How We Teach: Survey Results for Separations Courses in the US and Canada

Authors

DOI:

https://doi.org/10.18260/2-1-370.660-140180

Keywords:

separations

Abstract

This paper surveys topics taught in chemical engineering separations courses in the USA and Canada, comprising 48 courses from 44 institutions.  Most departments teach a junior-year, 3-semester-credit-hour course covering distillation, liquid-liquid extraction, and absorption/stripping (all classic unit operations guided by thermodynamic equilibrium), as well as membrane separations (a more modern technology based on diffusion transport).  As originally predicted by Wankat, modern instructors have embraced process simulators over experiential activities to enhance student learning.

Author Biographies

Laura P. Ford, University of Tulsa, United States

Laura P. Ford, PhD, is Associate Professor of Chemical Engineering at the University of Tulsa.  She teaches engineering science thermodynamics and fluid mechanics, separations/mass transfer, process control, and chemical engineering senior labs. She is an advisor for the university’s chapter of Engineers Without Borders - USA. ORCID:  0009-0002-3585-1879

Corresponding author: laura-ford@utulsa.edu

Janie Brennan, Washington University in St. Louis, United States

Janie Brennan is a Teaching Professor of Energy, Environmental and Chemical Engineering at Washington University in St. Louis. Her research is in chemical engineering education with a focus on process safety, lab instruction, and student engagement.

Heather C. S. Chenette, Rose-Hulman Institute of Technology, United States

Heather Chenette is an Associate Professor of Chemical Engineering at Rose-Hulman Institute of Technology.  Her professional interests include leveraging qualitative methods to understand and enhance student learning in the classroom and creating opportunities for students to learn about polymers, membrane materials, and bioseparation processes through research experiences.

Matthew E. Cooper, North Carolina State University, United States

Matthew E. Cooper is an Alumni Distinguished Undergraduate Professor in the Department of Chemical and Biomolecular Engineering at NC State. After receiving a PhD in Chemical Engineering from Ohio University, he served as a researcher at RTI International before joining the NC State faculty in 2011. Dr. Cooper’s research interests include effective teaching, process safety decision-making skills, and best practices for online education. ORCID: 0000-0003-1060-4628

Kevin D. Dahm, Rowan University, United States

Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worcester Polytechnic Institute (‘92) and his PhD from Massachusetts Institute of Technology (‘98). He has published two books, Fundamentals of Chemical Engineering Thermodynamics, with Donald P. Visco Jr., and Interpreting Diffuse Reflectance and Transmittance, with his father, Donald J. Dahm.

Jacqueline K. Gartner, Campbell University, United States

Jacqueline Gartner is an Associate Professor of Engineering at Campbell University. She earned undergraduate degrees in Chemistry and Math-Economics, has an MBA, and earned her PhD in Chemical Engineering from Washington State University. She conducts research on how to create interventions to help engineering students succeed and persist to graduation.  ORCID:  0000-0002-1292-8557

David L. Silverstein, University of Mississippi, United States

David L. Silverstein is Chair and Professor of Chemical Engineering at the University of Mississippi. He received his BSChE from the University of Alabama and his MS and PhD in chemical engineering from Vanderbilt University. Silverstein’s research interests include conceptual learning tools with a special interest in faculty development. ORCID: 0000-0003-3221-7565

Downloads

Published

2026-09-16

Issue

Ahead of Print (Articles ASAP)

Section

Manuscripts