Education for Chemical Engineers最新文献

英文中文

Energy under debate: Fostering critical thinking in chemical engineering through in-class debates

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-04-01 DOI: 10.1016/j.ece.2025.03.002

María del Mar Mesa, Diego Valor, Antonio Montes, Ignacio García-Casas

This paper examines the use of in-class debates as a collaborative learning technique in the teaching of Chemical Engineering, as part of a third-year course in the Chemistry degree. "The aim is to evaluate its effectiveness in developing critical thinking and argumentative skills, while promoting awareness of sustainable energy aligned with the United Nations' Sustainable Development Goal (SDG) 7, which aims to ensure access to affordable, reliable, sustainable, and modern energy for all (United Nations, 2015). Over two academic years (2022–2024), students participated in debates on various energy sources, including nuclear, wind, solar or tidal energy, among others. The debates encouraged students to engage with diverse perspectives, apply their theoretical knowledge, and defend positions contrary to their own beliefs. Surveys were conducted before and after the debates to assess changes in student opinions on the viability of different energy types. Post-debate surveys revealed significant shifts in perception, such as a 0.8-point increase in favourability towards tidal energy in the 2023–2024 cohort. Additionally, 88 % of students reported finding the debates engaging, and 87 % felt the activity improved their understanding of energy topics. To further assess the development of critical skills fostered by the debates, a rubric was designed and applied by the professor, focusing on areas such as argument clarity, use of evidence, and teamwork. This rubric provided valuable insights into students' skill progression throughout the activity, offering an objective perspective on the effectiveness of debate-based learning without impacting students' final grades.

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引用次数: 0

One-week flipped workshop on heat integration

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-03-08 DOI: 10.1016/j.ece.2025.03.001

Daniel R. Lewin , Nilay Shah , Abigail Barzilai

This paper describes the first implementation of a flipped, one-week workshop on heat integration that was taught in Spring 2024 to the 3rd Year cohort of 138 students in Chemical Engineering at Imperial College, London. The “flipped” workshop consisted of three online lessons that cover the core materials on pinch design of heat exchanger networks, which the students were required to complete ahead of each of the corresponding three face-to-face class meetings, which focused on problem-solving exercises largely carried out by the students themselves. The paper describes the teaching methodology applied, presents and analyses the results of a survey conducted to assess the students’ perceptions and degree of satisfaction with the workshop. Learning outcomes relevant to the workshop topic, that is, the ability to design and optimize heat exchanger networks in realistic plant-wide settings, are also presented and compared to those of previous years. The main conclusion is that the short workshop format can successfully achieve the learning objectives, even for relatively large class sizes. Evidently, this workshop can be taught effectively in this concentrated form provided that the workshop participants are given access to the online lessons in advance of the class exercises.

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引用次数: 0

Teaching pharmaceutical process safety and environmental protection: A case study from Wuhan Institute of Technology

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-03-03 DOI: 10.1016/j.ece.2025.02.006

Hui Liu

With the rapid development of chemical industry, process safety and environmental protection is becoming a concern for administrators and stakeholders in China. To meet the increasing demands, the higher education institutions established the relevant courses to provide safety education for chemical engineering undergraduates. Herein we described the implementation of safety training across the four-year pharmaceutical engineering program at Wuhan Institute of Technology. Process safety was taught as an independent course to equip students with the basic principles and fundamental concepts. In addition, it was integrated into practice curriculum in a spiral fashion, ranging from practical courses, laboratory experiments, to design courses. The engineering practices helped students to apply theoretical knowledge into practical applications. Lastly, students’ course evaluation was reviewed and the strategies for continuous improvement were proposed.

引用次数: 0

Influence of teaching styles of higher education teachers on students‘ engagement in learning: The mediating role of learning motivation

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-02-27 DOI: 10.1016/j.ece.2025.02.005

Xiaofang Xiong

Within the framework of constrained educational resources and disparities in the cultivation of talent, the enhancement of teaching quality has emerged as a pivotal objective within higher education. An expanding corpus of scholarly literature has evidenced the substantial impact of pedagogical approaches on students' academic outcomes and engagement levels. The methodologies employed by educators can influence not only the students' drive and emotional commitment to learning but also their cognitive achievements and overall academic prosperity. This correlation highlights the imperative of comprehending the effects of various teaching methodologies on student engagement and academic attainment. The present study endeavors to investigate strategies for augmenting students' motivation and engagement in the learning process, examining the issue from both the educator's and the learner's viewpoints, thereby contributing to the comprehensive enhancement of higher education quality. The study utilizes a blend of literature analysis and questionnaire surveys, delineating key research variables, positing hypotheses, constructing a theoretical framework, and conducting statistical analysis. The findings indicate a significant positive correlation between educators' teaching methodologies and students' learning engagement, with learning motivation serving as a mediating variable. By refining teaching methodologies, both the quality of instruction and students' proactive engagement can be elevated, thereby promoting individual and institutional development. The study also acknowledges its limitations and identifies avenues for future research, offering valuable theoretical and practical insights for the improvement of teaching and learning practices within higher education.

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引用次数: 0

Boosting engagement and learning in the economic analysis of chemical processes through gamification

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-02-22 DOI: 10.1016/j.ece.2025.02.004

María Ángeles Martín-Lara, Deisi Altmajer, José María Vicaria, Mario J. Muñoz-Batista

This article explores the effectiveness of gamification in the course “Design of Chemical Products and Processes” of the Master’s Degree in Chemical Engineering at the University of Granada. In particular, the gamified educational activities were developed in the thematic block on the economic analysis of chemical processes over three academic years. The gamification activities implemented included dominoes, bingo, word search, hangman, and passing the word. The results indicate that these activities improved student motivation, participation, and learning. Additionally, a positive perception of collaboration and teamwork was observed. Gamification not only made learning more attractive but also fostered deeper and more meaningful learning, providing empirical evidence of its benefits in higher education. The study includes a description of the activities conducted, perception and evaluation questionnaires from students regarding the proposed activities, and an assessment of the results (surveys and acquired competencies). This allows for identifying the advantages and improvements for future courses.

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引用次数: 0

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

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-02-18 DOI: 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.

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引用次数: 0

Critical analysis of the educational objectives and graduate attributes of a chemical engineering program in the western of Mexico: Towards the integration of sustainable approaches based on regional problems

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-02-18 DOI: 10.1016/j.ece.2025.02.003

Luis A. Romero-Cano , Marco A. Zárate-Navarro , Efrén Aguilar-Garnica , Fabiola Padilla-Arizmendi

Adapting the Chemical Engineering curriculum to regional needs is crucial for addressing local challenges and fostering sustainable development. In this communication, we argue that tailoring educational programs and aiming early research to the specific industrial and environmental context of a region not only enhances the employability of graduates but also contributes to the economic and technological advancement of their communities. Using the western region of Mexico, particularly the state of Jalisco, as a case study, we explore the unique needs of the area. Jalisco is home to various industries, including tequila production, pharmaceuticals, and agriculture, each presenting distinct challenges such as wastewater management, by-product valorization, energy efficiency, management of financial projects, and quality management. We discuss how the educational objectives (EOs) and the graduate attributes (GAs) can be structured to address these local demands while aligning with global accreditation standards in Chemical Engineering education. By focusing on sustainability and the integration of regional problem-solving approaches, this study highlights the importance of curriculum adaptation to ensure the relevance of educational programs in a globalized yet locally diverse world.

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引用次数: 0

Simulating a sustainable biorefinery process as autonomous learning tool for collaborative work in the chemical engineering degree

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-02-12 DOI: 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.

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引用次数: 0

A team-based activity integrated with comics for introducing the Sustainable Development Goals in classrooms

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-02-01 DOI: 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.

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引用次数: 0

Fostering technical proficiency and professional skills: A multifaceted PO-PBL strategy for unit operations education

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-01-28 DOI: 10.1016/j.ece.2025.01.001

Olga Lucía Acuña , Deya Marcela Santos Carvajal , Angie D. Bolanos-Barbosa , Julian Daniel Torres-Vanegas , Oscar A. Alvarez Solano , Juan C. Cruz , Luis H. Reyes

This contribution presents a comprehensive analysis of the implementation and outcomes of a Project-Oriented Problem-Based Learning (PO-PBL) approach in chemical engineering education, focusing on the Project of Unit Operations (POU) course. The study examines the efficacy of PO-PBL in developing both technical proficiency and essential professional skills among students. Using a mixed methods approach, the research analyzes data from four consecutive semesters, encompassing student surveys, performance metrics, and qualitative feedback. The integration of the Integrated Product and Process Design (DIPP) methodology, gamification elements, and Generative Artificial Intelligence (GenAI) tools are explored as complementary strategies to improve learning outcomes. The results indicate sustained or improved technical skills throughout the semesters, coupled with significant improvements in student engagement, motivation, and professional competencies, particularly in communication and teamwork. The implementation of GenAI tools, guided by the Artificial Intelligence Assessment Scale (AIAS), shows promising improvements in students’ research capabilities and writing skills. Although challenges in implementation are acknowledged, the POU course emerges as a promising model for chemical engineering education, effectively bridging the gap between theoretical knowledge and practical application. This study provides valuable information on innovative pedagogical approaches that prepare students for the evolving demands of the chemical engineering industry.

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