarship.

Donald P. Visco, Jr., Tennessee Technological University

Don Visco is a professor of chemical engineering at Tennessee Technological University, where he has been employed since 1999. Prior to that, he graduated with his Ph.D. from the University at Buffalo, SUNY. His current research interests include experimental and computational thermodynamics as well as bioinformaticsldrug design. He is an active and contributing member of ASEE at the local, regional, and national level. He is the 2006 recipient of the Raymond W. Fahien Award for Outstanding Teaching Effectiveness and Educational Scholarship.

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Published

2009-07-01

Issue

Vol. 43 No. 3 (2009): Summer 2009

Section

Manuscripts