共查询到20条相似文献,搜索用时 15 毫秒
1.
安全工程专业综合课程建设方案初探 总被引:1,自引:0,他引:1
根据安全工程专业特点,结合培养方案中构建理论教学、实践教学、素质拓展"三大育人平台"的要求,开设了面向学业深造的综合课程及面向学生就业的综合课程。通过综合课程的学习,增强了安全工程专业学生的综合应用能力和综合职业素质,显著提高了我校安全工程专业应用型人才的培养质量。 相似文献
2.
Studies revealed that existing lockdowns due to COVID-19 across developing countries resulted in education access inequalities and challenges. Closure of schools and higher education institutions have forced educators to deliver courses and assessments distantly as an immediate countermeasure against threats on the academic progression of students. Specifically, students marginalized by digital divides were found to have less satisfaction in learning experiences under this emergency online learning method. For students with science and engineering background, it is a challenge to learn first principles theories in the online environment which could affect their learning motivation level. This paper presents the implementation of online cooperative learning in the course Material and Energy Balance which covered the fundamental principles of Chemical Engineering. The impact of virtual cooperative learning approach to reduce the loss of motivation due to digital divide was investigated. Firstly, it was found that most of the students, from different backgrounds of digital access, experienced a drop in motivation at the start of emergency online learning. Secondly, when virtual cooperative learning was implemented, an increase in students’ motivation at both sides of the digital divide was observed. The implications concerning provisions to design an all-inclusive online learning environment are also presented. We found that the incorporation of cooperative learning approach could contribute towards alleviating the drop in motivation, especially for the digitally disadvantaged students. We hope that the findings from this study could compel instructors or education practitioners to rethink and redesign the online teaching and learning activities to enable a more inclusive emergency online learning environment for digitally disadvantaged students. 相似文献
3.
4.
Application of augmented reality (AR) in education has recently grown in interest due to distant, online, and self-directed learning. In this study, the impact of implementing an AR application on chemical engineering students’ learning motivation and performance was assessed. Two interactive AR lessons on common industrial equipment (i.e., centrifugal pump and shell-and-tube heat exchanger) were developed on the EON-XR platform. A cohort of 50 undergraduate chemical engineering students participated in the AR lessons and evaluated its impact on students’ learning motivation and usefulness as a learning resource. The level of students’ learning motivation was assessed with a 16-item questionnaire based on the Instructional Materials Motivation Survey (IMMS) from Keller’s ARCS model, and qualitative questions related to the future of AR technology in chemical engineering education. Results show that 82% of respondents found AR lessons helpful compared to conventional lesson delivery modes, while 92% were supportive for AR lessons to be an additional resource to existing learning materials. These findings demonstrated that AR technology impacted students’ learning motivation positively across multiple constructs, namely ‘Attention’, ‘Relevance’, ‘Confidence’ and ‘Satisfaction’ and showed great potential as an innovative pedagogical advancement in chemical engineering education. 相似文献
5.
Daniel Mateo-Ortíz David A. Mota-Aguilar Miguel A. Florián-Algarín Sonia L. Avilés-Barreto Rafael Méndez Carlos Velázquez Nelson Cardona-Martínez 《Education for Chemical Engineers》2012,7(4):e219-e229
The pharmaceutical industry is important for the economy of Puerto Rico and is currently trying to improve the understanding of the science and fundamentals behind its operations. The main objectives of our Education and Outreach program at the University of Puerto Rico – Mayagüez (UPRM), as a member of the Engineering Research Center for Structured Organic Particulate Systems, include the use of K-12 activities to improve student recruitment and to train engineering graduates who are able to disseminate and apply their knowledge across disciplines and advance technology. Here we report the results of an educational initiative where graduate and undergraduate students guide K-12 students through a series of hands-on modules in a pharmaceutical operations laboratory. The modules include solid mixing, tablet compression and tablet dissolution. The students are also exposed to demonstrations about combustible dust and an automated tablet press. The aim of these guided visits is to introduce middle and high school students to basic concepts of Pharmaceutical Engineering in an interactive way and motivate them to attend the University preferably in a related area. From to 2008 to 2011, this initiative impacted 328 students and 18 teachers from 11 K-12 schools in Puerto Rico, 20 undergraduate and 6 graduate students of the Chemical Engineering Department at UPRM. A comparison of the preliminary and final tests demonstrated that the students are learning new pharmaceutical concepts and the results of the satisfaction survey indicate that almost 89% of the participants rated the visits as excellent. 相似文献
6.
The development of a comprehensive set of skills, including technical, professional, and technology expertise, is critical to succeeding in the increasingly competitive global job marketplace. We proposed to develop such skills in our junior students (third year) via a flipped-classroom approach, a PO-PBL problem, and interactive e-learning tools. The intervention was implemented in the core course of Unit Operations and led to an increase in the students’ perception of the development of teamwork and people-related skills. Despite the benefits of promoting student learning, our intervention revealed that we still need to conduct work to approach more robust peer-to-peer interactions and connectedness. In this regard, students showed a marked tendency to have superficial discussions, which reflected their inability to develop superior emotional connections with peers. This is critical to promote complex thinking and ideation as well as continued engagement with the course contents and will be the focus of our future work. 相似文献
7.
This paper describes the planning of a computer-aided design (CAD) laboratory for training chemical engineers in graphic expression. The CAD laboratory was organised into four projects following a project-based learning method. Flipped classroom and contextualised learning were used to motivate the students and promote meaningful learning. The laboratory mainly focused on engaging the students by replicating 2D and 3D plans of common industrial engineering equipment and piping and instrumentation diagrams of industrial facilities. Two surveys carried out before and after the course showed that the student’s perception of their graphic expression skills significantly increased. Gender differences were observed in self-perceived graphic expression skills, particularly in spatial vision. The results showed considerable overall satisfaction with the method, scoring a value of 4.1 ± 0.9 in the Likert scale (maximum 5). Most of the students obtained a score higher than 8 in the CAD laboratory, showing their acquisition of specific competences. The results encouraged us to apply this method to subsequent courses and to extend training in graphic expression to other subjects in the chemical engineering degree. The method followed here can easily be extrapolated to other engineering disciplines. 相似文献
8.
9.
10.
11.
One of the biggest challenges in modern engineering education is to raise awareness about the basic principles of process safety. Although several organizations such as AIChE—through CCPS and SAChE—, IChemE and ABET are trying to seek suitable learning environments, there is still lack of courses or programs aimed at making students conscious about accident causes and prevention. This paper presents a strategy to raise awareness in undergraduate engineering students about this topic. Our strategy consists of four educating modules that can be taught as part of core courses. We have implemented our strategy in 14 Colombian universities in five undergraduate engineering programs: Chemical, Industrial, Mechanical, Environmental, and Process Engineering. This pedagogical material was validated by experts in process safety from the Colombian Oil Company (ECOPETROL), faculty from various universities, and the Process Design group at Los Andes University. This proposed open education approach, which is a shared initiative between industry-academia, has been well received by all stakeholders. During 2016, it has incorporated 28 faculty and the enrollment of more than 1732 students. This process needs long-term sustainability to fulfill the primary purpose of including process safety in the engineer's education. 相似文献
12.
Mechanical Design is a subject usually included in Chemical Engineering Degrees. In this work, we present the application of a project-based learning to the lab in two different engineering degrees, in of one the most time-consuming and difficult subjects of their programs. These two degrees, Mechanical and Chemical engineering degrees, were selected in order to compare the learning outcomes and satisfaction with the activity in the degree more related to mechanical concepts and the Chemical engineering degree. Moreover, to enhance students’ enthusiasm and motivation, these sessions included an innovative manufacturing technology, 3D printing, and digital image correlation (DIC). Before each practical session, the students are encouraged to watch an online video with the fundamental aspects. In order to assess the success of this methodology, after finishing the lab sessions, the students answered a non-formal quantitative survey. The results showed that the proposed project-based learning had the ability to help integrating the knowledge and improve the skills included in the main competences. Although these results are encouraging, there are still parts of the lab activity that should be improve in order to make the activity less time consuming and the most difficult part being easier for the students. 相似文献
13.
The University of Chemistry and Technology Prague, the Czech Technical University in Prague and ORLEN Unipetrol have established a common University center in the production facility of the refinery-petrochemical complex in Litvínov, Czech Republic. The university center offers higher education to more than 50 students in bachelor and master programs. The connection between the chemical industry and the academic environment has created a unique opportunity to apply experiential learning in many areas of teaching. The University center uses a newly built Training facility, which is equipped with several modules for training operators, engineers and, currently, students. Thanks to the attractiveness of the environment of the training facility premises, the target group of students has been extended to secondary and even primary schools. The University center organizes regular practice for secondary and primary schools at the training facility. The aim of these activities is to practice systematically modern methods of education through experience and to make technical disciplines as popular as possible among young students. Regionally, this experiential education system has achieved high popularity and, in addition to the University center own students, more than 500 students from around 30 secondary and primary schools go through the program every year. 相似文献
14.
David C. Shallcross 《Education for Chemical Engineers》2013,8(1):e1-e11
The Piper Alpha disaster of 1988 remains the worst offshore oil platform disaster in history. The loss of 167 lives was caused by a range of factors including human error, poor safety training and poor safety management systems. The events that led up to the first explosion and then the subsequent fires and larger explosions provide an excellent context in which to introduce first year engineering students to the importance of safety in an introductory course. The loss of the Piper Alpha platform has been used as a case study in a general first year engineering subject at the University of Melbourne for several years. This paper begins by describing the background of the platform, the events of July 6, 1988 and the lessons that may be learned from the disaster. The learning around this safety case study is assessed in the class room using concept maps. An analysis of 460 concept maps prepared by the class 15 weeks after the material had been presented to them provides an insight into how well the students integrated and retained the material from the case study. Students recalled well the causes of the disaster as well as the consequences and lessons that should be learned from the incident. 相似文献
15.
高秀春 《陶瓷研究与职业教育》2014,(3):27-29
以就业为导向的职业教育在关注人才培养质量的同时更应该关注可持续发展能力的培养和终身教育的理念,可持续发展教育以及终身教育已成为高职教育稳步发展的指针。本文主要从高职院校教育发展与学生可持续发展能力的关系出发,分析了可持续发展和终身教育的关系,提出了自己在教学管理中提升学生可持续发展能力和终身教育的途径和方法。最后总结了学生的可持续发展能力和终身学习的提高。 相似文献
16.
化工热力学是化工专业的一门专业基础必修课程,目的在于培养学生演绎推理和解决实际工程问题的能力。在教学改革中,我们倡导以Gibbs函数作为课程的主线,以此来规划、编写教材内容和教学知识点模块,这样不仅可理顺热力学概念和内容之间的关系,突出化工热力学课程应用的目的,而且可针对不同的专业、同专业不同的培养目标和方向,以菜单式选取知识点模块内容进行授课,优化教学方式,激发学生的学习兴趣,提高教学质量。 相似文献
17.
18.
Christine Norton Ian Cameron Nicoleta Balliu David Shallcross Geoff Barton 《Education for Chemical Engineers》2008,3(2):e75
This work differentiates itself from most educational based multimedia resources by catering for two distinct audience groups. The first group is undergraduate process engineering students in a number of Australian institutions, whereas the second group represents operational staff at the industrial facilities covered by the interface. This presents challenges in pedagogy, educational pitch, industrial relations and project management. It has also added a sales driver to the project as we market the resource to industry as an operator training resource.The learning environment is based around spherical imagery of real operating plants coupled with interactive embedded activities and content. This virtual reality (VR) learning tool has been developed by applying aspects of relevant educational theory and proven instructive teaching approaches. Principles such as constructivism, interactivity, cognitive load and learner-centred design have been central considerations when constructing and structuring this resource. Structural challenges include determining a framework for the basic environment, the repository for the VR and activities, as well as the development of a learning platform arrangement to support self-directed learning in the interface. Some of the system's current functionality is demonstrated through snapshots of the screen configuration. Future developments within the interface are revealed. 相似文献
19.
非化工专业大学化学几个重要教学环节探讨 总被引:1,自引:1,他引:0
针对非化工专业大学化学教学的特点,提出了抓好绪论课、理论教学及实验课几个重要教学环节的具体方法,即灵活运用问题式和互动式教学激发学生的学习兴趣,将科研前沿和科研成果与教学内容进行有机的结合,培养学生的创新意识,强化实验教学,着力培养学生的动手动脑能力,以提高学生的学习效果、创新意识和创新技能。 相似文献
20.
Outcome-based Education (OBE) is a student-directed learning system that enables learner autonomy, skill development, and life-long learning. Pakistan Engineering Council (PEC) has started implementing OBE in her affiliated engineering institutions at the undergraduate level, being a full signatory of the Washington Accord in 2017. PEC has made it obligatory for all institutions offering engineering degree programs to implement OBE at the undergraduate level. In this regard, the present study investigated the prospects of OBE implementation in the English as Second Language learning classroom of Chemical Engineering students. A quasi-experimental method was adopted to analyze the effectiveness of OBE in ESL learning. A group of 29 students were taught through traditional pedagogy in the first half of the semester and were provided treatment over the second half. Pretest and post-test were conducted to examine the learners’ outcomes for the ESL course for chemical engineering students. The teachers’ beliefs were recorded through semi-structured interviews regarding the prospects and potential challenges to OBE in Pakistan. The quasi-experiment results showed a rise in the students' course learning outcome in the content and skills. The teachers highlighted several challenges to OBE in Pakistan, including lack of training for non-engineering faculty, teachers’ and students’ reluctance to shift to student-centered mode, institutional dictation regarding teaching and assessment, and large classrooms. This work suggests teacher training of non-engineering courses and adopting a unified learning management system. 相似文献