Chemical Engineering Education Research Articles

Applications of augmented reality (AR) in chemical engineering education: Virtual laboratory work demonstration to digital twin development

With advances in information technologies, virtual technologies have become a viable option for chemical engineering educators. Although traditional teaching methods remain effective, they have many limitations when presenting complex phenomena. Virtual technologies like Augmented Reality (AR) have shown great potential as an addition to traditional teaching methods. This study explored the practicality and potential applications of AR technologies in chemical engineering education. In this work, traditional 2D representations of CFD simulation results were replaced by AR experiences to visualise the flow pattern and assist the understanding of the working mechanism behind different devices. Other than CFD result integration, animations were also included in AR experiences for personalised training and inclusive laboratory work experience. AR-assisted training has shown good potential in reducing financial loss and equipment downtime due to improper handling. Besides delivering teaching content, the development process of a digital twin with an AR interface was used to demonstrate how virtual technologies can be involved in digitalisation in Industry 4.0. Beyond the technical contents, important design philosophies were also taught as part of the courses.

Learning by doing using the Life Cycle Assessment tool: LCA projects in collaboration with industries

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.

The importance of process intensification in undergraduate chemical engineering education

This perspective article highlights our opinions on the imperative of incorporating Process Intensification (PI) into undergraduate chemical engineering education, recognizing its pivotal role in preparing future engineers for contemporary industrial challenges. The trajectory of PI, from historical milestones to its significance in advancing the United Nations’ Sustainable Development Goals (SDGs), reflects its intrinsic alignment with sustainability, resource efficiency, and environmental stewardship. Despite its critical relevance, the absence of dedicated PI courses in numerous undergraduate chemical engineering programs presents an opportunity for educational enhancement. An exploration of global PI-related courses reveals the potential of educational platforms to fill this void. To address this gap, we advocate for the introduction of a standalone PI course as a minor elective, minimizing disruptions to established curricula while acknowledging the scarcity of PI expertise. The challenges associated with PI integration encompass faculty workload, specialized expertise, curriculum content standardization, and industry alignment. Surmounting these challenges necessitates collaborative efforts among academia, industry stakeholders, and policymakers, emphasizing the manifold benefits of PI, faculty development initiatives, and the establishment of continuous improvement mechanisms. The incorporation of PI into curricula signifies a transformative approach, cultivating a cadre of innovative engineers poised to meet the demands of the evolving industrial landscape.

Augmented reality for chemical engineering education

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.

Strength, Weakness, Opportunity and Threat (SWOT) Analysis of BUET Chemical Engineering Education in Home and Abroad

Strength, Weakness, Opportunity and Threat (SWOT) Analysis of BUET Chemical Engineering Education in Home and Abroad

Shaping futures: A dialogue on chemical engineering education

AbstractEngineering 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.

Rethinking chemical engineering education

Rethinking chemical engineering education

Developing a New Paradigm for Integrated Science and Education & Multidimensional Connectivity in Chemistry and Chemical Engineering Experimental Education: A Case Study at the National Demonstration Center for Experimental Chemistry and Chemical Engineering Education (Zhejiang University of Technology)

Developing a New Paradigm for Integrated Science and Education & Multidimensional Connectivity in Chemistry and Chemical Engineering Experimental Education: A Case Study at the National Demonstration Center for Experimental Chemistry and Chemical Engineering Education (Zhejiang University of Technology)

Class and Home Problems: Computational RO Projects for Undergraduate Chemical Engineering Education

Class and Home Problems: Computational RO Projects for Undergraduate Chemical Engineering Education

基于绿色工程教育的地方高校化工专业教育改革路径

基于绿色工程教育的地方高校化工专业教育改革路径

2DVLE: a simulation game for an active learning introduction to vapour–liquid equilibrium

ABSTRACT The authors develop an educational simulation game for basic vapour–liquid equilibrium (VLE) to use in chemical engineering education, basing the design on educational guidelines from the active learning literature. The game is tested in three cohorts totalling 84 students, showing significant increase in a knowledge test of VLE, and positive results of student interest when compared to a traditional classroom. A playable version of the game is made available at (psantos.itch.io/charming-vle-prototype), with the game files being placed in (github.com/pSantosb/2DVLE-CHARMING).

Imperative of Integrating Process Safety Education in Chemical Engineering Curricula.

The integration of process safety education into chemical engineering programs has become a pressing necessity for chemical engineers worldwide. However, some chemical engineering programs have not yet incorporated process safety into their curricula. The purpose of this Viewpoint is to encourage a discussion on the imperative of mobilizing a global update of chemical engineering education and integrating process safety. This initiative will not only inspire experts in the field to support those seeking this change but also encourage new participants, especially from countries that have not yet embraced this much-needed transformation in chemical engineering education.

Solving boundary value problems in heterogeneous catalysis with orthogonal collocation and arc‐length continuation

AbstractAn important part of the education of chemical engineers involves the design and assessment of heterogeneous catalytic reactions. They pose fundamental phenomena and constitute invaluable industrial processes. Progressing in this field, especially in graduate‐level courses, entails solving nonlinear differential equations systems, which can only be achieved by using efficient and reliable numerical techniques. In this work, we solve nonisothermal one‐dimensional reaction‐diffusion BVP considering convection in the boundary conditions, by applying orthogonal collocation and arc‐length continuation. Particularly, we predict the effectiveness factor as a function of the Thiele modulus for the main three particle geometries: plane slab, cylinder, and sphere. For chemical engineering students, such problems are at the zenith of the discipline, and the results of such calculations can elucidate basic and advanced concepts of mass and heat transfer as well as chemical reaction engineering. Both Chebyshev and shifted Legendre polynomials were used to transform the boundary value problem into a set of algebraic nonlinear equations. In addition, we also compare our findings against the available analytic solutions whenever possible. Codes in Scilab, Matlab®, and Mathematica© were developed for the solution of such problems and are available in the Supporting Information. There are two possible approaches to compute effectiveness factors: (a) integration as per definition versus (b) differentiation and nonlinear system. It is demonstrable that software performance is dependent on the approach, and that the differentiation approach yields better results.

Case hacks in action: Examples from a case study on green chemistry in education for sustainable development

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.

Complementary role of large language models in educating undergraduate design of distillation column: Methodology development

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.

Evolving trends in student assessment in chemical engineering education

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.

The Infusion of Gamification in Promoting Chemical Engineering Laboratory Classes

Active learning strategies are increasingly implemented in chemical engineering education, yet challenges persist in stimulating student participation and motivation. The rigorous demands placed on students in this field, from complex practical requirements to extensive programming and computational skills, underscore the need for innovative educational tools. Gamification emerges as a pivotal instrument in this context, fostering active student engagement, enhancing practical application of knowledge, increasing motivation, and providing a more precise assessment of student comprehension. These educational games serve as a powerful adjunct to traditional teaching strategies, equipping students with necessary skills for their future careers in the field. These games include laboratory course games, process simulators, games used in foundational courses, and those centered around reaction kinetics. This entry primarily investigates the various games employed to bolster student learning during chemical engineering laboratory courses. A thorough analysis is conducted on the survey of existing games used specifically in chemical engineering labs. The gamut of games discussed includes escape games, along with Virtual Reality (VR) and Augmented Reality (AR) games, all aiming to enhance laboratory experiences in areas such as fluid mechanics, organic reactions, and process control. This entry concludes by examining the prospective trajectory of gamification in chemical engineering labs, offering insights into future potential and advancements in this innovative educational approach.

An interactive graph resource for chemical engineering teaching

Instructors teaching chemical engineering topics have traditionally used graphical methods to explain core concepts and design unit operations. However, with the shift towards online and blended/flexible learning, there is a need to adapt these graphical methods for online use. This paper presents a set of interactive graphs that can be used for fluid flow, separation process, and reaction process unit operations and aims to investigate students' opinions of the interactive graphs and their motivations for using them in their studies. The digital resource developed in the paper is a set of slim single-page applications written in HTML5 & CSS3 with the numerical calculations undertaken in JavaScript (JS). The interactive graphs are embedded into the virtual learning environment (VLE) system Blackboard for two courses, and a paper survey is used to measure students' perceptions towards the interactive graphs and their use of them. The UTAUT2 model is used to analyse the student use of these resources. It is demonstrated that the use of online interactive graphs is popular with the students and the main driving factors are the performance expectancy and the hedonic motivation. Short scaffold questions to help students interact with the graphs are key to their usefulness. Some guidance on the use of interactive graphs is also provided. The interactive graphical resource can be found and used at the Graphical Chemical Engineering Design weblink: https://www.ce.manchester.ac.uk/gced.

Envisioning the future of learning and teaching engineering in the artificial intelligence era: Opportunities and challenges

Envisioning the future of learning and teaching engineering in the artificial intelligence era: Opportunities and challenges

Industry preparedness of graduates: a perception on chemical engineering education in the Philippines

This study assessed the chemical engineering education in the Philippines through the perception on the level of preparedness by the chemical engineering graduates and the chemical engineering practitioners. It used an exploratory research approach to further discover the gap between the quality of the graduates and the expectations of the industry in terms of the desired competencies and skills for the chemical engineering program in the Philippines. Two sets of survey instruments were deduced, pre-tested and administered to the chemical engineering graduates and practitioners. The competencies and skills were referred from the Commission on Higher Education Memorandum Order (CMO) Number 23 series of 2008 and CMO Number 91 series of 2017, which is the backbone of every Philippine chemical engineering academic institution. Both graduates and chemical engineering practitioners agreed that they have attained the desired knowledge, design and professional attributes, teamwork skills, leadership and interpersonal skills as exhibited by the newly-hired chemical engineers in various fields of specialization. Significant differences in the perception on the ethical and professional responsibility towards community and environmental solutions was observed under knowledge, application of engineering in the design attributes, and the ability to know the contemporary and global issues in the professional attributes. Application of the subject matters in the chemical engineering program was identified as the top area that needs to be improved.