A Second Special Section on the ASEE/AIChE Chemical Engineering Summer School

Authors

  • Daniel Burkey University of Connecticut, United States
  • Allison Godwin Cornell University, United States
  • Milo D. Koretsky Tufts University, United States

DOI:

https://doi.org/10.18260/2-1-370.660-135005

Abstract

An introduction to a second special section on the 2022 ASEE/AIChE Chemical Engineering Summer School.

Accessibility Summary:

In accordance with Title II regulations this content meets all points of exemption as Archived web content and/or Preexisting conventional electronic documents.

Author Biographies

Daniel Burkey, University of Connecticut, United States

Daniel Burkey is the Castleman Term Professor in Engineering Innovation and the Associate Dean for Undergraduate Education in the School of Engineering at the University of Connecticut. He received his B.S. from Lehigh University, and his M.S. and Ph.D. from the Massachusetts Institute of Technology, all in Chemical Engineering. He also holds an M.A.Ed. in Educational Research Methods, Measurement, and Evaluation from the University of Connecticut.

Corresponding author: daniel.burkey@uconn.edu

Allison Godwin, Cornell University, United States

Allison Godwin is an associate professor in the Robert Frederick Smith School of Chemical and Biomolecular Engineering at Cornell University. She received her B.S. in chemical engineering and Ph.D. in engineering and science education from Clemson University. Her research focuses on how engineering identity, alongside other factors, influence engineering students’ pathways into and through engineering.

Milo D. Koretsky, Tufts University, United States

Milo Koretsky is the McDonnell Family Bridge Professor in the Department of Chemical and Biological Engineering and in the Department of Education at Tufts University. He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley all in chemical engineering. He studies learning and engagement in the classroom targeted at the development of conceptual understanding and disciplinary practices.

Cover for the Winter 2024 issue

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Published

2024-02-22

Issue

Vol. 58 No. 1 (2024): Winter 2024

Section

Summer School Special Section