Active and cooperative learning in an introductory chemical engineering course

Abstract

A sophomore level chemical engineering course was redesigned to emphasize active and cooperative learning. The structure used was a peer-assisted cooperative learning model developed at WPI. The experimental course was compared to a control course taught by the passive lecture method. The control and test courses were compared using student performance, attitudes, evaluations of the course and instructor and faculty time. We found that student performance was better and content coverage was increased in the test class. Faculty time was reduced by 24% using the peer assisted cooperative learning model. Composite student evaluations of the course and instructor increased slightly from the control to the test course. Student attitudes about the profession increased during the test course, but were mixed regarding working in teams.