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On-demand video has become a seamless part of the fabric of information consumption. Initially inspired by the popularity of video guides for practical skills such as cooking and DIY, instructional videos were developed for equipment used in the first-year chemical engineering undergraduate teaching laboratory at Imperial College London. During 2016/2017, the effect of the videos on the students' learning was measured using video viewership metrics, a survey, focus groups with students and Graduate Teaching Assistants (GTAs) and rounded off through interviews with the module teaching team. Student reactions were overall positive, with >90% of students stating they found the videos useful. The outcome of our study indicated that because of access to the videos before, during, and after lab sessions, students were more confident in their own ability, spent more time engaging with theory, applied practical lab skills in a more targeted way, and produced better outputs. Rather than being just a video version of the experiment handout, the video influenced the behavior of both learners and teachers, freeing up time to engage in deeper exploration of topics. The results of the study suggest that the use of video-led instruction in undergraduate laboratory teaching improves student experience, saves GTA time, and decidedly shifts the teaching focus from demonstration to exploration.

Summative year end assessments are a major component of student assessment at the Department of Chemical Engineering, Imperial College London. More than 600 students participate in over 40 different exams during the summer term. At the end of the spring term, the college moved to fully remote operation due to COVID-19, leaving the academic community with the challenge of delivering examinations remotely. At the time the pandemic hit the UK, teaching for all modules in the department had been completed, the exam timetable had already been published, and all exam papers passed the mandatory external quality review. To implement time-limited remote exams as stipulated by the university, the department decided to proceed with an existing VLE platform for submission of answer-sheets. This study highlights stakeholder reflections from the academic and student community during the implementation of this approach culminating in a mock examination to gauge readiness of the infrastructure as well as the student population. Our survey found that the majority of students (>80%) managed to follow the written instructions and readily engaged with scanning technologies and the uploading process. In the main, students did not have to adapt their learning or writing style. All stakeholders provided constructive suggestions at the end of the mock exam resulting in a relatively smooth transition to this new mode of examination. This study highlights challenges and reflections on making the summer year end exams remote in a very short time frame in a large and diverse Chemical Engineering department at very short notice.

Curriculum review is challenging, although if carried out strategically can be less so. The adoption of a theory of change approach for reviewing a chemical engineering curriculum at a research-intensive university in the UK is discussed. The curriculum review was undertaken as part of an institutional drive to modularise the curricula and align the number of contact and independent study hours for all undergraduate students in the institution. At the heart of our curriculum review is the student experience, which is often ignored in favour of the views of institutional management. The curriculum has been redesigned using a theory of change approach, which has enabled us to establish short and long-term plans based on our efforts to create a less burdensome, student-centred curriculum that incorporates our institutional learning and teaching strategy. As part of the process, assumptions needed to be surfaced, meaningful evidence collated, and a central end-goal identified These plans are evidence-based and include: the provision of a departmental wellbeing advisor, the application and development of interactive pedagogies, appropriate mechanisms that support slow learning through formative assessment and less of an assessment burden, and nurturing links with industry-based partners ensuring a greater emphasis on students' professional development and their exposure to chemical engineering industries. • Novel use was made of a theory of change approach to review an undergraduate chemical engineering curriculum. • Meaningful evidence from students was collated to ensure they were valued consultants throughout the process. • Short-term and long term changes were systematically identified through effective use of this framework for evaluation going forward. [ABSTRACT FROM AUTHOR]

In this paper, we aim to explore students' experiences of support mechanisms that support their wellbeing on an engineering degree programme at a research-intensive higher education institution and understand how theory relates to practice. This study was conducted using a mixed-methods approach involving student survey responses (N = 173), interviews with 16 students and focus groups. Kahu and Nelson's conceptual framework was used as a lens through which to explore student support mechanisms. Preliminary data analysis indicates that the intense workload adversely affects students as do some of the interactions they have with personal tutors and their peers. Our findings suggest that workload needs to be reduced, personal tutors need to fill gaps in their skills set, especially associated with student support, and institutional and departmental protocols be continually updated to support student wellbeing. Additionally, student wellbeing officers and professional, dedicated wellbeing advisors could be part of a long-term solution. [ABSTRACT FROM AUTHOR]

• Design of a structured practical education course spanning three years. • Based on experiential learning and proximal development. • Freedom to investigate increases with level of competency. • Scaffolding and formative assessment throughout ensures learner growth. • Delivers high student satisfaction and attainment. Chemical engineering education aims to equip students with both theoretical knowledge and hands-on capability to solve practical problems. At Imperial College London, this is practiced via three laboratory-based courses, which span over the first three years of the undergraduate curriculum. The Foundation, Knowledge and Discovery Laboratories were designed based on Kolb's experiential learning theory as well as Vygotsky's zone of proximal development. Although these courses intend to challenge students, appropriate scaffolding is in place to ensure a satisfactory learning experience across the spectrum of abilities. Assessment and survey results show that all students were capable of meeting the learning goals (>96% achieving satisfactory to excellent results in academic years 2014–2016), while a large majority is satisfied with the courses (>80% in academic years 2014–2016). The design and implementation of these courses are discussed to promote the exchange of good practices within the higher education community. [ABSTRACT FROM AUTHOR]

An experiment to aid the transition from secondary school chemistry to introductory chemical engineering in higher education is described. The phenomenon of chemiluminescence observed during the oxidation of luminol has been successfully employed to study the kinetics of the reaction. Using inexpensive light sensors the effects of temperature on rate of chemical reactions can easily be quantified through their associated kinetic parameters. The experiment gives reproducible results and allows the measurement of the rate constants of the reaction and its order with respect to luminol at different temperatures in one three hour laboratory session. From these, the activation energy of the reaction can be determined. Experimental skill and supervisory requirements are minimal making the setup ideal for first year undergraduate or final stage secondary school students. [ABSTRACT FROM AUTHOR]

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Characterization of the vapor pressure of a volatile liquid or azeotropic mixture, and its fluid phase diagram, can be achieved with an isoteniscope and an industrial grade digital pressure sensor using the experimental method reported in this study. We describe vapor-pressure measurements of acetone and n-hexane and their azeotrope, and how the data can be used to calculate thermodynamic properties of the test liquids, such as the molar heat of vaporization. This hands-on experience allows students to appreciate important thermodynamic concepts such as phase equilibrium, preparing them for more advanced studies of the subject. [ABSTRACT FROM AUTHOR]