Implementing an Innovative Course Model for Traditional Laboratory Courses

The objective of this project is to transform three existing Chemical Engineering laboratory courses (CHBE 262, CHBE 362, CHBE 364) to a more engaging and collaborative learning methodology that fosters an active learning environment for students. All three courses have been delivered in the traditional model that involves Individual laboratory report writing. However, the traditional model lacks two important elements: a mechanism to ensure adequate student pre-lab preparation and an opportunity for students to formatively evaluate and integrate what they have learned. Specifically, this project proposes to address three main issues: one of better pre-lab preparation through formative and summative online assessment opportunities, the introduction of a collaborative model for report preparation and writing, and enhancement of meta-skills and the creation of materials and rubrics that support and scaffold the student learning experience.

This project will build upon redevelopment work began in the 2003-2004 academic year that has seen CHBE 262 begin to incorporate collaborative models for report writing.

Ultimately, the goal of this project is to develop a well crafted laboratory course model that is supported both by students and faculty, provides significant benefits in learning outcomes and is sustainable for faculty to replicate and maintain. These courses will serve as a model for other laboratory course redevelopment within Applied Science (there are more than 40 laboratory courses in the undergraduate curriculum at Applied Science).

Dhanesh Kannangara, Chemical and Biological Engineering, Faculty of Applied Science
Jim Sibley, Centre for Instructional Support, Faculty of Applied Science
Tatiana Teslenko, Technical Communication Centre, Faculty of Applied Science