Implementation and analysis of a Chemical Engineering Fundamentals Concept Inventory (CEFCI)

An effective understanding of fundamental concepts in Chemical Engineering can have an enduring affect on the ability of students to achieve success in their degree. Concept inventories are tools implemented to analyse students understanding of the fundamental concepts in their learning programs. A study at a large University in Australia has facilitated the development and implementation of a Chemical Engineering Fundamentals Concept Inventory (CEFCI). This concept inventory provides a quantitative means to predict areas in which course development can be focused. The purpose of this paper is to illustrate the results from the CEFCI implemented at our institution, which follows similar research at the University of Melbourne ( Shallcross, 2010). An outline of the development of the CEFCI questions is provided, showing the thorough methodology implemented to ensure a strong foundation for the CEFCI. Results from implementation of the CEFCI, along with the implications and limitations of these results are provided. Unlike previous research, rigorous analysis of the results through implementation of statistical methods has been completed. This provided a novel approach through which to analyse the effectiveness of both the inventory and the teaching of foundational concepts in the School of Chemical Engineering. The results of the implementation and analysis of the inventory displayed areas for constructive development in areas of synthesis and instruction of key concepts. Furthermore we believe a longitudinal study will facilitate improved understanding and implementation of the CEFCI. A similar tool could be utilised for other engineering disciplines, providing broad appeal for this current research.

► The CEFCI can improve methods for teaching and learning.
► Development strategies for inventory improvement are outlined.
► Results suggest similar inventories in other disciplines would be beneficial.