(254e) Enhancing Learning Effectiveness in Chemical Engineering Via Connection to Real-World Engineering Applications

Engineering education for undergraduate students in the U.S. experiences several long-standing challenges, and there is a genuine concern from educational and industrial leaders that the U.S. may lose its competitive edge in science, technology, engineering, and math (STEM) disciplines.^1-3 A fundamental challenge in undergraduate engineering education lies in the disconnection between engineering disciplines taught in the classroom and the practical skills needed in the industry.^4,5 Even though engineering students build a solid foundation of the theoretical knowledge of their disciplines during their studies, they often lack opportunities to get acquainted with real-world applications of the engineering principles applied in companies and production plants. As a result, there is a serious mismatch between the contemporary undergraduate engineering education and what is required for the students to be successful as engineers in the modern industrial world.⁵

This work aimed at enhancing student learning engagement and comprehension through the utilization of scientific and technical videos in class, which can connect chemical engineering curricula to real-world engineering applications. These engineering curricula (courses) involved process control and nanotechnology engineering applications. In addition to the videos use in the classroom, peer engineers at local technologies companies visited the aforementioned chemical engineering classes as guest speakers and presented industrial case studies and technical challenges encountered and resolved in their production plants, aiming at improving the students understanding of the modern industry applications. Furthermore, the utilization of Piazza, a learning management system where students can ask questions in a forum-type format, promoted the sharing of opinions and knowledge between students on the topics addressed in class, and promoted exchange of insight about real-world problem solving.

The performance of the students was evaluated in this study and compared to that of students of prior years that did not use videos for the understanding of the pertinent engineering concepts and were not exposed to presentations from industry professionals. Targeted criteria were employed for the performance evaluation, including the ability of students to identify and solve complex engineering problems ability as well as to apply engineering design to produce solutions that meet specified needs with consideration of safety, social, environmental, and economic factors. The results demonstrated how the implemented instructional methods advanced students understanding of educational outcomes through active learning exercises related to the videos applications and the demonstrated industrial case studies. This work also showed how new learning media can benefit students with different learning capabilities who are marginalized by traditional learning modes, thus leading to greater persistence in STEM fields.

References

1. National Science Foundation, “International STEM Talent is Crucial for a Robust U.S. Economy”, National Science Board, 2022.
2. Council, N. R., Committee on Prospering in the Global Economy of the 21st Century: An Agenda for American Science and Technology, Committee on Science, Engineering, and Public Policy. National Academy of Sciences: 2007.
3. Sevo, R., Literature overview: The talent crisis in science and engineering. Apply Research to Practice (ARP) Resources. 2009.
4. Hubbard, S.; Lopp, D., A case study reflecting successful industry engagement: Utilizing industry projects as a mechanism for discovery and STEM education in aviation technology. Journal of Education and Human Development 2015, 4 (2), 175-181.
5. Bucciarelli, L. L.; Kuhn, S., Engineering Education and Engineering Practice: Improving the fit. Between Craft and Science: Technical Work in the United States 2018, 210, 9781501720888-012.