Process intensification education contributes to sustainable development goals. Part 2
David Fernandez Rivas (University of Twente)
Daria C. Boffito (Polytechnique Montreal)
Jimmy Faria-Albanese (University of Twente)
Jarka Glassey (Newcastle University)
Nona Afraz (Otto-von-Guericke University)
Henk Akse (Process Intensification Network)
Kamelia V.K. Boodhoo (Newcastle University)
Rene Bos (Universiteit Gent)
Judith Cantin (Polytechnique Montreal)
Yi Wai (Emily) Chiang (University of Guelph)
Jean Marc Commenge (Lorraine University)
Jean Luc Dubois (Corporate R&D)
Federico Galli (Polytechnique Montreal)
Jean Paul Gueneau de Mussy (Katholieke Universiteit Leuven)
Jan Harmsen (Harmsen Consultancy BV)
Siddharth Kalra (Student TU Delft)
Frerich J. Keil (Hamburg University of Technology)
Ruben Morales-Menendez (Tecnologico de Monterrey)
Francisco J. Navarro-Brull (Universitat d'Alacant)
Timothy Noël (Eindhoven University of Technology)
Kim Ogden (University of Arizona)
Gregory S. Patience (Polytechnique Montreal)
David Reay (Newcastle University)
Rafael M. Santos (University of Guelph)
Ashley Smith-Schoettker (RAPID Manufacturing Institute)
Andrzej I. Stankiewicz (TU Delft - Intensified Reaction and Separation Systems)
Henk van den Berg (University of Twente)
Tom van Gerven (Katholieke Universiteit Leuven)
Jeroen van Gestel (Universiteit Utrecht)
Michiel van der Stelt (Universiteit Utrecht)
Mark van de Ven (Rijksinstituut voor Volksgezondheid en Milieu (RIVM))
R. S. Weber (Pacific Northwest National Laboratory)
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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.
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