The Implementation of a Challenge-Based Curriculum into a Bioprocess Engineering Program

摘要

The newly created concentration in bioprocess engineering at East Carolina University was developed with a novel curriculum designed to engage the students and improve their mastery of concepts using proven pedagogical approaches. This study presents the development of nine instructional modules for three bioprocess engineering courses (three modules per course) and the assessment of the effectiveness of the instructional modules. Each module is initiated by presenting the students with a challenge question. The students work on the challenge by completing a cycle of exercises that are designed to engage critical thinking and self-assessment, and for making connections among concepts within the course. The module culminates with students presenting their 'answer' to the challenge through various means, such as a report, poster, video, exam, etc. Of the nine modules, three are integrated through the different bioprocess engineering courses. This integration provides a theme for the students to make connections among the different courses and to transfer concepts to new situations. Our work sought to provide the answers to two research questions: 1) Did the students master the facts, skills, and concepts of bioprocess engineering through the use of the modules? and 2) Did the use of the modules create an effective How People Learn (HPL) learning environment within the three bioprocess engineering courses? The results of the assessment indicate that the modules were effective in developing the students' mastery of the facts, skills, and concepts across all three courses and created a very effective HPL learning environment in two of the three courses.