Focus and Scope

A quarterly journal serving the needs of the international community of educators in chemical engineering.
Published in February, May, August, and November, Chemical Engineering Education (CEE) is the premier archival journal for chemical engineering educators. The journal originated in 1962.

Peer Review Process

CEE is a peer-reviewed journal. At least three reviewers are asked to evaluate each manuscript. Review time ranges from 2 to 8 months depending on topic and availability.

Ratings descriptions:

A. ACCEPT: Publish as is or with editing of typographical errors.

B. REVISIONS REQUIRED: Publish after appropriate content corrections. Editor can judge if corrections were made (i.e., re-review not required).

C. RESUBMIT FOR RE-REVIEW: Substantial changes required and editor will decide whether to have re-reviewed. (revised 061818 PW/lh)

D. RESUBMIT ELSEWHERE: Do not publish since CEE is incorrect venue. (Note: this is appropriate for papers not focused on ChE education.)

E. DECLINE SUBMISSION: Not up to CEE standards or not enough new information.

F. SEE COMMENT: none of the above; reviewer enters notes to editor regarding review request.

Guidelines for Chemical Engineering Education (CEE) Reviewers

• Papers published in CEE must be of interest to chemical engineering educators. Thus, papers are expected to focus on teaching chemical engineering, ChE curriculum and courses, ChE students, and so forth. If the focus is not on ChE education, the paper should be rejected.

• The level of the expository material must also be appropriate for the readership: ChE faculty. If most ChE faculty know all the material, the level is too low. If the authors assume knowledge that the majority of ChE faculty do not have, the level is too high. Both of these problems can probably be resolved by rewriting.

• Ideally, papers will be of interest to both experts and nonexperts. Although this ideal is often difficult to reach, any suggestions in this vein will be appreciated.

• Although CEE publishes a wide variety of papers, they are all expected to be scholarly. Appropriate references (including journal and proceeding papers, books, websites, etc.) should be cited—particularly those in the ChE education and engineering education literature. Papers that are otherwise publishable but do not have sufficient references can be made publishable by addition of appropriate references. It is most helpful if reviewers list appropriate additional references.

• Compared to the literature, the paper should represent a reasonably significant advance such as results from a new way to teach material; results from a new curriculum, a new application, or a new assessment of educational approaches; description and results from new laboratory equipment; and so forth. Significant overlap with earlier literature is a reason for rejection.

• The writing should communicate clearly without any distractions from poor grammar, incorrect spelling, and poor organization. Figures and tables should be neat, clearly presented, and necessary. These problems can usually be fixed by rewriting the paper.

• Very occasionally, papers lack detail and are too short. Please delineate what additional information and details would be useful. The usual problem is excessive length. Please delineate what can be combined, condensed, or removed. It is especially helpful if reviewers give their opinion about removing or combining figures and tables.

• CEE reviews are normally anonymous and confidential. If the reviewer requests that his/her review not be anonymous, CEE will include the name of the reviewer with the review sent to the author(s).


Publication Frequency

CEE is published quarterly as a complete issue with its own Table of Contents.

Policy on Unpublished References

Authors should comply with CEE's policy on unpublished references: CEE does not have a policy against in-press papers. Occasionally authors want to cite a private conversation with someone but an acknowledgment is more appropriate. Papers submitted to CEE but not yet accepted can be cited in the original manuscript submission provided the author provides a permanent designation when preparing their final draft materials for production. If a paper was submitted but a decision about acceptance is not known when production files are handed off by the author, it should probably be eliminated by the author at that time. (We say probably because in some cases it is clear from the editor's letter that the paper will eventually be accepted). "In-preparation" means nothing; thus, the in-preparation references need to be deleted at time of submission. The authors can state in the manuscript that additional research is being conducted or completed.

Policy on Featured Departments

We feel when we feature a department it should be one of our subscribers and also place an ad if they have a graduate program. The departments that fit these criteria are highest priority, especially if they have not been featured before.

Author Guidelines for the Laboratory Feature

The laboratory experience in chemical engineering education has long been an integral part of our curricula.  CEE encourages the submission of manuscripts describing innovations in the laboratory ranging from large-scale unit operations experiments to demonstrations appropriate for the classroom.  The following guidelines are offered to assist authors in the preparation of manuscripts that are informative to our readership.  These are only suggestions based on the comments of previous reviewers, and authors should use their own judgement in presenting their experiences.  

Manuscripts should describe the results of original laboratory or classroom tested ideas.  The ideas should be broadly applicable and described in sufficient detail to motivate and allow others to adapt the ideas to their own curriculum.  Manuscripts must contain an abstract and often include an Introduction, Laboratory Description, Data Analysis, Summary of Experiences, Conclusions, and References.

An Introduction should establish the context of the laboratory experience (e.g., relation to curriculum, review literature), identify the learning objectives, and describe the rationale and approach.

The Laboratory Description section should describe the experiment in sufficient detail to allow the reader to judge the scope of effort that would be required to implement a similar experiment on their campus.  Schematic diagrams or photos, cost information, and references to previous publications, web sites, etc. are often provided.  Issues related to safety should be addressed as well as any special operating procedures.

If appropriate a Data Analysis section should be included that concisely describes the method of data analysis.  Recognizing that the audience is primarily faculty, the description of the underlying theory should be referenced or brief.  The purpose of this section is to communicate to the reader specific student learning opportunities (e.g., treatment of reaction rate data in a temperature range that includes 2 mechanisms).

The purpose of the Summary of Experiences section is to convey your experiences in teaching the laboratory and any summative evaluation results, including that from students.  The section can enumerate, for example, best practices, pitfalls, student survey results or anecdotal material.

A concise statement of the Conclusions, as opposed to a summary, of your experiences should be stated in the last section.  What would you tell your colleagues who might be considering instituting a similar laboratory experience?


Advice to Authors for an Editorial Contribution

Chemical Engineering Education publishes editorials, usually invited, on subjects of current relevance to the community. The topic is normally controversial and the author is encouraged to clearly state his or her opinion on the issue and the rationale for the stated opinion. Past editorials topics include:

Kresta                 Winter 2017, “Guest Editorial: Copied it RIGHT OUT of the Solution Manual!”

Valdes-Parada      Winter 2019 "The Challenges in Teaching Transport Phenomena"

Cooper               Winter 2019   "Students are a Lot Like... Tomatoes"

Editorials are strictly limited to one journal page (~600 words) in length and should be submitted electronically to the current editor of CEE. Although editorials are not reviewed, the editors do provide feedback on occasion. As always, CEE reserves the right to make editorial changes or to refuse to publish material that the editors consider to be inappropriate. The deadlines for inclusion in each issue are:

Winter Issue                September 1

Spring Issue                December 1

Summer Issue             March 1

Fall Issue                    June 1

Note that the Fall issue is dedicated to graduate education. Should you have any questions, please contact the current editor.



Guidelines for Papers Already Published in ASEE or FIE Proceedings

Guidelines for Submission of an Enhanced Manuscript

This guideline is for submitting to CEE manuscript that has been published, in part, in another ASEE venue, typically in the conference proceedings. Since ASEE holds copyright to your initial paper (e.g. proceedings), no reprint permissions are required.   CEE publications policy has two relevant requirements for publishing enhancements of papers to ensure clarity in the literature.  First, the initial paper must be cited in the enhanced version.  Second, the author(s) must explain in the introduction specifically how the initial paper has been enhanced.  It is anticipated that at least a third of the enhanced manuscript contains relevant material that was not in the initial paper. This is not meant to be a rigid quantitative requirement but rather a guideline for editors and reviewers.  There is no deadline for submitting an enhanced manuscript. 

Suggestions for Manuscript Enhancement:  The following comments are only pointers and not intended to be comprehensive, but should improve the likelihood that an editor will recommend an enhanced conference paper for publication.  The most obvious enhancement is that new results have been generated, for example, by additional experiments or modeling.  Furthermore, the interpretation of the results may also be expanded.  Questions posed by conference attendees at the time of presentation can often give clues to weaknesses in the presentation, pointing out areas of ambiguity, critical gaps in the data, or questionable conclusions. It may also be appropriate to expand the discussion portion to explain subtleties or clarify the domain of validity of the conclusions.  Other areas for enhancement include providing a more complete list of references and expanding the introduction to explain better why the study was needed. Figure labels and captions may be able to be improved, or new figures may be necessary to better illustrate a point. Removing redundant figures may also be useful. Details of a laboratory design may have been missed. Authors may find these useful as pointers to areas that need additional attention.

Note: These guidelines do not apply to reprinting papers.  The editors of CEE will select papers to be reprinted and will request permission from the authors.  Reprinting will normally be restricted to papers that have won an award such as the Martin award for best ChED paper at the ASEE Annual Conference. Authors should NOT request that a paper be reprinted.


Quality and Ethical Standards for Articles

Chemical Engineering Education papers should be prepared with the same care as technical papers; however, the style can be more informal and some use of the first person is often appropriate. Papers need to reflect knowledge of the engineering education literature in addition to the appropriate technical literature. As an absolute minimum, authors should search the literature, read any articles on related topics, and cite appropriate papers. Recent CEE contributions can be searched on the CEE website - Of course, more than the absolute minimum is normally expected, and authors should do a reasonably diligent search of other relevant engineering education journals such as the Journal of Engineering Education (, Proceedings of ASEE Annual Conferences (, Proceedings of ASEE Frontiers in Education (FIE) Conferences (, Advances in Engineering Education (, International Journal of Engineering Education (, and European Journal of Engineering Education ( If a large fraction of what the authors intend to present has already been covered, they should probably reduce the paper to a one page Teaching Tip or scrap the project altogether. Papers must be related to the teaching and learning of chemical engineering and closely related disciplines – purely technical papers are rarely published.

Papers that have been published in a non-archival medium such as the ASEE Proceedings or FIE Proceedings can be submitted to CEE if publication would not violate copyright agreements and there are significant enhancements to the original paper. The original publication needs to be cited, and the introduction should include specific comments about how the original paper has been enhanced. The best way to write the enhanced paper is to rewrite the entire paper; however, if parts of the paper are identical to the original paper, overlapping portions of text must be identified and treated as quotations. Republishing is most appropriate when the original publication consisted of preliminary results that can be expanded upon in the CEE article. As a rule of thumb, at least 1/3 of the article must be significantly different than the previous article. Articles that have been published in or are being considered by other archival journals should not be submitted to CEE.

Presentations from meetings such as plenary lectures can also be published in CEE, assuming the lecture was recast into the proper format for an article. The original presentation venue of a lecture should be acknowledged (e.g., “presented as a Plenary Lecture at the Chemical Engineering Division of ASEE Summer School, North Carolina State University, Raleigh, NC, July 30, 2017”). All such submissions will undergo the normal editorial and peer review processes.

Although copyright protection in a digital era is complicated, for the purposes of CEE the following standards should be followed. First, unless you know otherwise, assume that every source (even an e-mail message) has copyright protection. Authors who want to copy substantial portions from an article (a complete table or complete figure or a substantial portion of the text), any portion of a song, or any part of a poem are responsible for obtaining permission from the owner of the copyright. This is often the publisher, not the original author. Since copyright refers to the form of the presentation and not the underlying data itself, if you totally recast the data (e.g., convert a table into a plot) permission is not required. Of course, whether or not permission is required, appropriate quotation procedures should be followed and the sources must be appropriately cited. Even when you are the original author, you must ask the copyright owner for permission to reuse your own work. As a rule of thumb, if a copyright form was filled out, you probably transferred copyright to that publication.

Plagiarism and self-plagiarism (reuse of your own material without permission and/or without using proper citation procedures) of copyrighted material owned by someone else is illegal. In practical terms this means that you cannot cut and paste material from one of your articles and reuse it in a new CEE article unless the original source is cited, copyright permission is obtained, and text is treated as a quotation. Even if copyright permission is not an issue, plagiarism and self-plagiarism are violations of CEE standards. If the original source is a CEE paper and you are preparing a new CEE paper, do not cut and paste any of the text, including the literature review, to save yourself time – condense the old material, add new material and rewrite it. Only parts that are absolutely necessary, such as a table or figure, should be reused, and then the original source must be clearly identified.

CEE is published by the Chemical Engineering Division of the American Society for Engineering Education (ASEE) and expects authors to follow the ASEE code of ethics ( CEE also works closely with the American Institute of Chemical Engineers (AIChE) and expects authors to follow the AIChE code of ethics ( ethics). For publishing ethics CEE follows the American Chemical Society’s (ACS) very detailed and thoughtful publishing ethics (

Failure to meet any of the CEE standards is likely to result in rejection of the paper. Authors who fail to meet the standards involving copyright, plagiarism and self- plagiarism will have their paper rejected and may be barred from submitting future papers to CEE.

Revised October 17, 2017 

Possible Language Editing Services



Web Site Location


American Journal Experts


Cambridge Language Consultants


The Charlesworth Group


ChemEdit Corporation


Edanz Editing


Liwen Bianji (Edanz Editing, China)


Science Manager


SciTechEdit International


Sees-editing Ltd.


Write Science Right


Wiley Editing Services


This list is provided for convenience only and no recommendation is implied and no guarantee of manuscript acceptance is given.

Questions to Ask

The following list was compiled by ACS of questions authors should consider asking before contracting for any editing services. • Which services does your company provide?
• Which scientific fields do your editors serve?
• What are your policies on confidentiality of the manuscript and the submission process?

• Which file formats do you handle (PC, MAC, TeX, etc.)?
• By what methods can I submit a manuscript?
• What turnaround timeframe can I expect?
• What type of editing is performed? (For example, checking of grammar, style, spelling, punctuation, adding quality, editing the language for clear presentation of scientific ideas.)

• What is your policy if I am not satisfied with your work?

• Do you provide a sample free edit of an abstract or short paper before contracting the work?

• Can secure payment be made online? If not, how are payments made?
• How are fees determined?
Authors should confirm that all fees charged are reasonable and acceptable. 

U.S. Notation for Numbers

CEE US Notation
Since most readers of CEE are in the US, CEE uses US notation for numbers.


  1. 1,023,456.09 or 1023456.09 or (showing significant figures) 1.023×106 or 1.023 E06

  2. 0.004649 or 4.649 ×10-3 or 4.649 E-03. Do not mix the ×105 and E05 notations in the same paper.

  3. In a polynomial fit, y = ax3 + bx2 + cx + d, when showing the equation with the coefficient values, if one of the coefficients is zero the term is not shown. Thus, if a = 1.02, b = 0, c= - 234.5 and d=456 the equation would be shown as y = 1.02x3 – 234.5x + 456

  4. Multiplication of a number times a variable is illustrated in item 3. Multiplication of two numbers is (5.643×10-3)(1.9981×1012) or (5.643×10-3)×(1.9981×1012) or (5.643×10-3)*(1.9981×1012).

  5. For division use y/x or (y – 23)/(2x + 5).

Note: SI units are preferred 


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CEE maintains an independent editorial office and is self-supporting through paid ads and subscriptions, but is sponsored by the Chemical Engineering Division, ASEE.

Correspondence regarding editorial matter, circulation, and changes of address should be sent to Chemical Engineering Education, 675 Wolf Ledges Parkway, Suite 2549, Akron, OH  44309

Sources of Support

The University of Florida and its Department of Chemical Engineering are thanked for their support of CEE from its early years and as ongoing hosts of the journal's email address and website.

Journal History

CEE is a quarterly journal serving the needs of the international community of educators in chemical engineering.

Published in February, May, August, and November, Chemical Engineering Education (CEE) is the premier archival journal for chemical engineering educators. The journal originated in 1962.

For more on the journal's history, readers are encouraged to visit the Winter 2016 issue on this site, particularly the paper "The Evolution of CEE"