@inproceedings{ford_brennan_chenette_cooper_dahm_gartner_landherr_silverstein_thiel_vogel_2024, title={The Organization of Transport Topics in Chemical Engineering Curricula}, url={https://doi.org/10.18260/1-2-660-49380}, DOI={10.18260/1-2-660-49380}, author={Ford, Laura P. and Brennan, Janie and Chenette, Heather and Cooper, Matthew and Dahm, Kevin and Gartner, Jacqueline and Landherr, Luke and Silverstein, David and Thiel, Stephen and Vogel, Troy}, year={2024}, month={Sep} }
 @inproceedings{cooper_2024, title={Use of Top Hat Questions to Build Classroom Community and Improve the Student-Teacher Relationship}, url={https://doi.org/10.18260/1-2--48220}, DOI={10.18260/1-2--48220}, abstractNote={Abstract Top Hat is one of many services that enable instructors to poll students with questions; students provide answers via their cell phones, and the instructor can display the class's responses for everyone to see. Typically these questions are technical / educational in nature, e.g. conceptual quizzes. However, the author has recently researched the use of Top Hat toward improving the student-teacher relationship through asking questions unrelated to coursework, specifically trivia questions about the instructor's personal life (e.g. the music or games they enjoy). It was found in previous work that students were delighted by these questions and appreciated the opportunity to get to better know their instructor. In the past academic year the author tried an additional approach where students were polled with questions on things they (rather than the instructor) enjoy, etc. with a goal of students getting to better know each other and build community based on their shared responses. Examples of the questions presented to the students and tips for faculty interested in applying the practice will be communicated as part of this work. Also, student perspectives on this practice will be examined via a brief qualitative investigation using thematic analysis of responses to end-of-the-semester course evaluations; specifically, students will be asked to provide their perspectives on their enjoyment of the practice, whether they would like it incorporated in future courses, and whether they enjoy questions related to them and their fellow students more than trivia questions about the instructor.}, author={Cooper, Matthew}, year={2024}, month={Jun} }
 @article{stransky_bodnar_bassett_cooper_anastasio_burkey_2023, title={Engineering process safety research instrument: Assessing students’ moral reasoning in process safety contexts}, volume={42}, ISSN={1749-7728}, url={http://dx.doi.org/10.1016/j.ece.2022.11.004}, DOI={10.1016/j.ece.2022.11.004}, abstractNote={Process safety decision making is a key component of undergraduate chemical engineering education. Despite this, there are no existing survey instruments designed to measure students’ moral reasoning in the context of process safety decision making. The Engineering Process Safety Research Instrument (EPSRI) was developed to address this deficit in process safety assessment. The EPSRI was modeled after existing moral reasoning instruments including the DIT2, EERI, and ESIT. The process safety scenarios included were drawn from personal experience and reports from the Chemical Safety Board. Each scenario in the instrument was followed by a decision prompt and 12–15 considerations. The EPSRI went through content validation with chemical engineering industry practitioners and chemical engineering faculty members. Subsequently, three rounds of exploratory factor analysis were conducted to finalize the instrument design before a final confirmatory factor analysis was completed to ensure validity and reliability of the instrument. Completion of the exploratory factor analysis resulted in five dilemmas with 9–12 considerations each that loaded onto pre-conventional, conventional, and post-conventional reasoning constructs according to Kohlberg’s moral development theory. Confirmatory factor analysis reaffirmed the validity and reliability of the instrument and its ability to measure chemical engineering students’ moral reasoning within process safety contexts.}, journal={Education for Chemical Engineers}, publisher={Elsevier BV}, author={Stransky, Jeffrey and Bodnar, Cheryl and Bassett, Landon and Cooper, Matthew and Anastasio, Daniel and Burkey, Daniel}, year={2023}, month={Jan}, pages={44–53} }
 @inproceedings{cooper_cardenas-vasquez_2023, title={Is Poor Classroom Attendance a Virtual-Learning Hangover or the New Normal? A Qualitative Study}, url={https://doi.org/10.18260/1-2--43889}, DOI={10.18260/1-2--43889}, abstractNote={Abstract Evidence from a capstone design course in the Fall 2022 semester at the authors' university showed that in-person attendance by senior ChE students was far below levels seen in previous semesters. It seems that this phenomenon is not isolated to one university; based on discussions with other faculty at the 2022 AIChE Conference, poor in-person attendance in senior ChE courses has been observed at many institutions. During these conference discussions amongst ChE faculty, various hypotheses regarding the reasons for poor attendance were discussed. For example, many faculty stated their course lectures were recorded and/or livestreamed for at-home viewing by students. Is it possible that students feel recorded lectures are a viable like-for-like replacement for classroom attendance based on their experiences during the COVID-19 pandemic? Classroom recordings can typically viewed at accelerated rates (e.g. double speed) – do students view the time savings of watching recordings as more valuable than in-class benefits such as interacting with fellow students, participating in active learning activities, etc.? It was also noticed that some students did not regularly attend classes nor review video lectures, yet still performed passably on homework and even in-person exams – how could this be possible? This work aims to investigate student perceptions on factors influencing their classroom attendance and engagement with the course from a phenomenological perspective. Survey data was collected during the Fall 2022 semester from students enrolled in a ChE capstone design course as part of end-of-semester course evaluations. The survey included two questions that are investigated in this study: the first question regarded what factors students felt contributed to themselves or others deciding not to attend classes in person, while the second question asked for perspectives on how students may have been able to perform well on assignments without attending classes or reviewing recorded lectures. The qualitative data collected via student responses to these questions was then analyzed using thematic coding analysis to elucidate themes and categorizations arising from responses. The resulting analysis provides a snapshot of the changing perspectives of students based on their compulsory experiences with virtual learning during the COVID-19 pandemic.}, booktitle={ASEE National Meeting}, author={Cooper, M. and Cardenas-Vasquez, E.}, year={2023} }
 @inproceedings{cooper_2023, title={My Professor Listens to Rage Against the Machine? Using No-Stakes Personal Trivia Questions to Build Student-Teacher Relationships}, booktitle={AIChE National Meeting}, author={Cooper, M.}, year={2023} }
 @inproceedings{cooper_bullard_2023, title={Retrospective Analysis of the Effect of an Online “Bridging” Course Sequence on Student Success in Graduate Studies}, booktitle={AIChE National Meeting}, author={Cooper, M. and Bullard, L.}, year={2023} }
 @inproceedings{cooper_cardenas-vasquez_2023, title={Why Would Some Students Prefer to Watch Lecture Recordings Rather than Attend Class? A Follow-Up Study}, booktitle={AIChE National Meeting}, author={Cooper, M. and Cardenas-Vasquez, E.}, year={2023} }
 @inproceedings{cooper_bullard,_2023, title={Work-in-Progress: Developing a Research Plan for a Retrospective Analysis of the Effect of Bridging Courses on Student Success in Graduate Studies}, url={http://dx.doi.org/10.18260/1-2--44412}, DOI={10.18260/1-2--44412}, abstractNote={Abstract The Department of Chemical and Biomolecular Engineering at North Carolina State University has developed a two-course "bridging course" sequence intended to provide students with an undergraduate degree other than ChE (e.g. physics, chemistry, biology) with the knowledge and skills needed to be successful in ChE graduate school. Prior to the development of these courses, students without an undergraduate degree in ChE were still admitted to graduate study at North Carolina State University, but anecdotal evidence indicated the students tended to struggle in their core graduate coursework. The overall goal of this work is to determine the impact, whether positive or negative, of bridging course sequence completion on the success of students without undergraduate ChE degrees in ChE graduate school; this work-in-progress paper intends to solicit feedback on study design from the ASEE ChE Division community. The NC State bridging courses have been offered 15 times since 2018, comprising a total of 121 enrolled students; 77 of these students went on to complete core graduate coursework at NC State. This set of 77 students comprises an experimental sample that will be compared against a cohort of 155 students who completed graduate coursework at NC State without an undergraduate degree in ChE but did not take the bridging courses (e.g. before the bridging courses were available or decided against taking the bridging courses). Comparisons intended to be made across these data sets include graduate coursework GPA (overall and only core courses) and graduation rate (for MS and Ph.D.). It will also be determined if there is any correlation between student performance in the bridging courses with their performance in later graduate coursework.}, booktitle={2023 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Cooper, Matthew and Bullard,, Lisa}, year={2023} }
 @inproceedings{cooper_bullard_2023, title={Work-in-Progress: Developing a Research Plan for a Retrospective Analysis of the Effect of Bridging Courses on Student Success in Graduate Studies}, booktitle={ASEE National Meeting}, author={Cooper, M. and Bullard, L.}, year={2023} }
 @article{huayta_campbell_cooper_2022, title={A Brief Investigation Of Exam Questions Posted To Tutoring Websites: A Darker Side Of Modern ChE Education}, volume={56}, ISSN={0009-2479}, url={http://dx.doi.org/10.18260/2-1-370.660-129701}, DOI={10.18260/2-1-370.660-129701}, abstractNote={Tutoring websites can facilitate and incentivize students to upload course materials in violation of syllabus and copyright policies. In a study investigating the prevalence of instructor-generated exam problems appearing online, 23.3% of all investigated problems appeared on tutoring websites, with those from an online graduate course appearing more frequently (74.7%) than traditionally-delivered undergraduate courses (11.2%). Reasons for this disparity as well as strategies to minimize this type of academic misconduct are presented.}, number={2}, journal={Chemical Engineering Education}, publisher={American Society for Engineering Education}, author={Huayta, Javier and Campbell, Z. and Cooper, M.}, year={2022} }
 @inproceedings{stransky_bodnar_burkey_anastasio_cooper_2022, title={Exploring Engineering Students’ Decision Making Priorities in a Digital Plant Environment}, booktitle={ASEE National Meeting}, author={Stransky, J. and Bodnar, C. and Burkey, D. and Anastasio, D. and Cooper, M.}, year={2022} }
 @inproceedings{anastasio_bodnar_burkey_cooper_2022, title={Game-Based Learning for Challenging Topics in Chemical Engineering}, booktitle={ASEE / AIChE Summer School}, author={Anastasio, D. and Bodnar, C. and Burkey, D. and Cooper, M.}, year={2022} }
 @inproceedings{cooper_2022, title={In the (Fume) Hood Podcast: Live ChE Summer School Special}, booktitle={ASEE / AIChE Summer School}, author={Cooper, M.}, year={2022} }
 @inproceedings{cooper_2022, title={Modernizing Satisfaction of the ABET/AIChE Process Safety Criterion Through an Across-the-Curriculum Approach}, booktitle={AIChE National Meeting}, author={Cooper, M.}, year={2022} }
 @inproceedings{koretsky_visco_godwin_cooper_2022, title={Publishing Your Research on Education}, booktitle={ASEE / AIChE Summer School}, author={Koretsky, M. and Visco, D. and Godwin, A. and Cooper, M.}, year={2022} }
 @inproceedings{stransky_bassett_bodnar_anastasio_burkey_cooper_2022, title={Understanding Student Motivation to Engage in the Contents Under Pressure Digital Game}, volume={389}, ISBN={9783030939038 9783030939045}, ISSN={2367-3370 2367-3389}, url={http://dx.doi.org/10.1007/978-3-030-93904-5_86}, DOI={10.1007/978-3-030-93904-5_86}, abstractNote={Game-based learning is an effective tool for motivating engineering students to engage with difficult and often complex topics. Although some research has been conducted on how games elicit motivation, additional studies have been suggested. The proposed work leverages Keller’s ARCS-V theory to investigate how desire for a specific outcome within the process safety digital game Contents Under Pressure affects students’ satisfaction or dissatisfaction with their experience. It was observed that students play the game with a desire either to improve themselves for internal satisfaction or to reach a set external objective in terms of academic or career performance. Many students also played the game with the goal to achieve key outcomes as it relates to game-based metrics. Students expressed a mixture of satisfaction and dissatisfaction with the outcome obtained. Those who were satisfied were most often exhibiting behaviors of paragaming or were experiencing immersion in the game, whereas those students that showed dissatisfaction often blamed the game while expressing difficulties with achieving a positive outcome.}, booktitle={Mobility for Smart Cities and Regional Development - Challenges for Higher Education}, publisher={Springer International Publishing}, author={Stransky, Jeffrey and Bassett, Landon and Bodnar, Cheryl A. and Anastasio, Daniel and Burkey, Daniel and Cooper, Matthew}, year={2022}, pages={878–889} }
 @article{stransky_bassett_bodnar_anastasio_burkey_cooper_2021, title={A retrospective analysis on the impacts of an immersive digital environment on chemical engineering students’ moral reasoning}, volume={35}, ISSN={1749-7728}, url={http://dx.doi.org/10.1016/j.ece.2020.12.003}, DOI={10.1016/j.ece.2020.12.003}, abstractNote={Process safety decision making in chemical engineering practice has a strong ethical and moral component. While effective process safety decision making can be taught, it is not solely a technical topic, and includes complex behavioral elements that classroom-based instruction finds difficult to capture. To capture the complexity of this decision making, we have developed a digital immersive environment, Contents Under Pressure (CUP), that includes both technical and behavioral elements. This immersion allows participants to explore realistic process safety decision points in a safe environment. To determine the effect of CUP on moral reasoning, a retrospective study of two cohorts was conducted. The first cohort (n = 109) received traditional process safety instruction, and the second cohort (n = 181) had CUP included as part of their instruction. Pre- and post-assessment of participant process safety reasoning was achieved via the Engineering Process Safety Reasoning Instrument (EPSRI), also developed by the authors. Analysis of the data suggests that exposure to CUP has a distinct and statistically significant impact on process safety reasoning as compared to the comparison cohort.}, journal={Education for Chemical Engineers}, publisher={Elsevier BV}, author={Stransky, Jeffrey and Bassett, Landon and Bodnar, Cheryl and Anastasio, Daniel and Burkey, Daniel and Cooper, Matthew}, year={2021}, month={Apr}, pages={22–28} }
 @inproceedings{vento_cooper_2021, title={Data-Driven Continuous Improvement Strategies for Asynchronous Online Courses}, booktitle={AIChE National Meeting}, author={Vento, J. and Cooper, M.}, year={2021} }
 @inproceedings{cooper_2021, title={Digital Experiences in Chemical Engineering: Video Games, Online Cheating and Podcasts}, author={Cooper, M.}, year={2021} }
 @inproceedings{stransky_hill_mcerlean_willetts_bassett_anastasio_burkey_cooper_bodnar_2021, title={Impact of Immersive Training on Senior Chemical Engineering Students' Prioritization of Process Safety Decision Criteria}, url={https://doi.org/10.18260/1-2--37283}, DOI={10.18260/1-2--37283}, abstractNote={Abstract Every year new safety features and regulations are employed within the process industry to reduce risks associated with operations. Despite these advancements chemical plants remain hazardous places, and the role of the engineer will always involve risk mitigation through real time decision making. Results from a previous study by Kongsvik et al., 2015 indicated that there were three types of decisions in major chemical plants: strategic decisions, operational decisions, and instantaneous decisions. The study showed the importance for improving upon engineers' operational and instantaneous choices when tasked with quick solutions in the workforce. In this research study, we dive deeper to understand how senior chemical engineering students' prioritize components of decision making such as budget, productivity, relationships, safety, and time, and how this prioritization may change as a result of participation in a digital immersive training environment called Contents Under Pressure. More specifically, we seek to address the following two research questions: (1) How do senior chemical engineering students prioritize safety in comparison to criteria such as budget, personal relationships, plant productivity, and time in a process safety context, and (2) How does senior chemical engineering students' prioritization of decision making criteria (budget, personal relationships, plant productivity, safety, and time) change after exposure to a virtual process safety decision making environment? As part of this study, 187 senior chemical engineering students from three separate institutions completed a pre- and post-reflection survey around their engagement with Contents Under Pressure and asked them to rank their prioritizations of budget, productivity, relationships, safety, and time. Data was analyzed using descriptive statistics, and Friedman and Wilcoxon-sign-rank post hoc analyses were completed to determine any statistical differences between the rankings of decision making factors before and after engagement with Contents Under Pressure. Simulating process safety decision making with interactive educational supports may increase students' understanding of genuine workplace environments and factors that contribute to process safety, without the real world hazards that result from poor decision making. By understanding how students prioritize these factors, chemical engineering curricula can be adapted to focus on the areas of process safety decision making where students need the largest improvement, thereby better preparing them to enter the engineering workforce.}, author={Stransky, Jeffrey and Hill, Caleb and McErlean, Robert and Willetts, Jacob and Bassett, Landon and Anastasio, Daniel and Burkey, Daniel and Cooper, Matthew and Bodnar, Cheryl}, year={2021}, month={Jul} }
 @inproceedings{stransky_bassett_bodnar_anastasio_cooper_burkey_2021, title={Impact of Immersive Training on Senior Chemical Engineering Students' Prioritization of Process Safety Decision Criteria}, booktitle={ASEE National Meeting}, author={Stransky, J. and Bassett, L. and Bodnar, C. and Anastasio, D. and Cooper, M. and Burkey, D.}, year={2021} }
 @inproceedings{huayta_campbell_cooper_2021, title={Online Cheating: A Darker Side of Educational Technology}, booktitle={AIChE National Meeting}, author={Huayta, J. and Campbell, Z. and Cooper, M.}, year={2021} }
 @article{stransky_bodnar_cooper_anastasio_burkey_2020, title={Authentic process safety decisions in an engineering ethics context: expression of student moral development within surveys and immersive environments}, volume={26}, ISSN={2205-4952 1325-4340}, url={http://dx.doi.org/10.1080/22054952.2020.1809881}, DOI={10.1080/22054952.2020.1809881}, abstractNote={Two methods of assessing senior chemical engineering student ethical decision making in a process safety context were developed; the case-study-based Engineering Process Safety Reasoning Instrument (EPSRI) and a digital immersive environment entitled Contents Under Pressure. Both interventions had similar ethical and process safety decision prompts, but were presented in different manners; the EPSRI as a traditional electronic survey, and Contents Under Pressure as a digital immersive environment ('game'). 148 chemical engineering seniors at three institutions responded to both interventions and responses were compared. Student responses to the traditionally formatted EPSRI revealed most students applied post-conventional reasoning, which is uncommon for students in their age range. This suggests that students are aware of the ethical framing of the instrument, and answer accordingly with the perceived 'right' response. Student responses to Contents Under Pressure showed significant differences from the EPSRI, including more typical conventional responses. These results suggest that the authenticity of the digital environment can produce more realistic student responses to ethical and process safety dilemmas. Situating ethical and process safety instruction within this type of educational intervention may allow students to gain insight on their ethical decision making process in a safer, low-risk environment.}, number={1}, journal={Australasian Journal of Engineering Education}, publisher={Informa UK Limited}, author={Stransky, Jeffrey and Bodnar, Cheryl A. and Cooper, Mathew and Anastasio, Daniel and Burkey, Daniel}, year={2020}, month={Aug}, pages={117–126} }
 @inproceedings{anastasio_butler_burkey_cooper_bodnar_2020, title={Board 5: Collaborative Research: Experiential Process Safety Training for Chemical Engineers}, url={http://dx.doi.org/10.18260/1-2--32362}, DOI={10.18260/1-2--32362}, abstractNote={Abstract Process safety has become a critical component of chemical engineering education. However, students may find it difficult to fully understand the ramifications of decisions they make during classroom exercises due to their lack of real world experience. Use of an immersive digital environment where students could role play as chemical engineering employees making process safety decisions could be one method of achieving this goal. Through this experience, students could observe the outcomes of their decisions in a safe, controlled environment without the disastrous real-world consequences that could come from making a mistake. This digital environment could have further features, such as time constraints or interactions with other characters, to make the experience feel more authentic than an in-class discussion or case study. In order to evaluate the efficacy of such a virtual environment, a portion of this work centered around the creation of the Engineering Process Safety Research Instrument (EPSRI). The instrument asks participants to evaluate process safety dilemmas and rank a set of considerations based on how influential they were in their decision-making process. The instrument then classifies each decision based on the stages of Kohlberg’s moral development theory, ranging from pre-conventional (i.e. more self-centered) thinking to post-conventional (i.e. more global) thinking. This instrument will be used to assess how students’ thinking about process safety decisions changes as a result of engaging in the virtual safety decision making environment. This paper will summarize the progress since the project’s start in summer 2017, highlighting the work completed in development and validation of the EPSRI. This process included content validation, think-aloud studies to improve clarity of the instrument, and factor analysis based on a large scale implementation at multiple universities. The paper will also discuss the development of the minimum viable product digital process safety experience, including establishment of learning outcomes and the mechanics that reinforce those outcomes. By presenting these findings, we intend to spread awareness of the EPSRI, which can evaluate the safety decisions of chemical engineering students while having the potential to launch discussions about safety and ethics in other engineering disciplines. We also hope that these results will provide educators with insights into how to translate educational objectives to elements of a digital learning environment through collaboration with digital media companies.}, booktitle={2019 ASEE Annual Conference & Exposition  Proceedings}, publisher={ASEE Conferences}, author={Anastasio, Daniel and Butler, Brittany and Burkey, Daniel and Cooper, Matthew and Bodnar, Cheryl}, year={2020}, month={Sep} }
 @misc{anastasio_bassett_stransky_bodnar_burkey_cooper_2020, title={Collaborative Research: Designing an Immersive Virtual Environment for Chemical Engineering Process Safety Training}, url={http://dx.doi.org/10.18260/1-2--34301}, DOI={10.18260/1-2--34301}, abstractNote={Her research interests relate to the incorporation of active learning techniques such as game-}, journal={2020 ASEE Virtual Annual Conference Content Access Proceedings}, publisher={ASEE Conferences}, author={Anastasio, Daniel and Bassett, Landon and Stransky, Jeffrey and Bodnar, Cheryl and Burkey, Daniel and Cooper, Matthew}, year={2020}, month={Sep} }
 @inproceedings{cooper_bullard_willis_spencer_2020, title={Direct and Indirect Assessment of Student Perspectives and Performance in an Online / Distance Education Chemical Engineering Bridging Course}, url={http://dx.doi.org/10.18260/1-2--32665}, DOI={10.18260/1-2--32665}, abstractNote={Abstract An online ChE “bridging” course which implements different instructional methods to prepare students who have BS degrees in non-ChE fields such as chemistry or biology for ChE graduate school was initially offered in the Fall 2018 semester. A concerted effort was made to evaluate students’ experiences in the course using both direct assessment (i.e. student academic performance) through problem-by-problem scoring metrics and indirect assessment (e.g. task value, connectedness, self-efficacy) through validated pedagogical inventories emerging from relevant theoretical frameworks. Indirect assessments were collected at the beginning, middle and end of the course, while direct assessments were made continuously. This work presents results of these direct and indirect assessments as well as post-hoc analyses with respect to variables such as demographics, learning perceptions and student motivation. This work is unique in that it provides insight into relationships between concepts such as course design/structure, motivation and perception with student academic performance in a distance education ChE course, and as such helps to reveal best practices in the growing area.}, booktitle={2019 ASEE Annual Conference & Exposition  Proceedings}, publisher={ASEE Conferences}, author={Cooper, Matthew and Bullard, Lisa and Willis, Christopher and Spencer, Dan}, year={2020}, month={Sep} }
 @article{cooper_bullard_spencer_willis_2020, title={Direct and Indirect Assessment of Student Perspectives and Performance in an Online / Distance Education Chemical Engineering Bridging Course Sequence}, volume={54}, url={https://eric.ed.gov/?id=EJ1251466}, number={2}, journal={Chemical Engineering Education}, author={Cooper, M. and Bullard, L. and Spencer, D. and Willis, C.}, year={2020}, pages={59–70} }
 @misc{stransky_bassett_anastasio_cooper_burkey_bodnar_2020, title={Exploring Student Decision Making Trends in Process Safety Dilemmas Using the Engineering Process Safety Research Instrument}, url={http://dx.doi.org/10.18260/1-2--34645}, DOI={10.18260/1-2--34645}, abstractNote={Abstract There have been more than 150 reported process safety failures since the 2000s that resulted in not only employee injuries and deaths but also environmental impacts and financial detriment to the companies involved. For example, an isobutane fire erupted at Exxon Mobil’s Baton Rouge oil refinery due to workers disassembling a plug valve and gearbox outside of established protocol. Incidents driven by a series of poor decisions similar to this have highlighted how critical process safety decision making is to the chemical engineering industry. Leaders of the field have acknowledged the need for process safety education by incorporating it into occupational training. In addition to training, organizations such as the Occupational Safety and Health Administration (OSHA), the U.S. Chemical Safety Board (CSB), and Safety and Chemical Engineering Education (SAChE) have made strides to offer consulting services or develop curriculum tools to address these failures in process safety. Current research has shifted focus towards training engineering students to better prepare them to handle process safety dilemmas before they enter industry. Institutions offer courses and modules dedicated to process safety, but are these measures effective? For example, a student’s attitude towards process safety is typically unable to be properly assessed in an authentic situation until the students themselves enter industry. The Engineering Process Safety Research Instrument (EPSRI) was developed and validated as a means of measuring an individual's level of moral reasoning with respect to process safety dilemmas to address this gap in the field. The EPSRI is a paper-based questionnaire that presents five process safety dilemmas, three choices on how to respond (two options with one “can’t decide” choice), and eleven to fifteen ethical considerations per dilemma. The EPSRI has been implemented among fourth year chemical engineering students at eight ABET accredited institutions with a total sample size of 274. This paper will explore student decision trends based on the choices they made in response to the five process safety dilemmas in the EPSRI. The goal of this work is to understand why certain ethical dilemmas are especially difficult for students to evaluate. This paper will also investigate trends in students’ choices with respect to their school’s process safety curriculum. It was found that while taking the EPSRI students found it most difficult to select a choice where both options had similar immediate outcomes towards their company and coworkers. Research examining the effects of process safety curricula on student choices shows that certain assignments, such as in class discussions or assigned reading has no significant effect. Understanding these decision trends will lead to recommendations and revisions of current process safety curriculum, which could teach students more effectively and in turn decrease the number of industrial process safety failures in the future.}, journal={2020 ASEE Virtual Annual Conference Content Access Proceedings}, publisher={ASEE Conferences}, author={Stransky, Jeffrey and Bassett, Landon and Anastasio, Daniel and Cooper, Matthew and Burkey, Daniel and Bodnar, Cheryl}, year={2020}, month={Sep} }
 @article{cooper_2020, title={Guest Editorial: A Professor's Pandemic Response}, volume={54}, ISSN={0009-2479}, url={http://dx.doi.org/10.18260/2-1-370.660-125870}, DOI={10.18260/2-1-370.660-125870}, abstractNote={Yikes; this world barely resembles the one I've known my whole life.At least I have time to plan how I'm going to teach this fall.I don't know whether I'll be teaching in person or not, though, so planning is difficult.}, number={4}, journal={Chemical Engineering Education}, publisher={American Society for Engineering Education}, author={Cooper, Matthew}, year={2020} }
 @inproceedings{cooper_stransky_bassett_bodnar_anastasio_burkey_2020, title={Measuring Academic Motivation of a Process Safety Video Game}, booktitle={AIChE National Meeting}, author={Cooper, M. and Stransky, J. and Bassett, L. and Bodnar, C. and Anastasio, D. and Burkey, D.}, year={2020} }
 @article{bodnar_dringenberg_butler_burkey_anastasio_cooper_2020, title={Revealing the Decision-Making Processes of Chemical Engineering Students in Process Safety Contexts}, volume={54}, journal={Chemical Engineering Education}, author={Bodnar, C. and Dringenberg, E. and Butler, B. and Burkey, D. and Anastasio, D. and Cooper, M.}, year={2020}, pages={22–30} }
 @article{cooper_2020, title={Student Evaluations of U.S. Chemical Safety Board Case Study Videos using a ChE Process Safety Assignment}, volume={54}, url={https://journals.flvc.org/cee/article/view/114679}, number={1}, journal={Chemical Engineering Education}, author={Cooper, M.}, year={2020}, pages={9–13} }
 @book{burkey_cooper_bodnar_anastasio_2020, title={’Contents Under Pressure’ A Digital Game to Teach Engineering Process Safety}, url={https://stemforall2020.videohall.com/presentations/1691}, author={Burkey, D. and Cooper, M. and Bodnar, C. and Anastasio, D.}, year={2020}, month={Mar} }
 @inproceedings{anastasio_bodnar_cooper_burkey_stransky_2019, title={Chemical Engineering Student Moral Reasoning within Hypothetical Process Safety Contexts}, booktitle={AIChE National Meeting}, author={Anastasio, D. and Bodnar, C. and Cooper, M. and Burkey, D. and Stransky, J.}, year={2019} }
 @misc{cooper_2019, title={Digital Experiences in Chemical Engineering and Process Safety}, publisher={University of Florida}, author={Cooper, M.}, year={2019} }
 @inproceedings{bodnar_cooper_burkey_anastasio_2019, title={Immersive Digital Experiences for Process Safety Decision Making}, booktitle={AIChE National Meeting}, author={Bodnar, C. and Cooper, M. and Burkey, D. and Anastasio, D.}, year={2019} }
 @inproceedings{bullard_cooper_golpour_2019, title={State-of-the-Art Delivery and Assessment of an Online / Distance Education Chemical Engineering Bridging Course}, booktitle={Proceedings of the ASEE Southeastern Section Annual Conference 2019}, author={Bullard, L. and Cooper, M. and Golpour, H.}, year={2019} }
 @article{cooper_2019, title={Students Are a Lot Like... Tomatoes}, volume={53}, number={1}, journal={Chemical Engineering Education}, author={Cooper, M.}, year={2019}, pages={55} }
 @inproceedings{cooper_2019, place={Orlando, FL}, title={The Path Less Traveled: Professional Development for Non-Tenure Track Faculty}, booktitle={AIChE National Meeting}, author={Cooper, M.}, year={2019} }
 @article{butler_bodnar_cooper_burkey_anastasio_2019, title={Towards understanding the moral reasoning process of senior chemical engineering students in process safety contexts}, volume={28}, ISSN={["1749-7728"]}, DOI={10.1016/j.ece.2019.03.004}, abstractNote={Despite process safety and ethical decision making being recognized priorities in many chemical companies, process safety incidents continue to occur with unfortunate regularity. In order to understand why such incidents keep occurring, and to prevent future accidents from happening, it is important to study the decision-making habits of people employed at chemical companies, and to inform students of the difference between the influences of ethics and behavioral ethics in process safety decision making. This study seeks to determine how senior chemical engineering students approach reasoning through process safety scenarios through the use of a mixed methods study. This study found that four out of the five students who participated in the study demonstrated post-conventional reasoning, and the remaining student showed conventional reasoning based on the quantitative analysis of their responses. Students showed mostly post-conventional reasoning in their responses based on a qualitative analysis; however, through comparison of these results it was found that the moral schema students were classified as was not always truly representative of their moral reasoning.}, journal={EDUCATION FOR CHEMICAL ENGINEERS}, author={Butler, Brittany and Bodnar, Cheryl and Cooper, Matthew and Burkey, Daniel and Anastasio, Daniel}, year={2019}, month={Jul}, pages={1–12} }
 @inproceedings{cooper_koretsky_2019, title={You Can Do It! Overcoming Common Challenges in Engineering Education Research}, booktitle={AIChE National Meeting}, author={Cooper, M. and Koretsky, M.}, year={2019} }
 @inproceedings{butler_anastasio_burkey_cooper_bodnar_2018, title={Content Validation of an Engineering Process Safety Decision Making Instrument (EPSRI)}, booktitle={Proceedings of the ASEE National Meeting}, author={Butler, B. and Anastasio, D. and Burkey, D. and Cooper, M. and Bodnar, C.}, year={2018} }
 @inproceedings{golpour_cooper_bullard_2018, title={Core Chemical Engineering Graduate Bridging Course: Development and Early Evaluation}, booktitle={AIChE National Meeting}, author={Golpour, H. and Cooper, M. and Bullard, L.}, year={2018} }
 @inproceedings{golpour_cooper_bullard_2018, title={Development and Evaluation of an Online Chemical Engineering Bridging Course}, booktitle={Proceedings of the ASEE National Meeting}, author={Golpour, H. and Cooper, M. and Bullard, L.}, year={2018} }
 @inproceedings{cooper_joshipura_bullard_2018, title={Evaluation of Conceptual Testing Enhanced with Technical Writing and Just-in-Time Teaching}, booktitle={AIChE National Meeting}, author={Cooper, M. and Joshipura, I. and Bullard, L.}, year={2018} }
 @inproceedings{cooper_butler_anastasio_burkey_bodnar_2018, title={Measuring Safety Decision-Making Effectiveness with an Engineering Process Safety Research Instrument (EPSRI}, booktitle={AIChE National Meeting}, author={Cooper, M. and Butler, B. and Anastasio, D. and Burkey, D. and Bodnar, C.}, year={2018} }
 @inproceedings{cooper_2018, title={No More Death by PowerPoint! Using an Alternative Presentation Model in a ChE Unit Operations Laboratory Course}, url={http://dx.doi.org/10.18260/1-2--28705}, DOI={10.18260/1-2--28705}, abstractNote={Abstract It is well-known that effective oral communication skills are critical to the success of chemical engineering (ChE) graduates in the modern workplace. With this in mind it is important that ChE instructors provide their students with numerous opportunities to practice oral communication skills through in-class presentations. However, assigning several oral presentations across multiple sections or in large classes can be mentally exhausting for the course instructor, and students may similarly feel that they are simply “turning the crank” and feel bored or unchallenged when faced with the construction (or sit in the audience) of yet another dull technical presentation – these are symptoms of the widely-discussed “Death by PowerPoint” (DBP) syndrome. Part of the reason DBP syndrome occurs is adherence to the classic bullet/sub-bullet structure espoused in much instruction on technical presentations, which can lead to presentations feeling formulaic and lacking in creativity. In recent years new and exciting presentation paradigms such as pecha-kucha and Lessig style have been developed and adapted for technical presentations. One modern presentation style, the assertion-evidence model, requires a heavier reliance on visuals rather than text and is purported by many communication experts to be the most effective technical presentation format. This work describes the incorporation of oral presentation assignments using the assertion-evidence model into different sections of a senior ChE Unit Operation laboratory course. Student performances using the assertion-evidence model and the traditional bullet/sub-bullet model will be assessed and compared. Comments from students indicate that they are pleased to try the assertion-evidence format, with early returns stating that the new method created less “waste” in student presentations because it forced people to actually understand what they were presenting. Students also commented that the format helped to engage them more as an audience member and that they enjoyed watching their classmates present in the new style. Request “Regular” ASEE Session}, booktitle={2017 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Cooper, Matthew}, year={2018}, month={May} }
 @inproceedings{butler_dringenberg_anastasio_burkey_cooper_bodnar_2018, title={Revealing the Decision-Making Processes of ChE Students in Process Safety Contexts}, booktitle={AIChE National Meeting}, author={Butler, B. and Dringenberg, E. and Anastasio, D. and Burkey, D. and Cooper, M. and Bodnar, C.}, year={2018} }
 @inproceedings{salam_buker_huckaby_cooper_bullard_2018, title={Taking Lecture Videos to the Next Level}, booktitle={NCSU DELTA Summer Shorts}, author={Salam, J. and Buker, G. and Huckaby, B. and Cooper, M. and Bullard, L.}, year={2018} }
 @inproceedings{cooper_koretsky_2018, title={You Can Do It! Overcoming Common Challenges in Engineering Education Research}, booktitle={ASEE National Meeting}, author={Cooper, M. and Koretsky, M.}, year={2018} }
 @inproceedings{cooper_2017, title={Good Professor / Bad Professor}, booktitle={Young Faculty Forum, AIChE National Meeting}, author={Cooper, M.}, year={2017} }
 @inproceedings{cooper_2017, title={No More Death by Powerpoint! Using an Alternative Presentation Model in a ChE Unit Operations Laboratory Course}, booktitle={AIChE National Meeting}, author={Cooper, M.}, year={2017} }
 @article{cooper_2017, title={Sorry Pal – It Doesn’t Work That Way}, volume={51}, number={4}, journal={Chemical Engineering Education}, author={Cooper, M.}, year={2017}, pages={1} }
 @article{mineart_cooper_2016, title={An Evaluation of Student Reflection as a Route to Improve Oral Communication}, volume={50}, url={https://eric.ed.gov/?id=EJ1104549}, number={3}, journal={Chemical Engineering Education}, author={Mineart, K. and Cooper, M.}, year={2016}, pages={176–185} }
 @inproceedings{cooper_2016, title={Enhancing Conceptual Testing with Technical Writing}, url={http://dx.doi.org/10.18260/p.26693}, DOI={10.18260/p.26693}, abstractNote={Abstract This work describes written “Concept Quizzes” which aim to improve students’ understanding of engineering concepts while also developing skills in written technical communication. The impetus for this work is the exciting work performed on concept-based instruction and testing, such as performed by the AIChE Concept Warehouse. Concept-based instruction and testing is important because conceptual learning is not well-served by traditional engineering coursework, which often places focus on working equations rather than actually understanding the material. Many engineering students also possess written communication skills below that expected by their anticipated positions in the workplace. The written Concept Quizzes described here aim to combine the qualities of conceptual multiple-choice questions as currently exist on the AIChE-CW with the benefits of assigning written coursework. An example of a written Concept Quiz prompt is given here: "Suppose you are at a summer family picnic drinking a large glass of iced tea; when you raise your glass from the table to take a drink, a ring of water is left on the table. Your 10-year-old cousin asks you, ‘why is your glass sweating?’ How would you explain the observed phenomena in simple terms for your young cousin?" All written Concept Quiz questions involve straightforward prompts which require no calculations. The lion’s share of the assignment grade involves correctly answering “why?” There are two key challenges for students when they encounter these explanations: 1) Do I have the conceptual understanding required to answer the question? 2) Can I communicate this understanding to another person skilled in the art in a brief, cogent written statement? Combining these two challenges allows students to be evaluated on their conceptual understanding while also developing communication skills. Even students who do not possess requisite conceptual understanding receive the benefits of writing opportunities. This study presents sample quiz questions, student performance and comments indicating the effectiveness of written Concept Quizzes. The impact of diversity is also investigated in this study – for instance, English-as-a-second language (ESL) students may be challenged to understand question prompts as well as explain complex technical phenomena in written English. Results of this study demonstrate that: • There was a strong correlation between students’ technical understanding and written clarity of their responses. When students understood technical concepts, their writing was clear; conversely, when students had technical misconceptions they found it difficult to articulate their explanation. • Students often identified mistakes in their answers while trying to explain themselves, seeming to represent learning at the upper levels of Bloom’s Taxonomy. • On average ESL students scored lower in both technical understanding and writing quality categories than domestic students, likely due to translation challenges. • In some cases written clarity of ESL student responses improved throughout the semester, ostensibly due to increased skill and comfort explaining their technical understanding in written English.}, booktitle={2016 ASEE Annual Conference & Exposition Proceedings}, publisher={ASEE Conferences}, author={Cooper, Matthew}, year={2016}, month={Jul} }
 @misc{cooper_heckman_2016, title={TA Survival Skills}, author={Cooper, M. and Heckman, S.}, year={2016} }
 @inproceedings{cooper_2015, series={Jones Seminar Series}, title={Active Learning, Teamwork and Ethics in the Modern Engineering Classroom}, booktitle={Dartmouth College’s Thayer School of Engineering Charles C. Jones Seminar Series}, author={Cooper, M.}, year={2015}, collection={Jones Seminar Series} }
 @inproceedings{mineart_cooper_2015, title={An Evaluation of Student Reflection as a Route to Improve Oral Communication}, booktitle={Proceedings of the ASEE National Meeting}, author={Mineart, K. and Cooper, M.}, year={2015} }
 @article{bhuana_zhang_li_cooper_brantley_2015, title={Development of Hybrid Fischer-Tropsch Synthesis Catalysts for Direct Production of Synthetic Gasoline from Coal-Based Syngas: An Indonesian Perspective}, volume={9}, ISSN={1913-1852 1913-1844}, url={http://dx.doi.org/10.5539/mas.v9n7p47}, DOI={10.5539/mas.v9n7p47}, abstractNote={The Fischer-Tropsch Synthesis (FTS) represents an environmentally friendly method for producing liquid fuelfrom coal-based syngas via the hydrogenation of carbon monoxide. In order for such a process to be feasible,better catalysts that are capable of enhancing the reaction performance are required. In response to these needs,new catalysts were investigated and introduced in this work. The incorporation of zeolite into the iron based FTScatalyst was expected to help refine the hydrocarbon products and shift the product distribution from the typicalFTS product range to the middle iso-paraffins, which is a gasoline range, and eventually increase the yield of theliquid fuel. This study aims to develop catalyst for producing liquid fuel, particularly gasoline, from carbonmonoxide and hydrogen. The pH of the catalysts was found to have significant effect on the catalytic activity dueto its ability to control the amount of promoter to be precipitated in the catalyst, which results in a lowerreduction temperature. Physically mixing the iron based FTS catalyst with zeolite was found to have little effecton the catalytic activity and the product distribution, apart from slightly increasing the selectivity of iso-paraffins,which is the indication of isomerization activity. Coating of zeolite onto the iron based FTS catalyst to form acore-shell structure was intended to enhance the ease of migration of the reactant and thus increasing thecatalytic activity and shifting the product distribution towards the gasoline range. While zeolite shell has beensuccessfully coated uniformly on the iron based core using hydrothermal synthesis technique, the formation ofthick zeolite shell might have blocked the active FTS sites on the iron based catalyst to some extent and isbelieved to have contributed to the low activity of the core-shell catalyst.}, number={7}, journal={Modern Applied Science}, publisher={Canadian Center of Science and Education}, author={Bhuana, Donny and Zhang, Junshe and Li, Fanxing and Cooper, Matthew and Brantley, Timothy}, year={2015}, month={Jul}, pages={47} }
 @article{cooper_bullard_2014, title={Application of Plagiarism Screening Software in the Chemical Engineering Curriculum}, volume={48}, url={https://eric.ed.gov/?id=EJ1037348}, number={2}, journal={Chemical Engineering Education}, author={Cooper, M. and Bullard, L.}, year={2014}, pages={90–97} }
 @inproceedings{cooper_2014, title={Streamlining a Modern Unit Operations Laboratory Course}, booktitle={Proceedings of the ASEE National Meeting}, author={Cooper, M.}, year={2014} }
 @misc{cooper_2013, title={Enhancing Student Creativity and Writing Skills Through Engineering Statistics}, journal={NCSU Campus Writing and Speaking Program}, author={Cooper, M.}, year={2013} }
 @inproceedings{cooper_2013, title={Loose Change and Dishwasher Optimization: Creative Applications of Engineering Statistics}, booktitle={Proceedings of the ASEE National Meeting}, author={Cooper, M.}, year={2013} }
 @misc{cooper_2013, title={The TurnItIn.com Debate: Plagiarism Detection Software and Academic Integrity}, journal={NCSU Campus Writing and Speaking Program}, author={Cooper, M.}, year={2013} }
 @misc{cooper_2013, title={Use of Plagiarism Screening Software in Engineering Courses}, author={Cooper, M.}, year={2013} }
 @inproceedings{cooper_bullard_peretti_ollis_2012, title={Application of plagiarism screening software in the chemical engineering curriculum}, booktitle={ASEE Annual Conference Proceedings}, author={Cooper, M. and Bullard, L. and Peretti, S. and Ollis, D.}, year={2012} }
 @misc{cooper_2012, title={Tips for Laboratory TAs}, author={Cooper, M.}, year={2012} }
 @book{cooper_bayless_trembly_2011, title={Solid oxide fuel cell process and apparatus}, number={8,057,951}, author={Cooper, M. and Bayless, D. and Trembly, J.}, year={2011}, month={Nov} }
 @inproceedings{cooper_pavani_sharma_dayton_gupta_2010, title={Catalytic Upgrading of Biomass Pyrolysis Vapors}, booktitle={TCS Symposium on Thermal and Catalytic Sciences}, author={Cooper, M. and Pavani, M. and Sharma, P. and Dayton, D. and Gupta, R.}, year={2010} }
 @article{cooper_channa_de silva_bayless_2010, title={Comparison of LSV/YSZ and LSV/GDC SOFC Anode Performance in Coal Syngas Containing H(2)S}, volume={157}, ISSN={["0013-4651"]}, DOI={10.1149/1.3489380}, abstractNote={The ability of planar solid oxide fuel cells (SOFCs) with lanthanum strontium vanadate (LSV, )/yttria-stabilized zirconia (YSZ) and LSV/gadolinium-doped ceria (GDC) anodes to use a simulated coal syngas fuel stream containing was investigated at 800 and . The results were compared to SOFC performance in and simulated coal syngas environments at similar temperatures. The results corroborate previous claims relating to the sulfur tolerance of LSV, as little to no decrease in performance was indicated by the voltage–current density scans or electrical impedance spectroscopy upon the injection of into the SOFC fuel stream. The LSV/GDC-based SOFCs exhibit improved performance over LSV/YSZ-based SOFCs for all test conditions. Though it was determined that the tested LSV-based SOFCs do not reach the performance appropriate for sulfur polishing applications, LSV possesses considerable sulfur tolerance in coal syngas streams containing ; this finding indicates that LSV may have promise as an additive to Ni-based SOFC anodes to improve stability in commercial coal syngas streams.}, number={11}, journal={JOURNAL OF THE ELECTROCHEMICAL SOCIETY}, author={Cooper, Matthew and Channa, K. and De Silva, R. and Bayless, David J.}, year={2010}, pages={B1713–B1718} }
 @inproceedings{cooper_dayton_gupta_2009, title={Biomass Pyrolysis under Reactive Gas Environments}, booktitle={AIChE Annual Meeting}, author={Cooper, M. and Dayton, D. and Gupta, R.}, year={2009} }
 @inproceedings{trembly_cooper_turk_gupta_2009, title={Determination of the Effect of Coal/Biomass-Derived Syngas Contaminants on the Performance of Fischer-Tropsch and Water-Gas Shift Catalysts}, booktitle={26th Annual International Pittsburgh Coal Conference}, author={Trembly, J. and Cooper, M. and Turk, B. and Gupta, R.}, year={2009} }
 @book{botte_vitse_cooper_2009, title={Electro-catalysts for the oxidation of ammonia in alkaline media}, number={7,485,211}, author={Botte, G. and Vitse, F. and Cooper, M.}, year={2009}, month={Feb} }
 @article{cooper_desilva_bayless_2008, title={Energy Production from Coal Syngas Containing H2S via Solid Oxide Fuel Cells}, volume={MA2008-01}, ISSN={2151-2043}, url={http://dx.doi.org/10.1149/ma2008-01/10/386}, DOI={10.1149/ma2008-01/10/386}, abstractNote={Abstract not Available.}, number={10}, journal={ECS Meeting Abstracts}, publisher={The Electrochemical Society}, author={Cooper, Matthew E. and DeSilva, Channa and Bayless, David}, year={2008}, month={May}, pages={386–386} }
 @inproceedings{cooper_silva_bayless_2007, title={Electrochemical H2S Scrubbing of a Coal Syngas Fuel Stream via SOFCs}, booktitle={ASME 5th International Fuel Cell Science, Engineering & Technology Conference}, author={Cooper, M. and Silva, C.De and Bayless, D.}, year={2007} }
 @article{cooper_botte_2006, title={Hydrogen production from the electro-oxidation of ammonia catalyzed by platinum and rhodium on raney nickel substrate}, volume={153}, ISSN={["0013-4651"]}, DOI={10.1149/1.2240037}, abstractNote={The optimization of a novel anode for the production of hydrogen via an ammonia alkaline electrolytic cell is presented. The novel anode was prepared by electrodeposition and contains Raney nickel, platinum, and rhodium in its catalytic layer. The platinum and rhodium layers were optimized by considering their influences on reaction kinetics and characterization by scanning electron microscopy, energy dispersive X-ray spectroscopy, and X-ray photoelectron spectroscopy. It was demonstrated through electrochemical analysis that platinum and rhodium realized a synergistic catalytic effect on the oxidation of ammonia, showing higher activity than Pt-only electrodes with comparable catalyst loading. Hydrogen was successfully produced from a solution at at a current density of by an anode containing Rh and Pt at ambient temperature and pressure.}, number={10}, journal={JOURNAL OF THE ELECTROCHEMICAL SOCIETY}, author={Cooper, Matthew and Botte, Gerardine G.}, year={2006}, pages={A1894–A1901} }
 @article{cooper_botte_2006, title={Optimization of the electrodeposition of Raney nickel on titanium substrate}, volume={41}, ISSN={["0022-2461"]}, DOI={10.1007/s10853-006-0317-z}, number={17}, journal={JOURNAL OF MATERIALS SCIENCE}, author={Cooper, Matthew and Botte, Gerardine G.}, year={2006}, month={Sep}, pages={5608–5612} }
 @inproceedings{cooper_bayless_2006, title={SOFC Reaction Process Suitable for Use with Sulfur-Containing Fuels}, booktitle={23rd Annual International Pittsburgh Coal Conference}, author={Cooper, M. and Bayless, D.}, year={2006} }
 @article{vitse_cooper_botte_2005, title={On the use of ammonia electrolysis for hydrogen production}, volume={142}, ISSN={["1873-2755"]}, DOI={10.1016/j.jpowsour.2004.09.043}, abstractNote={An ammonia alkaline electrolytic cell for the production of hydrogen is presented. Challenges involved in using ammonia electro-oxidation for sustainable, low-cost, high-purity hydrogen production are identified and solutions are proposed. Electrodeposition was selected as a technique of preparing low-loading ammonia electrocatalysts. The efficiency of the electrolytic cell was improved by using bimetallic electrodeposited catalysts (at both electrodes) containing Pt and a low concentration of secondary metals (Ru, Ir). Pt–Ir deposits showed the highest activity toward ammonia oxidation. An experimental procedure is shown which minimizes the reversible deactivation of the electrode. Significant current densities were obtained (above 100 mA cm−2) during electrolysis testing at relatively low metal loading, low cell voltages, and high cell efficiencies. These results point to ammonia electrolysis as a promising candidate for an alternative process for low-cost, low-temperature, high-purity hydrogen production.}, number={1-2}, journal={JOURNAL OF POWER SOURCES}, author={Vitse, F and Cooper, M and Botte, GG}, year={2005}, month={Mar}, pages={18–26} }
 @inproceedings{cooper_botte_2004, title={Electrooxidation of Ammonia by Raney Nickel and Platinum}, booktitle={206th Meeting of the Electrochemical Society}, author={Cooper, M. and Botte, G.}, year={2004} }
 @inproceedings{vitse_cooper_botte_2003, title={Electro-oxidation of Ammonia for the Production of Hydrogen}, booktitle={206th Meeting of the Electrochemical Society}, author={Vitse, F. and Cooper, M. and Botte, G.}, year={2003} }
 @inproceedings{cooper_bullard_peretti_ollis, title={Application of Plagiarism Screening Software in the Chemical Engineering Curriculum}, booktitle={Proceedings of the ASEE National Meeting}, author={Cooper, M. and Bullard, L. and Peretti, S. and Ollis, D.} }