Problem based learning in a chemical engineering undergraduate laboratory

Abstract

We have recently revised our undergraduate chemical engineering laboratory curriculum, space, and equipment. Specifically, Problem-Based Learning (PBL) methods were applied to experiments. The decision to do so was a result of several motivating factors. Some of these factors were pedagogic in origin, others stemmed from our desire to add flexibility and variety to our experiments, and others were a response to ABET's Engineering Criteria 2000. Our new focus combined previous efforts in engineering science fundamentals with open-ended and economically driven problems. These problems aimed to enhance student learning while developing interpersonal, problem solving, learning, and communication skills. PBL and our expanded expectations resulted in improved behavioral and skill outcomes. We argue that the Problem-Based approach was particularly well suited to laboratory application and should be considered as a model for replacing traditional laboratory methods. This paper presents preliminary results in the form of our observations, shares some perceived issues regarding the implementation of PBL, and discusses student reactions to a PBL course. In short, this paper offers an evaluation of the learning outcomes achieved and presents some insights gained by our experience.