Instruction of hazard analysis of methods for chemical process safety at the university level

Abstract

Young practicing chemical engineers must be able to operate safely in an industrial setting. Therefore, chemical process safety education is essential for undergraduate chemical engineers and ABET (the University Accreditation Board) supports this initiative by requiring that university graduates understand the hazards associated with chemical processes. One way to understand the hazards associated with processes is to conduct a process hazard analysis. This analysis can be conducted in an experiential learning environment by collaborating with an industrial partner or by utilizing facilities on the university campus. In this environment students are able to see and interact with the processes under normal operating conditions. Utilizing industrial or research mentors allows students to receive formative feedback as they analyze the process. In addition, these process hazard analyses require students to practice “soft skills” such as teamwork, problem solving, and oral and written communication which are essential work place skills. This paper reviews teaching hazard analysis methods to chemical engineering students at the undergraduate and graduate levels. Covered are examples of how students are introduced to the checklist and bowtie analysis methods, and the conduction of a HAZOP. Examples of the different resources that can be utilized are described. Ultimately, from these experiences, students are more prepared to enter the chemical process industries with first-hand knowledge of how to conduct various hazard analyses before reaching their place of employment.