Unpacking Engineering Practices for Curricular Assessment: Aligning Lab Practices and Assessment Items Using the 3D-LAP

• Hunter McFall-Boegeman ^[1] ; Steven J. Petritis ^[2] ; Jacob Starkie ^[2] ; Cara E. Schwarz ^[2] ; Mengqi Zhang ^[2] ; Melanie M. Cooper ^[2] ; Elizabeth L. Day ^[3]
  1. [1] Northwest Missouri State University

     Northwest Missouri State University

     Township of Polk, Estados Unidos

     
  2. [2] Michigan State University

     Michigan State University

     City of East Lansing, Estados Unidos

     
  3. [3] University of Texas at El Paso

     University of Texas at El Paso

     Estados Unidos

     

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 102, Nº 8, 2025, págs. 3306-3316
• Idioma: inglés
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• Resumen

  • Laboratory learning has been the focus of significant creativity for educators. Engaging students in “real world” contexts or using their knowledge in laboratory exercises in a meaningful way requires that students are engaged in the practice of science. The role of decision-making around this practice of science, say for the analysis of the sustainability or social consequences of that science, can be structured as the application of engineering practices. To provide a coherent definition of how to elicit students’ use of knowledge, we turn to three-dimensional learning (3DL) and its previous applications in laboratory learning. Specifically, we extend the three-dimensional learning assessment protocol (3D-LAP) to reliably detect three distinct engineering practices: defining problems, evaluating solutions, and designing solutions. This analysis was then used to compare two second-year organic laboratory curricula: one verification or “cookbook” style and one project-based.