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IntroductionOverview of ISTUE

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Title: IntroductionOverview of ISTUE


1
Introduction/Overview of ISTUE
  • Fred Stern, Tao Xing, Don Yarbrough,
  • Alric Rothmayer, Ganesh Rajagopalan, Shourya
    Prakash Otta,
  • David Caughey, Rajesh Bhaskaran,
  • Sonya Smith,
  • Barbara Hutchings, Shane Moeykens
  • Iowa/Iowa State/Cornell/Howard/Fluent

ISTUE workshop on Dissemination of CFD
Educational Interface IIHR-Hydroscience
Engineering, July 14, 2005, Iowa City, Iowa
2
Agenda
  • 0845-0900 Pre-survey for CFD workshop
  • 0900-0930 Introduction and Overview ISTUE
    Project (Fred Stern, PI of ISTUE)
  • 0930-1030 Demonstration CFD Educational
    Interface (Tao Xing)
  • 1030-1045 Implementation Iowa (Fred Stern)
  • 1045-1100 Implementation Iowa State (Alric
    Rothmayer, Ganesh Rajagopalan)
  • 1100-1115 Implementation Cornell (David A.
    Caughey, Rajesh Bhaskaran)
  • 1115-1130 Implementation Howard (Sonya Smith)
  • 1130-1200 CCLI Phase 3 proposal presentation
    (Fred Stern)
  • 1200-0100 Lunch
  • 0100-0130 Discussion and develop questions for
    Roger Seals, Program director of NSF
  • CCLI-EMD, ENG
  • 0130-0200 Conference call with Roger Seals
  • 0200-0215 Take photo for workshop attendees
  • 0215-0245 Evaluation Center for Evaluation
    and Assessment (Don Yarbrough)
  • 0245-0315 FLUENT (Shane Moeykens, ISTUE
    industrial partner, FlowLab manager).
  • 0315-0415 Visiting Faculty Hands-On Experience
    CFD Educational Interface
  • 0415-0500 Visiting Faculty Presentations
    (Hiroshi Sakurai, John Cimbala, Charles Petty)
  • 0500-0530 QA, Questions and Discussions
    alternative curricula including
  • complementary CFD and EFD

3
Background
  • No question of the need and importance of
    integrating computer-
  • assisted learning and simulation
    technology into undergraduate
  • engineering courses and laboratories, as
    simulation based design
  • and ultimately virtual reality become
    increasingly important in
  • engineering practice.
  • Recent research has shown the effectiveness of
    computer-assisted
  • learning.
  • Systems based simulation technology has also been
    shown to be
  • effective.
  • Methods for assessing the effectiveness of using
    computer-assisted learning in engineering
    education include student presentations, surveys,
    and interviews student performance, including
    pre- and post-tests both with and without
    intervention statistical analysis and faculty
    perception.
  • Curricula must be developed for physics-based
    simulation technology,
  • such as CFD, but diverse teaching goals
    and limited research are
  • complicating factors.
  • CFD is a widely used tool in fluids engineering,
    the lack of trained
  • users is a major obstacle to the greater
    use of CFD

4
Background, contd
  • Graduate student level CFD courses have become
    well developed and common in most engineering
    discipline graduate programs with common goal of
    teaching CFD for code development and
    applications in support of M.S. and Ph.D. theses
    research.
  • As CFD becomes pervasive in engineering practice,
    educators have additionally focused on teaching
    CFD at the undergraduate level, including CFD
    courses, laboratories, and/or projects and
    multi-media, studio models, and computerized
    textbooks, with the use of specialty and
    commercial CFD software, sometimes with EFD.
  • There is interest to integrate specialty or
    commercial CFD software for the non-expert user
    into lecture and/or laboratory courses, in a way
    that allows comparisons with experiments and
    analytical methods
  • The objective is to enhance curriculum through
    use of interactive CFD exercises, multi-media,
    and studio models for teaching fluid mechanics,
    including heat transfer and aerodynamics.

5
Background, contd (challenging and unresolved
issues)
  • What are the best approaches for introductory vs.
    intermediate undergraduate and intermediate vs.
    advanced graduate level courses?
  • When is lecture and laboratory course teaching
    more appropriate than the studio and multi-media
    models?
  • When is the hands-on and discovery oriented
    approach to be preferred over demonstration?
  • When does CFD detract from, rather than aid, the
    development of deeper knowledge of fundamental
    concepts?
  • How can student perception of CFD as a black box
    be avoided, and understanding of detailed CFD
    methodology and procedures be promoted?

6
Background, contd (challenging and unresolved
issues)
  • What is the best curriculum content for teaching
    code developers vs. expert users?
  • Should specialized educational software replace
    the use of commercial software?
  • How can the steep learning curve required for
    practical engineering applications be mitigated?
  • The most effective curricula to achieve optimal
    CFD education has not been identified, partly due
    to the limited evaluation and assessment that has
    been performed to date.

7
ISTUE objectives and approach
  • ISTUE has focused on the development, site
    testing, and evaluation of an efficient and
    effective curriculum for students to learn CFD in
    introductory and intermediate undergraduate and
    introductory graduate level courses and
    laboratories.
  • The curriculum has been developed for use at
    different universities with different
    courses/laboratories, teaching goals,
    applications, conditions, and exercise notes.
  • The primary goal is on teaching CFD to students
    ranging from novice to expert users, preparing
    them for engineering practice, accommodating
    previously teaching goals, except for computer
    programming.
  • To allow students early hands-on experience,
    while avoiding the steep learning curve typically
    associated with any sophisticated software
    system, and avoid having students treat the
    software as a black box, an educational interface
    has been developed.
  • An independent evaluation has been conducted
    through collaboration with the University of
    Iowa, Center for Evaluation and Assessment.
  • The CFD educational interface and associated
    exercise notes are being disseminated by our
    industrial partner, Fluent Inc.

8
Review of ISTUE history
  • 1. 1st year efforts (Stern et al., ASEE 2003)
  • Proof of concept expanded under sponsorship of
    the NSF to include partners from engineering at
    Iowa, Iowa State, Cornell, and Howard
    universities for collaboration on further
    development of the TMs, their effective
    implementation, and evaluation,
  • dissemination, and pedagogy of simulation
    technology utilizing
  • web- based techniques.
  • Evaluation plan includes collaboration with CEA
    at Iowa.
  • 2. 1st year conclusions
  • Project was successful in developing,
    implementing, and self and
  • CEA evaluating TMs. Students agreed EFD,
    CFD, and UA labs were
  • helpful to their learning and important
    tools that they may need
  • as professional engineers
  • Students would like that learning experience to
    be as hands-on
  • as possible
  • CFD templates were too specialized.

9
Review of ISTUE history, contd
  • 3. 2nd year efforts (Stern et al., ASEE 2004,
    ASME 2004)
  • Development of CFD educational interface for
    hands-on student experience for pipe, nozzle, and
    airfoil flows, including design for teaching CFD
    methodology and procedures through interactive
    implementation that automates the CFD process
    following a step-by-step approach.
  • Generalizations of CFD templates facilitate their
    use at different universities with different
    applications, conditions, and exercise notes.
  • Evaluation focuses on exact descriptions of the
    implementations of the new interface at ISTUE
    sites.

10
Review of ISTUE history, contd
  • 4. 2nd year conclusions
  • Project was successful in development of CFD
    educational
  • interface for pipe, nozzle, and airfoil
    flows, including design for
  • teaching CFD methodology and procedures,
    implementation and
  • evaluation
  • Improvements suggested
  • A. Develop improved user interface
  • B. Develop extensions for additional
    active options and advanced
  • level
  • C. Develop extensions for more general
    wider applications CFD
  • templates for internal and external
    flows
  • D. Develop extensions for student
    individual
  • investigation/discovery
  • E. Use smaller lab groups with emphasis
    hands-on activities
  • F. Improved implementation, site testing,
    and evaluation

11
Review of ISTUE history, contd
  • 5. 3rd year efforts (Stern et al., submitted for
  • Journal of Engineering Education)
  • Develop improved user interface
  • Develop extensions for additional active options
    and implementation at intermediate level
  • Student individual investigation/discovery
  • One person one computer with emphasis on hands-on
    activities
  • More formative and summative evaluation
    pre-/post- tests, pre-/post- surveys, Lab report,
    exams.
  • Workshop on dissemination of CFD educational
    interface.

12
Review of ISTUE history, contd
  • 6. 3rd year conclusions
  • The CFD educational interface design allows for
    teaching CFD
  • methodology and procedures
  • Implementation is judged successful, based on
    site testing at partner universities with
    different teaching goals, courses or
  • laboratories, applications, conditions,
    exercise notes, and
  • evaluations.
  • The interface is an effective and efficient tool
    to help students learn CFD methodology and
    procedures, following the CFD
  • process, and to train them to be well
    prepared for using CFD in
  • their future careers in industry.
  • Both on-site and CEA evaluations showed that
    significant process was made in training CFD
    expert users at the intermediate level fluid
    mechanics course.
  • Project is ready to be extended to CCLI phase 3,
    national dissemination.

13
Review of history of CFD educational interface
  • 1. Prototype Proof of concept (1999-2002) use
    FLUENT
  • directly, lengthy detailed instructions
    (setting many parameters that
  • were often unrelated to the particular
    student application of
  • interest, and difficult to explain or
    connect to a general CFD
  • process, not facilitate options for
    modeling, numerical methods,
  • and verification validation.
  • 2. FlowLab 1.0 (2002) General purpose CFD
    templates, enabling
  • students to solve predefined exercises, pipe
    and airfoil exercises
  • focused.
  • 3. Findings (2002)
  • Different specialized CFD templates implied
    different CFD Process
  • and did not facilitate site testing.
  • Exercises lacked options and depth
  • Non-user-friendly interface and overly automated
  • Performance accuracy and flow visualization were
    substandard

14
Review of history of CFD educational interface,
Contd
  • 4. CFD educational interface (FlowLab 1.1, 2003)
  • CFD templates were generalized using CFD
    Process
  • (geometry, physics, mesh, solve, reports, and
    post-
  • processing), which is automated following a
    step-by-
  • step approach and seamlessly leads students
    through
  • setup and solution of Initial Boundary Value
    Problems
  • (IBVPs) at hand.
  • 5. CFD educational interface (prototype FlowLab
    1.2, 2004,
  • officially released 1.2.10, 2005)

15
CFD educational interface
  • The CFD educational interface is designed to
    teach students a systematic CFD methodology
    (modeling and numerical methods) and procedures
    through hands-on, user-friendly, interactive
    implementation for practical engineering
    applications not requiring computer programming.

CFD Process
Contour and vectors window
XY plots
Sketch window
Fig. 1. Screen dump for the pipe flow CFD template
  • The CFD process is automated following a
    step-by-step approach, which seamlessly leads
    students through setup and solution of the
    initial boundary value problem (IBVP) appropriate
    for the application at hand.

16
CFD educational interface, contd
Fig. 2 Flow chart for CFD templates
17

Review of Implementation at all sites
  • The CFD educational interface has been
    implemented at different universities with
    different courses/laboratories, teaching goals,
    applications, conditions, and exercise notes for
    introductory and intermediate undergraduate, and
    introductory graduate level, courses and
    laboratories
  • Teaching Modules have three parts (1) lectures
    on CFD, EFD, and UA methodology and procedures
    (2) hands-on student exercises using the CFD
    educational interface to commercial industrial
    CFD software and (3) exercise notes for use of
    CFD educational interface and complementary EFD
    and UA.
  • IOWA Introductory 57020 (Mechanics of Fluids
    and Transport Process, http//css.engineering.uiow
    a.edu/fluids/and 58160 intermediate mechanics
    of fluids (http//css.engineering.uiowa.edu/me_16
    0)
  • IOWA STATE FlowLab was implemented in two
    courses, AerE243L and AerE311L
  • CORNELL The required senior-level fluid
    mechanics and heat transfer lab course.
  • HOWARD The airfoil and pipe flow templates were
    used in a required, junior-level fluids mechanics
    course.

18
Review of evaluation
  • Over the 3-year period of the ISTUE project,
    evaluation was performed separately for each
    course at each university, in collaboration with
    the evaluation partner for the project, the
    University of Iowa Center for Evaluation and
    Assessment
  • The evaluation design for this project included
    both formative and summative focuses. In Years
    One and Two, formative purposes were most
    important, i.e., the primary use of the
    evaluation information was to investigate ways
    that the educational components could be
    improved.
  • In Year 3 (2004-2005), the formative phase of the
    evaluation design was completed. Evaluation
    focused on documenting student outcomes for the
    revised and improved implementation of the CFD
    components, including the educational interface.
    Evaluation relied on multiple choice and supply
    type objective tests of students knowledge of
    basic facts, skills, problems and applications
    related to CFD.

19
Conclusions
  • Project successful in developing a CFD
    educational interface for pipe flow, with and
    without heat transfer nozzle flow with shock
    waves diffuser and airfoil flows and the Ahmed
    car flow with unsteady separation.
  • The interface design allows for teaching CFD
    methodology and procedures, and its
    implementation is judged successful, based on
    site testing at partner universities with
    different teaching goals, courses or
    laboratories, applications, conditions, exercise
    notes, and evaluations.
  • The CFD educational interface is an effective and
    efficient tool to help students learn CFD
    methodology and procedures, following the CFD
    process, and to train them to be well prepared
    for using CFD in their future careers in
    industry.
  • Both on-site and independent CEA evaluations
    showed that significant process was made in
    training CFD expert users at the intermediate
    level fluid mechanics course.
  • The developed prototype of the educational
    interface provides a solid base for developing
    more effective and more efficient CFD educational
    software for the next generation.
  • The teaching modules developed by the ISTUE team
    have been disseminated by Fluent Inc.
    http//www.flowlab.fluent.com

20
Future work
  • Developing a further improved user interface
    having a dynamic sketch window to facilitate
    import and export of data, reports, diagnostics
    capabilities and graphics, including verification
    and validation, and increased versatility for
    grid generation and student programming
    exercises.
  • Developing extensions for more general
    applications, including CFD templates for inter-
    (e.g., chemical eng.) and multi- (e.g., physics)
    disciplinary applications appropriate for
    national dissemination for steady and unsteady 2D
    internal (pipe, diffuser, nozzle, transition,
    noncircular cross section) and external (airfoil,
    car, cylinder) flow at low and high speed, heat
    transfer, etc. conditions.
  • Developing extensions for further student
    individual investigation/discovery.
  • Providing remote access to the educational
    interface via college computer labs and the
    Internet.
  • Implementing these improvements with site testing
    and evaluation. Ideally, future generations of
    CFD educational interfaces will be closely tied
    to expert-user industrial software interfaces.
  • Extension to Phase CCLI 3

21

Demonstration of CFD Educational Interface
22

Demonstration outline
  • Overall description of CFD Educational Interface
    options for each CFD process, features, XY plot,
    contours, vectors, streamlines, and animations.
    (5 minutes)
  • Demonstration of the pipe template step by step
    comparison between normalized laminar and
    turbulent axial velocity profiles, developing vs.
    developed regions, boundary conditions, iterative
    errors, verification for laminar pipe flow and
    validation for turbulent pipe flow. (20 minutes).
  • Demonstration of the airfoil template inviscid
    and viscous flows, validation of pressure
    coefficient, effect of angle of attack, effect of
    order of accuracy, grid generation topology (C
    and O meshes) (15 minutes).
  • Demonstration of diffuser template effect of
    turbulence models, boundary layer separations,
    effect of expansion angle (10 minutes)
  • Demonstration of the Ahmed car template
    Animations, effect of slant angle, calculation of
    Strouhal number (10 minutes)

Red color illustrates exercises only at the
intermediate level
23

Implementation at The University of Iowa
24

Implementation at Iowa (57020)
  • The introductory level fluid dynamics course at
    The University of Iowa (57020) is a 4-semester
    hour junior level course, required of all
    students in Mechanical and Civil Environmental
    Engineering and frequently elected by Biomedical
    Engineering students.
  • Traditionally, the course used 4-lectures per
    week for AFD with a few additional EFD labs.
  • The course was restructured to consist of
    3-semester hours of AFD (3 lectures per week) and
    1-semester hour (1 laboratory meeting per week)
    of complementary EFD, CFD, and UA laboratories.
  • The course is offered in both fall and spring
    semesters with about 65 and 15 students,
    respectively, with different professors in spring
    and fall, and 2 and 4 teaching assistants,
    respectively.

25
Implementation at Iowa (Objectives for
complementary EFD, CFD, and UA labs, 57020)
  • Educational objectives for lectures, problems
    solving, and the EFD, CFD, and UA labs were
    developed and used as guidelines for course and
    laboratory development, implementation, and
    evaluation.

26
Implementation at Iowa TM used for 57020
(EFD/CFD lab materials)
TM used for introductory fluid mechanics
course at Iowa (EFD/CFD lab materials)
http//css.engineering.uiowa.edu/fluids
27
Iowa 57020 (CFD/EFD/UA, EFD and CFD lectures)
  • At the start of course, AFD, EFD, and CFD are
    introduced as complementary tools of fluids
    engineering practice.
  • At the start of EFD/CFD laboratories, EFD/CFD
    methodology and procedures are presented.
  • CFD lectures cover what, why, and where is CFD
    used modeling numerical methods types of CFD
    codes the CFD process an example and an
    introduction to the CFD educational interface and
    student applications.
  • EFD lectures provide extensive information and
    cover basic experimental fluid dynamics
    philosophy, types of experiments, test design,
    data reduction equations, measurement systems,
    and uncertainty analysis.

28
Iowa 57020 (CFD/EFD/UA exercise notes)
  • The laboratories for fluid properties and EFD UA
    (EFD only), pipe flow (EFD and CFD), and airfoil
    (EFD and CFD) flow are sequential from the
    beginning to the end of the semester, with
    increasing depth.
  • Detailed exercise notes guide students step by
    step on how to use the educational interface to
    achieve specific objectives for each lab,
    including how to input/output data, what
    figures/data need to be saved for the lab report,
    and questions that need to be answered in the lab
    report.
  • Lectures and exercise notes are distributed
    through the class web site (http//css.engineering
    .uiowa.edu/fluids).

29
Iowa 57020 (evaluation of student performance)
  • Pre- and Post- tests covered the concepts
    students are expected to learn in the
    complementary laboratories (22 AFD, 19 CFD, and
    22 EFD questions).
  • All questions have multiple choices, among which
    only one choice is correct. Some questions may
    ask students to write down their own answer if
    none of the choices is correct.
  • Students need to indicate how confident they are
    of their answer by circling a number on the
    confidence scale below that item, i.e.,
    completely confident, somewhat confident,
    not at All confident, and just guessing.
  • Pre-/Post- surveys
  • CFD Lab report
  • Exams and homework

30

Implementation at Iowa (58160)
  • The intermediate level fluid dynamics course at
    The University of Iowa is a 3-semester hour
    senior undergraduate and first-year graduate
    level course elected by Mechanical, Civil
    Environmental, and Biomedical Engineering
    students.
  • Traditionally, the course used 3-lectures per
    week for AFD.
  • The course was restructured for addition of the
    CFD lectures and laboratories, which count for
    1/3 of the course grade.
  • The course is offered in the fall semester with
    about 39 students, 1 professor, and 1 teaching
    assistant.

31
Implementation at Iowa (Objectives for CFD and UA
labs, 58160)
32
Implementation at Iowa TM used for 58160 (CFD
lab materials)
TM used for intermediate fluid mechanics course
at Iowa (CFD lab materials)
http//css.engineering.uiowa.edu/me_160
33
Iowa 58160 (CFD/UA lectures)
  • At the start of the course, CFD lecture 1,
    Introduction to CFD, is presented to prepare
    students to learn CFD methodology and procedures,
    which covers similar topics to those in the
    introductory level course, but with more details
    on CFD uncertainty analysis.
  • Three additional CFD lectures are presented to
    help students learn deeper CFD knowledge,
    including Numerical Methods for CFD,
    Turbulence Modeling for CFD, and Grid
    Generation and Post-processing for CFD.

34
Iowa 58160 (CFD/UA exercise notes)
  • The laboratories for pipe flow, airfoil flow,
    diffuser flow, and Ahmed car flow are sequential
    from beginning to end of semester with increasing
    depth.
  • Unlike introductory level labs, labs at the
    intermediate level are largely self-guided.
  • A short workshop is used to show students the
    basic procedures and key functions/features of
    the educational interface before CFD Lab 1.
    Regular office hours are also provided every week
    to answer students questions.
  • Detailed exercise notes guide students
    step-by-step on how to use the educational
    interface to achieve specific objectives for each
    lab and are designed to encourage self-oriented,
    self-investigation and self-discovery.

35
Iowa 58160 (evaluation of student performance)
  • Types of questions in Pre- and Post-tests are
    similar to those used at introductory level, but
    cover more advanced topics in CFD (31 CFD
    questions), specially focused on CFD uncertainty
    analysis (verification and validation).
  • The CFD report is in a similar format to that
    used in the introductory level report, but with
    questions that are more difficult. CFD Lab report
  • Exams and homework

36
Future Plan, CCLI-Phase 3
37
Future plan, CCLI (cyclic model)
  • The CCLI program is based on a cyclic model of
    the relationship between knowledge production and
    improvement of practice in undergraduate STEM
    education,
  • In this model, research findings about learning
    and teaching challenge existing approaches,
    leading to new educational materials and teaching
    strategies.
  • New material and teaching strategies that show
    promise lead to faculty development programs and
    methods that incorporate these materials.
  • The most promising of these developments are
    first tested in limited environments and then
    implemented and adapted in diverse curricula and
    educational practices.
  • These innovations are carefully evaluated by
    assessing their impact on teaching and learning.
  • In turn, these implementations and assessments
    generate new insights and research questions,
    initiating a new cycle of innovation.

38
Future plan, CCLI (cyclic model, project
components)
  • Proposals may focus on one or more of the
    following components of this cyclic model for
    knowledge production and improvement of practice,
    as it is applied to stimulating and sustaining
    innovative developments in undergraduate STEM
    education
  • 1. Conducting research on undergraduate STEM
    teaching and learning results
  • from assessments of learning and teaching and
    from projects emphasizing other
  • components in the cyclic model provide a
    foundation for developing new and
  • revised models of how undergraduate students
    learn STEM concepts and for
  • exploring how effective teaching strategies
    and curricula enhance that learning.
  • 2. Creating learning materials and teaching
    strategies projects will develop new
  • learning materials and tools, or create new
    and innovative teaching methods and
  • strategies. Projects may also revise or
    enhance existing educational materials and
  • teaching strategies, based on prior results.
  • 3. Developing faculty expertise using new
    learning materials and teaching
  • strategies often requires faculty to acquire
    new knowledge and skills. Successful
  • projects will provide cost-effective
    professional development for a diverse group
  • of faculty so that new materials and teaching
    strategies can be widely
  • implemented.

39
Future plan, CCLI (cyclic model, project
components, contd)
  • 4. Implementing educational innovations learning
    materials, teaching
  • strategies, or faculty-development methods
    that have demonstrated
  • success in their original contexts will be
    disseminated to new educational
  • settings, or adopted more widely, by projects
    that implement educational
  • innovations.
  • 5. Assessing learning and evaluating innovations
    projects will design and
  • test new assessment and evaluation tools and
    processes. Results obtained
  • using these tools and processes will provide
    a foundation that leads to
  • new questions for conducting research on
    teaching and learning.
  • Central to each project is an iterative
    design-implement-test process with results from
    each step in the process informing successive
    iterations and leading to increasingly effective
    implementations.

40
Future plan, CCLI (phase 3 project description)
  • Phase 3 Comprehensive Projects total budget up
    to 2,000,000 for 3 to 5 years.
  • Phase 3 projects combine established results and
    mature products from several components of the
    cyclic model.
  • Such projects involve several diverse academic
    institutions, often bringing different kinds of
    expertise to the project.
  • Evaluation activities are deep and broad,
    demonstrating the impact of the projects
    innovations on many students and faculty at a
    wide range of academic institutions.
  • Dissemination and outreach activities that have
    national impact are an especially important
    element of Phase 3 projects, as are the
    opportunities for faculty to learn how to best
    adapt project innovations to the needs of their
    students and academic institutions.

41
Future plan, CCLI, (important features of
successful projects)
  • Quality, Relevance, and Impact innovative and
    involve state-of-the-art products, processes, and
    ideas. These projects address issues that have
    broad implication for undergraduate STEM
    education. The results of these projects advance
    the knowledge and understanding within the
    discipline and within STEM education in general.
  • Student Focus have a focus on student learning
    with a clear link between project activities and
    an improvement in STEM learning. Involve
    approaches that are consistent with the nature of
    todays students, reflect the students
    perspective and, solicit student input in the
    design of the project.
  • Use of and Contribution to the STEM Education
    Knowledge Base
  • reflect high quality science,
    technology, engineering, and mathematics.
  • STEM Education Community-Building include
    interactions between the investigators and others
    in the undergraduate STEM education community.
  • Expected Measurable Outcomes projects have
    goals and objectives that have been translated
    into a set of expected measurable outcomes.
  • Project Evaluation projects have an evaluation
    plan that includes both a strategy for monitoring
    the project as it evolves to provide feedback to
    guide these efforts and a strategy for evaluating
    the effectiveness of the project in achieving its
    goals when it is completed.

42
CFD Educational Interface (CFDEI) for teaching
undergraduate courses and laboratories
  • Objectives
  • 1. Develop faculty expertise in further
    development and
  • implementation of CFD Educational
    Interface for undergraduate
  • engineering courses and laboratories.
  • 2. Design-implement-test efficient and
    effective curriculum for
  • hands-on student learning CFD at
    diverse/different universities
  • with different courses/laboratories,
    teaching goals, applications,
  • conditions, and exercise notes.
  • 3. Collaborate with industrial partner Fluent
    on further development
  • for inter and multi disciplinary use and
    national dissemination
  • of CFD Educational Interface.
  • 4. Collaborate evaluation partner CEA on
    formative/summative
  • evaluation and assessment of research on
    teaching/learning
  • CFD Educational Interface and its impact on
    STEM

43
Approach network of faculty (organization and
management)
  • The network of participating faculty will be
    organized and managed as a consortium with
    Director and Executive Committee (EC) comprised
    of faculty representing sub-disciplines or other
    special interests and FLUENT.
  • The project PI, Fred Stern, will serve as
    Director with support from an associate director
    and administrative and contract staff persons
    appointed by him.
  • The director and support staff report to the EC.
  • The director 1. oversee review of the proposals
    and recommend a portfolio of projects. 2. fund
    the projects and oversee annual merit review of
    projects.
  • The EC 1. may establish sub-committees, an
    advisory board, industrial liaison groups, and/or
    outreach specialists, as deemed necessary to
    facilitate consortium activities, solicit input,
    and disseminate information, 2. solicit typically
    two-year proposals from network of faculty for
    development/implementation/evaluation/site-testing
    of TM or workshop, short course, or outreach
    activities supporting the goals and objectives of
    the proposed ND project, 3. review the portfolio
    of projects and approve project funding. 4.
    approve continued funding or cancel projects. 5.
    meet once or twice a year as needed. 6. establish
    its modus operandi with regard to meeting times
    and locations, voting procedures, etc. at its
    first meeting.

44
Approach network of faculty (organization and
management)
  • The administration and contract staff persons
    will oversee administration and budgetary aspects
    of the projects, including sub-contractual
    arrangements as needed.
  • The composition, focus, and modus operandi of the
    EC will facilitate and insure its effectiveness
    in achieving project goals and objectives.
  • Assessment metrics will provide outcome evidence.

45
Overall budget and typical projects of CCLI-Phase
3
  • Project will be 4 to 5 years with 400K to 500K
    per year.
  • For each year, 25K for evaluation, 50K for FLUENT
    Inc., 25K for administration, 300K to 400K for
    1216 projects with 25K each.
  • Typical projects
  • 1. workshops
  • 2. computer programming
  • 3. inter-disciplinary (e.g., civil,
    chemical, and naval eng.)
  • 4. multi-disciplinary (e.g., physics,
    math, biology)
  • 5. individual investigation and learning
  • 6. educational psychology
  • 7. new evaluation method
  • 8. multi-media

46
Project schedule
  • Workshop on dissemination of CFD educational
    interface (7/14/2005)
  • Discuss and develop questions for Roger Seals,
    Program director of NSF CCLI-EMD, ENG (7/14/2005)
  • Establish the consortium with director and EC
    comprised of faculty and FLUENT
  • Write CCLI-Phase 3 proposal
  • Submit CCLI-Phase 3 proposal (deadline January
    24, 2006)
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