Wilson, S. A., & Azarin, S., & Barr, C., & Beckwith, J. K., & Brennan, J., & Carter, T. L., & Karlsson, A. J. (2023, June), Prioritizing learning objectives for chemical engineering laboratory courses  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43961

\bibitem{asee_peer_43961}
  Wilson, S. A., \& Azarin, S., \& Barr, C., \& Beckwith, J. K., \& Brennan, J., \& Carter, T. L., \& Karlsson, A. J. (2023, June), \emph{Prioritizing learning objectives for chemical engineering laboratory courses}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43961

Sarah A. Wilson, Samira Azarin Azarin, Chris Barr, Joanne Kay Beckwith, Janie Brennan, Tracy L. Carter, and Amy J. Karlsson.  "Prioritizing learning objectives for chemical engineering laboratory courses".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://strategy.asee.org/43961 Internet.  08 Jun, 2024

\bibitem{asee_peer_43961}
  Sarah A. Wilson, Samira Azarin Azarin, Chris Barr, Joanne Kay Beckwith, Janie Brennan, Tracy L. Carter, and Amy J. Karlsson.
  "Prioritizing learning objectives for chemical engineering laboratory courses".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://strategy.asee.org/43961 Internet.  08 Jun, 2024

@INPROCEEDINGS{asee_peer_43961
author = "Sarah A. Wilson, Samira Azarin Azarin, Chris Barr, Joanne Kay Beckwith, Janie Brennan, Tracy L. Carter, and Amy J. Karlsson"
title = "Prioritizing learning objectives for chemical engineering laboratory courses"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/43961}
number = {10.18260/1-2--43961}
}

TY  - CPAPER
AB  - Chemical engineering laboratory courses are traditionally taught in the third and/or fourth year and expose students to the type of equipment they may see in industrial positions. To work towards alignment of laboratory courses with industrial needs, a better understanding of the learning outcomes currently addressed in laboratory courses and the gaps in the current curriculum need to be identified. Three surveys were designed based on thirteen previously proposed general learning outcomes of engineering laboratory courses [1]. These surveys were developed and distributed to faculty members, students, and industrial engineers in order to gain an understanding of the outcomes important to the various stakeholders and the current success of chemical engineering laboratory curricula in addressing those outcomes[2]. These results provide information to prioritize the learning outcomes and aid the redesign of laboratory courses to better align with the skills and attributes desired by employers.

This paper describes the chemical engineering faculty survey results. Faculty members understand what is currently taught and can directly influence changes to the curricula in their departments. In addition to demographic and background information, respondents were asked to identify the most important learning outcomes for chemical engineering laboratory courses (of the thirteen outcomes previously identified by Feisel and Rosa). Open-ended questions were included to identify additional important learning outcomes and provide comments. The survey was distributed via snowball sampling, with initial distribution at the American Institute of Chemical Engineers’ annual meeting in 2022 and via social media. Faculty response data was analyzed to identify trends in the ranking of outcomes and weaknesses in students and curricula, as perceived by faculty members. Across all faculty responses, there was agreement on the high level of importance of four learning outcomes: design experiment, compare to theory, analyze data, and communication. While the learning outcome of ethics was rated as significantly important for a laboratory course, many faculty did not include this in their ranking of top five learning outcomes or their open ended response of important learning outcomes for a laboratory course. Moving forward, these results will be combined with results from the student and industry surveys to suggest which outcomes should be prioritized in chemical engineering laboratory courses and inform future work in other engineering disciplines.



AU  - Sarah A. Wilson
AU  - Samira Azarin Azarin
AU  - Chris Barr
AU  - Joanne Kay Beckwith
AU  - Janie Brennan
AU  - Tracy L. Carter
AU  - Amy J. Karlsson
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Prioritizing learning objectives for chemical engineering laboratory courses
UR  - https://strategy.asee.org/43961
DO  - 10.18260/1-2--43961
ER  -