Grand Challenges and Chemical Engineering Curriculum--Developments at TU Dortmund University

Autor/inn/en	Kockmann, Norbert; Lutze, Philip; Gorak, Andrzej
Titel	Grand Challenges and Chemical Engineering Curriculum--Developments at TU Dortmund University
Quelle	In: Universal Journal of Educational Research, 4 (2016) 1, S.200-204 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Foreign Countries; Engineering; Chemistry; Manufacturing Industry; Engineering Education; Science Curriculum; College Curriculum; Introductory Courses; Problem Solving; Problem Based Learning; Design; Global Approach; College Faculty; Educational History; Creativity; Scientific Research; Masters Programs; Germany + Suchen Sie Ihr Suchwort? Ausland; Maschinenbau; Chemie; Fertigungswirtschaft; Produzierendes Gewerbe; Ingenieurausbildung; Einführungskurs; Problemlösen; Problem-based learning; Problemorientiertes Lernen; Globales Denken; Fakultät; History of education; Bildungsgeschichte; Kreativität; Magister course; Magisterstudiengang; Deutschland
Abstract	Chemical processing industry is progressively focusing their research activities and product placements in the areas of Grand Challenges (or Global Megatrends) such as mobility, energy, communication, or health care and food. Innovation in all these fields requires solving high complex problems, rapid product development as well as dealing with international competition. These factors should also be reflected in modern chemical and biochemical engineering curricula. At TU Dortmund University, chemical and biochemical engineering education has a long tradition in combining fundamental knowledge in natural science with engineering skills. Hence, the introductory course on chemical engineering already presents the subject in view of the aforementioned global challenges. Fundamentals in chemical engineering incorporating and related subjects, problem-based learning as well as design skills and problem-solving techniques are trained throughout later courses. Lectures, tutorials, and practical work are accompanied by a plant design project, placed at the end of the Bachelor curriculum. Here a group of 8 to 10 students develop a complete production plant. Students are often directly involved with research projects during the last phase of their education, i.e. Bachelor or Master thesis. With the final presentation and "defence" of their work, the students are well prepared for their industrial experience. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01