A portfolio replacement for a traditional final exam in thermodynamics

As in many undergraduate chemical engineering courses, Bucknell University’s Chemical Engineering Thermodynamics course typically had a summative final exam that constituted a substantial portion of a student’s overall grade. In the spring 2020 semester, emergency remote instruction was instituted for the final six weeks of the semester, making a simultaneous timed exam a less attractive option for summative assessment. In place of the exam, students were asked to provide a portfolio of situations, calculations, and reflections documenting that they had achieved core learning outcomes. Assessment of these portfolios revealed comparable student performance on learning outcomes to those documented by exams in previous years. Students reported a generally favorable impression of the portfolio assignment, particularly given the novel remote-instruction circumstances. Portfolios took a similar amount of instructor time to grade using a rubric. This assignment is easily modifiable for use in other chemical engineering courses.     

以科研促进教学,提高应用化学人才培养质量

经过多年的实践与探索,安徽建筑大学应用化学学科在人才培养模式和管理制度方面,形成了以科研促进教学的模式,为提升人才培养质量营造了良好的环境。探索通过科研促进教学,提高课程内容的先进性和实践性,突出实践教学。构建教学与科研良性互动的教学模式,提高教育教学质量的途径,培养学生的创新意识、创新能力和科学研究能力。     

Proposed vertical integration of prior learning to support students undertaking Chemical Engineering Design

During academic session 2008–2009, the Department of Chemical Engineering, University of Strathclyde, changed Year 4 Chemical Engineering Design project teaching to include mixed groups from Bachelors and Masters programmes; team delivery and two separate components of design. This paper presents data for 408 students studying Chemical Engineering at the University of Strathclyde pre and post change; exploring the impact of these changes and highlighting potential for supported, vertically integrated learning programmes, across the first four years of teaching, to provide a framework fostering student confidence and autonomy. The impact of course restructuring indicates that Bachelors students’ aspirations are increased, with no detriment to Masters performance. Early years performance over this period is unchanged, allowing separate investigation of the changes made in 2008–2009. Gender basis analysis shows that male students’ performance is little affected, although the whole cohort fit shows a marked change due to the improved performance of low attaining female students. Post 2009 final performance shows direct correlation with Chemical Engineering Design mark, suggesting the latter may indicate final expected grades for given students. The study reveals widely applicable benefits for increased student motivation, managing expectation, and facilitating students’ utilisation and integration of knowledge gained during their studies.     

高校环境工程专业环境化学教学改革浅谈

环境化学是环境相关专业重要的专业基础课,也是环境相关专业知识体系的核心组成部分,具有内容丰富,研究对象复杂,知识涵盖面广,交叉性较强等特点,因此学生学习起来具有一定难度。本文针对环境工程专业本科生学习环境化学课程中碰到的几个典型问题,进行简要剖析,找到症结所在并提出初步的解决方案,以期改善教学环节,提高教学质量和教学效果。     

Design and implementation of project-oriented CDIO approach of instrumental analysis experiment course at Northeast Agricultural University

In this article, we presented the teaching design of project-based CDIO (Conceive-Design-Implement-Operate) approach of instrumental analysis experiment course and investigated the effects of the CDIO teaching method on student attitudes, student performance and teacher development. The study subjects were from the sophomores of applied chemistry, animal pharmacy, life sciences, resources and environment at Northeast Agricultural University in 2018. The experimental group conducted teaching activities that were designed using the CDIO model, and the control group, the non-CDIO classroom, performed the passive lecture mode. The students were taught by the same instructors. Questionnaire surveys and final course grades were used to evaluate the effectiveness of CDIO teaching model. The results indicated that CDIO-based pedagogy had positive effects on the students’ course performance and active learning compared to the traditional instructor-centred lectures. The project-based teaching model was more helpful, not only in cultivating students' practice ability, innovation consciousness and team cooperation spirit but also in arousing the learning interest and the enthusiasm for scientific research. CDIO mode also enhanced faculty competence in personal and interpersonal skills in the meantime.     

专业英语试卷分析：迈向双语教学

本文以试卷成绩的统计分析为研究方法,从总体和深度两个层面对工科两个本科专业六个班的专业英语试卷进行统计分析。为了根本解决大学英语教学问题,应该把基础英语、专业英语和双语三个教学阶段合并为双语教学,从入学开始一个学期有一门课双语教学,将其贯穿于大学始终。     

基于微信公众平台的大学生安全文化通识教育课程建设

大学生安全文化作为众多高校开设的通识教育课程,具有知识点多、内容更新快、实践性强等特点。教学中从课程内容设置、课程推广、课程考核等方面出发,构建课程微信平台,有助于及时向选课学生推送安全文化知识,培养学生的自主学习能力,进而提高课程教学效果。     

Teaching and learning strategies and evaluation changes for the adaptation of the Chemical Engineering degree to EHES

An integrated learning methodology has been developed and implemented in order to adapt the Chemical Engineering degree in the University of Valladolid (Spain) to the European Higher Education Space (EHES) philosophy. It was necessary to modify the objectives and theoretical contents of the different subjects and also the learning methodology, considering the general chemical engineering skills and also the transferable skills reached by the students, according to the recommendations of the European Federation of Chemical Engineering (EFCE) for chemical engineering education in Bologna two-cycle degree system.

This methodology has been applied to the seventh semester of a 5 years Chemical Engineering degree. The main objectives of the proposed strategy were:

• To provide to the student with a holistic, integrated and applied vision of the different subjects involved in chemical engineering, coordinating all of them and planning common activities as a case study based on an industrial process.

• To help students to develop transferable skills by means of designing suitable teaching and learning strategies.

• To prepare the students for the long-life learning.

General and particular objectives were defined adapting the course to the EHES philosophy. In this sense, the programmes in terms of the learning outcomes and competences to be acquired were designed, the total student workload to get the objectives of the programme was estimated and the entire course was programmed and planned in a detailed schedule. A course guide was elaborated including all this information, resulting in a useful instrument for teachers and students.

This methodology was complemented with the evaluation of the global learning process. The evaluation made was based on the next two aspects:

• Student learning evaluation. Tutorial sessions, written reports, oral presentations, discussion sessions and partial and final written exams were considered.

• Learning methodology evaluation. External evaluation requires carrying out inquiries, both to students and teachers involved.

食品营养学课程教学方法的探索与实践

食品营养学是食品科学与工程专业的一门重要专业课,文章在课程教学重点内容的选择、课堂教学方式的多样化、课下实际调查以及如何开阔学生视野和同学生交流等方面进行了探索和实践。     

Viability of outcome-based education in teaching English as second language to chemical engineering learners

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.     

现代分析技术的化学计量学部分课程建设探讨

现代分析技术是化学专业研究生的一门课程。作为一门数据处理技术,化学计量学是分析化学专业研究生的一门必须课,并在现代分析技术课中进行介绍。基于研究生教学经验,文章探讨了现代分析技术的化学计量学部分的课程建设,包括教学内容分配和教学手段研究,例如双语教学。并通过科研能力培养,提高研究生的科研兴趣,加强研究独立性。     

The introduction of an autumn and spring activity week into the first year of a chemical engineering undergraduate program in Malaysia

This paper outlines the design and implementation of two activity weeks in the autumn (first) and spring (second) semester of a first year Chemical Engineering program at the University of Nottingham Malaysia Campus. Part of both the Chemical and Chemical with Environmental Engineering curriculum, these week long activity weeks were developed to foster students independent learning using open ended tasks, all linked through one overarching “industrial theme”. Designed to combine topics from a number of different taught modules into single problems, the activity weeks introduced students to multimodular problems whose solutions required a student centred approach utilising enhanced student-staff interaction. Feedback is presented from both staff and students, along with problems encountered during implementation and how these were overcome. Students were generally positive about the learning experience, and student performance during the weeks was greater than in the subsequent exams. However, this performance and enhanced interaction with staff came with an associated increase in teaching time required to plan and implement such activities.     

化工专业英语的教学改革初探

化工专业英语是在学生掌握了基本的化工知识和基础英语的基础上,开设的一门专业课程。针对目前该课程教学上存在的问题,文章探讨了如何激发学生的学习兴趣,改变教学方式,以及多媒体教学方法等改革中的初步探索,阐述了化工专业英语中的教学体会。     

《工业催化》课程教学改革的探索与实践

《工业催化》是一门内容丰富,综合性、实践性强的专业课。本文结合教学实践,针对教学中发现的问题,探讨了如何注重学生素质的培养和创新能力的提高,以培养学生的创新精神与实践能力为重点,采用主导---主体教学方法,综合运用多媒体网络技术教学手段,结合实践教学。事实表明学生的平时作业和期末考试成绩较往年都得到了较大幅度的提升。提高了该课程的教学质量。     

基于创新型人才培养的有机化学实验教学改革

针对传统有机化学实验课的诸多缺点和不足,本文介绍了广东第二师范学院对有机化学实验教学改革的具体方法与试行情况,其中主要包括对实验教学内容、教学方法和考核模式三方面的改革。通过改革,有效地调动学生学习的主动性,培养学生理论联系实际,促进学生分析能力和创造能力的提高,提高了教育教学质量。     

高职高专《反应工程》课程改革探索

化学反应工程是化工类专业的核心课程,目的是培养学生的工程意识。根据化学反应工程这门课程的特点,结合我校目前的教学状况,从教学内容、教学手段、教学评价体系等方面来实施教学改进,促进学生的学习热情和工程认知能力,增强学生的实践能力。     

化工仪表及自动化课程教学改革及探讨

"化工仪表及自动化"是一门专为化工相关专业学生开设的集应用性、实践性于一体的多学科交叉课程。课程内容随着仪表及自动化技术的发展具有很强的时效性。本文从教学内容、教学手段、实验实践环节及考核方式等方面对该课程进行教学改革的相关探讨,旨在通过教学质量的提高,教学效果的改善以及学生综合能力的增强为化工仪表及自动化相关行业培养出一批与时俱进的专业技术人才。     

应用化工技术专业实行“三学期制”的实践与思考

"三学期制"不仅仅是学习时间的改变,更是一种教育观念、教学理念的转变。文章阐述了应用化工技术专业实行"三学期制"的课程体系,一体化课程教学模式的组织。分析了两学期制存在的问题及三学期制的优势,总结了三学期制在实施过程中存在的问题,提出实施好三学期制改革拟采取的措施。     

工程硕士知识产权实务课的教学实践与探讨

2008年知识产权课程被列入工程硕士公共必修课程。本文对华东理工大学一年多来的工程硕士知识产权实务课程教学进行总结,分析了该课程特点及教学中的重点内容,探讨了面向企业自主创新的工程硕士知识产权实务教育培养方式。