Education for Chemical Engineers最新文献_第5页

Factors influencing the academic performance of chemical engineering students in physical chemistry 影响化学工程专业物理化学专业学生学习成绩的因素

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-06-04 DOI: 10.1016/j.ece.2025.05.008

Edgar Clyde R. Lopez

Academic success in Physical Chemistry is influenced by personal, institutional, and social factors. Key predictors include prior academic performance, study habits, motivation, and time management. A strong foundation in prerequisite knowledge, effective learning strategies, and self-efficacy are crucial for overcoming challenges. Institutional factors, particularly instructional quality, academic policies, and resource accessibility, significantly impact outcomes, with structured pedagogy proving more influential than interactive learning environments. Peer interactions, including group cohesion and instructor engagement, emerged as the strongest social predictors of success. Students with clear grade expectations and strong self-efficacy exhibited higher persistence and achievement, while stress, physical health, and administrative support played indirect roles in overall well-being. Regression analysis confirmed the predictive strength of these factors. Student feedback highlighted the need for additional practice problems, tutoring, and online resources, while faculty emphasized challenges in conceptual understanding, mathematical skills, and workload management. Addressing these concerns through evidence-based teaching, flexible assessments, and targeted interventions can enhance student performance. Universities should integrate personalized learning, motivation-driven strategies, and institutional support to foster resilience and long-term academic success.

Tweetable Abstract

Academic success in Physical Chemistry is shaped by prior achievement, study habits, motivation, and peer interactions. Structured pedagogy, self-efficacy, and institutional support drive performance.

物理化学的学业成功受到个人、制度和社会因素的影响。关键的预测因素包括以前的学习成绩、学习习惯、动机和时间管理。坚实的基础知识、有效的学习策略和自我效能感是克服挑战的关键。制度因素，特别是教学质量、学术政策和资源可及性，对结果有显著影响，其中结构化教学法比互动式学习环境更有影响力。同伴互动，包括团队凝聚力和教师参与，成为成功的最强社会预测因素。成绩期望明确、自我效能感强的学生表现出更高的坚持和成就，而压力、身体健康和行政支持对整体幸福感有间接影响。回归分析证实了这些因素的预测强度。学生的反馈强调需要额外的实践问题、辅导和在线资源，而教师则强调概念理解、数学技能和工作量管理方面的挑战。通过基于证据的教学、灵活的评估和有针对性的干预来解决这些问题，可以提高学生的表现。大学应该整合个性化学习、动机驱动策略和制度支持，以培养韧性和长期的学术成功。摘要物理化学的学术成功是由先前的成就、学习习惯、动机和同伴互动决定的。结构化教学法、自我效能感和制度支持驱动绩效。

{"title":"Factors influencing the academic performance of chemical engineering students in physical chemistry","authors":"Edgar Clyde R. Lopez","doi":"10.1016/j.ece.2025.05.008","DOIUrl":"10.1016/j.ece.2025.05.008","url":null,"abstract":"<div><div>Academic success in Physical Chemistry is influenced by personal, institutional, and social factors. Key predictors include prior academic performance, study habits, motivation, and time management. A strong foundation in prerequisite knowledge, effective learning strategies, and self-efficacy are crucial for overcoming challenges. Institutional factors, particularly instructional quality, academic policies, and resource accessibility, significantly impact outcomes, with structured pedagogy proving more influential than interactive learning environments. Peer interactions, including group cohesion and instructor engagement, emerged as the strongest social predictors of success. Students with clear grade expectations and strong self-efficacy exhibited higher persistence and achievement, while stress, physical health, and administrative support played indirect roles in overall well-being. Regression analysis confirmed the predictive strength of these factors. Student feedback highlighted the need for additional practice problems, tutoring, and online resources, while faculty emphasized challenges in conceptual understanding, mathematical skills, and workload management. Addressing these concerns through evidence-based teaching, flexible assessments, and targeted interventions can enhance student performance. Universities should integrate personalized learning, motivation-driven strategies, and institutional support to foster resilience and long-term academic success.</div></div><div><h3>Tweetable Abstract</h3><div>Academic success in Physical Chemistry is shaped by prior achievement, study habits, motivation, and peer interactions. Structured pedagogy, self-efficacy, and institutional support drive performance.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 119-132"},"PeriodicalIF":3.5,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144220816","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}

引用次数: 0

Teaching chemical product design 化工产品设计教学

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-06-02 DOI: 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.

CACHE设计工作小组对全球化学工程项目的化学产品设计教学进行了为期一年的全面研究。本文回顾了现有文献，强调了产品设计与工艺设计的区别，强调了工艺设计教育在大学中的主导地位。根据共同作者的贡献和对广泛分发的问卷的回应，我们提出了化学产品设计的最新教学方法。本文讨论了化学工程多样化的趋势以及在课程中逐渐纳入多样化应用的趋势。报告最后呼吁化学工程教育工作者采取行动，将成熟的产品设计策略整合到本科课程中，并反思了在2024年FOCAPD会议上分享的见解。

{"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}

引用次数: 0

Integrating CDIO framework into polymer engineering education: A hands-on approach to design, process, and evaluate biodegradable 3D printing filaments 将CDIO框架整合到聚合物工程教育中：设计、处理和评估可生物降解3D打印长丝的实践方法

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-05-31 DOI: 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.

本研究介绍了一个实践聚合物工程课程，整合了构思-设计-实施-操作（CDIO）框架，以桥梁材料设计，加工和评估可生物降解的3D打印长丝。为了解决聚乳酸（PLA）的脆性问题，学生们通过双螺杆挤出制备了PLA/聚丁二酸丁二烯（PBS）共混物，其中含有环氧基增容剂（ADR）和复合微球。采用工业级注塑机制作力学试验试样，并采用Moldex3D熔体流动模拟指导工艺参数。采用单螺杆挤压制得直径为1.75 ± 0.05 mm的连续丝，并实时监测丝径。通过机械测试、流变测量和3D打印质量评估来评估材料配方的性能。由于模拟辅助参数优化、历史数据共享和结构化反馈机制，学生们在100% %的案例中成功打印了灯丝（前一年为50% %）。系统分析确定了材料配方、可加工性和机械性能之间的相互作用。对学生表现的评估表明，他们的技术技能得到了提高（34名学生中有27名获得B或更高的分数），并具有可持续发展的解决问题能力。本课程将理论知识与工业应用相结合，为可持续工程教育提供可扩展的模式。

{"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}

引用次数: 0

Generative AI in graduate bioprocess engineering exams: Is attention all students need? 生物过程工程研究生考试中的生成人工智能：所有学生都需要关注吗？

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-05-28 DOI: 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.

最先进的大型语言模型（llm）现在可以近乎完美地回答教科书上的概念问题，并执行复杂的方程推导，这引起了高等教育的重大关注。本研究评估法学硕士在研究生水平的生物过程工程考试中的表现，包括多项选择题、简答题和需要计算的长题型。首先，与只使用课本和笔记的考试相比，允许学生使用法学硕士课程的考试平均成绩提高了36% %。其次，随着学生在法学硕士课程中获得更多经验，他们的表现进一步提高，尤其是在残疾学生中。第三，在两次考试的优化条件下，OpenAI的gpt - 40得分约为70分（满分100分），而更先进的模型，如OpenAI o1、o3、GPT-4.5、Qwen3-235B-A22B和DeepSeek R1得分在84分以上，超过96% %的人类考生。这表明，能够使用更强大的人工智能工具的学生可能会获得不公平的优势。第四，我们提出了制定不太容易受到法学硕士生成的解决方案影响的考试问题的指导方针。这些任务包括解释图形生物学途径，回答否定的概念问题，执行复杂的数值计算和优化，以及解决需要批判性思维的开放式研究问题。本文呼吁对生物过程工程教育进行紧急改革，倡导通过解决实际应用和伦理考虑的实践活动来整合法学硕士素养。

{"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}

引用次数: 0

Teamwork training and teaming skills to promote the development of professional competencies in chemical engineering students 团队合作训练和团队合作技能，促进化学工程专业学生专业能力的发展

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-05-22 DOI: 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.

我们实施了一系列的团队合作培训，重点是发展团队合作技能，以增强课堂上的团队合作意识，并将团队合作作为化学工程专业学习和实践的核心。我们进行这项工作的动机是有限的化学工程教育研究，强调以团队技能发展为中心的团队合作训练的好处，在实验室环境中实施，并在此背景下发展。因此，该培训提出了一种促进个人团队技能实践的方法，强调心理安全，并通过化学工程实验室独特的课堂环境中的反思促进团队学习。这种方法通过为学生提供实验、情境化学习和反思团队合作经验的机会，促进了有效的团队合作。该培训被纳入德克萨斯大学奥斯汀分校的化学工程实验室序列。我们的实践表明，化学工程专业学生的团队合作意识可以通过整合活动和作业来增强，这些活动和作业可以在课程结构中促进团队合作技能的发展，强调团队合作和创造有效合作的好处。此外，这些课程活动可以有效地帮助学生评估团队合作，通过评估团队学习，并反思如何将这些学习应用到他们未来在工程团队的工作中。学生对经验的反馈表明，连续培训的整合可以帮助学生认识到在团队中工作以及与同伴合作的好处。此外，我们的研究结果表明，通过参加课程，我们的学生更加意识到团队技能在专业中的重要性，他们能够将团队合作和协作视为成为更有效的工程师的实用工具。

{"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}

引用次数: 0

Strengthening engineering identity and communication skills through industrial role-playing in a senior chemical engineering laboratory course 在高级化学工程实验课程中，透过工业角色扮演，强化工程师身份及沟通技巧

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-05-14 DOI: 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.

在工程教育中，弥合理论知识和实践技能之间的差距对于为学生未来的职业生涯做好准备至关重要，然而，传统的实验课程往往是公式化的，与现实世界的应用脱节。本文介绍了蒙大拿州立大学重新设计的高级化学工程实验室课程序列，该课程结合了角色扮演和行业相关的场景，以提高学生的参与度和学习成果。讲师扮演“管理者”的角色，而学生则成为虚拟公司的“实习生”和“试用员工”，他们需要完成实验并向不同的客户报告结果。通过模拟专业的工程环境，学生可以将实验室与未来的工业任务联系起来，从而激励他们提高技术沟通、团队合作和解决问题的能力。课程设计涉及与行业代表的合作，并以社会学习、体验学习和情境学习理论为基础。初步反馈表明，学生们发现这门课程与他们的职业更相关，感觉更投入，并培养了更强的工程师身份。这项工作为工程教育中创新教学方法的文献做出了贡献，并为旨在提高课程相关性和有效性的教育工作者提供了实用建议。

{"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}

引用次数: 0

Development and implementation of an APP to simulate centrifugal compressors 开发和实现一个模拟离心压缩机的APP

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-05-11 DOI: 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.

仿真是当前化工专业课程中的一门重点学科。本文介绍了一种离心式压缩机仿真装置。目标是在APP格式下开发一个用户友好、高效、计算量低的离心压缩机模拟器。该模拟器考虑了气体的多向性，采用Peng-Robinson方程求解压缩系数。测定了离心式压缩机的破碎马力、叶轮直径、角速度、容积流量和级数。结果表明，大多数离心压缩机的设计参数与文献报道的偏差在2 % ~ 10 %之间。这样，APP的验证就完成了。根据学生的感知，该模拟器的界面设计、功能和性能使他们能够理解可压缩流在离心压缩机设计中的应用。此外，该模拟器可在手动和自动模式下工作，并在具有标准硬件和软件规格的计算机上运行。APP自动模式，用户输入压缩机的物理性能和运行条件，自动生成压缩机的设计方案。在手动模式下，用户需要引入与自动模式相同的数据，而且还需要引入可压缩性因素。手动模式增加了用户与APP的交互性，减少了收敛问题，而自动模式提高了算法的效率。除了确定的学术效益外，该模拟器还可用于工业部门离心压缩机的初步设计。

{"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}

引用次数: 0

Understanding the factors influencing undergraduate performance in chemical engineering thermodynamics 了解影响化工热力学专业本科生成绩的因素

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-05-10 DOI: 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.

本研究从个人因素、制度因素、社会因素和外部因素四个方面探讨影响化学工程热力学学生成绩的因素。我们研究了教学策略、课程设计和同伴合作在提高学生成功方面的作用。成功的关键预测因素包括解决问题的信心、内在动机和坚实的先决知识基础。有效的教学策略，如结构合理的课程设计、概念的实际应用、及时的反馈和引人入胜的讲座，可以显著提高学生的理解能力和学习成绩。同侪合作、教师可及性和积极的课堂环境进一步支持学生的参与和坚持。外部挑战也会影响结果，并强调需要灵活的学术政策和强有力的学生支持服务。该研究强调了全面和以学生为中心的方法的重要性，该方法将高质量的教学、结构化的学习环境和全面的支持系统相结合，以培养适应力、深化学习并确保长期成功。化学工程热力学的成功取决于信心、动机、坚实的基础和支持系统。教学策略、课程设计和同伴合作是关键。一个全面的，以学生为中心的方法培养韧性，参与和长期的成功。

{"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}

引用次数: 0

15 years of IChemE-accredited degrees at the University of Santiago de Compostela: A description of the motivation, journey, and output 圣地亚哥德孔波斯特拉大学15年icheme认证学位：动机、历程和产出的描述

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-05-08 DOI: 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.

化学工程师学会（IChemE）的认证计划是高等教育化学工程课程具体认证的国际参考。圣地亚哥德孔波斯特拉大学（USC）最初的5年化学工程项目的推动者认为，该项目对项目的持续改进以及毕业生的技能和就业能力具有非常有吸引力的价值，该项目于2010年首次获得认证（并于2013年更新）。为了适应2010年代初博洛尼亚进程下的一系列学士+硕士课程，新课程的设计经过仔细执行，以充分平衡西班牙立法层面对化学工程研究的严格监管框架的要求，以及与IChemE认证指南强调的化学工程师专业更相关的要求。南加州大学化学工程学士学位和化学工程与生物过程硕士学位都成功获得了IChemE认证（2018年）和更新（2024年），它不仅是附加值的标志，也是保持持续改进的关键驱动力。这一点在以下方面表现得尤为突出：在方案中引入符合化学工程领域新的全球趋势的新内容，以及日益重视与伦理、可持续性、健康和安全或多样性等相关的嵌入式文化学习。

{"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}

引用次数: 0

Advancing chemical engineering education: Amplifying active learning with Wooclap’s innovative pedagogical techniques 推进化学工程教育：扩大主动学习与Wooclap的创新教学技术

IF 3.5 2区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Education for Chemical Engineers

Pub Date : 2025-04-30 DOI: 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.

信息和通信技术（ICT）与大学教育的整合已经演变为学习和知识技术（LKT），加强了教学和学习实践。在这种情况下，观众响应系统（ARS），如Wooclap，是通过实时问题、调查和游戏等互动方式培养学生参与度的有效工具。在本研究中，Wooclap应用于7个不同学位专业的12门化学工程课程，潜在受众为629名学生。共有277名学生和10名教师参加了评估，该评估通过问卷调查和比较学习成绩来衡量人们的看法。结果显示68% %的学生以前从未使用过Wooclap，突出了这项工作的创新方面。学生和教育工作者都报告说，Wooclap提高了参与学习指数的三大支柱，特别是增强了行为和认知参与。此外，84 %的受访者建议在其他课程中使用该应用程序，特别是在理论课程中。教育工作者发现它易于使用，有效地促进了参与，并有助于促进对复杂概念的深入理解。重要的是，Wooclap的使用提高了学生的学习成绩，凸显了它作为高等教育中主动学习的有价值催化剂的潜力。

{"title":"Advancing chemical engineering education: Amplifying active learning with Wooclap’s innovative pedagogical techniques","authors":"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","doi":"10.1016/j.ece.2025.04.004","DOIUrl":"10.1016/j.ece.2025.04.004","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"52 ","pages":"Pages 14-25"},"PeriodicalIF":3.5,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143921874","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}

引用次数: 0