Education for Chemical Engineers最新文献

{"title":"One-week flipped workshop on heat integration","authors":"Daniel R. Lewin ,&nbsp;Nilay Shah ,&nbsp;Abigail Barzilai","doi":"10.1016/j.ece.2025.03.001","DOIUrl":"10.1016/j.ece.2025.03.001","url":null,"abstract":"<div><div>This paper describes the first implementation of a flipped, one-week workshop on heat integration that was taught in Spring 2024 to the 3rd Year cohort of 138 students in Chemical Engineering at Imperial College, London. The “flipped” workshop consisted of three online lessons that cover the core materials on pinch design of heat exchanger networks, which the students were required to complete ahead of each of the corresponding three face-to-face class meetings, which focused on problem-solving exercises largely carried out by the students themselves. The paper describes the teaching methodology applied, presents and analyses the results of a survey conducted to assess the students’ perceptions and degree of satisfaction with the workshop. Learning outcomes relevant to the workshop topic, that is, the ability to design and optimize heat exchanger networks in realistic plant-wide settings, are also presented and compared to those of previous years. The main conclusion is that the short workshop format can successfully achieve the learning objectives, even for relatively large class sizes. Evidently, this workshop can be taught effectively in this concentrated form provided that the workshop participants are given access to the online lessons in advance of the class exercises.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 110-120"},"PeriodicalIF":3.5,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143620751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching pharmaceutical process safety and environmental protection: A case study from Wuhan Institute of Technology","authors":"Hui Liu","doi":"10.1016/j.ece.2025.02.006","DOIUrl":"10.1016/j.ece.2025.02.006","url":null,"abstract":"<div><div>With the rapid development of chemical industry, process safety and environmental protection is becoming a concern for administrators and stakeholders in China. To meet the increasing demands, the higher education institutions established the relevant courses to provide safety education for chemical engineering undergraduates. Herein we described the implementation of safety training across the four-year pharmaceutical engineering program at Wuhan Institute of Technology. Process safety was taught as an independent course to equip students with the basic principles and fundamental concepts. In addition, it was integrated into practice curriculum in a spiral fashion, ranging from practical courses, laboratory experiments, to design courses. The engineering practices helped students to apply theoretical knowledge into practical applications. Lastly, students’ course evaluation was reviewed and the strategies for continuous improvement were proposed.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 103-109"},"PeriodicalIF":3.5,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143609151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of teaching styles of higher education teachers on students‘ engagement in learning: The mediating role of learning motivation","authors":"Xiaofang Xiong","doi":"10.1016/j.ece.2025.02.005","DOIUrl":"10.1016/j.ece.2025.02.005","url":null,"abstract":"<div><div>Within the framework of constrained educational resources and disparities in the cultivation of talent, the enhancement of teaching quality has emerged as a pivotal objective within higher education. An expanding corpus of scholarly literature has evidenced the substantial impact of pedagogical approaches on students' academic outcomes and engagement levels. The methodologies employed by educators can influence not only the students' drive and emotional commitment to learning but also their cognitive achievements and overall academic prosperity. This correlation highlights the imperative of comprehending the effects of various teaching methodologies on student engagement and academic attainment. The present study endeavors to investigate strategies for augmenting students' motivation and engagement in the learning process, examining the issue from both the educator's and the learner's viewpoints, thereby contributing to the comprehensive enhancement of higher education quality. The study utilizes a blend of literature analysis and questionnaire surveys, delineating key research variables, positing hypotheses, constructing a theoretical framework, and conducting statistical analysis. The findings indicate a significant positive correlation between educators' teaching methodologies and students' learning engagement, with learning motivation serving as a mediating variable. By refining teaching methodologies, both the quality of instruction and students' proactive engagement can be elevated, thereby promoting individual and institutional development. The study also acknowledges its limitations and identifies avenues for future research, offering valuable theoretical and practical insights for the improvement of teaching and learning practices within higher education.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 87-102"},"PeriodicalIF":3.5,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143549027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Boosting engagement and learning in the economic analysis of chemical processes through gamification","authors":"María Ángeles Martín-Lara,&nbsp;Deisi Altmajer,&nbsp;José María Vicaria,&nbsp;Mario J. Muñoz-Batista","doi":"10.1016/j.ece.2025.02.004","DOIUrl":"10.1016/j.ece.2025.02.004","url":null,"abstract":"<div><div>This article explores the effectiveness of gamification in the course “Design of Chemical Products and Processes” of the Master’s Degree in Chemical Engineering at the University of Granada. In particular, the gamified educational activities were developed in the thematic block on the economic analysis of chemical processes over three academic years. The gamification activities implemented included dominoes, bingo, word search, hangman, and passing the word. The results indicate that these activities improved student motivation, participation, and learning. Additionally, a positive perception of collaboration and teamwork was observed. Gamification not only made learning more attractive but also fostered deeper and more meaningful learning, providing empirical evidence of its benefits in higher education. The study includes a description of the activities conducted, perception and evaluation questionnaires from students regarding the proposed activities, and an assessment of the results (surveys and acquired competencies). This allows for identifying the advantages and improvements for future courses.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 79-86"},"PeriodicalIF":3.5,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143520730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sustainability − The core of responsible engineering practice and education: Reality or still just utopia? A comparative study between China and the Rest of the World","authors":"Manoj Ravi ,&nbsp;Nigel Russell-Sewell ,&nbsp;Andrew Hoadley ,&nbsp;Jarka Glassey","doi":"10.1016/j.ece.2025.02.002","DOIUrl":"10.1016/j.ece.2025.02.002","url":null,"abstract":"<div><div>This paper discusses the importance of sustainability in chemical engineering education, driven by global societal pressures and climate change. It considers the impact of engineering education on sustainability and explores necessary adjustments. Approaches to integrating sustainability into the curriculum are identified including: adding sustainability subjects in relation to the UN SDGs; and integrating sustainability content and values. Global examples highlight a number of strategies and challenges, in particular China's “New Engineering Education” strategy. The role of educators and access to resources, such as the IChemE “Sustainability Hub” and the “Engineering for One Planet” framework, are emphasised. The study investigates perceptions of sustainability skills development among students, academics, and industry professionals, revealing geographical differences. Respondents from institutions in China, starting from a higher knowledge baseline, showed less growth in understanding sustainability over time compared to those from the rest of the world. The study highlights the need for curriculum renewal to better integrate sustainability, with tailored emphasis on specific concepts based on regional needs. The findings highlight the importance of embedding sustainability in chemical engineering education to prepare future engineers for global challenges.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 43-52"},"PeriodicalIF":3.5,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143436421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical analysis of the educational objectives and graduate attributes of a chemical engineering program in the western of Mexico: Towards the integration of sustainable approaches based on regional problems","authors":"Luis A. Romero-Cano ,&nbsp;Marco A. Zárate-Navarro ,&nbsp;Efrén Aguilar-Garnica ,&nbsp;Fabiola Padilla-Arizmendi","doi":"10.1016/j.ece.2025.02.003","DOIUrl":"10.1016/j.ece.2025.02.003","url":null,"abstract":"<div><div>Adapting the Chemical Engineering curriculum to regional needs is crucial for addressing local challenges and fostering sustainable development. In this communication, we argue that tailoring educational programs and aiming early research to the specific industrial and environmental context of a region not only enhances the employability of graduates but also contributes to the economic and technological advancement of their communities. Using the western region of Mexico, particularly the state of Jalisco, as a case study, we explore the unique needs of the area. Jalisco is home to various industries, including tequila production, pharmaceuticals, and agriculture, each presenting distinct challenges such as wastewater management, by-product valorization, energy efficiency, management of financial projects, and quality management. We discuss how the educational objectives (EOs) and the graduate attributes (GAs) can be structured to address these local demands while aligning with global accreditation standards in Chemical Engineering education. By focusing on sustainability and the integration of regional problem-solving approaches, this study highlights the importance of curriculum adaptation to ensure the relevance of educational programs in a globalized yet locally diverse world.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 53-63"},"PeriodicalIF":3.5,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143453343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Simulating a sustainable biorefinery process as autonomous learning tool for collaborative work in the chemical engineering degree","authors":"Juana M. Rosas ,&nbsp;M. Carmen Gutiérrez ,&nbsp;Manuel Peñas-Garzón ,&nbsp;Irene Moreno-Medina ,&nbsp;Ramiro Ruiz-Rosas ,&nbsp;M. Ángeles Martín ,&nbsp;José Rodríguez-Mirasol ,&nbsp;Tomás Cordero","doi":"10.1016/j.ece.2025.02.001","DOIUrl":"10.1016/j.ece.2025.02.001","url":null,"abstract":"<div><div>To improve the skills of the students in the Sustainable Refinery and Biorefinery subject of the Degree in Chemical Engineering, a learning tool has been implemented based on collaborative work, autonomy, and the use of information and communication technologies (ICT). This project includes the development of simulations that allow students to apply the learned concepts in a practical way, which were then assessed with the help of a specific rubric created for this purpose. Once the instrument was designed and implemented, its evaluation was carried out using a specific questionnaire. The results indicated that the use of simulation software in the classroom (with a 95 % acceptance rate among students) had a positive impact on the students, facilitating the comprehension of the content (scored a 3.9 out of 1–5 Likert scale), supporting their academic performance (close to 10 % average increase in the student qualifications), and fostering their professional profile in the field of Chemical Engineering (as supported by the rating of 4 out of 1–5 Likert scale). In addition, the constructive feedback provided by the students enabled the teaching team to identify areas for improvement and to consider future changes and updates to the pedagogical approach (as the organization of the seminars). Therefore, the use of different chemical process simulation software packages resulted in an essential strategy to develop the autonomous learning of the students and constituted a successful methodological tool, also preparing them to better meet the challenges of the industrial sector.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 34-42"},"PeriodicalIF":3.5,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143430085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A team-based activity integrated with comics for introducing the Sustainable Development Goals in classrooms","authors":"Jude A. Okolie ,&nbsp;Sarah M. Barakat ,&nbsp;Emma K. Smith ,&nbsp;Chukwuma C. Ogbaga ,&nbsp;Paul Terhemba Iorember ,&nbsp;Nugun P. Jellason","doi":"10.1016/j.ece.2025.01.004","DOIUrl":"10.1016/j.ece.2025.01.004","url":null,"abstract":"<div><div>In the modern world, sustainability is crucial to human existence, and it is essential to introduce students to the Sustainable Development Goals (SDGs) of the United Nations. This is regarded as a framework that underpins societal challenges and the benefits of addressing them. Moreover, in the domain of chemical engineering education, introducing SDGs into the curriculum could help students understand how chemical engineers will play a vital role in addressing some of the key global challenges. This study proposes a novel team-based activity that aids the understanding of international relations, and cooperation needed to achieve the SDGs as well as the challenges faced among nations. The team-based activity also introduces the concept of water-waste-energy nexus to help science and engineering students understand the current societal challenges and propose solutions from the lens of an engineer or scientist. The team-based activity including the comics were tested in classrooms with students from universities in Africa and England. The students were grouped into eight countries with distinct resources and challenges. The results revealed an enhanced understanding of the SDGs by the students and the interconnectedness and importance of addressing multiple goals at once by each simulation country. While participants from Africa were more focused on urgent, local sustainable development issues such as zero hunger (SDG2), quality education (SGD4) and clean water (SDG6), participants from the UK were probably more focused on global, policy-oriented issues such as clean energy (SDG7), sustainable cities (SDG11) and climate change (SDG13). The activity significantly enhanced students' understanding of the SDGs, global challenges and the water-energy nexus. However, future studies should focus on comprehensive feedback collection from participants. This will help improve the coherence and effectiveness of the activity, leading to better student comprehension of sustainable development concepts and an increased ability to apply these ideas practically.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 9-19"},"PeriodicalIF":3.5,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143373096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering technical proficiency and professional skills: A multifaceted PO-PBL strategy for unit operations education","authors":"Olga Lucía Acuña ,&nbsp;Deya Marcela Santos Carvajal ,&nbsp;Angie D. Bolanos-Barbosa ,&nbsp;Julian Daniel Torres-Vanegas ,&nbsp;Oscar A. Alvarez Solano ,&nbsp;Juan C. Cruz ,&nbsp;Luis H. Reyes","doi":"10.1016/j.ece.2025.01.001","DOIUrl":"10.1016/j.ece.2025.01.001","url":null,"abstract":"<div><div>This contribution presents a comprehensive analysis of the implementation and outcomes of a Project-Oriented Problem-Based Learning (PO-PBL) approach in chemical engineering education, focusing on the Project of Unit Operations (POU) course. The study examines the efficacy of PO-PBL in developing both technical proficiency and essential professional skills among students. Using a mixed methods approach, the research analyzes data from four consecutive semesters, encompassing student surveys, performance metrics, and qualitative feedback. The integration of the Integrated Product and Process Design (DIPP) methodology, gamification elements, and Generative Artificial Intelligence (GenAI) tools are explored as complementary strategies to improve learning outcomes. The results indicate sustained or improved technical skills throughout the semesters, coupled with significant improvements in student engagement, motivation, and professional competencies, particularly in communication and teamwork. The implementation of GenAI tools, guided by the Artificial Intelligence Assessment Scale (AIAS), shows promising improvements in students’ research capabilities and writing skills. Although challenges in implementation are acknowledged, the POU course emerges as a promising model for chemical engineering education, effectively bridging the gap between theoretical knowledge and practical application. This study provides valuable information on innovative pedagogical approaches that prepare students for the evolving demands of the chemical engineering industry.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 64-78"},"PeriodicalIF":3.5,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143464586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of active learning techniques in knowledge retention among engineering students","authors":"R. Maceiras,&nbsp;J. Feijoo,&nbsp;V. Alfonsin,&nbsp;L. Perez-Rial","doi":"10.1016/j.ece.2025.01.003","DOIUrl":"10.1016/j.ece.2025.01.003","url":null,"abstract":"<div><div>Many studies have examined the effectiveness of active learning techniques in comparison with the traditional method and compared the student performance between the two types of teaching. However, there are few studies focused on long-term retention after using different active learning techniques. This study evaluates the effectiveness of two active learning techniques—the Jigsaw cooperative learning approach and H5P interactive videos—compared with traditional lectures in enhancing immediate learning outcomes and long-term retention among engineering students. To evaluate the effectiveness of these techniques on student retention, a total of nine academic years (from 2014 to 2023 were evaluated, involved approximately 150 students per year. An exhaustive analysis of results was conducted in comparison with traditional method, before and after applying these learning activities, with the aim of testing its effectiveness. In addition, a survey was distributed among students to assess their experience and perception about the used techniques. The survey showed high satisfaction rates, particularly for interactive videos, highlighting the perceived benefits of these methods in engaging students and supporting skill development. The results demonstrate that the Jigsaw and H5P interactive video methods showed promise in terms of immediate learning outcomes, particularly in student engagement and performance in short-term assessments. However, in terms of long-term knowledge retention, the control group performed better, indicating that traditional lectures might have a stronger effect on retaining knowledge over time. The active learning techniques, while effective in the short-term, did not significantly enhance academic performance in the long-term assessments.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 1-8"},"PeriodicalIF":3.5,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143232323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}