@article{HoffstadtCheenakulaNikolauszetal.2023, author = {Hoffstadt, Kevin and Cheenakula, Dheeraja and Nikolausz, Marcell and Krafft, Simone and Harms, Hauke and Kuperjans, Isabel}, title = {Design and construction of a new reactor for flexible biomethanation of hydrogen}, series = {Fermentation}, volume = {9}, journal = {Fermentation}, number = {8}, publisher = {MDPI}, address = {Basel}, issn = {2311-5637}, doi = {10.3390/fermentation9080774}, pages = {1 -- 16}, year = {2023}, abstract = {The increasing share of renewable electricity in the grid drives the need for sufficient storage capacity. Especially for seasonal storage, power-to-gas can be a promising approach. Biologically produced methane from hydrogen produced from surplus electricity can be used to substitute natural gas in the existing infrastructure. Current reactor types are not or are poorly optimized for flexible methanation. Therefore, this work proposes a new reactor type with a plug flow reactor (PFR) design. Simulations in COMSOL Multiphysics ® showed promising properties for operation in laminar flow. An experiment was conducted to support the simulation results and to determine the gas fraction of the novel reactor, which was measured to be 29\%. Based on these simulations and experimental results, the reactor was constructed as a 14 m long, 50 mm diameter tube with a meandering orientation. Data processing was established, and a step experiment was performed. In addition, a kLa of 1 h-1 was determined. The results revealed that the experimental outcomes of the type of flow and gas fractions are in line with the theoretical simulation. The new design shows promising properties for flexible methanation and will be tested.}, language = {en} } @article{BergPostweilerSteuerDankertLeichtScholten2023, author = {Berg-Postweiler, Julia and Steuer-Dankert, Linda and Leicht-Scholten, Carmen}, title = {One size does not fit all: Applying antibias trainings in academia}, series = {The International Journal of Organizational Diversity}, volume = {24}, journal = {The International Journal of Organizational Diversity}, number = {1}, publisher = {Common Ground Research Networks}, issn = {2328-6261 (Print)}, doi = {10.18848/2328-6261/CGP/v24i01/1-23}, pages = {1 -- 23}, year = {2023}, abstract = {Antibias training is increasingly demanded and practiced in academia and industry to increase employees' sensitivity to discrimination, racism, and diversity. Under the heading of "Diversity Management," antibias trainings are mainly offered as one-off workshops intending to raise awareness of unconscious biases, create a diversity-affirming corporate culture, promote awareness of the potential of diversity, and ultimately enable the reflection of diversity in development processes. However, coming from childhood education, research and scientific articles on the sustainable effectiveness of antibias in adulthood, especially in academia, are very scarce. In order to fill this research gap, the article aims to explore how sustainable the effects of individual antibias trainings on participants' behavior are. In order to investigate this, participant observation in a qualitative pre-post setting was conducted, analyzing antibias training in an academic context. Two observers actively participated in the training sessions and documented the activities and reflection processes of the participants. Overall, the results question the effectiveness of single antibias trainings and show that a target-group adaptive approach is mandatory owing to the background of the approach in early childhood education. Therefore, antibias work needs to be adapted to the target group's needs and realities of life. Furthermore, the study reveals that single antibias trainings must be embedded in a holistic diversity management approach to stimulate sustainable reflection processes among the target group. This article is one of the first to scientifically evaluate antibias training effectiveness, especially in engineering sciences and the university context.}, language = {en} } @inproceedings{NierlePieper2023, author = {Nierle, Elisabeth and Pieper, Martin}, title = {Measuring social impacts in engineering education to improve sustainability skills}, series = {European Society for Engineering Education (SEFI)}, booktitle = {European Society for Engineering Education (SEFI)}, doi = {10.21427/QPR4-0T22}, pages = {9 Seiten}, year = {2023}, abstract = {In times of social climate protection movements, such as Fridays for Future, the priorities of society, industry and higher education are currently changing. The consideration of sustainability challenges is increasing. In the context of sustainable development, social skills are crucial to achieving the United Nations Sustainable Development Goals (SDGs). In particular, the impact that educational activities have on people, communities and society is therefore coming to the fore. Research has shown that people with high levels of social competence are better able to manage stressful situations, maintain positive relationships and communicate effectively. They are also associated with better academic performance and career success. However, especially in engineering programs, the social pillar is underrepresented compared to the environmental and economic pillars. In response to these changes, higher education institutions should be more aware of their social impact - from individual forms of teaching to entire modules and degree programs. To specifically determine the potential for improvement and derive resulting change for further development, we present an initial framework for social impact measurement by transferring already established approaches from the business sector to the education sector. To demonstrate the applicability, we measure the key competencies taught in undergraduate engineering programs in Germany. The aim is to prepare the students for success in the modern world of work and their future contribution to sustainable development. Additionally, the university can include the results in its sustainability report. Our method can be applied to different teaching methods and enables their comparison.}, language = {en} }