Process Intensification education contributes to sustainable development goals:  Part 2

David Fernandez Rivas; Daria C. Boffito; Jimmy Faria-Albanese; Jarka Glassey; Judith Cantin; Nona Afraz; Henk Akse; Kamelia V.K. Boodhoo; Rene Bos; Yi Wai Chiang; Jean-Marc Commenge; Jean-Luc Dubois; Federico Galli; Jan Harmsen; Siddharth Kalra; Fred Keil; Ruben Morales-Menendez; Francisco J. Navarro-Brull; Timothy Noël; Kim Ogden; Gregory S. Patience; David Reay; Rafael M. Santos; Ashley Smith-Schoettker; Andrzej I. Stankiewicz; Henk van den Berg; Tom van Gerven; Jeroen van Gestel; R.S. Weber

doi:10.1016/j.ece.2020.05.001

Process Intensification education contributes to sustainable development goals: Part 2

David Fernandez Rivas^*, Daria C. Boffito, Jimmy Faria-Albanese, Jarka Glassey, Judith Cantin, Nona Afraz, Henk Akse, Kamelia V.K. Boodhoo, Rene Bos, Yi Wai Chiang, Jean-Marc Commenge, Jean-Luc Dubois, Federico Galli, Jan Harmsen, Siddharth Kalra, Fred Keil, Ruben Morales-Menendez, Francisco J. Navarro-Brull, Timothy Noël, Kim OgdenGregory S. Patience, David Reay, Rafael M. Santos, Ashley Smith-Schoettker, Andrzej I. Stankiewicz, Henk van den Berg, Tom van Gerven, Jeroen van Gestel, R.S. Weber

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

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Abstract

Achieving the United Nations sustainable development goals requires industry and society to develop tools and processes that work at all scales, enabling goods delivery, services, and technology to large conglomerates and remote regions. Process Intensification (PI) is a technological advance that promises to deliver means to reach these goals, but higher education has yet to totally embrace the program. Here, we present practical examples on how to better teach the principles of PI in the context of the Bloom’s taxonomy and summarise the current industrial use and the future demands for PI, as a continuation of the topics discussed in Part 1. In the appendices, we provide details on the existing PI courses around the world, as well as teaching activities that are showcased during these courses to aid students’ lifelong learning. The increasing number of successful commercial cases of PI highlight the importance of PI education for both students in academia and industrial staff.

Original language	English
Pages (from-to)	15-24
Number of pages	10
Journal	Education for Chemical Engineers
Volume	32
DOIs	https://doi.org/10.1016/j.ece.2020.05.001
Publication status	Published - 1 Jul 2020

Keywords

Chemical engineering
Education challenge
Entrepreneurship
Industry challenge
Pedagogy
Process Intensification
Process design
Sustainability
UT-Hybrid-D

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.ece.2020.05.001Licence: CC BY

ArticleFinal published version, 1.44 MBLicence: CC BY

Cite this

Rivas, D. F., Boffito, D. C., Faria-Albanese, J., Glassey, J., Cantin, J., Afraz, N., Akse, H., Boodhoo, K. V. K., Bos, R., Chiang, Y. W., Commenge, J.-M., Dubois, J.-L., Galli, F., Harmsen, J., Kalra, S., Keil, F., Morales-Menendez, R., Navarro-Brull, F. J., Noël, T., ... Weber, R. S. (2020). Process Intensification education contributes to sustainable development goals: Part 2. Education for Chemical Engineers, 32, 15-24. https://doi.org/10.1016/j.ece.2020.05.001

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abstract = "Achieving the United Nations sustainable development goals requires industry and society to develop tools and processes that work at all scales, enabling goods delivery, services, and technology to large conglomerates and remote regions. Process Intensification (PI) is a technological advance that promises to deliver means to reach these goals, but higher education has yet to totally embrace the program. Here, we present practical examples on how to better teach the principles of PI in the context of the Bloom{\textquoteright}s taxonomy and summarise the current industrial use and the future demands for PI, as a continuation of the topics discussed in Part 1. In the appendices, we provide details on the existing PI courses around the world, as well as teaching activities that are showcased during these courses to aid students{\textquoteright} lifelong learning. The increasing number of successful commercial cases of PI highlight the importance of PI education for both students in academia and industrial staff.",

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Rivas, DF, Boffito, DC, Faria-Albanese, J, Glassey, J, Cantin, J, Afraz, N, Akse, H, Boodhoo, KVK, Bos, R, Chiang, YW, Commenge, J-M, Dubois, J-L, Galli, F, Harmsen, J, Kalra, S, Keil, F, Morales-Menendez, R, Navarro-Brull, FJ, Noël, T, Ogden, K, Patience, GS, Reay, D, Santos, RM, Smith-Schoettker, A, Stankiewicz, AI, den Berg, HV, van Gerven, T, van Gestel, J & Weber, RS 2020, 'Process Intensification education contributes to sustainable development goals: Part 2', Education for Chemical Engineers, vol. 32, pp. 15-24. https://doi.org/10.1016/j.ece.2020.05.001

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AU - Rivas, David Fernandez

AU - Boffito, Daria C.

AU - Faria-Albanese, Jimmy

AU - Glassey, Jarka

AU - Cantin, Judith

AU - Afraz, Nona

AU - Akse, Henk

AU - Boodhoo, Kamelia V.K.

AU - Bos, Rene

AU - Chiang, Yi Wai

AU - Commenge, Jean-Marc

AU - Dubois, Jean-Luc

AU - Galli, Federico

AU - Harmsen, Jan

AU - Kalra, Siddharth

AU - Keil, Fred

AU - Morales-Menendez, Ruben

AU - Navarro-Brull, Francisco J.

AU - Noël, Timothy

AU - Ogden, Kim

AU - Patience, Gregory S.

AU - Reay, David

AU - Santos, Rafael M.

AU - Smith-Schoettker, Ashley

AU - Stankiewicz, Andrzej I.

AU - den Berg, Henk van

AU - van Gerven, Tom

AU - van Gestel, Jeroen

AU - Weber, R.S.

PY - 2020/7/1

Y1 - 2020/7/1

N2 - Achieving the United Nations sustainable development goals requires industry and society to develop tools and processes that work at all scales, enabling goods delivery, services, and technology to large conglomerates and remote regions. Process Intensification (PI) is a technological advance that promises to deliver means to reach these goals, but higher education has yet to totally embrace the program. Here, we present practical examples on how to better teach the principles of PI in the context of the Bloom’s taxonomy and summarise the current industrial use and the future demands for PI, as a continuation of the topics discussed in Part 1. In the appendices, we provide details on the existing PI courses around the world, as well as teaching activities that are showcased during these courses to aid students’ lifelong learning. The increasing number of successful commercial cases of PI highlight the importance of PI education for both students in academia and industrial staff.

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KW - Chemical engineering

KW - Education challenge

KW - Entrepreneurship

KW - Industry challenge

KW - Pedagogy

KW - Process Intensification

KW - Process design

KW - Sustainability

KW - UT-Hybrid-D

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U2 - 10.1016/j.ece.2020.05.001

DO - 10.1016/j.ece.2020.05.001

M3 - Article

SN - 1749-7728

VL - 32

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