Problem-Based Learning Biotechnology Courses in Chemical Engineering

2006 ◽  
Vol 22 (1) ◽  
pp. 173-178 ◽  
Author(s):  
C.E. Glatz ◽  
R. Gonzalez ◽  
M.E. Huba ◽  
S.K. Mallapragada ◽  
B. Narasimhan ◽  
...  
Keyword(s):  
Chemical Engineering ◽  
Problem Based Learning

scholarly journals Evaluación de las actividades realizadas mediante la metodología de Aprendizaje Basado en Problemas

2020 ◽  
Author(s):  
Ramón Manuel Fernández-Domene ◽  
Rita Sánchez-Tovar ◽  
Gemma Roselló-Márquez ◽  
Patricia Batista-Grau ◽  
Rafael Leiva-García ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Oral Presentation ◽  
Chemical Engineering ◽  
Problem Based Learning ◽  
The Other ◽  
Self Assessment ◽  
Evaluation Approach ◽  
Other Hand ◽  
Teachers And Students ◽  
The Subject

The Problem-Based Learning (ABP) methodology requires an evaluation approach in which a series of specific and transversal competencies are evaluated. This evaluation must be formative allowing students to identify and correct mistakes in time. Therefore, it is necessary to have tools in order to evaluate suitably the learning outcomes and established competencies. In the subject of Corrosion which belongs to the second course of the Master of Chemical Engineering, the ABP has been evaluated through a report to be handed after each ABP session, where the main conclusions are collected after the cooperative resolution of the proposed problem and, on the other hand, by means of the notes taken by the teachers and students (co-assessment and self-assessment), after the oral presentation of the results and conclusions of the practice. In this work, for each of these evaluation activities, specific rubrics have been developed. From the different evaluation activities, it can be affirmed that the rubrics used are effective for the evaluation of the ABP methodology activities. In addition, it was possible to verify that the students have reached the learning results and it was also possible to detect the corrosion issues that pose the greatest difficulty to the students.

Project/Problem Based Learning in the Field of Materials, Food, and Chemical Engineering at Helsinki Metropolia University of Applied Sciences

2015 ◽  
Vol 4 (4) ◽  
pp. 39-46 ◽  
Author(s):  
Carola Fortelius ◽  
Marja-Leena Akerman
Keyword(s):  
Applied Sciences ◽  
Chemical Engineering ◽  
Positive Response ◽  
Problem Based Learning ◽  
Independent Study ◽  
First Year ◽  
Cooperative Teaching ◽  
University Of Applied Sciences ◽  
Role Conceptions ◽  
Learning Concept

Project/problem based learning (PPBL) has been applied at the department of Biotechnology and Chemical Engineering, Helsinki Metropolia University of Applied Sciences, for a few years now. The authors' experiences from the PPBL with their first year Bachelor students are discussed in this paper. The problem based learning concept in connection with practical solutions for organizing the courses are contemplated critically. The authors found, that the new way to pursue studies in material, biotechnical and chemical engineering has meant a significant change for both students and educators. A positive response from the students could be seen in the form of augmentation of motivation and activity. Team skills have improved, as well as independent study capacity. Cooperative teaching and being more of a facilitator than a traditional instructor, also challenges the role conceptions for the educators.

scholarly journals TRANSFORMING UNDERGRADUATE CHEMICAL ENGINEERING LABORATORIES

2019 ◽  
Author(s):  
Dhaneshwarie Kannangara ◽  
James Sibley
Keyword(s):  
British Columbia ◽  
Chemical Engineering ◽  
Problem Based Learning ◽  
Biological Engineering ◽  
Laboratory Experience ◽  
Laboratory Course ◽  
The Past ◽  
University Of British Columbia ◽  
Second Year ◽  
The University

Over the past 15 years, we have made a series of innovations and systematic improvements to the lab courses offered in the Department of Chemical and Biological Engineering (CHBE) at The University of British Columbia (UBC). Prior to 2003, CHBE teaching laboratories used a more traditional laboratory course model where students performed "cookbook" experiments and individually wrote formal lab reports. Redevelopment began with our second-year course and improvements from the second-year course were progressively added to senior years. The integrated lab sequence now culminates in a capstone problem-based learning laboratory experience. We will present our optimized laboratory sequence model that is currently used in the 2nd, 3rd and 4th year CHBE program at UBC.

scholarly journals Implementation of PBL to enhance the soft skills of engineering students

2018 ◽  
Vol 53 ◽  
pp. 03008
Author(s):  
Hairuzila Idrus ◽  
Muhammad Ridhuan Tony Lim Abdullah
Keyword(s):  
Critical Thinking ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Soft Skills ◽  
Problem Based Learning ◽  
Teaching Experience ◽  
Problem Solving Skills ◽  
Engineering Program ◽  
Years Of Teaching Experience ◽  
Industry Experience

The objective of this paper is to look into the implementation of PBL in the teaching of engineering courses to enhance the students’ ability in soft skills. The importance of soft skills has been acknowledged in most occupations and many organizations make selection and performance evaluation decisions based in part on employees’ soft skills. Problem Based Learning (PBL) is a pedagogical approach that has the potential to harness students’ ability in soft skills. Thus, this study looks into the implementation of PBL at a private university in Malaysia based on the lecturers’ industry experience, teaching experience and the engineering program they are in. A set of questionnaire is given to 90 lecturers teaching engineering courses to gauge the extent to which PBL is employed by the lecturers. An independent-samples t-test was conducted to compare the mean scores of the two groups which were the lecturers with industry experience and the ones without industry experience on the teaching approaches employed by them. A one-way between-groups analysis of variance (ANOVA) is conducted to explore the teaching methods employed by lecturers of different years of teaching experience and engineering programs. The analysis showed that 77.7 % of the lecturers prefer to employ problem-based learning (PBL) in their teaching of engineering courses. The results also revealed that the preference stayed constant in relation to the lecturers’ experience with the industry, years of teaching experience and the engineering program they are in. Thus, this illustrates that the lecturers prefer to employ student-cantered approach which lead to producing students with better soft skills like critical thinking. Similar patterns appeared in relations to the comparison by years of teaching experience, where lecturers with 6-10 years of teaching experience highly employed PBL. On the comparison by engineering program, lecturers from Chemical engineering (CE) program show the most frequently usage of PBL. The study also found that the soft skills that could be enhanced through PBL are critical thinking and problem solving skills, communication skills and teamwork skills.

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