Multi-Electronic Media Classroom for Computer–Aided, Problem-Based Learning for Improved Chemical Engineering Simulation, Analysis, Control and Reactor Design Education David L. Cocke † *, John Gossage † , Daniel Chen † , Helen Lou † , Kuyen Li † , + Kadir Dede and + Emrah Alicli Abstract – A new paradigm is rapidly developing, with the increasing electronic sophistication of teaching methods and classrooms, for problem-based learning (PBL). This paper describes the study being performed in the Chemical Engineering Department at Lamar University to integrate best practice pedagogy with computer-aided modeling and simulation into a PBL educational program. The pedagogical principles are being examined in both undergraduate core courses and graduate courses. A new path-finder course, Computer Aided Modeling and Simulation (CAMS) is being introduced to prepared students for the new learning technologies and to introduce future learning needs. DMCPlus advanced control software, Aspen Plus and Pro II are examples of the software being exploited. A prototype modern classroom is being used to test pedagogical principles and will be discussed in terms of the pedagogical objectives of PBL. From teaching and learning experiences with the prototype classroom, a new classroom has been designed to optimize the PBL learning process. College of Engineering *Jack M. Gill Chair of Chemistry and Chemical Engineering + CCLI Research Group † Department of Chemical Engineering Lamar University Beaumont, Texas 77710 INTRODUCTION This paper results from a National Science Foundation funded Course, Curriculum and Laboratory Improvement Program [1] to adapt and implement computer aided problem-based learning (CA-PBL) in Chemical Engineering education at Lamar University using computer technology. The project integrates computer-aided modeling and simulation into the courses and curriculum in undergraduate and graduate education. It seeks answers to: what are the best strategies for integrating modeling and simulation into the curriculum, courses, and the laboratory, how can computer related tools promote Integrative strategies for research and learning in the context of PBL, what are the best modeling and simulation tools and techniques available for teaching chemical engineering and providing the student with the understanding, appreciation, and skills to use the techniques properly for specific problems, what are the best ways to evaluate the success of the teaching strategies, and what classroom architecture and innovations are needed to support this integration. This paper addresses these questions. Problem Based Learning, PBL PBL [2]-[12] is broadly defined as an educational approach to structuring curriculum and courses that involves facing students with problems that provide a stimulus to learning [2]. It has the following attributes [3]: • Learning is student centered. • Learning occurs in small student groups. • Teachers are facilitators or guides. • Problems form the focus and stimulus for learning. • Problem-solving skills developed through problems • New information is acquired by self-directed learning. PBL is evolving in engineering education [4] by the incorporation of computer-aided modeling and simulation into the process [5]. Smith has incorporated computer based modeling technology into a problem-based freshmen course at the University of Minnesota [6]. Problem based learning is particularly suited for engineers since it parallels the scientific method: identification of the problem, definition of the problem, formulation of hypotheses, projection of consequences and testing the hypotheses [7]. The PBL process is [8]: • organize prior knowledge and identify the nature of the problem • students pose questions about what they need to delineate to gain understanding • students formulate a strategy solve the problem and identify the methodology and resources they need. • Students continue to gather and process information as they work to solve the problem. International Conference on Engineering Education August 18-21, 2002, Manchester, U. K 1