Using Rubrics to Facilitate Students’ Development of

Problem Solving Skills

Kevin P. Saunders1, Charles E. Glatz2, Mary E. Huba1, Maureen H. Griffin3, Surya K. Mallapragada2, and

Jacqueline V. Shanks2

1Iowa State University Department of Educational Leadership and Policy Studies/2Iowa State University

Department of Chemical Engineering/3Des Moines East High School

Purpose

• Describe the implementation of Problem-Based Learning in chemical engineering curricula

• Examine the use of rubrics to support the development of students’ problem-solving skills

What is Problem-Based Learning (PBL)?

• Grouped students in multidisciplinary teams

• Assigned teams a problem from industry

• Guided students through the steps of the problem-solving process– Recognize relevant knowledge– Identify what needs to be learned– Acquire knowledge and work towards solution

PBL and ABET Outcomes

• Ability to engage in life-long learning

• Ability to work in multidisciplinary teams

• Ability to identify, formulate, and solve engineering problems

• Ability to consider the ethical and social dimensions of engineering solutions

What are Rubrics? (Huba & Freed, 2000)

• A rubric is a public description of the criteria that distinguish good work from poor work.

• It can be used to promote and evaluate student learning in the area of a particular learning outcome.

• Rubrics guide students in the development, revision, and evaluation of work.

Chemical Engineering Problem-Based Learning Modules

Metabolic Engineering Laboratory Module

• Combined experimentation with mathematical analysis of the metabolism of ethanol fermentation

Chemical Engineering Problem-Based Learning Modules

Plant Protein Recovery Laboratory Module

• Allowed for exploration of alternative separation sequences for recovery of a recombinant protein from transgenetic corn

Chemical Engineering Problem-Based Learning Modules

Development of bioreactor for skin tissue growth on biodegradable polymers laboratory module

• Exposed students to biotechnology-related product development through an experiment involving growth of skin tissue on biodegradable polymer scaffolds

Benefits of Using Rubrics

• Rubrics helped students understand learning outcomes unique to the PBL format.

• Students used rubrics to promote self-directed learning (preparing for meetings, evaluating progress).

• Rubrics helped students keep on track, break down the project, and document progress.

Challenges of PBL Format and Using Rubrics

• Students wanted more structure with specific aims and goals.

• Students were uncertain about the goals of the course (solving problem vs. development of problem-solving and communication skills).

• It was not clear how rubrics were used to assess student performance.

• Some student groups did not use rubrics regularly

Insert Rubrics Here

Packed Bed

Fibroblast cells growing in pores of biodegradable polymer mesh on Day 7 after seeding (100x magnification)

Actual Photo of Bioreactor and Schematic of Bioreactor Assembly(designed and fabricated entirely by the students)