4th International Symposium on Fresh Water from the Sea: A Summary of Contributions Relating to Materials for Desalination Plants

06/01994 Reducing the natural resource intensity of private and organisational consumption: the potential of ICT and service innovations: Heiskanen, E. et al. Progress in Industrial Ecology — All International Journal, 2005, 2, (3–4), 453–474

A review of the past, present and future of the European loss prevention and safety promotion in the process industries

Fifth International Symposium on Fresh Water from the Sea; 162nd Event of the European Federation of Chemical Engineering

6th International Symposium on Fresh Water from the Sea 205th Event of the European Federation of Chemical Engineering

BiotecVisions 2013, January

Dear Reader, It was a great pleasure to host the European Symposium on Chemical Reaction Engineering (ESCRE 2015) in Fürstenfeldbruck from the 27th to the 30th of October 2015. The conference was held under the auspices of the European Federation of Chemical Engineering (EFCE) and the Working Party on Chemical Reaction Engineering of EFCE. Almost six decades ago, in 1957, the first European Symposium on Chemical Reaction Engineering (ESCRE) was held in Amsterdam. After four symposia, the conference series turned into the International Symposium on Chemical Reaction Engineering (ISCRE), held biannually from the early 70s on, alternating between Europe and America. Since 2002, ISCRE conferences are also held in Asia, last time in Bangkok in 2014. So, every six years, Europe will be hosting an ISCRE event; the next one in 2018 will take place in Florence. As venue the Fürstenfeld Abbey (in German: Kloster Fürstenfeld), which is a former Cistercian Monastery in Fürstenfeldbruck, 25 kilometers north-west of Munich, was chosen. The history of the monastery goes back to 1258 when it was officially founded. In 1263, it was moved to the present site near the town of Bruck (the former name of Fürstenfeldbruck). The abbey was one of the household monasteries of the Wittelsbachs. Particularly, the Abbey Church of the Assumption of the Virgin Mary is said to be a masterpiece of the late Baroque in southern Germany. As umbrella for the conference the title “Chemical Reaction Engineering – Providing Tomorrow´s Solutions” was chosen. The unique venue served as home for more than 360 attendants from academia and industry all over the world for four days. We listened to inspiring and fascinating talks and learnt about new developments in various fields ranging from fundamental aspects to industrial applications. We gathered together at the posters and discussed research in detail. Traditionally, catalysis and reactor engineering play a dominant role, however, the field of polymer reaction engineering attracted a large number of contributions. A special focus was set also on energy-related topics such as the utilization of carbon dioxide and biomass conversion as well as photo- and electrochemical reaction engineering. This special issue contains a variety of papers based on prominent talks presented at ESCRE 2015. On behalf of the EFCE Working Party on Chemical Reaction Engineering and the organizing committee of ESCRE 2015, we would like to thank DECHEMA for the organization, the sponsors and exhibitors for their generous support, and all scientists, in particular the young ones and those coming from far away, for attending the symposium and spending their time with us. Last but not least, everybody should also remember Bavaria – the taste and feeling of its culture and tradition, in particular, when you attended the Bavarian Evening. Prof. Dr.-Ing. Kai-Olaf Hinrichsen Chairman of ESCRE 2015 Prof. Dr.-Ing. Elias Klemm Co-Chairman of ESCRE 2015

The assessment and control of major hazards: A report on EFCE event number 322

The new reorganization of university education has involved relevant changes in teaching and learning methodologies in order to help students to learn more effectively and to develop important skills and competences demanded by the professional world. In this sense the new configuration of the degree in Chemical Engineering required the identification of the main general and transferable skills, the implementation of the new teaching and learning strategies necessary to achieve them and, in addition, an evaluation procedure for determining the importance and the degree of development of a students skills and competences. In this exercise, two obligatory chemical reactor engineering subjects of the still in effect Chemical Engineering degree were chosen as examples of competence-based learning disciplines. For each one, a significant group of transferable and specific skills were selected to be developed. The identification and selection of skills was made according to the recommendations of the European Federation of Chemical Engineering (EFCE) together with the established requirements in the ministerial order for the new Chemical Engineering Degree (Ministerial order CIN/351/2009). In order to check the effectiveness of teaching strategies in helping students to acquire these abilities, specific questionnaires were designed. These tests allowed for the utility of the competences in question to be evaluated in terms of the studentsprofessional work as future chemical engineering graduates and also facilitated the perception of skill development acquired through the methodology implemented in these subjects. The results of the skill evaluation questionnaires revealed the importance that both university collectives (students and professors) give to the development of transferable skills. These skills included the ability to communicate effectively (including in English), to work in multidisciplinary teams and learn on one's own accord, and to be aware of the need for life-long learning. Furthermore, students and teachers agreed that there is a direct correlation between the higher development of specific skills and the chemical engineering learning outcomes. In this sense, an important effort should be devoted to the development of a students´ transferable skills by way of modifying the current teaching-learning system (partial substitution of lectures with tutorials and seminars, strategies based on problem-solving, projects and case studies (individual or student team-work), use of internet and electronic tools, etc.).

Chemical and biochemical engineering for a new sustainable process industry in Europe

Sustainable Development – Challenges for the European CAPE Community

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

The European Higher Education Area (EHEA) scenario offers a new framework in which the role of universities can be rethought, regardless of the field of new degrees and postgraduate Studies involved. Therefore, the roles of teachers and students might differ significantly as the student would be obliged to request teacher’s guidance in order to acquire not only knowledge, which could be easily obtained elsewhere (books, internet etc. ), but also personal skills and, especially, those related to their future professional career. By the term “Good learning practices” we refer to those activities asociated with professorship itself ,such as those of facilitating and guiding the student learning process, or rather, those activities which are aimed at the student´s thorough learning of specific (related to the field of study ) and generic skills. It is now a common occurrence to describe the students of a given classroom as being little motivated and as having great interest in passing but not in actually learning. This fact is quite concerning, as it suggests that the student sees the university as a mere transaction by which they can obtain a degree, certifying that they are apt for the professional world, where they consider the “real” learning will take place. A good classroom environment is essential for the generation of teaching-learning processes. It is precisely because of this that we are able to raise the issue of effective practices among teachers who foster a suitable classroom dynamics facilitating, then, the targeted learning experience. Within this context, there are some authors who discuss good practices by professors especially concerned on how to perform assessment and feedback to enhance student’s learning activity. Thus, providing them with a deep and lasting impact. Generally speaking, the activities in question are those which enable the student to execute a learning process that will continue throughout their professional and personal lives. In the present issue we have selected a number of articles related to good practices taking place in the context of new studies plan implementation (EHEA ) in several Spanish Universities. In the first paper: Reflections and conclusions on the work developed by the group of teaching innovation in electronics at the university of Valladolid ,they present the main conclusions and results obtained over the three last academic years in the Electronics and Automatic Industrial Engineering degree. As a result of cooperative work of the group, an improvement in activity coordination and provision of tools to facilitate the teaching-learning process has been obtained. The work in question shows relevant strategies and tools that facilitate the incorporation and evaluation of generic competences in the new degrees within the EHEA framework. The second article, Realising pedagogical potential of the Bologna Process third cycle is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, with special attention on collaboration and competition, and language and writing. In other words, the main challenges that the emerging EHEA poses in terms of third cycle students needs as to the pedagogical essence is concerned, such as the structural change. The EHEA has many practical gains to offer, but it also has potential disadvantages that this research discusses in depth. The third article, ( Best practices in academic assessment in higher education: A Case in formative and shared assessment ) presents an example of good practices of formative assessment in a course that bases the entire learning process on an ongoing, formative system with real shared student assessment . In the last article of this second issue of JOTSE, Design and analysis of questionnaires for survey skills in chemical engineering ) some specific questionnaires following the recommendations of the European Federation of Chemical Engineering (EFCE) for Chemical Engineering Education in Bologna are discussed. In the academic context of a three cycle degree system the authors analyse the effectiveness of teaching strategies carefully developed to help students acquire specific and interdisciplinary skills. We hope that JOTSE readers enjoy the contents of the present issue which may bring some ideas on good practices for future implementation.

The European Higher Education Area (EHEA) scenario offers a new framework in which the role of universities can be rethought, regardless of the field of new degrees and postgraduate Studies involved. Therefore, the roles of teachers and students might differ significantly as the student would be obliged to request teacher’s guidance in order to acquire not only knowledge, which could be easily obtained elsewhere (books, internet etc. ), but also personal skills and, especially, those related to their future professional career. By the term “Good learning practices” we refer to those activities asociated with professorship itself ,such as those of facilitating and guiding the student learning process, or rather, those activities which are aimed at the student´s thorough learning of specific (related to the field of study ) and generic skills. It is now a common occurrence to describe the students of a given classroom as being little motivated and as having great interest in passing but not in actually learning. This fact is quite concerning, as it suggests that the student sees the university as a mere transaction by which they can obtain a degree, certifying that they are apt for the professional world, where they consider the “real” learning will take place. A good classroom environment is essential for the generation of teaching-learning processes. It is precisely because of this that we are able to raise the issue of effective practices among teachers who foster a suitable classroom dynamics facilitating, then, the targeted learning experience. Within this context, there are some authors who discuss good practices by professors especially concerned on how to perform assessment and feedback to enhance student’s learning activity. Thus, providing them with a deep and lasting impact. Generally speaking, the activities in question are those which enable the student to execute a learning process that will continue throughout their professional and personal lives. In the present issue we have selected a number of articles related to good practices taking place in the context of new studies plan implementation (EHEA ) in several Spanish Universities. In the first paper: Reflections and conclusions on the work developed by the group of teaching innovation in electronics at the university of Valladolid ,they present the main conclusions and results obtained over the three last academic years in the Electronics and Automatic Industrial Engineering degree. As a result of cooperative work of the group, an improvement in activity coordination and provision of tools to facilitate the teaching-learning process has been obtained. The work in question shows relevant strategies and tools that facilitate the incorporation and evaluation of generic competences in the new degrees within the EHEA framework. The second article, Realising pedagogical potential of the Bologna Process third cycle is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, with special attention on collaboration and competition, and language and writing. In other words, the main challenges that the emerging EHEA poses in terms of third cycle students needs as to the pedagogical essence is concerned, such as the structural change. The EHEA has many practical gains to offer, but it also has potential disadvantages that this research discusses in depth. The third article, ( Best practices in academic assessment in higher education: A Case in formative and shared assessment ) presents an example of good practices of formative assessment in a course that bases the entire learning process on an ongoing, formative system with real shared student assessment . In the last article of this second issue of JOTSE, Design and analysis of questionnaires for survey skills in chemical engineering ) some specific questionnaires following the recommendations of the European Federation of Chemical Engineering (EFCE) for Chemical Engineering Education in Bologna are discussed. In the academic context of a three cycle degree system the authors analyse the effectiveness of teaching strategies carefully developed to help students acquire specific and interdisciplinary skills. We hope that JOTSE readers enjoy the contents of the present issue which may bring some ideas on good practices for future implementation.

The 20th European Meeting on Supercritical Fluids (EMSF 2024) was hosted by the Faculty of Chemistry and Chemical Engineering of the University of Maribor from 26 May to 29 May 2024 in Maribor, Slovenia. The EMSF 2024 was a joint event of the International Society for the Advancement of Supercritical Fluids (ISASF) and the European Federation of Chemical Engineering (EFCE) Working Party on High Pressure Technology (WP HPT) Event No. 807. This symposium provided an excellent opportunity for engineers, chemists, physicists, food technologists, and biologists to meet and discuss new ideas, review ongoing challenges, present potential solutions, and identify future issues related to high pressure technologies and supercritical fluids. The aim of the meeting was to deepen connections between researchers, establish new contacts, and promote synergies and partnerships between researchers. The symposium presented the latest advances in high-pressure process technologies that can contribute to the further development of the field.

Kinetic research on heterogeneously catalysed processes: A questionnaire on the state-of-the-art in industry