scholarly journals Collaborative Approach for Teaching Chemical Process Design

2013 ◽  
Author(s):  
Michel F. Couturier ◽  
Guida Bendrich
Keyword(s):  
Process Design ◽  
Chemical Engineering ◽  
Local Economy ◽  
Faculty Members ◽  
Engineering Practice ◽  
Final Report ◽  
Collaborative Approach ◽  
Chemical Process Design ◽  
Engineering Program ◽  
Design Activities

A collaborative approach has been successfully used to teach the senior process design course in the Chemical Engineering program at UNB since 2010. Every design project in the course is sponsored by an outside client. Two teams of four or five students are assigned to each project. The teams work independently and are co-mentored by a faculty member and a practicing engineer. This collaborative approach brings engineering practice in the classroom while keeping faculty members in control of academic requirements. Eight evenly-spaced milestones pace students and co-mentors by defining the tasks that need to be accomplished, by setting the marking scheme for the deliverables and by providing a framework for the progressive assembly of a high-quality final report. Our approach has increased the number of faculty members interested in design activities and allows students to contribute to the local economy while becoming proficient in engineering design. Comments received from students, clients and co-mentors have been highly positive.

INTEGRATING CHEMICAL PROCESS DESIGN THROUGHOUT THE CURRICULUM

2011 ◽  
Author(s):  
Barrie Jackson
Keyword(s):  
Process Design ◽  
Chemical Process ◽  
Process Model ◽  
Chemical Engineering ◽  
Health And Safety ◽  
Large Degree ◽  
Chemical Process Design ◽  
Environmental Health And Safety ◽  
Chemistry Students ◽  
The Difference

Over the years we have observed that many Chemical Engineering and Engineering Chemistry students when they come into the fourth year one term Capstone Process Design course claim that most of the material is completely new to them. Making allowance for the expectations that students would claim this in any case, we believe that there are many advantages to trying to integrate preceding courses as much as possible with the fourth year design course. What we are proposing is to develop a framework process model using a simulator such as PRO/II, UniSim, or ASPEN that would serve as a thread to link assignments in preceding courses such as heat and mass transfer. This model would then be used as the basis for the Capstone design exercise. Although there are several potential advantages to this such as reducing duplication of effort and having a more cohesive design concept throughout the three years, there are bound to be teething problems. One potential problem is a common understanding of design. There are many concepts as to what Chemical Process Design consists of, which reflects the background and experience of the instructors. What we hope to do is to keep in mind the definitions of Science, Engineering and Technology as stated at the Inaugural CDEN conference by Dr. Tom Brzustowski P.Eng., the president of NSERC. This talk clearly pointed out the difference between Research and Development as well as Design. These are a continuum, Research, particularly speculative research is the least expensive and to a large degree the easiest of the three since there is not often the pressure to achieve a specific outcome. Development on the other hand which is primarily an engineering activity is considerably more expensive and usually has a fixed deliverable. Development is a team effort. There is a direct link between development and design since design cannot take place without the engineering development phase. The design and implementation of an artifact is the most expensive item by far and requires inputs from Economics, Environmental Health and Safety as well as knowledge of the market. We are also aware of increasing demands on our engineering graduates from the two perspectives, the increasing competition on a global basis and the expanding core body of knowledge expectations

scholarly journals Effective Coordination of Capstone Design Work Using Milestones

2018 ◽  
Author(s):  
Michel F. Couturier ◽  
Guida Bendrich ◽  
Francis Lang
Keyword(s):  
Chemical Engineering ◽  
Final Report ◽  
Design Work ◽  
Management Framework ◽  
Engineering Program ◽  
Continuous Feedback ◽  
Added Benefit ◽  
The University ◽  
Better Than ◽  
Capstone Design

 Abstract – A universal management framework has been developed for coordinating the work of students and mentors in the capstone design course offered in the Chemical Engineering program at the University of New Brunswick. The framework makes use of seven evenly spaced milestones to pace the students through their design project. The milestone documents describe the main tasks to be completed by students and apply to any client-based project. They also provide the marking scheme to be used by mentors when evaluating the team reports submitted at the end of each milestone. As an added benefit, the universal milestone framework also enables the progressive assembly of a high-quality final report since each milestone report is tailored to be a section of the final report. As expected, the performance of students on the final report is generally better than the average of their milestone grades. Furthermore, the universal framework ensures deliverables are consistent for every group regardless of their project, which results in a streamlined experience for both students and instructors. Student opinion surveys suggest that students appreciate the frequency of the milestones, which allows for continuous feedback and appropriate pacing.

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.

Bioseparations Science and Engineering

2015 ◽  
Author(s):  
Roger G. Harrison ◽  
Paul W. Todd ◽  
Scott R. Rudge ◽  
Demetri P. Petrides
Keyword(s):  
Process Design ◽  
Qualitative Description ◽  
Engineering Practice ◽  
Unit Operation ◽  
Science And Engineering ◽  
Scientific Application ◽  
General Application ◽  
Unit Operations ◽  
Analysis Computer ◽  
Consistent Method

Designed for undergraduates, graduate students, and industry practitioners, Bioseparations Science and Engineering fills a critical need in the field of bioseparations. Current, comprehensive, and concise, it covers bioseparations unit operations in unprecedented depth. In each of the chapters, the authors use a consistent method of explaining unit operations, starting with a qualitative description noting the significance and general application of the unit operation. They then illustrate the scientific application of the operation, develop the required mathematical theory, and finally, describe the applications of the theory in engineering practice, with an emphasis on design and scaleup. Unique to this text is a chapter dedicated to bioseparations process design and economics, in which a process simular, SuperPro Designer® is used to analyze and evaluate the production of three important biological products. New to this second edition are updated discussions of moment analysis, computer simulation, membrane chromatography, and evaporation, among others, as well as revised problem sets. Unique features include basic information about bioproducts and engineering analysis and a chapter with bioseparations laboratory exercises. Bioseparations Science and Engineering is ideal for students and professionals working in or studying bioseparations, and is the premier text in the field.

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