A framework for hands-on learning in chemical engineering education—Training students with the end goal in mind
File(s)
Author(s)
Chen, Wenqian
Shah, Umang
Brechtelsbauer, Clemens
Type
Journal Article
Abstract
Chemical engineering education aims to equip students with both theoretical knowledge and hands-on capability to solve practical problems. At Imperial College London, this is practiced via three laboratory-based courses, which span over the first three years of the undergraduate curriculum. The Foundation, Knowledge and Discovery Laboratories were designed based on Kolb’s experiential learning theory as well as Vygotsky’s zone of proximal development. Although these courses intend to challenge students, appropriate scaffolding is in place to ensure a satisfactory learning experience across the spectrum of abilities. Assessment and survey results show that all students were capable of meeting the learning goals (>96% achieving satisfactory to excellent results in academic years 2014–2016), while a large majority is satisfied with the courses (>80% in academic years 2014–2016). The design and implementation of these courses are discussed to promote the exchange of good practices within the higher education community.
Date Issued
2019-07-01
Date Acceptance
2019-03-14
Citation
Education for Chemical Engineers, 2019, 28, pp.25-29
ISSN
1749-7728
Publisher
Elsevier
Start Page
25
End Page
29
Journal / Book Title
Education for Chemical Engineers
Volume
28
Copyright Statement
© 2019 Elsevier Ltd. All rights reserved. This manuscript is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence http://creativecommons.org/licenses/by-nc-nd/4.0/
Identifier
https://authors.elsevier.com/a/1YxMQ6DsYxHS4o
Subjects
Social Sciences
Education, Scientific Disciplines
Education & Educational Research
Experiential learning
Proximal development
Practical education
Student-centred learning
SCIENCE
09 Engineering
13 Education
Publication Status
Published
Date Publish Online
2019-03-19