Design Directed Learning in Chemical and Biochemical Engineering

Abstract

Design involves finding solution to identified needs or problems in the real world. Thus learning through design makes the students appreciate greatly the theoretical knowledge they acquired in other engineering courses. Integration of engineering science, technology and communication skills is one of the main goals in the design practice. The author believes that practice of engineering through a design directed approach is more efficient compared to problem based approach. The fourth year capstone design course is a full year course in author’s department through which the students are exposed to various aspects of process and equipment design in chemical and biochemical industry. Regular weekly meetings and preparation of reports at different phases of design prepare the students for the challenges of real world. The students work together in a team practicing time management, brain storming, and helping each other throughout the project. During regular meetings with instructors and industry consultants, students learn to apply engineering and professional judgement and propose solutions to open-ended design problems. They are encouraged to evaluate design alternatives and demonstrate initiative in applying innovative solutions. Involvement of consultants from the industry improves students participation and has better impact on their performance. They identify safety, environmental, and economic issues, and their impact on design decisions in all phases of the design. Oral presentations are required and formally evaluated by judges from academia and industry and feedback provided. A formal design report is submitted at the end of the year also lists the improvements made in design based on feedbacks from progress reports and presentations.