Accelerating Students’ Learning of Chromatography with an Experiential Module on Process Development and Scaleup

Abstract

The objective of the presented module is to train students with no background in process development and scale-up of chromatographic processes to a high level of competency within forty contact hours. The key pedagogical approach is 'progression' where students' capabilities are gradually built up with appropriate scaffolding provided at each stage of their learning. The module is broken up into three steps with each step covering a different aspect of chromatography. Knowledge gained in one step is the foundation for work in the next. In the first step students investigate several chromatographic column packing materials and perform a solvent selection process. Design of Experiment (DOE) to systematically vary process parameters for method development is introduced in the second step. In the last step, students use a preparative-LC system to perform a larger scale separation. Students explore different scale-up scenarios, including volume fraction collection and column overloading. Pedagogic outcomes of the module were determined through surveys, interviews and personal interaction during the study. Results clearly indicate that students engaged well with the module while meeting overall learning objectives. The module is equally suitable for third or fourth year university students or industry practitioners unfamiliar with chromatography as part of continuing professional development.

The Science Environment Technology Society (SETS) based e-module development with project based learning model in colloidal learning

“…The module contains identified problems and the sequence of experiments that must be carried out, articles or related references as literature so that students have information as a theoretical basis or comparison, videos of activities in the laboratory related to TLC and HPLC, and is equipped with regulations when working in the laboratory, and finally an evaluation is carried out on projects/experiments that have been done. The results of the evaluation of the use of the chromatography module improve the process skills of students [25]. The development of e-modules is also applied to hydrocarbon-oriented materials to improve students' literacy orientation so that they can improve students' critical thinking skills.…”

How to Design Experiential Learning Resources for Independent Learning

“…Examples of projects in the Knowledge Laboratories and additional details regarding assessment and students' background prior to the start of the course can be found in previous publications. 13,14 The Knowledge Lab was overhauled in the summer of 2016 with the entire module structure and experiments offered to students redeveloped from the ground up. 14 This was done following deep reflection on the consistently poor student feedback prior to 2016.…”

Introducing students to research codes: A short course on solving partial differential equations in Python

“…Each exercise may be further broken down into parts to emphasise specific points of interest. Each exercise was designed to simultaneously introduce the necessary content at that stage and also lay the groundwork for students to progress to the next exercise to enable students to progress to more complex problems (Xie et al, 2020). In exercise 1, students explore the Laplace equation in a problem from their module while in exercise 4, students consider the Cahn-Hilliard equation to model polymer blend demixing.…”

“…Furthermore, comprehensive notes with annotated screenshots were made for all parts of the course. The notes and other course material were made in collaboration with students to improve accessibility (Inguva et al, 2018;Xie et al, 2020).…”