Promoting Student Problem-Identification Skills via a Jeopardy-Inspired Game within the Renaissance Foundry

Publication date: Available online 9 November 2019Source: Education for Chemical EngineersAuthor(s): J.R. Sanders, A. Arce-Trigatti, P.E. ArceAbstractAs societal challenges grow in complexity, it is important that engineers possess deep disciplinary knowledge, coupled with cross-disciplinary skills, to work within a multidimensional context to both identify and solve problems. The purpose of this paper is to describe an approach to innovation-driven learning that is focused on a Jeopardy®-inspired game embedded within a novel pedagogical framework (i.e., The Renaissance Foundry) and implemented in a senior level chemical engineering course in biotransport phenomena. Though the game is envisioned to serve multiple purposes, a major intention is that it can be used to aid students in identifying problems that might be encountered in the field of biotransport. Thus, the primary research question focuses on the relationship between the pedagogical approach and the problems identified and prototype solutions developed by student teams within the course. Data was collected from survey responses indicating whether projects were indirectly, directly, or not linked to Jeopardy categories. A Spearman correlation coefficient and Fisher’s Exact Test were calculated with the analysis indicating a moderate, statistically significant relationship between the game categories and projects. Student reflections were also collected and likewise suggested that a pedagogical approach including ...
Source: Education for Chemical Engineers - Category: Chemistry Source Type: research