Problem based learning in a new chemical engineering curriculum

The Department of Chemical Engineering, University of Sydney, has established a programme predicated on a 'problem based learning' (PBL) approach that incorporates a diversity of major projects. This program is both novel and aligned with the graduate attributes delineated by the professional accreditation bodies nationally and internationally. In the new curriculum, PBL is incorporated as a key theme spanning all four years. Thus sophomore students are initiated into the 'product/process design' mind-set through laboratory experiments and the exploration of a pilot-plant through a web-plant designed and operated within the Department. These activities are followed up through focused project work during the intermediate years of study which culminate in comprehensive (industry oriented) process/product design studies during the final year. The curriculum also includes a suite of core courses that incorporate competency based assessments and professional practice oriented courses that are graded. The building of the curricular structure required an approach that is consistent for students registered in both single and multiple degree streams. This paper presents our experiences with the design of problem based learning approach within our discipline.