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1. Computational Notebooks in Chemical Engineering Curricula

   Boukouvala, F.; Dowling, A.; Verrett, J.; Ulissi, Z.; Zavala, V. (January 2020, Chemical engineering education)

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2. Integrating Cybersecurity Into Chemical Engineering Education

   https://doi.org/10.4018/IJICTE.393451  

   Lou, Helen Huiru; Richmond, Peyton; Cai, Tianxing; Liu, Xingya; Tsado, Lucy; Yoo, Julia; Sabuj, Md Abdus (November 2025, International Journal of Information and Communication Technology Education)

   A gap exists between traditional chemical engineering curricula and the growing need for cybersecurity awareness in the chemical process industry. For chemical engineering education, we developed cybersecurity education modules for Plant Design, Advanced Analysis, and Process Control Laboratory courses. Students engaged in interactive social engineering games and hacking simulations to learn cyber threats and defenses. Industry expert lectures provided real-world insights. Student feedback showed strong engagement and positive reception. This article shares implementation insights, challenges, successes, and best practices for integrating cybersecurity education into engineering curricula. 

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3. Toward Sustainable Chemical Engineering: The Role of Process Systems Engineering

   https://doi.org/10.1146/annurev-chembioeng-060718-030332  

   Bakshi, Bhavik R. (June 2019, Annual Review of Chemical and Biomolecular Engineering)

   null (Ed.)

   Products from chemical engineering are essential for human well-being, but they also contribute to the degradation of ecosystem goods and services that are essential for sustaining all human activities. To contribute to sustainability, chemical engineering needs to address this paradox by developing chemical products and processes that meet the needs of present and future generations. Unintended harm of chemical engineering has usually appeared outside the discipline's traditional system boundary due to shifting of impacts across space, time, flows, or disciplines, and exceeding nature's capacity to supply goods and services. Being a subdiscipline of chemical engineering, process systems engineering (PSE) is best suited for ensuring that chemical engineering makes net positive contributions to sustainable development. This article reviews the role of PSE in the quest toward a sustainable chemical engineering. It focuses on advances in metrics, process design, product design, and process dynamics and control toward sustainability. Efforts toward contributing to this quest have already expanded the boundary of PSE to consider economic, environmental, and societal aspects of processes, products, and their life cycles. Future efforts need to account for the role of ecosystems in supporting industrial activities, and the effects of human behavior and markets on the environmental impacts of chemical products. Close interaction is needed between the reductionism of chemical engineering science and the holism of process systems engineering, along with a shift in the engineering paradigm from wanting to dominate nature to learning from it and respecting its limits. 

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4. Consequential agency in chemical engineering laboratory experiments

   Wilson-Fetrow, M.; Svihla, V.; Chi, E.; Hubka, C. (January 2022, Proceedings of the ISLS Annual Meeting)

   Despite being at the center of undergraduate engineering education, laboratory experiments have remained unchanged for decades, resulting in assignments lacking in opportunities for students to learn and grow. We used a survey to measure students’ sense of agency in prototypical design and laboratory courses at research universities. We found students in laboratory courses at both levels experienced significantly lower framing agency than their peers in senior design, and that even those engaged in authentic course-based research did not perceive the experiments as more agentive or authentic. We infer students drew upon abundant low-agency experiences in laboratory experiments; maximizing learning in laboratory courses may hinge on clearer communication about authentic experiments or systematic redesign of earlier courses 

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5. Consequential agency in chemical engineering laboratory courses

   Wilson-Fetrow, M.; Chi, E.; Brown, J.; Wettstein, S.; Svihla, V. (January 2022, Proceedings of the ASEE Annual Conference and Exhibition)

   In contrast to the dynamic treatment of other aspects of the curriculum, and despite being at the center of chemical engineering education, laboratory experiments have remained largely unchanged for decades. To characterize the potential impact changes to laboratory courses could have, we explored student perceptions across a department and characterized the kinds of opportunities students have to use their agency in these courses across universities. We used a survey to measure students’ sense of agency across several laboratory courses in a chemical engineering department. We found students in laboratory courses across the chemical engineering laboratory sequence, including those engaged in authentic course-based research did not perceive the experiments as agentive or authentic. We infer students draw upon abundant low-agency experiences in laboratory experiments. We report on the agency that instructors report students possessing across two chemical engineering departments to understand variation across institutions. Maximizing learning in laboratory courses may hinge on clearer communication about authentic experiments or systematic redesign of earlier courses. 

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