Education for Chemical Engineers最新文献

{"title":"Advancing chemical engineering education: Amplifying active learning with Wooclap’s innovative pedagogical techniques","authors":"O. Gil-Castell ,&nbsp;J. Carrillo-Abad ,&nbsp;J. Ribes ,&nbsp;R. Sanchis-Martínez ,&nbsp;N. Martí ,&nbsp;M.V. Ruano ,&nbsp;J.M. Peñarrocha ,&nbsp;L. Pastor ,&nbsp;M. Izquierdo ,&nbsp;A.L. Jiménez ,&nbsp;R. Sánchez ,&nbsp;R. Fernández ,&nbsp;R. Serna-García ,&nbsp;P. San Valero ,&nbsp;M. Erans ,&nbsp;J.D. Badia ,&nbsp;J.B. Giménez ,&nbsp;A. Cháfer","doi":"10.1016/j.ece.2025.04.004","DOIUrl":"10.1016/j.ece.2025.04.004","url":null,"abstract":"<div><div>The integration of Information and Communication Technologies (ICT) into university education has evolved into Learning and Knowledge Technologies (LKT), enhancing teaching and learning practices. In this scenario, Audience Response Systems (ARS), such as Wooclap, are effective tools for fostering student engagement through interactive methods like real-time questions, surveys, and games. In this study, Wooclap was implemented in 12 Chemical Engineering courses from 7 different degree programs, with a potential audience of 629 students. A total of 277 students and 10 instructors participated in the evaluation, which measured perceptions through a questionnaire and comparative academic performance. The results indicated that 68 % of students had never used Wooclap before, highlighting the innovative aspect of this work. Both students and educators reported that Wooclap improved the three pillars of the Engaged Learning Index, particularly enhancing behavioural and cognitive engagement. Moreover, 84 % of respondents recommended the use of this application in other courses, especially in theoretical ones. Educators found it easy to use, effective in boosting participation, and helpful in facilitating a deeper understanding of complex concepts. Importantly, Wooclap use led to an improvement in student performance, highlighting its potential as a valuable catalyst for active learning in higher education.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 14-25"},"PeriodicalIF":3.5,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143921874","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":"Bridging the skills gap: Enhancing employability for chemical engineering graduates","authors":"Maryam Malekshahian,&nbsp;Jessica Dautelle,&nbsp;Salman Shahid","doi":"10.1016/j.ece.2025.04.005","DOIUrl":"10.1016/j.ece.2025.04.005","url":null,"abstract":"<div><div>Extensive research underscores a persistent skills gap among graduates across various disciplines. However, identifying the precise skill gaps in engineering education remains challenging due to inconsistencies in existing research, and studies specifically addressing employability skills in chemical engineering are limited. This study aims to address these knowledge gaps by identifying the critical employability skills necessary for chemical engineering graduates. The study employs a multi-method approach, incorporating a systematic literature review, surveys of students, alumni, and employers, and a statistical analysis of job advertisements for graduate positions. The objective is to establish a comprehensive understanding of required competencies and evaluate the alignment between employer expectations and graduate competencies. A structured skill framework was developed, encompassing 15 primary skill groups and over 75 sub-skills. Comparative analysis of employer perceptions and job advertisement data highlighted discrepancies in perceived versus stated skill priorities. However, competencies such as communication, interpersonal skills, self-management, and adaptability were consistently recognised as essential across sectors. Significant skill gaps were observed in areas such as communication, problem-solving, literacy, interpersonal, self-management, and business acumen. Survey findings indicate that engineering students often overestimate their technical proficiency while underestimating the importance of transferable skills such as resilience, ethics, and integrity. Conversely, employers consistently emphasise the need for a well-rounded skillset that integrates technical expertise with strong communication and management capabilities. This disconnect underscores the need for educational programmes to promote greater self-awareness among students and ensure their skill development aligns with industry demands. These results align with existing literature, reinforcing the importance of embedding transferable skills within engineering curricula to better prepare graduates for professional success.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 26-36"},"PeriodicalIF":3.5,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143927873","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":"Individualised process simulation examination: A novel online take-home approach within a flipped classroom","authors":"Rolf Bode-Staud ,&nbsp;Lukas Rohwer ,&nbsp;Luisa Malek ,&nbsp;Armin Fricke ,&nbsp;Stephan Scholl","doi":"10.1016/j.ece.2025.04.003","DOIUrl":"10.1016/j.ece.2025.04.003","url":null,"abstract":"<div><div>The development and application of the software tool “Take-Home Exercise/Exam” (THEE) in the graduate class “Introduction to Computer Aided Process Engineering” (<em>Intro CAPE</em>) addresses gaps in process simulation pedagogical conveying and presents a novel approach to learning practices. These gaps exist in theoretical frameworks, in assessment strategies, and in methods for individualised student evaluation, particularly under digital and online constraints. The novel THEE tool introduces a secure and fully online assessment framework that enhances student engagement and supports independent learning through flipped classroom methodologies while ensuring academic integrity. Implemented in the <em>Intro CAPE</em> course, THEE facilitates individualised assignments, automated grading, and immediate feedback, establishing a new standard for pedagogical practices in process simulation amidst the growing trends of digitalisation and remote learning. The application of THEE in the <em>Intro CAPE</em> curriculum led to notable improvements in student performance and increased course registration rates relative to declining student enrolment in the department. Regular assessment allowed targeted adjustments of content to support students' long-term development. Student feedback highlights the benefits of a flipped classroom structure, which encouraged deeper engagement with the course material. THEE embedded into the new course structure enables examinations in an introductory course by providing the resources for exercise and exam tasks with different skill levels. Future enhancements will focus on improving instructional videos, and testing more complex process designs to allow for a gradual improvement of student capabilities and self-guided learning. The aim is to develop a long-term, flexible digital framework for exercises and exams, using THEE that integrates and builds on the increasing digitalisation and internationalisation in the process industries and in the education for chemical engineers.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 1-13"},"PeriodicalIF":3.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143877564","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":"Energy under debate: Fostering critical thinking in chemical engineering through in-class debates","authors":"María del Mar Mesa,&nbsp;Diego Valor,&nbsp;Antonio Montes,&nbsp;Ignacio García-Casas","doi":"10.1016/j.ece.2025.03.002","DOIUrl":"10.1016/j.ece.2025.03.002","url":null,"abstract":"<div><div>This paper examines the use of in-class debates as a collaborative learning technique in the teaching of Chemical Engineering, as part of a third-year course in the Chemistry degree. \"The aim is to evaluate its effectiveness in developing critical thinking and argumentative skills, while promoting awareness of sustainable energy aligned with the United Nations' Sustainable Development Goal (SDG) 7, which aims to ensure access to affordable, reliable, sustainable, and modern energy for all (United Nations, 2015). Over two academic years (2022–2024), students participated in debates on various energy sources, including nuclear, wind, solar or tidal energy, among others. The debates encouraged students to engage with diverse perspectives, apply their theoretical knowledge, and defend positions contrary to their own beliefs. Surveys were conducted before and after the debates to assess changes in student opinions on the viability of different energy types. Post-debate surveys revealed significant shifts in perception, such as a 0.8-point increase in favourability towards tidal energy in the 2023–2024 cohort. Additionally, 88 % of students reported finding the debates engaging, and 87 % felt the activity improved their understanding of energy topics. To further assess the development of critical skills fostered by the debates, a rubric was designed and applied by the professor, focusing on areas such as argument clarity, use of evidence, and teamwork. This rubric provided valuable insights into students' skill progression throughout the activity, offering an objective perspective on the effectiveness of debate-based learning without impacting students' final grades.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 121-132"},"PeriodicalIF":3.5,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791023","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":"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}