Reflections on Project-Based Learning in Graduate Courses
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.