Education for Chemical Engineers最新文献

{"title":"A laboratory experiment on preparation of 3PbO·PbSO4·H2O using less solvent solid state reaction for undergraduate students","authors":"Helin Wang ,&nbsp;Can Liu ,&nbsp;Helong Jiang ,&nbsp;Zhiliang Guo ,&nbsp;Yingping Zheng ,&nbsp;Qi Qi ,&nbsp;Lixu Lei","doi":"10.1016/j.ece.2023.02.003","DOIUrl":"10.1016/j.ece.2023.02.003","url":null,"abstract":"<div><p>Less solvent solid state reactions are reactions of solids with help of a little amount of solvent in ordinary stirring reactors. Due to the limited amount of solvent, only part of the substances can dissolve in the solvent, and the solvent can be regarded as a transport agent that makes the reactants contact easily. Here, we present an experiment about less solvent solid state reaction that enables students to use β-PbO and PbSO₄ to produce 3PbO·PbSO₄·H₂O (tribasic lead sulfate, usually short as 3BS) in 2 h with its reaction monitored and product characterized with X-ray diffraction. By combining their experiment data with the thermodynamic analysis in the pre-lab lecture, students can understand why solution reactions reach equilibriums eventually while solid state reactions reach 100% completion, and how to get rid of the diffusion difficulty of solid state reactions. Meanwhile, exposure to this experiment can stimulate students to explore techniques for greener chemical processes other than solution reactions.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 92-99"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43590109","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":"The evolving engineer; professional accreditation sustainability criteria and societal imperatives and norms","authors":"Edmond P. Byrne","doi":"10.1016/j.ece.2023.01.004","DOIUrl":"10.1016/j.ece.2023.01.004","url":null,"abstract":"<div><p>Professional accreditation criteria around sustainability are an important consideration in the delivery of accredited (chemical) engineering programmes. This paper looks at the sustainability related criteria required by a number of professional bodies, while considering the evolution of such criteria over the past decades. It is seen that the scope and breadth of sustainability criteria has expanded among many accreditation bodies, including the Institution of Chemical Engineers, in line with institutional and professional imperatives. This has promoted the incorporation of a far broader range of sustainability related attributes than was previously envisaged. There are nevertheless large differences between the requirements of the various professional bodies considered, and in programmes across the world. The impact of societal imperatives and norms, including those of employers is reflected upon, as is the awareness and concerns of young people, who as graduates will be working through mid-century, directly engaging with sustainability related imperatives. IChemE accredited programmes are increasingly obliged to actively engage with contemporary sustainability related requirements more broadly, requiring increased integration of sustainability attributes across the curriculum, in terms of knowledge, skills and values. This evolution is important in remaining relevant as a profession, and in playing a key role in addressing societal challenges.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 23-30"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47989214","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":"Updating chemical engineering degree accreditation in changing times","authors":"Leslie W. Bolton ,&nbsp;Jarka Glassey ,&nbsp;Esther Ventura-Medina","doi":"10.1016/j.ece.2023.01.005","DOIUrl":"10.1016/j.ece.2023.01.005","url":null,"abstract":"<div><p>Accreditation of chemical engineering degrees remains an important tool for IChemE in providing efficient and robust routes to membership for the majority of its applicants. It is likely that the required criteria for programmes will continue to evolve to reflect the needs of the various stakeholders – students and universities, members of IChemE, employers of chemical engineering graduates, and wider society. Accreditation processes will also continue to adapt as institutions seek to balance the conflicting priorities of combating climate change with operating robust assessment processes.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 31-36"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43035099","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":"Critique – Comparison between P-HENS and Aspen Energy Analyzer for heat exchanger network synthesis","authors":"Daniel Burgos,&nbsp;Sebastian Valencia,&nbsp;Rafael Amaya-Gómez,&nbsp;Nicolás Ratkovich","doi":"10.1016/j.ece.2023.02.004","DOIUrl":"10.1016/j.ece.2023.02.004","url":null,"abstract":"<div><p>This critique evaluates the use of the P-HENS software for developing recommended heat exchanger network designs compared to the commercial simulator Aspen Energy Analyzer. The similarities between the two software when carrying out an energy integration are discussed, as well as their advantages and possible improvements to be implemented in the tool.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 113-114"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48584363","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":"Embedding computer programming into a chemical engineering course: The impact on experiential learning","authors":"Mohammadreza Arjmandi ,&nbsp;Meng Wai Woo ,&nbsp;Cody Mankelow ,&nbsp;Thomas Loho ,&nbsp;Kaveh Shahbaz ,&nbsp;Amar Auckaili ,&nbsp;Ashvin Thambyah","doi":"10.1016/j.ece.2023.01.008","DOIUrl":"10.1016/j.ece.2023.01.008","url":null,"abstract":"<div><p>The need for autonomous engineering graduates who demonstrate hands-on skills has increased in the industry<span>. Computer programming helps engineering students solve real-world problems systematically and accurately by applying governing physical and mathematical models into a format that a computer can read and execute. This study describes the pedagogical approach of incorporating programming workshops and assessments into a second-year chemical engineering course. The impact of this intervention on experiential learning amongst the students was then evaluated by analysing the feedback provided by voluntary participants during several focus group sessions. The feedback gave further insight into teaching pedagogy with respect to Kolb's experiential learning cycle. It was found the programming background of an individual clearly affects the phase of the learning cycle they predominantly experience during the workshops. Furthermore, programming background affected an individual's critical thinking while approaching an engineering problem. Constructive feedback provided by the student participants offered an invaluable opportunity for the teaching team to reflect on what went well and the areas for improvement in future iterations. The findings of this study can advance knowledge around design and implementation of a programming module within an engineering course.</span></p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 50-57"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46498896","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":"Effective management of work groups through the behavioural roles applied in higher education students","authors":"Miguel Martín-Sómer ,&nbsp;María Linares ,&nbsp;Gema Gomez-Pozuelo","doi":"10.1016/j.ece.2023.02.002","DOIUrl":"10.1016/j.ece.2023.02.002","url":null,"abstract":"<div><p>One of the most in-demand skills for engineers is working effectively in a team. However, divergences inside the group often lead to the unsuccessful progress of the task. Therefore, creating a methodology that allows overcoming this obstacle and promotes successful teamwork seems fundamental. In this work, we present a novel questionnaire that we have designed and implemented to form balanced work teams based on the behaviour and personality of the group members. Concretely, the roles selected were Leader, Collaborative, Thoughtful and Creative. The role assignment was performed using a questionary and applied to different subjects and degrees. The role of Leader was predominant, but when analysing the group mates' opinions, a relevant decrease was observed, indicating that the students answered the questionary as a leader but did not show leadership capacities. The second role majority was Collaborator, and Creative and Thoughtful roles obtained the fewest percentages. Finally, the academic results of different courses and the students' feedback experience have been analysed, getting an upbeat assessment of the new methodology for forming groups, and it has also been observed an improvement in the average marks of the subjects.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 83-91"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48962844","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":"Design, implementation, and evaluation of an online flipped classroom with collaborative learning model in an undergraduate chemical engineering course","authors":"Lorico DS. Lapitan Jr ,&nbsp;Aldrin Lorrenz A. Chan ,&nbsp;Noel S. Sabarillo ,&nbsp;Divine Angela G. Sumalinog ,&nbsp;Joey Mark S. Diaz","doi":"10.1016/j.ece.2023.01.007","DOIUrl":"10.1016/j.ece.2023.01.007","url":null,"abstract":"<div><p>Active learning methods are known to improve motivation, engagement, and student performance<span> in traditional classrooms. However, the COVID-19 pandemic compelled students to continue their studies through an online setting wherein teaching is undertaken remotely and on digital platforms. In this study, the design and implementation of flipped classrooms supported with collaborative learning<span> was evaluated for the remote instruction of Analytical Chemistry. The flipped classroom was designed to include pre-recorded lectures, individual self-assessment questions and in-class group activities (polls and quiz bee). Word problems were given as collaborative tasks to improve the students’ interactions on the learning content. The impact on learning of these instructional practices was evaluated based on students’ learning experience<span> and academic performance, and the instructors’ reflection. The survey at the end of the term gathered quantitative and qualitative data regarding students’ experiences with flipped classroom and peer collaboration methods. The students’ feedback indicated that participation in group collaborative activities had a positive impact on their comprehension of Analytical Chemistry concepts and calculations. Majority of the students indicated that group collaboration was immensely helpful in enhancing communication skills and improving their ability to apply what they had learned in class to solving difficult word problems. In addition, students underscored the importance of pre-recorded videos for their self-paced learning, and synchronous sessions to increase their engagement and motivation. On the other hand, several students perceived flipped classrooms as very demanding and challenging in terms of the required output submissions given the short 6-week term. Overall, the combination of these active-learning methods had a positive impact on the remote-learning environment, but potential drawbacks of online active learning interventions on student attitudes were also present. Therefore, careful integration of these instructional practices into online courses will help improve the students’ learning experience.</span></span></span></p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 58-72"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49158262","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":"Development of engineering skills in students of biotechnology: Innovation project “From laboratory to industry”","authors":"Vanessa Ripoll ,&nbsp;Marina Godino-Ojer ,&nbsp;Javier Calzada","doi":"10.1016/j.ece.2023.01.006","DOIUrl":"10.1016/j.ece.2023.01.006","url":null,"abstract":"<div><p>Professors of Chemical Engineering often find that students are discouraged by the highly technical nature of the subject, have a poor understanding of how the subject relates to their field and lack the basic engineering skills and competences. This purpose of this paper is to report on a teaching innovation experience in the course in Biochemical Engineering, part of the Degree in Biotechnology at the Universidad Francisco de Vitoria (Madrid, Spain). The aim of the innovation project was to motivate students and overcome the difficulties posed by the course. To this end, a series of practical seminars were designed with individual and group learning activities, for the acquisition of engineering competences, developing higher-order thinking skills and transversal competences. The evaluation of the project was based on the learning-teaching experience of professors, the academic performance of students and student surveys at the end of the course. All indicators showed that the new methodology had a positive impact both on the attitudes of students and on learning outcomes. Furthermore, students had a more precise and positive vision of the interrelation between Chemical Engineering and Biotechnology in general, favourably influencing their learning in other courses within the degree program.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 37-49"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47728395","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":"Enabling in-depth analysis in heat exchanger network synthesis via graph-theoretic tool: Experiences in Swinburne University of Technology Sarawak Campus","authors":"Bing Shen How ,&nbsp;Sin Yong Teng ,&nbsp;Ákos Orosz ,&nbsp;Jaka Sunarso ,&nbsp;Ferenc Friedler","doi":"10.1016/j.ece.2022.12.003","DOIUrl":"10.1016/j.ece.2022.12.003","url":null,"abstract":"<div><p>The ability and capability to analyze and benchmark alternative designs on top of the optimal network are deemed valuable competencies for current and future chemical engineers. In this context, a process graph (P-graph)-inspired tool – P-HENS is introduced to an integrated plant design unit in an undergraduate chemical engineering degree program at Swinburne University of Technology Sarawak Campus in Malaysia. The energy recovery aspect is one of the key design elements in the integrated plant design unit. The introduction of P-HENS, which is capable of mathematically determining multiple optimal and sub-optimal solutions is considered useful for the students to (i) identify plausible heat exchanger networks (HENs) structures that may be overlooked using conventional approaches and (ii) enable a more in-depth analysis to justify the selected design. Overall, the implementation of P-HENS shows positive outcomes, where this free-of-charge software complements the learning of conventional manual approaches used in HENs synthesis. Furthermore, recommendations suggested by the users (students) are collected and compiled for potential future software development. This work serves as an essential reference for other chemical engineering educators who are teaching pinch analysis or heat integration-related courses.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 100-112"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48053945","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":"Engineering process safety research instrument: Assessing students’ moral reasoning in process safety contexts","authors":"Jeffrey Stransky ,&nbsp;Cheryl Bodnar ,&nbsp;Landon Bassett ,&nbsp;Matthew Cooper ,&nbsp;Daniel Anastasio ,&nbsp;Daniel Burkey","doi":"10.1016/j.ece.2022.11.004","DOIUrl":"10.1016/j.ece.2022.11.004","url":null,"abstract":"<div><p><span>Process safety decision making is a key component of undergraduate chemical engineering<span> education. Despite this, there are no existing survey instruments designed to measure students’ moral reasoning in the context of process safety decision making. The Engineering Process Safety Research Instrument (EPSRI) was developed to address this deficit in process safety assessment. The EPSRI was modeled after existing moral reasoning instruments including the DIT2, EERI, and ESIT. The process safety scenarios included were drawn from personal experience and reports from the Chemical Safety Board. Each scenario in the instrument was followed by a decision prompt and 12–15 considerations. The EPSRI went through content validation with chemical engineering industry practitioners and chemical engineering faculty members. Subsequently, three rounds of exploratory factor analysis were conducted to finalize the instrument design before a final </span></span>confirmatory factor analysis<span> was completed to ensure validity and reliability of the instrument. Completion of the exploratory factor analysis resulted in five dilemmas with 9–12 considerations each that loaded onto pre-conventional, conventional, and post-conventional reasoning constructs according to Kohlberg’s moral development theory. Confirmatory factor analysis reaffirmed the validity and reliability of the instrument and its ability to measure chemical engineering students’ moral reasoning within process safety contexts.</span></p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"42 ","pages":"Pages 44-53"},"PeriodicalIF":3.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49545686","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}