by: the Coordinator of the Engineering Education, FKJ

Credit to: AP. Ts. Dr. Mohd Kamaruddin bin Abd Hamid (Deputy Dean - Academics & International, FKJ)

The KC32603 Process Simulation and Integration course at the Faculty of Engineering is making waves with its structured, taxonomy-driven learning approach, creating an engaging experience for students. This course, structured through the SOLO (Structure of the Observed Learning Outcome) taxonomy, allows students to progressively develop their skills from fundamental concepts to high-level, integrated problem-solving abilities, with real-world applications in engineering.

Assoc. Prof. Ts. Dr. Mohd Kamaruddin Abd Hamid, the course designer and instructor, emphasizes the importance of scaffolding learning for student success, stating, “Guiding students through levels of understanding from basics to application not only improves comprehension but also prepares them for challenges beyond the classroom.” SOLO taxonomy, known for its hierarchical approach to cognitive development, serves as the backbone of the course, guiding students from initial exposure to advanced problem-solving capabilities.

Week-by-Week Breakdown of SOLO-Based Learning

1. Weeks 1-3: Foundational Knowledge and Initial Applications

The course begins with an introduction to process simulation and the Aspen HYSYS software. During these first weeks, students operate at the pre-structural and uni-structural levels of the SOLO taxonomy. Activities focus on understanding isolated components like pumps, compressors, and heat exchangers. Students engage in a basic Ice-Breaking Exercise (ICE1), where they grasp foundational concepts without needing to interrelate them. This level establishes a base understanding, serving as a critical first step in the SOLO approach.

2. Weeks 4-6: Bridging Concepts in Process Simulation

As students advance, they encounter more complex simulation tools, including reactors and separators. This stage represents the multi-structural level of SOLO, where students interact with multiple simulation modules. Through team activities and reflective discussions, students delve into the functions of distinct equipment, examining their energy demands and beginning to recognize connections between separate components. Assignments like ICE2 and ICE3, where students calculate energy requirements for distillation sequences, facilitate an understanding of multiple concepts, though still in isolation.

3. Weeks 7-10: Integrated Knowledge for Real-World Applications

In these weeks, students progress to the relational level of SOLO, where they synthesize various simulation components to form a coherent process flow. Assignments are designed to foster integrated thinking, as students work on team projects that combine different simulation aspects into a single, cohesive process. Students discuss and submit solutions collaboratively, linking previously isolated modules in a unified approach to process design.

4. Weeks 11-14: Advanced Problem Solving and Real-World Simulation

The final stages represent the extended abstract level of SOLO, where students engage in real-world simulations and comprehensive project work. These weeks encourage abstract thinking and generalization as students apply their accumulated knowledge to complete process simulations, analyze system efficiency, and present findings. Reflective journals and gallery walks allow students to articulate their understanding and explore applications of their work in practical engineering contexts.

Student Reflections and Real-World Preparation

Throughout the course, students keep reflective journals and participate in gallery walks, enabling them to reflect on their progress and engage with peers. “The gallery walks are a unique experience,” shares a current student, “It’s an opportunity to see how different teams approach the same problem and learn from each other’s insights.” These reflective activities underscore the course’s commitment to continuous improvement and peer learning, key facets of active learning in engineering education.

The Impact of SOLO on Learning Outcomes

Assoc. Prof. Dr. Kamaruddin’s approach ensures students emerge from the course with a deep understanding of process simulation. “By the end of the course, students can analyze and design complex processes, demonstrating the skills needed for the engineering workforce,” Dr. Kamaruddin highlights. The use of SOLO taxonomy in this course represents an innovative approach in engineering education, preparing students for a future where complex problem-solving skills are essential.This taxonomy-guided structure not only enhances technical skills but also fosters critical thinking, teamwork, and adaptability. The KC32603 Process Simulation and Integration course exemplifies how structured, progressive learning through the SOLO taxonomy can transform classroom theory into applicable, real-world skills for engineering students.