TY - JOUR
T1 - Process intensification education contributes to sustainable development goals. Part 2
AU - Fernandez Rivas, David
AU - Boffito, Daria C.
AU - Faria-Albanese, Jimmy
AU - Glassey, Jarka
AU - Afraz, Nona
AU - Akse, Henk
AU - Boodhoo, Kamelia V.K.
AU - Bos, Rene
AU - Cantin, Judith
AU - (Emily) Chiang, Yi Wai
AU - Commenge, Jean Marc
AU - Dubois, Jean Luc
AU - Galli, Federico
AU - de Mussy, Jean Paul Gueneau
AU - Harmsen, Jan
AU - Kalra, Siddharth
AU - Keil, Frerich J.
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 - van den Berg, Henk
AU - van Gerven, Tom
AU - van Gestel, Jeroen
AU - van der Stelt, Michiel
AU - van de Ven, Mark
AU - Weber, R. S.
PY - 2020
Y1 - 2020
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.
AB - 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.
KW - Chemical engineering
KW - Education challenge
KW - Entrepreneurship
KW - Industry challenge
KW - Pedagogy
KW - Process design
KW - Process intensification
KW - Sustainability
UR - http://www.scopus.com/inward/record.url?scp=85086435094&partnerID=8YFLogxK
U2 - 10.1016/j.ece.2020.05.001
DO - 10.1016/j.ece.2020.05.001
M3 - Article
SN - 1749-7728
VL - 32
SP - 15
EP - 24
JO - Education for Chemical Engineers
JF - Education for Chemical Engineers
ER -