This paper shows how a pedagogical framework for designing a flipped classroom using an evidence-based approach supported by the use of info-communication technology tools in being applied to a core module in an engineering curriculum, specifically, Plant Safety and Loss Prevention from the Diploma in Chemical Engineering, Singapore Polytechnic. The paper is broadly divided into three parts. The first part of the paper explains the challenges of teaching chemical process safety which, despite repeated calls by various authors for inclusion in the chemical engineering curriculum, progress had been slow. The teaching of chemical process safety is now made mandatory by professional accreditation body such as ABET. The paper then explains the challenges faced in the teaching of chemical process safety, as the subject is quite different from other topics in chemical engineering which usually require significant theoretical underpinning knowledge and involved mathematical calculations. This is compounded by the students’ lack of real-world experience in chemical plants. Lastly, a brief summary of flipped classroom use in teaching of chemical engineering is presented. In the second part of this paper, the design of flipped classroom for Plant Safety and Loss Prevention is presented. The systematic process of using the pedagogical framework is explained in details, demonstrating how key elements in the framework is translated in practice to the design of learning tasks that engage students during in-class lessons. Specifically, the process starts with firstly formulating a holistic approach to teaching chemical process safety, which is based on the lifecycle approach for chemical plant. The key learning outcomes from the module is then defined, and planning is carried out on the contents to be covered based on what students need to know, what they need to do in class, the kind of evidence to be collected to demonstrate their learning, and the choice of info-communication technologies (ICTs) tools most suitable for the task at hand. High effect size strategies are selected to engage students, including the use of advanced organizer, challenging goals, and feedback. A planning guide that demonstrates how the online and in-class components are aligned is presented; and key steps in scaffolding student learning, including mock assignment, self- and peer marking using rubrics are shared. Various approaches to create positive learning environment for students are also presented. The last part of the paper presents the reflections on the key learning points from the flipped classroom initiative, as well as on the broader issue of teaching chemical process safety, taking the position that the plant lifecycle approach coupled with flipped classroom provided an engaging way to learn about chemical process safety. The paper concludes with discussion of areas of improvement to teaching the module.
Proceedings of the 13th International CDIO Conference in Calgary, Canada, June 18-22 2017
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