Process engineering renewal. 1, Background and training

Cover......Page 1
Half-Title Page......Page 3
Title Page......Page 5
Copyright Page......Page 6
Contents......Page 7
Foreword......Page 9
Preface......Page 13
 References......Page 28
Introduction......Page 33
 I.1. References......Page 62
1. Historical Approachto Chemical or Process Engineering......Page 69
 1.1. Introduction......Page 71
 1.2. The emergence of chemical engineering......Page 76
  1.2.1. Balance equations......Page 82
  1.2.2. Dimensionless numbers......Page 83
 1.3. Diffusion of chemical engineering in France......Page 87
 1.4. Training in chemical engineering......Page 88
 1.5. A question of image?......Page 91
 1.6. Placement of engineers with a degree from French grandes écoles......Page 102
 1.7. The PE engineer role......Page 105
  1.7.1. Incremental changes......Page 106
  1.7.2. Open-mindedness......Page 110
  1.7.3. Between conformity and creativity......Page 111
 1.8. A sociological approach to future students......Page 114
  1.8.1. Heterogeneity of the university framework......Page 116
  1.8.2. Cultural developments......Page 117
 1.9. Conclusion......Page 119
 1.10. References......Page 122
2. Training in Process Engineering......Page 133
 2.1. Introduction......Page 135
 2.2. Basic training courses......Page 139
  2.2.1. State of play......Page 141
  2.2.2. Typology of training courses......Page 147
  2.2.3. Trends......Page 153
  2.2.4. The example of a training course, that of ENSIC......Page 164
 2.3. Relationship between estimated industrial needs and training......Page 166
  2.3.2. Multi and/or interdisciplinary......Page 173
  2.3.5. Social responsibility......Page 176
  2.3.7. Critical thinking and creativity......Page 185
  2.3.8. Ability to anticipate change......Page 189
  2.3.9. Influence of digital technologies......Page 190
 2.4. Towards new pedagogical forms......Page 196
  2.4.1. Traditional methods......Page 204
  2.4.2. Traditional tools......Page 215
  2.4.3. Methods and tools under development......Page 219
  2.4.4. Conclusion......Page 227
 2.5. Evaluation of a specific training course......Page 228
  2.5.1. Background information......Page 229
  2.5.2. Impact assessment......Page 230
  2.5.3. Student review of a course......Page 236
  2.5.4. An initial comparison......Page 244
 2.6. Conclusion......Page 246
 2.7. References......Page 251
Appendix 1: ENSIC – Training......Page 279
  A1.1.1. Description......Page 280
  A1.1.3. Teaching units of the core curriculum......Page 283
  A1.1.4. Teaching units for specialization courses......Page 287
  A1.1.5. Engineering internship......Page 291
  A1.1.6. Work-study training “processes, products, and biotechnologies–processes”......Page 292
  A1.2.1. Description......Page 293
  A1.2.2. Recruitment......Page 294
  A1.2.3. Teaching units......Page 295
 A1.3. References......Page 302
 A2.1. Evaluation of a training course......Page 305
  A2.1.1. Pedagogy......Page 309
  A2.1.3. Attractiveness......Page 312
  A2.1.5. Industry relations......Page 317
  A2.1.6. Employability......Page 318
  A2.1.7. Quality approach......Page 322
  A2.1.8. Conclusion......Page 323
 A2.2. Evaluation of a teaching unit......Page 324
  A2.2.2. Relevance of the proposed training......Page 325
  A2.2.3. Relevance of the proposed pedagogy......Page 326
  A2.2.4. Perception of pedagogical relevance......Page 327
  A2.2.6. Evaluation of the transfer......Page 328
  A2.2.7. Conclusion......Page 329
 A2.3. Conclusion......Page 332
 A2.4. References......Page 334
Index......Page 339
Other titles from iSTE in Chemical Engineering......Page 341
EULA......Page 345