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Incorporating Chemical Process Safety Education Into a Chemical Engineering Curriculum Using the Four Categories of Change Strategies Model

机译：使用四类变革策略模型将化学过程安全教育纳入化工课程

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摘要

Process safety education and training at US colleges and universities is currently insufficient to meet industry needs.1 Failure to prepare students with essential process safety training can and does lead to catastrophic and financially devastating events. Academia needs to recognize the importance of chemical process safety education, and to emphasize this need, the college accreditation board, ABET, requires evidence that students understand "the hazards associated with these processes" as part of chemical engineering program accreditation. The goal of this dissertation is to integrate process safety across the Northeastern University (NEU) Chemical Engineering (ChmE) curriculum to address these needs and minimize these risks. Failing to include mandated process safety in the curriculum can influence an ABET accreditation for a university program. At a minimum, a program will have to prepare a report addressing a weakness within 3 years and submit an Interim Report (IR), or at the extreme, Not to Accredit (NA).2 This would cause a loss of competitiveness and will result in fewer enrollees in the university. For Northeastern University, this is equivalent to an income stream of $27 million per year. It can cascade over to closer assessments by potential students in other engineering programs as well.;To assist the assessment of the ABET process safety criteria Safety and Chemical Engineering Education (SAChE) Committee 6 in collaboration with faculty and industry leaders in 2010 developed eight outcomes. These eight outcomes include an understanding of past events, the hazards and impacts of chemicals and releases, as well as understanding how to assess the hazards and risks associated with a process and to design or mitigate against them. Through this dissertation, the NEU ChmE curriculum was updated to include these eight outcomes, integrated across eight core ChmE courses, taught by 13 different instructors. A control group consisted of the Fall 2017 classes in which no curriculum changes were implemented. Then, a test group, with the identical classes offered in the Spring of 2018, implemented the process safety curriculum integration. Student perceptions of their respective skills were measured before and after the redesign. Student skill perceptions increased 25 to 150% across all courses that participated in the Spring 2018 courses as measured by pre-and post-assessments. Their scores on assignments/quizzes/tests that related to process safety needs were also measured and showed that all students scored greater than 3.7+/-0.3/4.0 on all reported self-assessments.;The ultimate result of this dissertation is a sustainable process for integrating chemical process safety across the curriculum. Curriculum integration of content is essential due to program credit limits, which limit the number of new core courses that can be added to the curriculum. This process incorporates all SAChE safety outcomes, meets ABET safety requirements, allows any new content to be easily integrated by faculty into the core curriculum and can be implemented for a fraction of the cost of alternatives such as the AIChE Chemical Process Safety Bootcamp.
机译：目前，美国高校中的过程安全教育和培训不足以满足行业需求。1如果未能为学生提供必要的过程安全培训的准备，将会并且确实会导致灾难性和财务灾难性事件。学术界需要认识到化学过程安全教育的重要性，并强调这一需求，大学认证委员会ABET要求学生证明学生理解“与这些过程相关的危害”，这是化学工程计划认证的一部分。本文的目的是在整个东北大学化学工程课程中集成过程安全，以解决这些需求并最大程度地降低这些风险。未能在课程中包含强制性过程安全性可能会影响大学课程的ABET认证。计划至少必须准备一份在3年内解决薄弱环节的报告，并提交一份临时报告（IR），或者极端情况下，不要提交Accredit（NA）。2这将导致竞争力下降，并导致在大学的入学人数减少。对于东北大学来说，这相当于每年2700万美元的收入。它还可以级联到其他工程项目的潜在学生进行更仔细的评估。；为了协助评估ABET过程安全标准，安全与化学工程教育（SAChE）委员会6与教职员工和行业领导者在2010年合作制定了八项成果。这八个结果包括对过去事件，化学品和释放物的危害和影响的理解，以及对如何评估与过程相关的危害和风险以及如何针对这些危害进行设计或缓解的理解。通过本论文，对NEU ChmE课程进行了更新，将这八项成果纳入了由13位不同的讲师教授的八项ChmE核心课程中。对照组由2017年秋季课程组成，没有实施任何课程更改。然后，一个测试小组在2018年春季提供了相同的课程，实施了过程安全课程整合。在重新设计之前和之后，测量学生对各自技能的看法。根据前后评估，在参加2018年春季课程的所有课程中，学生的技能认知度提高了25％至150％。还测量了他们在与过程安全需求相关的作业/测验/测试中的分数，并表明所有学生在所有报告的自我评估中得分均高于3.7 +/- 0.3 / 4.0。本论文的最终结果是可持续的过程在整个课程中整合化学过程安全。由于课程学分限制，内容的课程整合必不可少，这限制了可以添加到课程中的新核心课程的数量。该过程融合了SAChE的所有安全结果，符合ABET安全要求，允许教师轻松地将任何新内容集成到核心课程中，并且可以以替代成本的一小部分实施，例如AIChE化工过程安全训练营。

著录项

  • 作者

    Carter, Tracy L.;

  • 作者单位

    Northeastern University.;

  • 授予单位 Northeastern University.;
  • 学科 Chemical engineering.;Education.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 180 p.
  • 总页数 180
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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