Engineering success: Using problem-based learning to develop critical thinking and communication skills in a Chemical Engineering classroom

Abstract

This paper discusses the implementation of a joint, end-of-term PBL exercise (a project lab) into our second-year chemical engineering curriculum at University of Toronto through two courses, Applied Chemistry Laboratory I (CHE204) and Communication (CHE299). The activity was designed to help students learn (i) research skills, (ii) how to select appropriate experiment techniques and equipment, (iii) how to design and conduct a research experiment, (iv) how to analyze real-world results, (v) how to communicate using a technical voice, (vi) how to work collaboratively in a group. Students were guided through the project with e-Learning modules, in-class active learning exercises, and written feedback, but were not provided with the type of detailed guidance typically provided in their LBL. Student feedback indicates that they are able to apply their learning from the activity to new contexts in a later assignment.