Pub Date : 2024-11-20DOI: 10.1016/j.ece.2024.11.001
Claudia Roman, Miguel Ángel Delgado, Moisés García-Morales
Our students are digital natives and smartphones are part of their identity. However, the use of mobile devices in the classroom continues to be a non-integrated issue. For academic purposes, teaching actions involving smartphone apps expressly linked to student participation could be an opportunity to improve their performance. Under this premise, the use of the Quizizz app as a way of enhancing the flipped classroom methodology is herein proposed. The reported experience took place within a mass transfer separation course, at the Master level, during the academic courses 2021–22 and 2022–23. Enhanced distillation, a topic that is instrumental to future professionals in the field of Chemical Engineering, was addressed. It was found that the proposed approach allowed the students to better interpret the vapor-liquid and vapor-liquid-liquid phase equilibrium diagrams. Hence, the students demonstrated more skilled performance when they were asked to propose suited separation schemes (complex fractional distillation) using the Aspen Plus process simulator. Such success was not only in terms of deeper understanding but also on the observed predisposition towards autonomous learning.
{"title":"Embracing the efficient learning of complex distillation by enhancing flipped classroom with tech-assisted gamification","authors":"Claudia Roman, Miguel Ángel Delgado, Moisés García-Morales","doi":"10.1016/j.ece.2024.11.001","DOIUrl":"10.1016/j.ece.2024.11.001","url":null,"abstract":"<div><div>Our students are digital natives and smartphones are part of their identity. However, the use of mobile devices in the classroom continues to be a non-integrated issue. For academic purposes, teaching actions involving smartphone apps expressly linked to student participation could be an opportunity to improve their performance. Under this premise, the use of the Quizizz app as a way of enhancing the flipped classroom methodology is herein proposed. The reported experience took place within a mass transfer separation course, at the Master level, during the academic courses 2021–22 and 2022–23. Enhanced distillation, a topic that is instrumental to future professionals in the field of Chemical Engineering, was addressed. It was found that the proposed approach allowed the students to better interpret the vapor-liquid and vapor-liquid-liquid phase equilibrium diagrams. Hence, the students demonstrated more skilled performance when they were asked to propose suited separation schemes (complex fractional distillation) using the Aspen Plus process simulator. Such success was not only in terms of deeper understanding but also on the observed predisposition towards autonomous learning.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"50 ","pages":"Pages 14-24"},"PeriodicalIF":3.5,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703465","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 : 2024-10-28DOI: 10.1016/j.ece.2024.10.001
Zeynep E. Durak , David B. Thiessen , Oluwafemi J. Ajeigbe , Olusola O. Adesope , Bernard J. Van Wie
In this study we examined the first-time use of a miniaturized fluidized bed module in a chemical engineering classroom. Learning activities were developed to foster learning at the higher levels of Bloom's taxonomy and within the ICAP framework to provide interactive, constructive, and active engagement to promote a deeper understanding of concepts. A hands-on activity facilitated by a desktop-scale fluidized bed and reinforcing printed worksheet materials was deployed within a 50-min class to encourage student engagement. Results from module performance tests compare well to predictions based on theoretical models suggesting this tool can effectively demonstrate fundamental concepts related to pressure loss in a packed bed, minimum fluidization velocity, constant pressure drop in a fluidized bed, bed expansion and repacking below a top screen. Pre- and Posttests 1 and 2 show student learning was significantly improved after pre-homework and the hands-on activity compared to the learning after the lecture alone. Student responses to two open-ended questions on Pre- and Posttests 1 and 2 allowed us to identify persisting student misconceptions about packed and fluidized beds. Suggestions for future work to repair these misconceptions are included in this study.
Tweetable Abstract
A hands-on fluidized bed learning tool enabling visualization of packed and fluidized beds in a chemical engineering classroom, and associated impacts on conceptual learning and student engagement.
{"title":"Hands-on fluidized bed classroom implementation and assessment","authors":"Zeynep E. Durak , David B. Thiessen , Oluwafemi J. Ajeigbe , Olusola O. Adesope , Bernard J. Van Wie","doi":"10.1016/j.ece.2024.10.001","DOIUrl":"10.1016/j.ece.2024.10.001","url":null,"abstract":"<div><div>In this study we examined the first-time use of a miniaturized fluidized bed module in a chemical engineering classroom. Learning activities were developed to foster learning at the higher levels of Bloom's taxonomy and within the ICAP framework to provide interactive, constructive, and active engagement to promote a deeper understanding of concepts. A hands-on activity facilitated by a desktop-scale fluidized bed and reinforcing printed worksheet materials was deployed within a 50-min class to encourage student engagement. Results from module performance tests compare well to predictions based on theoretical models suggesting this tool can effectively demonstrate fundamental concepts related to pressure loss in a packed bed, minimum fluidization velocity, constant pressure drop in a fluidized bed, bed expansion and repacking below a top screen. Pre- and Posttests 1 and 2 show student learning was significantly improved after pre-homework and the hands-on activity compared to the learning after the lecture alone. Student responses to two open-ended questions on Pre- and Posttests 1 and 2 allowed us to identify persisting student misconceptions about packed and fluidized beds. Suggestions for future work to repair these misconceptions are included in this study.</div></div><div><h3>Tweetable Abstract</h3><div>A hands-on fluidized bed learning tool enabling visualization of packed and fluidized beds in a chemical engineering classroom, and associated impacts on conceptual learning and student engagement.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"50 ","pages":"Pages 1-13"},"PeriodicalIF":3.5,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661860","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 : 2024-10-01DOI: 10.1016/j.ece.2024.06.004
Marco A. Zárate-Navarro , Sergio D. Schiavone-Valdez , José E. Cuevas , Walter M. Warren-Vega , Armando Campos-Rodríguez , Luis A. Romero-Cano
This communication showcases teaching strategies implemented in a Transport Phenomena course at the undergraduate level to understand heat transfer by conduction, incorporating elements of STEM education (Science, Technology, Engineering, and Mathematics). The educational proposal focused on designing four STEM Workshops under the design-based research methodology. In the first one, interactive simulations were designed using the PDEtool of MATLAB so that the student could visualize the heat transfer phenomenon using color palettes to build the corresponding isotherms. In the second workshop, a hands-on laboratory kit based on ARDUINO was designed in which the student could experimentally validate the studied phenomenon, while in the third workshop, MATLAB was used to visualize the analytical solution of the heat equation. Finally, in a fourth workshop, a detailed mathematical modeling and simulation of the phenomenon was performed using COMSOL. The didactic strategy was evaluated in groups of Transport Phenomena in 2020 (n=42), 2021 (n=40), 2022 (n=21), and 2023 (n=32) terms for engineering students. Through its application, the students understood the basic concepts of computer-assisted process simulation and improved their skills, allowing the implementation of the B-Learning model in the Transport Phenomena course. In all cases, teaching materials, "ready-to-use" codes, and step-by-step instructions have been provided. Readers are invited to use the tools to contribute their evaluations.
{"title":"STEM activities for heat transfer learning: Integrating simulation, mathematical modeling, and experimental validation in transport phenomena education","authors":"Marco A. Zárate-Navarro , Sergio D. Schiavone-Valdez , José E. Cuevas , Walter M. Warren-Vega , Armando Campos-Rodríguez , Luis A. Romero-Cano","doi":"10.1016/j.ece.2024.06.004","DOIUrl":"10.1016/j.ece.2024.06.004","url":null,"abstract":"<div><div>This communication showcases teaching strategies implemented in a Transport Phenomena course at the undergraduate level to understand heat transfer by conduction, incorporating elements of STEM education (Science, Technology, Engineering, and Mathematics). The educational proposal focused on designing four <em>STEM Workshops</em> under the design-based research methodology. In the first one, interactive simulations were designed using the <span><em>PDEtool</em></span> of MATLAB so that the student could visualize the heat transfer phenomenon using color palettes to build the corresponding isotherms. In the second workshop, a hands-on laboratory kit based on ARDUINO was designed in which the student could experimentally validate the studied phenomenon, while in the third workshop, MATLAB was used to visualize the analytical solution of the heat equation. Finally, in a fourth workshop, a detailed mathematical modeling and simulation of the phenomenon was performed using COMSOL. The didactic strategy was evaluated in groups of Transport Phenomena in 2020 (n=42), 2021 (n=40), 2022 (n=21), and 2023 (n=32) terms for engineering students. Through its application, the students understood the basic concepts of computer-assisted process simulation and improved their skills, allowing the implementation of the <em>B-Learning</em> model in the Transport Phenomena course. In all cases, teaching materials, \"ready-to-use\" codes, and step-by-step instructions have been provided. Readers are invited to use the tools to contribute their evaluations.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"49 ","pages":"Pages 81-90"},"PeriodicalIF":3.5,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141693557","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 : 2024-10-01DOI: 10.1016/j.ece.2024.06.005
Juan Sebastian Jaramillo, Luis H. Reyes
One of the primary challenges in chemical engineering education lies in the practical application of theoretical knowledge. Contemporary society demands chemical engineers who are not only adept at critical thinking but also proficient in practical problem-solving. Historically, acquiring such practical experience has been heavily dependent on laboratory experiments. However, with the advent of advanced technology, there are now more accessible and varied opportunities for experiential learning. Simulation-based learning tools have proven to be powerful complements to traditional laboratory experiments. These tools enable students to investigate complex chemical processes, test hypotheses, and develop practical skills in a safe, cost-effective, and scalable environment. This critique aims to evaluate the educational potential of the YEASTsim simulator, positioning it as an interactive and innovative tool to enhance the study of core subjects such as Chemical Reaction Engineering, a fundamental component of chemical engineering practice.
{"title":"Critique: YEASTsim - A Matlab-based simulator for teaching process control in fed-batch yeast fermentations","authors":"Juan Sebastian Jaramillo, Luis H. Reyes","doi":"10.1016/j.ece.2024.06.005","DOIUrl":"10.1016/j.ece.2024.06.005","url":null,"abstract":"<div><div>One of the primary challenges in chemical engineering education lies in the practical application of theoretical knowledge. Contemporary society demands chemical engineers who are not only adept at critical thinking but also proficient in practical problem-solving. Historically, acquiring such practical experience has been heavily dependent on laboratory experiments. However, with the advent of advanced technology, there are now more accessible and varied opportunities for experiential learning. Simulation-based learning tools have proven to be powerful complements to traditional laboratory experiments. These tools enable students to investigate complex chemical processes, test hypotheses, and develop practical skills in a safe, cost-effective, and scalable environment. This critique aims to evaluate the educational potential of the YEASTsim simulator, positioning it as an interactive and innovative tool to enhance the study of core subjects such as Chemical Reaction Engineering, a fundamental component of chemical engineering practice.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"49 ","pages":"Pages 78-80"},"PeriodicalIF":3.5,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141705394","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 : 2024-10-01DOI: 10.1016/j.ece.2024.06.001
Pavel Hrnčiřík, Jan Kohout
This paper presents a MATLAB-based simulator for the study of process control of fed-batch yeast fermentations that meets the educational needs of undergraduate and graduate students. Against the background of challenges in interdisciplinary education, the paper examines the evolving environment of simulation tools in the field of bioprocesses. It emphasizes the need for interdisciplinarity to prepare students for the complexities of the modern biotechnology industry. Built with accessibility and flexibility in mind, the simulator offers a modular structure with a graphical user interface (GUI) for novice users and direct access to MATLAB functions for advanced users. This design choice ensures ease of use for students with different programming backgrounds and allows for adaptability to alternative software environments. The introductory sections provide a detailed overview of the simulator development, including the mathematical models that govern biomass growth kinetics, mass transfer, and process quality indicators. Selected process control strategies such as rule-based and feedforward approaches are incorporated in the simulator to enhance the learning experience by allowing students to experiment with different scenarios. The paper concludes by emphasizing the simulator's adaptability, modularity, and user-friendly interface as a valuable asset in educating students about the complexities of bioprocess control.
{"title":"A MATLAB-based simulator for the study of process control of fed-batch yeast fermentations","authors":"Pavel Hrnčiřík, Jan Kohout","doi":"10.1016/j.ece.2024.06.001","DOIUrl":"10.1016/j.ece.2024.06.001","url":null,"abstract":"<div><div><span>This paper presents a MATLAB-based simulator for the study of process control of fed-batch yeast fermentations that meets the educational needs of undergraduate and graduate students. Against the background of challenges in interdisciplinary education, the paper examines the evolving environment of simulation tools in the field of bioprocesses<span>. It emphasizes the need for interdisciplinarity to prepare students for the complexities of the modern biotechnology industry. Built with accessibility and flexibility in mind, the simulator offers a modular structure with a graphical user interface (GUI) for novice users and direct access to MATLAB functions for advanced users. This design choice ensures ease of use for students with different programming backgrounds and allows for adaptability to alternative software environments. The introductory sections provide a detailed overview of the simulator development, including the mathematical models that govern biomass growth kinetics<span>, mass transfer, and process quality indicators. Selected process control strategies such as rule-based and feedforward approaches are incorporated in the simulator to enhance the learning experience by allowing students to experiment with different scenarios. The paper concludes by emphasizing the simulator's adaptability, modularity, and user-friendly interface as a valuable asset in educating students about the complexities of </span></span></span>bioprocess control.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"49 ","pages":"Pages 67-77"},"PeriodicalIF":3.5,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141717048","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 : 2024-10-01DOI: 10.1016/j.ece.2024.06.002
F.J. Galindo-Rosales
This critique examines the teaching strategies proposed by Marco A. Zárate- Navarro et al (Zárate-Navarro et al., 2024). for instructing heat transfer by conduction in an under- graduate Transport Phenomena course. These strategies integrate elements of STEM education (Science, Technology, Engineering, and Mathematics).
本评论探讨了马尔科-A-扎拉特-纳瓦罗等人（Zárate-Navarro et al.这些策略融合了 STEM 教育（科学、技术、工程和数学）的要素。
{"title":"Critique on STEM activities for heat transfer learning","authors":"F.J. Galindo-Rosales","doi":"10.1016/j.ece.2024.06.002","DOIUrl":"10.1016/j.ece.2024.06.002","url":null,"abstract":"<div><div>This critique examines the teaching strategies proposed by Marco A. Zárate- Navarro et al (<span><span>Zárate-Navarro et al., 2024</span></span>). for instructing heat transfer by conduction in an under- graduate Transport Phenomena course. These strategies integrate elements of STEM education (Science, Technology, Engineering, and Mathematics).</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"49 ","pages":"Pages 91-92"},"PeriodicalIF":3.5,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141689855","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 : 2024-10-01DOI: 10.1016/j.ece.2024.06.003
Fernão D. Magalhães
{"title":"Critique – Tools for sharing","authors":"Fernão D. Magalhães","doi":"10.1016/j.ece.2024.06.003","DOIUrl":"10.1016/j.ece.2024.06.003","url":null,"abstract":"","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"49 ","pages":"Pages 93-94"},"PeriodicalIF":3.5,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141714811","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 : 2024-09-10DOI: 10.1016/j.ece.2024.09.001
Christopher DF Honig , Aditya Desu , John Franklin
This paper outlines innovative pedagogical approaches in chemical engineering safety education, utilising three key strategies: (1) Integration of the direct experiences of experienced professional engineers to teach expertise-aligned process safety case studies; (2) Shifting from traditional short oral presentations to more comprehensive and dynamic ‘engineering meeting’ formats to drive constructive student learning; and (3) The use of Generative AI to enhance (1) and (2), with cost/time scalability, improved student access and by accommodating greater learning-style diversity. Evaluation of these educational innovations is performed through a mixed-methods approach and reveals positive impacts on student learning and engagement. The paper provides a detailed outline of classroom implementation, with supporting resources, for straightforward integration by other academics.
{"title":"GenAI in the classroom: Customized GPT roleplay for process safety education","authors":"Christopher DF Honig , Aditya Desu , John Franklin","doi":"10.1016/j.ece.2024.09.001","DOIUrl":"10.1016/j.ece.2024.09.001","url":null,"abstract":"<div><div>This paper outlines innovative pedagogical approaches in chemical engineering safety education, utilising three key strategies: (1) Integration of the direct experiences of experienced professional engineers to teach expertise-aligned process safety case studies; (2) Shifting from traditional short oral presentations to more comprehensive and dynamic ‘engineering meeting’ formats to drive constructive student learning; and (3) The use of Generative AI to enhance (1) and (2), with cost/time scalability, improved student access and by accommodating greater learning-style diversity. Evaluation of these educational innovations is performed through a mixed-methods approach and reveals positive impacts on student learning and engagement. The paper provides a detailed outline of classroom implementation, with supporting resources, for straightforward integration by other academics.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"49 ","pages":"Pages 55-66"},"PeriodicalIF":3.5,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1749772824000216/pdfft?md5=d0f2b7ef207f7ef7a83a3e4ba7ab5855&pid=1-s2.0-S1749772824000216-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142311183","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 : 2024-09-07DOI: 10.1016/j.ece.2024.09.002
Mariola Camacho-Lie, Rodrigo Alberto Hernández-Ochoa, Adriana Palacios
This paper describes the development of EoS Simulator, a cubic equations of state simulator created in the MATLAB R2022b App Designer platform, which aims to be a practical digital tool for chemical engineering students that facilitates the solution, analysis, and critical thinking about thermodynamic problems. In the simulator, numerical algorithms were implemented based on a theoretical framework, such as fugacity test, bracketing methods, and the calculation of residual properties. EoS Simulator can estimate two-phase envelopes, isobars, isotherms, and surfaces related to PTVHS properties. MATLAB Grader courses were proposed to test student learning using the software in two different workshops. The evaluation was based on the achievement of tasks related to intended learning outcomes. Survey responses about the simulator and learning environment were collected, concluding that most students improved their skills in understanding thermodynamics phenomena, but some improvements are necessary for future versions of the software and online courses.
{"title":"Development of basic thermodynamics workshops integrating a cubic equations of state simulator and MATLAB Grader courses","authors":"Mariola Camacho-Lie, Rodrigo Alberto Hernández-Ochoa, Adriana Palacios","doi":"10.1016/j.ece.2024.09.002","DOIUrl":"10.1016/j.ece.2024.09.002","url":null,"abstract":"<div><p>This paper describes the development of EoS Simulator, a cubic equations of state simulator created in the MATLAB R2022b App Designer platform, which aims to be a practical digital tool for chemical engineering students that facilitates the solution, analysis, and critical thinking about thermodynamic problems. In the simulator, numerical algorithms were implemented based on a theoretical framework, such as fugacity test, bracketing methods, and the calculation of residual properties. EoS Simulator can estimate two-phase envelopes, isobars, isotherms, and surfaces related to PTVHS properties. MATLAB Grader courses were proposed to test student learning using the software in two different workshops. The evaluation was based on the achievement of tasks related to intended learning outcomes. Survey responses about the simulator and learning environment were collected, concluding that most students improved their skills in understanding thermodynamics phenomena, but some improvements are necessary for future versions of the software and online courses.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"49 ","pages":"Pages 35-54"},"PeriodicalIF":3.5,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142173471","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 : 2024-08-15DOI: 10.1016/j.ece.2024.08.001
Jesus Requies, V. Laura Barrio, Esther Acha, Ion Agirre, Nerea Viar, Iñaki Gandarias
The purpose of this paper is to integrate the Sustainable Development Goals (SDGs) in the outlines of a Master's Degree in Industrial Engineering using active learning methodologies. The main objective of this integration is to favor sustainable human education and to increase students’ awareness and responsibility towards future generations from the chemical engineering point of view. Within the process engineering course, the students must design a chemical process using technical, economic, social and environmental criteria. Active learning methodologies were gradually introduced in different academic courses (Project-Based Learning, Collaborative Work and Flipped Classroom) and finally SDGs were implemented in the 2020–21 academic course. A synergetic effect with the active learning methodologies was observed, increasing the motivation of the students and the academics, and the complexity of the projects performed by students. The introduction of the SDGs improved academic results, which was reflected in the absence of failures and a decrease in the percentage of students passing with the lowest grade from 16 % to 10 %. Moreover, students report that this project significantly enhanced their knowledge of the SDGs related to energy and climate change; students having low or very low knowledge about SDGs were reduced to 7 % as compared to the initial 45 %.
{"title":"Integration of sustainable development goals in the field of process engineering through active learning methodologies","authors":"Jesus Requies, V. Laura Barrio, Esther Acha, Ion Agirre, Nerea Viar, Iñaki Gandarias","doi":"10.1016/j.ece.2024.08.001","DOIUrl":"10.1016/j.ece.2024.08.001","url":null,"abstract":"<div><p>The purpose of this paper is to integrate the Sustainable Development Goals (SDGs) in the outlines of a Master's Degree in Industrial Engineering using active learning methodologies. The main objective of this integration is to favor sustainable human education and to increase students’ awareness and responsibility towards future generations from the chemical engineering point of view. Within the process engineering course, the students must design a chemical process using technical, economic, social and environmental criteria. Active learning methodologies were gradually introduced in different academic courses (Project-Based Learning, Collaborative Work and Flipped Classroom) and finally SDGs were implemented in the 2020–21 academic course. A synergetic effect with the active learning methodologies was observed, increasing the motivation of the students and the academics, and the complexity of the projects performed by students. The introduction of the SDGs improved academic results, which was reflected in the absence of failures and a decrease in the percentage of students passing with the lowest grade from 16 % to 10 %. Moreover, students report that this project significantly enhanced their knowledge of the SDGs related to energy and climate change; students having low or very low knowledge about SDGs were reduced to 7 % as compared to the initial 45 %.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"49 ","pages":"Pages 26-34"},"PeriodicalIF":3.5,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142095076","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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