1. From Calculations to Synthesis: Putting Chemistry and Design into the Introductory Course in Chemical Engineering Regina Murphy University of Wisconsin-Madison Keywords: design in introductory courses, blended learning,

2. Why? Introductory chemical engineering course should: – Connect to chemistry – Acquaint students with modern chemical processes and terminology – Teach fundamentals of material and energy balances and material properties (principles) – Develop problem-solving strategies and skills (analysis) – Provide opportunity for design (synthesis)

3. When? Course restructured Textbook published Online materials developed Summer hybrid course offered Textbook writing mid-90s2001-200620062009-20102011 - -

4. Where? Text and online modules used by multiple instructors at UW- Madison Chemical Engineering Text adopted for use at several other universities in US and internationally, translated into Spanish and Korean Online modules shared with faculty/staff at several universities

5. What? Text that builds from chemistry and economics, integrates design heuristics into material and energy balances 17 animated, recorded and transcribed lessons with embedded quizzes. 19 independent quizzes with variety of question types. Learning platform that allows instructor to monitor student access and performance. Students learn basics at their own pace and come to class prepared to tackle more challenging problems. Course content is standardized across multiple instructors.

6. Prognosis? Freshmen and sophomores can experience ‘real’ chemical engineering if: – Basic concepts and vocabulary are drilled. – Problem-solving strategies are deconstructed. – Material property data and graphs are incorporated into material balances. – Design heuristics are taught. – Opportunities for practice with small design/synthesis problems are plentiful. Hybrid classes can be highly effective if: – Student expectations are managed. – Completion of online activities is required and monitored. – Online activities require active responses, self-assessment, and opportunities for review. – Online activities teach basic content, vocabulary, concepts, low-level skills. – Online individual activities are coupled with active/group classroom learning activities that teach higher-level skills and challenge students Challenges with blended learning: – Student workload – Student sense that instructors are lazy – Need for updating content – Technological compatibility problems What is potential for using electronic readers to individualize student instruction? How can plagiarism of homework solutions be prevented? Should engineering faculty be provided with ‘teachers’ guides’ along with texts, to include active learning classroom activities? What is most efficient way to develop and disseminate online presentations and self-assessment materials?