The Impact of Fluid Dynamics Research on Undergraduate Education

Aric Martin Gillispie; Adam Dorety; Andrew Meier; Grant M. Armstrong; Evan C. Lemley

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Conference: 2016 ASEE Annual Conference & Exposition
Location: New Orleans, Louisiana
Publication Date: June 26, 2016
Start Date: June 26, 2016
End Date: June 29, 2016
ISBN: 978-0-692-68565-5
ISSN: 2153-5965
Conference Session: Thermodynamics, Fluids, and Heat Transfer II
Tagged Division: Mechanical Engineering
Tagged Topic: Diversity
Page Count: 12
DOI: 10.18260/p.26172
Permanent URL: https://peer.asee.org/26172
Download Count: 611

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Paper Authors

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Aric Martin Gillispie University of Central Oklahoma

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Aric Gillispie has been actively involved in fluid dynamics research since 2012, writing and receiving several grants for his research and co-authoring numerous papers. Aric received his B.S. in Mechanical Engineering from the University of Central Oklahoma in May 2016, and will be completing his M.S. in Mechanical Engineering by May 2017. After completion of his M.S. he plans to pursue a career in academia either through continued education in a PhD program or by entering the workforce.

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Adam Dorety University of Central Oklahoma

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Adam Dorety is currently a senior at the University of Central Oklahoma (UCO). He is involved in Fluid dynamics research observing entropy loss through tee junctions for low viscosity and reynolds numbers fluids. He is also a past UCO chapter of the American Society of Mechanical Engineers chair, vice-chair and treasurer. He began his research on the Underwater Remote Operated Vehicle (ROV) as well as an Unmanned Aerial Vehicle (UAV). He hopes to graduate in 2016 and join the workforce. His experience with undergraduate research has undoubtedly strengthened his commitment to mechanical engineering.

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Professor Lemley teaches thermo-fluid engineering and works with undergraduates to perform fluid dynamics research that is mostly focused on small scale flow problems. He is currently an Assistant Dean of Mathematics and Science and a Professor of Engineering and Physics at the University of Central Oklahoma, his home institution for more than fifteen years. Previously, Professor Lemley worked as a mechanical engineer in the power industry. His bachelor’s degree is in physics from Hendrix College and his M.S.M.E.
and Ph.D. were earned at the University of Arkansas.

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Abstract

The obtaining of an undergraduate degree concludes a successful student university career. For many pursuing an undergraduate degree in Mechanical Engineering, the process can be tedious and difficult. Much like an engineering design, an engineering education requires specific tools to see the problem from design to production. For many, the desired solution to producing the degree is supplemented only by an introductory design class, a few hands on laboratories that provide an introduction to a few key basic concepts, and a capstone course that requires the implementation of the acquired knowledge in a final design project intending to mimic the design process that would be expected in industry. However, undergraduate research can go beyond complimenting the university education. Participating in undergraduate research can supplement an engineering education to provide the tools necessary to be successful as an engineer in industry or lead into a fruitful graduate education.

Specifically, undergraduate research in fluid dynamics can allow for the engineering process to be viewed, performed and reevaluated on a continuing basis as the increasing level of course work allows for a greater amount of knowledge from which to innovate. An ideal case for engineering education to benefit from fluid dynamics research would begin with the participation in a “bridge” program that allows for incoming students to experience the research and design process behind current fluid dynamics problems that can be developed upon throughout an educational career. The “bridge” program would lead into continuing academic research and experimentation in a fluid dynamics area of interest. As the student’s knowledge base expands, the overall engineering process becomes well rounded and refined through practical experience in furthered engineering research. The techniques and ideas that develop through research can be employed in educational coursework within or outside the field of fluid dynamics.

To evaluate the benefits of research on an undergraduate education in mechanical engineering, the implementation of fluid dynamics research is explored for the case of a student who is involved in academic research from the beginning of the university career through the completion of a master’s thesis in an accelerated bachelor’s, master’s program. Specifically, the use of engineering software for design and simulations and the technical skills for fabrication and experimentation, and the practical benefits these have on education when hands on approaches are taken in the classroom will be explored. The educational aspects of fluids dynamics research can go beyond exploring minimally studied subject areas. The specific skills and techniques required to solve engineering problems that are being learned will consistently provide an educational edge in the classroom where innovative solutions to problems are expected.

Ultimately, the research and educational experiences can come together in producing an innovative and industry level capstone design project that could lay the foundation for a successful graduate thesis or dissertation if desired. Undergraduate research throughout an engineering education can provide a fuller look at engineering technologies that allows for innovation and well-rounded thinking that can produce the solutions to academic, scientific, and practical problems alike.

Citation
Format

Gillispie, A. M., & Dorety, A., & Meier, A., & Armstrong, G. M., & Lemley, E. C. (2016, June), The Impact of Fluid Dynamics Research on Undergraduate Education Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26172

TY - CPAPER
AB - The obtaining of an undergraduate degree concludes a successful student university career. For many pursuing an undergraduate degree in Mechanical Engineering, the process can be tedious and difficult. Much like an engineering design, an engineering education requires specific tools to see the problem from design to production. For many, the desired solution to producing the degree is supplemented only by an introductory design class, a few hands on laboratories that provide an introduction to a few key basic concepts, and a capstone course that requires the implementation of the acquired knowledge in a final design project intending to mimic the design process that would be expected in industry. However, undergraduate research can go beyond complimenting the university education. Participating in undergraduate research can supplement an engineering education to provide the tools necessary to be successful as an engineer in industry or lead into a fruitful graduate education.

Specifically, undergraduate research in fluid dynamics can allow for the engineering process to be viewed, performed and reevaluated on a continuing basis as the increasing level of course work allows for a greater amount of knowledge from which to innovate. An ideal case for engineering education to benefit from fluid dynamics research would begin with the participation in a “bridge” program that allows for incoming students to experience the research and design process behind current fluid dynamics problems that can be developed upon throughout an educational career. The “bridge” program would lead into continuing academic research and experimentation in a fluid dynamics area of interest. As the student’s knowledge base expands, the overall engineering process becomes well rounded and refined through practical experience in furthered engineering research. The techniques and ideas that develop through research can be employed in educational coursework within or outside the field of fluid dynamics.

To evaluate the benefits of research on an undergraduate education in mechanical engineering, the implementation of fluid dynamics research is explored for the case of a student who is involved in academic research from the beginning of the university career through the completion of a master’s thesis in an accelerated bachelor’s, master’s program. Specifically, the use of engineering software for design and simulations and the technical skills for fabrication and experimentation, and the practical benefits these have on education when hands on approaches are taken in the classroom will be explored. The educational aspects of fluids dynamics research can go beyond exploring minimally studied subject areas. The specific skills and techniques required to solve engineering problems that are being learned will consistently provide an educational edge in the classroom where innovative solutions to problems are expected.

Ultimately, the research and educational experiences can come together in producing an innovative and industry level capstone design project that could lay the foundation for a successful graduate thesis or dissertation if desired. Undergraduate research throughout an engineering education can provide a fuller look at engineering technologies that allows for innovation and well-rounded thinking that can produce the solutions to academic, scientific, and practical problems alike.

AU - Aric Martin Gillispie
AU - Adam Dorety
AU - Andrew Meier
AU - Grant M. Armstrong
AU - Evan C. Lemley
CY - New Orleans, Louisiana
DA - 2016/06/26
PB - ASEE Conferences
TI - The Impact of Fluid Dynamics Research on Undergraduate Education
UR - https://peer.asee.org/26172
DO - 10.18260/p.26172
ER -