Education for Chemical Engineers最新文献

{"title":"Learning by doing using the Life Cycle Assessment tool: LCA projects in collaboration with industries","authors":"Marta Rumayor ,&nbsp;María Margallo ,&nbsp;Javier Pinedo ,&nbsp;Jonathan Albo","doi":"10.1016/j.ece.2024.05.002","DOIUrl":"https://doi.org/10.1016/j.ece.2024.05.002","url":null,"abstract":"<div><p>Active learning, also called \"learning by doing\" (LbD), has resulted in positive learning outcomes in several higher education degrees. This paper describes an LbD experience within Chemical Engineering education aiming to enhance learning and transferable competencies using a Life Cycle Assessment course as a vehicle. This compulsory course belongs to the European Project Semester (EPS) program taught in the fourth year of the Chemical Engineering Degree at the University of Cantabria. From the beginning, the activity has targeted LCA practice with a strong emphasis on performance and its application as a decision-making tool in real case studies through close collaboration with regional companies. Working in partnership with industrial companies has favoured a win-win-win situation as students could apply knowledge as future LCA specialists. In contrast, companies gained valuable insights to improve their environmental performance, and lecturers enhanced their industrial networks. A public session carried out at the end of the activity created an enriching debate on subjects from a diversity of points of view (e.g., the selection of impact categories, the proposed improvements for environmental impact reduction, etc.). According to the lecturers, the competencies acquired by students through this LbD experience in life cycle assessment have notably evolved, demonstrating not only an enhanced understanding of environmental impacts across a product life cycle but also a significant improvement in critical thinking, team collaboration, and practical problem-solving skills, thereby bridging the gap between theoretical knowledge and its application in real-world scenarios. This is in line with the student’s perception that considered, such as \"problem resolution\", \"capacity for analysing\" and synthesis and \"capacity for information\" management. These are essential not only for future LCA practitioners but for chemical engineers.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"48 ","pages":"Pages 44-52"},"PeriodicalIF":3.9,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1749772824000101/pdfft?md5=aec7f6121361b12ceed4d38bea5e5614&pid=1-s2.0-S1749772824000101-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141241020","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":"Enhancing self-learning skills and quality through formative actions and feedback within chemistry classes in the laboratory – A useful model","authors":"Michel van der Eijk,&nbsp;Urjan Jacobs,&nbsp;Christiaan Tempelman","doi":"10.1016/j.ece.2024.05.001","DOIUrl":"https://doi.org/10.1016/j.ece.2024.05.001","url":null,"abstract":"<div><p>In here a novel method is described to improve student success rates in a first-year basic chemistry theoretical/practical hybrid course (n = 31 students) by implementing simple ways of formative assessment. This to reduce student dropout rates following the philosophy of encouraging students’ self-control. Essential is to train first-year bachelor students in their self-learning skills and to enhance their evaluative judgment. As a result, students are able to provide better quality of the assessment products at the end of the course. In practice the course is redesigned and intervention tools are integrated at multiple levels throughout the course. The lecturers’ role was adapted to a coaching role, thereby introducing low-effort personalized micro-interventions to meet the personalized needs of students. To clarify these learning needs for students, awareness of the quality desired for the final assessment products is important. Awareness was improved by providing examples of varying quality and introducing multiple peer- and self-assessment moments during the course. The final evaluation of the course examination products showed that the quality of the laboratory notebook was substantially higher after following this approach. Additionally students learned other important skills such as self-learning skills, collaborating in practical work and giving and receiving feedback. Unexpectedly, the high perceived lecturers’ workload decreased. The work presented here provides a novel approach in the form of a model and a practical blueprint with tools for a practical chemistry course design which develops students’ self-learning skills thereby substantially improving student success rates. In our example course, the ultimate student success rate increased form 83 % to 95 % after using this novel approach.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"48 ","pages":"Pages 22-30"},"PeriodicalIF":3.9,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1749772824000095/pdfft?md5=53cf4112b1e6592776983b58e53f2951&pid=1-s2.0-S1749772824000095-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140906482","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":"Practical exercises of computer-aided process synthesis for chemical engineering undergraduates","authors":"Krunal J. Suthar ,&nbsp;Aesha Mehta ,&nbsp;Swapna Rekha Panda ,&nbsp;Hitesh Panchal ,&nbsp;Rakesh Sinha","doi":"10.1016/j.ece.2024.04.002","DOIUrl":"https://doi.org/10.1016/j.ece.2024.04.002","url":null,"abstract":"<div><p>The study presents ten different exercises covering various computational tools. These exercises are practical applications presented to improve the understanding and skills of students in important concepts of chemical-aided process synthesis. A few exercises aim to build a foundation in computational techniques for chemical engineering undergraduates. The exercises are based on a spreadsheet that covers the design of regression analysis to find the optimum Antoine constants, array calculation for multicomponent distillation material balance, and the generation of a Gantt chart to plan and study the activities of batch processes. The other exercises included an introduction to process simulation, simulation, and reactor rating, and a simulation of multicomponent shortcut distillation. These exercises provide students with hands-on experience in utilizing process simulation software essential for analysing and optimizing chemical processes in real-world scenarios. The exercises also included the design of a heat exchanger network and solving a linear programming problem. An anonymous survey was collected from the cohort that had undergone the exercises, and the practical grades were compared with the batch that did not study the proposed exercises. Additionally, student feedback on practical exercises was collected. Based on the experience of the course coordinator and the collected feedback from participants, it was clear that the exercises helped students to inculcate critical thinking and self-learning abilities. An article essentially sheds light on the computer-aided practical exercises that enable chemical engineering graduates to engage in lifelong learning.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"48 ","pages":"Pages 31-43"},"PeriodicalIF":3.9,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140952175","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":"An “Agile” project planning course: Learning by doing in process engineering education","authors":"Wolfgang Riedl,&nbsp;Andrew Brown,&nbsp;Julia Rausenberger","doi":"10.1016/j.ece.2024.04.003","DOIUrl":"https://doi.org/10.1016/j.ece.2024.04.003","url":null,"abstract":"<div><p>Process engineering education requires a comprehensive foundation and practical application. To bridge the gap between theoretical education and market requirements, a \"Project Planning Course” has been offered since 2018 as part of the MSc specialization in Chemical Engineering at the FHNW School of Life Sciences. The course didactics combines the principles of an “agile” teaching mindset and problem-based learning, which optimally support the experience of this module. Students had to work on unresolved real-world problems, make decisions based on incomplete information, and present their work in a board meeting role play with board members from industry. These situations represent typical real-world challenges for future chemical engineers. The results show that most of the students learned to cope with the unconventional teaching methodology. The students’ evaluations of the module have been very positive, especially the fact that the active participation of the students triggers the actual learning process - which means that the essential learning goal has been achieved.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"48 ","pages":"Pages 15-21"},"PeriodicalIF":3.9,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1749772824000083/pdfft?md5=e2858d220972351b38a0ff5fda780d44&pid=1-s2.0-S1749772824000083-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140646411","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":"Confronting the thermodynamics knowledge gap: A short course on computational thermodynamics in Julia","authors":"Luc T. Paoli ,&nbsp;Pavan K. Inguva ,&nbsp;Andrew J. Haslam ,&nbsp;Pierre J. Walker","doi":"10.1016/j.ece.2024.03.002","DOIUrl":"https://doi.org/10.1016/j.ece.2024.03.002","url":null,"abstract":"<div><p>Computational elements in thermodynamics have become increasingly important in contemporary chemical-engineering research and practice. However, traditional thermodynamics instruction provides little exposure to computational thermodynamics, leaving students ill-equipped to engage with the state-of-the-art deployed in industry and academia. The recent rise of easy-to-use open-source thermodynamic codes presents an opportunity for educators to help bridge this gap. In this work, we present a short course that was developed and rolled-out using the <span>Clapeyron.jl</span> package, the material of which is all openly available on GitHub. The course can serve as a foundation for others to similarly integrate computational material in thermodynamics education. The course is structured into three sections. Section one serves as a refresher and covers core material in numerical methods and thermodynamics. Section two introduces a range of thermodynamic models such as activity-coefficient models and cubic equations of state, outlining their implementation. In section three the focus is moved to deployment, guiding students on how to implement computational-thermodynamics methods covering volume solvers, saturation solvers, chemical-stability analysis and flash problems. In a pilot study conducted with both undergraduate and graduate students, participants found the material engaging and highly relevant to their chemical-engineering education.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"48 ","pages":"Pages 1-14"},"PeriodicalIF":3.9,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1749772824000058/pdfft?md5=4633835051e1fc6cf9308dd5b805a367&pid=1-s2.0-S1749772824000058-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140550975","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":"Augmented reality for chemical engineering education","authors":"Carine Menezes Rebello ,&nbsp;Gabriela Fontes Deiró ,&nbsp;Hanna K. Knuutila ,&nbsp;Lorena Claudia de Souza Moreira ,&nbsp;Idelfonso B.R. Nogueira","doi":"10.1016/j.ece.2024.04.001","DOIUrl":"https://doi.org/10.1016/j.ece.2024.04.001","url":null,"abstract":"<div><p>Augmented reality (AR) technology has emerged as a highly beneficial tool in the educational context, and its potential impact on chemical engineering teaching is notable. This study addresses AR as an accessible and effective alternative for representing complex concepts and safely visualizing industrial processes in the area. By incorporating immersive resources, AR provides an innovative means of teaching and promotes greater engagement among students, contributing to improved learning and the development of interpersonal, investigation, and autonomy skills. This study systematically reviews the literature on the application of augmented reality in chemical engineering. Twenty-two articles in the Scopus and Web of Science databases were chosen, and a bibliometric analysis was used to extract the data in the discussions. The results highlighted the success of AR applications, predominantly employed in disciplines such as molecular chemistry, unit operations, transport phenomena, and practical chemistry. Mobile devices, such as smartphones and tablets, were the most common means of implementing these applications. The positive perception of students and teachers was evident, with both agreeing that the integration of AR contributed significantly to improving learning and facilitated the understanding of more challenging concepts. As a result of this research, a framework was developed that outlines the steps necessary to develop AR applications to teach chemical engineering effectively. This framework can serve as a valuable guide for future initiatives in this field, providing a solid framework for creating and successfully implementing AR-based educational resources.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"47 ","pages":"Pages 30-44"},"PeriodicalIF":3.9,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S174977282400006X/pdfft?md5=e0434f76a05c6b5fc95f1d2ee416f97a&pid=1-s2.0-S174977282400006X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140549189","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":"Spreadsheet-based application integrated with Virtual reality for teaching economic and environmental assessment of subsurface gasification and combustion for hydrogen production","authors":"Emma K. Smith,&nbsp;Sarah M. Barakat,&nbsp;Jude A. Okolie","doi":"10.1016/j.ece.2024.03.001","DOIUrl":"https://doi.org/10.1016/j.ece.2024.03.001","url":null,"abstract":"<div><p>Herein we developed an education game based on a spreadsheet- activity and virtual reality (VR) for teaching the fundamentals of gasification and combustion. The game could be used as a valuable resource to motivate students at the undergraduate and senior high school level to consider economic and environmental assessment including sustainability concerns as they design a hypothetical chemical product or process. The proposed game is intended to be incorporated into any sustainability course design or chemical engineering course. The game is suitable for both chemistry majors and non-chemistry majors as it introduces fundamental energy changes in chemical reactions and design principles. Additionally, the game can be adapted for high school outreach activities. The game is freely available and encourages students to think critically while considering several factors in making key industrial decisions about a product or process. Factors considered include the water availability, socioeconomic impact, environmental impact, and proximity of technological location to infrastructures. The game is designed to raise awareness about hydrogen as an energy carrier, including its economic aspects and its wide range of industrial applications. It could also be used as a means of recruiting students into chemical sciences and engineering degree programs.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"47 ","pages":"Pages 22-29"},"PeriodicalIF":3.9,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140139098","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":"Obituary: Dr. Isuru Abeykoon Udugama, ECE Editorial Board Member-June 24, 1990–December 30, 2023","authors":"Christoph Bayer ,&nbsp;Krist V. Gernaey ,&nbsp;Jarka Glassey ,&nbsp;Michael A. Taube ,&nbsp;Ashvin Thambyah ,&nbsp;Brent R. Young","doi":"10.1016/j.ece.2024.02.001","DOIUrl":"https://doi.org/10.1016/j.ece.2024.02.001","url":null,"abstract":"","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"47 ","pages":"Pages 10-11"},"PeriodicalIF":3.9,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1749772824000022/pdfft?md5=9327ba8f09bb5d762930b85a24aebafd&pid=1-s2.0-S1749772824000022-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139985745","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":"Enhancing 360° virtual laboratory safety training with linear learning pathway design: Insights from student experiences","authors":"Samuel Girmay,&nbsp;Kirsi Yliniemi,&nbsp;Minna Nieminen,&nbsp;Jarno Linnera,&nbsp;Antti J. Karttunen","doi":"10.1016/j.ece.2024.02.002","DOIUrl":"10.1016/j.ece.2024.02.002","url":null,"abstract":"<div><p>This paper investigates the role of learning pathway design in a web-based 360° virtual laboratory safety training. A linearly structured virtual laboratory safety training was designed and implemented. Student experiences with the linear learning pathway were compared with a previously implemented non-linear learning pathway. In the linear pathway, students complete the virtual laboratory tour in a predetermined order, while in a non-linear pathway the students can complete the virtual laboratory tour in any order. Student feedback was collected from over 900 students and the experiences from the linearly structured virtual laboratory were highly positive. Compared to the previously implemented non-linear learning pathway, the student feedback related to the learning experience improved significantly. The feedback also showed a difference between preferred learning styles, highlighting the importance of choosing the learning pathway based on the intended learning outcomes and offering different types of learning materials for different learners. Overall, the findings of this study indicate that the linearly structured virtual laboratory offers an effective and motivating learning environment for laboratory safety training.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"47 ","pages":"Pages 12-21"},"PeriodicalIF":3.9,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1749772824000034/pdfft?md5=c48c8869c5802f7482d3bdff451a2073&pid=1-s2.0-S1749772824000034-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139965581","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":"Cross-curricular project-based laboratory learning enables hands-on interdisciplinary education for chemical engineering students","authors":"Arno de Reviere ,&nbsp;Bram Jacobs ,&nbsp;Ingeborg Stals ,&nbsp;Jeriffa De Clercq","doi":"10.1016/j.ece.2024.01.001","DOIUrl":"10.1016/j.ece.2024.01.001","url":null,"abstract":"<div><p><span>To enhance students’ interdisciplinary awareness and understanding of (i) high-pressure reactors, (ii) zeolites as catalysts and (iii) analysis of complex reactor effluents with unknown compounds, the laboratory exercises of two courses are coupled into a cross-curricular Project-Based laboratory Learning trajectory. The alkylation of anisole with 1-hexene proves to be an excellent case study for students to learn new objectives and strengthen the skills acquired in prior courses, emulating the work of expert engineers and analytical chemists. The time-efficient cross-curricular project proves effective in fostering teamwork and addressing complex engineering and analytical challenges. Student testimonials highlight the integrated project's success in providing new insights and cultivating advanced decision-making skills during experimentation. This approach also encourages future interdisciplinary collaborations between </span>chemical engineering and analytical practice classes.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"47 ","pages":"Pages 1-9"},"PeriodicalIF":3.9,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139638419","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}