2026 ASEE Annual Conference & Exposition

Undergraduate Chemical Engineering (ChE) programs have experienced declining enrollment and retention nationwide, driven by perceptions of limited job diversity, long graduation timelines, and misconceptions portraying the field as abstract or environmentally unfriendly. Early experiential learning can play a critical role in reversing this trend through tangible, hands-on exposure to ChE concepts. Reaching prospective students early and getting them excited about chemical engineering has shown promising results, with various departments strengthening their outreach efforts.

In this study, we have expanded on a collaborative approach highlighted in our previous work, showcasing efforts made between two universities to incorporate and adapt a desk-scale engineering kit into a week-long summer program on introduction to chemical engineering for high-school students. The summer program has various themes, including electrochemistry, reaction kinetics, separations, and fluid flow, which is one of the themes in the course and the one reported in this document. The summer introduction to chemical engineering course has been offered four times and has been well-received, as shown by increasing enrollment each year.

Central to the experiential learning activity, the Fluid Flow module features a compact 3D printed kit used for several years to support Junior ChE lab courses at University X1, now adapted for use by high-school students in the summer program organized by University X2. The experimental module features a network of pipes with varying diameters and orientations, aquarium pumps, flexible tubing and fittings, and Arduino-controlled sensors which enable students to explore fundamental principles of fluid mechanics such as flow rate measurements, frictional losses, and pressure drop. The instructional design is intended for high-school students to connect theoretical knowledge to real-world applications effectively. It demonstrates the versatility of chemical engineers across fields such as energy, environment, and biotechnology, with fluid flow as the focus of ChE applications.

During the course, students conduct differential pressure measurements, analyze flow behavior, and discuss with instructors how these principles scale from benchtop systems to essential applications ranging from industrial pipelines to microfluidic devices. A structured assessment methodology consisting of pre- and post-surveys was utilized to determine changes in student perceptions and inclination towards chemical engineering before and after the summer program.

Preliminary feedback collected for the last three iterations of the program indicates that students have shown increased comprehension of basic fluid mechanics and enthusiasm for ChE topics following participation. Student reviews are overall positive, with a high percentage of students valuing the content of the experiential learning activity. Notably, students found the course to be a positive and engaging introduction to chemical engineering, highlighted by memorable labs and a supportive teaching team.

Surveys used in this study were IRB-approved, and data were collected over two years. For the 2025 rollout, we have about 95% response rate for the pre- and about 80% response rate for the post-survey. This effort emphasizes the utility of low-cost, desk-scale experimental modules in highlighting chemical engineering concepts for high-school students. Using survey data, we will be able to quantify our efforts in reshaping perceptions of chemical engineering among high-school students beyond its polluting and unfriendly applications.