Pedagogic Transformation Parth Shah, James Campbell, Umang Shah - - PowerPoint PPT Presentation

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Pedagogic Transformation Parth Shah, James Campbell, Umang Shah - - PowerPoint PPT Presentation

Jul 02, 2023 1.03k likes •1.3k views

Teaching Lab Pedagogic Transformation Parth Shah, James Campbell, Umang Shah What is the Vision? We asked two simple questions o Who are we educating? o What are we preparing our students for? o What are the essential skills we want to

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Teaching Lab – Pedagogic Transformation

Parth Shah, James Campbell, Umang Shah

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What is the Vision?

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  • We asked two simple questions
  • Who are we educating?
  • What are we preparing our students for?
  • What are the essential skills we want to equip our

students?

  • Vision
  • Future engineers/ problem solvers, who can

creatively, independently learn, think, and apply knowledge.

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  • How to train some one to independently learn and

More importantly be creative and think?

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  • Answer is always hidden in the question?
  • Independent thinking, problem solving

and knowledge application can be best taught in real life situations/ projects.

  • Creativity can be nurtured by freedom to

make decisions, without pressure of failing

How?

  • U. Shah, W. Chen, and C. Brechtelsbauer, The Discovery Laboratory Part II: A Framework for Incubating Independent

Learning, Education for Chemical Engineers (2019) – Under review

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Implementation – Key Challenge

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  • Bringing changes are not typically easy!
  • If we consider taking into account all the requirements

prescribed on us, we are left with very little actual time for hands on learning based projects.

  • We are left with limited contact time
  • First year – 29 hours
  • Second year – 48 hours
  • Third year – 60 hours
  • Creative solution was essential
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A Journey into Discovery

  • W. Chen, U. Shah, and C. Brechtelsbauer, The discovery laboratory – A student-centred experiential learning practical:

Part I – Overview, Education for Chemical Engineers 17 (2016) 44-53.

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Students as Partners

  • Projects were designed and tested by students for students
  • Student views were included in
  • Equipment design
  • Course materials
  • Beta testing

Inguva P, Lee-Lane D, Teck A, Anabaraonye B, Chen W, Shah U, Brechtelsbauer C, Advancing experiential learning through participatory design, Education for Chemical Engineers (2018) 25, 16-21

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Foundation Lab

Sample Project: The Pump Specification Problem (8 projects) Learning Objectives: ▪ Express pressure in terms of head ▪ Apply Bernoulli’s equation for incompressible fluids to calculate pressure drop through different fittings ▪ Perform hydraulic pressure drop calculations and NPSH checks on a pump

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Knowledge Lab

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Sample Project: The Continuous Water Purification Problem (14 projects) Learning Objectives: ▪ Develop understanding of breakthrough curves and apply it to determine packed bed dimensions ▪ Use control tuning rules to establish independent loop control ▪ Understand interactions within control loops and implement plant wide control

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Discovery Lab

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Sample Project: Protein Chromatography (14 projects) Learning Objectives:

  • Develop experimental chromatography protocols to quantify protein

aggregation

  • Investigate accelerated protein aggregation using SEC or another

experimental technique

  • Determine B22 values using SIC for model and therapeutic proteins
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ZPD in Action

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Step 1 Learner Cannot Do: Zone of Proximal Development: Learner Can Do Unaided:

Advanced Process Engineering Developing Engineering Judgement Solving authentic problems Determine NPSH Application of Bernoulli’s Eq. Expressing pressure in terms

  • f head

Expressing pressure in terms

  • f head

Application of Bernoulli’s Eq. Determine NPSH Advanced Process Engineering Developing Engineering Judgement Solving authentic problems

  • X. Mingrou, P. Inguva, W. Chen, N. Prasetya, A. Macey, P. DiMaggio, U. V. Shah, C. Brechtelsbauer, Chromatography as a

Separation Process - an Experiential Learning Module on Process Development and Scale-Up, J. of Chem. Edu. (2019)

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How the Journey Unfolds

Independence & Complexity Instruction, training & support Foundation Lab (1st Year) Knowledge Lab (2nd Year) Discovery Lab (3rd Year) Research Project (4th Year) Instructor/ Teacher Teacher/ Facilitator Facilitator/ Supervisor

Supervisor/ Collaborator

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Chen W, Shah U, Brechtelsbauer C, A Framework for Hands-on Learning in Chemical Engineering Education – Training Students with the End Goal in Mind, Education for Chemical Engineers (2019) 28, 25-29

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Evaluation

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Inguva P, Lee-Lane D, Teck A, Anabaraonye B, Chen W, Shah U, Brechtelsbauer C, Advancing experiential learning through participatory design, Education for Chemical Engineers (2018) 25, 16-21

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Student Evaluation

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  • W. Chen, U. Shah, and C. Brechtelsbauer,

The discovery laboratory – A student- centred experiential learning practical: Part I – Overview, Education for Chemical Engineers 17 (2016) 44-53.

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Evaluation-Skills

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Evaluation-Enabling Environment

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Internal Environment

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  • U. Shah, W. Chen, P. Inguva, D. Chadha, and C. Brechtelsbauer, The Discovery Laboratory Part II: A Framework for

Incubating Independent Learning, Education for Chemical Engineers (2019) In Review.

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Internal Environment

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  • U. Shah, W. Chen, P. Inguva, D. Chadha, and C. Brechtelsbauer, The Discovery Laboratory Part II: A Framework for

Incubating Independent Learning, Education for Chemical Engineers (2019) In Review.

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Acknowledgement

18 Andrew Macey Pavan Inguva Dr Clemens Brechtelsbauer Wenqian Chen Deesha Chadha

And many UG and PG student partners

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Student Voice

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