Lookup NU author(s): Dr Fernando Russo Abegao,
Professor Jarka Glassey
This is the authors' accepted manuscript of a conference proceedings (inc. abstract) published in its final definitive form in 2018. For re-use rights please refer to the publishers terms and conditions.
Chemical engineering professional skills are essential in ensuring that the graduates are able to effectively face not only the current, but also future societal and technological challenges. Whilst the core chemical engineering knowledge in unit operations, such as reaction engineering and separations, remains a defining feature and a fundamental requirement of various accreditation criteria of the chemical engineering courses, it is clear that this in itself is not sufficient to provide the future generations of chemical engineers with the knowledge and skills to address the challenges they will face in their future professional careers. An important part of this skill set is the ability to deal with uncertainty, to innovate, to represent a conceptual model of a process or a unit operation in such a way that it allows the user to explore the response of the process / unit operation to dynamic disturbances and to optimise the performance of the given process / unit operation. At Newcastle University this forms the basis of the advanced design task presented in this contribution. Following a brief international review of the importance of core chemical engineering knowledge and skills (gathered by the authors during the recent EU sponsored iTeach project), the learning outcomes and the structure of the revised advanced design module will be presented. The emphasis will be placed on the assessment of critical professional skills as outlined above, indicating various approaches taken to ensure a broad professional skill set development.
Author(s): Russo-Abegao F, Glassey J
Publication type: Conference Proceedings (inc. Abstract)
Publication status: In Press
Conference Name: 7th International Symposium of Engineering Education
Year of Conference: 2018
Acceptance date: 08/06/2018