Implementation of an innovative teaching project in a Chemical Process Design course at the University of Cantabria, Spain

Abstract

This paper shows the planning, the teaching activities and the evaluation of the learning and teaching process implemented in the Chemical Process Design course at the University of Cantabria, Spain. Educational methods to address the knowledge, skills and attitudes that students who complete the course are expected to acquire are proposed and discussed.Undergraduate and graduate engineers´ perceptions of the methodology used are evaluated by means of a questionnaire. Results of the teaching activities and the strengths and weaknesses of the proposed case study are discussed in relation to the course characteristics. The findings of the empirical evaluation shows that the excessive time students had to dedicate to the case study project and dealing with limited information are the most negative aspects obtained, whereas an increase in the students´ self-confidence and the practical application of the methodology are the most positive aspects. Finally, improvements are discussed in order to extend the application of the methodology to other courses offered as part of the chemical engineering degree.

The potential of digital sand-table use in engineering education

“…There were no significant differences between undergraduate and postgraduate improvements in test marks as a result of sand-table use. Our results show that the percentage of students passing the courses and achieving a distinction mark was higher in response to innovative teaching than in the same courses taught traditionally without sand-table, similar to other innovation projects (Redel - Macías et al , 2014; Galan et al , 2016). Practical test marks were improved ranging from 0.31 (postgraduate course) to 0.64 points (undergraduate course) as a result of students having real contact with innovative teaching.…”

“…Learning must be assessed through performance, i.e., how well students are able to apply their learning (Galan et al , 2016). In this sense, quantitative and qualitative data on student performance were collected during the academic years 2014/2015, 2015/2016 and 2016/2017 in the undergraduate course, and in years 2013/2014, 2014/2015, 2015/2016 and 2016/2017 in postgraduate courses.…”

“…Five questions were asked regarding how theoretical and practical contents helped students to understand real problems and other two questions to understand teaching abilities. Similar to other innovation programs (Galan et al , 2016; Malm et al , 2016), responses were rated using a five-point Likert scale (in which 1 indicated very strong disagreement and 5 indicated very strong agreement) as a means to quantify the qualitative answers and facilitate statistical analysis. Two open-ended questions were used to solicit students’ suggestions for improving the teaching and learning processes.…”

“…Higher education should be an open process in which students develop intellectual independence and personal self-assuredness alongside disciplinary knowledge and skills (Galan et al , 2016). This educative approach could be characterized by innovative methods of teaching that involve students as active participants in their own learning.…”

Use and Management System of Large-scale Machinery and Equipment Based on Teaching Process of Colleges and Universities

“…Laboratory teaching is playing an increasingly important role in the cultivation of talents in colleges and universities, and large-scale machinery and equipment are also the core part of the hardware construction of colleges and universities and their fixed assets, it's an important resource for college talents to conduct skill training, scientific experiments, innovative integration, and basic teaching. Especially in recent years, the state's investment in Project 211 and Project 985 colleges and universities is huge, and at the same time, the teaching conditions of scientific research equipment in colleges and universities have been greatly improved (Galan, Muñoz & Viguri., 2016). From 2008 to 2017, the state's investment in large-scale machinery and equipment in colleges and universities increased from more than 40 billion yuan to more than 400 billion yuan, the investment has increased by 10 times.…”