by: the Coordinator of the Engineering Education, FKJ

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

What is Gallery Walk?

Gallery Walk is an active learning strategy where students work in groups to create and display visual responses to open-ended questions or engineering problems. These responses, typically in poster format, are then displayed around the classroom. Groups rotate between the posters, engaging in critique, reflection, and discussion. The method not only fosters student movement and collaboration but also promotes peer-to-peer teaching, critical thinking, and multi-perspective problem-solving.

Application in Chemical Engineering Process Simulation

At UMS, Gallery Walk was implemented in the KC32603 Process Simulation and Integration course, where students tackled simulation problems involving unit operations, heat exchangers, and process flow diagrams. After completing their HYSYS simulations, groups translated their findings into illustrated posters, showcasing design decisions, process flows, advantages, and challenges. These posters served as interactive teaching tools, allowing other students to analyze and learn from different approaches.

Pedagogical Advantages

The integration of Gallery Walk in simulation classes presents multiple pedagogical benefits:

• Active Engagement: Students are physically moving and mentally engaged, which enhances retention and understanding.

• Deep Learning: By presenting and explaining their work, students transition from surface to deep learning, reinforcing their process understanding.

• Collaboration and Communication: The activity supports teamwork, dialogue, and constructive critique, essential skills in engineering practice.

• Multi-modal Learning: Combining visual, verbal, and kinesthetic elements appeals to diverse learning styles, supporting inclusive education.

• Immediate Feedback: Instructors and peers provide real-time insights, allowing students to refine their understanding.

Reflections from Implementation

Student feedback highlighted increased motivation and clarity in understanding simulation workflows. Many expressed that articulating their simulation strategies helped them see gaps in logic and solidify concepts. Observations from instructors noted that student presentations often revealed higher-order thinking and unexpected creative solutions. Importantly, the Gallery Walk supported the course's Outcome-Based Education (OBE) goals by aligning assessment with both cognitive and collaborative outcomes.

Conclusion

Gallery Walk transforms a traditionally static, screen-bound simulation course into an interactive, reflective, and student-centered learning environment. By encouraging communication, collaboration, and creative thinking, this strategy bridges theoretical knowledge with practical application. As engineering education continues to evolve, incorporating dynamic learning methods like Gallery Walk can enhance both student engagement and technical competence.