首页 > 最新文献

Education for Chemical Engineers最新文献

英文 中文
Updating chemical engineering degree accreditation in changing times 时代变迁中的化工学位认证更新
IF 3.9 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-04-01 DOI: 10.1016/j.ece.2023.01.005
Leslie W. Bolton , Jarka Glassey , Esther Ventura-Medina

Accreditation of chemical engineering degrees remains an important tool for IChemE in providing efficient and robust routes to membership for the majority of its applicants. It is likely that the required criteria for programmes will continue to evolve to reflect the needs of the various stakeholders – students and universities, members of IChemE, employers of chemical engineering graduates, and wider society. Accreditation processes will also continue to adapt as institutions seek to balance the conflicting priorities of combating climate change with operating robust assessment processes.

化学工程学位认证仍然是IChemE的一个重要工具,它为大多数申请者提供了有效而有力的入会途径。很可能,课程所需的标准将继续演变,以反映各种利益相关者的需求-学生和大学,IChemE成员,化学工程毕业生的雇主以及更广泛的社会。认证程序也将继续调整,因为各机构寻求在应对气候变化的优先事项与运行健全的评估程序之间取得平衡。
{"title":"Updating chemical engineering degree accreditation in changing times","authors":"Leslie W. Bolton ,&nbsp;Jarka Glassey ,&nbsp;Esther Ventura-Medina","doi":"10.1016/j.ece.2023.01.005","DOIUrl":"10.1016/j.ece.2023.01.005","url":null,"abstract":"<div><p>Accreditation of chemical engineering degrees remains an important tool for IChemE in providing efficient and robust routes to membership for the majority of its applicants. It is likely that the required criteria for programmes will continue to evolve to reflect the needs of the various stakeholders – students and universities, members of IChemE, employers of chemical engineering graduates, and wider society. Accreditation processes will also continue to adapt as institutions seek to balance the conflicting priorities of combating climate change with operating robust assessment processes.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 31-36"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43035099","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: 3
Critique – Comparison between P-HENS and Aspen Energy Analyzer for heat exchanger network synthesis 评价- P-HENS与Aspen能量分析仪在热交换器网络合成中的比较
IF 3.9 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-04-01 DOI: 10.1016/j.ece.2023.02.004
Daniel Burgos, Sebastian Valencia, Rafael Amaya-Gómez, Nicolás Ratkovich

This critique evaluates the use of the P-HENS software for developing recommended heat exchanger network designs compared to the commercial simulator Aspen Energy Analyzer. The similarities between the two software when carrying out an energy integration are discussed, as well as their advantages and possible improvements to be implemented in the tool.

本评论评估了P-HENS软件用于开发推荐的热交换器网络设计的使用,并与商业模拟器Aspen能量分析仪进行了比较。讨论了这两种软件在进行能量集成时的相似之处,以及它们的优点和在工具中可能实现的改进。
{"title":"Critique – Comparison between P-HENS and Aspen Energy Analyzer for heat exchanger network synthesis","authors":"Daniel Burgos,&nbsp;Sebastian Valencia,&nbsp;Rafael Amaya-Gómez,&nbsp;Nicolás Ratkovich","doi":"10.1016/j.ece.2023.02.004","DOIUrl":"10.1016/j.ece.2023.02.004","url":null,"abstract":"<div><p>This critique evaluates the use of the P-HENS software for developing recommended heat exchanger network designs compared to the commercial simulator Aspen Energy Analyzer. The similarities between the two software when carrying out an energy integration are discussed, as well as their advantages and possible improvements to be implemented in the tool.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 113-114"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48584363","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
Embedding computer programming into a chemical engineering course: The impact on experiential learning 将计算机程序设计嵌入化工课程:对体验式学习的影响
IF 3.9 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-04-01 DOI: 10.1016/j.ece.2023.01.008
Mohammadreza Arjmandi , Meng Wai Woo , Cody Mankelow , Thomas Loho , Kaveh Shahbaz , Amar Auckaili , Ashvin Thambyah

The need for autonomous engineering graduates who demonstrate hands-on skills has increased in the industry. Computer programming helps engineering students solve real-world problems systematically and accurately by applying governing physical and mathematical models into a format that a computer can read and execute. This study describes the pedagogical approach of incorporating programming workshops and assessments into a second-year chemical engineering course. The impact of this intervention on experiential learning amongst the students was then evaluated by analysing the feedback provided by voluntary participants during several focus group sessions. The feedback gave further insight into teaching pedagogy with respect to Kolb's experiential learning cycle. It was found the programming background of an individual clearly affects the phase of the learning cycle they predominantly experience during the workshops. Furthermore, programming background affected an individual's critical thinking while approaching an engineering problem. Constructive feedback provided by the student participants offered an invaluable opportunity for the teaching team to reflect on what went well and the areas for improvement in future iterations. The findings of this study can advance knowledge around design and implementation of a programming module within an engineering course.

该行业对具有动手能力的自动驾驶工程专业毕业生的需求有所增加。计算机编程通过将控制物理和数学模型应用到计算机可以读取和执行的格式中,帮助工程专业的学生系统而准确地解决现实世界的问题。本研究描述了将编程研讨会和评估纳入二年级化学工程课程的教学方法。通过分析志愿者在几个焦点小组会议上提供的反馈,评估了这种干预对学生体验式学习的影响。这些反馈进一步深入了解了Kolb的体验式学习周期的教学方法。研究发现,个人的编程背景明显影响他们在研讨会期间主要经历的学习周期阶段。此外,编程背景会影响个人在处理工程问题时的批判性思维。学生参与者提供的建设性反馈为教学团队提供了一个宝贵的机会,可以反映出哪些进展顺利,以及在未来迭代中需要改进的地方。本研究的结果可以促进对工程课程中编程模块设计和实现的认识。
{"title":"Embedding computer programming into a chemical engineering course: The impact on experiential learning","authors":"Mohammadreza Arjmandi ,&nbsp;Meng Wai Woo ,&nbsp;Cody Mankelow ,&nbsp;Thomas Loho ,&nbsp;Kaveh Shahbaz ,&nbsp;Amar Auckaili ,&nbsp;Ashvin Thambyah","doi":"10.1016/j.ece.2023.01.008","DOIUrl":"10.1016/j.ece.2023.01.008","url":null,"abstract":"<div><p>The need for autonomous engineering graduates who demonstrate hands-on skills has increased in the industry<span>. Computer programming helps engineering students solve real-world problems systematically and accurately by applying governing physical and mathematical models into a format that a computer can read and execute. This study describes the pedagogical approach of incorporating programming workshops and assessments into a second-year chemical engineering course. The impact of this intervention on experiential learning amongst the students was then evaluated by analysing the feedback provided by voluntary participants during several focus group sessions. The feedback gave further insight into teaching pedagogy with respect to Kolb's experiential learning cycle. It was found the programming background of an individual clearly affects the phase of the learning cycle they predominantly experience during the workshops. Furthermore, programming background affected an individual's critical thinking while approaching an engineering problem. Constructive feedback provided by the student participants offered an invaluable opportunity for the teaching team to reflect on what went well and the areas for improvement in future iterations. The findings of this study can advance knowledge around design and implementation of a programming module within an engineering course.</span></p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 50-57"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46498896","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: 2
Effective management of work groups through the behavioural roles applied in higher education students 通过在高等教育学生中应用行为角色对工作组进行有效管理
IF 3.9 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-04-01 DOI: 10.1016/j.ece.2023.02.002
Miguel Martín-Sómer , María Linares , Gema Gomez-Pozuelo

One of the most in-demand skills for engineers is working effectively in a team. However, divergences inside the group often lead to the unsuccessful progress of the task. Therefore, creating a methodology that allows overcoming this obstacle and promotes successful teamwork seems fundamental. In this work, we present a novel questionnaire that we have designed and implemented to form balanced work teams based on the behaviour and personality of the group members. Concretely, the roles selected were Leader, Collaborative, Thoughtful and Creative. The role assignment was performed using a questionary and applied to different subjects and degrees. The role of Leader was predominant, but when analysing the group mates' opinions, a relevant decrease was observed, indicating that the students answered the questionary as a leader but did not show leadership capacities. The second role majority was Collaborator, and Creative and Thoughtful roles obtained the fewest percentages. Finally, the academic results of different courses and the students' feedback experience have been analysed, getting an upbeat assessment of the new methodology for forming groups, and it has also been observed an improvement in the average marks of the subjects.

工程师最需要的技能之一是在团队中有效地工作。然而,团队内部的分歧往往导致任务的进展不成功。因此,创建一种方法来克服这一障碍并促进成功的团队合作似乎是至关重要的。在这项工作中,我们提出了一个新颖的调查问卷,我们设计并实施了基于小组成员的行为和个性来形成平衡的工作团队。具体来说,被选中的角色是“领导”、“合作”、“体贴”和“创新”。角色分配是用一个问题来完成的,并适用于不同的科目和学位。领导者的角色占主导地位,但当分析小组成员的意见时,观察到相关的下降,这表明学生以领导者的身份回答问题,但没有表现出领导能力。第二多的角色是“合作者”,而“创造性”和“深思熟虑”的角色所占比例最少。最后,对不同课程的学习成绩和学生的反馈经验进行了分析,对新的分组方法进行了乐观的评价,并观察到各科平均成绩的提高。
{"title":"Effective management of work groups through the behavioural roles applied in higher education students","authors":"Miguel Martín-Sómer ,&nbsp;María Linares ,&nbsp;Gema Gomez-Pozuelo","doi":"10.1016/j.ece.2023.02.002","DOIUrl":"10.1016/j.ece.2023.02.002","url":null,"abstract":"<div><p>One of the most in-demand skills for engineers is working effectively in a team. However, divergences inside the group often lead to the unsuccessful progress of the task. Therefore, creating a methodology that allows overcoming this obstacle and promotes successful teamwork seems fundamental. In this work, we present a novel questionnaire that we have designed and implemented to form balanced work teams based on the behaviour and personality of the group members. Concretely, the roles selected were Leader, Collaborative, Thoughtful and Creative. The role assignment was performed using a questionary and applied to different subjects and degrees. The role of Leader was predominant, but when analysing the group mates' opinions, a relevant decrease was observed, indicating that the students answered the questionary as a leader but did not show leadership capacities. The second role majority was Collaborator, and Creative and Thoughtful roles obtained the fewest percentages. Finally, the academic results of different courses and the students' feedback experience have been analysed, getting an upbeat assessment of the new methodology for forming groups, and it has also been observed an improvement in the average marks of the subjects.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 83-91"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48962844","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
Design, implementation, and evaluation of an online flipped classroom with collaborative learning model in an undergraduate chemical engineering course 基于协作学习模式的在线翻转课堂在本科化工课程中的设计、实施与评价
IF 3.9 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-04-01 DOI: 10.1016/j.ece.2023.01.007
Lorico DS. Lapitan Jr , Aldrin Lorrenz A. Chan , Noel S. Sabarillo , Divine Angela G. Sumalinog , Joey Mark S. Diaz

Active learning methods are known to improve motivation, engagement, and student performance in traditional classrooms. However, the COVID-19 pandemic compelled students to continue their studies through an online setting wherein teaching is undertaken remotely and on digital platforms. In this study, the design and implementation of flipped classrooms supported with collaborative learning was evaluated for the remote instruction of Analytical Chemistry. The flipped classroom was designed to include pre-recorded lectures, individual self-assessment questions and in-class group activities (polls and quiz bee). Word problems were given as collaborative tasks to improve the students’ interactions on the learning content. The impact on learning of these instructional practices was evaluated based on students’ learning experience and academic performance, and the instructors’ reflection. The survey at the end of the term gathered quantitative and qualitative data regarding students’ experiences with flipped classroom and peer collaboration methods. The students’ feedback indicated that participation in group collaborative activities had a positive impact on their comprehension of Analytical Chemistry concepts and calculations. Majority of the students indicated that group collaboration was immensely helpful in enhancing communication skills and improving their ability to apply what they had learned in class to solving difficult word problems. In addition, students underscored the importance of pre-recorded videos for their self-paced learning, and synchronous sessions to increase their engagement and motivation. On the other hand, several students perceived flipped classrooms as very demanding and challenging in terms of the required output submissions given the short 6-week term. Overall, the combination of these active-learning methods had a positive impact on the remote-learning environment, but potential drawbacks of online active learning interventions on student attitudes were also present. Therefore, careful integration of these instructional practices into online courses will help improve the students’ learning experience.

众所周知,主动学习方法可以提高学生在传统课堂上的积极性、参与度和表现。然而,2019冠状病毒病大流行迫使学生通过在线环境继续学习,其中远程和数字平台上进行教学。本研究对分析化学远程教学中支持协作学习的翻转课堂的设计与实施进行了评价。翻转课堂的设计包括预先录制的讲座、个人自我评估问题和课堂上的小组活动(投票和问答比赛)。单词问题作为协作任务,以提高学生对学习内容的互动。根据学生的学习经验、学习成绩和教师的反思来评估这些教学实践对学习的影响。学期末的调查收集了关于学生使用翻转课堂和同伴合作方法的经验的定量和定性数据。学生的反馈表明,参与小组合作活动对他们对分析化学概念和计算的理解有积极的影响。大多数学生表示,小组合作对提高沟通技巧和运用课堂知识解决难题的能力非常有帮助。此外,学生们强调了预先录制的视频对他们自主学习的重要性,以及同步课程对提高他们的参与度和积极性的重要性。另一方面,一些学生认为翻转课堂要求很高,在短短6周的学期中,要求提交的成果非常具有挑战性。总体而言,这些主动学习方法的组合对远程学习环境有积极的影响,但在线主动学习干预对学生态度的潜在缺点也存在。因此,将这些教学实践精心整合到在线课程中,将有助于改善学生的学习体验。
{"title":"Design, implementation, and evaluation of an online flipped classroom with collaborative learning model in an undergraduate chemical engineering course","authors":"Lorico DS. Lapitan Jr ,&nbsp;Aldrin Lorrenz A. Chan ,&nbsp;Noel S. Sabarillo ,&nbsp;Divine Angela G. Sumalinog ,&nbsp;Joey Mark S. Diaz","doi":"10.1016/j.ece.2023.01.007","DOIUrl":"10.1016/j.ece.2023.01.007","url":null,"abstract":"<div><p>Active learning methods are known to improve motivation, engagement, and student performance<span> in traditional classrooms. However, the COVID-19 pandemic compelled students to continue their studies through an online setting wherein teaching is undertaken remotely and on digital platforms. In this study, the design and implementation of flipped classrooms supported with collaborative learning<span> was evaluated for the remote instruction of Analytical Chemistry. The flipped classroom was designed to include pre-recorded lectures, individual self-assessment questions and in-class group activities (polls and quiz bee). Word problems were given as collaborative tasks to improve the students’ interactions on the learning content. The impact on learning of these instructional practices was evaluated based on students’ learning experience<span> and academic performance, and the instructors’ reflection. The survey at the end of the term gathered quantitative and qualitative data regarding students’ experiences with flipped classroom and peer collaboration methods. The students’ feedback indicated that participation in group collaborative activities had a positive impact on their comprehension of Analytical Chemistry concepts and calculations. Majority of the students indicated that group collaboration was immensely helpful in enhancing communication skills and improving their ability to apply what they had learned in class to solving difficult word problems. In addition, students underscored the importance of pre-recorded videos for their self-paced learning, and synchronous sessions to increase their engagement and motivation. On the other hand, several students perceived flipped classrooms as very demanding and challenging in terms of the required output submissions given the short 6-week term. Overall, the combination of these active-learning methods had a positive impact on the remote-learning environment, but potential drawbacks of online active learning interventions on student attitudes were also present. Therefore, careful integration of these instructional practices into online courses will help improve the students’ learning experience.</span></span></span></p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 58-72"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49158262","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: 1
Development of engineering skills in students of biotechnology: Innovation project “From laboratory to industry” 生物技术学生工程技能的培养:创新项目“从实验室到工业”
IF 3.9 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-04-01 DOI: 10.1016/j.ece.2023.01.006
Vanessa Ripoll , Marina Godino-Ojer , Javier Calzada

Professors of Chemical Engineering often find that students are discouraged by the highly technical nature of the subject, have a poor understanding of how the subject relates to their field and lack the basic engineering skills and competences. This purpose of this paper is to report on a teaching innovation experience in the course in Biochemical Engineering, part of the Degree in Biotechnology at the Universidad Francisco de Vitoria (Madrid, Spain). The aim of the innovation project was to motivate students and overcome the difficulties posed by the course. To this end, a series of practical seminars were designed with individual and group learning activities, for the acquisition of engineering competences, developing higher-order thinking skills and transversal competences. The evaluation of the project was based on the learning-teaching experience of professors, the academic performance of students and student surveys at the end of the course. All indicators showed that the new methodology had a positive impact both on the attitudes of students and on learning outcomes. Furthermore, students had a more precise and positive vision of the interrelation between Chemical Engineering and Biotechnology in general, favourably influencing their learning in other courses within the degree program.

化学工程教授经常发现,学生们对这门学科的高技术性感到气馁,对这门学科与他们所在领域的关系理解不佳,缺乏基本的工程技能和能力。本文的目的是报告西班牙马德里弗朗西斯科维多利亚大学生物技术学位部分的生物化学工程课程的教学创新经验。创新项目的目的是激励学生,克服课程带来的困难。为此,设计了一系列实践研讨会,包括个人和小组学习活动,以获得工程能力,发展高阶思维技能和横向能力。该项目的评价是基于教授的教学经验、学生的学习成绩和课程结束时的学生调查。所有指标都表明,新方法对学生的态度和学习成果都产生了积极影响。此外,学生对化学工程和生物技术之间的相互关系有了更准确和积极的认识,这对他们在学位课程中其他课程的学习产生了有利的影响。
{"title":"Development of engineering skills in students of biotechnology: Innovation project “From laboratory to industry”","authors":"Vanessa Ripoll ,&nbsp;Marina Godino-Ojer ,&nbsp;Javier Calzada","doi":"10.1016/j.ece.2023.01.006","DOIUrl":"10.1016/j.ece.2023.01.006","url":null,"abstract":"<div><p>Professors of Chemical Engineering often find that students are discouraged by the highly technical nature of the subject, have a poor understanding of how the subject relates to their field and lack the basic engineering skills and competences. This purpose of this paper is to report on a teaching innovation experience in the course in Biochemical Engineering, part of the Degree in Biotechnology at the Universidad Francisco de Vitoria (Madrid, Spain). The aim of the innovation project was to motivate students and overcome the difficulties posed by the course. To this end, a series of practical seminars were designed with individual and group learning activities, for the acquisition of engineering competences, developing higher-order thinking skills and transversal competences. The evaluation of the project was based on the learning-teaching experience of professors, the academic performance of students and student surveys at the end of the course. All indicators showed that the new methodology had a positive impact both on the attitudes of students and on learning outcomes. Furthermore, students had a more precise and positive vision of the interrelation between Chemical Engineering and Biotechnology in general, favourably influencing their learning in other courses within the degree program.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 37-49"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47728395","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
Enabling in-depth analysis in heat exchanger network synthesis via graph-theoretic tool: Experiences in Swinburne University of Technology Sarawak Campus 通过图论工具实现换热器网络综合的深入分析:Swinburne理工大学砂拉越校区的经验
IF 3.9 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-04-01 DOI: 10.1016/j.ece.2022.12.003
Bing Shen How , Sin Yong Teng , Ákos Orosz , Jaka Sunarso , Ferenc Friedler

The ability and capability to analyze and benchmark alternative designs on top of the optimal network are deemed valuable competencies for current and future chemical engineers. In this context, a process graph (P-graph)-inspired tool – P-HENS is introduced to an integrated plant design unit in an undergraduate chemical engineering degree program at Swinburne University of Technology Sarawak Campus in Malaysia. The energy recovery aspect is one of the key design elements in the integrated plant design unit. The introduction of P-HENS, which is capable of mathematically determining multiple optimal and sub-optimal solutions is considered useful for the students to (i) identify plausible heat exchanger networks (HENs) structures that may be overlooked using conventional approaches and (ii) enable a more in-depth analysis to justify the selected design. Overall, the implementation of P-HENS shows positive outcomes, where this free-of-charge software complements the learning of conventional manual approaches used in HENs synthesis. Furthermore, recommendations suggested by the users (students) are collected and compiled for potential future software development. This work serves as an essential reference for other chemical engineering educators who are teaching pinch analysis or heat integration-related courses.

对当前和未来的化学工程师来说,在最优网络之上分析和基准设计的能力和能力被认为是有价值的能力。在此背景下,在马来西亚斯威本科技大学沙捞越校区的本科化学工程学位课程中,一个受过程图(P-graph)启发的工具- P-HENS被引入了一个综合工厂设计单元。在综合装置设计单元中,能量回收是关键设计要素之一。P-HENS的引入,能够在数学上确定多个最优和次优解决方案,被认为对学生(i)识别可能被传统方法忽视的合理的热交换器网络(HENs)结构(ii)能够进行更深入的分析,以证明所选设计的有效性。总的来说,P-HENS的实施显示出积极的结果,这种免费的软件补充了在母鸡合成中使用的传统手工方法的学习。此外,收集和汇编用户(学生)提出的建议,以供将来可能的软件开发。这项工作为其他化学工程教育工作者教授夹点分析或热集成相关课程提供了重要的参考。
{"title":"Enabling in-depth analysis in heat exchanger network synthesis via graph-theoretic tool: Experiences in Swinburne University of Technology Sarawak Campus","authors":"Bing Shen How ,&nbsp;Sin Yong Teng ,&nbsp;Ákos Orosz ,&nbsp;Jaka Sunarso ,&nbsp;Ferenc Friedler","doi":"10.1016/j.ece.2022.12.003","DOIUrl":"10.1016/j.ece.2022.12.003","url":null,"abstract":"<div><p>The ability and capability to analyze and benchmark alternative designs on top of the optimal network are deemed valuable competencies for current and future chemical engineers. In this context, a process graph (P-graph)-inspired tool – P-HENS is introduced to an integrated plant design unit in an undergraduate chemical engineering degree program at Swinburne University of Technology Sarawak Campus in Malaysia. The energy recovery aspect is one of the key design elements in the integrated plant design unit. The introduction of P-HENS, which is capable of mathematically determining multiple optimal and sub-optimal solutions is considered useful for the students to (i) identify plausible heat exchanger networks (HENs) structures that may be overlooked using conventional approaches and (ii) enable a more in-depth analysis to justify the selected design. Overall, the implementation of P-HENS shows positive outcomes, where this free-of-charge software complements the learning of conventional manual approaches used in HENs synthesis. Furthermore, recommendations suggested by the users (students) are collected and compiled for potential future software development. This work serves as an essential reference for other chemical engineering educators who are teaching pinch analysis or heat integration-related courses.</p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"43 ","pages":"Pages 100-112"},"PeriodicalIF":3.9,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48053945","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: 1
Engineering process safety research instrument: Assessing students’ moral reasoning in process safety contexts 工程过程安全研究工具:在过程安全背景下评估学生的道德推理
IF 3.9 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-01-01 DOI: 10.1016/j.ece.2022.11.004
Jeffrey Stransky , Cheryl Bodnar , Landon Bassett , Matthew Cooper , Daniel Anastasio , Daniel Burkey

Process safety decision making is a key component of undergraduate chemical engineering education. Despite this, there are no existing survey instruments designed to measure students’ moral reasoning in the context of process safety decision making. The Engineering Process Safety Research Instrument (EPSRI) was developed to address this deficit in process safety assessment. The EPSRI was modeled after existing moral reasoning instruments including the DIT2, EERI, and ESIT. The process safety scenarios included were drawn from personal experience and reports from the Chemical Safety Board. Each scenario in the instrument was followed by a decision prompt and 12–15 considerations. The EPSRI went through content validation with chemical engineering industry practitioners and chemical engineering faculty members. Subsequently, three rounds of exploratory factor analysis were conducted to finalize the instrument design before a final confirmatory factor analysis was completed to ensure validity and reliability of the instrument. Completion of the exploratory factor analysis resulted in five dilemmas with 9–12 considerations each that loaded onto pre-conventional, conventional, and post-conventional reasoning constructs according to Kohlberg’s moral development theory. Confirmatory factor analysis reaffirmed the validity and reliability of the instrument and its ability to measure chemical engineering students’ moral reasoning within process safety contexts.

过程安全决策是化工本科教育的重要组成部分。尽管如此,没有现有的调查工具,旨在衡量学生在过程安全决策的背景下的道德推理。工程过程安全研究仪器(EPSRI)是为了解决过程安全评估中的这一缺陷而开发的。EPSRI是在现有的道德推理工具(包括DIT2、EERI和ESIT)的基础上建模的。所包括的过程安全情景是根据个人经验和化学品安全委员会的报告得出的。文书中的每个情景之后都有一个决定提示和12-15个考虑因素。EPSRI通过了化学工程行业从业者和化学工程教员的内容验证。随后进行三轮探索性因子分析,最终确定仪器设计,最后进行验证性因子分析,确保仪器的效度和信度。根据Kohlberg的道德发展理论,探索性因素分析的完成导致了五个困境,每个困境有9-12个考虑因素,分别加载到前传统、传统和后传统的推理结构中。验证性因子分析重申了该仪器的有效性和可靠性,以及它在过程安全背景下测量化学工程学生道德推理的能力。
{"title":"Engineering process safety research instrument: Assessing students’ moral reasoning in process safety contexts","authors":"Jeffrey Stransky ,&nbsp;Cheryl Bodnar ,&nbsp;Landon Bassett ,&nbsp;Matthew Cooper ,&nbsp;Daniel Anastasio ,&nbsp;Daniel Burkey","doi":"10.1016/j.ece.2022.11.004","DOIUrl":"10.1016/j.ece.2022.11.004","url":null,"abstract":"<div><p><span>Process safety decision making is a key component of undergraduate chemical engineering<span> education. Despite this, there are no existing survey instruments designed to measure students’ moral reasoning in the context of process safety decision making. The Engineering Process Safety Research Instrument (EPSRI) was developed to address this deficit in process safety assessment. The EPSRI was modeled after existing moral reasoning instruments including the DIT2, EERI, and ESIT. The process safety scenarios included were drawn from personal experience and reports from the Chemical Safety Board. Each scenario in the instrument was followed by a decision prompt and 12–15 considerations. The EPSRI went through content validation with chemical engineering industry practitioners and chemical engineering faculty members. Subsequently, three rounds of exploratory factor analysis were conducted to finalize the instrument design before a final </span></span>confirmatory factor analysis<span> was completed to ensure validity and reliability of the instrument. Completion of the exploratory factor analysis resulted in five dilemmas with 9–12 considerations each that loaded onto pre-conventional, conventional, and post-conventional reasoning constructs according to Kohlberg’s moral development theory. Confirmatory factor analysis reaffirmed the validity and reliability of the instrument and its ability to measure chemical engineering students’ moral reasoning within process safety contexts.</span></p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"42 ","pages":"Pages 44-53"},"PeriodicalIF":3.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49545686","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
Erratum to: “Comparison of undergraduate chemical engineering curricula between China and America Universities based on statistical analysis” [Educ. Chem. Eng., vol. 38, January 2022, pp. 55–59] 勘误表:“基于统计分析的中美大学化学工程本科课程比较”[Educ.Chem.Eng.,第38卷,2022年1月,第55-59]
IF 3.9 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-01-01 DOI: 10.1016/j.ece.2022.10.004
Zhenhua Yao, Tingxuan Yan, Maocong Hu
{"title":"Erratum to: “Comparison of undergraduate chemical engineering curricula between China and America Universities based on statistical analysis” [Educ. Chem. Eng., vol. 38, January 2022, pp. 55–59]","authors":"Zhenhua Yao,&nbsp;Tingxuan Yan,&nbsp;Maocong Hu","doi":"10.1016/j.ece.2022.10.004","DOIUrl":"https://doi.org/10.1016/j.ece.2022.10.004","url":null,"abstract":"","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"42 ","pages":"Pages 31-32"},"PeriodicalIF":3.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49710983","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: 1
Critique – Simulation Apps 批评-模拟应用程序
IF 3.9 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2023-01-01 DOI: 10.1016/j.ece.2022.11.001
Cristian F. Rodríguez , Juan C. Cruz

This critique discusses the simulation App of a bioreactor (Sartorius D-DCU 100 L) for cell culture, which was included in the article Laboratory-independent exploration of stirred bioreactors and their fluid dynamics by Stefan Seidel et al., Education for Chemical Engineers, xx, xxx.

本评论讨论了用于细胞培养的生物反应器(Sartorius D-DCU 100 L)的模拟应用程序,该应用程序包含在Stefan Seidel等人的文章《搅拌生物反应器及其流体动力学的实验室独立探索》中,化学工程师教育,xx, xxx。
{"title":"Critique – Simulation Apps","authors":"Cristian F. Rodríguez ,&nbsp;Juan C. Cruz","doi":"10.1016/j.ece.2022.11.001","DOIUrl":"10.1016/j.ece.2022.11.001","url":null,"abstract":"<div><p>This critique discusses the simulation App of a bioreactor (Sartorius D-DCU 100 L) for cell culture, which was included in the article Laboratory-independent exploration of stirred bioreactors and their fluid dynamics by Stefan Seidel et al., <em>Education for Chemical Engineers, xx, xxx.</em></p></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"42 ","pages":"Pages 88-89"},"PeriodicalIF":3.9,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45651687","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
期刊
Education for Chemical Engineers
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1