Phillip C. Wankat

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Engineering professors, like professors in every field, have always experimented with innovative instructional methods, but traditionally little was done to link the innovations to learning theories or to evaluate them beyond anecdotal reports of student satisfaction. More scholarly approaches have become common in the past two decades as a consequence of(More)
The national need for engineering education reform is widely recognized. Yet, engineering faculty find the challenges to engaging in engineering education research formidable. Perceptions of what constitutes scholarly activity in the face of promotion and tenure keep many talented and passionate engineering faculty from working in this field. However,(More)
Phil Wankat received chemical engineering degrees from Purdue and Princeton Universities. He currently holds a joint appointment between the Schools of Chemical Engineering and Engineering Education at Purdue. He is interested in separation processes and in improving engineering education. Abstract Chemical engineers have historically played a very(More)
For any knowledge intensive undertaking (such as a discipline) it is critical to chart its birth and growth to understand where the discipline stands and what innovative endeavors lead to the creative accomplishments currently witnessed in its knowledge products. In this project report, we describe the research and development of a knowledge platform called(More)
Many, if not all, engineering professors incorporate homework assignments into their courses in the belief that students will learn more. Students can practice the skills being learned and receive feedback on their efforts. These two principles are known to increase student learning. Data from two chemical engineering courses show that homework grades(More)