Problem-Based Learning Problem-Based Learning Laboratories On Chemicals from Laboratories On Chemicals from Biorenewables: Biorenewables: Student ReflectionsStudent Reflections

B. Narasimhan, C.E. Glatz, S.K. B. Narasimhan, C.E. Glatz, S.K. Mallapragada, P.J. Reilly, and J.V. ShanksMallapragada, P.J. Reilly, and J.V. Shanks

Department of Chemical EngineeringDepartment of Chemical Engineering

K. Saunders and M. HubaK. Saunders and M. HubaEducational Leadership and Policy StudiesEducational Leadership and Policy Studies

Synopsis of ActivitySynopsis of Activity

We have developed four 1-credit We have developed four 1-credit open-ended, open-ended, multidisciplinarymultidisciplinary laboratory courses involving laboratory courses involving “Chemicals from Biorenewables” “Chemicals from Biorenewables”

These problem-based learning laboratories have been These problem-based learning laboratories have been integrated with existing and new bioengineering-related integrated with existing and new bioengineering-related ChE classesChE classes

Target audience: Target audience: Undergraduate (seniors) and graduate students in Undergraduate (seniors) and graduate students in

Chemical Engineering Chemical Engineering Undergraduate and graduate students in Undergraduate and graduate students in

Biochemistry and Biophysics, Biology, Biorenewable Biochemistry and Biophysics, Biology, Biorenewable Resource Technology, and Food ScienceResource Technology, and Food Science

Description of Laboratory CoursesDescription of Laboratory Courses BioinformaticsBioinformatics - (Spring 03,04: - (Spring 03,04: ReillyReilly) - Development of ) - Development of

bioinformatics and virtual reality techniques to investigate bioinformatics and virtual reality techniques to investigate and predict enzyme structure and functionand predict enzyme structure and function

Metabolic EngineeringMetabolic Engineering - (Spring 02,04: - (Spring 02,04: Shanks, Shanks, GonzalezGonzalez) - Combination of experiments with ) - Combination of experiments with mathematical analysis of the metabolism of ethanol mathematical analysis of the metabolism of ethanol fermentation from yeastfermentation from yeast

BioseparationsBioseparations - (Fall 02,04: - (Fall 02,04: GlatzGlatz) - Development of a ) - Development of a process for recovering a recombinant protein expressed process for recovering a recombinant protein expressed in corn germin corn germ

Tissue EngineeringTissue Engineering - (Fall 02,03: - (Fall 02,03: MallapragadaMallapragada, , NarasimhanNarasimhan) - Design of bioreactor to cultivate ) - Design of bioreactor to cultivate bioartificial skin bioartificial skin in vitroin vitro on degradable polymer scaffolds on degradable polymer scaffolds

Motivation: EducationalMotivation: Educational ABET criteriaABET criteria

Life-long learningLife-long learning Multidisciplinary, team-based approachMultidisciplinary, team-based approach

Problem-based learning (PBL)Problem-based learning (PBL) Open-ended problemsOpen-ended problems Learning-based approachLearning-based approach Students direct learning of the topicStudents direct learning of the topic Problems provide motivation for learningProblems provide motivation for learning Metacognition – self-awareness of learningMetacognition – self-awareness of learning

AcknowledgmentsAcknowledgments

Don Woods – extensive writingsDon Woods – extensive writings NSF NSF

Combined Research and Curriculum Combined Research and Curriculum Development Grant - EEC 0087696Development Grant - EEC 0087696

Our StudentsOur Students Maureen Griffin – HS TeacherMaureen Griffin – HS Teacher Our Graduate Student TutorsOur Graduate Student Tutors

Assessment of Student ReactionAssessment of Student Reactionand Awarenessand Awareness

On-line journalingOn-line journaling Six sets of reflection questions – one to Six sets of reflection questions – one to

five questions per set.five questions per set. Focus groupsFocus groups

Education graduate student discussing set Education graduate student discussing set of nine questions at end of course.of nine questions at end of course.

PurposesPurposes MetacognitionMetacognition FeedbackFeedback

Journal Questions and Responses :Journal Questions and Responses :First third of course…First third of course…

Describe your past experiences with team Describe your past experiences with team projects.projects. Some had projects that went well. Some had projects that went well. Most had experienced projects where teams Most had experienced projects where teams were of limited effectiveness.were of limited effectiveness.

How well is your team able to identify issues, How well is your team able to identify issues, set goals and identify problems. set goals and identify problems. At the early At the early stage there was confidence in this aspect but stage there was confidence in this aspect but more guidance was sought for how to more guidance was sought for how to implement a plan.implement a plan.

Journal Questions and Responses :Journal Questions and Responses :Middle third of course…Middle third of course…

How has working on a team influenced your How has working on a team influenced your learning.learning. Nobody on the team could have Nobody on the team could have come up with the requirements alone, but we come up with the requirements alone, but we gathered and filled in things based on our gathered and filled in things based on our individual experience.individual experience.

Describe how your experiences have Describe how your experiences have influenced your thinking about how you best influenced your thinking about how you best learn. learn. It makes me question things much It makes me question things much more – this was not the original way I learned more – this was not the original way I learned when it was all handed to me.when it was all handed to me.

Journal Questions and Responses :Journal Questions and Responses :Last third of course…Last third of course…

Describe the ways the course has affected Describe the ways the course has affected your written and oral communication.your written and oral communication. We We found an error during an early progress report found an error during an early progress report that taught us to anticipate critical questions that taught us to anticipate critical questions for future presentations.for future presentations.

How prepared to you feel to address new How prepared to you feel to address new problems. problems. At first I wondered where to start At first I wondered where to start with such a big project... I learned to look to with such a big project... I learned to look to the literature to get a start and break the task the literature to get a start and break the task down in small tasks that were more do-able.down in small tasks that were more do-able.

Focus Group ResponsesFocus Group Responses

Overall reaction to the course. Overall reaction to the course. The The course has taught me where to look for course has taught me where to look for information, how to critique the work of information, how to critique the work of others, how important it is to thoroughly others, how important it is to thoroughly explain my ideas to those with different explain my ideas to those with different backgrounds, and that it is good to have backgrounds, and that it is good to have a team with varied backgrounds. This a team with varied backgrounds. This course problem is what I talked about in course problem is what I talked about in my job interviews.my job interviews.

Focus Group ResponsesFocus Group Responses

How to improve the course. How to improve the course. Add more structure to ensure that groups Add more structure to ensure that groups

are progressing.are progressing. Define the grading more clearly – are we Define the grading more clearly – are we

being graded on our design, our teamwork, being graded on our design, our teamwork, our problem-solving skills?our problem-solving skills?

The journaling takes time – it should be The journaling takes time – it should be clear that something is being done with our clear that something is being done with our answers.answers.

Tissue EngineeringTissue Engineering

Protein Recovery from Transgenic Protein Recovery from Transgenic CornCorn

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Cation Exchange Chromatography

Size Exclusion

Purified Brazzein

Instructor ChallengesInstructor Challenges

Matching the work to the credits.Matching the work to the credits. Finding time to respond to journaling.Finding time to respond to journaling. Designing suitable assessments for Designing suitable assessments for

learning effectiveness of this approach.learning effectiveness of this approach. Failure of faculty member to participate.Failure of faculty member to participate. Training of TA tutors.Training of TA tutors. How to make it sustainable after NSF How to make it sustainable after NSF

funding expires.funding expires.