This study examines the experiences of sophomore and junior level chemical engineering students and their self-reported opinions, confidence, and skill development from completing team-based design projects. These projects are an integral part of a Chemical Engineering program, which incorporates design projects across the curriculum at a large, public, research-intensive university with a high student-to-faculty ratio. The mixed-methods assessment approach blends preand post-project surveys featuring rated and free response questions with focus group analysis. The data analyzed in this study consists of 272 survey responses and 10 focus group participants from the Spring 2013 semester. Students in the junior level course and those with more project experience report a better opinion of chemical engineering, higher levels of design confidence, and greater professional skill development comparedto students in the sophomore course and students with less project experience.
|Original language||English (US)|
|Number of pages||24|
|Journal||International Journal of Engineering Education|
|State||Published - 2015|
- Design education
- Engineering design
ASJC Scopus subject areas