28 results found
Chadha D, Inguva PK, Bui-Le L, et al., 2023, How far do we go? Involving students as partners for redesigning teaching, Educational Action Research, Vol: 32, Pages: 620-632, ISSN: 0965-0792
Students as partners (SaP) is becoming an increasingly common notion in higher education, but we continue to grapple with questions around how to best involve our students with the work we do as educators. Queries around responsibility, accountability and trust are raised when considering SaP.Participatory action research is presented from an introductory chemistry module in chemical engineering, in which students were actively involved as partners at various stages of the research, redesign, and development of the module. The action research spanned a 2-year period, accommodating2 iterations of the development of the module. The student partners actively participated in this process in 4 different ways: to set the research agenda (at the beginning), to create suitable formative assessment questions for their peers (ongoing), to manage other students in designing learning tools (as part of the second iteration), and to design and develop appropriate assessment (during the second iteration). Even though some initial structure was required in determining what the working relationship should look like, the student partners engaged constructively with the process and added considerable value to reshaping the module. The end result was a more student-focused module, where the student partners had challenged the status quo, used their experiences constructively, and truly empathised with their peers.
Chadha D, Campbell J, Maraj M, et al., 2022, Engaging students to shape their own learning: driving curriculum re-design using a Theory of Change approach, Education for Chemical Engineers, Vol: 38, Pages: 14-21, ISSN: 1749-7728
Curriculum review is challenging, although if carried out strategically can be less so. The adoption of a theory of change approach for reviewing a chemical engineering curriculum at a research-intensive university in the UK is discussed. The curriculum review was undertaken as part of an institutional drive to modularise the curricula and align the number of contact and independent study hours for all undergraduate students in the institution. At the heart of our curriculum review is the student experience, which is often ignored in favour of the views of institutional management. The curriculum has been redesigned using a theory of change approach, which has enabled us to establish short and long-term plans based on our efforts to create a less burdensome, student-centred curriculum that incorporates our institutional learning and teaching strategy. As part of the process, assumptions needed to be surfaced, meaningful evidence collated, and a central end-goal identified These plans are evidence-based and include: the provision of a departmental wellbeing advisor, the application and development of interactive pedagogies, appropriate mechanisms that support slow learning through formative assessment and less of an assessment burden, and nurturing links with industry-based partners ensuring a greater emphasis on students’ professional development and their exposure to chemical engineering industries.
Chadha D, Kogelbauer A, Campbell J, et al., 2021, Are the kids alright? Exploring students’ experiences of support mechanisms to enhance wellbeing on an engineering programme in the UK, European Journal of Engineering Education, Vol: 46, Pages: 662-677, ISSN: 0304-3797
In this paper, we aim to explore students’ experiences of support mechanisms that support their wellbeing on an engineering degree programme at a research-intensive higher education institution and understand how theory relates to practice. This study was conducted using a mixed-methods approach involving student survey responses (N = 173), interviews with 16 students and focus groups. Kahu and Nelson’s conceptual framework was used as a lens through which to explore student support mechanisms. Preliminary data analysis indicates that the intense workload adversely affects students as do some of the interactions they have with personal tutors and their peers. Our findings suggest that workload needs to be reduced, personal tutors need to fill gaps in their skills set, especially associated with student support, and institutional and departmental protocols be continually updated to support student wellbeing. Additionally, student wellbeing officers and professional, dedicated wellbeing advisors could be part of a long-term solution.
Chadha D, Maraj M, Kogelbauer A, 2020, Opening up assessment in the age of COVID-19: exploring the utility of online open-book exams, Advances in Engineering Education, Vol: 8, Pages: 1-5, ISSN: 1941-1766
Bhute V, Campbell J, Kogelbauer A, et al., 2020, Moving to timed remote assessments: the impact of COVID-19 on year end exams in Chemical Engineering at Imperial College London, Journal of Chemical Education, Vol: 97, Pages: 2760-2767, ISSN: 0021-9584
Summative year end assessments area major component of student assessment at the Department of Chemical Engineering, Imperial College London.More than 600 studentsparticipate in over40 different exams during the summer term. At the end of the spring term, the college moved to fully remote operation due to COVID-19, leaving the academic community with the challenge of delivering examinationsremotely. At the time pandemic hit the UK, teaching for allmodules in the department had been completed, the exam timetable had already been published and all exam paperspassed the mandatory external quality review. To implement time-limited remote examsas stipulated by the university, the department decided to proceed with anexisting VLE platformfor submission of answer-sheets.This study highlights stakeholder reflections from the academic and student communityduring the implementation of this approachculminating in a mock examination to gauge readiness of the infrastructure as well as the student population.Our survey found that the majority of students (>80%) managed to follow the written instructionsand readily engaged with scanning technologies and the uploading process.In the main, students did not have to adapt their learning or writing style. All stakeholdersprovided constructive suggestions at the end of the mock exam resulting in a relatively smooth transition to this new mode of examination. This study highlights challenges and reflections on making the summer year end examsremote in a very short timeframein a large and diverse Chemical Engineering department at very short notice.
González-Garay A, Pozo C, Galán-Martín Á, et al., 2019, Assessing the performance of UK universities in the field of chemical engineering using data envelopment analysis, Education for Chemical Engineers, Vol: 29, Pages: 29-41, ISSN: 1749-7728
University rankings have become an important tool to compare academic institutions within and across countries. Yet, they rely on aggregated scores based on subjective weights which render them sensitive to experts’ preferences and not fully transparent to final users. To overcome this limitation, we apply Data Envelopment Analysis (DEA) to evaluate UK universities in the field of chemical engineering as a case study, using data retrieved from two national rankings. DEA is a non-parametric approach developed for the multi-criteria assessment of entities that avoids the use of subjective weightings and aggregated scores; this is accomplished by calculating an efficiency index, on the basis of which universities can be classified as either ‘efficient’ or ‘inefficient’. Our analysis shows that the Higher Education Institutions (HEI) occupying the highest positions in the chemical engineering rankings might not be the most efficient ones, and vice versa, which highlights the need to complement the use of rankings with other analytical tools. Overall, DEA provides further insight into the assessment of HEIs, allowing institutions to better understand their weaknesses and strengths, while pinpointing sources of inefficiencies where improvement efforts must be directed.
Maraj M, Hale CP, Kogelbauer A, et al., 2019, Teaming with confidence: How peer connections in problem-based learning impact the team and academic self-efficacies of engineering students
Engineers will routinely work in teams to solve complex problems. Team-working and collaboration are therefore an integral part of engineering education as they offer enhanced opportunities of acquiring both transferable and subject-specific skills. This paper examines the experiences of third-year engineering students studying a design-based module which uses problem-based learning (PBL) as the main pedagogical approach where students work in teams of 5 or 6 to achieve the associated learning outcomes. PBL allows students to not only play an active role in their own learning but also affords the added opportunity of learning with and from each other (peer learning). The success of this experience can however, be impacted by the team efficacy which exists or ensues as part of the process. These interactions can influence academic self-efficacy and a key aim of this paper is to use the students' perceptions of their experiences with PBL to examine the relationships which exist among academic self-efficacy, peer learning and team efficacy within the module. Findings show that a large percentage of students (85%) felt they learned from each other and that this collaborative experience strongly improved their understanding of mechanical design principles. Self-efficacy scales ranging from 0 (cannot do at all) to 100 (highly certain can do) showed that 65% of students rated their average academic self-efficacy across all learning outcomes as high (above 75). This efficacy was positively related to the support received from peers. Only 6% of respondents indicated that they would be confident undertaking the module by themselves and that while peer-to-peer interactions helped with sharing the workload and producing deliverables, they would have been able to successfully tackle the module alone had the time allotted been increased proportionally. This information is valuable as it can inform and direct future module design within our programme in which many modules are team
Chadha D, Maraj M, Kogelbauer A, et al., 2019, Hearing you loud and clear: The student voice as a driver for curriculum change in a chemical engineering degree course (WIP), ASEE Annual Conference and Exposition 2019, Publisher: ASEE
A curriculum review can be an intricate and arduous process, made more complex due to a myriad of interwoven threads that inform the curriculum. This is often the case in chemical engineering due in part to the accommodation of employer expectations, requirements from accreditation bodies and the multidisciplinary, integrative nature of an engineering degree which depends on students acquiring a wide range of attributes, and which focuses on application and relevancy , . In this paper, we present our efforts to review the chemical engineering curricula at a research-intensive higher education institution (HEI)in the UK. This review is being orchestrated by institutional managers to ensure that programmes of study throughout the HEI better reflect student needs and expectations and adhere to a recently revised institutional teaching and learning strategy. This review is also driven by a recognition that the student body has changed with traditional modes of teaching seemingly outdated and ineffective. For example, it has previously been suggested that one of the greatest obstacles to overcome with respect to creating the right type of education for chemical engineers, does not arise from external drivers, but in recognising and responding to internal factors –amounting to fundamental pedagogical shifts in learner behaviour and expectation.
Tebboth M, Kogelbauer A, Bismarck A, 2015, Highly permeable macroporous polymers via controlled agitation of emulsion templates, CHEMICAL ENGINEERING SCIENCE, Vol: 137, Pages: 786-795, ISSN: 0009-2509
Tebboth M, Jiang Q, Kogelbauer A, et al., 2015, Inflatable Elastomeric Macroporous Polymers Synthesized from Medium Internal Phase Emulsion Templates, ACS APPLIED MATERIALS & INTERFACES, Vol: 7, Pages: 19243-19250, ISSN: 1944-8244
Tebboth M, Kogelbauer A, Bismarck A, 2015, Liquid-Liquid Extraction within Emulsion Templated Macroporous Polymers, INDUSTRIAL & ENGINEERING CHEMISTRY RESEARCH, Vol: 54, Pages: 7284-7291, ISSN: 0888-5885
Tebboth M, Kogelbauer A, Bismarck A, 2015, Effectiveness of Emulsion-Templated Macroporous Polymer Micromixers Characterized by the Bourne Reaction, INDUSTRIAL & ENGINEERING CHEMISTRY RESEARCH, Vol: 54, Pages: 5974-5981, ISSN: 0888-5885
Tebboth M, Kogelbauer A, Bismarck A, 2014, Polymerized (high internal phase emulsion) mixers, 248th National Meeting of the American-Chemical-Society (ACS), Publisher: AMER CHEMICAL SOC, ISSN: 0065-7727
Tebboth M, Menner A, Kogelbauer A, et al., 2014, Polymerised high internal phase emulsions for fluid separation applications, CURRENT OPINION IN CHEMICAL ENGINEERING, Vol: 4, Pages: 114-120, ISSN: 2211-3398
Kolade MA, Kogelbauer A, Alpay E, 2008, Adsorptive reactor technology for VOC abatement, Chemical Engineering Science, Vol: 64, Pages: 1167-1177
The use of the monolith as an adsorptive reactor (MAR) is proposed as a viable and novel alternative for VOC disposal. The MAR combines adsorptive separation and catalytic combustion of the VOC in a single reactor unit and is thought to make effective utilisation of energy due to efficient heat integration. Theoretical studies on the feasibility and application of the adsorptive reactor concept for VOC oxidation is presented in this paper. Thus unlike previous work, present studies focus on an exothermic reaction system and the ability of the MAR to control thermal runaway. A two dimensional mathematical model accounting for non isothermal adsorption and reaction, mass transfer limited adsorption kinetics and non linear (Tóth) adsorption equilibria, has been developed. The process is operated cyclically in two steps: adsorption and desorption/reaction. The VOC is fed into the reactor in the adsorption step and captured to produce a pure carrier gas effluent. Concentration and thermal swing is induced in the second step by means of an air feed. The most outstanding feature of the MAR is its ability to prevent thermal runaway whilst maintaining a high VOC conversion. Simulation results indicate that the careful selection of step times for adsorption and desorption, feed temperatures and inlet velocities lead to stability and energy requirements which outperform equivalent conventional designs. The MAR is thermally more stable due to the controlled release of the reactant from the adsorbed phase into the reaction zone, and also the heat integration of endothermic desorption and exothermic reaction.
Bernasconi S, Pirngruber GD, Kogelbauer A, et al., 2003, Factors determining the suitability of zeolite BEA as para-selective nitration catalyst, JOURNAL OF CATALYSIS, Vol: 219, Pages: 231-241, ISSN: 0021-9517
Lindlar B, Luchinger M, Rothlisberger A, et al., 2002, Chemical modification of high-quality large-pore M41S materials (vol 12, pg 528, 2002), JOURNAL OF MATERIALS CHEMISTRY, Vol: 12, Pages: 2563-2563, ISSN: 0959-9428
Lindlar B, Luchinger M, Rothlisberger A, et al., 2002, Chemical modification of high-quality large-pore M41S materials, JOURNAL OF MATERIALS CHEMISTRY, Vol: 12, Pages: 528-533, ISSN: 0959-9428
Marturano P, Drozdova L, Pirngruber GD, et al., 2001, The mechanism of formation of the Fe species in Fe/ZSM-5 prepared by CVD, PHYSICAL CHEMISTRY CHEMICAL PHYSICS, Vol: 3, Pages: 5585-5595, ISSN: 1463-9076
Omegna A, Haouas M, Kogelbauer A, et al., 2001, Realumination of dealuminated HZSM-5 zeolites by acid treatment: a reexamination, MICROPOROUS AND MESOPOROUS MATERIALS, Vol: 46, Pages: 177-184, ISSN: 1387-1811
Lindlar B, Kogelbauer A, Kooyman PJ, et al., 2001, Synthesis of large pore silica with a narrow pore size distribution, 2nd International Symposium on Mesoporous Molecular Sieves (ISMMS), Publisher: ELSEVIER SCIENCE BV, Pages: 89-94, ISSN: 1387-1811
Haouas M, Bernasconi S, Kogelbauer A, et al., 2001, An NMR study of the nitration of toluene over zeolites by HNO3-Ac2O, PHYSICAL CHEMISTRY CHEMICAL PHYSICS, Vol: 3, Pages: 5067-5075, ISSN: 1463-9076
Drozdova L, Marturano P, Wichterlova B, et al., 2001, EXAFS study of Fe/ZSM-5 prepared by chemical vapour deposition and Co/FER, MOR, MFI prepared by ion exchange, Dordrecht, NATO advanced research workshop on catalysis by unique metal Ion structures in solid matrices, Prague, Czech Republic, Publisher: Kluwer Academic Publ, Pages: 85-94
Lindlar B, Luchinger M, Haouas M, et al., 2001, Acidic hybrid catalysts prepared by grafting large-pore silica M41S materials, Amsterdam, 13th international zeolite conference; zeolites and mesoporous materials at the dawn of the 21st century, Montpellier, France, Publisher: Elsevier Science
Marturano P, Drozdova L, Kogelbauer A, et al., 2001, Binuclear oxo-Fe species in Fe/ZSM-5 catalyst prepared by chemical vapour deposition, Amsterdam, 13th international zeolite conference; zeolites and mesoporous materials at the dawn of the 21st century, Montpellier, France, Publisher: Elsevier Science
Kogelbauer A, Prins R, 2001, Zeolites (Invited chapter), Encyclopedia of chemical physics and physical chemistry, Editors: Spencer, Moore, Publisher: Institute of Physics Publishing, Pages: 2473-2, ISBN: 9780750307994
Haouas M, Kogelbauer A, Prins R, 2001, The effect of flexible lattice aluminum in zeolites during the nitration of aromatics, Amsterdam, 13th international zeolite conference; zeolites and mesoporous materials at the dawn of the 21st century, Montpellier, France, Publisher: Elsevier Science
Kogelbauer A, Kouwenhoven H, 2001, Nitration of aromatics (Invited review), Fine chemicals through heterogenous catalysis, Editors: Sheldon, van Bekkum, Weinheim, Publisher: Wiley-VCH, Pages: 123-123, ISBN: 9783527299515
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