Case of Study-Based Learning in Process and Product Engineering Course

Abstract

This work describes a successful learning methodology implemented in the “Process and Product Engineering” course at the University of Castilla-La Mancha. The methodology involves active student participation in lectures and seminars, focusing on case studies related to process design, simulation, and mass balance reconciliation. Additionally, tutoring sessions are provided to facilitate peer learning and improve the presentation skills. Annual surveys were conducted to assess student perceptions of the course. Results indicate that students highly value the learning methodology, particularly the use of case studies, which they believe accelerates their learning compared with traditional lectures. The three case studies included in the course were well-regarded by the students. The duration of the seminars and the overall organization of the course also received positive feedback. In summary, the study demonstrates the effectiveness of the learning methodology in the “Process and Product Engineering” course. Students appreciate the active learning approach and recognize the value it adds to their learning experience. The positive feedback regarding the case studies, seminar duration, and course organization further supports the success of the methodology in enhancing student learning outcomes.