A water desalination course

Teaching water desalination through active learning

An artificial intelligence course for chemical engineers

Chemical processing industry is progressively focusing their research activities and product placements in the areas of global megatrends, such as mobility, energy, materials, or health care and nutrition. Innovation in all these fields requires solving highly complex problems, rapid product development as well as dealing with international competition. These factors should also be reflected in modern chemical and biochemical engineering curricula. At TU Dortmund University, chemical and biochemical engineering education has a long tradition in combining fundamental knowledge in natural science with engineering skills. Hence, the introductory course on chemical engineering presents the subject in view of the aforementioned global challenges and megatrends. The lecture and tutorials are accompanied by a group project. Here, already in the first semester, the students work on a subject related to a/or more than one megatrend and finalize this with poster presentation. Besides the fundamentals in chemical en...

Process Safety Across the Chemical Engineering Curriculum

This paper presents the capstone senior design course in the Industrial Engineering Curriculum at Kuwait University (KU). A detailed description of the course, its role, its objectives, outcomes, learning practices and assessments are explained in relation to other courses in the curriculum. The administration of the course, selected organisations where the course project is carried out, problems and solution tools utilised, student accomplishments and obstacles faced are presented. Issues discussed in this paper could help to clarify current contribution of the senior design course to the Industrial Engineering education and could facilitate future improvements in Industrial Engineering curriculum in general.

This study highlights the significance of integrating process safety education into the Chemical Engineering curriculum. Chemical engineers handle hazardous materials and design intricate processes, relying heavily on equipment integrity. Therefore, providing chemical engineering students with knowledge and experience in risk assessment, hazard identification, and mitigation strategies is essential. Incorporating these process safety topics enables proactive accident prevention, safeguarding engineers, colleagues, the environment, and the public, while ensuring corporate economic security. Introducing these concepts early in their academic journey reinforces students' ethical obligation to prioritize safety throughout their careers. This work describes implementing process safety education into the Chemical Engineering curriculum at a private university in southern Brazil. The initiative was facilitated by establishing an American Institute for Chemical Engineers (AIChE) student chapter, providing access to professional resources. The challenges and successes encountered during integration are detailed, outlining curricular modifications, faculty development strategies, and student engagement methods. By disseminating this experience, we aim to foster the integration of process safety into the Chemical Engineering curriculum at other higher education institutions, boosting the next generation of professionals' knowledge and contributing to the consolidation of safety culture in Brazilian industry.

“Greening” the engineering curriculum is an important consideration for sustainable engineering education from fundamentals to design in the 21 st century. This paper describes the latest advances in an educational project sponsored by the United States Environmental Protection Agency to integrate green engineering principles into the chemical engineering curriculum. This project has engaged faculty from engineering schools across the country to develop web-based instructional modules to allow for the seamless integration for green engineering principles such as risk concepts, green chemistry, mass and energy integration, life-cycle assessment into chemical engineering courses. Currently, faculty have contributed to chemical engineering core courses from material and energy balances to plant design. In addition, faculty have developed modules for multidisciplinary offerings such as freshman-level introduction to engineering and upper-level system dynamics and control. This paper will review some of the innovative modules developed and show how they can be used in the chemical engineering curriculum. This educational project’s goal is to integrate green engineering concepts horizontally and vertically into the curriculum by taking existing courses and integrating topics as appropriate through examples, problems and case studies. Using green engineering principles at the start of the design process can lead to processes and products of a sustainable future. Support for this project is funded by the US Environmental Protection Agency Office of Pollution Prevention and Toxics and Office of Prevention, Pesticides, and Toxic Substances through grant CX 827688-01-0 titled Implementing Green Engineering in the Chemical Engineering Curriculum

Biorefinery Design As A Case Study In Chemical Engineering Design

Interactive computer modules have been developed for four of the core courses in the Chemical Engineering curriculum: Introduction to Chemical Engineering, Fluids/Transport, Separations, and Kinetics. These modules generally consist of a review of the material, followed by an interactive problem‐solving session, which may include a computer simulation of the processes involved. The problem is often presented as part of a scenario, to capture the student's interest, and hints are available to guide the student. This study examines the components of these modules, as well as considerations that educators should take into account when developing interactive computer modules.

As members of the faculty of the Chemical Engineering Department at Brigham Young University (BYU), we have used feedback from constituency groups to assist in the design of a new course called Chemical Engineering and Society. These constituency groups consisted of students, alumni, our own faculty, members of faculty of other engineering programs, employers of companies that hire our students, an external advisory board, and a student advisory board. The new course treats three topics that are fundamental to responsible engineering practice. These are ethics, the environment, and safety. Course objectives include the following: 1. To understand and commit to sound ethical behavior; 2. To understand, commit to, and gain experience in environmentally responsible engineering; 3. To understand, commit to, and gain experience in engineering safety. The material in the new course lays a foundation for design problems interspersed throughout later courses in the chemical engineering curriculum.

Chemical engineering students are required (by accreditation agencies) to make appropriate use of computers throughout their program. Appropriate use is defined as including most of the following: (1) programming in a high level language; (2) use of software packages for analysis and design; (3) use of appropriate utilities; (4) simulation of engineering problems. Maple (Char, 1991) is a powerful and flexible computing tool that has the potential of becoming the software of choice for much scientific and engineering work, perhaps replacing, at least in part, other computer based methods such as traditional programming languages and special purpose analysis and design programs. The fact that Maple is designed for symbolic manipulation should not be taken to imply that it is unsuitable for the numerical calculations that dominate engineering computing today. Maple’ s symbolic mathematical abilities combined with numerical capabilities and sophisticated graphics allow new approaches to the teaching of traditional materials. In this paper we focus on a few ways in which Maple can be used in selected courses in the chemical engineering curriculum.

This paper builds on a project-based engineering learning strategy called RAIS ‘Reproducing an Innovation Environment in the Classroom’ applied in courses in the Chemical Engineering curriculum at the Universidad de Los Andes (ULA). It follows a previous investigation where the practical implementation of RAIS strategy is presented (Marquez et al., 2016), and in this occasion the theoretical fundamentals of the RAIS strategy are outlined. Authors take the common project-based learning to a new level by directly involving the students in the common start-up company practice where the final product to be formulated and manufactured is not a requirement from an external client but comes from real entrepreneurship students’ interests. In previous work it has been shown that this strategy allows interconnecting the course objectives with the development of a product. RAIS strategy has reported successful outcomes in the accomplishment of this goal for Chemical Engineering students at ULA.

Chemical processing industry is progressively focusing their research activities and product placements in the areas of Grand Challenges (or Global Megatrends) such as mobility, energy, communication, or health care and food. Innovation in all these fields requires solving high complex problems, rapid product development as well as dealing with international competition. These factors should also be reflected in modern chemical and biochemical engineering curricula. At TU Dortmund University, chemical and biochemical engineering education has a long tradition in combining fundamental knowledge in natural science with engineering skills. Hence, the introductory course on chemical engineering already presents the subject in view of the aforementioned global challenges. Fundamentals in chemical engineering incorporating and related subjects, problem-based learning as well as design skills and problem-solving techniques are trained throughout later courses. Lectures, tutorials, and practical work are accompanied by a plant design project, placed at the end of the Bachelor curriculum. Here a group of 8 to 10 students develop a complete production plant. Students are often directly involved with research projects during the last phase of their education, i.e. Bachelor or Master thesis. With the final presentation and defence of their work, the students are well prepared for their industrial experience.

Chapter 21 - Pollution prevention education in chemical reaction engineering

Framework for analyzing placement of and identifying opportunities for improving technical communication in a chemical engineering curriculum