Abstract:
For 30 years, the undergraduate laboratory in the Chemical Engineering department at Carnegie Mellon University has employed a variety of pedagogies. In this talk we will explore our transition to student-led open-ended projects in our senior laboratory course. Furthermore, we will focus on implementing self-directed learning within this construct.
Biography
Alexandra Newby is an Assistant Teaching Professor in the Department of Chemical Engineering at Carnegie Mellon University. She received her Ph.D. in Chemical Engineering, M.S. in Civil and Environmental Engineering, and B.S. in Chemical Engineering and Engineering & Public Policy from Carnegie Mellon University. Her research experience spans both computational and experimental approaches across environmental and biomedical applications. Her doctoral research focused on leveraging components of human milk to improve drug delivery. At Carnegie Mellon, her teaching focuses on chemical engineering fundamentals, including material balances, mathematical methods, and unit operations laboratory, with an emphasis on active learning and hands-on engineering education. Alexandra worked two years as a Process Engineer at Proctor&Gamble. She has received the Wimmer Eberly Active Learning Fellowship and Provost's Inclusive Teaching Fellowship.
Biography
Matt Cline facilitates the Undergraduate Chemical Engineering lab courses at Carnegie Mellon. These courses transition students from well-defined, knowledge-based, and instructor-centric experiences to open-ended, skill-oriented, and student-led projects. He partners with faculty to prepare students to excel in whatever endeavors they may pursue. Matt received his B.S. in Chemical Engineering from Carnegie Mellon and has served in his current role since shortly after graduation in 1996. He consults and has founded two companies. Matt has received teaching awards at the department and college levels.