Integrating Theoretical Concepts, Experimental Learning, and Group Work Assessment: A Case Study in Chemical Engineering Education

Practice Paper Recommended citation: Echresh Zadeh, Z., & Basugupta, S. (2025). Integrating Theoretical Concepts, Experimental Learning, and Group Work Assessment: A Case Study in Chemical Engineering Education. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17632046. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. INTEGRATING THEORETICAL CONCEPTS, EXPERIMENTAL LEARNING, AND GROUP WORK ASSESSMENT: A CASE STUDY IN CHEMICAL ENGINEERING EDUCATION S Basugupta a, Z Echresh Zadeh* b, 1 a Department of Chemical Engineering University College London (UCL), London, England b,1 Department of Chemical Engineering University College London (UCL), London, England, ORCID Conference Key Areas: 10 and 14 Keywords: Experimentation, Practical skills, Teamwork, Collaboration, Wastewater Treatment, Upscaling. ABSTRACT Integrating hands-on laboratory activities in engineering education is crucial for developing practical skills and enhancing theoretical understanding. This preliminary study aims to improve student engagement and learning outcomes by bridging the gap between classroom instruction and real-world application. There is a need for lab activities that effectively connect theoretical knowledge with practical skills, preparing students for modern engineering challenges. The objectives are to implement lab activities aligned with the learning outcomes of a water module, enhance students' critical thinking through hands-on activities emphasising upscaling and real-world applications, and facilitate collaboration and teamwork among students. The methodology involves reviewing and analysing learning outcomes, developing handson projects that encourage active learning and critical thinking, promoting teamwork through group projects and peer review sessions, conducting pilot tests to assess effectiveness and gather feedback, and refining successful activities for broader application. The study found that hands-on projects and collaborative learning significantly enhance student engagement and critical thinking, with pilot tests demonstrating the effectiveness of these activities in preparing students for real-world engineering challenges. The successful implementation of these lab activities suggests that similar approaches can be applied and integrated into other engineering modules, improving learning outcomes and equipping students with the skills needed to address complex engineering problems in their future careers. This work uniquely integrates co-created, multi-session workshops tailored to engineering students with iterative evaluation methods to sustain long-term engagement. 1 Corresponding Author Z Echreah Zadeh z.zade[email protected].ul, INTRODUCTION In the rapidly evolving field of engineering education, integrating hands-on laboratory activities is increasingly recognised as essential for developing practical skills and enhancing theoretical understanding. Recent studies underscore the significant impact of these activities on student engagement, critical thinking, and overall learning outcomes. For instance, transitioning traditionally hands-on labs to online formats has highlighted the necessity of maintaining the pedagogical value of practical experiences, even in virtual settings (May et al., 2022). Systematic reviews further confirm that hands-on activities substantially improve students' academic performance and engagement by providing tangible, real-world applications of theoretical concepts (Tindan and Anaba, 2024). Additionally, best practices for implementing home-based lab activities emphasise the importance of practical experiences in fostering a deeper understanding of engineering principles (Owolabi et al.,2021). There is an increasing recognition of the importance of interdisciplinary group work. Collaborative, team-based learning not only enhances students' cognitive abilities but also develops professional skills such as communication, leadership, and conflict resolution (Gabriel et al., 2022). However, group work comes with its own challenges, particularly in ensuring equitable participation and fair assessment. To address these issues, several strategies have been suggested, including peer evaluations, mixeddiscipline groupings, and providing scaffolding support through formative feedback (Oakley et al., 2004). Additionally, integrating hands-on learning with lectures and group assessments has proven effective in reinforcing conceptual understanding and fostering critical thinking (Prince & Felder, 2006). This blended approach aligns with the theory of constructive alignment, which emphasises the importance of ensuring that learning outcomes, teaching methods, and assessments are all in sync (Biggs & Tang, 2011). In this study, we apply these pedagogical principles by combining traditional lectures with laboratory experiments and interdisciplinary group presentations, collectively guiding students’ learning journey from theory to real-world application. Incorporating advanced technology and collaborative learning methods into lab activities has been proven to connect classroom instruction with real-world applications, effectively preparing students for contemporary engineering challenges (Gabriel et al., 2022). Research indicates that hands-on projects and collaborative learning significantly enhance student engagement and critical thinking. Pilot tests have demonstrated the effectiveness of these activities in preparing students for realworld engineering challenges (Tindan and Anaba, 2024). Moreover, the successful implementation of these lab activities suggests that similar approaches can be scaled up and integrated into other engineering modules, improving learning outcomes and equipping students with the skills needed to address complex engineering problems in their future careers (Ekwueme et al., 2015). This study is grounded in experiential learning theory (Kolb, 1984), which posits that effective learning occurs through a cycle of concrete experience, reflective observation, abstract conceptualisation, and active experimentation. By designing labbased activities that connect theory to practice, and integrating reflective elements through presentations and peer feedback, the approach aligns closely with this model. Students first encounter theoretical concepts (abstract conceptualisation), apply them in lab settings (concrete experience), reflect on their findings (reflective observation), and consider industrial upscaling and application (active experimentation). Upscaling can be considered as a path function that translates laboratory scale processes to industrial operations (The Pathway to process scale-up, 2024). The science of upscaling requires an understanding of the differences between simplified laboratory testing conditions and more complex industrial environments, with consideration of non-ideal behaviour of both processes and materials used and often, amplification of final outcomes (The Pathway to process scale-up, 2024). It is important to raise students’ awareness of upscaling and train their mindset to be able to consider scale-up in different operations. While prior studies have shown that practical activities can enhance engagement and academic performance (Tindan and Anaba, 2024; Owolabi et al., 2021), there remains a gap in explicitly linking such activities to real-world upscaling and interdisciplinary collaboration within engineering education. This study addresses that gap by embedding experimental work in a group assessment context, where students critically evaluate process scalability and applicability across diverse wastewater scenarios. This paper aims to build on these findings by conducting an in-depth exploration of lab activities specifically designed to bridge the gap between theoretical classroom instruction and practical real-world challenges. By implementing these novel approaches for the first time, the study seeks to provide students with hands-on experiences that closely mimic the complexities and demands of the modern engineering landscape. The ultimate goal is to equip students with the critical skills, problem-solving abilities, and practical knowledge necessary to excel in their future engineering careers, thereby enhancing their readiness to tackle contemporary engineering problems effectively. Unlike existing interventions that often focus on oneoff sessions or top-down curriculum changes, this project empowers students to cocreate their learning experiences, embedding leadership and reflective practice from the outset of their degree. The objective is to implement lab activities aligned with the water module's learning outcomes, enhance students' critical thinking through hands-on experiences with a focus on upscaling and real-world applications, and foster collaboration and teamwork. METHODOLOGY • Context of the work The new practical-based activity is introduced in the 15-credit module on water management, which adopts an interdisciplinary approach and is delivered to students from diverse academic backgrounds (chemical engineering, geology, economics, management) in the department of chemical engineering, from three different programmes. The module focuses on effective water management practices with wastewater treatment forming an important component of the course. This is aligned to specific learning outcomes related to the understanding of wastewater treatment technologies for water purification from mining and, oil and gas industries. Students are taught about a range of technologies used at different stages of water treatment, including membrane-based technologies and related processes such as osmosis and filtration. The college emphasises on using student feedback to inform and improve teaching practices. In the previous academic years, teaching staff observed that despite being taught theoretically of different processes related to wastewater treatment, many students were finding it difficult to envisage their application to the real world especially in the industrial scale of a treatment plant. Students have requested visits to wastewater treatment plants informally and more formally through feedback forms. However, this is difficult to facilitate logistically as students studying this course are from different programmes in the department, and such a visit would be difficult to timetable in. Information on wastewater treatment plants, images and other resources available in the public domain have been used for teaching. But this limits focus on students’ observational skills based on learned theoretical concepts in the lectures. To an extent, an in-person visit to one treatment plant would serve a similar purpose, without any opportunity to integrate hands-on learning or critical analyses. Fig 1. The study approach, connecting experimentation to theory of wastewater treatment On the other hand, based on staff discussion it was identified that the lab facilities in the department have designed experiments related to reverse osmosis, heat exchanger and distillation that can be directly connected to the course and learning outcomes related to wastewater treatment. Additionally, by conducting the experiments, recording the observations and considering their application in a wastewater treatment plant, based on-learned concepts from the lectures, students can be encouraged to critically analyse their results in terms of uncertainties, and feasibility of upscaling these processes to a treatment. This will help to develop students’ critical analytical skills, going beyond just observation and theoretical learning. In addition, given the diverse academic background of the students from different programmes, it can also be an opportunity to facilitate group working in interdisciplinary teams. The activity can be directly related to module assessment, where students can be guided to think about upscaling based on their observation from their experiments and considering feasibility of industrial implementation. • Implementation of the activity In-class teaching: The students were introduced to wastewater treatment in three lecture sessions, each of four hours of duration. In each session, the first two hours were focused on content delivery in the form of lectures. The lectures set the context of wastewater treatment by discussing water quality characteristics and sources of contamination. Then the basic principles of water treatment were covered including primary (e.g. sedimentation, coagulation, flocculation) and secondary (e.g. activated sludge) processes. Different treatment methods, including more advanced technologies, were subsequently discussed, including membrane technologies related to microfiltration, ultrafiltration and nanofiltration. Students were taught about different processes such as oxidation, distillation, and reverse osmosis (RO). In the second half of each session, students were introduced to the application of these processes using case-based discussion (Grigg, 2015). For example, students looked at the application of RO for desalination and the effective removal of heavy metals and toxic compounds using case studies from the Middle East and North Africa (Taha Saheb et al. 2023). To foster an inclusive environment and maximise students’ involvement with discussions, Mentimeter polling was activated in the discussion sessions (Vallely and Gibson, 2018). The Mentimeter was also a useful tool for the lecturer to assess students’ understanding of the taught contents. At the end of these sessions, the lecturer concluded that the students had a good understanding of the processes and technologies related to wastewater treatment. But in order to consider the feasibility of the wider implementation of these technologies beyond the case studies discussed, students need to consider the economic and sustainability aspects, with a more indepth understanding of each process. For example, for the optimisation aspects of RO, an understanding of the impact of pressure, flow rate, concentration and temperature on its operation was important. This could be better achieved by exposing students to experimentation relevant to these processes. To address student difficulties in connecting theoretical and practical aspects of wastewater treatment, a hands-on lab activity was introduced. This redesign was guided by three general pedagogical principles: • Align practical tasks with conceptual bottlenecks, • Use multidisciplinary groups to promote systems thinking, and • Incorporate reflection to deepen learning. These strategies can be applied broadly to enhance learning in other modules beyond wastewater treatment. Experiments: For the practical part of this study, the students were placed in eight groups of 7/8 students in each group. Students from different programmes were placed in each group to ensure the diversity of each group in terms of academic discipline and enhance students’ interdisciplinary teamworking skills. The experimental part of this study involved three key experiments: reverse osmosis, heat exchangers, and distillation columns as illustrated in Fig 1. Each group was assigned to one of these experiments in a two-hour practical session. These were designed to provide hands-on experience and enhance students' understanding of theoretical concepts through practical application. Safety was a top priority, with comprehensive training sessions covering general laboratory protocols, specific safety measures for each experiment, and emergency procedures. Detailed safety manuals were provided, and all experiments were conducted under the supervision of experienced Post Graduate Teaching Assistant (PGTAs). To prepare students, online pre-lab quizzes were administered, including questions on theoretical concepts and safety protocols. Students were required to complete these quizzes at the beginning the lab sessions. The experimentation process included setting up and operating a reverse osmosis system to understand water purification, conducting heat exchanger experiments to study heat transfer, and operating a distillation column to separate liquid mixtures. Students worked in groups to encourage collaboration and teamwork, with group projects and peer review sessions promoting discussion and the exchange of ideas. This approach ensured that students were well-prepared and safe, improving both their theoretical knowledge and practical skills through an extensive learning experience. Assessment: A group presentation is a part of assessment for this module equivalent to 30% of the total module score. Oral presentations are useful opportunities for students to demonstrate their knowledge and understanding to an audience, communicating effectively. The benefit of diverse assessment methods is well established (O’Neill and Padden, 2022).The group presentation was introduced to diversify the assessment methods for this module, which already included a project and written quiz components. In addition, it provided the students an opportunity to collaborate in interdisciplinary teams. Each group was to be marked as a team. The students have been placed in eight groups, with each group having students from different programmes, and hence different academic backgrounds. It is to be noted that the group for the presentation was different from the experimentation group. This ensured that in each group, the members had attended all the three experiments within the team with access to data from all three experiments. The students were asked to prepare a 20-minute presentation on wastewater treatment, applicable to domestic/mining/hydrocarbon wastewater. Within the suggested treatment scheme, the students were asked to refer to conventional and more advanced technologies. Further, they were instructed to refer to observations from their laboratory experiments for any one of the following related to reverse osmosis, distillation, and heat transfer. Students were asked to consider the relevance of their observations from the experiments in the context of the implementation of that process in their treatment scheme. In the marking rubric, this component of the presentation was assessed under scientific content that was attributed 40% of the total marks. Students were assessed on the accuracy of the technical information placed in context, and ability to reflect on the importance of this information, relating their lab observations to the application of the process during implementation in the industrial scale. Students were provided formative feedback on their presentation drafts. Some groups needed prompting to consider upscaling and discussing it in their presentations. To encourage them to critically analyse their laboratory results and consider their relevantce in an industrial scale for the wastewater treatment scheme, simple prompting questions were asked. They include considering the input and output parameters for their experiments and comparing them to industrial data, carefully considering the control and variables in their experiments, and noting the uncertainties and limitations of their experimentation. In the final presentation clearly, all groups showed evidence of critical analyses with consideration of upscaling as relevant, with marks ranging between 60-75% in the category of scientific content, attributed by multiple assessors. This implies a ‘good’ to ‘very good’ performance of the students. RESULTS AND INSIGHTS The study on integrating hands-on laboratory activities in engineering education offers valuable insights into the effectiveness of practical learning approaches. By focusing on experiments such as reverse osmosis, heat exchangers, and distillation columns, the study bridges the gap between theoretical knowledge and real-world application. Comprehensive safety training and pre-lab quizzes ensured that students were wellprepared and aware of necessary precautions, fostering a safe and conducive learning environment. One of the key findings is the enhancement in student engagement and critical thinking. The hands-on experiments allowed students to directly observe and manipulate the variables involved, leading to a deeper understanding of the underlying principles. This experimental learning approach not only reinforced theoretical concepts but also developed essential practical skills, preparing students for modern engineering challenges. The collaborative aspect of this study, where students worked in groups, further enriched the learning experience. Teamwork promoted the exchange of ideas and problem-solving strategies, mirroring real-world engineering scenarios. This collaborative environment helped students develop communication and interpersonal skills, which are crucial for their future careers. The students’ presentations demonstrated the effectiveness of these hands-on activities in enhancing learning outcomes. Students showed improved understanding in practical application and scaling up, indicating that integrating laboratory activities is a successful strategy for engineering education. Positive feedback from students highlighted their increased motivation and interest in the subject matter, suggesting that such approaches can make learning more engaging and enjoyable. While student feedback reflected positive views on group collaboration and skill development, we recognise that self-reported perceptions may not fully illustrate these gains. Therefore, we also assessed students’ final presentations, which required teams to integrate experimental data into treatment designs, evaluate upscaling feasibility, and critically reflect on limitations and uncertainties. This rubric-based assessment, along with formative feedback, promoted analytical thinking and practical knowledge application. Although placing students in interdisciplinary groups alone does not guarantee teamwork skill development, the structured interactions and reflective tasks encouraged collaboration and accountability. Our conclusions are based on observed student performance and their experiences, acknowledging the limitations of indirect measures for assessing practical skills and teamwork development. Before the final presentation, students were presented with specific questions in Mentimeter to gather feedback on their experiences working in interdisciplinary teams from different programs. They were also asked to comment on 'upscaling' in relation to experimentation and the wastewater treatment scheme during their presentations. The following questions regarding group work were posed to the students in Mentimeter: (i)Do you have any suggestions for the group presentation going forward? (Open-ended question), (ii)You worked in groups with members from other programmes. Do you consider this a positive experience? (Multiple choice), (iii) Any comments about the group presentation preparation and assessment in terms of what added value and what was challenging for you? (Open-ended question) Based on the students' responses [N=48], some found collaborating in mixed cohorts challenging due to logistical reasons, including communication and coordination with team members. Additionally, they expressed concerns about equitable contributions from all team members and the implications of a single group mark. However, 71% of the students felt that working with peers from other programs was a positive experience, while 6% responded negatively. The remaining students indicated that it made no difference to their learning experience. One student noted, "The group presentation has helped me gain a better understanding of water management and its specific applications." The following questions focused on 'upscaling’ and how lab experiments relate to industrial implementation: (i) Embedding lab experimentation in this group assessment has helped me consider upscaling related to real-world problems and solutions. (Multiple choice), (ii) I can understand how the processes I observed in the lab are related to technologies. (Scaled question), (iii) I can see the challenges in upscaling any technology from the lab to the field. (Scaled question), (iv) I understand the uncertainties associated with the results from lab experiments. (Scaled question). 57% of the students responded positively regarding how lab experimentation helped them consider upscaling. The scores for the next three questions averaged 2.2, 1.9, and 2.5 (out of 3), respectively. For the final assessment, all groups incorporated lab experiments and upscaling into their presentations. Most groups focused on reverse osmosis (RO), analysing input parameters such as pressure, flow rate, and feed salt concentration in the context of membrane performance, fouling, salt rejection, and challenges related to upscaling, including flow patterns, turbulence, membrane pressure variations, recovery, and overall performance and design. One group specifically examined a heat exchanger to regulate temperature for treating mining wastewater, considering both countercurrent and co-current configurations. They identified critical factors for upscaling, such as running conditions, water impurities, and exposure time, along with concerns about fouling, corrosion, and erosion. One of the learning outcomes for students studying this module is to have knowledge on the methods and technologies implemented for water purification in the mining, oil and gas industries. It was also linked to the marking scheme under the categories of scientific content and critical analyses. The targeted learning outcome is aligned to chemical engineering principles of sustainable management of water, a vital natural resource, through advanced technologies. It was evident from the assessed presentations which incorporated this structured activity, that students enhanced their understanding on water purification with reference to processes and technologies in the industrial scale relevant to the domestic, industrial and mining sectors with consideration of efficiency. Assessors noted in the feedback how the lab experiments were discussed in the context of upscaling and integrated with the overall presentation. It was also linked to the marking scheme under the categories of scientific content and critical analyses. The approach can be applied to other engineering courses as well, creating opportunities for students to consider the complexities associated with operation under different conditions, in the context of lab-setting and industrial scenarios.