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Problem-based learning biotechnology courses in chemical engineering.

Charles E Glatz1, Ramon Gonzalez, Mary E Huba

  • 1Department of Chemical, Iowa State University, Ames, Iowa 50011, USA.

Biotechnology Progress
|February 4, 2006
PubMed
Summary
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New biotechnology courses utilize problem-based learning (PBL) for upper-level students. Initial challenges with PBL were addressed by restructuring laboratory courses to improve accessibility and enrollment in biochemical and biomedical engineering programs.

Area of Science:

  • Biotechnology Education
  • Biochemical Engineering
  • Biomedical Engineering

Background:

  • Existing lecture courses in biochemical engineering, bioseparations, and biomedical engineering lack comprehensive laboratory components.
  • There is a need for practical, hands-on learning experiences in biotechnology at the upper undergraduate and graduate levels.

Purpose of the Study:

  • To develop and implement novel lecture and laboratory courses focused on biotechnological topics.
  • To supplement existing engineering curricula with problem-based learning (PBL) laboratory experiences.
  • To enhance student engagement and enrollment in biotechnology-related courses.

Main Methods:

  • Development of a series of lecture and laboratory courses in biotechnology.
  • Implementation of problem-based learning (PBL) techniques in laboratory settings, utilizing team-based activities, journaling, and performance rubrics.

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  • Restructuring of laboratory courses into 2-credit groupings and offering them as substitutions for existing unit operations laboratories.

    • Main Results:

    • Students initially found the PBL approach challenging due to a lack of prior experience.
    • Course restructuring and integration into existing curricula were implemented to address enrollment and accessibility concerns.
    • The new courses aim to provide essential practical skills in biotechnology.

    Conclusions:

    • The developed biotechnology courses offer valuable laboratory experiences supplementing traditional engineering programs.
    • Adaptations to the course structure, including PBL integration and credit grouping, are crucial for student adoption and success.
    • These courses are designed to enhance the practical skill set of future biotechnologists and engineers.