Thinking About Assessment in Chemical Engineering Education

Authors

DOI:

https://doi.org/10.18260/2-1-370.660-140807

Keywords:

Assessment and Evaluation, alternative, mastery, engagment, Educational Technology, scalability

Abstract

In this article we highlight current approaches to assessment in chemical engineering education as contributed by members of the community. These approaches include those longstanding as well as new ideas that tackle the challenges of assessment in the age of AI and increased technological sophistication.

Author Biographies

Daniel D. Burkey, University of Connecticut, United States

Daniel D. Burkey, Ph.D., M.A.Ed. F.AIChE is the Associate Dean for Undergraduate Education in the College of Engineering at the University of Connecticut. His research interests focus on the novel use of games and game-based educational techniques in the engineering classroom. He has most recently taught senior design from 2018-2024 and redesigned that course to use portfolio-based assessment. He currently serves as a director in the AIChE Education Division. He earned his Ph.D. from the Massachusetts Institute of Technology. ORCID: 0000-0001-7451-5005

Corresponding author: daniel.burkey@uconn.edu

Joshua A. Enszer, University of Delaware, United States

Joshua A. Enszer, Ph.D. is the Associate Dean for Undergraduate Education in the College of Engineering at the University of Delaware. His research in the scholarship of teaching and learning includes alternative assessments and rubric design. He has implemented a course in chemical process safety from 2022-2025 implementing the “ungrading” model and continues to implement rubric designs in material and energy balances since 2020. He earned his Ph.D from the University of Notre Dame.

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Published

2026-04-15

Issue

Ahead of Print (Articles ASAP)

Section

60th Anniversary Special Section