(395m) Blended Learning Strategies to Improve Engagement and Outcomes in Chemical Engineering Thermodynamics

Chemical engineering thermodynamics is a foundational course that often challenges students due to its abstract concepts and mathematical complexity. To boost engagement and enhance learning outcomes, we adopted a blended learning approach in a chemical engineering thermodynamics course at the University of Kansas. This method combined traditional face-to-face instruction with digital tools and active learning strategies, such as mind maps, online discussion forums, in-class quizzes, pre-class videos, problem-solving recitation sessions, and software-based projects.

To foster an inclusive and engaging learning environment, we integrated several innovative strategies into the course. Campuswire, an online discussion forum, enabled students to ask anonymous questions and participate in meaningful discussions. Mind maps, introduced early in the semester, served as structured visual aids to help students organize and connect core thermodynamic concepts. Pre-class videos focused on derivations, allowing students to review foundational material in advance and freeing up class time for active learning. The primary in-class activity consisted of sequential individual and group quizzes administered through Gradescope, an online platform that provided automatic grading and immediate feedback to reinforce learning and monitor progress. A key pedagogical addition was the use of structured problem-solving frameworks, such as O’Connell’s PSALMS method, to guide students through complex thermodynamic problems. A hands-on project using Aspen Plus software connected theoretical knowledge to real-world applications, giving students practical experience with process simulation. Additional supports−including pre-posted lecture slides, recitation sessions, and the allowance of unlimited cheat sheets during exams− encouraged deeper engagement and the development of critical thinking skills.

Our findings suggest that the implementation of blended learning strategies enhanced student engagement, conceptual understanding, and problem-solving abilities. For example, in-class quizzes followed by peer discussions led to noticeable improvements in performance, emphasizing the value of collaborative learning. The integration of technology and active learning methods transformed the traditional classroom into an interactive, student-centered environment, fostering deeper comprehension of thermodynamic principles. This work highlights the critical role of innovative pedagogy in engineering education. By leveraging blended learning approaches, we created a more effective and engaging learning experience that better equips students for the complexities of chemical engineering.