Search

This paper outlines innovative pedagogical approaches in chemical engineering safety education, utilising three key strategies: (1) Integration of the direct experiences of experienced professional engineers to teach expertise-aligned process safety case studies; (2) Shifting from traditional short oral presentations to more comprehensive and dynamic 'engineering meeting' formats to drive constructive student learning; and (3) The use of Generative AI to enhance (1) and (2), with cost/time scalability, improved student access and by accommodating greater learning-style diversity. Evaluation of these educational innovations is performed through a mixed-methods approach and reveals positive impacts on student learning and engagement. The paper provides a detailed outline of classroom implementation, with supporting resources, for straightforward integration by other academics. • Process safety education can be significantly enhanced by including late-career professional industry consultants and semi-retired engineers. • Generative AI roleplaying as industry consultants, can provide greater scale, student access and cater to more diverse learning styles of students. • Generative AI chatbots can be used to simulate in viva style assessment formats of process safety incident case studies. Vivas encourage more comprehensive understanding and root cause analysis of process safety incidents, when compared to commonly used short oral presentations, which can drive reductive cause-effect explanations. • A small subset of students express a preference for AI teaching tools (over in-person meetings) because of social or performance anxieties. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to integrate the Sustainable Development Goals (SDGs) in the outlines of a Master's Degree in Industrial Engineering using active learning methodologies. The main objective of this integration is to favor sustainable human education and to increase students' awareness and responsibility towards future generations from the chemical engineering point of view. Within the process engineering course, the students must design a chemical process using technical, economic, social and environmental criteria. Active learning methodologies were gradually introduced in different academic courses (Project-Based Learning, Collaborative Work and Flipped Classroom) and finally SDGs were implemented in the 2020–21 academic course. A synergetic effect with the active learning methodologies was observed, increasing the motivation of the students and the academics, and the complexity of the projects performed by students. The introduction of the SDGs improved academic results, which was reflected in the absence of failures and a decrease in the percentage of students passing with the lowest grade from 16 % to 10 %. Moreover, students report that this project significantly enhanced their knowledge of the SDGs related to energy and climate change; students having low or very low knowledge about SDGs were reduced to 7 % as compared to the initial 45 %. • Active learning methodologies are a successful tool for the integration of SDGs in engineering courses. • The SDGs integation in the chemical processes design improves the quality, increasing the best marks from 83.9 % to 90.0 %. • The use of SDGs opens the door to introduce the development of new transversal Competences. • Face-to-face sessions are crucial for an effective learning when flipped classrooms are Implemented. • The introduction of SDGs in one PBL using flipped classroom has a very motivating effect on students. [ABSTRACT FROM AUTHOR]

Recent years have seen the rise of Artificial Intelligence (AI) powered generative chatbots, such as OpenAI's ChatGPT or Microsoft's Copilot. These tools have simultaneously positively surprised and taken aback people worldwide, raising the question of whether they can or should be used in education, as well as how to properly guide students and teachers on using them safely and ethically. To this end, this work provides (i) a brief overview of the current applications of AI in Higher Education (HE), (ii) a discussion of the ethical and societal concerns associated with the usage of AI models, (iii) the initial steps of the implementation of a chatbot used at the Technical University of Denmark (DTU) able to perform audits for Good Manufacturing Practice (GMP), and (iv) an investigation of the need and opportunities of AI in chemical engineering education. The latter is achieved through quantitative and qualitative analyses of the responses given by both Master's students and academia/industry practitioners on the introduction and use of AI in education. This paves the way for discussing current perceptions, expectations and concerns of AI models, as well as their limitations and the opportunities they could provide. • The potential of Large Language Models (LLMs) as virtual tutors in chemical engineering is highlighted. • Empirical results of surveys on the use of LLMs conducted among students and academics/industrial participants. • A discussion of the ethical and societal concerns on the deployment of LLMs is provided. • Initial investigation of a chatbot deployed in a Master's level course at the Technical University of Denmark. [ABSTRACT FROM AUTHOR]

The Bhopal Gas Tragedy, considered the worst industrial disaster in history, occurred in 1984 at a chemical plant in Bhopal, India. Water entered a storage tank containing methyl isocyanate (MIC), causing a release of toxic gas that resulted in numerous deaths and injuries. The incident led to the establishment of the Center for Chemical Process Safety (CCPS) to promote process safety management. The article emphasizes the importance of process safety culture in preventing chemical accidents and discusses the hazards of MIC and the need for refrigeration systems. It also highlights the failure of the high-temperature alarm system and the importance of addressing equipment reliability and process safety culture. The article concludes by suggesting that organizations prioritize equipment performance and avoid accepting equipment failures. [Extracted from the article]

Copyright of China Pulp & Paper is the property of China Pulp & Paper Magazines Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Contemporary teaching mode principally uses the tools of information technology to achieve the natural integration of information technology, education and teaching. Digital instructional resources are impacting the traditional classroom. Although research on applying Virtual Reality (VR) technology to engineering education remains in its theoretical stages, lacking practical application strategies and plans, the integration of VR with physical education has been a popular trend recently. This paper examines the purpose of VR technology in teaching engineering. The examination architecture on use of VR in the Teaching of Engineering Education based on Functional Linked Neural Network (VR-TEE-FLNN) is proposed. Initially, the data is gathered from student dataset. The control group is instructed using traditional teaching. Deep learning basis Virtual Reality assisted teaching is provided to study the group under Functional Linked Neural Network. In general, FLNN classifier does not adopt any optimization method to define the optimal parameters, in order to achieve the accurate student groups. Therefore, Quantum Henry Gas Solubility Optimization is employed to optimize Functional Linked Neural Network, which accurately classifies the student groups. The statistical analysis is performed by students t-test, logistic regression analysis, and analysis of variance (ANOVA). The metrics, like precision, recall, accuracy, F1-score, specificity, ROC, computational time are analyzed. The proposed VR-TEE-FLNN achieves a greater accuracy of 16.65%, 18.85%, 16.45% and a greater F1-score of 16.34%, 12.23%, 19.12%, when compared to the existing methods, like Deep learning in English Education Blended Teaching under Virtual Reality (DL-EEBT-VR), Combining Real-world in Deep Neural Network of Virtual Reality Biometrics (CRW)DNN-VRB), Virtual Reality based on Chemical and Biochemical Engineering Education Training (VR-CBE-ET), respectively. [ABSTRACT FROM AUTHOR]

The present work is dedicated to the memory of our professor Emilian Bratu (1904- 1991), the founder of chemical engineering education in Roumania. The "road" of Chemical Engineering from empiricism to Process Engineering - a multi-disciplinary science in the postmodern era, was traced in Roumania by Professor Emilian Bratu who with art, clairvoyance and love built the School of Chemical Engineering in Roumania, in the middle of 20th century, being the first trainer of specialists in the field of chemical engineering - engineers, and phd. engineers. This year we celebrate 120 years since the birth of the academician Prof. Dr. Eng. Emilian Bratu, the founder of the Roumanian school of chemical engineering. On this anniversary we experiment a double feeling. On the one hand, there is a strong feeling of gratitude for the immense wealth of knowledge passed on to his PhD students and the generations of students who trained in the profession of chemical engineer with his courses as a basis of study. On the other hand, I am also filled with a feeling of satisfaction because I have the opportunity to remind and review, even if briefly, the strong mark left in the science of chemical engineering in Romania by the distinguished academician university professor Emilian Bratu from "Politehnica" University of Bucharest (UPBuc.), chair of chemical engineering, outstanding personality of the Roumanian academic community and world-renowned scientist. Professor Emilian Bratu left us a huge legacy, with a potential for use in all branches of the economy - the science of chemical engineering. An inheritance also means a great responsibility, and implies large obligations in its maintenance and development. [ABSTRACT FROM AUTHOR]

The article focuses on the 2024 AIChE Director candidates, Akua Asa-Awuku, Steve Beaudoin, Jerry Forest, and David Klanecky. Topics include their extensive academic backgrounds, professional achievements, and visions for enhancing AIChE's role in addressing environmental, educational, and industrial challenges through leadership, innovation, and community engagement.

Active learning, also called "learning by doing" (LbD), has resulted in positive learning outcomes in several higher education degrees. This paper describes an LbD experience within Chemical Engineering education aiming to enhance learning and transferable competencies using a Life Cycle Assessment course as a vehicle. This compulsory course belongs to the European Project Semester (EPS) program taught in the fourth year of the Chemical Engineering Degree at the University of Cantabria. From the beginning, the activity has targeted LCA practice with a strong emphasis on performance and its application as a decision-making tool in real case studies through close collaboration with regional companies. Working in partnership with industrial companies has favoured a win-win-win situation as students could apply knowledge as future LCA specialists. In contrast, companies gained valuable insights to improve their environmental performance, and lecturers enhanced their industrial networks. A public session carried out at the end of the activity created an enriching debate on subjects from a diversity of points of view (e.g., the selection of impact categories, the proposed improvements for environmental impact reduction, etc.). According to the lecturers, the competencies acquired by students through this LbD experience in life cycle assessment have notably evolved, demonstrating not only an enhanced understanding of environmental impacts across a product life cycle but also a significant improvement in critical thinking, team collaboration, and practical problem-solving skills, thereby bridging the gap between theoretical knowledge and its application in real-world scenarios. This is in line with the student's perception that considered, such as "problem resolution", "capacity for analysing" and synthesis and "capacity for information" management. These are essential not only for future LCA practitioners but for chemical engineers. [Display omitted] • LbD has been positively applied in LCA course of Chemical Engineering Degree. • Students have applied LCA to real cases with the collaboration of industrial companies. • The proposed methodology has demonstrated overall learning strengths and challenges. • Connection with chemical industry has created an opportunity for students to apply learning. • Students have improved several skills such as decision-making and management. [ABSTRACT FROM AUTHOR]

This paper investigates the relationship between Responsible Research and Innovation (RRI) and chemistry / chemical engineering education at university level. It does so by describing the genealogy of the RRI concept as well as outlining three different interpretations of what RRI refers to and combining them into the hexagon model of RRI. This model constitutes the theoretical framework for this work. The second part of the paper addresses how the science and engineering education research literature has embraced insights from RRI. The hexagon model of RRI explicitly includes a dimension on (science and engineering) education, and this paper will contribute to this dimension by investigating and discussing how research literature can link RRI and tertiary chemistry and chemical engineering education. The paper shows that very limited work has been done to liaise chemistry higher education and chemical engineering education with the RRI framework. In the concluding section of the paper, we discuss how the reported educational experiences on RRI in STEM can be translated into higher education in chemical engineering and chemistry. Hereby a proposal to fill the identified knowledge gap is made. The core of the paper is conceptual, and its central purpose is to introduce RRI to a chemical engineering and chemistry ethics education audience. As mentioned, the RRI approach has gone largely unnoticed within engineering ethics education, and only received limited attention within ethics of chemistry education. We hope that these research communities will find it inspirational to get involved in the RRI framework and to actively enact RRI insights.

This study demonstrates the successful integration of process simulation using CHEMCAD into Sunway University's Chemical Engineering Thermodynamics curriculum, replacing the traditional lab sessions. This approach has two main benefits, i.e., it provides early exposure to process simulation software, bridging theory and practice, and it supports new chemical engineering programs where labs may not be fully operational. Aligned with Sunway University's commitment to innovative educational approaches, the impact of this integration on the students’ learning experiences is evident through feedback collected from a comprehensive survey conducted with a group of seven students enrolled in Chemical Engineering Thermodynamics in April 2023. The survey's three sections gathered the students’ perceptions, enjoyed aspects, challenges faced, and suggestions. Findings highlight the students’ positive views on the integration, enhancing comprehension of thermodynamics concepts and real-world applications. They also recognized the value of hands-on simulation experience for essential process simulation skills. The students appreciated the practical relevance in highlighting thermodynamics’ real-world importance. Challenges related to software access and technical issues were addressed, with planned improvements. The students expressed interest in deeper learning, including complex simulations, graphical representation use, and external resource access. While many found the integration effective, suggestions for more hands-on engagement and research resource access were noted.

Engineering as a discipline, profession, practice, and area of study continues to add substantial value in an increasingly complex world. With continually evolving complexity around the planet, such as the need for massive energy transition, global health technologies, or sustainable food systems, how might engineering education practices and theory be considered within these rapid and necessary changes? This paper presents an experiment of co‐creation through experiential reflection about the state of chemical engineering education. Four chemical engineering professors engaged in a dialogue, facilitated by a researcher in education, through collaborative and actionable research. This dialogue uncovered innovative possibilities, educational themes, experiences, and opportunities for others in the profession to consider. The process of dialogue also encouraged the development of an imaginative future sense‐making, known as futuring, through a collective experience. The findings reveal instructive perspectives on the shape of chemical engineering education that should be of value not only to engineers, but also other professionals, practitioners, or those in various science, technology, and math fields. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) technology has emerged as a highly beneficial tool in the educational context, and its potential impact on chemical engineering teaching is notable. This study addresses AR as an accessible and effective alternative for representing complex concepts and safely visualizing industrial processes in the area. By incorporating immersive resources, AR provides an innovative means of teaching and promotes greater engagement among students, contributing to improved learning and the development of interpersonal, investigation, and autonomy skills. This study systematically reviews the literature on the application of augmented reality in chemical engineering. Twenty-two articles in the Scopus and Web of Science databases were chosen, and a bibliometric analysis was used to extract the data in the discussions. The results highlighted the success of AR applications, predominantly employed in disciplines such as molecular chemistry, unit operations, transport phenomena, and practical chemistry. Mobile devices, such as smartphones and tablets, were the most common means of implementing these applications. The positive perception of students and teachers was evident, with both agreeing that the integration of AR contributed significantly to improving learning and facilitated the understanding of more challenging concepts. As a result of this research, a framework was developed that outlines the steps necessary to develop AR applications to teach chemical engineering effectively. This framework can serve as a valuable guide for future initiatives in this field, providing a solid framework for creating and successfully implementing AR-based educational resources. • This study performs a systematic review to map existing emerging trends in AR in chemical engineering education. • Assesses AR's impact on chemical engineering, emphasizing its role in boosting comprehension and skill acquisition. • Examine the literature to assess student and teacher satisfaction with the use of AR in chemical engineering education. • It proposes a methodological framework for implementing and evaluating educational solutions in AR in chemical engineering. [ABSTRACT FROM AUTHOR]

To enhance students' interdisciplinary awareness and understanding of (i) high-pressure reactors, (ii) zeolites as catalysts and (iii) analysis of complex reactor effluents with unknown compounds, the laboratory exercises of two courses are coupled into a cross-curricular Project-Based laboratory Learning trajectory. The alkylation of anisole with 1-hexene proves to be an excellent case study for students to learn new objectives and strengthen the skills acquired in prior courses, emulating the work of expert engineers and analytical chemists. The time-efficient cross-curricular project proves effective in fostering teamwork and addressing complex engineering and analytical challenges. Student testimonials highlight the integrated project's success in providing new insights and cultivating advanced decision-making skills during experimentation. This approach also encourages future interdisciplinary collaborations between chemical engineering and analytical practice classes. [Display omitted] • A cross-curricular project is designed to stimulate interdisciplinary learning. • Coupling chemical reactors and analysis laboratory sessions gives students a more holistic view on reaction engineering. • Alkylation of anisole allows students to relate zeolite properties to catalytic results. • Students reflect that the project has more added value than classical laboratory exercises. • Students perform better in the project than in classical standalone laboratory exercises. [ABSTRACT FROM AUTHOR]

The Chemical Engineering Program at Universidad Pontificia Bolivariana (UPB) in Colombia will celebrate its 85th anniversary in 2023. This program is one of the oldest in the South American region. To commemorate the occasion, this work uses the bibliometric analysis and mapping tools to examine the evolution of the Faculty members' scientific output through time. 686 documents were analyzed in this work. Quantitative analysis enabled the identification of national and international cooperation, as well as preferred and most referenced journals. The evolution of trendy themes was determined by analyzing the authors 'keywords. The results reveal that Faculty teachers have been working on the most important subjects over time, cooperating with academics from 25 countries. The highest participation of female coauthors in at least 79% of the documents, as well as co-authorship with research from non-academic institutions that includes industry, are notable findings. This work contributes to recognizing the impact and relevance of the Chemical Engineering Program in Colombian society, as well as encouraging other writers around the world to assess the impact and contribution of their programs to societal development using tools such as bibliometric analysis. [ABSTRACT FROM AUTHOR]

The demand for engineering graduates with technical skills in data science, machine learning (ML), and artificial intelligence (AI) is now growing. Chemical engineering (ChemE) departments around the world are currently addressing this skills gap by instituting AI or ML elective courses in their program. However, designing such a course is difficult since the issue of which ML models to teach and the depth of theory to be discussed remains unclear. In this paper, we present a graduate-level ML course particularly designed such that students will be able to apply ML for research in ChemE. To achieve this, the course intends to cover a wide selection of ML models with emphasis on their motivations, derivations, and training algorithms, followed by their applications to ChemE-related data sets. We argue that this algorithmic approach to teaching ML can help broaden the capabilities of students since they can judge for themselves which tool to use when, even for problems outside the process industries, or they can modify the methods to test novel ideas. We found that students remain engaged in the mathematical details as long as every topic is properly motivated and the gaps in the required statistical and computer science concepts are filled. Hence, this paper also presents a roadmap of ML topics, their motivations, and bridging topics that can be followed by instructors. Lastly, we report anonymized student feedback on this course which is being offered at the Department of Chemical Engineering, University of the Philippines, Diliman.

The article focuses on the challenges in teaching practical distillation control in process control education and introduces a digital-twin-based approach using simulations to enhance understanding. Topics include the difficulties of abstract mathematical teaching methods, the limitations of traditional distillation courses, and the potential benefits of digital-twin-based operator training simulators in continuing education for engineers and operators.

Effective and quality academic feedback is essential for student success in engineering education. However, chemical engineering students consistently report lower satisfaction with the feedback they receive based on the results of the UK National Student Survey (NSS) published in recent years. Despite this, there is limited research on students' perceptions of feedback in chemical engineering education. This study investigates the views of chemical engineering students on four key dimensions: knowledge and understanding of feedback, perceptions of effective and quality feedback, preferences for the modes and format of feedback, and experience with the feedback received. To draw meaningful and useful conclusions, this investigation was conducted on a small scale targeting 37 participants from undergraduate (UG) students in years one to four of the Chemical Engineering programmes at the University of Sheffield. The findings confirm that most of the UG students who participated in the study demanded to receive targeted and personalised feedback. Students considered that feedback on how to improve skills, identify mistakes and give specific examples to solve problems were more effective than a simply stated grade. The focused approach in this study allowed for an in-depth analysis of the perceptions of feedback among targeted UG students, leading to an improved definition of feedback for engineering education. It is proposed that feedback can be characterised as the process of communicating the learner's current and expected accomplishments, pointing out areas for improvement, and suggesting possible steps to address them while also requiring the learner to engage with and reflect on the provided comments. • Targeted and Personalised Feedback tailored to their specific needs is demanded by students. • It is revealed a preference for feedback that not only included a simple grade but also guidance on skill improvement, identification of mistakes, and specific examples to solve problems. [ABSTRACT FROM AUTHOR]

This paper aims to outline an approach for case-based chemistry and chemical engineering education for sustainability. Education for Sustainability is assumed to offer a holistic approach to equip students with the knowledge, skills, values, and attitudes needed to contribute to a more sustainable society in their future careers. While Case-Based Education traditionally focuses on disciplinary learning in simulated settings, it can also effectively teach essential sustainability-related skills like integrated problem-solving, critical thinking, and systems thinking. The approach we propose is “case hacking”, which should be understood as utilizing existing business cases while incorporating supplementary resources to align the assignment with intended learning objectives. This expansion of the cases involves, among other things, introducing additional questions and assignments, perspectives from stakeholders previously unexplored in the original case, and the integration of recent research articles from relevant fields. We advocate for the use of case hacking when educators want to harness the educational benefits of Case-Based Education while emphasizing the complexity of sustainability-related challenges faced by industrial companies today. As an illustrative example, we demonstrate the process of hacking a case related to Green Chemistry in the pharmaceutical industry, highlighting specific challenges for chemistry and chemical engineering education. We hope this example will inspire educators in these disciplinary contexts to engage with the case hacking approach as they navigate the complex terrain of sustainability.

This paper explores the integration of large language models (LLMs), such as ChatGPT, in chemical engineering education, departing from conventional practices that may not be universally accepted. While there is ongoing debate surrounding the acceptance of LLMs, driven by concerns over computational instability and potential inconsistencies, their inevitability in shaping our communication and interaction with technology cannot be ignored. As educators, we are positioned to play a vital role in guiding students toward the responsible, effective, and synergetic use of LLMs. Focusing specifically on distillation column design in undergraduate mass-transfer courses, this study demonstrates how ChatGPT can be utilized as an auxiliary tool to create interactive learning environments and simulate real-world engineering thinking processes. It emphasizes the need for students to develop critical thinking skills and a thorough understanding of LLM principles, taking responsibility for their use and creations. While ChatGPT should not be solely relied upon, its integration with fundamental principles of chemical engineering is crucial. The effectiveness and limitations of ChatGPT are exemplified through two case studies, showcasing the importance of manual calculations and established simulation software as primary tools for guiding and validating engineering results and analyses. This paper also addresses the pedagogical implications of integrating LLMs into mass transfer courses, encompassing curriculum integration, facilitation, guidance, and ethical considerations. Recommendations are provided for incorporating LLMs effectively into the curriculum. Overall, this study contributes to the advancement of chemical engineering education by examining the benefits and limitations of LLMs as educational aids in the design process.

Educative computational tools for education in Chemical Engineering has been increasing in the last decade due to the advance in technology. This branch of engineering has many subjects that make it difficult to have only one robust software that contains all the main subjects. It involves the creation of special programs dedicated to specific areas of study. One of the main subjects in Chemical Engineering programs is fluid mechanics. This study presents the application of a graphical user interface developed in Matlab for the study of piping systems where the flow rate, pump power, and pressure drops are determined as a function of the material, diameter, length, and elevation of the pipe, as well as the number and type of pipe couplings. The software is based on an algorithm that allows the solution of piping systems with elevation using energy balances, specific equations of fluid mechanics, and specific geometric parameters. Three relevant case studies were developed, showing the behavior of the energy expenses of the pumps. It was found an increase in the pump power from 91.4% to 3713.4% when a pipe diameter of 2½ inches is increased from 20% to 60%. It was observed that the effect of the length of the pipe on the energy consumption of the pump is not significant for flows lower than 8 L/s. When the flow rate in the pipeline is 15 L/s and a change of pipeline is made from a 2-inch pipe - PVC schedule 40 to one of PVC schedule 80 of the same size, a 26.5% increase in pump power is needed. For steel pipes with schedule 40 and schedule 80, a rise of 30% and 67.8% was required, respectively. [ABSTRACT FROM AUTHOR]

Alongside innovation in teaching practice, student assessment in chemical engineering has seen significant changes in the recent past. This article undertakes a systematic review of the recent advances that have been reported in assessment practice in chemical engineering education. The main trends that emerge are: a shift towards authentic assessment methods, an increase in emphasis on peer-assessment and other approaches for group-based assignments, and a greater use of digital tools for the delivery of authentic assessments and improvement of marking and feedback practice. The analysis also examines the diversity of assessment methods used across the different chemical engineering subjects and how these map against assessment frameworks reported in the wider pedagogical literature. The emerging strand of research on synoptic and interdisciplinary assessment is used to develop an assessment framework for producing chemical engineering graduates who are also socially responsible and competent global citizens. • Diverse authentic assessment methods reported in chemical engineering education. • Design, modeling and simulation have the greatest use of authentic assessment. • Increased digitalization for assessment authenticity, feedback and peer-assessment. • Synoptic and interdisciplinary assessments constitute more recent developments. [ABSTRACT FROM AUTHOR]

Copyright of Social & Education History / Historia Social y de la Educación is the property of Social & Education History / Historia Social y de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article provides an overview of ABET accreditation and its importance for chemical engineering programs. It explains the accreditation process, criteria, and the role of AIChE in the process. It also discusses the volunteer opportunities available for industry practitioners, academics, and government personnel to serve as accreditation evaluators.

Contemporary societal challenges put in evidence the need to improve the hard and soft skills of chemical engineering students. To promote a more student-centered approach, active-based learning, and improved assessment strategies, the Brazilian government approved the so-called New National Curriculum Guidelines (NCG) for engineering courses. To comply with those guidelines, the Department of Chemical Engineering of the Polytechnic School of the University of São Paulo (USP) is currently developing an educational modernization process sponsored by the Fulbright Commission in Brazil, called Special Program for Modernization of Undergraduate Education (PMG). The project is based on three pillars of modernization: content (what), form (how), and infrastructure (where). This paper describes initiatives in each of those pillars: content and format changes in Chemical Reaction Engineering and Process Safety courses and the creation of new spaces for a student-centered approach (an innovative classroom layout and a makerspace). By gathering two concrete classroom experiences guided by a broader institutional educational policies (the PMG project and the NCG), this paper highlights that slight changes can lead to great improvements in the learning process, leading to more engagement in the development of hard skills while favoring improvements in soft skills, such as communication, team-based work, and critical thinking. • Presents a modernization program under implementation at Universidade de São Paulo. • Discusses modernization from a triaxial perspective of content, form and infrastructure. • Reports the feedback of a PBL initiative for soft-skills development in a CRE course. • An active-based methodology in a Process Safety course is presented and discussed. • Presents two new infrastructural changes to facilitate the development of soft-skills. [ABSTRACT FROM AUTHOR]

Educators in chemical engineering have a long and rich history of employing digital tools to solve fundamental engineering problems. Today, with the megatrend of digitalisation, there is a growing set of tools that can be used for chemical engineering education. However, identifying which tool is ideally suited to support teaching a given chemical engineering concept can be challenging. To answer this question a survey was distributed to Heads of Departments at IChemE institutions and members of the IChemE committees focused on digitalisation. The survey respondents rated Microsoft Excel (VBA), commercial simulators, and scripting tools as ideal for teaching core subjects such as mass and energy balances, mass transfer and reaction engineering while respondents found 3D Models, and Virtual/Augmented Reality models as being most suited for teaching subjects such as process design, safety and sustainability. Mathematical/programming simplicity, ease of maintenance, and low initial investment costs were identified as key non-technical aspects that will hinder the adoption of a given digital tool. Weighing the benefits of education and non-technical hurdles, the respondents preferred the use of simpler digitalisation platforms such as Excel and scripting languages over the more advanced platforms such as Virtual/Augmented Reality where possible. It was identified that the widespread adoption of more advanced digitalisation tools will require removal of the above mentioned non-technical barriers as well as other barriers such as tool shareability. • A survey was distributed to Heads of Departments at IChemE institutions and members of the IChemE digitalisation committees. • Identified key non-technical barriers to implementing digital tools in core chemical engineering education. • Suggested use cases within in the core chemical engineering curriculum for currently available digitalisation tools. [ABSTRACT FROM AUTHOR]

This study highlights the potential benefits of integrating Large Language Models (LLMs) into chemical engineering education. In this study, Chat-GPT, a user-friendly LLM, is used as a problem-solving tool. Chemical engineering education has traditionally focused on fundamental knowledge in the classroom with limited opportunities for hands-on problem-solving. To address this issue, our study proposes an LLMs-assisted problem-solving procedure. This approach promotes critical thinking, enhances problem-solving abilities, and facilitates a deeper understanding of core subjects. Furthermore, incorporating programming into chemical engineering education prepares students with vital Industry 4.0 skills for contemporary industrial practices. During our experimental lecture, we introduced a simple example of building a model to calculate steam turbine cycle efficiency, and assigned projects to students for exploring the possible use of LLMs in solving various aspect of chemical engineering problems. Although it received mixed feedback from students, it was found to be an accessible and practical tool for improving problem-solving efficiency. Analyzing the student projects, we identified five common difficulties and misconceptions and provided helpful suggestions for overcoming them. Our course has limitations regarding using advanced tools and addressing complex problems. We further provide two additional examples to better demonstrate how to integrate LLMs into core courses. We emphasize the importance of universities, professors, and students actively embracing and utilizing LLMs as tools for chemical engineering education. Students must develop critical thinking skills and a thorough understanding of the principles behind LLMs, taking responsibility for their use and creations. This study provides valuable insights for enhancing chemical engineering education's learning experience and outcomes by integrating LLMs. [Display omitted] • LLMs-assisted problem-solving procedure cultivate hands-on problem-solving and programming skills in ChemE education. • Student feedback on LLMs-assisted problem-solving procedure has been collected. • Suggestions to overcome misconceptions about integrating LLMs into ChemE education. • Provide examples and suggestions to aid integration of LLMs-assisted problem-solving procedure in ChemE education. • Recommendations for universities, ChemE professors, and students to adopt LLMs-assisted problem-solving procedure. [ABSTRACT FROM AUTHOR]

Recently, the Brazilian Ministry of Education issued New Curriculum Guidelines for engineering programs. This paper encompasses a pedagogical intervention reflecting our efforts to incorporate these new guidelines into our engineering program. Specifically, this work has led to the competency-based rework of the following subjects offered in the Chemical Engineering Undergraduate Program at the Federal University of São Paulo (Unifesp): I) Modeling and Systems Analysis; II) Synthesis and Optimization of Chemical Processes; III) Chemical Process Simulation; IV) Process Analysis and Control; V) Chemical Process Design; and VI) Chemical Installations Design. Thirteen transdisciplinary competencies are integrated throughout the six subjects. Students highlighted design thinking, lifelong knowledge/learning, openness to act autonomously, teamwork, communication, and cooperation as essential qualities. Moreover, the greater focus on the process systems engineering approach involving the analysis, synthesis, design, and control of sustainable processes helps chemical engineers to face new challenges using renewable resources. • Pedagogical intervention on competency-based versus subject-based development. • Competencies development in Process Systems Engineering subjects. • Reformulation of development by competencies is endorsed by sustainable development. • Functional competencies listed improve attitude, skills, and knowledge of students. • Transdisciplinarity solutions respecting the environment and next generations. [ABSTRACT FROM AUTHOR]

The integration of product-based learning strategies in Materials in Chemical Engineering education is crucial for students to gain the skills and competencies required to thrive in the emerging circular bioeconomy. Traditional materials engineering education has often relied on a transmission teaching approach, in which students are expected to passively receive information from instructors. However, this approach has shown to be inadequate under the current circumstances, in which information is readily available and innovative tools such as artificial intelligence and virtual reality environments are becoming widespread (e.g., metaverse). Instead, we consider that a critical goal of education should be to develop aptitudes and abilities that enable students to generate solutions and products that address societal demands. In this work, we propose innovative strategies, such as product-based learning methods and GPT (Generative Pre-trained Transformer) artificial intelligence text generation models, to modify the focus of a Materials in Chemical Engineering course from non-sustainable materials to sustainable ones, aiming to address the critical challenges of our society. This approach aims to achieve two objectives: first to enable students to actively engage with raw materials and solve real-world challenges, and second, to foster creativity and entrepreneurship skills by providing them with the necessary tools to conduct brainstorming sessions and develop procedures following scientific methods. The incorporation of circular bioeconomy concepts, such as renewable resources, waste reduction, and resource efficiency into the curriculum provides a framework for students to understand the environmental, social, and economic implications in Chemical Engineering. It also allows them to make informed decisions within the circular bioeconomy framework, benefiting society by promoting the development and adoption of sustainable technologies and practices. [Display omitted] • Integrating sustainability into Chemical Engineering education is a significant challenge. • Alternatives to improve teaching in Chemical Engineering shifting to a cognitive, constructivist, product-based approach. • Integrating new technologies such as digital platforms and AI platforms fosters learning and collaboration in experiential courses. • GPT models and AI image generators can help students interact and visualize to acquire knowledge in biobased materials courses. [ABSTRACT FROM AUTHOR]

In 2021, Universidad de la República in Uruguay approved a new Chemical Engineering undergraduate program that incorporates novel conceptual definitions such as competency-based education. This paper describes the process of defining the new curriculum plan and presents the program's structure, as well as specific and cross-disciplinary competencies. These competencies are then compared to the learning outcomes established in the guide for programs accreditation of the Institution of Chemical Engineers. To provide practical examples of how the competency-based approach was incorporated into the program, three specific cases are presented. The first case focuses on the implementation of the internship and industry project. The second case illustrates the incorporation of computational tools as an essential part of different courses throughout the degree program. Finally, the third case describes a new design for the fluid mechanics laboratory that emphasizes hands-on learning and helps students develop several competencies. • A Chemical Engineering program including competency-based education was developed. • Implementation examples of competency-base education are included. • Two mandatory courses to promote the industrial practice´s contact are described. • Computational tools were included in different courses. • An unconventional laboratory practice was implemented in the fluid mechanics' course. [ABSTRACT FROM AUTHOR]

Process safety is a fundamental part of chemical engineering education and a key learning outcome to prepare generations of responsible and well-rounded engineers for the industry. The lack of courses and methodologies to prepare students with essential process safety training limits their consciousness about accident causes and prevention. It potentially leads to catastrophic and financially devastating events during professional practice. In this work, it was carried out a proposal for teaching process safety embedded within the chemical engineering program at Universidad Pontificia Bolivariana. The approach to teaching safety was defined as a disseminated curriculum, which consists of establishing a transversal axis of process safety, which includes different learning experiences distributed in key courses of the current curriculum, beginning from the first semester, and concluding in the capstone project as the major design experience. The teaching staff prepared a list of topics and detailed experiences to develop classroom activities and tasks on process safety. Therefore, the implementation was branded as "The moment of safety" to set a culture within the academic community and future engineers. In this work, two surveys were conducted to assess faculty members' perceptions. According to the survey findings, around 81.8 % of the students indicated a level of expectation between high and very high, and 93.9 % valued the methodology proposed for the program as correct. More than 88 % of faculty members evaluate the proposal as appropriate or very appropriate, and 70 % recommend the formulation of a new ABET student outcome for the program related to process safety. These findings emphasize the significance of continuing to work through curricula to build a long-term process safety culture. • An embedded curriculum to introduce process safety in the chemical engineering program was proposed. • Students' perception survey indicated a positive expectation of the process safety proposal. • Faculty perception survey allowed the validation of content for the process safety transversal axis. • A case study to estimate Dow F&EI in the capstone project is presented to illustrate the proposal. [ABSTRACT FROM AUTHOR]

The academic situation due to the COVID-19 lockdown forced teachers to transform conventional lessons to a fully online mode. The experimental component of chemical engineering degrees is an essential part of the courses, wherein the students usually attend a pilot plant and develop practical skills in a hands-on way. The present study shows the different methodologies developed and implemented during three academic years in the experimental component of two courses: fluid mechanics and heat transfer. Therefore, the year 2018–2019 represents a conventional scenario, in which the lessons and evaluation were conducted in a traditional mode (face-to-face). Later, the cessation of on-site teaching in the middle of the year 2019–2020 compelled the teaching staff to adapt methodologies to a distance mode. This transformation was based on the creation of new learning material: explanatory videos, online seminars, solved exercises and online tests. Finally, the end of the lockdown in the year 2020–2021 allowed the return to a mixed mode (face-to-face lessons in addition to online lessons), which enabled the redesign of the experimental part of the courses. After the end of the courses, the usefulness of the implemented methodologies was evaluated by means of collecting academic marks and student surveys. The results show that, in general, the yields were similar during the three years studied, except in the lockdown period of the fluid mechanics course in which it was slightly higher than the others. With regard to the opinion of the students, their feedback about the transformations made was generally positive. [ABSTRACT FROM AUTHOR]