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The ASEE/AIChE Chemical Engineering Summer School (ChESS) is a week-long, roughly quinquennial over the past nearly 100 years, faculty development event bringing together early-career and seasoned faculty for workshops and community building [1]. The most recent ChESS took place July 25-29, 2022 at the Colorado School of Mines in Golden, CO, with around 160 participants and 80 presenters. The two core outcomes for the Summer School are 1) to build the Chemical Engineering education community and 2) to provide useful knowledge and tools for teaching, scholarship, and service for those early in their careers. A typical day at ChESS starts with breakfast and a plenary session, followed by one to two sessions with 5-6 parallel workshops, lunch, then two more parallel workshop sessions. These are complemented by thematic networking sessions, evening poster presentation receptions and a host of social events including a scavenger hunt. One afternoon of the week, local sightseeing and similar activities are available to all participants and presenters. Most workshops are delivered by volunteer presenters from the chemical engineering education community and about 20 are offered by industry and funding agency partners. Changes in programming for the most recent offering included specific identification of pedagogical, Diversity Equity and Inclusion (DEI), and content tracks for the parallel workshop sessions. To support this structure, plenary speakers were invited to present on pedagogical practices and DEI, in addition to the long-standing Teaching Institute and industry plenary. Workshops were either 90 or 150 minutes in length and typically hosted between 20-50 participants. While the core audience is newer faculty, the more experienced faculty who attend as workshop presenters are welcome to attend other workshops, space and time permitting, and about 90% of them did so. A survey conducted immediately after the close of ChESS 2022 showed respondents found it to be successful at meeting its two goals. 96% of respondents somewhat agreed or strongly agreed that the Summer School was conducive for meeting other Chemical Engineering faculty, while the same fraction somewhat agreed or strongly agreed that the workshops were useful. 93% of respondents strongly agreed that they would recommend the Summer School to a colleague, with a further 3% expressing some agreement. This paper shares details on the program, funding, and overall design of the Summer School as well as some reflections and recommendations from the steering committee. It also summarizes the results of the immediate post-Summer School survey. [ABSTRACT FROM AUTHOR]

In 2014, the AIChE Education Division's Course Survey Committee supervised a survey on how Transport Phenomena and related courses are taught by different institutions. Faculty members from chemical engineering departments who have taught these courses during the 2013-2014 academic provided the responses. The survey, which was conducted online using the software Qualtrics, was disseminated to faculty members by department administrators who were solicited via email. The survey covered topics ranging from course content, student learning objectives, and textbook preferences. In this paper, statistical results from the survey are provided, as well as a comparison with results obtained from related surveys previously conducted in 1977, 1978, and 1987. [ABSTRACT FROM AUTHOR]

This paper describes a model for a virtual community of practice (VCP) to support faculty efforts to adopt research-based instructional strategies in Chemical, Materials and Biological Engineering courses. The VCP was built on published recommendations for successful faculty development programs. The VCP program began with a 10 week virtual training period for five pairs of VCP leaders, during which they acquired the skills and knowledge needed to lead the faculty VCP. The faculty VCPs focused on one of five technical disciplines and were led by a pair of leaders having expertise in a specific technical focus area as well as in engineering pedagogy. Workshops were held using Internet conferencing software: the first 8 weekly workshops provided training in research-based pedagogy, and the second 8 biweekly workshops supported faculty efforts to implement chosen strategies in their courses. The participants were full-time faculty members with a range of teaching experience and pedagogical expertise, ranging from novice to expert. Improvement was measured via pre/post survey in the areas of familiarity and use of research-based pedagogy, as well as in perceived student motivation. The second part of the paper focuses on the translation of faculty participant experiences from the VCP into the classroom as they implemented a variety of instructional methods in their courses. We describe their approaches and preliminary results using different instructional methods such as flipping the classroom, using game-based pedagogy, promoting positive interdependence in cooperative-learning teams, peer instruction, small group discussion, Process Oriented Guided Inquiry Learning (POGIL), and using Bloom's Taxonomy to structure a course. [ABSTRACT FROM AUTHOR]