Process Engineering Renewal 1 Background and Training

• Main Authors: ric Schaer, Schaer, Jean-Claude Andr , Andr
• Format: eBook
• Language: English
• Published: Newark John Wiley & Sons, Incorporated 2020; Wiley-Blackwell
• Edition: 1
• Subjects: Production engineering
• ISBN: 9781786305534; 1786305534
• DOI: 10.1002/9781119721536

Process engineering emerged at the beginning of the 20th Century and has become an essential scientific discipline for the matter and energy processing industries. Its success is incontrovertible, with the exponential increase in techniques and innovations. Rapid advances in new technologies such as...

Table of Contents:

• Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Foreword -- Preface -- References -- Introduction -- I.1. References -- 1. Historical Approachto Chemical or Process Engineering -- 1.1. Introduction -- 1.2. The emergence of chemical engineering -- 1.2.1. Balance equations -- 1.2.2. Dimensionless numbers -- 1.3. Diffusion of chemical engineering in France -- 1.4. Training in chemical engineering -- 1.5. A question of image? -- 1.6. Placement of engineers with a degree from French grandes écoles -- 1.7. The PE engineer role -- 1.7.1. Incremental changes -- 1.7.2. Open-mindedness -- 1.7.3. Between conformity and creativity -- 1.8. A sociological approach to future students -- 1.8.1. Heterogeneity of the university framework -- 1.8.2. Cultural developments -- 1.9. Conclusion -- 1.10. References -- 2. Training in Process Engineering -- 2.1. Introduction -- 2.2. Basic training courses -- 2.2.1. State of play -- 2.2.2. Typology of training courses -- 2.2.3. Trends -- 2.2.4. The example of a training course, that of ENSIC -- 2.3. Relationship between estimated industrial needs and training -- 2.3.1. Information inflation -- 2.3.2. Multi and/or interdisciplinary -- 2.3.3. Internationalization of markets and supplies: globalization -- 2.3.4. Environmental aspects -- 2.3.5. Social responsibility -- 2.3.6. Participation in decision-making -- 2.3.7. Critical thinking and creativity -- 2.3.8. Ability to anticipate change -- 2.3.9. Influence of digital technologies -- 2.4. Towards new pedagogical forms -- 2.4.1. Traditional methods -- 2.4.2. Traditional tools -- 2.4.3. Methods and tools under development -- 2.4.4. Conclusion -- 2.5. Evaluation of a specific training course -- 2.5.1. Background information -- 2.5.2. Impact assessment -- 2.5.3. Student review of a course -- 2.5.4. An initial comparison -- 2.6. Conclusion -- 2.7. References
• Appendix 1: ENSIC - Training -- A1.1. Chemical industry engineering stream -- A1.1.1. Description -- A1.1.2. Recruitment -- A1.1.3. Teaching units of the core curriculum -- A1.1.4. Teaching units for specialization courses -- A1.1.5. Engineering internship -- A1.1.6. Work-study training "processes, products, and biotechnologies-processes" -- A1.2. Engineering with a chemical engineering specialization -- A1.2.1. Description -- A1.2.2. Recruitment -- A1.2.3. Teaching units -- A1.3. References -- Appendix 2: ITEACH - Training -- A2.1. Evaluation of a training course -- A2.1.1. Pedagogy -- A2.1.2. Learning outcomes -- A2.1.3. Attractiveness -- A2.1.4. Relationship with research -- A2.1.5. Industry relations -- A2.1.6. Employability -- A2.1.7. Quality approach -- A2.1.8. Conclusion -- A2.2. Evaluation of a teaching unit -- A2.2.1. Strategic nature of the teaching unit -- A2.2.2. Relevance of the proposed training -- A2.2.3. Relevance of the proposed pedagogy -- A2.2.4. Perception of pedagogical relevance -- A2.2.5. Evaluation of acquisitions -- A2.2.6. Evaluation of the transfer -- A2.2.7. Conclusion -- A2.3. Conclusion -- A2.4. References -- Index -- Other titles from iSTE in Chemical Engineering -- EULA