June 14, 2015
June 14, 2015
June 17, 2015
26.243.1 - 26.243.13
Assessing Studio-based Learning in a Material/Energy Balance ClassesIn a studio-based learning environment, students learn not just by doing but also byproviding critiques of other student’s work as well as receiving critiques on their workfrom other students. Studio-based learning (SBL) techniques have been used in varietyof disciplines, most notably in architecture and fine arts. Engineering students often dothis in informal settings (e.g., study groups) but rarely do so in a formal classroomsetting. The critiquing activity is the strength of the learning activities in studio-basedlearning as it requires students to be active as well as encouraging students to explain(teach) the material to others, thus strengthening their understanding of the concepts. Thecritiquing activity also exercises higher levels of learning, as defined by Bloom’staxonomy, requiring activity up to and including judgment.Over the past three years we have incorporated studio-based learning into thematerial/energy balance class at this institution. Students work three problems using SBLstarting with a simple material balance problem and finishing with a material balanceproblem involving a chemical reaction and a recycle stream. Historical data from theclass shows that the SBL approach has dramatically reduced the percentage of studentswho do not successfully complete this class.We are now assessing whether the student’s analytic skills show improvement via the useof SBL. To do this we have developed a rubric for analyzing the on-line discussionsinvolving the students that are a part of the SBL approach. The details of the analyticapproach, and the results from the past three years of SBL activities, will be presented.
Zollars, R. L., & Hundhausen, C., & Smith, D. W., & Carter, A. S. (2015, June), Assessing Studio-based Learning in Material/Energy Balance Classes Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23582
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