{"title":"Overview of the current situation relating to chemical engineering degree courses","authors":"María-Fernanda López-Pérez , Ma Ángeles Larrubia , Alejandro Fernández , Julià Sempere","doi":"10.1016/j.ece.2023.02.001","DOIUrl":null,"url":null,"abstract":"<div><p>In 2020, the Conference of Chemical Engineering Directors and Deans (CODDIQ) proposed the creation of an observatory to monitor chemical engineering degrees in Spain. This representative radiography of Chemical Engineering studies offers an initial point to observe the future changes when Royal Decree 822/2021 and proposed challenges in the last Ministerial Conference on the European Higher Education Area (EHEA) will be implanted. The survey data from CODDIQ partners allow us to know important data such as (i) the 24 international quality accreditations at Spanish universities, (ii) the high demand and the required marks, an average of 7.25, for the Chemical Engineering Bachelor’s degree, (iii) 9560 undergraduate students in this degree in Spain and their gender profile which is around 43% of women, similar than women lectures, (iv) the difficulty of this Bachelor’s degree through some indicators like duration of studies (5.25 years), graduation rate (41%) and drop-out rate (26%), (v) the employability after obtaining the Bachelor's degree is very high (>70%). In addition, Chemical engineering undergraduate and graduate students indicate their expectations are covered. In this paper, some consequences of the pandemic on students' performance (lower than before COVID-19) are analyzed, despite lectures tried to innovate in their classes and the university provided adequate tools for online teaching.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education for Chemical Engineers","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S174977282300009X","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 2
Abstract
In 2020, the Conference of Chemical Engineering Directors and Deans (CODDIQ) proposed the creation of an observatory to monitor chemical engineering degrees in Spain. This representative radiography of Chemical Engineering studies offers an initial point to observe the future changes when Royal Decree 822/2021 and proposed challenges in the last Ministerial Conference on the European Higher Education Area (EHEA) will be implanted. The survey data from CODDIQ partners allow us to know important data such as (i) the 24 international quality accreditations at Spanish universities, (ii) the high demand and the required marks, an average of 7.25, for the Chemical Engineering Bachelor’s degree, (iii) 9560 undergraduate students in this degree in Spain and their gender profile which is around 43% of women, similar than women lectures, (iv) the difficulty of this Bachelor’s degree through some indicators like duration of studies (5.25 years), graduation rate (41%) and drop-out rate (26%), (v) the employability after obtaining the Bachelor's degree is very high (>70%). In addition, Chemical engineering undergraduate and graduate students indicate their expectations are covered. In this paper, some consequences of the pandemic on students' performance (lower than before COVID-19) are analyzed, despite lectures tried to innovate in their classes and the university provided adequate tools for online teaching.
期刊介绍:
Education for Chemical Engineers was launched in 2006 with a remit to publisheducation research papers, resource reviews and teaching and learning notes. ECE is targeted at chemical engineering academics and educators, discussing the ongoingchanges and development in chemical engineering education. This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research relevant to chemical engineering education. Core topic areas: -Assessment- Accreditation- Curriculum development and transformation- Design- Diversity- Distance education-- E-learning Entrepreneurship programs- Industry-academic linkages- Benchmarking- Lifelong learning- Multidisciplinary programs- Outreach from kindergarten to high school programs- Student recruitment and retention and transition programs- New technology- Problem-based learning- Social responsibility and professionalism- Teamwork- Web-based learning