Incorporating Agile Methodologies Into the Chemical Engineering Curriculum

• Published in: Computer applications in engineering education Vol. 33; no. 1
• Main Authors: Chakraborty, Sourojeet, Galatro, Daniela
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley Subscription Services, Inc 01.01.2025
• Subjects: agile; Best practice; Chemical engineering; chemical engineering curriculum; Colleges & universities; Curricula; Engineering education; experiential learning; Feedback; Learning; Modelling; pair programming; Software; sprint; Students; System identification
• ISSN: 1061-3773; 1099-0542
• DOI: 10.1002/cae.22805

ABSTRACT Agile methodologies, when applied within an engineering education context, can provide a strategic and insightful framework that can incorporate key pedagogical techniques to maximize the student learning experience. In this work, we present a revamp of an undergraduate chemical engineering data‐based modelling course by implementing two agile methodologies: XP‐pair programming and Sprint. The selected agile methodologies are implemented in tutorials and the final exam while developing and/or completing system identification codes in R as a computational tool. Student feedback is obtained via surveys to track the effectiveness of our implemented methodologies; students provided both general and subject‐specific feedback. Our unique approach promises to pave the way for novel course design and curriculum revamp and to enhance active and experiential learning experiences among students by merging education pedagogy with engineering practices in the industry. Student responses reveal that agile methodologies substantially improved their coding, modelling, teamwork and time management skills. We also observed that our agile‐based approach works to inspire and motivate students to (i) further their own knowledge of the subject matter, (ii) appreciate the importance of data‐based modelling in both industrial and academic environments and (iii) critically identify the fallacies and real‐life consequences of poor/inefficient modelling and prediction practices. Our initiative holds the potential to successfully implement well‐known industry best practices within a university chemical engineering curriculum. Our selected agile methodologies also facilitate active and experiential and enquiry‐based learning environments, leading to students recognizing the importance of ‘how’ to learn rather than ‘what’ to learn.