An example of project‐based learning with the support of a process simulator applied to the chemical engineering final course project

2021 ◽  
Author(s):  
Mateus K. Vasconcelos ◽  
Matheus N. Guedes ◽  
Pedro G. F. Melo ◽  
Clara R. Amore ◽  
José J. Linares
Keyword(s):  
Chemical Engineering ◽  
Project Based Learning ◽  
Process Simulator

A Cooperative Project Based Learning Course for Engineer Students in Biotechnology and Chemical Engineering

2015 ◽  
Vol 1 (1) ◽  
pp. 9-17
Author(s):  
Carola Fortelius ◽  
Arto Yli-Pentti ◽  
Mikko Halsas ◽  
Hannu Turunen ◽  
Timo Seuranen ◽  
...  
Keyword(s):  
Applied Sciences ◽  
Chemical Engineering ◽  
Positive Response ◽  
Independent Study ◽  
Project Based Learning ◽  
Cooperative Teaching ◽  
University Of Applied Sciences ◽  
Role Conceptions ◽  
Cooperative Project ◽  
Learning Concept

AbstractProblem/project-based learning is the base for the new curriculum at the department of Biotechnology and Chemical Engineering, Helsinki Metropolia University of Applied Sciences. The problem based learning concept, in connection with practical solutions for organizing the courses, is discussed. The new way to pursue studies in biotechnical and chemical engineering has meant a significant change for both students and educators. A positive response from the students can be seen in the form of augmentation of motivation and activity. Team skills have improved, as well as independent study capacity. Cooperative teaching and being more of a facilitator than a traditional instructor, challenge the role conceptions for the educators.

Project-Based Learning in Chemical Engineering

2022 ◽  
pp. 1-19
Author(s):  
John Robinson ◽  
Daniel Beneroso
Keyword(s):  
Problem Solving ◽  
Chemical Engineering ◽  
Holistic Approach ◽  
Project Based Learning ◽  
Educational Approach ◽  
Comprehensive Overview ◽  
Global Challenges ◽  
Technological Advances ◽  
Design Projects ◽  
The University

Solutions to global challenges need a range of engineers with diverse skills and attributes, and it is the responsibility of engineering educators to shape the engineering education landscape, using their problem-solving expertise to educate future engineers for modern technological advances. Project-based learning (PjBL) is an educational approach that can integrate such needed skills and attributes into the curriculum. However, delivering a truly effective PjBL approach can be quite difficult without considering a holistic approach encompassing three key pillars: PjBL curriculum and assessment, PjBL culture, and physical and online PjBL spaces. This chapter presents a comprehensive overview of how PjBL has been successfully deployed across the Chemical Engineering curriculum at the University of Nottingham, UK, through the lenses of those pillars, and in the form of design projects, with a progressive integration and development of diverse skills and competencies throughout the years.

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

Recycling ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 10 ◽  
Author(s):  
Krishna Rajan ◽  
Aravinthan Gopanna ◽  
Selvin Thomas
Keyword(s):  
Waste Management ◽  
Environmental Pollution ◽  
Undergraduate Students ◽  
Chemical Engineering ◽  
School Curriculum ◽  
Waste Recycling ◽  
Project Based Learning ◽  
Pet Bottles ◽  
Student Community ◽  
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.

Project-Based Learning in Chemical Engineering Education Using Distance Education Tools

2007 ◽  
pp. 202-217 ◽  
Author(s):  
Katia Tannous
Keyword(s):  
Distance Education ◽  
Knowledge Construction ◽  
Chemical Engineering ◽  
Project Based Learning ◽  
Teaching Methodology ◽  
Student Activity ◽  
Unit Operations ◽  
Group Knowledge ◽  
Constructive Evolution ◽  
Chemical Engineering Education

This chapter will exhibit the experience of applying project-based learning in different subject matter, identifying and comprehending the efficiency of this teaching methodology from an analysis of the activities undertaken. The subjects focused on were transport phenomena and unit operations in chemical processes. The methodology of project-based learning is to associate concepts acquired during classes and integrate them with other subjects in order to integrate the parts into the whole. It develops a variety of skills in addition to technical ones, such as cooperation, communication, involvement, knowledge construction, decision making and problem solving. All these skills being supported by the use of distance education tools. The creation of the subjects in a virtual environment sustains student materials previously required for project development. It also monitors of student activity (access by frequency statistics), and facilitates communication. The motivation and interactivity aspects have been shown to be positive with students and professors systematically involved in the constructive evolution of both individual and group knowledge.

ARDUINO FOR PROJECT BASED LEARNING ON EXPERIMENTATION IN CHEMICAL ENGINEERING LABORATORY

2020 ◽  
Author(s):  
Javier Torres-Liñán ◽  
Miguel Angel Rodriguez-Cano ◽  
Francisco José García-Mateos ◽  
Ramiro Ruiz-Rosas ◽  
Juana María Rosas ◽  
...  
Keyword(s):  
Chemical Engineering ◽  
Project Based Learning

scholarly journals PROJECT-BASED LEARNING AS A COORDINATION METHODOLOGY BETWEEN SUBJECTS IN A CHEMICAL ENGINEERING DEGREE

2021 ◽  
Author(s):  
Carlos Carbonell ◽  
Salvador Cardona ◽  
Ivan Dominguez-Candela ◽  
Vicent Fombuena ◽  
Maria Fernanda López-Pérez ◽  
...  
Keyword(s):  
Chemical Engineering ◽  
Project Based Learning ◽  
Engineering Degree

scholarly journals Understanding and Correlating of Chemical Engineering Thermodynamics I and Process Heat Transfer through Integrated Project

2021 ◽  
Vol 5 (1) ◽  
pp. 9-16
Author(s):  
Shafirah Samsuri ◽  
Shuhaimi Mahadzir ◽  
Wan Nur Aisyah Wan Osman
Keyword(s):  
Heat Transfer ◽  
Chemical Engineering ◽  
Project Based Learning ◽  
Engineering Practice ◽  
First Year ◽  
Final Report ◽  
Learning Approach ◽  
New Learning ◽  
Integrated Project ◽  
Process Heat

The development of engineering education plays a significant role in creating a competency base for engineering students to be excellent in engineering practice as well as other professional skills such as communication, teamwork and leadership. Project-Based Learning via Integrated Project entitled Heat Recovery from Ammonia Synthesis Reactor for Power Generation was introduced as a new learning approach for First Year First Semester Chemical Engineering student to replace the conventional learning approach via lecture. This integrated project is a hybrid of two core Chemical Engineering subjects for First Year students: Chemical Engineering Thermodynamics I and Process Heat Transfer. This integrated project aims to evaluate students' ability to relate two different subjects when learning in the same semester and apply them to the same application. This integrated project is expected to enhance students' learning curve and ensure that the output of this study can be achieved in a consistent effort and timely manner. Assessments in the form of formative (reflection and peer review) and summative (final report) are applied to the students via individual and group. Based on the reflection's analysis, 50% of the students mentioned that the project is very challenging; meanwhile, only 30% agreed that they could relate the project with both subjects even though it is complex and challenging. Despite that, 70% of the students stated that their learning goal is achievable. They were able to view the industrial application, especially the heat exchanger application, through this project. Overall, 90% agreed that they achieved this integrated project's objectives: to relate two different subjects when learning in the same semester and apply them to the same application. Hence, it is noteworthy to highlight that this integrated project is carefully mapped. The new learning approach via Project-Based Learning brought positive outcome towards the students' learning experiences, skills and understanding.

scholarly journals Chemical Engineering Graduate Courses Curriculum Development with Simulation Components

2021 ◽  
Vol 20 (3) ◽  
pp. 64-73
Author(s):  
Mohamed Edali ◽  
Walid Alaswad ◽  
Ali Bseibsu ◽  
Zaed Sahem ◽  
Faraj Ben Rajeb ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Research Question ◽  
Project Based Learning ◽  
Student Outcome ◽  
Graduate Courses ◽  
Working At Home ◽  
Multiphysics Simulations ◽  
Time Required

The graduate chemical engineering curriculum at our institution Elmergib University is replete with both problem-based and project-based learning components. This paper focuses on a complex methodology of inquiry-based learning (IBL), which has been proven to well prepare graduate students for a successful career in engineering. IBL requires Students to invest a considerable time during the class and after working at home learning with the aid of mentoring how to develop and answer a research question. Teaching both IBL and the development of field-specific simulation skills challenge professors. That does not allow much of the class time required to cover material reliance on mathematical tools that often hamper student understanding of the underlying phenomena and difficulty in providing immersive and exciting visuals that support in-depth learning. An IBL component was incorporated into a simulation-based design in four successive graduate courses: Advanced computational Numerical Methods, Advanced heat transfer, Advanced fluid mechanics, and Advanced transport phenomena. The courses were modified to contain Multiphysics simulations with application building that develop technical competency by developing modeling skills, deeper understanding by solving realistic problems, and writing skills by producing technical reports for each simulation. The use of the Multiphysics application building component adds a new skillset that further strengthens our program graduates. The paper shows the teaching and learning strategies efforts have been implemented, course teaching tools Apps structure, student outcome assessment, and research project exam questions and their simulation results from students’ reports.

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