Modernizing the chemical engineering curriculum via a student-centered framework that promotes technical,professional, and technology expertise skills: The case of unit operations |
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| Affiliation: | 1. Grupo de Diseño de Productos y Procesos (GDPP), Department of Chemical and Food Engineering, Universidad de los Andes, Bogotá, Colombia;2. Centro de Innovación en Tecnología y Educación, Faculty of Education, Universidad de Los Andes, Bogotá, Colombia;3. Department of Biomedical Engineering, Universidad de Los Andes, Bogotá, Colombia;4. School of Chemical Engineering and Advanced Materials, University of Adelaide, Australia;1. Department of Physics, Stanford University, Stanford, CA, 94305, USA;2. Department of Chemical Engineering, Stanford University, Stanford, CA, 94305, USA;3. Department of Chemical Engineering, Stanford University, Stanford, CA, 94305, USA;4. Laboratory of Atomic and Solid State Physics, Cornell University, Ithaca, NY, 14853, USA;1. Department of Chemical Engineering, College of Engineering – University of Diyala – Baquba City 32001, Diyala governorate, Iraq;2. Department of Chemical and Process Engineering, Faculty of Engineering and Physical Sciences, University of Surrey, Guildford GU2 7XH, UK |
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| Abstract: | The development of a comprehensive set of skills, including technical, professional, and technology expertise, is critical to succeeding in the increasingly competitive global job marketplace. We proposed to develop such skills in our junior students (third year) via a flipped-classroom approach, a PO-PBL problem, and interactive e-learning tools. The intervention was implemented in the core course of Unit Operations and led to an increase in the students’ perception of the development of teamwork and people-related skills. Despite the benefits of promoting student learning, our intervention revealed that we still need to conduct work to approach more robust peer-to-peer interactions and connectedness. In this regard, students showed a marked tendency to have superficial discussions, which reflected their inability to develop superior emotional connections with peers. This is critical to promote complex thinking and ideation as well as continued engagement with the course contents and will be the focus of our future work. |
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| Keywords: | Flipped classroom Professional skills Information and communications technologies Unit operations |
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