Special Section: The Future of Engineering Part 5. Assessing Teaching Effectiveness and Educational Scholarship


  • Richard M. Felder North Carolina State University
  • Armando Rugarcia Iberoamericana University
  • James E. Stice University of Texas


No abstract available.

Author Biographies

Richard M. Felder, North Carolina State University

Richard M. Felder is Hoechst Celanese Professor (Emeritus) of Chemical Engineering at North Carolina State University. He received his BChE from City College of New York and his PhD from Princeton. He has presented courses on chemical engineering principles, reactor design, process optimization, and effective teaching to various American and foreign industries and institutions. He is coauthor of the text Elementary Principles of Chemical Processes (Wiley, 2000).

Armando Rugarcia, Iberoamericana University

Armando Rugarcia graduated from the Universidad lberoamericana (UIA) in 1970 and went on to earn his MS in chemical engineering from the University of Wisconsin in 1973 and his Doctorate in Education from West Virginia University in 1985. He has been a full-time professor of engineering at UIA since 1974 and was Chair of the Chemical Engineering Department there from 1975 to 1980. He was also Director of the Center for Teaching Effectiveness at UIA from 1980 until 1986. He has written four books on education, one on process engineering, and more than 130 articles.

James E. Stice, University of Texas

James Stice is Bob R. Dorsey Professor of Engineering (Emeritus) at the University of Texas at Austin. He received his BS degree from the University of Arkansas and his MS and PhD degrees from Illinois Institute of Technology, all in chemical engineering. He has taught chemical engineering for 44 years at the University of Arkansas, Illinois Tech, the University of Texas, and the University of Wyoming. At UT he was Director of the Bureau of Engineering Teaching Center and initiated the campus-wide Center for Teaching Effectiveness, which he directed for 16 years.