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Process intensification education contributes to sustainable development goals : part 2

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Abstract
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. (C) 2020 The Author(s). Published by Elsevier B.V. on behalf of Institution of Chemical Engineers. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
Keywords
General Chemical Engineering, Education, ENERGY, TIME, STRATEGIES, SCIENCE, FLOW, PERFORMANCE, SIMULATION, SYSTEMS, DESIGN, TRENDS, Industry challenge, Process design, Pedagogy, Process Intensification, Entrepreneurship, Sustainability, Chemical engineering, Education challenge

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MLA
Fernandez Rivas, David, et al. “Process Intensification Education Contributes to Sustainable Development Goals : Part 2.” EDUCATION FOR CHEMICAL ENGINEERS, vol. 32, 2020, pp. 15–24, doi:10.1016/j.ece.2020.05.001.
APA
Fernandez Rivas, D., Boffito, D. C., Faria-Albanese, J., Glassey, J., Cantin, J., Afraz, N., … Weber, R. S. (2020). Process intensification education contributes to sustainable development goals : part 2. EDUCATION FOR CHEMICAL ENGINEERS, 32, 15–24. https://doi.org/10.1016/j.ece.2020.05.001
Chicago author-date
Fernandez Rivas, David, Daria C. Boffito, Jimmy Faria-Albanese, Jarka Glassey, Judith Cantin, Nona Afraz, Henk Akse, et al. 2020. “Process Intensification Education Contributes to Sustainable Development Goals : Part 2.” EDUCATION FOR CHEMICAL ENGINEERS 32: 15–24. https://doi.org/10.1016/j.ece.2020.05.001.
Chicago author-date (all authors)
Fernandez Rivas, David, Daria C. Boffito, Jimmy Faria-Albanese, Jarka Glassey, Judith Cantin, Nona Afraz, Henk Akse, Kamelia V.K. Boodhoo, René Bos, Yi Wai Chiang, Jean-Marc Commenge, Jean-Luc Dubois, Federico Galli, Jan Harmsen, Siddharth Kalra, Fred Keil, Ruben Morales-Menendez, Francisco J. Navarro-Brull, Timothy Noël, Kim Ogden, Gregory S. Patience, David Reay, Rafael M. Santos, Ashley Smith-Schoettker, Andrzej I. Stankiewicz, Henk van den Berg, Tom van Gerven, Jeroen van Gestel, and R.S. Weber. 2020. “Process Intensification Education Contributes to Sustainable Development Goals : Part 2.” EDUCATION FOR CHEMICAL ENGINEERS 32: 15–24. doi:10.1016/j.ece.2020.05.001.
Vancouver
1.
Fernandez Rivas D, Boffito DC, Faria-Albanese J, Glassey J, Cantin J, Afraz N, et al. Process intensification education contributes to sustainable development goals : part 2. EDUCATION FOR CHEMICAL ENGINEERS. 2020;32:15–24.
IEEE
[1]
D. Fernandez Rivas et al., “Process intensification education contributes to sustainable development goals : part 2,” EDUCATION FOR CHEMICAL ENGINEERS, vol. 32, pp. 15–24, 2020.
@article{8665222,
  abstract     = {{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. (C) 2020 The Author(s). Published by Elsevier B.V. on behalf of Institution of Chemical Engineers. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).}},
  author       = {{Fernandez Rivas, David and Boffito, Daria C. and Faria-Albanese, Jimmy and Glassey, Jarka and Cantin, Judith and Afraz, Nona and Akse, Henk and Boodhoo, Kamelia V.K. and Bos, René and Chiang, Yi Wai and Commenge, Jean-Marc and Dubois, Jean-Luc and Galli, Federico and Harmsen, Jan and Kalra, Siddharth and Keil, Fred and Morales-Menendez, Ruben and Navarro-Brull, Francisco J. and Noël, Timothy and Ogden, Kim and Patience, Gregory S. and Reay, David and Santos, Rafael M. and Smith-Schoettker, Ashley and Stankiewicz, Andrzej I. and van den Berg, Henk and van Gerven, Tom and van Gestel, Jeroen and Weber, R.S.}},
  issn         = {{1749-7728}},
  journal      = {{EDUCATION FOR CHEMICAL ENGINEERS}},
  keywords     = {{General Chemical Engineering,Education,ENERGY,TIME,STRATEGIES,SCIENCE,FLOW,PERFORMANCE,SIMULATION,SYSTEMS,DESIGN,TRENDS,Industry challenge,Process design,Pedagogy,Process Intensification,Entrepreneurship,Sustainability,Chemical engineering,Education challenge}},
  language     = {{eng}},
  pages        = {{15--24}},
  title        = {{Process intensification education contributes to sustainable development goals : part 2}},
  url          = {{http://dx.doi.org/10.1016/j.ece.2020.05.001}},
  volume       = {{32}},
  year         = {{2020}},
}

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