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Abstract

A profile of 124 students enrolled in an introductory chemical engineering course has been assembled. The information collected includes data on family and educational backgrounds, profiles on the Myers-Briggs Type Indicator and the Learning and Study Strategies Inventory, and responses to a questionnaire regarding attitudes and expectations. Student performance in the introductory course was correlated with the assessment data. The results suggest several significant predictors of success or failure in the introductory course, and by extension, in the chemical engineering curriculum.