Entrepreneurially Minded Learning in the Unit Operations Laboratory through Community Engagement in a Blended Teaching Environment

Online and blended learning opportunities in Chemical Engineering curriculum emerged due to COVID-19. After eight weeks of in-person Unit Operations Laboratory sessions, a remote-learning open-ended final project was assigned to student teams. The assignment involved aspects related to entrepreneuri...

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Bibliographic Details
Published inChemical engineering education Vol. 56; no. 1; pp. 4 - 14
Main Authors Vasquez, Erick S, Bohrer, Kelly, Noe-Hays, Abraham, Davis, Arthur, DeWitt, Matthew, Elsass, Michael J
Format Journal Article
LanguageEnglish
Published Chemical Engineering Education, Chemical Engineering Division of ASEE 01.12.2022
Subjects
Assignments
Blended Learning
Chemical Engineering
COVID-19
Distance Education
Engineering Education
Entrepreneurship
Independent Study
Laboratory Experiments
Likert Scales
Pandemics
Partnerships in Education
Student Attitudes
Student Motivation
Student Projects
Teamwork
Undergraduate Students
Videoconferencing
Wastes
Vermont
Ohio (Dayton)
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Summary:Online and blended learning opportunities in Chemical Engineering curriculum emerged due to COVID-19. After eight weeks of in-person Unit Operations Laboratory sessions, a remote-learning open-ended final project was assigned to student teams. The assignment involved aspects related to entrepreneurially-minded learning (EML) and community-based learning (CBL). Results show correlations between self-directed learning and the EML framework. Continuous support and involvement of a community partner correlate to students' motivation, critical for successful remote-learning implementations in engineering education.
ISSN:0009-2479
DOI:10.18260/2-1-370.660-125257