Pub Date : 2025-06-02DOI: 10.1016/j.ece.2025.04.002
Warren D. Seider , Saad Bhamla , Jennifer Dunn , Mahmoud El-Halwagi , Tobias Hanrath , M.M. Faruque Hasan , John Hedengren , Laura Hirshfield , Xiaoxia “Nina” Lin , Christos T. Maravelias , Minnie Piffarerio , Stuart W. Prescott , Patrick T. Spicer , Todd M. Squires , Cristina U. Thomas , Jean Tom , Kathleent M. Vaeth , Elaine Wisniewski , Victor M. Zavala
The CACHE Design Task Force has conducted a comprehensive, year-long study on the teaching of chemical product design across global chemical engineering programs. This paper reviews existing literature and highlights distinctions between product and process design, emphasizing the predominance of process design education in universities. Drawing from co-author contributions and responses to a widely distributed questionnaire, we present recent teaching methodologies for chemical product design. The paper discusses trends in chemical engineering diversification and the gradual inclusion of diverse applications in curricula. It concludes with a call to action for chemical engineering educators to integrate well-established product design strategies into undergraduate programs and reflects on insights shared during the 2024 FOCAPD Conference.
{"title":"Teaching chemical product design","authors":"Warren D. Seider , Saad Bhamla , Jennifer Dunn , Mahmoud El-Halwagi , Tobias Hanrath , M.M. Faruque Hasan , John Hedengren , Laura Hirshfield , Xiaoxia “Nina” Lin , Christos T. Maravelias , Minnie Piffarerio , Stuart W. Prescott , Patrick T. Spicer , Todd M. Squires , Cristina U. Thomas , Jean Tom , Kathleent M. Vaeth , Elaine Wisniewski , Victor M. Zavala","doi":"10.1016/j.ece.2025.04.002","DOIUrl":"10.1016/j.ece.2025.04.002","url":null,"abstract":"<div><div>The CACHE Design Task Force has conducted a comprehensive, year-long study on the teaching of chemical product design across global chemical engineering programs. This paper reviews existing literature and highlights distinctions between product and process design, emphasizing the predominance of process design education in universities. Drawing from co-author contributions and responses to a widely distributed questionnaire, we present recent teaching methodologies for chemical product design. The paper discusses trends in chemical engineering diversification and the gradual inclusion of diverse applications in curricula. It concludes with a call to action for chemical engineering educators to integrate well-established product design strategies into undergraduate programs and reflects on insights shared during the 2024 FOCAPD Conference.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 101-110"},"PeriodicalIF":3.5,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144190308","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 : 2025-05-31DOI: 10.1016/j.ece.2025.05.007
Yanyan Zheng , Yong Luo , Xiuhai Zhang , Jun Xu
This study introduces a hands-on polymer engineering curriculum integrating the Conceive-Design-Implement-Operate (CDIO) framework to bridge material design, processing, and evaluation of biodegradable 3D printing filaments. To address the brittleness of polylactic acid (PLA), students formulated PLA/poly (butylene succinate) (PBS) blends with an epoxy-based compatibilizer (ADR) and compounded pellets via twin-screw extrusion. Specimens for mechanical test were fabricated using an industrial-grade injection molding machine, with processing parameters guided by Moldex3D melt flow simulations. Continuous filaments (1.75 ± 0.05 mm diameter) were produced via single-screw extrusion with real-time filament diameter monitoring. The performance of the material formulations was evaluated through mechanical testing, rheological measurements, and assessment of the 3D printing quality. Students achieved successful filament printing in 100 % of cases (vs. <50 % in the prior year), attributed to simulation-aided parameter optimization, historical data sharing, and structured feedback mechanisms. Systematic analyses established the interplay between material formulation, processability, and mechanical properties. Evaluations of student performance demonstrated enhanced technical skills (27/34 students scored B or higher) and sustainability-driven problem-solving abilities. This curriculum bridges theoretical knowledge with industrial applications, offering a scalable model for sustainable engineering education.
{"title":"Integrating CDIO framework into polymer engineering education: A hands-on approach to design, process, and evaluate biodegradable 3D printing filaments","authors":"Yanyan Zheng , Yong Luo , Xiuhai Zhang , Jun Xu","doi":"10.1016/j.ece.2025.05.007","DOIUrl":"10.1016/j.ece.2025.05.007","url":null,"abstract":"<div><div>This study introduces a hands-on polymer engineering curriculum integrating the Conceive-Design-Implement-Operate (CDIO) framework to bridge material design, processing, and evaluation of biodegradable 3D printing filaments. To address the brittleness of polylactic acid (PLA), students formulated PLA/poly (butylene succinate) (PBS) blends with an epoxy-based compatibilizer (ADR) and compounded pellets via twin-screw extrusion. Specimens for mechanical test were fabricated using an industrial-grade injection molding machine, with processing parameters guided by Moldex3D melt flow simulations. Continuous filaments (1.75 ± 0.05 mm diameter) were produced via single-screw extrusion with real-time filament diameter monitoring. The performance of the material formulations was evaluated through mechanical testing, rheological measurements, and assessment of the 3D printing quality. Students achieved successful filament printing in 100 % of cases (vs. <50 % in the prior year), attributed to simulation-aided parameter optimization, historical data sharing, and structured feedback mechanisms. Systematic analyses established the interplay between material formulation, processability, and mechanical properties. Evaluations of student performance demonstrated enhanced technical skills (27/34 students scored B or higher) and sustainability-driven problem-solving abilities. This curriculum bridges theoretical knowledge with industrial applications, offering a scalable model for sustainable engineering education.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 111-118"},"PeriodicalIF":3.5,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144220815","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 : 2025-05-28DOI: 10.1016/j.ece.2025.05.006
Zhengyang Xiao , Eunseo Lee , Sophia Yuan , Roland Ding , Yinjie J. Tang
State-of-the-art large language models (LLMs) can now answer conceptual textbook questions with near-perfect accuracy and perform complex equation derivations, raising significant concerns for higher education. This study evaluates the performance of LLMs on graduate-level bioprocess engineering exams, which include multiple-choice, short-answer, and long-form questions requiring calculations. First, allowing students to use LLMs led to a 36 % average score increase compared to exams taken with only textbooks and notes. Second, as students gained more experience using LLMs, their performance improved further, particularly among students with disabilities. Third, under optimized conditions on two exams, OpenAI’s GPT-4o scored approximately 70 out of 100, while more advanced models, such as OpenAI o1, o3, GPT-4.5, Qwen3–235B-A22B, and DeepSeek R1, scored above 84, outperforming 96 % of human test-takers. This indicates that students with access to more capable AI tools may gain an unfair advantage. Fourth, we propose guidelines for developing exam questions that are less susceptible to LLM-generated solutions. These include tasks such as interpreting graphical biological pathways, answering negatively worded conceptual questions, performing complex numerical calculations and optimizations, and solving open-ended research problems that demand critical thinking. This article calls for urgent reforms to bioprocess engineering education, advocating for the integration of LLM literacy through hands-on activities that address both practical applications and ethical considerations.
{"title":"Generative AI in graduate bioprocess engineering exams: Is attention all students need?","authors":"Zhengyang Xiao , Eunseo Lee , Sophia Yuan , Roland Ding , Yinjie J. Tang","doi":"10.1016/j.ece.2025.05.006","DOIUrl":"10.1016/j.ece.2025.05.006","url":null,"abstract":"<div><div>State-of-the-art large language models (LLMs) can now answer conceptual textbook questions with near-perfect accuracy and perform complex equation derivations, raising significant concerns for higher education. This study evaluates the performance of LLMs on graduate-level bioprocess engineering exams, which include multiple-choice, short-answer, and long-form questions requiring calculations. First, allowing students to use LLMs led to a 36 % average score increase compared to exams taken with only textbooks and notes. Second, as students gained more experience using LLMs, their performance improved further, particularly among students with disabilities. Third, under optimized conditions on two exams, OpenAI’s GPT-4o scored approximately 70 out of 100, while more advanced models, such as OpenAI o1, o3, GPT-4.5, Qwen3–235B-A22B, and DeepSeek R1, scored above 84, outperforming 96 % of human test-takers. This indicates that students with access to more capable AI tools may gain an unfair advantage. Fourth, we propose guidelines for developing exam questions that are less susceptible to LLM-generated solutions. These include tasks such as interpreting graphical biological pathways, answering negatively worded conceptual questions, performing complex numerical calculations and optimizations, and solving open-ended research problems that demand critical thinking. This article calls for urgent reforms to bioprocess engineering education, advocating for the integration of LLM literacy through hands-on activities that address both practical applications and ethical considerations.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 133-140"},"PeriodicalIF":3.5,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144230532","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 : 2025-05-22DOI: 10.1016/j.ece.2025.05.005
Carlos Landaverde-Alvarado
We have implemented a sequential teamwork training focused on the development of teaming skills to enhance the perception of teamwork in the classroom and promote teaming as central to learning and to the practice of the chemical engineering profession. Our motivation for this work is the limited chemical engineering education studies emphasizing the benefits of a teamwork training centered around teaming skill development, implemented in laboratory environments, and developed within this context. As such, this training proposes an approach that promotes the practice of individual teaming skills, emphasizing psychological safety, and facilitating team learning through reflection within the classroom environment unique to the chemical engineering laboratories. This approach promotes effective teamwork by providing students with opportunities to experiment, contextualize their learning, and reflect on the teamwork experience. The training was incorporated to the chemical engineering laboratory sequence at the University of Texas at Austin. Our implementation suggests that the perception of teamwork in chemical engineering students can be enhanced by integrating activities and assignments that promote the development of teaming skills within a course structure that highlights the benefits of working in teams and creating effective collaborations. In addition, these course activities can be effective at helping students evaluate teamwork by assessing team learning and reflecting on how this learning can be applied to their future work in engineering teams. Student feedback on the experience indicates that the integration of a sequential training can help students perceive the benefits of working in teams and collaborating with their peers. In addition, our results suggest that by participating in the courses, our students have become more aware of the importance of teaming skills in the profession, and they are able to perceive teamwork and collaboration as practical tools to become more effective engineers.
{"title":"Teamwork training and teaming skills to promote the development of professional competencies in chemical engineering students","authors":"Carlos Landaverde-Alvarado","doi":"10.1016/j.ece.2025.05.005","DOIUrl":"10.1016/j.ece.2025.05.005","url":null,"abstract":"<div><div>We have implemented a sequential teamwork training focused on the development of teaming skills to enhance the perception of teamwork in the classroom and promote teaming as central to learning and to the practice of the chemical engineering profession. Our motivation for this work is the limited chemical engineering education studies emphasizing the benefits of a teamwork training centered around teaming skill development, implemented in laboratory environments, and developed within this context. As such, this training proposes an approach that promotes the practice of individual teaming skills, emphasizing psychological safety, and facilitating team learning through reflection within the classroom environment unique to the chemical engineering laboratories. This approach promotes effective teamwork by providing students with opportunities to experiment, contextualize their learning, and reflect on the teamwork experience. The training was incorporated to the chemical engineering laboratory sequence at the University of Texas at Austin. Our implementation suggests that the perception of teamwork in chemical engineering students can be enhanced by integrating activities and assignments that promote the development of teaming skills within a course structure that highlights the benefits of working in teams and creating effective collaborations. In addition, these course activities can be effective at helping students evaluate teamwork by assessing team learning and reflecting on how this learning can be applied to their future work in engineering teams. Student feedback on the experience indicates that the integration of a sequential training can help students perceive the benefits of working in teams and collaborating with their peers. In addition, our results suggest that by participating in the courses, our students have become more aware of the importance of teaming skills in the profession, and they are able to perceive teamwork and collaboration as practical tools to become more effective engineers.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 84-100"},"PeriodicalIF":3.5,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144190307","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 : 2025-05-14DOI: 10.1016/j.ece.2025.05.004
Jennifer R. Brown, Stephanie G. Wettstein
In engineering education, bridging the gap between theoretical knowledge and practical skills is crucial for preparing students for their future careers, however, traditional laboratory courses tend to be formulaic and disconnected from real-world applications. This paper presents a redesigned senior-level chemical engineering laboratory course sequence at Montana State University that incorporates role-playing and industry-relevant scenarios to enhance student engagement and learning outcomes. Instructors take the role of “management” while the students become “interns” and “probationary employees” at fictional companies that need to complete experiments and report results to different clientele. By simulating a professional engineering environment, students can relate labs to future industry tasks, thereby motivating them to improve their technical communication, teamwork, and problem-solving skills. The course design involved collaboration with industry representatives and was grounded in social learning, experiential learning, and situated learning theories. Preliminary feedback indicated that students found the course more relevant to their careers, felt more engaged, and developed a stronger engineering identity. This work contributes to the literature on innovative teaching methods in engineering education and offers practical recommendations for educators aiming to enhance the relevance and effectiveness of their courses.
{"title":"Strengthening engineering identity and communication skills through industrial role-playing in a senior chemical engineering laboratory course","authors":"Jennifer R. Brown, Stephanie G. Wettstein","doi":"10.1016/j.ece.2025.05.004","DOIUrl":"10.1016/j.ece.2025.05.004","url":null,"abstract":"<div><div>In engineering education, bridging the gap between theoretical knowledge and practical skills is crucial for preparing students for their future careers, however, traditional laboratory courses tend to be formulaic and disconnected from real-world applications. This paper presents a redesigned senior-level chemical engineering laboratory course sequence at Montana State University that incorporates role-playing and industry-relevant scenarios to enhance student engagement and learning outcomes. Instructors take the role of “management” while the students become “interns” and “probationary employees” at fictional companies that need to complete experiments and report results to different clientele. By simulating a professional engineering environment, students can relate labs to future industry tasks, thereby motivating them to improve their technical communication, teamwork, and problem-solving skills. The course design involved collaboration with industry representatives and was grounded in social learning, experiential learning, and situated learning theories. Preliminary feedback indicated that students found the course more relevant to their careers, felt more engaged, and developed a stronger engineering identity. This work contributes to the literature on innovative teaching methods in engineering education and offers practical recommendations for educators aiming to enhance the relevance and effectiveness of their courses.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 69-76"},"PeriodicalIF":3.5,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144106888","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 : 2025-05-11DOI: 10.1016/j.ece.2025.05.003
R. Gutiérrez-Guerra , M. Rosales , R. Murrieta-Dueñas , J. Cortez-González
The simulation is a key subject in the current curriculum of chemical engineers. In this paper a simulator of centrifugal compressors is presented. The goal was to develop a user-friendly, efficient and low computationally-demanding simulator of centrifugal compressors under APP format. This simulator was developed considering the polytropic behavior of gases and Peng-Robinson’s equation was used to obtain the compressibility factors. The break horsepower, impeller diameter, angular velocity, volumetric flows and number of stages were determined for the centrifugal compressors. The results disclosed that most design parameters of centrifugal compressors showed deviations between 2 % and 10 % regard those reported in literature. Thus, the validation of the APP is achieved. According to students’ perception, the design of interface, the functionality and performance of this simulator allowed the understanding of compressible flow applied in the design of centrifugal compressors. Besides, this simulator works under both manual and automatic mode and runs on computers with standard hardware and software specifications. Automatic mode of the APP generates the design of compressor once user introduces the physical properties and operation conditions. In the manual mode user is required to introduce the same data as the automatic mode but also the compressibility factors. The manual mode increases the interactivity of users with the APP and reduces convergence problems, while the automatic mode improves the efficiency of the algorithm. In addition to the academic benefits determined, this simulator could be used to generate preliminary designs of centrifugal compressors for industrial sector.
{"title":"Development and implementation of an APP to simulate centrifugal compressors","authors":"R. Gutiérrez-Guerra , M. Rosales , R. Murrieta-Dueñas , J. Cortez-González","doi":"10.1016/j.ece.2025.05.003","DOIUrl":"10.1016/j.ece.2025.05.003","url":null,"abstract":"<div><div>The simulation is a key subject in the current curriculum of chemical engineers. In this paper a simulator of centrifugal compressors is presented. The goal was to develop a user-friendly, efficient and low computationally-demanding simulator of centrifugal compressors under APP format. This simulator was developed considering the polytropic behavior of gases and Peng-Robinson’s equation was used to obtain the compressibility factors. The break horsepower, impeller diameter, angular velocity, volumetric flows and number of stages were determined for the centrifugal compressors. The results disclosed that most design parameters of centrifugal compressors showed deviations between 2 % and 10 % regard those reported in literature. Thus, the validation of the APP is achieved. According to students’ perception, the design of interface, the functionality and performance of this simulator allowed the understanding of compressible flow applied in the design of centrifugal compressors. Besides, this simulator works under both manual and automatic mode and runs on computers with standard hardware and software specifications. Automatic mode of the APP generates the design of compressor once user introduces the physical properties and operation conditions. In the manual mode user is required to introduce the same data as the automatic mode but also the compressibility factors. The manual mode increases the interactivity of users with the APP and reduces convergence problems, while the automatic mode improves the efficiency of the algorithm. In addition to the academic benefits determined, this simulator could be used to generate preliminary designs of centrifugal compressors for industrial sector.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 51-68"},"PeriodicalIF":3.5,"publicationDate":"2025-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144068989","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 : 2025-05-10DOI: 10.1016/j.ece.2025.05.001
Edgar Clyde R. Lopez, Diana Pearl R. Arida
This study investigates the factors influencing student performance in Chemical Engineering Thermodynamics, focusing on personal, institutional, social, and external factors. We examine the role of teaching strategies, course design, and peer collaboration in enhancing student success. Key predictors of success include confidence in problem-solving, intrinsic motivation, and a strong foundation in prerequisite knowledge. Effective teaching strategies, such as well-structured course design, practical application of concepts, timely feedback, and engaging lectures, significantly enhance comprehension and academic performance. Peer collaboration, instructor accessibility, and a positive classroom environment further support student engagement and persistence. External challenges also impact outcomes and underscore the need for flexible academic policies and robust student support services. The study highlights the importance of a holistic and student-centered approach that integrates high-quality instruction, structured learning environments, and comprehensive support systems to foster resilience, deepen learning, and ensure long-term success.
Tweetable Abstract
Success in Chemical Engineering Thermodynamics depends on confidence, motivation, strong foundations, and support systems. Teaching strategies, course design, and peer collaboration are key. A holistic, student-centered approach fosters resilience, engagement, and long-term success.
{"title":"Understanding the factors influencing undergraduate performance in chemical engineering thermodynamics","authors":"Edgar Clyde R. Lopez, Diana Pearl R. Arida","doi":"10.1016/j.ece.2025.05.001","DOIUrl":"10.1016/j.ece.2025.05.001","url":null,"abstract":"<div><div>This study investigates the factors influencing student performance in Chemical Engineering Thermodynamics, focusing on personal, institutional, social, and external factors. We examine the role of teaching strategies, course design, and peer collaboration in enhancing student success. Key predictors of success include confidence in problem-solving, intrinsic motivation, and a strong foundation in prerequisite knowledge. Effective teaching strategies, such as well-structured course design, practical application of concepts, timely feedback, and engaging lectures, significantly enhance comprehension and academic performance. Peer collaboration, instructor accessibility, and a positive classroom environment further support student engagement and persistence. External challenges also impact outcomes and underscore the need for flexible academic policies and robust student support services. The study highlights the importance of a holistic and student-centered approach that integrates high-quality instruction, structured learning environments, and comprehensive support systems to foster resilience, deepen learning, and ensure long-term success.</div></div><div><h3>Tweetable Abstract</h3><div>Success in Chemical Engineering Thermodynamics depends on confidence, motivation, strong foundations, and support systems. Teaching strategies, course design, and peer collaboration are key. A holistic, student-centered approach fosters resilience, engagement, and long-term success.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 37-50"},"PeriodicalIF":3.5,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934571","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 : 2025-05-08DOI: 10.1016/j.ece.2025.05.002
Almudena Hospido , Héctor Rodríguez , Gumersindo Feijoo , Juan M. Garrido , Julia González-Álvarez
The accrediting scheme by the Institution of Chemical Engineers (IChemE) constitutes an international reference for the specific accreditation of chemical engineering programmes in higher education. The promoters of the initial 5-year chemical engineering programme at the University of Santiago de Compostela (USC) identified such scheme as a very attractive value for the continuous improvement of the programme as well as concomitantly for the skills set and employability of its graduates, getting accredited for the first time in 2010 (and renewed in 2013). In adapting this 5-year programme to a sequence of bachelor + master programmes under the Bologna process in the early 2010s, the design of the new programmes was carefully performed to balance adequately the requirements of a considerably regulated framework for the studies of chemical engineering at the Spanish legislative level and the requirements more connected with the chemical engineer profession emphasised by the IChemE accrediting guidelines. The IChemE accreditation has been successfully achieved (2018) and renewed (2024) by both the Bachelor’s Degree in Chemical Engineering and the Master’s Degree in Chemical Engineering and Bioprocesses at USC, and it has acted not just as a seal of added value but also as a key driving force in keeping the continuous improvement wheel turning. This has been particularly manifested in aspects such as the introduction in the programmes of new content aligned with the new worldwide trends in the field of chemical engineering, and the growing importance given to embedded cultural learning associated with e.g. ethics, sustainability, health and safety, or diversity.
{"title":"15 years of IChemE-accredited degrees at the University of Santiago de Compostela: A description of the motivation, journey, and output","authors":"Almudena Hospido , Héctor Rodríguez , Gumersindo Feijoo , Juan M. Garrido , Julia González-Álvarez","doi":"10.1016/j.ece.2025.05.002","DOIUrl":"10.1016/j.ece.2025.05.002","url":null,"abstract":"<div><div>The accrediting scheme by the Institution of Chemical Engineers (IChemE) constitutes an international reference for the specific accreditation of chemical engineering programmes in higher education. The promoters of the initial 5-year chemical engineering programme at the University of Santiago de Compostela (USC) identified such scheme as a very attractive value for the continuous improvement of the programme as well as concomitantly for the skills set and employability of its graduates, getting accredited for the first time in 2010 (and renewed in 2013). In adapting this 5-year programme to a sequence of bachelor + master programmes under the Bologna process in the early 2010s, the design of the new programmes was carefully performed to balance adequately the requirements of a considerably regulated framework for the studies of chemical engineering at the Spanish legislative level and the requirements more connected with the chemical engineer profession emphasised by the IChemE accrediting guidelines. The IChemE accreditation has been successfully achieved (2018) and renewed (2024) by both the Bachelor’s Degree in Chemical Engineering and the Master’s Degree in Chemical Engineering and Bioprocesses at USC, and it has acted not just as a seal of added value but also as a key driving force in keeping the continuous improvement wheel turning. This has been particularly manifested in aspects such as the introduction in the programmes of new content aligned with the new worldwide trends in the field of chemical engineering, and the growing importance given to embedded cultural learning associated with e.g. ethics, sustainability, health and safety, or diversity.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 77-83"},"PeriodicalIF":3.5,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123420","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 : 2025-04-30DOI: 10.1016/j.ece.2025.04.004
O. Gil-Castell , J. Carrillo-Abad , J. Ribes , R. Sanchis-Martínez , N. Martí , M.V. Ruano , J.M. Peñarrocha , L. Pastor , M. Izquierdo , A.L. Jiménez , R. Sánchez , R. Fernández , R. Serna-García , P. San Valero , M. Erans , J.D. Badia , J.B. Giménez , A. Cháfer
The integration of Information and Communication Technologies (ICT) into university education has evolved into Learning and Knowledge Technologies (LKT), enhancing teaching and learning practices. In this scenario, Audience Response Systems (ARS), such as Wooclap, are effective tools for fostering student engagement through interactive methods like real-time questions, surveys, and games. In this study, Wooclap was implemented in 12 Chemical Engineering courses from 7 different degree programs, with a potential audience of 629 students. A total of 277 students and 10 instructors participated in the evaluation, which measured perceptions through a questionnaire and comparative academic performance. The results indicated that 68 % of students had never used Wooclap before, highlighting the innovative aspect of this work. Both students and educators reported that Wooclap improved the three pillars of the Engaged Learning Index, particularly enhancing behavioural and cognitive engagement. Moreover, 84 % of respondents recommended the use of this application in other courses, especially in theoretical ones. Educators found it easy to use, effective in boosting participation, and helpful in facilitating a deeper understanding of complex concepts. Importantly, Wooclap use led to an improvement in student performance, highlighting its potential as a valuable catalyst for active learning in higher education.
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Pub Date : 2025-04-30DOI: 10.1016/j.ece.2025.04.006
Marco A. Zárate-Navarro
This critique discusses the educational tools of A Simulation Tool for Pinch Analysis and Heat Exchanger/Heat Pump Integration in Industrial Processes: development and Application in Challenge-based Learning by J. C. Antonwu, in which a Python script with comments is shared to solve process integration problems.
本评论讨论了J. C. Antonwu的工业过程中夹点分析和热交换器/热泵集成模拟工具的教育工具：基于挑战的学习中的开发和应用，其中共享了带有注释的Python脚本以解决过程集成问题。
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