关于分离、反应和控制操作的顶尖实验室课程

IF 3.5 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Alvaro Orjuela, Paulo César Narváez-Rincón, Gabriel E. Rocha
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引用次数: 0

摘要

这项工作描述了目前在哥伦比亚国立大学(UNAL)波哥大校区的单元操作实验室(UOL)中应用的教学方法,重点是分离,反应和控制操作实验室(LSRCO)的顶点课程。本课程在约1000平方米的实验室设施内使用各种中试和实验规模的设备进行。课程的描述包括课程开发的背景、目标和预期的学生成果。描述了在实验期间采用的基于问题的方法,并描述了所需的准备和最终报告材料以及学生构思和开发的项目示例。最后是过程控制、分离、反应工程和整个过程设计问题。此外,课程评估和评分方案,包括学生调查和最近学期的期末成绩。最后,总结了ABET学生成绩评估的工具、标准和结果。根据所取得的结果,我们观察到学生对工作和评估方法的好评,除了提高技术能力外,这些方法还有效地提高了他们的核心技能,并促进了研究和创业态度的发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.

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来源期刊
CiteScore
8.80
自引率
17.90%
发文量
30
审稿时长
31 days
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
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