Experimenting with labs: Practical and pedagogical considerations for the integration of problem‐based lab instruction in chemical engineering

Abstract

Laboratory instruction is a core component of the training of chemical engineers. The hands-on experiences in the laboratory are designed to facilitate the development of critical analytical skills, establish links between theory and reality, and develop transferrable skills. In the Department of Chemical and Biological Engineering (CHBE) at the University of British Columbia (UBC), the senior laboratory course was designed using a Problem-Based Laboratory (PBL) approach to shift part of the responsibility for the learning experience from the instructor to the students, with the aim to improve learning outcomes. In this course, student teams perform 10-week open-ended labs in which they design and execute unique experimental plans to address industrially relevant problem statements. This course leverages student autonomy and ownership of their work, the flexibility of deliverables, and low-stakes opportunities to make and fix mistakes to increase student engagement, which in turn facilitates the development of critical thinking and decision-making skills and increases student confidence in their engineering abilities. This paper synthesizes student feedback, performance data, instructor observations, and logistical experiences over several iterations of this course to identify the key elements required for the successful implementation of PBL instruction. The rationale for this shift in pedagogical approaches, the pedagogical grounding underpinning this design, the basic course structure and its reception by students, and the main challenges of this type of course implementation in chemical engineering are also presented.

Hands-on Education Without the Hands-On? An Approach to Online Delivery of a Senior Lab Course in Chemical Engineering While Maintaining Key Learning Outcomes

“…Given the hands-on experiential components of labs, online learning has traditionally been limited to theoretical, lecture-based courses [1,2]. Lab courses, however, play a crucial role in engineering curricula as some of the key opportunities to facilitate the development of analytical skills and higher-order transferrable skills including critical-thinking, problem-solving and troubleshooting, teamwork, and technical communication [3,4].…”

Enseñanza basada en problemas aplicada a la Ingeniería Química. Análisis bibliométrico: estudio comparativo de Scopus y WoS

“…En este escenario los alumnos en un periodo docente guiado deben planificar el camino para encontrar e implementar una solución. La implantación de este tipo de metodología permite que los estudiantes adquieran, estructuren y sinteticen de manera colectiva nuevos conocimientos que aplican ante casos reales [6], además de asimilarlos de una manera más efectiva [7].…”

“…El rol del docente en esta metodología innovadora de educación es el de ser un facilitador con responsabilidad de crear y/o diseñar un entorno de enseñanza donde los estudiantes puedan tomar la iniciativa, gestionar su propio proceso de aprendizaje y explorar el tema analizado [6]. La implantación de este sistema implica un cambio para el docente ya que su papel es totalmente contrario al de un sistema tradicional [8], [9].…”

“…La enseñanza basada en problemas busca que los estudiantes, mediante la resolución de casos realistas y complejos, sean capaces de adquirir los conocimientos necesarios e interioricen la aplicabilidad de los mismos. Evidentemente, la enseñanza basada en problemas requiere facilitar y promover la motivación y el compromiso de los estudiantes, para alcanzar que éstos se beneficien plenamente de la experiencia [6].…”

Preface for the Doing Things Differently Special Section

“…Diverse organizations are more successful, and male allyship can significantly advance culture change to reach equality for all underrepresented groups. The next four papers discuss moving past conventional teaching approaches and provide many ideas, including how polarity management maximizes team potential and leads to innovation [3] ; real-world examples and teambased test retakes promote student engagement and success [4] ; and open-ended laboratory problems [5] and multidisciplinary capstone projects, [6] both with an industrial focus, promote learning and desirable engineering traits but require different course logistics. The final three papers discuss how to properly collect, analyze, and interpret data, not fear "failed" experiments, and avoid zombie ideas [7] ; the benefits and challenges of disseminating results through open science [8] ; and how to stimulate innovation in graduate students through open-ended exploration.…”