I started teaching CHBE 484 in 1997 (CHBE 484 was first offered in 1996), and have developed a unique course to cover a broad range of activities of pollution prevention. In addition to the principles of pollution prevention, I have incorporated several components in the course to reflect relevant activities in Canadian industries:

• Waste inventories from Canadian industries are used to provide an audit of waste streams to highlight the problems and opportunities in local industry with respect to pollution prevention;
• Successful pollution prevention projects from Canadian companies are covered in case studies to highlight Canada’s commitment and the Canadian government’s endorsement of the pollution prevention approach.

Since pollution prevention is a relatively new and fast developing discipline, I have been updating my course materials to reflect the most recent developments. For example, the assessment of pollution prevention projects has been updated from a single process assessment based on technical and economical evaluations to a multiple-objective assessment based on technical, economic, environmental and health impacts. Recent developments in extending the life-cycle assessment (LCA) technique from product evaluation to process evaluation has been incorporated into this course for the evaluation of chemical processes.

In 2004, the pollution prevention course was expanded to become a green engineering course with emphasis focusing now on the multiscale engineering approaches toward sustainability. The new courses incorporated green engineering principles to systematically review the chemical process and product over its whole life-cycle, with special attention paid to the impacts on resource depletion, renewability and sustainability of raw materials, health and social impacts of products and the ecological impact, recycleability and biogradability at the end of use, using life cycle assessment tools and industrial ecology principles. The course exposes students to industrial practices by providing invited presentations from local industrial experts and conducting hand-on projects related to campus sustainable development involving UBC Sustainability Office, Department of Health, Safety and Environment and Plant Operation, as part of the UBC SEEDS program with a few students projects listed below.

I am planning to develop this first green engineering course in Canada into a unique core engineering course not only suitable for chemical engineers but also for other engineering disciplines. In 2005, I presented one paper on integrating sustainability into chemical and biological engineering curriculum in the AIChE Annual Meeting’s special session on sustainability education, and the presentation was well received by the community. This year, I am invited to be one of panel members of the International Workshop on Engineering Education for Sustainable Development sponsored by UNESCO (United Nations Education, Sciences and Culture Organization) to be held in Beijing on November 1-3, 2006. I have prepared a unique set of course materials in the format of a textbook named “Green engineering principles and applications”, and planning to have this material published as a textbook in the near future. Working with Sustainability Office, I am currently involved in a TLEF funded project on preparing sustainability modules for integrating sustainability into UBC teaching curricula.

Air Pollution Prevention and Control (CHBE 485)

With experience in particulate control devices like cyclones, filters, settling and inertia separators, flue gas SO x control by limestone scrubbing, NO x control by burner modification, fuel substitution and selective catalytic reduction using NH 3 and hydrocarbons. I started teaching CHBE 485 course in 1999. Since then, I have developed a unique course by incorporating course material from Dr. Branion (who taught this course previously), using a very popular textbook by Wark et al. (1998) and additional materials on

• local and national air pollution control regulations, air quality standards and emission standards in Canada.
• up-to-date air pollution topics. For example: global warming gas emissions, the Kyoto Protocol and Canada’s commitment on reduction in greenhouse gas emission; CO 2 emission reduction technologies including energy efficiency processes, alternative energy sources and CO 2 recovery from process gases.
• Prevention of air pollution. In the future, this course will be expanded to include pollution prevention components with the course title to be changed to Air Pollution Prevention and Control.

This course, in combination with the graduate level course, CHBE585, has attracted large number of students. The enrollment has steadily increased from about 30 in 2000 to 61 for 2005.

Multiphase flow and multiphase chemical reactors (CHBE 561)

With my expertise and main research area on multiphase flow and reactors, I taught CHBE 561 for one term and guest-lectured 6 hours with John Grace one term. Since most students taking this course were working on gas-solids fluidization, in addition to covering fundamentals of multiphase flow, I integrated up-to-date research progress in multiphase chemical reactors and introduced potential future research frontiers to graduate students. A term paper is required to encourage student to apply the fundamental knowledge to specific areas of their interest.

2 nd year chemical engineering laboratory course (CHBE 262)

The new CHBE 262 course is the first lab course for students entering the chemical and biological engineering program. It is upgraded significantly from the existing CHML 261 course since 2001, jointly by Dr. Kannangara and me. The key changes we have made include:

• Upgraded 6 existing CHML 261 labs with focus on advanced data logging systems via the installation of automatic data acquisition systems to 4 labs, and hazard prevention/reduction via a leak detection and repair/replacement program on each part/component.
• Added 2 new labs with one on P-V-T relationship of real gases and the other on ultrafiltration, with the former emphasizing on the thermodynamic fundamentals and the later the application of separation process in biological processing.
• Introduced statistical analysis into the CHBE 262 lab course, and integrated in the analysis of experimental data.

Unit operation II (CHBE 345)

This is a new course for me to teach in 2005, which is also the second time this course was offered to our third year students. I did put a lot of time on preparing this course, but it did not delivered as I expected, partly due to the too ambitious course content I put into this course. Students felt too difficult to digest the material, especially for those co-op students who had not taken CHBE351 on heat transfer phenomena. Also, the textbook I adopted was too advanced and abstractive, which may be suitable for the 4 th year students but not so in detail for the 3 rd students. This year, I am going to teach this course again. Learning from last year, I am going to remove some advanced mass transfer materials from this course with focus on basic concept and unit design, adopt a new textbook which provides more detail explanations of the theories. Furthermore, I will try to improve the effectiveness of tutorial time to help students to improve problem-solving skills.