Alvaro Orjuela, Paulo César Narváez-Rincón, Gabriel E. Rocha
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A capstone laboratory course on separations, reactions and control operations
This work describes current teaching methodologies applied in the Unit Operations Laboratories (UOL) at the National University of Colombia (UNAL) Bogota campus, with emphasis in the capstone course of Laboratory of Separations, Reactions and Control Operations (LSRCO). This class is carried out using a wide variety of pilot and bench scale equipment within a ∼ 1000 m2 laboratory facilities. The description of the course includes the context where it was developed, its goals and the intended student outcomes. Problem-based methodologies deployed during laboratory sessions are described, and required preparatory and final reporting materials together with examples of projects conceived and developed by students are described. The lasts are related to process control, separations, reaction engineering and entire process design problems. Additionally, course evaluation and grading scheme is presented including student surveys and final grades from recent semesters. Finally, tools, rubrics and results from the assessment of ABET’s student outcomes are summarized. Based upon the obtained results, it was observed that the working and evaluation methodologies have been well received by students, and besides improving technical competences, those have been effective to enhance their core skills and to promote the development of a research and entrepreneurial attitude.
期刊介绍:
Education for Chemical Engineers was launched in 2006 with a remit to publisheducation research papers, resource reviews and teaching and learning notes. ECE is targeted at chemical engineering academics and educators, discussing the ongoingchanges and development in chemical engineering education. This international title publishes papers from around the world, creating a global network of chemical engineering academics. Papers demonstrating how educational research results can be applied to chemical engineering education are particularly welcome, as are the accounts of research work that brings new perspectives to established principles, highlighting unsolved problems or indicating direction for future research relevant to chemical engineering education. Core topic areas: -Assessment- Accreditation- Curriculum development and transformation- Design- Diversity- Distance education-- E-learning Entrepreneurship programs- Industry-academic linkages- Benchmarking- Lifelong learning- Multidisciplinary programs- Outreach from kindergarten to high school programs- Student recruitment and retention and transition programs- New technology- Problem-based learning- Social responsibility and professionalism- Teamwork- Web-based learning