Is student performance in CHE core courses affected by time elapsed since completion of material and energy balance course sequence?

TY - CONF

T1 - Is student performance in CHE core courses affected by time elapsed since completion of material and energy balance course sequence?

AU - Dahm, Kevin D.

AU - Savelski, Mariano Javier

AU - Staehle, Mary

AU - Stanzione, Joseph Francis

N1 - Publisher Copyright: © American Society for Engineering Education, 2016.

PY - 2016/6/26

Y1 - 2016/6/26

N2 - Material and energy balances are a foundational core subject in chemical engineering. This study explored the effect of time elapsed between the completion of material and energy balances and the start of four junior-level core chemical engineering courses. Two cohorts were tracked: one took material and energy balances as a single 4-credit course in the summer of 2014, the other as two 2-credit courses during the 2014/2015 academic year. During the Fall 2015 semester, the students from both cohorts were enrolled simultaneously in four junior-level core courses. The results show that the two cohorts had achieved comparable levels of performance in material and energy balances while they were taking it, but that the students who experienced about a four month time delay between the completion of material and energy balances and the beginning of the junior-level core courses achieved, on average, higher success in the core courses than did the students who experienced about a 13 month time delay.

AB - Material and energy balances are a foundational core subject in chemical engineering. This study explored the effect of time elapsed between the completion of material and energy balances and the start of four junior-level core chemical engineering courses. Two cohorts were tracked: one took material and energy balances as a single 4-credit course in the summer of 2014, the other as two 2-credit courses during the 2014/2015 academic year. During the Fall 2015 semester, the students from both cohorts were enrolled simultaneously in four junior-level core courses. The results show that the two cohorts had achieved comparable levels of performance in material and energy balances while they were taking it, but that the students who experienced about a four month time delay between the completion of material and energy balances and the beginning of the junior-level core courses achieved, on average, higher success in the core courses than did the students who experienced about a 13 month time delay.

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M3 - Paper

T2 - 123rd ASEE Annual Conference and Exposition

Y2 - 26 June 2016 through 29 June 2016

ER -