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

该项目正在编制教育材料，将生物燃料技术系统地纳入本科化学工程课程。 作为这项工作的一部分，调查人员正在实施和评估基于网络的教学策略，以提高学生的参与和学习。 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，可以很容易地集成到当前的化学工程课程，并通过其他教育工作者。 每个课堂学习模块包含：链接到常用的教科书，以方便整合;基于布鲁姆分类法的不同层次的学习目标;背景信息，包括动机，过程介绍，相关基本原则和概念的讨论;示例问题和解决方案;摘要;链接到网络模块，将促进主动学习和学生参与;不同难度级别的家庭作业问题;以及全面的、开放式的设计问题。 材料和成果的传播方式包括：在一个项目网站和一个供化学工程系教员分享材料的网站（该高速缓存网站）上张贴;在AICHE和ASEE会议上作介绍;向存档期刊提交论文;以及向其他大学的化学工程系教员开展有针对性的外联工作。 评估工作包括教师，学生和行业从业人员对材料的审查，以及在参与机构的教学中心之一的独立评估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，特别是通过该高速缓存网站和有针对性地向其他网站的教职员工进行宣传。

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.