Please use this identifier to cite or link to this item: https://doi.org/10.15480/882.2983
Publisher DOI: 10.1016/j.ece.2020.05.001
Title: Process intensification education contributes to sustainable development goals: Part 2
Language: English
Authors: Fernandez Rivas, David 
Boffito, Daria C. 
Faria-Albanese, Jimmy 
Glassey, Jarka 
Cantin, Judith 
Afraz, Nona 
Akse, Henk 
Boodhoo, Kamelia 
Bos, Rene 
Chiang, Yi Wai 
Commenge, Jean Marc 
Dubois, Jean Luc 
Galli, Federico 
Harmsen, Jan 
Kalra, Siddharth 
Keil, Frerich 
Morales-Menendez, Ruben 
Navarro-Brull, Francisco J. 
Noël, Timothy 
Ogden, Kimberly L. 
Patience, Gregory S. 
Reay, David A. 
Santos, Rafael M. 
Smith-Schoettker, Ashley 
Stankiewicz, Andrzej 
Berg, Henk van den 
Van Gerven, Tom 
Gestel, Jeroen van 
Weber, Robert S. 
Keywords: Chemical engineering;Education challenge;Entrepreneurship;Industry challenge;Pedagogy;Process design;Process Intensification;Sustainability
Issue Date: 23-May-2020
Publisher: IChemE
Source: Education for Chemical Engineers (32): 15-24 (2020-07-01)
Journal or Series Name: Education for chemical engineers 
Abstract (english): 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.
URI: http://hdl.handle.net/11420/7576
DOI: 10.15480/882.2983
ISSN: 1749-7728
Institute: Chemische Reaktionstechnik V-2 
Type: (wissenschaftlicher) Artikel
Funded by: We acknowledge the sponsors of the Lorentz’ workshop on“Educating in PI”: The MESA+Institute of the University of Twente,Sonics and Materials (USA) and the PIN-NL Dutch Process Intensi-fication Network. DFR acknowledges support by The Netherlands Centre for Mul-tiscale Catalytic Energy Conversion (MCEC), an NWO Gravitationprogramme funded by the Ministry of Education, Culture and Sci-ence of the government of The Netherlands. NA acknowledges the Deutsche Forschungsgemeinschaft (DFG)- TRR 63¨Integrierte Chemische Prozesse in flüssigen Mehrphasen-systemen¨(Teilprojekt A10) - 56091768. The participation by Robert Weber in the workshop and thisreport was supported by Laboratory Directed Research and Devel-opment funding at Pacific Northwest National Laboratory (PNNL).PNNL is a multiprogram national laboratory operated for theUS Department of Energy by Battelle under contract DE-AC05-76RL01830
License: CC BY 4.0 (Attribution) CC BY 4.0 (Attribution)
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