Chemical engineering design projects across the curriculum at a large research-intensive public university

Kyle F. Trenshaw, Marina Miletic, Joseph W. Schlude, Ayesha S. Tillman, Troy J. Vogel, Jerrod A. Henderson, Edmund G. Seebauer

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


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 languageEnglish (US)
Pages (from-to)1352-1375
Number of pages24
JournalInternational Journal of Engineering Education
Issue number5
StatePublished - 2015
Externally publishedYes


  • Design education
  • Engineering design
  • Evaluation
  • Perception
  • Teamwork

ASJC Scopus subject areas

  • Education
  • General Engineering


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