Chemical Engineering Education Research Articles

Connotation and Development of Energy Storage in Energy Chemical Engineering Education

In the context of the construction of national “double first-class” universities, the implementation of energy chemistry engineering subject teaching reform has an important role in improving teaching quality and subject influence. Taking energy storage courses as an example, integrating social needs into courses and carrying out goal-driven teaching can enable students to continuously improve their comprehensive analysis capabilities, enhance engineering awareness, and achieve an orderly transition from theoretical knowledge to practical applications.

Assessing teaching effectiveness in higher education

Recently, a robust tool for assessment of different teaching methodologies in engineering education has been developed by the consortium of the iTeach project (www.iteach-chemeng.eu). The tool was initially tested for its applicability in teaching units of chemical engineering education, evaluating several educational approaches used to deliver core knowledge and employability competences in different geographical and educational contexts. After some modifications, the framework was subjected to a wider testing, including teaching units that are part of other engineering disciplines, but also, extended to other higher education disciplines. In the presented case-study, the framework, including six metrics, was used in the assessment of two pedagogical approaches, practical instructions via lab and self-instruction delivery, applied in the teaching units Microbiology and Engineering Economy, respectively. Necessary data were collected by online surveys, carried out among four target groups of stakeholders, i.e. academics, employers, graduates and students. The results of this testing will be presented and discussed.

Integrating entrepreneurial activities in chemical engineering education: a case study on solid waste management

ABSTRACT Solid waste management is considered to be one of the fastest growing industries in the world because of the environmental and health considerations, limitations on mining operations, product costs, increasing demands on the new materials, products and supply chains. Also, entrepreneurship has emerged as a critical aspect of engineering education with various disciplines worldwide. The objective of this work is to share the recent educational experience that integrates entrepreneurship into one course of the Degree in Chemical Engineering of the University of Granada and how the entrepreneurial activities develop an entrepreneurial mindset in chemical engineering students. The paper contains some strategies for internalising entrepreneurial spirit. The originality is mainly due to the coupling of waste management and entrepreneurship learning for increasing entrepreneurial skills in chemical engineers specifically. The study was carried out among chemical engineering students who participated in the ‘Solid and Gaseous Waste Treatment’ optional course. Mainly, a qualitative research method was adopted. The primary data for the evaluation of entrepreneurial activities were collected with validated questionnaires distributed to students. The results of this study indicated that the entrepreneurial activities contributed to the introduction of entrepreneurial skills in students. Pre/post testing to determine changes in entrepreneurial mindset was also analysed.

Achieving a better understanding of binary azeotropic mixtures distillation through Aspen Plus process simulations

AbstractMass transfer operations are at the heart of every chemical engineering curriculum, as they are the basis of separation procedures extensively used in the chemical industry. Distillation, which involves mass transfer between vapor and liquid phases, is, by far, the most extended separation practice. However, the presence of azeotropes in most of the mixtures with industrial interest complicates the process analysis due to tedious and complex calculations, even in the simplest case of binary mixtures. Moreover, the need for recycle streams makes convergence and variables specification very difficult as compared with the separation of nonazeotropic mixtures. Initial training in process simulators results fundamentally in high‐quality chemical engineering teaching programs. It yields a better understanding of enhanced distillation and entails the use of professional tools highly demanded by employers. This paper reports how the use of the commercial simulator Aspen Plus can help students explore azeotropic distillation by their own, and thus enables looking into aspects which are beyond the scope of problems solved by hand.

Adsorption of cadmium using teak leaves powder (Tectona grandis sp.): embedding Mahaffy’s tetrahedral concept in undergraduate chemical engineering capstone lab project

Chemical engineering education can be aptly structured on four central components: macroscopic, particulate, symbolic, and human element domains; known as the Mahaffy’s tetrahedral concept. This paper discusses the application of the concept of undergraduate chemical engineering capstone projects. The capstone was carried out as an undergraduate final laboratory project to investigate the adsorption of heavy metal, namely cadmium (Cd), using powder of teak leaves (Tectona grandis sp.). The lab experiment was environmentally safe, completed at ambient temperatures and that the experimental data collection was easy. It was actively guided by lecturers in a way to encourage meaningful lab experience as proposed in the Mahaffy’s tetrahedral idea. Three experimental variables were investigated: initial pH solution, adsorbent dosage, and initial concentration of Cd. The results were analyzed to determine the diffusion mechanism and kinetics through Weber-and-Morris intra-particle diffusion model. The experimental results agreed with most published literature which gave satisfaction on both students and lecturers. To assess learning outcomes, pre- and post-evaluations in regard the Mahaffy’s tetrahedral idea was employed. The post-test scores were significantly higher than those of the pre-test indicating that the learning outcomes were achieved. The lab project was also found to increase the student’s writing and presentation skills.

Product Design and Engineering in Chemical Engineering: Past, Present State, and Future

AbstractProduct design and engineering (PDE), originally heralded as a new paradigm of chemical engineering, aims to define new and/or improved products based on customer needs and/or new technologies. A comprehensive discussion of PDE as a building block for chemical engineering education, research, and practice is still lacking, preventing a broader impact on academic and industry realities more and more concerned with the “knowledge economy”. The purpose of the present paper was to contribute to the mitigation of this gap by presenting the results of the EFCE Section Group PDE survey based on PDE academia and industry expert and practitioner feedback as well as on a literature review. Status and challenges of PDE are discussed and academic and industry perspectives are mapped.

From modeling to virtual laboratory development of a continuous binary distillation column for engineering education using MATLAB and LabVIEW

AbstractThe utilization of computers in all aspects and scales of chemical engineering, from fundamental understanding to solution of large‐scale optimizations, is spreading quickly, hand‐in‐hand with access to data science and information technology. It is straightforward to involve computers and virtual laboratory tools into engineering education. This study presents the development of an interactive virtual laboratory method for a continuous binary distillation process. The three main steps, namely, mathematical modeling, model calibration, and graphical user interface (GUI) development are described and discussed in this paper. The model takes into account the specific needs of the simulator (fast run time) and limitations from the measurement system (calibration considerations). Then, it is validated based on temperature and concentration data from a lab/pilot scale continuous rectification column. The separation of an ethanol–water mixture is considered, the classroom example of distillation, which is, on the other hand, an azeotrope‐forming nonideal mixture. The objective of this paper, beyond the virtual laboratory coding description, is to provide useful guidelines for a user‐friendly and yet realistic simulator development for commonly available experimental devices in chemical engineering education. To fulfill this aim, MATLAB and LabVIEW, two routinely used programming languages by chemical and process engineers, are used.

Critique – Tools for sharing

Recent growth in chemical engineering student numbers has driven an increase in the number of UK universities offering the subject. The implications of this growth are described, along with the different challenges facing new providers in the UK compared with established departments. The approaches taken by the various new entrants are reviewed, with reference to recruitment strategies, infrastructure, the use of external facilities, and the particular flavours of chemical engineering being offered by the new providers. Information about the differentiating features of the large number of chemical engineering degree courses now available is somewhat indistinct: this should be rectified in the interests both of prospective students and of employers. Dilemmas facing new providers include the need to address the fundamentals of the subject as well as moving into more novel research-led areas; enabling students to develop the competencies to sustain them for a whole career as well as meeting immediate employer needs; and providing sufficient industry understanding when academics may lack substantial industrial experience. The central importance of practical provision and of the design project, and the approaches taken by new providers to deliver these components, are reviewed, together with the role of software tools in chemical engineering education, and measures to facilitate industry input into courses. As long as it is not used prescriptively or to inhibit innovation, the accreditation process provides constructive guidance and leverage for universities developing new chemical engineering programmes.

Developing a framework for assessing teaching effectiveness in higher education

Evaluating the effectiveness of teaching and learning core knowledge outcomes and professional skills is a highly challenging task that has not yet been satisfactorily addressed at higher education level. The iTeach European project consortium developed a framework for assessing the effectiveness of various pedagogical methodologies in chemical engineering education, including those aiming to promote important core competencies related to employability, in a range of geographical and educational contexts.The framework was firstly implemented in a core chemical engineering area (reaction engineering) to check its usability and robustness, and subsequently was also tested on a range of subject areas from various branches of engineering and other disciplines, one of which is analysed in more detail in this contribution. The results of this broader assessment encompassed a much more diverse student body with varying educational experiences and a wider range of different teaching methodologies. The outcomes of this assessment are highlighted and the benefits of such an objective approach for evaluating teaching effectiveness is discussed.

The 1st International Symposium of Indonesian Chemical Engineering (ISIChem) 2018

Preface: The 1st International Symposium of Indonesian Chemical Engineering (ISIChem) 2018Hakun Wirawasista Aparamarta1, Yi-Hsu Ju2, Fusheng Li3, Soorathep Kheawhom4, Kusdianto1, Widiyastuti1, Himsar Ambarita5, Siti Nurkhamidah1, Raden Darmawan1*Editor of ISIChem 20181 Chemical Engineering Department, Institut Teknologi Sepuluh Nopember (ITS) Surabaya, Indonesia2 Chemical Engineering Department, National Taiwan University of Science and Technology (NTUST), Taiwan3 Chemical Engineering Department, Gifu University, Japan4 Chemical Engineering Department, Chulalongkorn University, Thailand5 Mechanical Engineering Department, University of Sumatera Utara (USU), IndonesiaThis proceedings volume contains selected articles from the “1st International Symposium of Indonesian Chemical Engineering (ISIChem) 2018” held in Kryad Bumi Minang Hotel, West Sumatra, Indonesia from October 4-6, 2018, that has been peer reviewed.Despite the fact that this is only our first international symposium of Indonesian Chemical Engineers, and the sixth for the national one, we are so honored to announce that this year we have abundance of enthusiastic participants from five different countries participating in the conference. In the October 4-6, 2018, 250 research papers have been presented in the ISIChem, covering eleven research areas, such as: Biochemical Engineering, Catalyst and Reaction Engineering, Waste Water Treatment Technology, Renewable Energy Technology, Nano Materials and Nanotechnologies, System Engineering Process, Thermodynamics and Supercritical Technology, Separation and Purification Technology, Food and Pharmaceutical Technology, Chemical Engineering Management, and Chemical Engineering Education. We are also delighted to announce that the selected papers will be published in IOP Conference Series: Materials Science and Engineering.

A Perspective on Chemical Engineering Education

A Perspective on Chemical Engineering Education

A framework for hands-on learning in chemical engineering education—Training students with the end goal in mind

Chemical engineering education aims to equip students with both theoretical knowledge and hands-on capability to solve practical problems. At Imperial College London, this is practiced via three laboratory-based courses, which span over the first three years of the undergraduate curriculum. The Foundation, Knowledge and Discovery Laboratories were designed based on Kolb’s experiential learning theory as well as Vygotsky’s zone of proximal development. Although these courses intend to challenge students, appropriate scaffolding is in place to ensure a satisfactory learning experience across the spectrum of abilities. Assessment and survey results show that all students were capable of meeting the learning goals (>96% achieving satisfactory to excellent results in academic years 2014–2016), while a large majority is satisfied with the courses (>80% in academic years 2014–2016). The design and implementation of these courses are discussed to promote the exchange of good practices within the higher education community.

New chemical engineering provision: Quality in diversity

Recent growth in chemical engineering student numbers has driven an increase in the number of UK universities offering the subject. The implications of this growth are described, along with the different challenges facing new providers in the UK compared with established departments. The approaches taken by the various new entrants are reviewed, with reference to recruitment strategies, infrastructure, the use of external facilities, and the particular flavours of chemical engineering being offered by the new providers. Information about the differentiating features of the large number of chemical engineering degree courses now available is somewhat indistinct: this should be rectified in the interests both of prospective students and of employers. Dilemmas facing new providers include the need to address the fundamentals of the subject as well as moving into more novel research-led areas; enabling students to develop the competencies to sustain them for a whole career as well as meeting immediate employer needs; and providing sufficient industry understanding when academics may lack substantial industrial experience. The central importance of practical provision and of the design project, and the approaches taken by new providers to deliver these components, are reviewed, together with the role of software tools in chemical engineering education, and measures to facilitate industry input into courses. As long as it is not used prescriptively or to inhibit innovation, the accreditation process provides constructive guidance and leverage for universities developing new chemical engineering programmes.

A Project Based Learning (PBL) Approach Involving PET Recycling in Chemical Engineering Education

The recycling of waste plastics is considered as one of the strategies to tackle the issue of environmental pollution caused by commodity plastics all over the world. Recently, many universities have incorporated topics related to recycling and plastics waste management into their curricula at different levels to increase awareness as well as to develop new recycling technologies. In this study, one of the most important waste recycling problems is given as the project for the undergraduate students of chemical engineering to analyze the effectiveness of the project-based learning (PBL) approach in the school curriculum. A team of students was assigned with the task of recycling post-consumer polyethylene terephthalate (PET) bottles through an experimental and design approach. From the experimental data, students designed a recycling plant with a proposed capacity to produce 1 ton of recycled granules per day through the project-based learning approach. Evaluation of the project was carried out at various stages and it was found that the students acquired the required skills and applied them effectively. The outcomes of the present study clearly establish that the problems which have societal impacts, such as waste management, environmental pollution, etc., can be effectively communicated to the student community through the PBL approach, which can lead to increased motivation and enhanced critical thinking abilities.

Promoting Reflections in Chemical Engineering Education

Promoting Reflections in Chemical Engineering Education

BioTM Buzz (Volume 4, Issue 1).

BioTM Buzz (Volume 4, Issue 1).

Promoting safety teaching: An essential requirement for the chemical engineering education in the French universities

The essential contribution of education to safety and loss prevention is emphasized in this paper. It provides a review of the chemical engineering undergraduate and graduate French curriculum “Process safety”. First, the specific situation of the French chemical engineering departments is situated in the Bologna Accord. Then the three main ways to teach occupational health, safety and loss prevention in chemical engineering cursus are discussed. The principle of a layered approach is reported with the corresponding levels of outcomes, competences and safe work practice expectations.The content of the undergraduate safety mandatory program of the French University Institutes of Technology (IUT) is indicated for the concerned chemical engineering departments.Finally, some selected detailed lists of the different safety mandatory and elective courses concerning the corresponding French Master degrees (topics – time allocation and European Credit Transfer and accumulation System ECTS) in two Chemical Engineering Schools ENSIC Nancy and ENSIACET Toulouse are commented.

Teaching Analytic Hierarchy Process (AHP) in undergraduate chemical engineering courses

Although selection problems are often encountered in engineering practice, rigorous decision analysis techniques remain underutilized in undergraduate chemical engineering education. In particular, the conventional chemical engineering curriculum lacks a strong foundation in such methods, despite the fact that other quantitative tools (e.g., mathematical programming, process simulation, etc.) are already well-integrated within the sub-area of process systems engineering (PSE). In this paper, we discuss the integration of the Analytic Hierarchy Process (AHP) as a multiple criteria decision analysis (MCDA) tool within the undergraduate chemical engineering curriculum at De La Salle University. We discuss the use of AHP methodology in modules such as Process Equipment Selection and Design and in an elective course on Energy and the Environment. We discuss representative sample problems, experiences in the teaching of AHP, as well as recommendations for effective introduction of the topic. The methodology provides a framework to induce metacognition during decision-making to ensure rigor and consistency. This skill finds application not only in decision-making problems such as equipment selection, project selection and plant design but also in sustainability assessment. Based on feedback from students, there is significant appreciation of AHP as a useful tool for their future professional practice.

Development and Application of 3D Printed Mesoreactors in Chemical Engineering Education

3D printing technology has an enormous potential to apply to chemical engineering education. In this paper, we describe several designs of 3D printed mesoreactors (Y-shape, T-shape, and Long channel shape) using the following steps: reactor sketching, CAD modeling, and reactor printing. With a focus on continuous plug flow mesoreactors (PFRs, i.d. = 2 mm), fluid mixing phenomena were explored by using a passive mixing method. The small channel of mesoreactors facilitates the stability of a laminar flow in the system at low Reynolds number. With changes in flow rates (0.2 and 4.0 mL/min) and channel geometry (0° and 90° outlet angle), fluid mixing was controlled. Our results provided that 3D printed mesoreactors can be possibly used in teaching fluid dynamics, chemical kinetics, and reaction engineering, which are main courses of the chemical engineering undergraduate program. Furthermore, the cost of mesoreactor printing was suitable (<$1.00/microreactor) for education.

The 3rd International Conference on Chemical Engineering Sciences and Applications 2017 (3rd ICChESA 2017)

THE THIRD INTERNATIONAL CONFERENCE OF CHEMICAL ENGINEERING SCIENCES AND APPLICATIONS(The 3rdICChESA 2017)September 20-21, 2017, Banda Aceh - INDONESIAAccepted, peer reviewed papers from the 3rd ICChESA 2017Edited byYunardi, Sri Aprilia, Cut Meurah Rosnelly, and Wahyu RinaldiChemical Engineering DepartmentSyiah Kuala UniversityBanda Aceh - INDONESIAPrefaceThe Third International Conference on Chemical Engineering Sciences and Applications 2017 (The 3rd ICChESA 2017) taking place in Banda Aceh, the Province of Aceh, Indonesia during 20-21 September 2017 was organized by the Chemical Engineering Department, Syiah Kuala University, Indonesia together with the Faculty of Chemical Engineering, Universiti Teknologi MARA (UiTM), Shah Alam, Malaysia in cooperation with the other two institutions: Chemical Engineering Department, Malikussaleh University and Lhokseumawe State Polytechnics of which both are from North Aceh, Indonesia. The conference addressed the important theme in supporting the sustainable development: “Strengthening Chemical Engineering Education, Research, and Innovation for Sustainable Development”. The objective of the 3rd ICChESA 2017 was to gather scientists, researchers, scholars, educators, professionals, and students in different fields of chemical engineering from ASEAN and beyond to share knowledge, exchange ideas, and explore possibilities of building cooperation networking.The Proceedings consists of accepted papers and presented by researchers from different countries, among others, Indonesia, Malaysia, Thailand, Pakistan, Iran and Japan. The papers are categorized under seven topics in the area of chemical engineering, namely: Energy Resources, Control System and Computational Fluid Dynamics, Environmental Engineering, Nan otechnology, Chemical Engineering Fundamental, Food and Biochemical Engineering, and Chemical Reaction Engineering, Polymer and Composite Materials.