Kasi Kiehlbaugh

Interests

Research

self-efficacy,belongingness,metacognitive learning strategies,growth mindset,affective classroom-based interventionsfaculty adoption of evidence-based teachin practices

Teaching

active learning,flipped classrooms,self-efficacy,co-teaching,the use of technology (clickers, D2L, software)

Courses

Scholarly Contributions

Journals/Publications

• Acedo, M., Cena, J. R., Kiehlbaugh, K. M., & Ogden, K. L. (2020). Coupling Carbon Capture from a Power Plant with Semi-automated Open Raceway Ponds for Microalgae Cultivation.. Journal of visualized experiments : JoVE, 2020(162), 1-21. doi:10.3791/61498
  More info

  In the United States, 35% of the total carbon dioxide (CO2) emissions come from the electrical power industry, of which 30% represent natural gas electricity generation. Microalgae can biofix CO2 10 to 15 times faster than plants and convert algal biomass to products of interest, such as biofuels. Thus, this study presents a protocol that demonstrates the potential synergies of microalgae cultivation with a natural gas power plant situated in the southwestern United States in a hot semi-arid climate. State-of-the-art technologies are used to enhance carbon capture and utilization via the green algal species Chlorella sorokiniana, which can be further processed into biofuel. We describe a protocol involving a semi-automated open raceway pond and discuss the results of its performance when it was tested at the Tucson Electric Power plant, in Tucson, Arizona. Flue gas was used as the main carbon source to control pH, and Chlorella sorokiniana was cultivated. An optimized medium was used to grow the algae. The amount of CO2 added to the system as a function of time was closely monitored. Additionally, other physicochemical factors affecting algal growth rate, biomass productivity, and carbon fixation were monitored, including optical density, dissolved oxygen (DO), electroconductivity (EC), and air and pond temperatures. The results indicate that a microalgae yield of up to 0.385 g/L ash-free dry weight is attainable, with a lipid content of 24%. Leveraging synergistic opportunities between CO2 emitters and algal farmers can provide the resources required to increase carbon capture while supporting the sustainable production of algal biofuels and bioproducts.
• Blowers, P., Hempel, B., & Kiehlbaugh, K. (2020). Scalable and Practical Teaching Practices Faculty Can Deploy to Increase Retention: A Faculty Cookbook for Increasing Student Success. Education for Chemical Engineers, 33, 45-65. doi:10.1016/j.ece.2020.07.004
  More info

  Abstract Student retention in college is often expected to be handled by advisers, staff, and administrators. The university classroom—specifically, the pedagogies and practices that are utilized there—is a largely untapped resource in our quest to increase student success and retention. Instructional faculty are the only members of an academic institution that students are required to interact with regularly. For most courses offered in higher education, the contact time between faculty and students is typically three hours per week; faculty can have a significant impact on student outcomes in that time. This paper reviews and discusses scalable and practical teaching practices that span the domains of growth mindset, self-efficacy, metacognition, and belongingness. These teaching practices helped increase student retention by more than 30% in an entry-level core engineering course at our institution. The techniques described in this work can be deployed either simultaneously or in discrete sets to help students remain engaged in the educational process and successfully graduate. Because teaching is a universal practice, the teaching practices can be deployed in nearly every discipline and at every academic level. Most of the practices are independent of which instructional modes are being used, e.g., active learning vs lecturing, large vs small classes, or online vs in-person delivery. The specific implementation and effectiveness of the teaching practices may differ in each of those contexts, particularly with academic age of students, but improvements in student success and retention can be expected if the framework described here is used. We strongly recommend that a reflective process be deployed throughout implementation of the different teaching practices. This will allow for personal and professional growth in the instructor as they deploy the techniques while also improving the efficacy of the techniques themselves over time as they are refined for the local teaching environment.
• Gonzalez-Cena, J. R., Kiehlbaugh, K. M., Acedo, M., & Ogden, K. L. (2020). Coupling carbon capture for a power plant with semi-automated open raceway ponds for microalgae cultivation. JoVE Journal - Environment. doi:10.3791/61498
• Hempel, B. R., Kiehlbaugh, K. M., & Blowers, P. (2019).

  Scalable and Practical Teaching Practices Faculty Can Deploy to Increase Retention: A Faculty Cookbook for Increasing Student Success

  . Education for Chemical Engineers.
• Kiehlbaugh, K. M., Blowers, P., & Hempel, B. R. (2020). Scalable and Practical Teaching Practices Faculty Can Deploy to Increase Retention: A Faculty Cookbook for Increasing Student Success. Education for Chemical Engineers, 33, 45-65. doi:https://doi.org/10.1016/j.ece.2020.07.004
• Kiehlbaugh, K. M., Hempel, B. R., & Blowers, P. (2020). Scalable and Practical Teaching Practices Faculty Can Deploy to Increase Retention: A Faculty Cookbook for Increasing Student Success. Education for Chemical Engineers, 33, 45-65.
• Hempel, B., Kiehlbaugh, K. M., & Blowers, P. (2019).

  Student Evaluation of Teaching in an Engineering Class and Comparison of Results Based on Instructor Gender

  . Chemical Engineering Education.
• Kiehlbaugh, K. M., Hempel, B. R., & Blowers, P. (2019). Student Evaluation of Teaching in an Engineering Class and Comparison of Results Based on Instructor Gender. Chemical Engineering Education, 53(2), 91-99.

Proceedings Publications

• Hempel, B. R., Kiehlbaugh, K. M., & Blowers, P. (2019, June).

  Scalable and Practical Interventions Faculty Can Deploy to Increase Student Success

  . In 2019 ASEE Annual Conference & Exposition.
• Hemple, B., Kiehlbaugh, K. M., & Blowers, P. (2018, June). Student Evaluation of Teaching in an Engineering Class and Comparison of Results Based on Instructor Gender. In ASEE Annual Conference & Exposition.
• Kiehlbaugh, K. M., & Blowers, P. (2018, Spring). Why Women Persist: Evaluating the Impact of Classroom-based Interventions. In CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference.

Presentations

• Kiehlbaugh, K. M., & Blowers, P. (2018, April). Why Women Persist: Evaluating the Impact of Classroom-Based Interventions. Collaborative Network for Engineering and Computing Diversity Conference. Crystal City, Virginia: American Society for Engineering Education.