Chemical Engineering Teaching in COVID-19 Times: Successfully Adapting a Capstone Design Course to a Remote Format
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| Title: | Chemical Engineering Teaching in COVID-19 Times: Successfully Adapting a Capstone Design Course to a Remote Format |
|---|---|
| Language: | English |
| Authors: | Khouri, Nadia G. (ORCID |
| Source: | Journal of Chemical Education. Dec 2021 98(12):3794-3803. |
| Availability: | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Chemical Engineering, Fuels, Student Attitudes, Pandemics, COVID-19, Foreign Countries, Capstone Experiences, Undergraduate Students, Student Projects, Groups, Design, Asynchronous Communication, Distance Education, Educational Change, Teaching Methods, Educational Improvement, Educational Quality |
| Geographic Terms: | Brazil |
| DOI: | 10.1021/acs.jchemed.1c00445 |
| ISSN: | 0021-9584 |
| Abstract: | The coronavirus COVID-19 pandemic required educational institutions to adapt face-to-face to remote teaching. This study reports the experience in the first semester of 2020 for a Chemical Engineering Capstone Design Course at the University of Campinas in Brazil. In this course, senior year students develop a group project, in which they simulate a chemical plant and evaluate its technoeconomic feasibility. In 2020, the groups were proposed to design a process to replace diesel fuel from the bus fleet in Campinas city with renewable fuel DME. Because of the pandemic, several adaptations were needed: the theoretical classes became asynchronous, group meetings were online, a commercial simulator was replaced by an open access one, and the schedule was extended by 2 weeks. Despite that, the students had a great performance, comparable to face-to-face. To assess student satisfaction, a questionnaire was used. The course met the expectations of most of the students who also recommended keeping it in the remote format or merging it with face-to-face teaching. Therefore, these changes made it possible to apply new teaching dynamics and tools that could be used in the future to improve the course quality. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1319536 |
| Database: | ERIC |
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