Chemical engineering education 

About: Chemical engineering education is an academic journal published by American Society for Engineering Education. The journal publishes majorly in the area(s): Engineering education & Higher education. It has an ISSN identifier of 0009-2479. Over the lifetime, 809 publications have been published receiving 5177 citations. The journal is also known as: CEE.

The future of engineering education ii. teaching methods that work

Abstract: Deficiencies in engineering education have been exhaustively enumerated in recent years. Engineering schools and professors have been told by countless panels and blue-ribbon commissions and, in the United States, by the Accreditation Board for Engineering and Technology that we must strengthen our coverage of fundamentals; teach more about “real-world” engineering design and operations, including quality management; cover more material in frontier areas of engineering; offer more and better instruction in both oral and written communication skills and teamwork skills; provide training in critical and creative thinking skills and problem-solving methods; produce graduates who are conversant with engineering ethics and the connections between technology and society; and reduce the number of hours in the engineering curriculum so that the average student can complete it in four years.

The Future of Engineering Education: Part 1. A Vision for a New Century

Abstract: When we walk into an arbitrarily chosen engineering classroom in 2000, what do we see? Toooften the same thing we would have seen in 1970, or 1940. The professor stands at the front of the room,copying a derivation from his notes onto the board and repeating aloud what he writes. The students sitpassively, copying from the board, reading, working on homework from another class, or daydreaming. Once in a while the professor asks a question: the student in the front row who feels compelled to answeralmost every question may respond, and the others simply avoid eye contact with the professor until theawkward moment passes. At the end of the class students are assigned several problems that require themto do something similar to what the professor just did or simply to solve the derived formula for somevariable from given values of other variables. The next class is the same, and so is the next one, and the oneafter that.There are some differences from 30 years ago, of course. The homework assignments require theuse of calculators instead of slide rules, or possibly computers used as large calculators. The math is moresophisticated and graphical solution methods are not as likely to come up. The board is green or white ormaybe an overhead projector is used. Nevertheless, little evidence of anything that has appeared in articlesand conferences on engineering education in the past half-century can be found in most of our classroomsand textbooks. In recent years, however, there have been signs of change.

The Future of Engineering Education: Part 2. Teaching Methods That Work.

Abstract: variable is introduced, provide examples of how it could be determined experimentally and how values of measured variables can be predicted from known values of the abstract variables, and give such problems as homework assignments. Once the students have manipulated a given variable or function in a variety of contexts, its meaning can be assumed to be anchored in memory, but in the absence of such examples and exercises no such assumption can

Use of Research-Based Instructional Strategies in Core Chemical Engineering Courses.

Abstract: Traditional lecturing remains the most prevalent mode of instruction despite overwhelming research showing the increased effectiveness of many alternate instructional strategies. This study examines chemical engineering instructors’ awareness and use of 12 such instructional strategies. The study also examines how chemical engineering instructors hear about new teaching methods, factors that correlate with their awareness and use of these methods, and instructors’ self-identified barriers to adoption and continued use of new teaching methods.