Process simulators are being used extensively in senior level chemical engineering design courses, and are becoming more prevalent in lower level courses. This paper explores the impact of chemical engineering programs starting to integrate process simulators throughout the curriculum. We will assess the features of process simulators that are easy to use and are effective in communicating chemical process principles. In addition, we will examine aspects of simulators that are difficult for students to comprehend, use and result in a poor utilization of educational resources. What are the possibilities for courses that traditionally do not use process simulators because standard models have not been incorporated in process simulation? Another aspect that will be discussed will be that many graduates will work for companies that do not currently use process simulators. In many cases these companies include future growth opportunities for chemical engineers including pharmaceuticals, bioprocessing and membrane applications. If a large percentage of students that are trained in process simulators do not use them, then is integrating process simulation an effective use of educational time at the undergraduate level? What issues are brought about when students become dependent on process simulation results and are not able to perform hand calculations for an industry without process simulation?
|Original language||English (US)|
|Number of pages||13|
|Journal||ASEE Annual Conference Proceedings|
|State||Published - 2001|
|Event||2001 ASEE Annual Conference and Exposition: Peppers, Papers, Pueblos and Professors - Albuquerque, NM, United States|
Duration: Jun 24 2001 → Jun 27 2001
All Science Journal Classification (ASJC) codes