Effect of Unit Operations Laboratory Course Structure on Learning and Self-Efficacy

Abstract

A unit operations laboratory course was significantly modified to be an open-ended problem-based experience with an emphasis on teamwork and communication skills. Students were surveyed to assess gains in engineering self-efficacy as well as to indicate which course structure components were most beneficial to learning. Students showed significant gains in communication and design self-efficacy. Lectures were rated unimportant, while lab reports, oral presentations, teamwork, and open-ended problems were rated as highly important for learning.