Chemical Engineering Education Research Articles

Sustainability—The next chapter

In the last decade significant progress has been made in recognising and understanding the issues in sustainability. Much remains to be done because the science that underlies sustainability is still far from exact. Given the natural abilities of chemical engineers with systems analysis, balances and modelling, there is a key role for chemical engineering science to play in its development. An integrated approach requires addressing cascading levels of sustainability objectives. The levels are global objectives, industry strategy, enterprise targets, specific targets and individual actions/measurement outcomes. We need to consider the reality of the cascade effect—is it possible for global objectives to cascade all the way down to individual actions and what will be the effect of each of the steps between? Exploration of the existing metrics and sustainability systems in relation to these cascading levels reveals that there is no single approach that can address both global responsibilities and enterprise and company interests. It is time for a framework for sustainability to be developed that can be used across all scales of application. Indicators that address all levels of sustainability goals will enable a paradigm shift, allowing us to move beyond individual problems and to offer options on the pathway to the ultimate solution. Without these indicators it is difficult to translate our broad goals into decision-making processes. Reliable indicators would also assist companies to resist the pressures that work against sustainability, for example, those from investors for short-term returns. Chemical engineering has a history of embracing new disciplines and has a special role to play in the change process. An understanding at the micro and molecular levels and the integration of this knowledge into macro systems will be integral to the shift towards process engineering addressing the sustainability framework. Breakthroughs in greenhouse gas reduction, climate change prevention and process redesign will require a strong base of chemical engineering science. I see opportunities for chemical engineers to play a leadership role by collaborating with other industries in building critical mass and contributing to step change beyond best practice, by broadening the scope of the discipline and by restructuring chemical engineering education at an individual level.

Implementation of industrial health and safety in chemical engineering teaching laboratories

Theoretical classes in technical university teaching provide background information while laboratory practices show practical ways of proceeding in real situations. Consequently, the experimental practices are targeted at educating students in solving problems in industry or research studies. The objective of this work is to apply industrial health and safety criteria to the design and start-up of a laboratory for chemical engineering teaching. First, the design and location of the laboratory facilities are fully described. This design will be developed according to the course programme priorities, university availability and affordable budget. Careful attention will be paid to complying with health and safety regulations in laboratories. Second, as far as education is concerned, students should be trained in specific safety regulations for chemical engineering laboratories, in addition to the basic safety information they receive in the preliminary university courses.

Environmental Protection: A Shifting Focus

The last two decades have seen a fundamental change in the way chemistry handles environmental issues. A shift in focus has occurred from ’end-of-pipe’ to prevention and process integration. Presently an even more fundamental change is brought about by the need for sustainable development. It is becoming the incentive for much of the research and development in chemistry and engineering. Visions and approaches on the role of chemistry and the way chemistry is done, change. New knowledge is constantly needed. But the existing knowledge should not be discarded. It must be used in new ways. It asks for new thinking and novel methods for research and engineering. Chemical engineering education will have to take up this challenge too.

Applications of mathematical software packages for modelling and simulations in environmental engineering education

Modelling and simulation of the oxygen-sag model are used to demonstrate the potential benefits of the application of user friendly numerical software packages in environmental engineering education and practice. The simulation is used to obtain the profiles of oxygen concentration, oxygen deficit, as well as de-oxygenation and re-oxygenation rates as function of distance for a steady river velocity. Simulations are carried out for various organic loads and ambient temperatures. It is shown that the solution profiles obtained by numerical simulation demonstrate the processes involved more than the point values provided by analytical solution. The use of the user friendly software packages encourages the students to ask “what if” questions, to carry out parametric studies and to learn by “discovery”. Due to the many benefits of modelling and simulation we can envision rapid spread of the use of simulation in environmental, chemical and biotechnology engineering education and practice.

Chemical Engineering Education in Europe: Trends and Challenges

At least three major issues influence the education of chemical and process engineers in Europe at the beginning of the new century. First a lack of students entering chemical engineering programmes in several European countries, second the process towards a harmonized higher education area in Europe (Bologna Process), and finally a distinct uncertainty as to what chemical engineering as well as education in chemical engineering should be in the future. All three of these issues require full attention by the chemical engineering community. This paper will discuss them against the background of actual experiences gathered by the EFCE Working Party on Education.

Environmental Protection: A Shifting Focus

The last two decades have seen a fundamental change in the way chemistry handles environmental issues. A shift in focus has occurred from 'end-of-pipe' to prevention and process integration. Presently an even more fundamental change is brought about by the need for sustainable development. It is becoming the incentive for much of the research and development in chemistry and engineering. Visions and approaches on the role of chemistry and the way chemistry is done, change. New knowledge is constantly needed. But the existing knowledge should not be discarded. It must be used in new ways. It asks for new thinking and novel methods for research and engineering. Chemical engineering education will have to take up this challenge too.

From Particle Size Analysis (PSA 1970) to Particulate Systems Analysis (PSA 2003)

It is now fully accepted that industrial processes involving particulate systems are in the mainstream of chemical engineering practice, research and education. A scientific approach to particle processing implies the study and development of means for characterizing particles, the primary characteristic being particle size and distribution. This paper, by members of the EFCE working party on Characterisation of Particulate Solids is intended to give an overview of the evolution of the subject and some ideas on future developments. Comparison is made of the content of the Particle Size Analysis Conference of 1970 (PSA 1970) with that of the Particulate Systems Analysis Conference held in 2003 (PSA 2003). This shows the move away from absolute methods to more rapid secondary methods such as light scattering. Further modern developments are the application of in-line measurement for understanding industrial processes and their modelling, and the growth of image-based systems and tomography applied to industrial processing. Finally there is renewed interest in methods for sub-micron particle sizing for nanotechnology.

The State of the Art in Chemical Engineering Science and Education

Chemical engineering education, research, and production are considered as intimately interrelated activities. The current status of the Russian chemical industry is characterized in brief. The tendencies of the development of chemical technology and problems of chemical engineering education are discussed.

Innovation and Education in Chemical Engineering: Key Factors for Economic Prosperity

Innovation and Education in Chemical Engineering: Key Factors for Economic Prosperity

Chemical Engineering Education and 'Output Driven Accreditation' - How are the World's Universities Meeting this Challenge?

Chemical Engineering Education and 'Output Driven Accreditation' - How are the World's Universities Meeting this Challenge?

Introduction of Accreditation System and the Challenge of Chemical Engineering Education in Japan

Introduction of Accreditation System and the Challenge of Chemical Engineering Education in Japan

SACHE: 17 years of promoting teaching of safety to chemical engineering students

The Center for Chemical Process Safety (CCPS) of the American Institute of Chemical Engineers (AIChE) began the Safety and Chemical Engineering Education (SACHE) program in 1985. The objectives of SACHE are to encourage the incorporation of safety content into the chemical engineering curriculum, to develop safety content for chemical engineering courses, and to provide opportunities for faculty members to learn about process safety from industrial experts. Since 1985, SACHE membership has grown to more than 120 member schools. SACHE continues to provide course content, annual chemical process safety workshops at industrial facilities for chemical engineering faculty, and supports a number of AIChE student awards to promote safety awareness among chemical engineering students and faculty.

The Chemical Engineering Paradox

CHEMICAL ENGINEERING EDUCATION is facing a paradox today. On the one hand, it has been enormously successful in producing graduates who meet the needs of more than a dozen diverse industries ranging from petrochemicals to semiconductors. In fact, semiconductor materials and consumer products sectors have been hiring more chemical engineering graduates in the past decade than the traditional chemical and petroleum sectors. On the other hand, overall enrollment in chemical engineering departments is dropping, and departments are rushing away from the more traditional fields. What's going on? To answer that question, we have to look back as well as forward. Chemical engineering emerged as a profession in the U.S. about 100 years ago from its roots in industrial, organic, and physical chemistry. Unifying principles based on chemical thermodynamics, mass and energy conservation laws, kinetics, transport phenomena, and reaction engineering emerged, together with process control, to guide the design and operatio...

N.M. Zhavoronkov and His Role in the Formation of the Modern System of Chemical-Engineering Education

Zhavoronkov's views on chemical engineering and the system of chemical-engineering education and his role in the formation of this system are presented.

객체지향 기술을 이용한 화학공정의 웹기반 가상실험 시스템 개발

The Internet technology has been recognized not only as a tool far communication in the 21st century but also as an environment for enabling changes in the paradigm of teaching and learning. This paper describes a web-based system development for chemical engineering education. Simulation and visualization of dynamic systems in the environment of a standard web-browser is made possible by extending its capabilities. ActiveX control is used to simulate the system tool far online representation of Virtual Lab. System that is developed using visual basic. The courseware is classified into tutorial, exercises, and virtual experiments.

Role and Importance of Chemical Engineering in the Specialty Chemicals Industry – A Point of View from Process Development

Chemical engineers offer many skills perfectly in line with the requirements of the specialty chemicals industry, especially within process development. One of the main tasks of this department is to recruit and train young talent. A chemical engineer helps in defining new processes, improving established products and solving EHS (environment, health and safety) issues. Thus, the chemical engineer takes an active role in the main stages of a product life cycle and fosters through his communication skills cooperation with other colleagues working in different fields, such as production & engineering, product management, technical services. In order to fulfill the industry requirements, the Higher Institutes of Technology are encouraged to continuously offer the best education in chemical engineering.

Chemical Engineers for the 21st Century – Challenges for University Education

At the beginning of the 21st century, the education of chemical and process engineers is facing enormous challenges. The number of new students has dropped substantially since the early 1990s. The globalization of the world's economy has altered the working environment and the job market for chemical engineers. The areas in which chemical engineers are active now extend far beyond the boundaries of the chemical industry. As a result, universities are having to compete much more, not only for undergraduate and graduate research students but also in order to keep courses and even departments open. This paper aims to shed some light on the current situation at the universities, the changes in the conditions and job environment in the chemical engineering field, and the demands being placed on tomorrow's chemical and process engineers and on the education they receive. From an organizational point of view, it is important that the universities actively participate in and influence this ongoing process of change. In terms of course content, increasing emphasis must be placed on teaching students modern, relevant engineering knowledge and methodological and systematic skills, as well as those aspects of their education that are relevant for the ever more flexible, interdisciplinary and intercultural nature of chemical engineering work. Elements that could usefully contribute include support for study abroad programs and the provision of broad, high-quality extra-curricular studies. Despite the changes that have occurred, such as the introduction of new (bachelor and master) degrees, it is essential that the universities retain their characteristic and established profiles. At the same time, it is important to make the universities more accessible to well-qualified graduates from Germany's Fachhochschulen (universities of applied science).

Chemical Engineers for the 21st Century - Challenges for University Education

At the beginning of the 21st century, the education of chemical and process engineers is facing enormous challenges. The number of new students has dropped substantially since the early 1990s. The globalization of the world's economy has altered the working environment and the job market for chemical engineers. The areas in which chemical engineers are active now extend far beyond the boundaries of the chemical industry. As a result, universities are having to compete much more, not only for undergraduate and graduate research students but also in order to keep courses and even departments open. This paper aims to shed some light on the current situation at the universities, the changes in the conditions and job environment in the chemical engineering field, and the demands being placed on tomorrow's chemical and process engineers and on the education they receive. From an organizational point of view, it is important that the universities actively participate in and influence this ongoing process of change. In terms of course content, increasing emphasis must be placed on teaching students modern, relevant engineering knowledge and methodological and systematic skills, as well as those aspects of their education that are relevant for the ever more flexible, interdisciplinary and intercultural nature of chemical engineering work. Elements that could usefully contribute include support for study abroad programs and the provision of broad, high-quality extra-curricular studies. Despite the changes that have occurred, such as the introduction of new (bachelor and master) degrees, it is essential that the universities retain their characteristic and established profiles. At the same time, it is important to make the universities more accessible to well-qualified graduates from Germany's Fachhochschulen (universities of applied science).

Education in process systems engineering: past, present and future

The term ‘Process Systems Engineering’ may be traced back at least as far as the early 1960s. In parallel with the emergence of a research agenda for this new sub-discipline, pioneers of the subject began to consider the nature of education in process systems engineering, and its relationship to the broader chemical engineering curriculum. In this paper, a personal view of the history of the development of education in our field will be given. It will be argued that two complementary approaches have been pursued, each of which has played an important role both within the sub-discipline itself and in the context of the development of chemical engineering education more broadly. On the one hand, pedagogical materials have been developed and courses delivered covering important advances in process systems engineering as they have emerged from the research community. As a result, the teaching of design and control methodologies, techniques and tools has become more systematic and comprehensive in the past four decades, reflecting the strides made by the research community in tackling these complex engineering problems. In parallel with these developments, educators have been concerned to develop curricula and courses designed to help students to adopt a ‘systems approach’ to engineering problem solving. Here, the objective has been not so much to help students to learn about the application of specific ideas and methods to particular classes of engineering problem. Rather the aim has been to encourage students to adopt a particular, systematic approach to their entire professional practice. Advances in both directions will be illustrated through examples taken from the literature, as well as through an account of the process systems engineering components of the chemical engineering course at Imperial College. Finally, the author will present his personal view on developments which are likely to emerge in the future, as process systems engineering and chemical engineering continue to respond to external changes as well as to the continuing development of our subject.

Integrated process design instruction

As chemical engineering education moves into the new millennium, it is incumbent on educators to provide a modern curriculum for process design, yet mindful of the limited time for instruction that is available. This paper addresses three key components of a chemical engineering curriculum that prepare undergraduates to be effective process designers in industry: (a) a structured approach relying on fundamentals, integrated with instruction in the competent use of process simulators; (b) a balance between heuristic and algorithmic approaches; and (c) instruction in the integration of design and control. It is argued that these components should be included in an integrated fashion, with much of the material appearing gradually during the delivery of core courses, taking full advantage of computing capability and multimedia support for self-paced instruction. In this paper, each of the features is discussed in detail and demonstrated for the design of a typical process.