Reflections on Project-Based Learning in Graduate Courses

Authors

  • Satish J. Parulekar Illinois Institute of Technology

Abstract

The experience with theoretical projects to promote interactive learning in graduate courses in chemical reaction engineering and process control is described. The requirement of written reports (a brief project proposal and a detailed project report) and oral presentation is conducive to development of technical communication skills. Active participation by class members as audience, questioners, and peer reviewers promotes interactive learning. The benefits of the course projects to the students and the instructor are outlined.

Author Biography

Satish J. Parulekar, Illinois Institute of Technology

Satish J. Parulekar is Professor of Chemical Engineering at Illinois Institute of Technology, where he served as Associate Department Chair from 1999 to 2003. He obtained his degrees in chemical engineering from the University of Bombay (BChE), University of Pittsburgh (MS), and Purdue University (PhD). His research interests are in biochemical engineering and chemical reaction engineering.

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Published

2004-09-01

Issue

Vol. 38 No. 4 (2004): Fall 2004

Section

Manuscripts