Skip to main content

Implementing flow chemistry in education: the NSERC CREATE program in continuous flow science

Journal of Flow Chemistry volume 11, pages 13–17 (2021)Cite this article

Abstract

Flow science was implemented in the curriculum at UdeM though the NSERC CREATE grant in Continuous Flow Science. The training program involved both interpersonal and technical skills development. Examples include new practical laboratory experiments and traditional course material incorporated in the context of a course on Green Chemistry. A series of value-added training acitivities brought together students from various fields that intersect within flow chemistry, broadening horizons and providing a unique perspective on an emerging technology. As a whole, implementing flow chemistry in a chemistry curriculum benefits from a multipronged approach involving hands-on training, course work, and workshops.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Fig. 1

Notes

  1. Please see the Supporting Information for references 11 and 12 for more discussion on the setting-up and troubleshooting when starting practical flow laboratory experiments

  2. Most reports of green chemistry courses discuss learning and teaching methods but don’t mention which techniques should be discussed, such as flow chemistry (for examples see references 13–17)

  3. Recent highlights from flow chemistry in the pharmaceutical industry have stressed the lack of education in flow as a necessary driver for change

References

  1. https://chimie.umontreal.ca/recherche/plateformes-technologiques-du-departement/laboratoire-de-synthese-en-flux-continu/ Last accessed August 28, 2020

  2. http://www.fluxcontinu.umontreal.ca/home.html Last accessed August 28, 2020

  3. Feng ZV, Edelman KR, Swanson BP (2015). J Chem Educ 92:723–727

    CAS  Article  Google Scholar 

  4. Volpe K, Podlesny EE (2020). J Chem Educ 97:586–591

    CAS  Article  Google Scholar 

  5. Leibfarth FA, Russell MG, Langley DM, Seo H, Kelly LP, Carney DW, Sello JK, Jamison TF (2018). J Chem Educ 95:1371–1375

    CAS  Article  Google Scholar 

  6. König B, Kreitmeier P, Hilgers P, Wirth T (2013). J Chem Educ 90:934–936

    Article  Google Scholar 

  7. Simeonov SP, Afonso CAM (2013). J Chem Educ 90:1373–1375

    CAS  Article  Google Scholar 

  8. Tundo P, Rosamilia AE, Arico F (2010). J Chem Educ 87:1233–1235

    CAS  Article  Google Scholar 

  9. Glinski M, Ulkowska U, Iwanek E (2016). J Chem Educ 93:1623–1625

    CAS  Article  Google Scholar 

  10. Kairouz V, Collins SK (2018). J Chem Educ 95:1069–1072

    CAS  Article  Google Scholar 

  11. Santandrea J, Kairouz V, Collins SK (2018). J Chem Educ 95:1073–1077

    CAS  Article  Google Scholar 

  12. Hurst GA, Slootweg JC, Balu AM, Climent-Bellido M, Gomera A, Gomez P, Luque R, Mammino L, Spanevello RA, Saito K, Ibanez JG (2019) J Chem Educ 96: 2794–2804

  13. Haley RA, Ringo JM, Hopgood H, Denlinger KL, Das A, Waddell DC (2018). J Chem Educ 95:560–569

    CAS  Article  Google Scholar 

  14. Gawlik-Kobylińska M, Walkowiak W, Maciejewski P (2020). J Chem Educ 97:916–924

    Article  Google Scholar 

  15. Marteel-Parrish AE (2014). J Chem Educ 91:1084–1086

    CAS  Article  Google Scholar 

  16. Mahaffy PG, Matlin SA, Whalen JM, Holme TA (2019). J Chem Educ 96:2730–2741

    CAS  Article  Google Scholar 

  17. Patience GS, Boffito DC, Patience PA (2017) Can. J Chem Eng 95:11–20

    CAS  Google Scholar 

  18. The Royal Society of Chemistry, 2018. Diversity landscape of the chemical sciences. Organic Chemistry: A Call to Action for Diversity and Inclusion

  19. Reisman SE, Sarpong R, Sigman MS, Yoon TP (2020). J Org Chem 85:10287–10292

    CAS  Article  Google Scholar 

  20. Baumann M, Moody TS, Smyth M, Wharry S (2020). Org. Proc. Res. Dev. https://doi.org/10.1021/acs.oprd.9b00524

Download references

Acknowledgments

The authors acknowledge the NSERC CREATE program in Continuous Flow Science and Université de Montréal. The Canadian Foundation for Innovation is thanked for the funding of continuous flow infrastructure. The CREATE training program described herein is the result of 10 principal investigators, 17 academic and industrial collaborators, >60 students and researchers and 4 academic institutions. They are all acknowledged for their dedication and efforts to making the CREATE CFS program a success.

Author information

Authors and Affiliations

  1. Département de Chimie, Centre for Green Chemistry and Catalysis, Université de Montréal, Complexe des Sciences, 1375 Avenue Thérèse-Lavoie-Roux, Montréal, QC, H2V 0B3, Canada

    Vanessa Kairouz, André B. Charette & Shawn K. Collins

Authors
  1. Vanessa Kairouz
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. André B. Charette
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Shawn K. Collins
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Shawn K. Collins.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Kairouz, V., Charette, A.B. & Collins, S.K. Implementing flow chemistry in education: the NSERC CREATE program in continuous flow science. J Flow Chem 11, 13–17 (2021). https://doi.org/10.1007/s41981-020-00129-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s41981-020-00129-y

Keywords

  • Education
  • Laboratory experiments
  • Continuous flow