This is supplementary material for the paper "Generative AI in Process Design Instruction: A Survey of Students and Faculty" in Systems and Control Transactions. The supplementary material contains reference information for the paper. Specifically, it contains the survey questions used in the study, the raw data results of that survey, and a ChatGPT transcript of a session in which ChatGPT was used to synthesize a flowsheet of an ammonia synthesis process and perform an analysis of the conceptual design.

These are the slides presented at the ESCAPE 35 conference on Monday July 7, 2025, in the talk with the same name. They briefly introduce the concept of exergy with a basic overview, and provide seven easy examples that professors can use in their courses. The topics include heating systems, pinch analysis, energy efficiency, energy integration, steam generation, utilities, heat pumps, organic Rankine cycles, direct air capture of CO2, and CO2 compression and sequestration. See the linked conference paper for more information.

In this paper, we present our recent advances and achievements in automatic control course in the engineering study of cybernetics at the Faculty of Chemical and Food Technology STU in Bratislava. We describe the course elements and procedures used to improve teaching, learning, and administration experience. We discuss on-line learning management system, various teaching aids like e-books with/without solutions to practice examples, computer generated questions, video lectures, choice of computation and simulation tools.
The course is provided in the presence form of study for about 20 students, but it relies on on-line tools and methods. Starting from this academic year, flipped design of the course was designed. We describe our experience in the preparation of such a change and some initial feedback from the students.
The course concentrates on input/output linear approximation of processes in chemical and food technology and discusses poles/zeros, process dynamics, frequency and... [more]

The field of Process Systems Engineering (PSE) is undergoing a renaissance through the integration of artificial intelligence (AI) and machine learning (ML). This transformation is driven by the vast availability of industrial data and advanced computing power, enabling the practical application of sophisticated ML models. These models enhance PSE capabilities in design, control, optimization, and safety. The progress of ML and ever-present data collection address previously intractable problems, particularly in system integration and life-cycle modeling. ML-powered predictive algorithms are augmenting traditional control systems, showing potential in supply chain optimization and increasing operational resilience. Additionally, ML-driven fault prediction and diagnostics are enhancing process safety systems, allowing for predictive maintenance and minimizing risks of accidents. A case study of the collaboration between the University of West Attica and Helleniq Energy through the MSc p... [more]

This paper examines the current state of green and digital integration in traditional chemical engineering education, focusing on how artificial intelligence (AI) can enhance learning. A review of curricula shows that sustainability principles, such as green chemistry, circular economy, and resource efficiency, are often confined to electives rather than core courses. Likewise, digital skills are introduced at a basic level, with limited exposure to AI, especially machine learning, and advanced process optimization. The paper emphasizes the need for a structured approach to integrating sustainability and digitalization into core subjects, supported by interdisciplinary learning. It also explores AI’s role in transforming education, particularly in predictive modeling, process optimization, and adaptive learning. The study provides recommendations for redesigning the traditional chemical engineering curriculum to strengthen green and digital transformation.

The Integrated Project in the Master of Chemical Engineering and Materials Science at the University of Liège (ULiège) aims to consolidate technical knowledge and promote the acquisition of soft skills by integrating various chemical engineering disciplines. The project focus on the design of an industrial process and is divided into five parts: individual work on mass balances and literature reviews, detailed modeling of thermodynamics and key unit operations, sensitivity studies, process integration, and report to a general audience. Key learning outcomes include developing critical thinking, addressing complex multidisciplinary topics, and understanding the role of science and technology in society. Students enhance their soft skills in project management, teamwork, and effective communication in English. Regular interactions with industry and academic experts, along with support from the ULiège Soft Skills Team, ensure comprehensive development. Evaluation includes both technical a... [more]

Carnegie Mellon University (CMU) has a strong tradition and expertise in Chemical Process Systems Engineering. This short article comments on the CMU PSE-related courses and describes in more detail our approach to teaching Chemical Process Design. We discuss (i) our emphasis on proposing processes related to energy and sustainability and (ii) some of the challenges that are currently faced when teaching this course.

This work explores several examples of how the thermodynamic concept of exergy can be used in the chemical engineering classroom. Examples include using exergy to determine thermodynamic and monetary value of utilities, to identify better heat exchanger network designs, to aid in work-heat integration applications such as heat pumps and organic Rankine cycles, to scope out realistic energy integration cases, and to assess how well chemical potential is being used and managed. The examples are presented in one connected context that makes it easy to see how exergy analyses can be useful across many aspects of chemical and energy industry supply chains.

This work gives a detailed description of the models, methods, and equipment used in a bachelor’s degree lab course. The connections between simulation results and real-world data are highlighted and tools for making the models useful for process design tasks are portrayed. The models cover the production chain for fuel-grade bioethanol, starting from the fermentation of sugar with yeast. In only one semester (14 weeks with 180 minutes per week) the students achieve to produce high-purity ethanol. Some exemplary results of the process designs and their comparison to the realized intermediate and final products are given together with production cost data.

The integration of mixed reality (MR) and virtual reality (VR) into Chemical, Biochemical, and Biomolecular Engineering (CBB) education presents an opportunity to address one of today’s most pressing pedagogical challenges: sustaining student attention and engagement. Traditional “magistral” approaches often tend to limit the adoption of interactive methodologies. By contrast, MR/VR technologies can heighten immersion and practical intuition, capturing learner focus more effectively than conventional lectures. Yet, if deployed as superficial, isolated demonstrations, these tools may fail to support deep conceptual understanding and risk supplanting core course content. This work proposes a flipped-classroom model that deliberately embeds MR/VR exercises throughout the typical CBB curriculum. The methodology emphasizes a human-in-the-loop concept, whereby the educator strategically orchestrates virtual simulations and real-world problem-solving, reinforcing theoretical concepts through... [more]

Process control can be one of the most exciting and engaging chemical engineering undergraduate courses! This paper describes our experience transforming Chemical Process Control into Data Analytics, Optimization, and Control at the University of Notre Dame (second semester required course in the junior year). Our modern course is built around six hands-on experiments in which students practice data-centric modeling and analysis using the Arduino-based Temperature Control Lab (TCLab) hardware. We argue that state-space dynamic modeling and optimization are more critical for educating modern chemical engineers than topics such as frequency domain analysis and controller synthesis emphasized in many classical undergraduate control courses. All the course material is available online at https://ndcbe.github.io/controls.

Prompt engineering – improving the command given to a large language model (LLM) – is becoming increasingly useful in order to maximize the performance of the model and therefore the quality of the output. However, in certain instances, the user is not able to enrich the prompt with additional and personalized details, such as the preferred tone and length of generated response. Therefore, it is useful to create models that learn these preferences and implement them directly in the prompt. Current state-of-the-art inductive logic programming (ILP) systems can play an important role in the development and advancement of digitalization strategies. For example, they can be used to learn personal preferences of users without sacrificing human interpretability of the learned outcomes. These systems have recently witnessed the development of data efficient, robust, and human interpretable algorithms and systems for learning predictive models from data and background knowledge. In this paper,... [more]

Current progress in digitalization has led to a wide interest in learning more from available data. Advanced data analytics can be achieved through commercially available software; however, learning to program allows for more flexibility and, ultimately, more freedom in the potentially tailor-suited investigation. Among other programming languages, Python is one of the most requested, in industry and research alike. To intensify the earlier efforts and create both a pedagogical framework to teach programming to (bio)chemical engineers, and provide students with the opportunity to ask questions, we explore the integration of sPyCE and FermentAI into BioVL, a virtual laboratory for teaching (bio)processes, previously implemented by the authors. sPyCE is an open-source series of Python courses tailored to (bio)chemical engineers, FermentAI is a chatbot trained to answer questions about fermentation processes. The main goal of this work is to enable students to (i) learn (bio)processes and... [more]

UCL Chemical Engineering ensures graduates are digitally literate by integrating computational tools like gPROMS, Aspen Plus, and GAMS into the undergraduate curriculum. Students in the first year of undergraduate program use GAMS to solve simple simulation and optimization problems and gPROMS for solving ordinary differential equations (ODEs) in reactor design problems. In the second year, students start using Aspen Plus to simulate more complex chemical process units, interpret and discuss results obtained and justify any differences observed between experimental data and computational results. They use GAMS to simulate and optimize a process flowsheet with considerations of the implications of proper initialization procedures and strategies for obtaining optimal parameters and gPROMS for advanced reactor and separator problems. The computational knowledge acquired in the first two years prepares students for the third-year capstone design project where they use the various tools in... [more]

In this paper, we present our recent advances and achievements in automatic control course in the engineering study of cybernetics at the Faculty of Chemical and Food Technology STU in Bratislava. We describe the course elements and procedures used to improve teaching, learning, and administration experience. We discuss on-line learning management system, various teaching aids like e-books with/without solutions to practice examples, computer generated questions, video lectures, choice of computation and simulation tools. The course is provided in the presence form of study for about 20 students, but it relies on on-line tools and methods. Starting from this academic year, flipped design of the course was designed. We describe our experience in the preparation of such a change and some initial feedback from the students. The course concentrates on input/output linear approximation of processes in chemical and food technology and discusses poles/zeros, process dynamics, frequency and t... [more]

Contains 423 original peer-reviewed research articles presented at the 35th European Symposium on Computer Aided Process Engineering (ESCAPE 35). Subject categories include Modelling and Simulation, Sustainable Product Development and Process Design, Large Scale Design and Planning/Scheduling, Model Based Optimisation and Advanced Control, Concepts, Methods and Tools, Digitalization and AI, CAPEing with Societal Challenges, CAPE Education and Knowledge, PSE4Food and Biochemical, and PSE4BioMedical and (Bio)Pharma.

The future of computer-aided process design hinges on continued recruitment, training, and retention of the next generations of engineers. Many elementary and secondary school programs focused on engineering have made substantial impacts in informing children about careers in science, technology, engineering, and mathematics (STEM). A report by the National Academies established three general principles for pre-college engineering education, the first of which is that elementary and secondary engineering education should emphasize engineering design. Curricula focused on teaching the engineering design process have been developed for K-12 students and educators... (ABSTRACT ABBREVIATED)

Process design is a core component of chemical en-gineering education and either involves or is followed by an extensive design project in most schools. The design project is often considered a core activity in the educa-tion of future chemical engineers because it develops their skills in creative and critical thinking beyond the boundaries of their acquired knowledge, as well as training them in teamwork. Such skills are likely to be crucial to empower students to develop process technologies that respond to the relevant future challenges in process design. These future challenges include accommodating alternative raw materials and energy resources, addressing sustainability concerns, and arranging production schedules that are more flexible... (ABSTRACT ABBREVIATED)

Some educators place an emphasis on the commonalities between engineering mathematics with process control, among others and this helps students see the bigger picture of what is being taught. Traditionally, some of the concepts such as diffusion and heat transfer are taught with a mathematical point of view. Now-a-days, Machine Learning (ML) has emerged as topic of greater interest to both educators and learners and new and disparate modules are sometimes introduced to teach the same. With the emergence of these new topics, some students (falsely) believe that ML is a new field that is somehow different and not linked to engineering mathematics. In this work, we show the link between the different topics from engineering mathematics, that are traditionally taught in UG education, with ML. We hope that educators and learners will appreciate the treatise and think differently, and we further hope that this will further increase the interest to improve ML models.

Chemical engineering is a highly complex interconnected major. Just as chemical engineers have broken complex processes into unit operations, the chemical engineering curriculum has been broken up into courses. The organization of these courses vary among institutions and are based on years of prior teachings and research. Despite this, there have been calls to revaluate the curriculum from both industry and academia. We propose a graph-based representation of curricula in which topics are represented by nodes and topic dependencies are represented by directed edges forming a directed acyclic graph. This enables using graph theory measures and tools to provide formal ways of evaluating a curriculum. Additionally, the abstraction is readily understandable meaning conversations between instructors regarding the curriculum can occur within a department and even across institutions. This abstraction is explained with a simplified curriculum and applied to the undergraduate chemical enginee... [more]

Equation-Oriented (EO) modeling techniques have been gaining popularity as an alternative for simulating and optimizing process systems due to their flexibility and ability to leverage state-of-the-art solvers inaccessible to many procedural modeling approaches. Despite these advantages, adopting EO modeling tools remains challenging due to the significant learning curve and effort required to build and solve models. Many techniques are available to help diagnose problems with EO process models and reduce the effort required to create and use them. However, these techniques still need to be integrated into EO modeling environments, and many modelers are unaware of sophisticated EO diagnostic tools. To survey the availability of model diagnostic tools and common workflows, the U.S. Department of Energy’s Institute for the Design of Advanced Energy Systems (IDAES) has conducted user experience interviews of users of the IDAES Integrated Platform (IDAES-IP) for process modeling. The inter... [more]

We present the implementation of combined junior course projects encompassing three core courses: reaction engineering, separations, and process simulation and design. The combined project aims to enhance the vertical integration of process design learning through all levels of the curriculum. We design the projects to utilize novel modular process technologies (e.g., membrane separation) and to emphasize new process design goals (e.g., sustainability, decarbonization). Two example projects, respectively on green methanol synthesis and ethylene oxide production, are showcased for project implementation. Feedback from junior and senior students is also presented to motivate the development of such joint project in CHE curriculum. We will also discuss the challenges we hope to address to maximize student learning from this unique project.

Chemical engineers are natural “systems-thinkers”; this is a skill that allows us to analyze highly complex processes that involve heterogeneous components, phenomena, and scales. Systems-thinking skills are fostered in the chemical engineering curriculum via integrative and project-based courses, such as process/product design and laboratories. However, existing curricula tends to focus scope to product/process boundaries, offering limited opportunities to capture connections to behavior occurring at small scales (e.g., atomistic and molecular) and at large scales (e.g., supply chains, policy, markets, and infrastructures). This limit in scope can hinder our ability to appreciate how products/processes that we develop impact society, markets, and the environment (e.g., the opioid addiction crisis, environmental impacts of forever chemicals and chemical fertilizers, and electricity markets). This limit in scope can also hinder our ability to appreciate how emerging tools from the molec... [more]

This visual presentation introduces the concept of exergy to a chemical process systems engineering audience, such as how to compute it for heat and for substances at various pressures and temperatures. The presentation also goes over seven examples of how exergy analysis can be used in process design education, such as in utility or capital cost estimation, heat integration, direct air capture, power production, carbon dioxide capture and compression, and pinch analysis.

Humankind has an urgent need to reduce carbon dioxide emissions. Such a challenge requires deep transformation of the current energy system in our society. Achieving this goal has given an unprecedented role to decarbonized energy vectors. Electricity is the most consolidated of such vectors, and a molecular vector is in the agenda to contribute in the future to those end uses that are difficult to electrify. Additionally, energy storage is a critical issue for both energy vectors. In this communication, discussion on the status, hopes and perspectives of the hydrogen contribution to decarbonization are presented, emphasizing bottlenecks in key aspects, such as education, reskilling and storage capacity, and some concerns about the development of a flexible portfolio of technologies that could affect the contribution and impact of the whole hydrogen value chain in society. This communication would serve to the debate and boost discussion about the topic.