Experimenting with labs: Practical and pedagogical considerations for the integration of problem‐based lab instruction in chemical engineering

Abstract

AbstractLaboratory instruction is a core component of the training of chemical engineers. The hands‐on experiences in the laboratory are designed to facilitate the development of critical analytical skills, establish links between theory and reality, and develop transferrable skills. In the Department of Chemical and Biological Engineering (CHBE) at the University of British Columbia (UBC), the senior laboratory course was designed using a Problem‐Based Laboratory (PBL) approach to shift part of the responsibility for the learning experience from the instructor to the students, with the aim to improve learning outcomes. In this course, student teams perform 10‐week open‐ended labs in which they design and execute unique experimental plans to address industrially relevant problem statements. This course leverages student autonomy and ownership of their work, the flexibility of deliverables, and low‐stakes opportunities to make and fix mistakes to increase student engagement, which in turn facilitates the development of critical thinking and decision‐making skills and increases student confidence in their engineering abilities. This paper synthesizes student feedback, performance data, instructor observations, and logistical experiences over several iterations of this course to identify the key elements required for the successful implementation of PBL instruction. The rationale for this shift in pedagogical approaches, the pedagogical grounding underpinning this design, the basic course structure and its reception by students, and the main challenges of this type of course implementation in chemical engineering are also presented.