(197c) Leveraging Qualitative and Quantitative Methods to Transform Chemical Engineering Laboratories into Remote Learning Environments

This study exemplifies active engagement in the scholarship of teaching and learning (SoTL) by presenting a practical methodology for enhancing remote chemical engineering laboratories through qualitative and quantitative approaches. Our primary objective is to address the challenge of leveraging student feedback for informed instructional design and curriculum development using evidence-based practices. We focus on answering the question: What are the most effective learning objectives and pedagogical approaches for integrating these desk-scale experiments into a blended learning environment in chemical engineering laboratories?

To explore the potential transformation of the Unit Operation 1 lab into a blended environment, we prioritize learning objectives that reinforce fundamental principles through hands-on experiments and that are not typically covered in lecture courses. From Fall 2020 to Fall 2023, students enrolled in Unit Operations 1 Laboratory courses at the University of Florida provided feedback through Likert-scale surveys and open-ended questions. We systematically analyzed this feedback using descriptive statistics (quantitative) and thematic analysis (qualitative).

Our findings offer valuable insights into student experiences and perceptions, showcasing the careful integration of quantitative and qualitative data to inform instructional design and curriculum development. Findings underscore the importance of combining theoretical concepts with practical, hands-on experiences to deepen student understanding and foster skills development. Recommendations derived from both qualitative and quantitative analyses offer practical guidance for educators seeking to design engaging and effective laboratory experiences. These recommendations include the design of interactive online modules, clear instructional materials, and ongoing incorporation of student feedback to refine curriculum delivery.

This study demonstrates a commitment to advancing SoTL within the chemical engineering education community by providing a structured approach to bridging the gap between theoretical knowledge and practical application in remote learning environments. By employing a combination of qualitative and quantitative methods, our approach empowers educators with the tools to effect meaningful classroom transformations. Qualitative insights from student feedback offer rich contextual understanding, complemented by the objective assessments of learning outcomes provided by quantitative analyses. This dual approach enables educators to tailor instructional methodologies effectively, ensuring a comprehensive educational experience for all students.