Modernizing the chemical engineering curriculum via a student-centered framework that promotes technical,professional, and technology expertise skills: The case of unit operations

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.     

Constructivist-based experiential learning: A case study of student-centered and design-centric unit operation distillation laboratory

This paper presents the rationale for incorporating engineering design into project-based laboratory learning. To ensure an effective and efficient pedagogy for the new laboratory format, we placed the emphasis of the pedagogical framework on constructivist learning for deep laboratory learning, and integrated experiential learning cycle with cyclic engineering design to formulate a sequential instruction and formative assessment methodology. The implementation of the pedagogy was exemplified using a case study of a concrete distillation design consisting of conceptualizing the design, reasoning the adequacy and experiment-based validation of the design correlations, and verifying the final design as per experimental observations. The impact of the novel lab format on student learning experience was surveyed and compared to that of a traditional laboratory. The survey results revealed that the project-based laboratory with design resulted in an improved learning experience in addressing high-level learning outcomes and engineering skills. Evidence of the survey also suggested that the sequential instruction and formative assessment methodology was effective with every stage of the experiential learning and formative assessment essential for the successful and efficient implementation of the project-based laboratory learning.     

Lignin oxidation to generate vanillin: An integrated learning project for chemical engineering students

This paper presents an integrated learning project of 8 months duration, suitable for chemical engineering students entering their First year of major concentration. This project prepares students for a career in chemical engineering and aids their performance in multi-task problem solving using a teamwork approach. In the process, they develop essential competences, such as communication, perseverance, time management, and autonomy.     

Incorporating life cycle assessment and ecodesign tools for green chemical engineering: A case study of competences and learning outcomes assessment

Chemical engineers assume a broad range of roles in industry, spanning the development of new process designs, the maintenance and optimization of complex systems, and the production of intermediate materials, final products and new technologies. The technical aptitude that enables chemical engineers to fulfill these various roles along the value chain makes them compelling participants in the environmental assessment of the product in question. Therefore, the introduction of life cycle assessment (LCA) and ecodesign concepts into the chemical engineering curriculum is essential to help these future professionals to face design problems with a holistic view of the technical, economic, social and environmental impacts of their solutions. The teaching of these and other disciplines by means of student-centered methods, based on a holistic structure, have demonstrated better teamwork and communication skills. For that reason, this paper proposes a Micro (Assess-Analyze-Act) (M-3A) model of assessment mainly focused on closing the loop of the learning activities. This model has been applied to an ecodesign case study of the “University master’s Degree in chemical engineering” of the University of Cantabria/University of the Basque Country, with positive feedback of the students. They felt that the approach has allowed them to utilize their analytical skills in quantifying a situation before applying other subjective measures, and that the public discussion of the results was a satisfactory element for improving their communication skills. Moreover, the students found that the workload was nicely adjusted, highlighting the acquisition of 4 competences preferentially: teamwork, creativity; relevance of environmental issues and initiative and entrepreneurship. Finally, the students suggest that the application of this methodology into their degree could motivate future students improving their performance.     

The CHEM Jam - how to integrate a game creation event in curriculum-based engineering education

To tackle future sustainability and energy issues, novel learning approaches should be considered in chemical engineering education, particularly those encouraging learners’ problem-solving skills. This paper proposes an example for educators to integrate game-making activities into a chemical engineering curriculum. The specific activity proposed is a collaborative event, known as a game jam in Game Studies. Participants use a custom-made Game Editor for Learning to design levels for a jump n′ run/platform game. The editor facilitates the construction of games for non-game designers, has a tutorial, and is provided with inspirational gameplay videos of level examples and a template for facilitators to assess the resulting levels. This paper argues that prompting learners to create levels based on chemical concepts and structures, challenges and develops their problem-solving skills, and makes the activity valuable to be integrated in present engineering educational programs. The learning experience, named CHEM Jam, starts with an introductory phase during which participants receive essential guidance, while preserving the effectiveness, of learner-centred activities. The assessment methodology is aligned with the learning objectives of an undergraduate process design course. Finally, research and critique on the activity and how chemical engineering can benefit from game-making events and communities is discussed.     

Implementing humanistic view via pass-through game style in teaching: A case study in teaching chemical engineering principles for undergraduates

The humanistic view has a far-reaching influence on education. This work presents an innovative pass-through game style teaching approach to improve the quality of classroom teaching in the rapid development of higher education in China, and creating a model for classroom teaching with a humanistic view. A case study in teaching “Chemical Engineering Principles 2” for undergraduate students in Quzhou University is presented, and great improvement in students’ tests and national competition results, and their satisfaction have been demonstrated. Through the pass-through game style teaching, individual attention for students in big class can be realized.     

Teaching chemical engineering to biotechnology students in the time of COVID-19: Assessment of the adaptation to digitalization

With the global outbreak of COVID-19 in March 2020, there was an immediate shutdown of face-to-face classes and a sudden shift to on-line learning. Confinement required finding innovative approaches to teaching and student assessment. This paper aims to share the experience of adapting the course in Biochemical Engineering, part of the Biotechnology program at Francisco de Vitoria University (Madrid, Spain), to remote learning.A sequence of collaborative learning activities, with active student participation, was designed to replace the traditional mid-term exam. Activities were carefully implemented, considering the range of learning styles. Engineering skills, transversal competences and higher-order thinking skills were fostered through these activities.The analysis of the teaching/learning experience was based on teacher observations, academic performance and student surveys. All indicators showed that the adopted methodology had a positive impact of student performance. Student participation, especially among those repeating the course, also improved. Furthermore, students gained a more accurate and positive perception of the link between Chemical Engineering and Biotechnology, which may have a favourable impact on the teaching of Bioreactors in the coming academic year.     

Lab at home in distance learning: A case study

Lab work is a basic pillar, especially in engineering and science. It promotes problem solving and discovery and it has proven to enhance student learning. Transversal competences such as autonomy or effective oral and written communication are also enhanced. E-learning is currently increasing and requires a redesign of practical work. Several virtual laboratories can be found to cover different areas. This, however, does not replace the face-to-face laboratories in the field of chemistry, where students need to perform hands-on experiments to acquire the required skills. An alternative is experimentation at home. Most existing references in this regard describe qualitative experiences. In this work we have designed a home practical work in which some fundamental concepts of chemical kinetics and catalysis are developed quantitatively. Students are introduced here to wastewater treatment using an advanced oxidation process; the Fenton reaction. From the results of a preactivity survey, students showed motivation and high expectations with the activity proposal. From a post-activity survey, we concluded that the perception of students towards the activity did not change after completing it. The learning objectives were met both for the students that participated in the take-home experiment and for those who did the experiment in the laboratory.     

A case study of product engineering: Performance of microencapsulated perfumes on textile applications

The evaluation of the performance of new products to be released on the market is essential to measure its acceptability by consumers. In this work, the performance of an added‐value product, microencapsulated perfumes applied on textiles for man suits, was predicted and evaluated. The odor intensity and character of the perfume ingredients was measured by headspace gas chromatography after dry cleaning and abrasion tests on textiles impregnated with microcapsules. The evaporation and diffusion of the fragrances in the encapsulated perfume was assessed. For this type of application, limonene has shown a better performance in the perfume mixture, being the dominant note over time and distance. © 2011 American Institute of Chemical Engineers AIChE J, 58: 1939–1950, 2012     

Teaching chemical engineering students industrial symbiosis using online resources: A Singapore case study

A new and simple qualitative teaching method incorporating online (cyberspace) resources (e.g. Google Maps^™) aimed at introducing the concept of industrial symbiosis (IS) to chemical engineering students is described. This method has been trialled as an exercise for a module as part of a chemical engineering degree programme taught in Singapore with integrated local industries and circumstances. A compilation in the form of eclectic mix of IS initiatives showing by-product and utilities flows in Singapore is also provided. The result of a student survey suggests favourable reception of the teaching methodology, which aided their understanding of the general IS concept as applied to the Singapore context. The method is envisioned as a useful complement to conventional IS lectures and workshops due to the convenience and high accessibility of Google Maps^™ and online company information which can be readily employed without incurring significant costs.     

Sustainable leadership and management of complex engineering systems: A team based structured case study approach

Societal goals have been shifting over the last seventy years towards global sustainability concerns, diversity, and equity. As the goals have shifted, societal demands on engineers and organizations have been shifting. This has implications for how we educate engineers. Sustainable engineering leadership and management consider the organizational aspects of the development and operation of complex designs in a sustainable manner with safety and risk management being key elements of sustainable design, operation, and management of engineering projects. This work explores the intersection of the UN Sustainable Development Goals, the current outcomes based engineering education accreditation framework, and risk based process safety management. It further elaborates on how these elements can be integrated into a structured case study approach to connect the role of the underlying values, ethics, assumptions, and beliefs of people who lead, manage, and work in complex engineering projects towards the enactment of a sustainability culture or a safety culture or both. The proposed case study structure reinforces engineering education outcomes, the United Nations sustainable development goals, and Risk Based Process Safety (RBPS) management in order to further develop technical and professional skills in undergraduate and graduate students better preparing them for their future roles in a world demanding sustainable solutions.     

Introducing students to research codes: A short course on solving partial differential equations in Python

Recent releases of open-source research codes and solvers for numerically solving partial differential equations in Python present a great opportunity for educators to integrate these codes into the classroom in a variety of ways. The ease with which a problem can be implemented and solved using these codes reduce the barrier to entry for users. We demonstrate how one of these codes, FiPy, can be introduced to students through a short course using progression as the guiding philosophy. Four exercises of increasing complexity were developed. Basic concepts from more advanced numerical methods courses are also introduced at appropriate points. To further engage students, we demonstrate how an open research problem can be readily implemented and also incorporate the use of ParaView to post-process their results. Student engagement and learning outcomes were evaluated through a pre and post-course survey and a focus group discussion. Students broadly found the course to be engaging and useful with the ability to easily visualise the solution to PDEs being greatly valued. Due to the introductory nature of the course, due care in terms of set-up and the design of learning activities during the course is essential. This course, if integrated with appropriate level of support, can encourage students to use the provided codes and improve their understanding of concepts used in numerical analysis and PDEs.     

Student self-assessment: Results from a research study in a level IV elective course in an accredited bachelor of chemical engineering

A summative Mid-term Test in a level IV course of an accredited bachelor degree from a cohort of 32 (8 female, 24 male) students was both self-assessed and assessed by the experienced course tutor, using the idealized solutions and shell-form marking scheme of the lecturer. The assignment required demonstration of discipline-specific, definitions in Pinch Analysis and calculation of temperatures and heat exchanger network (HEN) designs. The grades were analyzed for accuracy, that is, agreement between student self-assessment (S-A) and tutor, marks. In 32 valid responses (100% response rate) the mean mark awarded by the students and tutor was, respectively, 83.1 (stdev = 8.3) and 71.7 (stdev = 8.3) out of a possible 100. Overall student S-A was therefore about 1.16 times that of the tutor's mark (p < 0.025). There was no evidence of student collusion in solutions or “marks sharking”. Granularity in student S-A and tutor grading was, respectively, a ½ and 1. There was no evidence to show any systematic concordance between the tutor's performance ranking and that of the students. An independent Student Experience of Learning & Teaching survey (75% response rate) revealed a mixed reaction: there was 63% broad agreement that S-A was an effective way to learn; but low confidence (50%) that self-marking was correct. The provision of the idealized solutions (and marking scheme) was considered essential (71% broad agreement) for successful student S-A. Significantly, there was good agreement (63%) that S-A stimulated discussion of key concepts out of normal contact hours, indicating good student engagement with their learning and pedagogical effectiveness of S-A.     

Assessment of cleaner process options: A case study from petroleum refining

Assessment of process changes to reduce, recycle or avoid wastes requires attention to systems which are broader than the immediate process; that is, it is necessary to take a life cycle perspective. Definition of the system boundary for such an assessment can be problematic in itself. A real case study is presented to illustrate the problem of assessing clean technologies: possible modifications to an alkylation unit at a UK refinery. The process uses hydrogen fluoride as alkylation catalyst, and generates fluoridic wastes which are hazardous and require treatment both on‐ and off‐site. Possible changes to avoid, reduce or enable partial recycling of the waste are identified, representing different levels of change in the process and therefore requiring assessment with different system boundaries. The different system definitions lead to differences in the ways data must be compiled for quantitative environmental life cycle assessment, and in the range of stakeholders explicitly or implicitly involved in assessing and implementing the changes. The case study demonstrates some of the less familiar challenges introduced by the “pollution prevention” or “clean technology” paradigms of chemical processing.     

Top-down kinetic modeling from power law to elementary steps using KASTER: A methane steam reforming case study

A top-down methodology for kinetic model construction including regression against experimental data is proposed using “KASTER.” As a case study, it is applied in the assessment of methane steam reforming (MSR) including water–gas shift (WGS) on a Ni catalyst at 923 K. The degree of detail in the reaction mechanism and the corresponding model is gradually enhanced, typically ranging from a simple power law to a microkinetic model. The reactor equations are solved transiently, preventing the numerical challenges encountered in the steady-state solution, particularly for microkinetic models. The microkinetic variant indicated that CH₄ dissociative adsorption and CO formation are kinetically relevant steps in MSR, while COOH formation is rate-determining in WGS. However, the model providing the best balance between detail accounted for and parameter significance corresponded to a Langmuir–Hinshelwood–Hougen–Watson (LHHW) mechanism accounting for dissociative adsorption, with CO formation and COOH formation as rate-determining steps for MSR and WGS, respectively.     

From high-entropy ceramics to compositionally-complex ceramics: A case study of fluorite oxides

Using fluorite oxides as an example, this study broadens high-entropy ceramics (HECs) to compositionally-complex ceramics (CCCs) or multi-principal cation ceramics (MPCCs) to include medium-entropy and/or non-equimolar compositions. Nine compositions of compositionally-complex fluorite oxides (CCFOs) with the general formula of (Hf_1/3Zr_1/3Ce_1/3)_1-x(Y_1/2X_1/2)_xO_2-δ (X = Yb, Ca, and Gd; x = 0.4, 0.148, and 0.058) are fabricated. The phase stability, mechanical properties, and thermal conductivities are measured. Compared with yttria-stabilized zirconia, these CCFOs exhibit increased cubic phase stability and reduced thermal conductivity, while retaining high Young’s modulus (∼210 GPa) and nanohardness (∼18 GPa). Moreover, the temperature-dependent thermal conductivity in the non-equimolar CCFOs shows an amorphous-like behavior. In comparison with their equimolar high-entropy counterparts, the medium-entropy non-equimolar CCFOs exhibit even lower thermal conductivity (k) while maintaining high modulus (E), thereby achieving higher E/k ratios. These results suggest a new direction to achieve thermally-insulative yet stiff CCCs (MPCCs) via exploring non-equimolar and/or medium-entropy compositions.