(259a) Prioritizing Learning Objectives for Chemical Engineering Laboratory Courses: An Industrial Perspective

Since March 2020, many chemical engineering laboratory instructors have been forced to examine what it means to be a chemical engineering lab or more specifically a Unit Operations laboratory. Historically, chemical engineering laboratory courses are taught in the third and/or fourth year and expose students to types of equipment they may see in industrial positions while also giving them experience in interpersonal skills such as teamwork and communication. However, there is little guidance on what should be assessed in the chemical engineering laboratories. Previous work by Feisel and Rosa has suggested thirteen general learning outcomes that can be covered in engineering laboratory courses. However, it is nearly impossible to assess students’ understanding for all thirteen of these learning outcomes. Additionally, these learning outcomes were neither specific to chemical engineering labs nor to the needs of the stakeholders of chemical engineering labs.

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. A survey was designed to gain an understanding of the outcomes important to the various lab stakeholders (students, faculty and industry engineers) and the current success of chemical engineering laboratory curricula in addressing those outcomes. Results will provide insight into the prioritization of laboratory learning outcomes and allow for the redesign of laboratory courses to better align with the skills and attributes desired by employers.

This presentation will describe responses received by the engineers in industry. The 71 responses include demographic and background information, which can be used to situate the survey responses in context of the respondents’ experiences. Additionally, respondents were asked to rank the five most important learning outcomes for chemical engineering laboratory courses for a new hire in chemical engineering, identify which outcomes new chemical engineers are weakest in, and which outcomes they feel the chemical engineering curriculum should do a better job covering. Finally, open-ended questions were included to identify additional important learning outcomes and provide comments.The responses provide important context for the engineering laboratory since a majority of chemical engineering students graduate and continue into a career external to academia.

Reference: Feisel, L. D. and Rosa, A. J., The Role of the Laboratory in Undergraduate Engineering Education, Journal of Engineering Education, 94(1), 2005, 121-130.