Education for Chemical Engineers最新文献_第2页

Treating engineering students equally without treating them equally: exploring the multi-evaluator paradox of a capstone engineering design project 平等对待工程学生，但不平等对待他们：探索顶点工程设计项目的多评估者悖论

IF 3.5 2区教育学

Education for Chemical Engineers Pub Date : 2025-07-11 DOI: 10.1016/j.ece.2025.07.002

Martijn Pieter van der Steen , Mauricio Muñoz-Arias , Gerald Jonker

{"title":"Treating engineering students equally without treating them equally: exploring the multi-evaluator paradox of a capstone engineering design project","authors":"Martijn Pieter van der Steen , Mauricio Muñoz-Arias , Gerald Jonker","doi":"10.1016/j.ece.2025.07.002","DOIUrl":"10.1016/j.ece.2025.07.002","url":null,"abstract":"<div><div>In engineering curricula, a final capstone project connects to daily practice in an (as much as possible) authentic setting, to test and prepare students for careers in the capital-intensive chemical engineering field. This paper examines a particular aspect of using capstone engineering design projects for experiential teaching: examination and evaluation of students’ practical work in firms. Such projects are as diverse as they are complex; therefore, performance evaluations of these projects tend to be particularly complicated. These projects do not typically correspond well to a singular set of performance criteria or rubrics, and therefore, a degree of inter-evaluator bias is to be expected. Drawing on a content analysis of the qualitative evaluations of individual design projects, completed by several cohorts of graduates of an engineering program, we uncover a phenomenon, which we call the multi-evaluator paradox of design projects. This phenomenon holds that statistically speaking, all examiners of these projects grade these projects essentially similarly, i.e. there is no significant inter-grader bias of both final and sub-category grades. Simultaneously, however, the verbal motivations of these grades vary greatly between examiners, even when there are structured rubrics underpinning their assessments. Using Computational Text Analysis (CTA), we examine this thus-far undocumented phenomenon and offer possible explanations for its existence. We question whether the existence of this phenomenon is detrimental to educational quality, and we provide suggestions for managing these consequences.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"53 ","pages":"Pages 37-55"},"PeriodicalIF":3.5,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144633269","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}

引用次数: 0

Collaborative Online International Learning (COIL) in chemical engineering: Preparing students for multicultural and international work environments 化学工程中的协同在线国际学习（COIL）：为学生适应多元文化和国际工作环境做好准备

IF 3.5 2区教育学

Education for Chemical Engineers Pub Date : 2025-07-08 DOI: 10.1016/j.ece.2025.07.001

Luis Vaquerizo , Iván Darío Gil , Salvador Tututi-Avila , Rafael B. Mato

{"title":"Collaborative Online International Learning (COIL) in chemical engineering: Preparing students for multicultural and international work environments","authors":"Luis Vaquerizo , Iván Darío Gil , Salvador Tututi-Avila , Rafael B. Mato","doi":"10.1016/j.ece.2025.07.001","DOIUrl":"10.1016/j.ece.2025.07.001","url":null,"abstract":"<div><div>In today’s interconnected society, chemical engineering students must be prepared to work in international and multicultural environments. However, in our experience, current chemical engineering curricula often fail to develop these competencies. This study aims to demonstrate the benefits of Collaborative Online International Learning (COIL) in chemical engineering education. For the first time, the COIL approach has been implemented in a simulation course. In addition to preparing students for international and multicultural work environments, this experience enhances their problem-solving and critical-thinking skills. Unlike other COIL applications, this project allows for multiple valid solutions, though not all are necessarily optimal. After two successful COIL projects involving chemical engineering students from the Universidad de Valladolid (Spain), the Universidad Nacional de Colombia, and the Universidad Autónoma de Nuevo León (Mexico), students reported feeling more confident in their knowledge and abilities, better prepared for multicultural and international work environments, and more capable of performing well in their first job. In both project editions, survey responses to related questions averaged above 4 out of 5. Key takeaways from this work are that, to accomplish the objectives of a COIL, it is essential to define the project timeline in advance, ensure a similar level of knowledge among students, confirm software access, establish a unified communication platform, and conduct individual kickoff meetings for each team. Additionally, effective international collaboration is more likely when no more than 50 % of a team’s members come from the same institution.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"53 ","pages":"Pages 26-36"},"PeriodicalIF":3.5,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144605816","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}

引用次数: 0

Accreditation of chemical engineering degrees: Recent changes and case studies in curriculum development 化学工程学位认证：课程发展的最新变化和案例研究

IF 3.5 2区教育学

Education for Chemical Engineers Pub Date : 2025-07-08 DOI: 10.1016/j.ece.2025.07.003

Jarka Glassey

引用次数: 0

Revisiting Nukiyama’s experiment to enhance understanding of boiling heat transfer 重访Nukiyama的实验，加深对沸腾传热的理解

IF 2.3 2区教育学

Education for Chemical Engineers Pub Date : 2025-07-01 DOI: 10.1016/j.ece.2025.06.005

José Díaz , María Manuela Prieto , Francisco Javier Fernández , María Pilar Castro-García

{"title":"Revisiting Nukiyama’s experiment to enhance understanding of boiling heat transfer","authors":"José Díaz , María Manuela Prieto , Francisco Javier Fernández , María Pilar Castro-García","doi":"10.1016/j.ece.2025.06.005","DOIUrl":"10.1016/j.ece.2025.06.005","url":null,"abstract":"<div><div>Pool boiling is a fundamental phenomenon in heat transfer and a critical aspect in many industrial processes, particularly in applications involving high power-to-size ratios. Consequently, it is a core topic in engineering heat transfer courses. Among the foundational contributions to its understanding, Nukiyama’s classical experiment remains a landmark, yet its didactic potential is still underexploited. Effective instruction on boiling phenomena benefits from combining physical insight with theoretical explanation, supported by learning modalities suited to the content. Classroom demonstrations are particularly effective in engaging students and overcoming conceptual barriers, while classical experiments add a historical perspective to learning. In this context, a novel experimental setup has been developed to replicate Nukiyama’s experiment and has been implemented in undergraduate heat transfer courses to support theoretical instruction and introduce practical engineering correlations. The device enables high-speed, real-time visualization of all boiling regimes and critical points under standard classroom conditions. The demonstration has proven highly effective in improving student performance, engagement, and perceived learning—highlighting the value of dynamic observation in bridging theoretical concepts with physical phenomena. This approach offers a valuable contribution to heat transfer education, combining historical experimental context with active learning strategies and multisensory feedback.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"53 ","pages":"Pages 80-90"},"PeriodicalIF":2.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144723570","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}

引用次数: 0

Games in engineering: Exploring the use of spreadsheet-based Sudoku within a chemical process optimisation class 游戏在工程：探索使用电子表格为基础的数独在化学过程优化类

IF 3.5 2区教育学

Education for Chemical Engineers Pub Date : 2025-06-25 DOI: 10.1016/j.ece.2025.06.002

Godfrey K. Gakingo , Peter N. Kabia

{"title":"Games in engineering: Exploring the use of spreadsheet-based Sudoku within a chemical process optimisation class","authors":"Godfrey K. Gakingo , Peter N. Kabia","doi":"10.1016/j.ece.2025.06.002","DOIUrl":"10.1016/j.ece.2025.06.002","url":null,"abstract":"<div><div>Game-based learning has long been recognised to facilitate learning through various ways such as improved motivation among students and improved cognitive skills (critical thinking, content understanding). Consequently, educators in different fields have incorporated various games into their teaching practice. Building on these efforts, this work sought to introduce spreadsheet-based Sudoku to a Chemical Process Optimisation course and to gather students’ feedback on the initiative. A 4 × 4 Sudoku problem was presented using two implementation methods (integer space formulation and binary space formulation) as part of a class-based tutorial. Thereafter, the students were tasked to solve a 6 × 6 problem using both approaches and a 9 × 9 problem using any preferred approach. The findings from the submitted assignment as well as responses to an exit questionnaire suggested that the initiative led to an enhanced interest while giving the students an opportunity to learn new skills. Furthermore, it was observed that the success of the students was not likely to be influenced by the problem size or the students’ familiarity (or lack thereof) with Sudoku or the relevant software platforms as long as adequate tutorials were given beforehand. Finally, it was observed that the students had a preference for and obtained better success with the binary space formulation though it was more involving in its setup procedure as compared to the integer space formulation. The former gave a linear programming problem that solved easier than the non-linear programming problem obtained using the integer space formulation.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"53 ","pages":"Pages 8-16"},"PeriodicalIF":3.5,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144523715","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}

引用次数: 0

Causation in chemical engineering education: Application of machine learning in fault diagnosis 化学工程教育中的因果关系：机器学习在故障诊断中的应用

IF 3.5 2区教育学

Education for Chemical Engineers Pub Date : 2025-06-24 DOI: 10.1016/j.ece.2025.06.006

Manasvinni Laul, Daniela Galatro

{"title":"Causation in chemical engineering education: Application of machine learning in fault diagnosis","authors":"Manasvinni Laul, Daniela Galatro","doi":"10.1016/j.ece.2025.06.006","DOIUrl":"10.1016/j.ece.2025.06.006","url":null,"abstract":"<div><div>This study integrates the design and preassessment of an exercise, incorporating a causation modeling approach into the Tennessee Eastman Process (TEP) dataset to enhance engineering students' understanding of process monitoring and fault diagnosis. The dataset, which contains 41 measured and 11 manipulated variables under normal and faulty conditions, was used to illustrate the application of the machine learning algorithm causal random forests (CRF) and treatment effect estimation in chemical process analysis. This approach differs from traditional ways of teaching/learning complex chemical engineering phenomena through governing equations, heuristics, and lab experiments. Three learning outcomes were developed for this exercise: understanding the impact of dataset composition on model interpretation, understanding how the model performance metrics differ when applied to regression and classification tasks, and understanding causality using different treatment variables. These learning outcomes were proposed to provide students with strong foundations in data integrity, model evaluation, and causal inference. In the context of engineering education, our preassessment of the effectiveness of applying this exercise to a course cohort was conducted by a summer student and closely supervised by the instructor. While the 3-hour session proved valuable and somehow feasible, some logistic challenges were gathered from this preassessment, mainly regarding time constraints and the complexity of the dataset, suggesting that breaking the exercise into smaller sessions and offering additional resources would enhance student understanding, as well as providing students with clearer explanations of technical concepts, and interactive feedback to increase engagement in future implementations.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"53 ","pages":"Pages 17-24"},"PeriodicalIF":3.5,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144535993","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}

引用次数: 0

Implementation of a continuous assessment system through the creation of a problem book using DOCTUS in general chemistry subjects 在普通化学科目中使用DOCTUS制作问题册，实施连续评估系统

IF 3.5 2区教育学

Education for Chemical Engineers Pub Date : 2025-06-24 DOI: 10.1016/j.ece.2025.06.003

Carlos Leiva , Fátima Arroyo Torralvo , Yolanda Luna-Galiano , Alicia Ronda , David Muñoz de la Peña Sequedo

{"title":"Implementation of a continuous assessment system through the creation of a problem book using DOCTUS in general chemistry subjects","authors":"Carlos Leiva , Fátima Arroyo Torralvo , Yolanda Luna-Galiano , Alicia Ronda , David Muñoz de la Peña Sequedo","doi":"10.1016/j.ece.2025.06.003","DOIUrl":"10.1016/j.ece.2025.06.003","url":null,"abstract":"<div><div>A continuous evaluation system, integrating both formative and summative assessments has been implemented in a Chemistry subject with a high number of students. This system employs a personalized problem notebook developed through an application (DOCTUS), enabling the generation of individualized complex problem statements, easy correction, and multiple submission opportunities. This approach facilitates effective feedback, promotes autonomous and cooperative learning, accelerates the learning process, and enhances activity achievement levels. The experience has been carried out with a group of 91 students enrolled per year in the subject 'Chemistry' corresponding to the first academic year in degree of Chemical Engineering at the Higher Technical School of Engineering (University of Seville), although only 71 have participated in the activity. The platform used, which offers free access, was utilized to create personalized problem notebooks for each student. It assigns identical problems with personalized data and corrects submissions via Excel files in under 10 s. An improvement in the results has been observed; since the students have obtained a numerical grade for their work instantly after delivery of the problem, and they can redo it at a short time (hours), when the students still have the problem in their mind, where they want and with the material that they consider, and without a large increase in the amount of time spent by the teacher. The final qualification was on average 1.2 points higher than previous years. Compared to other subjects in the same academic year, Chemistry had a lower percentage of students who did not participated in the subject (22 % compared to 30–54 % in other subjects from the same course). The number of approved students has increased, reflected in the number of repeaters, which decreased in the next year from 42 % to 29 %.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"53 ","pages":"Pages 1-7"},"PeriodicalIF":3.5,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144502604","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}

引用次数: 0

Factors influencing the academic performance of chemical engineering students in physical chemistry 影响化学工程专业物理化学专业学生学习成绩的因素

IF 3.5 2区教育学

Education for Chemical Engineers Pub Date : 2025-06-04 DOI: 10.1016/j.ece.2025.05.008

Edgar Clyde R. Lopez

{"title":"Factors influencing the academic performance of chemical engineering students in physical chemistry","authors":"Edgar Clyde R. Lopez","doi":"10.1016/j.ece.2025.05.008","DOIUrl":"10.1016/j.ece.2025.05.008","url":null,"abstract":"<div><div>Academic success in Physical Chemistry is influenced by personal, institutional, and social factors. Key predictors include prior academic performance, study habits, motivation, and time management. A strong foundation in prerequisite knowledge, effective learning strategies, and self-efficacy are crucial for overcoming challenges. Institutional factors, particularly instructional quality, academic policies, and resource accessibility, significantly impact outcomes, with structured pedagogy proving more influential than interactive learning environments. Peer interactions, including group cohesion and instructor engagement, emerged as the strongest social predictors of success. Students with clear grade expectations and strong self-efficacy exhibited higher persistence and achievement, while stress, physical health, and administrative support played indirect roles in overall well-being. Regression analysis confirmed the predictive strength of these factors. Student feedback highlighted the need for additional practice problems, tutoring, and online resources, while faculty emphasized challenges in conceptual understanding, mathematical skills, and workload management. Addressing these concerns through evidence-based teaching, flexible assessments, and targeted interventions can enhance student performance. Universities should integrate personalized learning, motivation-driven strategies, and institutional support to foster resilience and long-term academic success.</div></div><div><h3>Tweetable Abstract</h3><div>Academic success in Physical Chemistry is shaped by prior achievement, study habits, motivation, and peer interactions. Structured pedagogy, self-efficacy, and institutional support drive performance.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 119-132"},"PeriodicalIF":3.5,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144220816","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}

引用次数: 0

Teaching chemical product design 化工产品设计教学

IF 3.5 2区教育学

Education for Chemical Engineers Pub Date : 2025-06-02 DOI: 10.1016/j.ece.2025.04.002

Warren D. Seider , Saad Bhamla , Jennifer Dunn , Mahmoud El-Halwagi , Tobias Hanrath , M.M. Faruque Hasan , John Hedengren , Laura Hirshfield , Xiaoxia “Nina” Lin , Christos T. Maravelias , Minnie Piffarerio , Stuart W. Prescott , Patrick T. Spicer , Todd M. Squires , Cristina U. Thomas , Jean Tom , Kathleent M. Vaeth , Elaine Wisniewski , Victor M. Zavala

{"title":"Teaching chemical product design","authors":"Warren D. Seider , Saad Bhamla , Jennifer Dunn , Mahmoud El-Halwagi , Tobias Hanrath , M.M. Faruque Hasan , John Hedengren , Laura Hirshfield , Xiaoxia “Nina” Lin , Christos T. Maravelias , Minnie Piffarerio , Stuart W. Prescott , Patrick T. Spicer , Todd M. Squires , Cristina U. Thomas , Jean Tom , Kathleent M. Vaeth , Elaine Wisniewski , Victor M. Zavala","doi":"10.1016/j.ece.2025.04.002","DOIUrl":"10.1016/j.ece.2025.04.002","url":null,"abstract":"<div><div>The CACHE Design Task Force has conducted a comprehensive, year-long study on the teaching of chemical product design across global chemical engineering programs. This paper reviews existing literature and highlights distinctions between product and process design, emphasizing the predominance of process design education in universities. Drawing from co-author contributions and responses to a widely distributed questionnaire, we present recent teaching methodologies for chemical product design. The paper discusses trends in chemical engineering diversification and the gradual inclusion of diverse applications in curricula. It concludes with a call to action for chemical engineering educators to integrate well-established product design strategies into undergraduate programs and reflects on insights shared during the 2024 FOCAPD Conference.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 101-110"},"PeriodicalIF":3.5,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144190308","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}

引用次数: 0

Integrating CDIO framework into polymer engineering education: A hands-on approach to design, process, and evaluate biodegradable 3D printing filaments 将CDIO框架整合到聚合物工程教育中：设计、处理和评估可生物降解3D打印长丝的实践方法

IF 3.5 2区教育学

Education for Chemical Engineers Pub Date : 2025-05-31 DOI: 10.1016/j.ece.2025.05.007

Yanyan Zheng , Yong Luo , Xiuhai Zhang , Jun Xu

{"title":"Integrating CDIO framework into polymer engineering education: A hands-on approach to design, process, and evaluate biodegradable 3D printing filaments","authors":"Yanyan Zheng , Yong Luo , Xiuhai Zhang , Jun Xu","doi":"10.1016/j.ece.2025.05.007","DOIUrl":"10.1016/j.ece.2025.05.007","url":null,"abstract":"<div><div>This study introduces a hands-on polymer engineering curriculum integrating the Conceive-Design-Implement-Operate (CDIO) framework to bridge material design, processing, and evaluation of biodegradable 3D printing filaments. To address the brittleness of polylactic acid (PLA), students formulated PLA/poly (butylene succinate) (PBS) blends with an epoxy-based compatibilizer (ADR) and compounded pellets via twin-screw extrusion. Specimens for mechanical test were fabricated using an industrial-grade injection molding machine, with processing parameters guided by Moldex3D melt flow simulations. Continuous filaments (1.75 ± 0.05 mm diameter) were produced via single-screw extrusion with real-time filament diameter monitoring. The performance of the material formulations was evaluated through mechanical testing, rheological measurements, and assessment of the 3D printing quality. Students achieved successful filament printing in 100 % of cases (vs. <50 % in the prior year), attributed to simulation-aided parameter optimization, historical data sharing, and structured feedback mechanisms. Systematic analyses established the interplay between material formulation, processability, and mechanical properties. Evaluations of student performance demonstrated enhanced technical skills (27/34 students scored B or higher) and sustainability-driven problem-solving abilities. This curriculum bridges theoretical knowledge with industrial applications, offering a scalable model for sustainable engineering education.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 111-118"},"PeriodicalIF":3.5,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144220815","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}

引用次数: 0