The Theme Course: Connecting the Plant Trip to the Text Book

• Published in: Journal of engineering education (Washington, D.C.) D.C.), 2000-10, Vol.89 (4), p.475-479
• Main Authors: Young, V.L., Stuart, B.J.
• Format: Article
• Language: English
• Subjects: Academic Ability; Basic Skills; Chemical Engineering; Class Size; Course Descriptions; Energy; Grade Point Average; Graduates; Homework; Lecture Method; Organic Chemistry; Student Improvement; Student Reaction; Textbooks; Thermodynamics; Time on Task; Undergraduate Students
• ISSN: 1069-4730; 2168-9830
• DOI: 10.1002/j.2168-9830.2000.tb00554.x

A plant trip provides subjects for team projects and lecture examples in a sophomore chemical engineering course, thus becoming a unifying “theme” for the course. The “theme” structure is intended to improve student mastery of course material by helping students relate different course topics to one another via real equipment and processes. Here, performance in a subsequent junior chemical engineering course by students from the “theme course” is compared with performance by students who took the sophomore course in a traditional lecture‐homework‐exam format. Theme course graduates claim better retention of concepts from the sophomore course, though their scores on exam questions testing their knowledge, comprehension, and application of these concepts did not differ significantly from that of students from the traditional course. Theme course graduates did earn higher grades in the junior course, due to better performance on exam questions requiring higher level skills such as analysis, synthesis, and evaluation. Students were enthusiastic about the course structure, and expressed excitement about learning from “real life.” Thus the “theme” structure results in early student success in the skills necessary for engineering design, and generates student enthusiasm for engineering.