Effective and Efficient Teaching For

Prospective Faculty

2009 AIChE Annual Meeting

Monday, November 9, 2009

Nashville, Tennessee

Agenda

Efficient, Effective Teaching

Phil Wankat, Purdue University

Effective, Efficient, Student-Centered Teaching and Advising

Lisa Bullard, North Carolina State University

Break

Efficiently Teaching Effectively through Inductive Learning

David Silverstein, University of Kentucky

Hints on Teaching with Process Simulators

Phil Wankat, Purdue University

®

http://www.edudiv.org

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Efficient, Effective Teaching

Phil Wankat

Purdue University

AIChE, Nashville, Nov. 2009

Efficient, Effective Teaching is not an Oxymoron

1. Active learning takes no more preparation time than lecturing once you learn how to do it.

2. Many best practices take < time other methods1. Solve test problems before giving test.

2. Script thought‐provoking questions in advance

3. Come early & stay late

4. Have positive expectations of students

5. Be enthusiastic

6. Use images & visuals

7. Write & share your course objectives.

Efficient Teaching

• Want a high ratio of:

(student learning)/(teaching time)

• Want a high ratio of:

(student learning)/(student time)

• Use active learning methods in class.

• Encourage student study groups• Helps the students and reduces grading of assignments

• Provide individual help • Before & after class – most efficient

• In groups

Teaching Methods

• Active Learning: U. G. Research

“Hands‐on” Student tutors

Service learning (EPICS) Co‐op/internships

Simulations Student competitions

Technology (“clickers”) Experience Abroadgy ( ) p

Co‐op groups Deliberate Practice

Extracurricular Activities

The data is clear – students learn more with active learning.

• Key to Increased Learning:  Involve students, and focus on student learning

Extracurricular Activities

• “The only factor predictive of adult success…is participation in out‐of‐class activities.”  George Kuh (Distinguished Professor Education, Indiana University)

• Students learn:– How to get along with othersHow to get along with others

– Time Management

– Leadership skills

– And so forth

• Encourage participation

• Serve as an advisor.

Improving Lectures

• Lecture Constraint:  Attention span of students.

• Use mini‐lectures with active learning breaks. 

• Mini‐lectures:– Opener & connector

– Main Body

– Brief Summary & connector.

• Control content tyranny – cover less & relax in class. Assign (and test) material for students learn on their own. 

• Breaks:– Introductions, small group problem solving & discussions, 

brainstorming, stretch/restroom,  quizzes, reflection time, …

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Building Lectures

• First time use lecture mode* with activity breaks

– Build a lecture like a house: Foundation, frame, outer walls & roof first, then finishing touches room by room.

– Houses and lectures are not built in one day.

– Start with 10 to 15 minutes – add more later.

– Follow 80‐20 rule (80% benefit in 20% of time). Maximum 2 hours prep time for new 50 minute lecture (assuming you know the material). Max 1 hour for revised lecture.

– More important to relax in class than cover everything.

*  Exception: small (<10‐12) senior/grad classes use modified Oxford style tutorial.

Course Structure

• Use a spiral structure where items/methods are repeated.

• Example from Separations course– McCabe‐Thiele & Aspen for Flash Distillation– McCabe‐Thiele & Aspen for Binary Distillation– Aspen for Multicomponent Distillation– McCabe‐Thiele & Aspen for distillation of heterogeneous azeotropes

– Aspen for 2‐pressure and extractive distillation– McCabe‐Thiele & Aspen for absorption & stripping– McCabe‐Thiele for immiscible extraction & Aspen for partially miscible extraction.

Questions

• Move into small groups 

• On 3x5 card write one or two questions about “Active learning in class” that the group agrees are good questionsare good questions.

• Turn in the cards.  

• I will comment on cards in the order received.

• This “one‐minute quiz” is useful in classes.

Excellent Teachers are Made, Not Born

• Education – courses or workshops.• Independent reading:

– ASEE PRISM and J. Engineering Education– Bransford,et al, “How People Learn: Brain, Mind, Experience, and 

School,” Expanded Ed. (2000), http://books.nap.edu/books/#0309070368  (Available free or purchase book)( p )

– Wankat & Oreovicz, Teaching Engineering, free at https://engineering.purdue.edu/DevChE/AboutUs/Publications/TeachingEng/index.html

– Wankat, The Effective, Efficient Teacher, Allyn & Bacon, 2002 [ISBN 0‐205‐33711‐2]

• Become a student (formally or informally)• Practice and Experiment• Reflect

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Dr. Lisa Bullard

Department of Chemical and Biomolecular EngineeringDepartment of Chemical and Biomolecular EngineeringNorth Carolina State University

Raleigh, NC

Can you be efficient, effective, AND student-centered?

Teaching Advising

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Lectures ◦ Use “notes with gaps”, coursepack, and a tablet PCg

Have “solution” file to use yourself and to send to students who must miss class

Demonstration

Consider some virtual office hours, possibly in the evening: chat room, IM, emailg , ,

Save boilerplate emails that you send every semester (after the first test, TA memo, etc.)

Email: have students put their name and course number in the title of the email for easier sorting

Records retention: 1 yr

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Name tents and photos One page bios for big classes in lieu of

i di id l i t iindividual interviews Look for opportunities to share personally,

especially in bigger classes

Cover issues of late work, makeup tests in the syllabusy

Convey clear expectations for academic integrity up front

Do an early survey to detect and correct problems

Intervene early in cases of students with low test scores or poor attendance

Provide students with previous year’s exam and solution

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Steal shamelessly!◦ ASEE and AIChE Education Division offer many ideas

that you can use◦ Don’t reinvent the wheel!

My web site: http://www.che.ncsu.edu/bullard/ ◦ Stoichiometry course◦ Senior DesignSenior Design◦ Professional Development◦ Advising Handbook◦ Academic Integrity

Consider group advising for those with common questions (freshmen, q ,concentrations)

Have students fill out and bring a one-page info sheet (and file it)

Use Google documents for your advising schedule

Put a large clock behind the student where you can see it

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Save boilerplate emails that you send every semester (advising, drop date, etc.)g, p ,

Use (or develop) an advising handbook for FAQ’s and frequent campus contacts

Early intervention (use mechanisms of electronic progress reports if available)

If you want to be effective, efficient, ANDstudent-centered:◦ Use technology◦ Anticipate problems or questions and head them

off up front◦ Look for opportunities to connect personally,

especially as classes get larger

Example of Coursepack/Tablet Use

Raoult’s law (Eq. 6.4–1)

p y P x p Ti i i i *( )

where pi* = vapor pressure of Component i. Raoult’s Law is an approximation that applies to vapor and liquid phases in equilibrium. Note: If xi = 1, (6.4-1) reduces to (6.3-1) for a single condensable species. Raoult’s law most accurate when applied to

mixtures of structurally similar liquids (straight-chain alcohols, aromatic hydrocarbons,...)

– pentane, hexane, heptane – methanol, ethanol, propanol – benzene, toluene, xylene

a component of a liquid mixture for which xi 1 (the solvent in a very dilute solution)

Apply with care to dissimilar liquids, never to immiscible liquids (e.g., hydrocarbons & water).

Example: A liquid mixture contains 40.0 mole% C6H6(l) (benzene) and 60.0 mole% C7H8(l) (toluene) at 90oC. Find vapor phase pressure and composition.

Solution: B = C6H6, T = C7H8

yB (mol B(v)/mol) (1–yB) (mol T(v)/mol) 90oC, P(torr)

0.400 mol B(l)/mol 0.600 mol T(l)/mol 90oC

Gibb’s Phase Rule: DF = 2 + nspecies – nphases = 2 + 2 – 2 = 2. Since two intensive variables have been specified for the system (xB = 0.400, T = 90oC), all other intensive variables (in this case, P and yB) are fixed.

Both components are aromatic hydrocarbons apply Raoult’s law for each one (2 eqs. in 2 unknowns), using the Antoine equation (Table B.4) for the vapor pressures. The E-Z Solve program is as follows (we will use pBv and pTv to stand for the vapor pressures of benzene and toluene, respectively):

//Handout 6–p. 3 example

pBv = 10^(6.89272 – 1203.531/(90+219.888)) //Antoine equation for benzene

pTv = ________________________________________________ //Antoine equation for toluene

yB*P = _______________________________________ //Raoult’s law for benzene

_____________________________________________ //Raoult’s law for toluene

Solutions: pBv = pB*(90oC) = 1021 torr, pTv = pT

*(90oC) = 407 torr

P = 652 mm Hg, yB = 0.626

Q: Which is more volatile—benzene or toluene? A: ___________________________

Observe: (a) Pressure is weighted average of component vapor pressures at 90oC. (b) Vapor is enriched in more volatile component: xB = 0.400 mol B(l)/mol, yB = 0.626 mol B(v)/mol.

Henry’s law (Eq. 6.4–2): p y P x H Ti i i i ( )

where Hi (atm/mole fraction) = Henry’s law constant for Component i. Note that Hi(T) denotes a function of T, not times T. It is specific to a pair of species (e.g. SO2 in H2O). Most accurate when applied to a nondissociating, nonionizing, nonreactive component of a liquid mixture for which xi 0 (e.g., the solute in a very dilute solution, or absorbed gas with a low solubility). Look up Hi (T) in Perry’s Chemical Engineers Handbook & other standard references.

Q: The ___________ (higher, lower) the value of H, the greater the solubility of a gas in a liquid.

A: _________ (___________________________________________________________________)

Ideal solution: VLE relationships for all components can be described by either Raoult’s or Henry’s Law over the entire composition range. If a solution is not ideal, need to use more complex phase equilibrium relations (a topic treated in CHE 316).

When you use Raoult’s law or Henry’s law for a solution component and are asked to justify doing so, you can say any of four things: (1) xi 1 (Raoult’s law); (2) xi 0 (Henry’s law, nondissociating nonionizing nonreactive species); (3) mixture of structurally similar compounds (Raoult’s law); and if all else fails, (4) we assume ideal solution behavior.

Example: A system at equilibrium at 20oC and pressure P(atm) contains water and CO2 in liquid and gas phases. The gas phase is 10.0 mole% CO2, and CO2 is only slightly soluble in water. We wish to determine P and the composition of the liquid phase.

0.100 mol CO2(g)/mol 0.900 mol H2O(v)/mol 20oC, P(atm)

xC [mol CO2(dissolved)/mol] (1–xC) [mol H2O(l)/mol] 20oC

(a) Use Gibb’s Phase Rule to demonstrate that all unknown intensive variables can be determined (at least in principle) from the given information.

(b) Which VLE correlations (laws) would you use to express the vapor-liquid equilibrium relationship for

CO2: ___________’s law, because _____________________________________________________

H2O: ___________’s law, because _____________________________________________________

(c) The Henry’s law constant for carbon dioxide in water at 20oC is 1.38x104 atm/mole fraction. Calculate P and xC.

Exercise. Use Henry’s Law p y P x H Ti i i i ( ) to explain some familiar phenomena:

(a) : A cold can of soda (CO2 dissolved in water and nonvolatile additives) is opened and bubbles slowly form and emerge. Explain why, using Henry’s law in your explanation.

(b) A warm can of soda is opened and bubbles rapidly form and emerge. Explain why this process is different from the previous process, again using Henry’s law. What is the effect of T on HCO2 ?

(c) A pot is partially filled with tap water at 20oC and heated on a stove. You first see a lot of very small bubbles coming out of the water (the water is only lukewarm at the time), then the flow of small bubbles stops. Eventually the water boils—large bubbles form below the water surface (mostly at the bottom surface of the pot) and burst out.

– What are the small bubbles? (Hint: They’re not water.) Why are they forming?

– What are the large bubbles? Why is the temperature at which they form slightly greater than 100oC?

– Is any vaporization occurring between the emission of the small bubbles and boiling? Explain.

Chemical and Biomolecular Engineering Department Advising Planning Form

Name: ___________________________________________________________ Date:______________ (Last) (First) (M.I.) Student Identification Number: ______________________ Email: __________________________ Current Curriculum: ____ Standard CHE ____ Biomolecular ____ Nanoscience

____ Green Engineering ____ Honors ____ BS/MS CHE ____ CHU

Double Major: _____________________________ Minor: ___________________________ Planning to transfer out of department to: ______________________________________ Expected Graduation: Fall Spring Sum I Sum II Year: _________ (circle one) Will you be working? No______ Yes_______ Hours per week: ____________ GPA Status: Overall GPA 2.0 or better _________

Either C- or better in CHE courses ________ or Major GPA 2.0 or better _________

Foreign Language Proficiency Yes________ No_________ Courses with LA or IN grades? __________________________________________________________

Courses For Which You Plan To Register:

Course Credits Satisfied Prerequisites?

I agree to discuss any schedule changes with my advisor before I make them. ________________________________________ ___________________________________________ Student Signature Advisor Signature

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And how to teach that process control class no one wants

David L. Silverstein, Ph.D., P.E.University of KentuckyNovember 10, 2009AIChE Annual Meeting

Module Objectives Describe inductive teaching and learningDescribe inductive teaching and learning

Compare inductive learning to the research process

List methods of implementing inductive teaching in the classroom

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If parents taught like most college professors… Practical lessons like “Don’t touch a hot stove” might Practical lessons like  Dont touch a hot stove  might become lectures on:

Conduction (Fourier’s law, delta T driving force)

Biomaterials (mesodermal cell response to heat)

Energy conservation

Safety (hazard identification, risk analysis & management)

A more effective approach Saying “This is a hot stove– Don’t Touch It!”Saying  This is a hot stove Don t Touch It!

Not always effective

Touching a hot stove*

Always works

What is learned from experience can be extended to What is learned from experience can be extended to predict other scenarios

Eventually, those predictions can be summarized or coalesce into a theory/governing equation/model

*This is not an endorsement of the experiential approach of teaching children not to touch a hot stove.

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How do you discover new things? Think about your research project for your doctorateThink about your research project for your doctorate

What did you start with?

What did you end with?

Which is better? Think about your undergraduate coursesy g

How did you start talking about heat transfer?

This is unnatural!

Inductive learning is the natural learning process

Which approach will be more effective for novice learners?

Theory predicting what would be observed  (deduction)

Making observations drawing conclusions (induction)

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Inductive Teaching & Learning “Topics are introduced by presenting specific Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established.” (Prince & Felder, JEE, 2006)

The proofis out there

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Words of Caution Many of the methods described in this article will not Many of the methods described in this article will not work well the first time for new instructors

Many of the methods will not work well the first time for experienced instructors

Choose methods that fit your styley y

Take advantage of the work of others

With permission and acknowledgement!

Some Simple Ways to Teach Inductively Laboratories and SimulationLaboratories and Simulation

Analogies 

Case Studies

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Everyone’s Favorite Course? Process control often seems to have little in common Process control often seems to have little in common with other upper level ChE courses

One of the most practical and potentially most intuitive courses

Labs and/or simulation a great opportunity to teach g pp ycore concepts efficiently and inductively

There’s Never Enough Time If you don’t have sufficient laboratory resources to If you don t have sufficient laboratory resources to bring all of your students into the lab multiple times during the term, use simulation

Matlab/Simulink

Doyle’s Process Control Modules

Cooper’s Control Station Loop‐Pro Trainer

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Loop‐Pro Trainer Instructor version freeInstructor version free

Student version inexpensive

Lab licenses reasonable

If you introduce it  use it throughout the course If you introduce it, use it throughout the course

What concept shall we illustrate? Start with a detailed experimental planStart with a detailed experimental plan

Perform the experiment

Make certain students make key observations

Discuss in class so that students draw conclusions

Introduce theory that supports those conclusions

Discuss exceptions or incorrect conclusions Discuss exceptions or incorrect conclusions

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Key Resources Use the educational literature for ideas

Chemical Engineering Education http://cee.che.ufl.edu to find articles

ASEE Conference Proceedings ChE articles at http://www.asee‐ched.org 

FIE Conference Proceedings http://fie‐conference.org/p g

AIChE Education Division http://www.edudiv.org/

For more information on Loop‐Pro http://www.controlstation.com 

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Hints on Teaching with Process Simulators

Phil Wankat

Purdue University

AIChE, Nashville, Nov. 2009

Modern Practice ChE

1. Heavy use: spreadsheets, mathematical software, CFD software & process simulators.

2. Whenever possible, simulations (cheaper and faster) replace experiments, pilot plants & prototypesprototypes.

3. Distillation & other steady state separations designed almost exclusively with simulators. Other separations will follow same path.

4. To prepare students for practice, we must use simulations.

Core ChE Separations Course

• ChE 306, Design of Separation Processes, (~2/3 is distillation) originally three lectures/week.

• Aspen Plus homework assignment – not effective

• Motivator: 1994 Survey of graduates: Purdue ChEd k dgraduates weak on computer use compared to 

graduates of other programs!  OUCH!– But, something good out of ABET.

• Current 2 lectures + 1 optional help + a 2‐hour Aspen Plus computer lab most weeks. With 168 students  have 7 lab sections.  1/3 of grade is based on lab!

Simulations in ChE

• Use process simulator with,(Design & simulation power)/(training time) >> 1

• Need assigned computer lab with live help– 99% AspenPlus difficulties are caused by operator

• Give “cookbook” recipe to get started then “what if?”• Give  cookbook  recipe to get started, then  what if?  explorations.  Start simple → complex.

• Students learn from peers, TA, professor.  

• Individual work before group work.  Early labs are for learning – no turn in.  Then labs where students show instructor results. Then mastery lab quiz. Then group projects with lab reports.  Finally lab test.

Mastery lab quiz

• 5th lab do mastery lab quiz – 2.5% of course grade. Purpose is to get all students to minimal level competence.

• Students given previous quiz with answers in advance.  Their quiz very similar.  Chance to practice.

• Simple distillation design – draw system, fill out Aspen forms determine temperatures heat duties compositionsforms, determine temperatures, heat duties, compositions, & column diameter. Then change key components & run again.  Fast students done in 20 minutes.

• Students take quiz, instructor grades immediately, gives back to student, student redoes incorrect parts, regrade, redo, until correct (grade = 100) or 2 hours up.

• Students like this procedure and fewer students who are lost (< 5%).

Group Labs

• Labs on extractive distillation and on gas treatment plant (absorber plus stripper) are done in groups of 3 or 4.  

• Each student individually does design whilst checking result with group Report is a groupchecking result with group.  Report is a group report.

• Groups assigned by instructor.– Spread out abilities– Mix international students with US students

• Strict limit on report size – 2 pages text plus 1 page figures & tables.

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Lab Test

• Last lab of semester is 2 hour lab test.

• 20% course grade.

• Two parts – 50% each.

1. Essentially same as lab quiz, but not mastery.

2. Design problem: e.g., extractive distillation, 2‐pressure distillation, absorption, etc.

• Challenge for professor: Writing multiple lab exams with design problems equal difficulty.

Why is lab favorite part of ChE 306?

– Group work, friendly atmosphere.

– Help available (individual attention)

– Uses computer simulation; thus, familiar learning style – hands on, Trial & error.

Realistic & prepares them for job– Realistic & prepares them for job.

– Challenge yet can succeed – and then challenge level is raised.

– Except for lab test, low stress environment.

• Use of a number of different motivators means likely to impact more students.

Conclusions: 306 Computer Simulation Lab

• Results:– More active students & more student interest.

– Better qualitative understanding

– Much better prepared for senior design 

– Better prepared for industry

S d “If l b id f ld b d i– Student comment, “If lab was gotten rid of, we would be screwed in the business world.”

• Teaching assistants must know/learn AspenPlus

• Need mastery lab quiz early in semester

• Lab test later in semester

• Labs in textbook Separation Process Engineering.