Central to all my teaching responsibilities are my three pillars of an ideal learning experience: enjoyment, engagement and understanding.  Because of the varied engineering curricula, it is not always possible to enjoy everything that is being carried out - however, students should always feel engaged by what they are doing - whether this be an activity that is relevant to the curriculum, career prospects and development by by helping to address societal aspects.  Varied and regular two-way communication is one way in which the ideal learning experience can be achieved.  One important aspect of staff-to-student communication is making clear why an activity is being carried out, and always trying to link it to a domestic situation to enhance familiarity and improve engagement. One important aspect of student-to-staff communication is to offer various ways in which questions can be posed. 

CP917: Process Design Principles (PGT/DL)

CP959: Advanced Process Design (PGT/DL)

CP217/CH218 (ACCE): Chemical Engineering Practice 1 (UG)

CP307/CP326 (ACCE): Chemical Engineering Practice 2 (UG)

CP407: Design Project (UG)

Theme 1: Adsorption from the gas phase

Theme 2: Volume measurement of solids and porosity

Theme 3: Novel detection methods

Theme X: Other applications of being able to measure tiny changes in flowrate

Theme 4: Practical and laboratory education

Theme 5: Enhancing student engagement

Industrial influence, relevance and input is evident in many aspects of the Design Project (DP, CP407). The Design Project is the major, group project carried out by undergraduates in Year 4.  Indeed, it could be argued that this heading should also include 'Societal Relevance' as equal importance given the issues that are facing the world related to climate change.  Although the various ideas for the DP come from the Department, we seek industrial input to the writing of the final design specification. Also, we include industrial input to communicate to students the sheer importance of the DP to their career development.  We also facilitate industrial input by way of Q&A sessions, where students can direct answers to the experts. Finally, we include industrial input by way of marking one section of the final DP report, to achieve expertise and consistency.