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Key components of any experiential learning module are the resources students use to learn. These typically include laboratory equipment, handouts, and instructional material in the form of videos or standard operating procedures (SOPs). Their design and implementation require careful thought to ensure that students learn in an effective and meaningful way. From our own experience in the undergraduate teaching laboratory and from a variety of literature sources, we have identified five design principles that educators should consider and integrate into their resource development workflows: safety, authenticity, flexibility, accessibility, and robustness (SAFAR). We present several examples of how each principle can be implemented using Kolb's experiential learning cycle as a lens to understand the impact of each design principle on the learning process.

In this paper, we aim to explore students' experiences of support mechanisms that support their wellbeing on an engineering degree programme at a research-intensive higher education institution and understand how theory relates to practice. This study was conducted using a mixed-methods approach involving student survey responses (N = 173), interviews with 16 students and focus groups. Kahu and Nelson's conceptual framework was used as a lens through which to explore student support mechanisms. Preliminary data analysis indicates that the intense workload adversely affects students as do some of the interactions they have with personal tutors and their peers. Our findings suggest that workload needs to be reduced, personal tutors need to fill gaps in their skills set, especially associated with student support, and institutional and departmental protocols be continually updated to support student wellbeing. Additionally, student wellbeing officers and professional, dedicated wellbeing advisors could be part of a long-term solution.

On-demand video has become a seamless part of the fabric of information consumption. Initially inspired by the popularity of video guides for practical skills such as cooking and DIY, instructional videos were developed for equipment used in the first-year chemical engineering undergraduate teaching laboratory at Imperial College London. During 2016/2017, the effect of the videos on the students' learning was measured using video viewership metrics, a survey, focus groups with students and Graduate Teaching Assistants (GTAs) and rounded off through interviews with the module teaching team. Student reactions were overall positive, with >90% of students stating they found the videos useful. The outcome of our study indicated that because of access to the videos before, during, and after lab sessions, students were more confident in their own ability, spent more time engaging with theory, applied practical lab skills in a more targeted way, and produced better outputs. Rather than being just a video version of the experiment handout, the video influenced the behavior of both learners and teachers, freeing up time to engage in deeper exploration of topics. The results of the study suggest that the use of video-led instruction in undergraduate laboratory teaching improves student experience, saves GTA time, and decidedly shifts the teaching focus from demonstration to exploration.

Summative year end assessments are a major component of student assessment at the Department of Chemical Engineering, Imperial College London. More than 600 students participate in over 40 different exams during the summer term. At the end of the spring term, the college moved to fully remote operation due to COVID-19, leaving the academic community with the challenge of delivering examinations remotely. At the time the pandemic hit the UK, teaching for all modules in the department had been completed, the exam timetable had already been published, and all exam papers passed the mandatory external quality review. To implement time-limited remote exams as stipulated by the university, the department decided to proceed with an existing VLE platform for submission of answer-sheets. This study highlights stakeholder reflections from the academic and student community during the implementation of this approach culminating in a mock examination to gauge readiness of the infrastructure as well as the student population. Our survey found that the majority of students (>80%) managed to follow the written instructions and readily engaged with scanning technologies and the uploading process. In the main, students did not have to adapt their learning or writing style. All stakeholders provided constructive suggestions at the end of the mock exam resulting in a relatively smooth transition to this new mode of examination. This study highlights challenges and reflections on making the summer year end exams remote in a very short time frame in a large and diverse Chemical Engineering department at very short notice.

The objective of the presented module is to train students with no background in process development and scaleup of chromatographic processes to a high level of competency within 40 contact hours. The key pedagogical approach is "progression" where students' capabilities are gradually built up with appropriate scaffolding provided at each stage of their learning. The module is broken up into three steps, with each step covering a different aspect of chromatography. Knowledge gained in one step is the foundation for work in the next. In the first step, students investigate several chromatographic column packing materials and perform a solvent selection process. Design of experiment (DOE) to systematically vary process parameters for method development is introduced in the second step. In the last step, students use a preparative-LC system to perform a larger-scale separation. Students explore different scale-up scenarios, including volume fraction collection and column overloading. Pedagogic outcomes of the module were determined through surveys, interviews, and personal interaction during the study. Results clearly indicate that students engaged well with the module while meeting overall learning objectives. The module is equally suitable for third- or fourth-year university students or industry practitioners unfamiliar with chromatography as part of continuing professional development.

In this paper, we aim to explore students' experiences of support mechanisms that support their wellbeing on an engineering degree programme at a research-intensive higher education institution and understand how theory relates to practice. This study was conducted using a mixed-methods approach involving student survey responses (N = 173), interviews with 16 students and focus groups. Kahu and Nelson's conceptual framework was used as a lens through which to explore student support mechanisms. Preliminary data analysis indicates that the intense workload adversely affects students as do some of the interactions they have with personal tutors and their peers. Our findings suggest that workload needs to be reduced, personal tutors need to fill gaps in their skills set, especially associated with student support, and institutional and departmental protocols be continually updated to support student wellbeing. Additionally, student wellbeing officers and professional, dedicated wellbeing advisors could be part of a long-term solution. [ABSTRACT FROM AUTHOR]