Chemical Engineering Education Research Articles

Integrating smart manufacturing techniques into undergraduate education: A case study with heat exchanger

The process systems domain is undergoing the fourth industrial revolution, which is helping industries digitize and optimize their production techniques. Concurrently, the field of data-based modeling has been expanding, leading to the proposal of many fault detection models. However, the rapid expansion has created gaps in the field. For instance, Smart Manufacturing (SM) methodologies have yet to be incorporated into undergraduate chemical engineering education. Additionally, only a few developed fault detection models have been deployed for real-time usage and practical applications. This study takes a crucial step toward bridging the two mentioned gaps by enabling undergraduate students to learn SM techniques and developing a safe and controlled academic environment for deploying fault detection models. The demonstration is implemented on a shell and tube heat exchanger, taught in a senior year laboratory course, using the Smart Manufacturing Innovation Platform (SMIP). The implementation provides an easily customizable pipeline for SM applications involving human-in-the-loop decision-making on a real-life hardware system. Actual data from heat exchanger equipment is used to train and compare the performances of several state-of-the-art fault detection models, including fully connected, convolutional, and recurrent neural networks. Current work also presents tutorials on deploying models for practical real-time applications using the SMIP. The overall architecture is a plug-and-play package that will motivate students to learn about SM and catalyze their interest in developing and deploying fault detection models using real-world data.

Research on Teaching Reform of Chemistry Experimental Course under New Engineering Background

With the proposal of new engineering education concept, new challenges are posed to the teaching reform of chemical experiment course. This study aims to explore the teaching reform path of chemistry experiment course under the new engineering background, so as to improve the students' practical ability and innovation ability. As an important part of engineering education, the teaching objectives of chemistry experiment should be consistent with the new engineering education concept, and pay attention to cultivating students' ability to solve practical problems and teamwork spirit. At present, there are some problems in chemistry experiment teaching, such as outdated curriculum system, too theoretical experiment content, lack of combination with engineering practice, and low participation of students. These problems restrict the improvement of teaching quality, and can not meet the needs of new engineering education for talent training. Therefore, the primary task of the reform is to update the experimental curriculum system and integrate more experimental projects with engineering background and cutting-edge technology, in order to improve the practicality and challenge of the experiment. In terms of reform strategies, it is suggested to implement the "student-centered" teaching mode, and encourage students to take the initiative to explore and innovate through project-driven and problem-oriented teaching methods. At the same time, strengthen the integration of experimental teaching and theoretical teaching, so that students can deepen the understanding of theoretical knowledge in the experiment, and use theoretical knowledge to solve practical problems. In addition, the information level of experimental teaching should be improved, and virtual simulation and other technologies should be used to expand the space-time dimension of experimental teaching and improve the teaching effect. The change of the role of teachers is also the key. Teachers should change from the teacher of knowledge to the guide and collaborator of students' learning. By building an open and interactive classroom environment, stimulate students' interest in learning and innovative thinking. At the same time, the establishment of a diversified evaluation system, in addition to the investigation of students' experimental skills, but also should pay attention to the evaluation of their innovative thinking, teamwork and solving practical problems. To sum up, the teaching reform of chemistry experimental curriculum under the background of new engineering should focus on the update of curriculum content, the transformation of teaching mode, the integration of teaching resources and the reform of evaluation system. Through the implementation of these strategies, it aims to build an experimental teaching system that can not only meet the needs of new engineering education, but also cultivate high-quality chemical engineering talents. Such reform is of great significance to enhance the competitiveness of chemical engineering education in China.

Towards Education 4.0: The role of Large Language Models as virtual tutors in chemical engineering

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.

Critique: YEASTsim - A Matlab-based simulator for teaching process control in fed-batch yeast fermentations

One of the primary challenges in chemical engineering education lies in the practical application of theoretical knowledge. Contemporary society demands chemical engineers who are not only adept at critical thinking but also proficient in practical problem-solving. Historically, acquiring such practical experience has been heavily dependent on laboratory experiments. However, with the advent of advanced technology, there are now more accessible and varied opportunities for experiential learning. Simulation-based learning tools have proven to be powerful complements to traditional laboratory experiments. These tools enable students to investigate complex chemical processes, test hypotheses, and develop practical skills in a safe, cost-effective, and scalable environment. This critique aims to evaluate the educational potential of the YEASTsim simulator, positioning it as an interactive and innovative tool to enhance the study of core subjects such as Chemical Reaction Engineering, a fundamental component of chemical engineering practice.

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.

Responsible research and innovation and tertiary education in chemistry and chemical engineering

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.

Construction of a Virtual Simulation Practice Teaching System of the Chemical Industry Under the Background of Integration of Production and Education

With the development of the integration of production and education, chemical engineering and technology education is facing many new challenges and opportunities. The construction of a chemical virtual simulation practice teaching system under the background of integration of production and education aims to improve students’ learning efficiency and innovation ability with the help of virtual simulation technology, so as to meet the needs of future industrial development. This paper discusses the significance of the construction of the system, analyzes the difficulties and challenges that may be encountered in the construction process, and evaluates the effective strategies to strengthen the construction of the system. Through the introduction of virtual simulation technology, students can improve their practical skills and innovation ability, and better adapt to the development needs of industrialization and informatization.

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)

A Case Study on Enhancing Lithium Ion Battery Safety via Curriculum Reform on Integrating Innovation in Safety Engineering Education

This dissertation investigates two main topics: enhancing the safety of lithium-ion batteries by using ethoxy(pentafluoro)cyclotriphosphazene (PFPN) additives, and implementing educational reforms in safety science and engineering curricula to integrate these state-of-the-art safety approaches. With the increasing demand for lithium-ion batteries, there is a corresponding need for enhanced safety measures to mitigate potential hazards such as thermal runaway and explosions. This research uses differential scanning calorimetry and adiabatic acceleration calorimetry to conduct thorough thermal stability evaluations. The primary objective is to improve comprehension of battery safety and also provide a significant example for educational reform. The text advocates for a revised curriculum that prioritizes practical, safety-focused instruction and experiential learning that mirrors actual chemical engineering problems in the real world. The suggested educational reforms seek to provide students with a comprehensive comprehension of both theoretical and practical aspects of safety Science and Engineering, hence enhancing their readiness for the intricacies of contemporary battery technologies. This dissertation presents a plan for incorporating practical safety solutions into chemical engineering education, demonstrating the advantages of combining academic progress with improvements in instructional methods.

Editorial: More Rethinking of Chemical Engineering Education Part 1: Content and Constraints of the Education System

Editorial: More Rethinking of Chemical Engineering Education Part 1: Content and Constraints of the Education System

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.