Universal Journal of Educational Research Vol. 4(1), pp. 200 - 204
DOI: 10.13189/ujer.2016.040125
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Grand Challenges and Chemical Engineering Curriculum – Developments at TU Dortmund University


Norbert Kockmann *, Philip Lutze , Andrzej Gorak
Department of Biochemical and Chemical Engineering, TU Dortmund University, Germany

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.

KEYWORDS
Global Challenges, Chemical Engineering Curriculum, Plant Design Project, Problem-based Learning, Research-oriented Learning

Cite this paper
Norbert Kockmann , Philip Lutze , Andrzej Gorak . "Grand Challenges and Chemical Engineering Curriculum – Developments at TU Dortmund University." Universal Journal of Educational Research 4.1 (2016) 200 - 204. doi: 10.13189/ujer.2016.040125.