Pub Date : 2025-02-18DOI: 10.1016/j.ece.2025.02.002
Manoj Ravi , Nigel Russell-Sewell , Andrew Hoadley , Jarka Glassey
This paper discusses the importance of sustainability in chemical engineering education, driven by global societal pressures and climate change. It considers the impact of engineering education on sustainability and explores necessary adjustments. Approaches to integrating sustainability into the curriculum are identified including: adding sustainability subjects in relation to the UN SDGs; and integrating sustainability content and values. Global examples highlight a number of strategies and challenges, in particular China's “New Engineering Education” strategy. The role of educators and access to resources, such as the IChemE “Sustainability Hub” and the “Engineering for One Planet” framework, are emphasised. The study investigates perceptions of sustainability skills development among students, academics, and industry professionals, revealing geographical differences. Respondents from institutions in China, starting from a higher knowledge baseline, showed less growth in understanding sustainability over time compared to those from the rest of the world. The study highlights the need for curriculum renewal to better integrate sustainability, with tailored emphasis on specific concepts based on regional needs. The findings highlight the importance of embedding sustainability in chemical engineering education to prepare future engineers for global challenges.
{"title":"Sustainability − The core of responsible engineering practice and education: Reality or still just utopia? A comparative study between China and the Rest of the World","authors":"Manoj Ravi , Nigel Russell-Sewell , Andrew Hoadley , Jarka Glassey","doi":"10.1016/j.ece.2025.02.002","DOIUrl":"10.1016/j.ece.2025.02.002","url":null,"abstract":"<div><div>This paper discusses the importance of sustainability in chemical engineering education, driven by global societal pressures and climate change. It considers the impact of engineering education on sustainability and explores necessary adjustments. Approaches to integrating sustainability into the curriculum are identified including: adding sustainability subjects in relation to the UN SDGs; and integrating sustainability content and values. Global examples highlight a number of strategies and challenges, in particular China's “New Engineering Education” strategy. The role of educators and access to resources, such as the IChemE “Sustainability Hub” and the “Engineering for One Planet” framework, are emphasised. The study investigates perceptions of sustainability skills development among students, academics, and industry professionals, revealing geographical differences. Respondents from institutions in China, starting from a higher knowledge baseline, showed less growth in understanding sustainability over time compared to those from the rest of the world. The study highlights the need for curriculum renewal to better integrate sustainability, with tailored emphasis on specific concepts based on regional needs. The findings highlight the importance of embedding sustainability in chemical engineering education to prepare future engineers for global challenges.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 43-52"},"PeriodicalIF":3.5,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143436421","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}
Pub Date : 2025-02-12DOI: 10.1016/j.ece.2025.02.001
Juana M. Rosas , M. Carmen Gutiérrez , Manuel Peñas-Garzón , Irene Moreno-Medina , Ramiro Ruiz-Rosas , M. Ángeles Martín , José Rodríguez-Mirasol , Tomás Cordero
To improve the skills of the students in the Sustainable Refinery and Biorefinery subject of the Degree in Chemical Engineering, a learning tool has been implemented based on collaborative work, autonomy, and the use of information and communication technologies (ICT). This project includes the development of simulations that allow students to apply the learned concepts in a practical way, which were then assessed with the help of a specific rubric created for this purpose. Once the instrument was designed and implemented, its evaluation was carried out using a specific questionnaire. The results indicated that the use of simulation software in the classroom (with a 95 % acceptance rate among students) had a positive impact on the students, facilitating the comprehension of the content (scored a 3.9 out of 1–5 Likert scale), supporting their academic performance (close to 10 % average increase in the student qualifications), and fostering their professional profile in the field of Chemical Engineering (as supported by the rating of 4 out of 1–5 Likert scale). In addition, the constructive feedback provided by the students enabled the teaching team to identify areas for improvement and to consider future changes and updates to the pedagogical approach (as the organization of the seminars). Therefore, the use of different chemical process simulation software packages resulted in an essential strategy to develop the autonomous learning of the students and constituted a successful methodological tool, also preparing them to better meet the challenges of the industrial sector.
{"title":"Simulating a sustainable biorefinery process as autonomous learning tool for collaborative work in the chemical engineering degree","authors":"Juana M. Rosas , M. Carmen Gutiérrez , Manuel Peñas-Garzón , Irene Moreno-Medina , Ramiro Ruiz-Rosas , M. Ángeles Martín , José Rodríguez-Mirasol , Tomás Cordero","doi":"10.1016/j.ece.2025.02.001","DOIUrl":"10.1016/j.ece.2025.02.001","url":null,"abstract":"<div><div>To improve the skills of the students in the Sustainable Refinery and Biorefinery subject of the Degree in Chemical Engineering, a learning tool has been implemented based on collaborative work, autonomy, and the use of information and communication technologies (ICT). This project includes the development of simulations that allow students to apply the learned concepts in a practical way, which were then assessed with the help of a specific rubric created for this purpose. Once the instrument was designed and implemented, its evaluation was carried out using a specific questionnaire. The results indicated that the use of simulation software in the classroom (with a 95 % acceptance rate among students) had a positive impact on the students, facilitating the comprehension of the content (scored a 3.9 out of 1–5 Likert scale), supporting their academic performance (close to 10 % average increase in the student qualifications), and fostering their professional profile in the field of Chemical Engineering (as supported by the rating of 4 out of 1–5 Likert scale). In addition, the constructive feedback provided by the students enabled the teaching team to identify areas for improvement and to consider future changes and updates to the pedagogical approach (as the organization of the seminars). Therefore, the use of different chemical process simulation software packages resulted in an essential strategy to develop the autonomous learning of the students and constituted a successful methodological tool, also preparing them to better meet the challenges of the industrial sector.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 34-42"},"PeriodicalIF":3.5,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143430085","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}
Pub Date : 2025-02-01DOI: 10.1016/j.ece.2025.01.004
Jude A. Okolie , Sarah M. Barakat , Emma K. Smith , Chukwuma C. Ogbaga , Paul Terhemba Iorember , Nugun P. Jellason
In the modern world, sustainability is crucial to human existence, and it is essential to introduce students to the Sustainable Development Goals (SDGs) of the United Nations. This is regarded as a framework that underpins societal challenges and the benefits of addressing them. Moreover, in the domain of chemical engineering education, introducing SDGs into the curriculum could help students understand how chemical engineers will play a vital role in addressing some of the key global challenges. This study proposes a novel team-based activity that aids the understanding of international relations, and cooperation needed to achieve the SDGs as well as the challenges faced among nations. The team-based activity also introduces the concept of water-waste-energy nexus to help science and engineering students understand the current societal challenges and propose solutions from the lens of an engineer or scientist. The team-based activity including the comics were tested in classrooms with students from universities in Africa and England. The students were grouped into eight countries with distinct resources and challenges. The results revealed an enhanced understanding of the SDGs by the students and the interconnectedness and importance of addressing multiple goals at once by each simulation country. While participants from Africa were more focused on urgent, local sustainable development issues such as zero hunger (SDG2), quality education (SGD4) and clean water (SDG6), participants from the UK were probably more focused on global, policy-oriented issues such as clean energy (SDG7), sustainable cities (SDG11) and climate change (SDG13). The activity significantly enhanced students' understanding of the SDGs, global challenges and the water-energy nexus. However, future studies should focus on comprehensive feedback collection from participants. This will help improve the coherence and effectiveness of the activity, leading to better student comprehension of sustainable development concepts and an increased ability to apply these ideas practically.
{"title":"A team-based activity integrated with comics for introducing the Sustainable Development Goals in classrooms","authors":"Jude A. Okolie , Sarah M. Barakat , Emma K. Smith , Chukwuma C. Ogbaga , Paul Terhemba Iorember , Nugun P. Jellason","doi":"10.1016/j.ece.2025.01.004","DOIUrl":"10.1016/j.ece.2025.01.004","url":null,"abstract":"<div><div>In the modern world, sustainability is crucial to human existence, and it is essential to introduce students to the Sustainable Development Goals (SDGs) of the United Nations. This is regarded as a framework that underpins societal challenges and the benefits of addressing them. Moreover, in the domain of chemical engineering education, introducing SDGs into the curriculum could help students understand how chemical engineers will play a vital role in addressing some of the key global challenges. This study proposes a novel team-based activity that aids the understanding of international relations, and cooperation needed to achieve the SDGs as well as the challenges faced among nations. The team-based activity also introduces the concept of water-waste-energy nexus to help science and engineering students understand the current societal challenges and propose solutions from the lens of an engineer or scientist. The team-based activity including the comics were tested in classrooms with students from universities in Africa and England. The students were grouped into eight countries with distinct resources and challenges. The results revealed an enhanced understanding of the SDGs by the students and the interconnectedness and importance of addressing multiple goals at once by each simulation country. While participants from Africa were more focused on urgent, local sustainable development issues such as zero hunger (SDG2), quality education (SGD4) and clean water (SDG6), participants from the UK were probably more focused on global, policy-oriented issues such as clean energy (SDG7), sustainable cities (SDG11) and climate change (SDG13). The activity significantly enhanced students' understanding of the SDGs, global challenges and the water-energy nexus. However, future studies should focus on comprehensive feedback collection from participants. This will help improve the coherence and effectiveness of the activity, leading to better student comprehension of sustainable development concepts and an increased ability to apply these ideas practically.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 9-19"},"PeriodicalIF":3.5,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143373096","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}
Pub Date : 2025-01-27DOI: 10.1016/j.ece.2025.01.003
R. Maceiras, J. Feijoo, V. Alfonsin, L. Perez-Rial
Many studies have examined the effectiveness of active learning techniques in comparison with the traditional method and compared the student performance between the two types of teaching. However, there are few studies focused on long-term retention after using different active learning techniques. This study evaluates the effectiveness of two active learning techniques—the Jigsaw cooperative learning approach and H5P interactive videos—compared with traditional lectures in enhancing immediate learning outcomes and long-term retention among engineering students. To evaluate the effectiveness of these techniques on student retention, a total of nine academic years (from 2014 to 2023 were evaluated, involved approximately 150 students per year. An exhaustive analysis of results was conducted in comparison with traditional method, before and after applying these learning activities, with the aim of testing its effectiveness. In addition, a survey was distributed among students to assess their experience and perception about the used techniques. The survey showed high satisfaction rates, particularly for interactive videos, highlighting the perceived benefits of these methods in engaging students and supporting skill development. The results demonstrate that the Jigsaw and H5P interactive video methods showed promise in terms of immediate learning outcomes, particularly in student engagement and performance in short-term assessments. However, in terms of long-term knowledge retention, the control group performed better, indicating that traditional lectures might have a stronger effect on retaining knowledge over time. The active learning techniques, while effective in the short-term, did not significantly enhance academic performance in the long-term assessments.
{"title":"Effectiveness of active learning techniques in knowledge retention among engineering students","authors":"R. Maceiras, J. Feijoo, V. Alfonsin, L. Perez-Rial","doi":"10.1016/j.ece.2025.01.003","DOIUrl":"10.1016/j.ece.2025.01.003","url":null,"abstract":"<div><div>Many studies have examined the effectiveness of active learning techniques in comparison with the traditional method and compared the student performance between the two types of teaching. However, there are few studies focused on long-term retention after using different active learning techniques. This study evaluates the effectiveness of two active learning techniques—the Jigsaw cooperative learning approach and H5P interactive videos—compared with traditional lectures in enhancing immediate learning outcomes and long-term retention among engineering students. To evaluate the effectiveness of these techniques on student retention, a total of nine academic years (from 2014 to 2023 were evaluated, involved approximately 150 students per year. An exhaustive analysis of results was conducted in comparison with traditional method, before and after applying these learning activities, with the aim of testing its effectiveness. In addition, a survey was distributed among students to assess their experience and perception about the used techniques. The survey showed high satisfaction rates, particularly for interactive videos, highlighting the perceived benefits of these methods in engaging students and supporting skill development. The results demonstrate that the Jigsaw and H5P interactive video methods showed promise in terms of immediate learning outcomes, particularly in student engagement and performance in short-term assessments. However, in terms of long-term knowledge retention, the control group performed better, indicating that traditional lectures might have a stronger effect on retaining knowledge over time. The active learning techniques, while effective in the short-term, did not significantly enhance academic performance in the long-term assessments.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 1-8"},"PeriodicalIF":3.5,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143232323","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}
Pub Date : 2025-01-16DOI: 10.1016/j.ece.2025.01.002
Matthew Keith , Eleanor Keiller , Christopher Windows-Yule , Iain Kings , Phillip Robbins
With the recent and rapid growth of the adoption of generative artificial intelligence (GAI), including the use of large language models (LLMs) there has been growing concern amongst higher education institutions regarding assessment, potential plagiarism, and ultimately a negative impact on student learning outcomes. However, GAI is likely to be a useful tool in future professional environments, including in many chemical engineering-related roles. It is, therefore, essential that students are equipped with the knowledge and skills to use GAI responsibly, ethically, and safely. This research adopts the IDEE (Identify desired outcomes, Determine level of automation, Ensure ethics, Evaluate effectiveness) framework to develop a chemical engineering lab session which is augmented by the use of LLMs. As part of the pre-lab work, Year 1 students were tasked with using ChatGPT v3.5 to derive a model which predicted the drainage profile of water from a tank. They then tested the validity of this model experimentally in a lab session and analysed the data obtained as part of the post-lab work. Pre- and post-lab surveys were conducted which revealed that students had limited prior experience with GAI but there was a general belief that it could be useful for future work. The post-lab survey showed that the vast majority of people believed that this exercise had helped them learn how to use LLMs, how to use it ethically, how to critique the output, and what some of its limitations were. Reflexive thematic analysis was applied to the qualitative data obtained in the same surveys. This revealed eight distinct themes, one of which showed that there was a strong awareness of the need for criticising the LLM output, of the potential pitfalls associated with its use, and concerns over the quality of the output. As such, this work provides not just a case study for the integration of LLMs, and GAI more broadly, into chemical engineering curricula, but also valuable insight into student perceptions regarding the use of this nascent technology more generally.
{"title":"Harnessing generative AI in chemical engineering education: Implementation and evaluation of the large language model ChatGPT v3.5","authors":"Matthew Keith , Eleanor Keiller , Christopher Windows-Yule , Iain Kings , Phillip Robbins","doi":"10.1016/j.ece.2025.01.002","DOIUrl":"10.1016/j.ece.2025.01.002","url":null,"abstract":"<div><div>With the recent and rapid growth of the adoption of generative artificial intelligence (GAI), including the use of large language models (LLMs) there has been growing concern amongst higher education institutions regarding assessment, potential plagiarism, and ultimately a negative impact on student learning outcomes. However, GAI is likely to be a useful tool in future professional environments, including in many chemical engineering-related roles. It is, therefore, essential that students are equipped with the knowledge and skills to use GAI responsibly, ethically, and safely. This research adopts the IDEE (Identify desired outcomes, Determine level of automation, Ensure ethics, Evaluate effectiveness) framework to develop a chemical engineering lab session which is augmented by the use of LLMs. As part of the pre-lab work, Year 1 students were tasked with using ChatGPT v3.5 to derive a model which predicted the drainage profile of water from a tank. They then tested the validity of this model experimentally in a lab session and analysed the data obtained as part of the post-lab work. Pre- and post-lab surveys were conducted which revealed that students had limited prior experience with GAI but there was a general belief that it could be useful for future work. The post-lab survey showed that the vast majority of people believed that this exercise had helped them learn how to use LLMs, how to use it ethically, how to critique the output, and what some of its limitations were. Reflexive thematic analysis was applied to the qualitative data obtained in the same surveys. This revealed eight distinct themes, one of which showed that there was a strong awareness of the need for criticising the LLM output, of the potential pitfalls associated with its use, and concerns over the quality of the output. As such, this work provides not just a case study for the integration of LLMs, and GAI more broadly, into chemical engineering curricula, but also valuable insight into student perceptions regarding the use of this nascent technology more generally.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"51 ","pages":"Pages 20-33"},"PeriodicalIF":3.5,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143403254","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}
Pub Date : 2025-01-01DOI: 10.1016/j.ece.2024.12.003
Byungjun Kim , Young Duk Lee
This study developed an innovative PFD education methodology utilizing an actual practical petrochemical plant and analyzed its effectiveness. The educational pilot plant located in Ulsan, South Korea, is used annually by 300 students and 1000 working professionals. It consists of equipment similar to real industrial settings, including storage tanks, heat exchangers, distillation columns, and pumps. The educational program comprises six lectures, where students learn by connecting actual equipment with PFD. Specifically, it is designed to help students understand the functions and principles of key equipment such as storage vessels, pumps, heat exchangers, and distillation columns in direct relation to the state, pressure, temperature, and material balance of substances in the PFD. To evaluate the educational effectiveness, a survey using a 5-point Likert scale was conducted, measuring changes in PFD comprehension, satisfaction with each chapter, and increase in confidence. The research results confirmed that this methodology is effective in significantly improving PFD understanding for non-majors and new employees. This study presents a new paradigm in chemical engineering education that effectively links actual processes with theoretical representations. It is expected to contribute to talent development and competitiveness enhancement in the chemical process industry.
{"title":"Enhancing PFD comprehension for non-majors: An innovative approach using a petrochemical pilot plant","authors":"Byungjun Kim , Young Duk Lee","doi":"10.1016/j.ece.2024.12.003","DOIUrl":"10.1016/j.ece.2024.12.003","url":null,"abstract":"<div><div>This study developed an innovative PFD education methodology utilizing an actual practical petrochemical plant and analyzed its effectiveness. The educational pilot plant located in Ulsan, South Korea, is used annually by 300 students and 1000 working professionals. It consists of equipment similar to real industrial settings, including storage tanks, heat exchangers, distillation columns, and pumps. The educational program comprises six lectures, where students learn by connecting actual equipment with PFD. Specifically, it is designed to help students understand the functions and principles of key equipment such as storage vessels, pumps, heat exchangers, and distillation columns in direct relation to the state, pressure, temperature, and material balance of substances in the PFD. To evaluate the educational effectiveness, a survey using a 5-point Likert scale was conducted, measuring changes in PFD comprehension, satisfaction with each chapter, and increase in confidence. The research results confirmed that this methodology is effective in significantly improving PFD understanding for non-majors and new employees. This study presents a new paradigm in chemical engineering education that effectively links actual processes with theoretical representations. It is expected to contribute to talent development and competitiveness enhancement in the chemical process industry.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"50 ","pages":"Pages 32-41"},"PeriodicalIF":3.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143144186","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}
Experimentation and/or learning by doing, where students apply and secure concepts gained in other concurrent courses, are an essential intrinsic component to any engineering discipline in higher education. Moreover, practical skills in chemical engineering are important for the formation and development of our students as well as being within the (Institution of Chemical Engineers) IChemE accreditation requirements. To cope with the restricted access to the university laboratories at the University of Edinburgh (UoE) during the academic year 2020–21 (AY20/21) caused by the COVID-19 lockdown, the different Chemical Engineering courses with laboratory components at the UoE made use of a wide range of digital tools including videos, quizzes, assignments, etc. to provide the necessary and relevant learning environment and ensure students could follow the different experimentations online as if they were in the lab. The quality and quantity of digital material and resources created motivated a subsequent development of a detailed step-by-step interactive online preparation experience prior to current in-person laboratory sessions. During this online preparation, students are guided through the introduction, experimental apparatus, risk assessment, start-up and shut-down via videos and videos embedded with quizzes, interactive activities such as fill in the blank and mix and match, as well as assignment submissions. The aims of the online preparation are three-fold: 1. provide the students with a more engaging and interactive mode of deepening their understanding on the experiment to be tackled; 2. furnish the student with a higher level of confidence and preparation prior the actual in-person experimentation; and 3. ensure students prepare and submit the necessary risk assessment before the laboratory session as expected by the IChemE. Overall, an enhancement in the students’ satisfaction when compared to other traditional preparation modes, such as making use of the laboratory manual, is reported. In particular, a 140 % increase in the confidence and practice are highlighted with an 80 % improvement in securing fundamentals, when compared to no preparation or the sole use of the laboratory manual. The better confidence and understanding prior to the laboratory session also played a role on the enjoyable and rewarding of such hands-on experimentation with the consequent better practical preparation of future professional engineers.
{"title":"Online preparation for enhanced practice, confidence and learning, in chemical engineering experimental laboratories","authors":"Daniel Orejon , Hannah Linden , Ignacio Tudela , Tayebeh Ameri , Glen McHale","doi":"10.1016/j.ece.2024.12.004","DOIUrl":"10.1016/j.ece.2024.12.004","url":null,"abstract":"<div><div>Experimentation and/or learning by doing, where students apply and secure concepts gained in other concurrent courses, are an essential intrinsic component to any engineering discipline in higher education. Moreover, practical skills in chemical engineering are important for the formation and development of our students as well as being within the (Institution of Chemical Engineers) IChemE accreditation requirements. To cope with the restricted access to the university laboratories at the University of Edinburgh (UoE) during the academic year 2020–21 (AY20/21) caused by the COVID-19 lockdown, the different Chemical Engineering courses with laboratory components at the UoE made use of a wide range of digital tools including videos, quizzes, assignments, etc. to provide the necessary and relevant learning environment and ensure students could follow the different experimentations online as if they were in the lab. The quality and quantity of digital material and resources created motivated a subsequent development of a detailed step-by-step interactive online preparation experience prior to current in-person laboratory sessions. During this online preparation, students are guided through the introduction, experimental apparatus, risk assessment, start-up and shut-down via videos and videos embedded with quizzes, interactive activities such as fill in the blank and mix and match, as well as assignment submissions. The aims of the online preparation are three-fold: 1. provide the students with a more engaging and interactive mode of deepening their understanding on the experiment to be tackled; 2. furnish the student with a higher level of confidence and preparation prior the actual in-person experimentation; and 3. ensure students prepare and submit the necessary risk assessment before the laboratory session as expected by the IChemE. Overall, an enhancement in the students’ satisfaction when compared to other traditional preparation modes, such as making use of the laboratory manual, is reported. In particular, a 140 % increase in the confidence and practice are highlighted with an 80 % improvement in securing fundamentals, when compared to no preparation or the sole use of the laboratory manual. The better confidence and understanding prior to the laboratory session also played a role on the enjoyable and rewarding of such hands-on experimentation with the consequent better practical preparation of future professional engineers.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"50 ","pages":"Pages 59-71"},"PeriodicalIF":3.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143144189","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}
Pub Date : 2025-01-01DOI: 10.1016/j.ece.2024.12.001
Sebastián Bonanni, Tomás Melloni, J. Pablo Tomba
The calculation of thermodynamic properties using Residual properties (Rp) is a key element in Chemical Engineering curricula. Traditionally, the derivation of Rp involves solving analytical expressions through partial differentiation and integration of generalized thermodynamics equations combined with specific equations of state (EoS). This method is mathematically demanding, increasing cognitive load and often limiting classroom discussions to simpler EoS for which analytical solutions are readily available in textbooks. To enhance student engagement and reduce the time spent on complex derivations, we propose a simplified approach that numerically evaluates Rp using standard software tools. This approach not only minimizes the mathematical effort, allowing students to focus on thermodynamic concepts, but also extends the applicability to more complex EoS that are not covered in textbooks. By significantly reducing the instructional time required for Rp calculations, this method fosters critical thinking, promotes autonomy, and can be applied to other fundamental thermodynamics topics that traditionally rely on analytical expressions, such as multicomponent solution models.
{"title":"Simplifying the calculation of residual properties using numerical methods","authors":"Sebastián Bonanni, Tomás Melloni, J. Pablo Tomba","doi":"10.1016/j.ece.2024.12.001","DOIUrl":"10.1016/j.ece.2024.12.001","url":null,"abstract":"<div><div>The calculation of thermodynamic properties using Residual properties (Rp) is a key element in Chemical Engineering curricula. Traditionally, the derivation of Rp involves solving analytical expressions through partial differentiation and integration of generalized thermodynamics equations combined with specific equations of state (EoS). This method is mathematically demanding, increasing cognitive load and often limiting classroom discussions to simpler EoS for which analytical solutions are readily available in textbooks. To enhance student engagement and reduce the time spent on complex derivations, we propose a simplified approach that numerically evaluates Rp using standard software tools. This approach not only minimizes the mathematical effort, allowing students to focus on thermodynamic concepts, but also extends the applicability to more complex EoS that are not covered in textbooks. By significantly reducing the instructional time required for Rp calculations, this method fosters critical thinking, promotes autonomy, and can be applied to other fundamental thermodynamics topics that traditionally rely on analytical expressions, such as multicomponent solution models.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"50 ","pages":"Pages 25-31"},"PeriodicalIF":3.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143144185","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}
Pub Date : 2025-01-01DOI: 10.1016/j.ece.2024.12.005
Yao Mu , Yuxin Chen , Jiahe Fan , Yuting Wu , Yi Yan , Shiteng Wang , Yi Cheng
To enhance student learning outcomes during the teaching of residence time distribution (RTD) theory, a compact open-source desktop RTD measurement device has been constructed for chemical reaction engineering (CRE) education. A safe, miniature CO2 cylinder serves as the fluid source, and ambient air, which is easily collected in situ, functions as the tracer gas. A Raspberry Pi®–based portable thermal conductivity detector (TCD) is employed as the detector, achieving RTD measurements with sufficient resolution. Low-cost PTFE tubes and put-in fitting connectors are used to easily construct different forms of reactor models for RTD experiments. The total cost of the experimental materials is approximately $200. During teaching practice, students are encouraged to construct the experimental device by themselves, measure RTDs for specified and self-designed reactors, and address a reactor diagnosis problem. The experiment does not require a laboratory setting, allowing students to conduct it at their convenience, anytime and anywhere. Through engaging and practical hands-on learning, students achieve comprehensive educational outcomes. In summary, the desktop RTD measurement device and the associated experimental contents represent an innovative approach in CRE education, addressing the evolving need to train modern chemical engineers with multifaceted capabilities.
{"title":"Teaching practice on a compact desktop experimental system to enable facile hands-on learning of residence time distribution","authors":"Yao Mu , Yuxin Chen , Jiahe Fan , Yuting Wu , Yi Yan , Shiteng Wang , Yi Cheng","doi":"10.1016/j.ece.2024.12.005","DOIUrl":"10.1016/j.ece.2024.12.005","url":null,"abstract":"<div><div>To enhance student learning outcomes during the teaching of residence time distribution (RTD) theory, a compact open-source desktop RTD measurement device has been constructed for chemical reaction engineering (CRE) education. A safe, miniature CO<sub>2</sub> cylinder serves as the fluid source, and ambient air, which is easily collected <em>in situ</em>, functions as the tracer gas. A Raspberry Pi®–based portable thermal conductivity detector (TCD) is employed as the detector, achieving RTD measurements with sufficient resolution. Low-cost PTFE tubes and put-in fitting connectors are used to easily construct different forms of reactor models for RTD experiments. The total cost of the experimental materials is approximately $200. During teaching practice, students are encouraged to construct the experimental device by themselves, measure RTDs for specified and self-designed reactors, and address a reactor diagnosis problem. The experiment does not require a laboratory setting, allowing students to conduct it at their convenience, anytime and anywhere. Through engaging and practical hands-on learning, students achieve comprehensive educational outcomes. In summary, the desktop RTD measurement device and the associated experimental contents represent an innovative approach in CRE education, addressing the evolving need to train modern chemical engineers with multifaceted capabilities.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"50 ","pages":"Pages 53-58"},"PeriodicalIF":3.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143144187","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}
In recent years, the incorporation of game-based learning (GBL) methodologies into undergraduate and graduate engineering programs has gained notable attention. These innovative approaches are increasingly recognized for their positive impact on student skills and academic achievement. GBL has been used to explore various facets of engineering education. However, there remains a gap in understanding its specific applications within chemical engineering programs. This study attempts to fill this gap by conducting a comprehensive bibliometric analysis of the key elements and evolutionary trends of GBL in chemical engineering education. Our analysis delves into the contributions of prominent authors and leading academic institutions that have actively shaped the field, as well as identifying the main strategies used by authors. A carefully constructed query equation was used to identify and analyze 74 relevant documents, ensuring the inclusion of the most impactful research. The results of this study provide a valuable foundation for further exploration and innovation in using GBL to advance chemical engineering education and support new and future research in the field by highlighting significant trends and key contributors.
{"title":"A bibliometric analysis of game-based learning applications in chemical engineering education: Key elements and evolution","authors":"Piedad Gañán-Rojo , Mabel Torres-Taborda , Luis Alejandro Gaviria-Forero , Jaime Barajas-Gamboa , Fabio Castrillón-Hernández","doi":"10.1016/j.ece.2024.12.002","DOIUrl":"10.1016/j.ece.2024.12.002","url":null,"abstract":"<div><div>In recent years, the incorporation of game-based learning (GBL) methodologies into undergraduate and graduate engineering programs has gained notable attention. These innovative approaches are increasingly recognized for their positive impact on student skills and academic achievement. GBL has been used to explore various facets of engineering education. However, there remains a gap in understanding its specific applications within chemical engineering programs. This study attempts to fill this gap by conducting a comprehensive bibliometric analysis of the key elements and evolutionary trends of GBL in chemical engineering education. Our analysis delves into the contributions of prominent authors and leading academic institutions that have actively shaped the field, as well as identifying the main strategies used by authors. A carefully constructed query equation was used to identify and analyze 74 relevant documents, ensuring the inclusion of the most impactful research. The results of this study provide a valuable foundation for further exploration and innovation in using GBL to advance chemical engineering education and support new and future research in the field by highlighting significant trends and key contributors.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"50 ","pages":"Pages 42-52"},"PeriodicalIF":3.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143144188","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}
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