453486 Credentialing Students in Their First Separations Course-ChE360 Using a Problem Based Approach

Tuesday, November 15, 2016: 10:38 AM
Continental 3 (Hilton San Francisco Union Square)
Norman Loney, Chemical Engineering, New Jersey Institute Of Technology, Newark, NJ

Problem-based Learning (PBL) is an approach that challenges students to "learn how to learn," working in groups to seek solutions to real world problems. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in practice, and will help prepare students for their careers. In the spring 2016 semester offering of ChE360 at New Jersey Institute of Technology, we added one new feature – simultaneous use of Aspen Plus®. The course is delivered twice per week for 80 minutes per session. In this semester the plan was to deliver new information on the selected separation process in a workshop format in the first part of a week, then use Aspen Plus® simulations in the second part of the week to validate results obtained through graphical construction. Each significant example calculation that accompanied a new topic area such as using the McCabe-Thiele Method to determine the number of theoretical stages along with exit stream flow rates and compositions were subjected to this new course delivery approach. In addition, the students worked in groups on the simulations and were required to document their results in a structured report format and each report was graded as a mini-project. Formative assessment using Students Assessment of their Learning Gains (SALG) resulted in 100% response rates with at least 67% of the class reporting moderate –great gain in understanding content, impact on their attitude, increase in their skills, integration of their learning and helpfulness of their class activities.

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See more of this Session: Free Forum on Engineering Education: Junior and Senior Years
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