TUES: Integrating Biofuels Education into Chemical Engineering Curriculum to Prepare Competent Engineers and Researchers for Renewable and Sustainable Energy Solutions

该项目正在编写教材，将生物燃料技术系统地整合到本科化学工程课程中。作为这项工作的一部分，研究人员正在实施和评估基于网络的教学策略，以提高学生的参与度和学习能力。具体来说，他们正在创建一套全面、灵活的课堂和基于网络的模块，这些模块可以很容易地集成到当前的化学工程课程中，并被其他教育者采用。每个课堂学习模块包含：常用教材链接，便于整合；基于布鲁姆分类法的不同层次学习目标；背景信息包括动机、过程介绍、相关基本原则和概念的讨论；举例问题和解决方案；一个总结;链接到网络模块，将促进积极学习和学生参与；不同难度的家庭作业问题；以及全面的开放式设计问题。材料和结果通过在一个项目网站和一个供化学工程教员共享材料的网站（CACHE网站）上发布；通过在AICHE和ASEE会议上的演讲；通过提交给存档期刊的论文；并通过有针对性地向其他大学的化学工程教职员工推广。评估工作包括教师、学生和行业从业者对材料的审查，以及在参与机构的一个教学中心的独立评估人员的指导下使用学生调查、焦点小组和SLAG工具。更广泛的影响包括传播教学材料，特别是通过CACHE网站和有针对性地向其他网站的教职员工推广。

The project is creating educational materials that systematically integrate bio-fuel technology into the undergraduate chemical engineering curriculum. As a part of this effort, the investigators are implementing and evaluating web-based teaching strategies in order to improve student engagement and learning. Specifically, they are creating a set of comprehensive, flexible classroom and web-based modules that can be integrated easily into current chemical engineering curricula and adopted by other educators. Each classroom learning module contains: links to commonly used textbooks for easy integration; different levels of learning objectives based on Bloom's Taxonomy; background information including motivation, process introduction, a discussion of related fundamental principles and concepts; example problems and solutions; a summary; links to web module that will promote active learning and student engagement; homework problems at different difficulty levels; and comprehensive, open-ended design problems. Materials and results are being disseminated through posting on a project website and on a website for sharing material among chemical engineering faculty members (the CACHE site); through presentations at AICHE and ASEE meetings; through papers submitted to archived journals; and through a targeted outreach effort to chemical engineering faculty members at other universities. Evaluation efforts include both a review of the material by faculty members, students and industrial practitioners, and the use of student surveys, focus groups, and the SLAG instrument under the direction of an independent evaluator from one of the participating institutions' teaching and learning centers. Broader impacts involve the dissemination of the instructional materials, particularly through the CACHE site and the targeted outreach to faculty members at other sites.