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Effect of Unit Operations Laboratory Course Structure on Learning and Self-Efficacy
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Brennan, Janie; Solomon, Erin D. – Chemical Engineering Education, 2019
A unit operations laboratory course was significantly modified to be an open-ended problem-based experience with an emphasis on teamwork and communication skills. Students were surveyed to assess gains in engineering self-efficacy as well as to indicate which course structure components were most beneficial to learning. Students showed significant…
Descriptors: Science Instruction, Science Laboratories, Self Efficacy, Chemistry
PBL: An Evaluation of the Effectiveness of Authentic Problem-Based Learning (aPBL)
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Woods, Donald R. – Chemical Engineering Education, 2012
Many different versions of Problem-based Learning (PBL) are used today. To be consistent in evaluating the effectiveness of PBL, the focus in this paper is on what Howard Barrows called authentic PBL (aPBL). In aPBL students are empowered with the learning process; key distinguishing features are that the students teach each other the new…
Descriptors: Evidence, Graduation Rate, Dropouts, Problem Based Learning
Using Aspen to Teach Chromatographic Bioprocessing: A Case Study in Weak Partitioning Chromatography for Biotechnology Applications
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Evans, Steven T.; Huang, Xinqun; Cramer, Steven M. – Chemical Engineering Education, 2010
The commercial simulator Aspen Chromatography was employed to study and optimize an important new industrial separation process, weak partitioning chromatography. This case study on antibody purification was implemented in a chromatographic separations course. Parametric simulations were performed to investigate the effect of operating parameters…
Descriptors: Computer Simulation, Biotechnology, Problem Based Learning, Courses
A Blended Approach to Problem-Based Learning in the Freshman Year
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Rossiter, Diane; Petrulis, Robert; Biggs, Catherine A. – Chemical Engineering Education, 2010
This paper describes the development of a first-year chemical engineering course over 5 years through action research based on evidence from student feedback. As a result of this research, the course has evolved into a blended approach which incorporates problem based learning (PBL) and online learning tools. Through the use of PBL, the students…
Descriptors: Electronic Learning, Feedback (Response), Action Research, Problem Based Learning
Development of Contemporary Problem-Based Learning Projects in Particle Technology
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Harris, Andrew T. – Chemical Engineering Education, 2009
The University of Sydney has offered an undergraduate course in particle technology using a contemporary problem based learning (PBL) methodology since 2005. Student learning is developed through the solution of complex, open-ended problems drawn from modern chemical engineering practice. Two examples are presented; i) zero emission electricity…
Descriptors: Feedback (Response), Problem Based Learning, Course Evaluation, Foreign Countries
A Project-based Spiral Curriculum for Introductory Courses in ChE: Part 3. Evaluation.
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DiBiasio, David; Comparini, Lisa; Dixon, Anthony G.; Clark, William M. – Chemical Engineering Education, 2001
Presents the third part of a series on the development and implementation of project-based spiral curriculum in chemical engineering. Focuses on the details of the assessment design, describes the results of the assessment, and draws conclusions about the success of the program. (Contains 18 references.) (ASK)
Descriptors: Chemical Engineering, Curriculum Development, Higher Education, Problem Based Learning