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Project-Based Learning in Chemical Engineering: Curriculum and Assessment, Culture and Learning Spaces

Project-Based Learning in Chemical Engineering: Curriculum and Assessment, Culture and Learning Spaces
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Author(s): John Robinson (The University of Nottingham, UK) and Daniel Beneroso (The University of Nottingham, UK)
Copyright: 2022
Pages: 19
Source title: Training Engineering Students for Modern Technological Advancement
Source Author(s)/Editor(s): Anabela Carvalho Alves (University of Minho, Portugal) and Natascha van Hattum-Janssen (Saxion University of Applied Sciences, The Netherlands)
DOI: 10.4018/978-1-7998-8816-1.ch001

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Abstract

Solutions to global challenges need a range of engineers with diverse skills and attributes, and it is the responsibility of engineering educators to shape the engineering education landscape, using their problem-solving expertise to educate future engineers for modern technological advances. Project-based learning (PjBL) is an educational approach that can integrate such needed skills and attributes into the curriculum. However, delivering a truly effective PjBL approach can be quite difficult without considering a holistic approach encompassing three key pillars: PjBL curriculum and assessment, PjBL culture, and physical and online PjBL spaces. This chapter presents a comprehensive overview of how PjBL has been successfully deployed across the Chemical Engineering curriculum at the University of Nottingham, UK, through the lenses of those pillars, and in the form of design projects, with a progressive integration and development of diverse skills and competencies throughout the years.

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