Development, Implementation, and Analysis of Desktop-Scale Model Industrial Equipment and a Critical Thinking Rubric for Use in Chemical Engineering Education

Autor/in	Golter, Paul B.
Titel	Development, Implementation, and Analysis of Desktop-Scale Model Industrial Equipment and a Critical Thinking Rubric for Use in Chemical Engineering Education
Quelle	(2011), (189 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Washington State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-9884-6
Schlagwörter	Hochschulschrift; Dissertation; Chemical Engineering; Engineering Education; Skill Development; Intervention; Equipment; Industry; Learning Modules; Experiential Learning; Critical Thinking; Problem Solving; Scoring Rubrics; Thinking Skills; Career Education; Models; Teaching Methods; Higher Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Chemisches Prüfverfahren; Ingenieurausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Industrie; Learning module; Lernmodul; Experiental learning; Erfahrungsorientiertes Lernen; Kritisches Denken; Problemlösen; Scoring formulas; Auswertungsbogen; Denkfähigkeit; Arbeitslehre; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	In order to address some of the challenges facing engineering education, namely the demand that students be better prepared to practice professional as well as technical skills, we have developed an intervention consisting of equipment, assessments and a novel pedagogy. The equipment consists of desktop-scale replicas of common industrial equipment. These are implemented in the form of modular cartridges that can be interchanged in a base unit containing water, power and instrumentation. These Desktop Learning Modules (DLMs) are effective at providing a hands on experience in most classroom environments without requiring either water or power hook-ups. Furthermore, the DLMs respond quickly enough that multiple experiments by multiple groups can be run in a single one hour class. We refined an existing critical thinking rubric to be more specific to the realm of engineering problem solving. By altering our pedagogy to a project based environment using the critical thinking rubric as a primary grading tool, we are able to observe and measure the critical thinking skills of student groups. This rubric is corroborated with an industrial perspective and measures constructs that are important to the students' future careers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10