2026 ASEE Annual Conference & Exposition

This work investigates the adaptation of the See One, Do One, Teach One (SODOTO) learning framework—traditionally employed in medical and skill-based training—within two distinct chemical engineering contexts: a foundational lecture course on material and energy balances and a laboratory course emphasizing process operations and experimentation. The SODOTO model’s three-phase cycle—observing expert demonstration (See One), executing tasks independently (Do One), and solidifying mastery through peer instruction (Teach One)—was implemented to strengthen both cognitive and procedural learning.

In the fundamentals course, SODOTO has been embedded within a flipped-classroom structure. Students access primary concept materials before class and engage in collaborative problem-solving during class sessions. Homework requires students to prepare detailed, step-by-step solution processes, which they then explain to peers during in-class workshops. Assessment data from aligned quizzes are being compared with results from prior cohorts to evaluate gains in conceptual understanding, while acknowledging potential cohort-level confounding variables.

In the laboratory course, the framework was incorporated into modular lab activities emphasizing procedural skill development and peer-led teaching. Student reflections, observational notes, and feedback surveys are being analyzed to assess changes in confidence, skill transferability, and collaborative effectiveness. While current analyses draw from de-identified course-level data, Institutional Review Board (IRB) approval will be sought as the study expands to include qualitative student feedback and longitudinal assessment data.

Although data collection and analysis are ongoing, preliminary observations suggest improved engagement, conceptual understanding, and knowledge application. Planned next steps include a comprehensive quantitative comparison of assessment outcomes, detailed qualitative coding of student narratives, and an exploration of strategies for scaling SODOTO across the chemical engineering curriculum, with potential implications for broader STEM education practices.