scholarly journals Chemical Engineering Teaching in COVID-19 Times: Successfully Adapting a Capstone Design Course to a Remote Format

2021 ◽  
Author(s):  
Nadia G. Khouri ◽  
Michelli Fontana ◽  
Igor L. R. Dias ◽  
Maria R. W. Maciel ◽  
Rubens Maciel Filho ◽  
...  
Keyword(s):  
Chemical Engineering ◽  
Capstone Design

DESIGN IN CHEMICAL ENGINEERING: WHAT ARE THE PERSPECTIVES

2011 ◽  
Author(s):  
Viviane Yargeau
Keyword(s):  
Engineering Education ◽  
Chemical Engineering ◽  
Theory And Practice ◽  
Engineering Science ◽  
Design Problems ◽  
Mcgill University ◽  
Capstone Design ◽  
Current Practices

Design in chemical engineering should aim at reaching a balance between theory and practice in engineering education in order to have students better prepared for their future endeavors. As students progress through the curriculum they learn more fundamental engineering science, more design components are introduced into courses and the complexity of the design problems increases. Elements of design are introduced in many courses and culminate in a capstone design course. Current practices in Chemical Engineering at McGill University are described here and general perspectives are discussed.

scholarly journals Effective Coordination of Capstone Design Work Using Milestones

2018 ◽  
Author(s):  
Michel F. Couturier ◽  
Guida Bendrich ◽  
Francis Lang
Keyword(s):  
Chemical Engineering ◽  
Final Report ◽  
Design Work ◽  
Management Framework ◽  
Engineering Program ◽  
Continuous Feedback ◽  
Added Benefit ◽  
The University ◽  
Better Than ◽  
Capstone Design

 Abstract – A universal management framework has been developed for coordinating the work of students and mentors in the capstone design course offered in the Chemical Engineering program at the University of New Brunswick. The framework makes use of seven evenly spaced milestones to pace the students through their design project. The milestone documents describe the main tasks to be completed by students and apply to any client-based project. They also provide the marking scheme to be used by mentors when evaluating the team reports submitted at the end of each milestone. As an added benefit, the universal milestone framework also enables the progressive assembly of a high-quality final report since each milestone report is tailored to be a section of the final report. As expected, the performance of students on the final report is generally better than the average of their milestone grades. Furthermore, the universal framework ensures deliverables are consistent for every group regardless of their project, which results in a streamlined experience for both students and instructors. Student opinion surveys suggest that students appreciate the frequency of the milestones, which allows for continuous feedback and appropriate pacing.

scholarly journals ONLINE LEARNING ELEMENT DESIGN – DEVELOPMENT AND APPLICATION EXPERIENCES

2017 ◽  
Author(s):  
Marnie V. Jamieson ◽  
John M. Shaw
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Chemical Engineering ◽  
Independent Learning ◽  
Individual Student ◽  
Digital Learning ◽  
Design Development ◽  
University Of Alberta ◽  
The University ◽  
Capstone Design

The Capstone Design Course instructional team was selected to participate in the digital learning initiative at the University of Alberta. The goals of this initiative are to increase student engagement and promote flexible, independent learning. The objectives of the instructional team were to enhance the interactions between instructors and student design teams in the face of increasing enrolment and to align the course strategically with attributes expected for graduating engineers set out by the University of Alberta and elaborated in the Canadian Engineering AccreditationBoard (CEAB) Guidelines. Existing course lecture materials were redeveloped into an asynchronous online format for individual student engagement. Related inclass team-learning activities were prepared andimplemented. This report focuses on the design of online learning elements connected to in class active learning and project applications and our experiences with them over the course of a two-year pilot project. This paper is a follow up to “The University of Alberta Chemical Engineering Capstone Design Course Goes Flipped!”

scholarly journals THE UNIVERSITY OF ALBERTA CHEMICAL ENGINEERING CAPSTONE DESIGN COURSE GOES FLIPPED!

2015 ◽  
Author(s):  
Marnie V. Jamieson ◽  
Len Church ◽  
Frank Vagi ◽  
William Pick ◽  
Tracy Onuczko ◽  
...  
Keyword(s):  
Student Engagement ◽  
Chemical Engineering ◽  
Course Design ◽  
Independent Learning ◽  
Individual Student ◽  
Digital Learning ◽  
University Of Alberta ◽  
Online Format ◽  
The University ◽  
Capstone Design

The Capstone Design Course instructional team was selected to participate in the digital learning initiative at the University of Alberta. The goals of this initiative are to increase student engagement and promote flexible, independent learning. The objectives of the instructional team were to enhance the interactions between instructors and student design teams in the face of increasing enrolment and to align the course strategically with attributes expected for graduating engineers set out by the University and elaborated in the Canadian Engineering Accreditation Board (CEAB) Guidelines. Existing course materials were redeveloped to an asynchronous online format for individual student engagement and related activities were completed in class. Course delivery effectiveness is being evaluated by comparison with previous cohorts, improvements in post course student self-assessment, student engagement and satisfaction, and will include post course interview and survey data. This preliminary report focuses on elements of course design and preliminary findings.

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