Student performance in an online chemical engineering thermodynamics course on a summer schedule

David L. Silverstein, Sarah A. Wilson

Research output: Contribution to journalConference articlepeer-review


The authors have individually taught a course in chemical engineering thermodynamics at the University of Kentucky for many years, but starting in 2017 brought the course into an entirely online format for the summer term. The course coverage includes 1st and 2nd law (building off a pre-requisite material and energy balances course), equations of state, phase equilibrium, mixtures, and ideal/non-ideal VLE. Through three summer offerings, the authors have compared student performance as measured through a common final exam and entering class average GPA at time of enrollment with that of students taking the traditional offering. Performance in both the traditional face-to-face spring term offering (over 16 weeks) and the summer offerings (over 6 or 8 weeks) with small sample sizes (n<20 for each section) were compared without finding apparently significant differences. Details on course structure and other lessons learned regarding teaching foundational courses like this one online are offered.

Original languageEnglish
Article number1276
JournalASEE Annual Conference and Exposition, Conference Proceedings
StatePublished - Jun 22 2020
Event2020 ASEE Virtual Annual Conference, ASEE 2020 - Virtual, Online
Duration: Jun 22 2020Jun 26 2020

Bibliographical note

Publisher Copyright:
© American Society for Engineering Education 2020.

ASJC Scopus subject areas

  • General Engineering


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