Effect of Freshman Chemistry on Student Performance in Sophomore Engineering Courses

The role of first year chemistry courses in engineering programs varies somewhat across programs and disciplines. Clearly most engineering majors will encounter chemistry topics of a general nature in some of their upper-level course work. The purpose of requiring chemistry in the first year, however, goes well beyond learning chemical concepts. As a quantitative science, chemistry requires the use of math, principally algebra, on a regular basis in solving various problems. Students should gain an appreciation of the importance of units in solving problems should come to understand the difference between implicit and explicit properties and should develop other quantitative skills. Depending on how it is taught, chemistry can provide students with a wide range of opportunities to hone skills that will be required in their engineering courses. In discussions with students and even with many faculty, the role of chemistry is often viewed narrowly in terms of the chemistry topics alone. The purpose of this study is to explore how the number of chemistry courses taken and the performance in freshman chemistry affects performance in early engineering courses. Engineering students at the University of New Haven have different requirements for freshman chemistry depending on their particular discipline. All engineering students are required to take at least one freshman chemistry course. Students in chemical and civil engineering are required to take two, students in mechanical and system engineering have an option of biology or a second course in chemistry and students in electrical and computer engineering take only one freshman chemistry course. All engineering students take a sophomore engineering course, Introduction to Modeling of Engineering Systems, which includes topics drawn from electric circuits, mass and energy balances and force balances. The course is designed to help students develop an organized approach to solving problems and uses a conservation and accounting approach to provide a broad framework for the diverse topics. This course provides an opportunity to explore how their freshman chemistry background prepares studcents for engineering coursework. This study examines the impact of having one or two freshman chemistry courses on student performance in the first sophomore level engineering course. The methods used include standard statistical techniques, such as analysis of variance, correlation (eg., Pearson) and t-tests across groups

What Does It Mean to Be an Engineer? A Comparison of Adult Students at Three Institutions

Our work is motivated by the need to cultivate a diverse group of talented future engineers. Adult undergraduate students over the age of 25 are an important source of engineers, with life experience that can enhance student experience, but not much is understood yet about this specific group. Adult students face challenges specific to their demographic due to responsibilities in other aspects of their life as employees, parents, spouses, and more. This paper examines adult engineering students’ conceptions of what an engineer is, across three distinct academic environments: a community college, a small private undergraduate university, and a large public research university. A semi-structured interview approach was used to collect data from adult students with prior engineering-related work experience. These data reveal strong similarities among the conception of what it means to be an engineer, despite differences in the demographic background and institutional context of the participants. There are differences in course load, employment status, and number of dependents among the sample populations at the three institutions. Participants from all institutions identified with occupational respect, application of knowledge to find solutions, benefiting society, and problem solving as important aspects of the engineering occupation. We conclude that a well-defined, accessible engineering support structure is instrumental in promoting students\u27 conception of the engineering occupation. This work suggests opportunities to enhance professional identity development at institutions of multiple types through industrial collaboration and mentorship, policies and programs to support student-parents, and cooperative work opportunities that marry engineering education with engineering practice

Controlling biofilm growth using reactive ceramic ultrafiltration membranes

a b s t r a c t Fouling due to biofilms composed primarily of microorganisms and extracellular polymeric substances is a significant hindrance to membrane filtration in water treatment. The goal of this work was to use a reactive membrane surface to reduce membrane biofouling by coating a ceramic ultrafiltration membrane with the nanoparticulate photocatalyst, TiO 2 . 10-Day biofilm growth experiments were conducted to determine the effect of photocatalytic coatings on the formation of a Pseudomonas putida biofilm and subsequent changes in membrane flux. Results indicate that a highly hydrophilic, photoreactive coating of mixed phase TiO 2 nanoparticles is effective for the control of biofouling on ceramic ultrafiltration membranes

A Three-Year Study of Adult Undergraduate Engineering Students

Adult learners belong to a large group of individuals for whom lifelong learning is both a desire and a necessity and for whom career changes are or will be the norm. This topic is not exclusive to engineering, but impacts many STEM professionals. Adult learners also include those who may have significant family responsibilities, medical issues, work obligations, returning veterans/active service military people, or those who lack financial resources to commit to fulltime studies. While online education opportunities may fill some of the gaps, acquiring an identity as a professional in a field or discipline grows with personal connections. The work to date builds on prior research to understand multiple identities and professional identity development and design approach among undergraduate engineering students aged 25 and over. During this three-year NSF funded study, qualitative and quantitative data were collected from three diverse sites including a large public university (UC Berkeley), a small private university (University of New Haven), and a community college (Cañada Community College). Semi-structured interviews, think-aloud protocols, and a large-scale survey have all contributed to a rich set of data. Results point to the construction of an identity as “other” among adult engineering students in institutions of various types. The data supports the need for engineering education systems to provide systems that support a broad range of students, as well as opportunities for students to work together across generational difference

A Virtual Community of Practice to Introduce Evidence-based Pedagogy in Chemical, Materials, and Biological Engineering Courses

This paper describes a model for a virtual community of practice (VCP) to support faculty efforts to adopt research-based instructional strategies in Chemical, Materials and Biological Engineering courses. The VCP was built on published recommendations for successful faculty development programs. The VCP program began with a 10 week virtual training period for five pairs of VCP leaders, during which they acquired the skills and knowledge needed to lead the faculty VCP. The faculty VCPs focused on one of five technical disciplines and were led by a pair of leaders having expertise in a specific technical focus area as well as in engineering pedagogy. Workshops were held using Internet conferencing software: the first 8 weekly workshops provided training in research-based pedagogy, and the second 8 biweekly workshops supported faculty efforts to implement chosen strategies in their courses. The participants were full-time faculty members with a range of teaching experience and pedagogical expertise, ranging from novice to expert. Improvement was measured via pre/post survey in the areas of familiarity and use of research-based pedagogy, as well as in perceived student motivation. The second part of the paper focuses on the translation of faculty participant experiences from the VCP into the classroom as they implemented a variety of instructional methods in their courses. We describe their approaches and preliminary results using different instructional methods such as flipping the classroom, using game-based pedagogy, promoting positive interdependence in cooperative-learning teams, peer instruction, small group discussion, Process Oriented Guided Inquiry Learning (POGIL), and using Bloom’s Taxonomy to structure a course

Pt-mediated Reversible Reduction and Expansion of CeO2 in Pt Nanoparticle/mesoporous CeO2 Catalyst: In situ X-ray Spectroscopy and Diffraction Studies under Redox (H2 and O2) Atmospheres

Here, we report the Pt nanoparticle mediated reduction (oxidation) and lattice expansion (contraction) of mesoporous CeO2 under H 2 (O2) atmospheres and in the temperature range of 50-350 C. We found that CeO2 in the Pt/CeO2 catalyst was partially reduced in H2 (and fully oxidized back in O2) as demonstrated by several in situ techniques: APXPS spectra (4d core levels) for the topmost surface, NEXAFS total electron yield spectra (at the M5,4 edges) in the near surface regions, and (N)EXAFS fluorescence spectra (at the L3 edge) in the bulk. Moreover, XRD and EXAFS showed the reversible expansion and contraction of the CeO2 unit cell in H2 and O2 environments, respectively. The expansion of the CeO2 cell was mainly associated with the formation of oxygen vacancies as a result of the Pt-mediated reduction of Ce4+ to Ce3+. We also found that pure mesoporous CeO2 can not be reduced in H2 under identical conditions but can be partially reduced at above 450 C as revealed by APXPS. The role of Pt in H2 was identified as a catalytic one that reduces the activation barrier for the reduction of CeO2 via hydrogen spillover. © 2013 American Chemical Society.close107