Peer review experience in the teaching of chemical reaction engineering at ENSIC Nancy: Presentation and interest of such a methodology?

Abstract

As recommended by various accreditation and evaluation bodies (EFCE, 2020), the contents of process engineering teaching syllabuses aim to build, in the sense of Bloom’s educational taxonomy, high levels of skills in analysis, synthesis, evaluation (Bloom et al., 1956). Considering on the one hand that the evaluation of learning outcomes corresponds to the highest levels of skills and on the other hand the existence of many other experiences in the field (Mac Raighne al., 2015, Yu and Su, 2015, Liauw, 2020, Smith et al., 2020), peer review was offered to students at ENSIC Nancy for teaching for teaching chemical reaction engineering of homogeneous and heterogeneous reacting systems engineering of homogeneous and heterogeneous chemical reactions. This method promotes active learning, in a constructive societal approach, allowing learners to identify and formulate their own problems to develop and increase their skills.