The state of the chemical engineering curriculum: Report from the 2016 survey
- Conference
- Location
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Columbus, Ohio
- Publication Date
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June 24, 2017
- Start Date
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June 24, 2017
- End Date
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June 28, 2017
- Conference Session
- Tagged Division
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Chemical Engineering
- Page Count
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9
- DOI
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10.18260/1-2--29013
- Permanent URL
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https://peer.asee.org/29013
- Download Count
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604
Paper Authors
Margot A Vigeant Bucknell University
Margot Vigeant is a professor of chemical engineering at Bucknell University. She earned her B.S. in chemical engineering from Cornell University, and her M.S. and Ph.D., also in chemical engineering, from the University of Virginia. Her primary research focus is on engineering pedagogy at the undergraduate level. She is particularly interested in the teaching and learning of concepts related to thermodynamics. She is also interested in active, collaborative, and problem-based learning, and in the ways hands-on activities such as making, technology, and games can be used to improve student engagement.
Kevin D. Dahm Rowan University
Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worcester Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has published two books, "Fundamentals of Chemical Engineering Thermodynamics" and "Interpreting Diffuse Reflectance and Transmittance." He has also published papers on effective use of simulation in engineering, teaching design and engineering economics, and assessment of student learning.
David L. Silverstein P.E. University of Kentucky
David L. Silverstein is a Professor of Chemical Engineering at the University of Kentucky. He is also the Director of the College of Engineering's Extended Campus Programs in Paducah, Kentucky, where he has taught for 18 years. His PhD and MS studies in ChE were completed at Vanderbilt University, and his BSChE at the University of Alabama. Silverstein's research interests include conceptual learning tools and training, and he has particular interests in faculty development. He is the recipient of several ASEE awards, including the Fahein award for young faculty teaching and educational scholarship, the Corcoran award for best article in the journal Chemical Engineering Education (twice), and the Martin award for best paper in the ChE Division at the ASEE Annual Meeting.
Abstract
The AIChE Survey Committee annually asks department chairs about course offerings in core topics in chemical engineering; recent surveys include controls (2015), the transport sequence (2014), and elective courses (2013). The most recent survey took a step back from the individual topics to consider the curriculum as a whole. Prior to ABET 2000, accreditation criteria cultivated a high level of similarity in chemical engineering curricula. Now that two whole accreditation cycles have passed under the much less prescriptive criteria, how has the curriculum changed overall? Survey questions addressed not only the degree of change but the process for change and the internal and external drivers for those changes. Responses to date indicate that change overall is incremental, although some departments have engaged in a wholesale revision of their curriculum.
Vigeant, M. A., & Dahm, K. D., & Silverstein, D. L. (2017, June), The state of the chemical engineering curriculum: Report from the 2016 survey Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29013
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