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These are the notes from the 9th July breakout groups, please add any information you think is useful or any comments below.

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These are the notes from the 9th July breakout groups, please add any information you think is useful or any comments below.

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These are the notes from the 9th July breakout groups, please add any information you think is useful or any comments below.

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These are the notes from the 9th July breakout groups, please add any information you think is useful or any comments below.

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Presentation by Jenny Slaughter from the workshop on the 9th July

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Presentation by Jenny Slaughter from the workshop on the 9th July

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Presentation by Umang Shah and Clemens Brechtelsbauer from the workshop on the 9th July

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Presentation by Umang Shah and Clemens Brechtelsbauer from the workshop on the 9th July

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“Online training in practical laboratory activities” - Alejandro Montoya and Raffaella Mammucari

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“Online training in practical laboratory activities” - Alejandro Montoya and Raffaella Mammucari

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Q&A comments

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Link to the workshop recording

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IChemE EAF presentation on accreditation

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IChemE EAF presentation on accreditation

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IChemE presentation for HCEUK 9 July 2020

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Link to workshop recording

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Special Edition of Education for Chemical Engineers

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Special Edition of Education for Chemical Engineers

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See the link to a special edition of Education for Chemical Engineers on Virtual labs - free access for the next 3 months.

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Remote delivery of practical skills in chemical engineering education

Edited by Jarka Glassey, Fernão D. Magalhães

Last update 10 August 2020

Virtual labs offer a teaching and learning solution in a rapidly adapting Covid-19 higher education landscape. Acquiring practical skills is a very important part of learning outcomes in any chemical engineering degree. Ensuring effective achievement of these skills with limited physical delivery is particularly challenging. This collection of papers focusing on virtual labs aims to help practitioners in developing their own resilient solutions to effective education in the context of restricted physical interaction with students.

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Virtual labs offer a teaching and learning solution in a rapidly adapting Covid-19 higher education landscape. Acquiring practical skills is a very important part of learning outcomes in any chemical engineering degree. Ensuring effective achievement of these skills with limited physical delivery is particularly challenging.

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This is a link to the remote practicals playbook from The University of Sheffield.

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Since the suspension of face to face teaching at the University of Sheffield, like many other Higher Education institutions across the world, MEE has had to consider how to deliver our practical engineering education remotely without sacrificing learning outcomes. At the time we were denied access to our laboratories we had over 600 scheduled sessions remaining in the students' timetables to translate from an in-lab format to a remote format. This provided us with a broad collection of different tactics adopted by all of our staff. After some reflection, myself, Joanna Bates, Stephen Beck and Adam Funnell determined that we could identify six categories of approach to delivering remote practicals and wrote a paper on the subject which is available in pre-print. This has formed the basis for a resource we are referring to as the remote practicals playbook.

When designing or redesigning any teaching activity, the starting point should always be to consider the method to most effectively fulfil the learning outcomes. This is no different when developing remote practicals or converting existing in-lab practicals to remote delivery. The objective of the playbook is to align the six categories of remote practical with learning outcomes that may want to be achieved from a practical activity.

The idea is that educators looking for a starting point can identify the learning outcomes they are hoping to achieve, refer to the playbook and gain inspiration about methods that may be effective. I have delivered a number of webinars on the subject recently and there appears to be significant interest in this idea. So for anyone wanting this resource, I can announce that it is now live here:
https://sites.google.com/sheffield.ac.uk/remote-practicals-playbook
Now for the caveats:

This is not designed to be a definitive set of answers to all problems, or a silver bullet for delivering perfect teaching. It is merely a collection of methods that we have used or considered using that may prove a useful resource for anyone struggling for ideas. It is also neither finished nor comprehensive. My intention is that we will add to it over time and as our experiences increase in a post-pandemic world. Finally, we are open to suggestions. MEE has expertise in practical engineering education, but we aren't the only ones. If you feel that something useful has been missed or there is something you would like to see, do get in touch. We would love your feedback. I can be reached at a.garrard@sheffield.ac.uk.

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Since the suspension of face to face teaching at the University of Sheffield, like many other Higher Education institutions across the world, MEE has had to consider how to deliver our practical engineering education remotely without sacrificing learning outcomes.

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Embedding Digital Tools in Chemical Engineering Labs

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Embedding Digital Tools in Chemical Engineering Labs

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Embedding Digital Tools in Chemical Engineering Labs