How We teach: Unit Operations Laboratory

Vigeant, Margot; Silverstein, David; Dahm, Kevin; Ford, Laura P.; Cole, Jennifer; Landherr, Lucas

doi:10.18260/1-2--30587

Cited by 12 publications

(16 citation statements)

References 9 publications

(10 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This approach also fits within the equipment limitations of university settings. Task design is often oriented towards practicing skills such as “practice data analysis,” “practice effective teamwork,” and “demonstrate laboratory ethics” without considering that these are epistemic practices that interlock (Vigeant et al, 2018; p. 8; see also Feisel & Rosa, 2005). In addition, with limited access to equipment, students may need to perform scale‐up analysis using substandard data.…”

Section: Methodsmentioning

confidence: 99%

“…Specifically, we examine the epistemic practices elicited by two physical laboratory projects with task characteristics typical of those in many large capstone chemical engineering courses in the US (Eckert & Ybarra, 1988; Rajala et al, 2015; Vigeant et al, 2018). We compare them to epistemic practices elicited by a virtual laboratory that utilized a simulated industrial reactor with task characteristics reflective of the scale and complexity of an actual industrial project.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction

et al. 2022

View full text Add to dashboard Cite

In both K-12 and university settings, instructors and curriculum developers need to create learning experiences that provide students opportunities to engage in the disciplinary practices of science and engineering. However, instructional contexts pose challenges in developing such tasks. Using a framework focusing on conceptual and material epistemic practices and tools, we used a withinsubjects comparison to explore two different types of task designs, given realistic constraints posed by a largeenrollment university engineering laboratory course. We investigated students' modeling and experimental activity at scale using an innovative data analysis tool, Model Maps, looking for evidence of epistemic practices in student laboratory notebooks and in their post-project presentations. We compared inscriptions of 29 teams across three laboratory projects and found a greater number and diversity of model components in a virtual laboratory project than in two physical laboratory projects. While fitting into the same instructional "space," the virtual laboratory task, compared to the physical tasks, better afforded iteration. The iterative development engaged students in two important features of engineering

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Pressure drop and volumetric flow rate data are used in the mechanical energy balance to determine the friction loss coefficient, , which is used with the Darcy-Weisbach equation, Equation (11), to calculate friction factor, ƒ.…”

Section: Flu Experimentsmentioning

confidence: 99%

“…[7] Due to large enrollments and limited time, some UOL's only go in depth (requiring a report and presentation) over one or two experiments per semester. [8][9][10][11] The new UOL structure at KU offers six comprehensive experiments over two semesters that cover the fundamentals of chemical engineering. Each experimental cycle follows a sequence with a pre-lab tour, pre-lab meeting and presentation, laboratory experiment, data analysis and modeling, and final lab report.…”

Section: Introductionmentioning

confidence: 99%

A Novel Chemical Engineering Laboratory Model at the University of Kansas

2020

View full text Add to dashboard Cite

CPE616 is the first course in which KU chemical engineering students apply their knowledge from junior-level core chemical engineering courses to data collected in a lab. The course is taught by three professors (one for each of the three experiments), a lab manager to supervise the course, and a lab assistant to make sure that the day-to-day operation of the lab runs smoothly. Students rotate through three experiments in CPE616:Vapor-Liquid Equilibrium (VLE), Fluid Mechanics (FLU), and Kinetics (KIN). The VLE experiment uses a four-

show abstract

“…Inspired by Ryan and Deci's Self-Determination Theory and their own prior experience, they hypothesized six course attributes that would be likely to contribute to students' intrinsic motivation. Table 1 shows the thematic grouping of these attributes according to Ryan and Deci's (2000) self-determination theory under the auspices of autonomy, competence and relatedness (2,6). The faculty were seeking ways in which students might experience autonomy, competence, and relatedness within the context of including more design projects in courses.…”

Section: Introductionmentioning

confidence: 99%

How Much Does Student Perception of Course Attributes Impact Student Motivation?

Vigeant

Golightly

2020 ASEE Virtual Annual Conference Content Access Proceedings

Self Cite

View full text Add to dashboard Cite

How much does student perception of course attributes impact student motivation?Intrinsic motivation creates a more positive and engaged atmosphere in the classroom, and is positively correlated with students' persistence in engineering. While an instructor can't "intrinsically motivate" students, they certainly can create conditions that cultivate or defeat intrinsic motivation. In this study, the impact on students' motivational state of five course design features was measured using Guay, Vallerand, and Blanchard's Situational Motivation Scale (SIMS) (1). Course features considered included the incorporation of open-ended problem solving, physical realization of a design, incorporation of broad perspectives, interdisciplinary student teams, and "real" problems. These course features were aligned with Self-Determination Theory to create the conditions for enhanced student intrinsic motivation (2). Prior work suggested that intrinsic motivation was especially cultivated by having students work in an interdisciplinary environment, on problems for external clients or that were personally meaningful (7). However, this prior work only considered faculty-reported presence or absence of course design features. Surveys suggested that students and faculty were not in perfect agreement about the presence of certain course features, notably interdisciplinary-interactions and the extent to which problems were "real" and reflective of what students expect to see in their career or find personally meaningful. This study focuses on the students' perceptions of course elements and the extent to which students' perception of the presence or absence of these elements impacts their motivational state in their coursework.

show abstract

How We teach: Unit Operations Laboratory

Cited by 12 publications

References 9 publications

Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction

Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction

A Novel Chemical Engineering Laboratory Model at the University of Kansas

How Much Does Student Perception of Course Attributes Impact Student Motivation?

Contact Info

Product

Resources

About