Asee peer logo

Interdisciplinary Course Design Opportunities for Chemical Engineers: A Material Balances Course with Integrated Concept-Based Active Learning Pedagogy: Comparison of Student Perception and Performance with their Attitudes and Approaches to Learning

Download Paper |

Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

SPECIAL SESSION: Interdisciplinary Course Design Opportunities for Chemical Engineers

Tagged Division

Chemical Engineering

Page Count

18

Page Numbers

22.942.1 - 22.942.18

Permanent URL

https://peer.asee.org/18303

Download Count

2

Request a correction

Paper Authors

biography

Jeffrey A Nason Oregon State University

visit author page

Dr. Nason is an assistant professor of environmental engineering in the School of Chemical, Biological and Environmental Engineering at Oregon State University. His research interests are in the areas of water quality, aquatic chemistry, physical/chemical treatment of drinking water, and the environmental transport and fate of engineered nanomaterials. He teaches courses in material balances and air pollution control at the undergraduate level and courses in aquatic chemistry and physical/chemical treatment processes at the graduate level.

visit author page

biography

Bill J. Brooks Oregon State University

visit author page

Bill Brooks is a Ph.D. student in the School of Chemical, Biological and Environmental Engineering. He is the primary programmer for the WISE learning tool. As an undergraduate
student, he studied hardware engineering, software engineering, and chemical engineering. His thesis research involves investigating the interplay of content, pedagogy, and technology in
student learning.

visit author page

biography

Milo Koretsky Oregon State University

visit author page

Milo Koretsky is an Associate Professor of Chemical Engineering at Oregon State University. He currently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Dr. Koretsky is a six-time Intel Faculty Fellow and has won awards for his work in engineering education at the university and national levels.

visit author page

Download Paper |

Abstract

Interdisciplinary Course Design Opportunities for Chemical Engineers: A Material Balances course with integrated concept- based active learning pedagogy - comparison of student perception, participation, and performance with their approaches to learningIt is well established that students have a diverse array of learning styles and take differentapproaches to learning. For example, approaches to learning have been classified as “surface”,“deep”, and “achievement”. Research has shown that there are many advantages to promotingand fostering a deep approach to learning. One method for encouraging a deep approach tolearning is to utilize formative assessments that focus on conceptual understanding rather thanrecall or rote calculations.A Web-Based Interactive Science and Engineering (WISE) Learning Tool that promotesconcept-based learning has been developed at XXX University. The WISE learning tool allowsan instructor to pose questions to the class that probe for conceptual understanding and supportsa variety of student response types including: multiple choice answers, multiple choice with shortanswer follow-up, numerical answers, short answers, ranking exercises and Likert-scale surveys.The objectives of the WISE tool are to: (1) provide formative assessment of student learning,both allowing instructors to make necessary alterations and corrections to their instruction, andguiding students where to direct their learning efforts; (2) form an integral part of theinstructional activities themselves, transforming the classroom into a more learner-centeredenvironment; and (3) provide a tool that education researchers can use to collect data tounderstand specific aspects of student learning.At XXX University, the WISE tool is currently being used in a sophomore-level sequence ofcourses that includes Material Balances and Stoichiometry, Energy Balances, and Process DataAnalysis. These are high enrollment courses (around 175 students), and are required courses forgraduation in the chemical engineering, biological engineering, and environmental engineeringprograms. This paper will explore the extent to which student performance on WISE activities,perception of WISE as a useful teaching and learning tool, and participation using WISE in aMaterial Balances course correlates with student approaches to learning as determined by theColorado Learning Attitudes about Science Survey (CLASS). In promoting conceptualunderstanding, we hypothesize that the WISE activities will appeal to students who take a deepapproach to learning. However, realizing that students’ perceptions of the WISE tool will alsobe influenced by factors including the active learning environment and the immediate feedback itpromotes, these aspects of student perception will be evaluated in an additional survey of studentopinions at the end of the course. This work is part of a longitudinal study which seeks todetermine the extent to which active learning approaches can change students’ approaches tolearning.

Nason, J. A., & Brooks, B. J., & Koretsky, M. (2011, June), Interdisciplinary Course Design Opportunities for Chemical Engineers: A Material Balances Course with Integrated Concept-Based Active Learning Pedagogy: Comparison of Student Perception and Performance with their Attitudes and Approaches to Learning Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18303

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015