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Using Fluid Mechanics Research Examples To Enhance And Stimulate Undergraduate Engineering Education: Part Ii

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Conference

2007 Annual Conference & Exposition

Location

Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007

ISSN

2153-5965

Conference Session

Introducing Active and Inductive Learning and Improving the Learning Curve in ME

Tagged Division

Mechanical Engineering

Page Count

14

Page Numbers

12.1548.1 - 12.1548.14

Permanent URL

https://peer.asee.org/2637

Download Count

21

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Paper Authors

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Olga Pierrakos Virginia Tech

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Olga Pierrakos is currently a National Academy of Engineering CASEE AGEP Postdoctoral Engineering Education Researcher (PEER) at Virginia Tech in the Department of Engineering Education. Dr. Pierrakos holds an M.S. in Engineering Mechanics and a Ph.D. in Biomedical Engineering from Virginia Tech. Her Ph.D. work pertained to vortex dynamics in left ventricular flows. She has served as faculty advisor to over thirty mechanical engineering seniors involved in biomedical engineering design projects and taught several mechanical engineering fluid mechanics, design, and technical communication courses. Her research interests are outcomes-based assessment methods for a variety of learning experiences in engineering, students' learning mechanisms, using research and design examples to teach engineering concepts, K-12 engineering education, and cardiovascular fluid mechanics research.

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John Charonko Virginia Tech

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John Charonko is a PhD student in the School of Biomedical Engineering and Sciences at Virginia Tech. He holds a MS in Engineering Science and Mechanics from Virginia Tech. Currently, his research interests include biomedical applications of fluid mechanics principles, including the study of stent design and how arterial endothelial cells interact with blood flow, and the extension of particle image velocimetry (PIV) techniques to challenging new problems.

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Alicia Williams Virginia Tech

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Alicia Williams is currently pursuing a PhD in Mechanical Engineering at Virginia Tech as a National Science Foundation Graduate Research Fellow. Her research interests beyond engineering education include laminar mixing techniques and novel drug delivery systems using ferrofluid and magnetic fields.

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Satyaprakash Karri Virginia Tech

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Satya prakash Karri is currently a PhD student in the School of Biomedical Engineering and Sciences at Virginia Tech. Karri holds a M.S in Mechanical Engineering from UT Arlington. His research interests are in bio-fluid mechanics, turbulence, FEA, CFD and composite structures.

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Kelley Stewart Virginia Tech

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Kelley Stewart is currently pursuing her Master of Science degree in Mechanical Engineering at Virginia Tech. Her current research interests include left ventricle vortex dynamics under diseased conditions, arterial flows, and engineering education.

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Pavlos Vlachos Virginia Tech

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Dr Vlachos is assistant professor in the Mechanical Engineering Dept at Virginia Tech. He received his BS in Mechanical Engineering from the National Technical University of Athens (1995) and his MS (1998) and PhD (2000) in Engineering Mechanics from Virginia Tech. His research focuses on experimental fluid mechanics addressing a variety of flows, primarily, wall bounded flows, vortex dynamics, biofluid mechanics and multi-phase flows as well as engineering education.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Using Fluid Mechanics Research Examples to Enhance and Stimulate Undergraduate Engineering Education

Introduction

Approximately 62% of the undergraduate students who graduated in 2000 with an engineering B.S. in the United States received their degree from Research I and II institutions. 1 Although these universities successfully recruit their undergraduates by proudly displaying their research infrastructure and state-of-the-art facilities, a vast majority of these students graduate without ever being exposed to these assets. Even those students who are introduced to research often remain oblivious to the rich research diversity and the multi-disciplinary culture of engineering. This is an increasingly important concern because the future engineer is expected to adapt to a varying and continuously evolving environment while simultaneously being able to operate outside the narrow limits of one discipline, crossing over boundaries and interfacing between different fields. In recent years, the Boyer Commission,1 the National Science Foundation,2 the American Association for the Advancement of Science,3 and the National Research Council4 have urged universities to make “research-based learning the standard” for undergraduate education. Participation in research deepens a student’s understanding and promotes the communication and teamwork needed to solve complex problems. Enabling students to be part of the intellectual process and instills in them a sense of fulfillment and imparts life-long benefits. A report, released on June 2005 by the National Academy of Engineering, further supports these arguments.5 The report considered current engineering education, inadequate to prepare future engineers and suggested that BS graduates should be considered engineers in training and an MS should be a professional degree. This finding illustrates the need at the undergraduate level for “research-based learning” which is inherent in the graduate level but almost non-existent in the undergraduate level.

To achieve this research-based learning at the undergraduate level, a new educational paradigm is needed that, demands a commitment to the intellectual growth of individual students, redefines the role of engineering in society, and stimulates students to pursue careers in engineering and research. These goals can be accomplished by integrating research into engineering education, serving to increase recruitment and retention and enabling future engineers to become society leaders.

To pursue these goals, we initiated an effort to translate state-of-the-art multidisciplinary research examples and accomplishments to the classroom. More specifically, in our previous conference paper to ASEE last year, we presented the development of a research transfer model for translating state-of-the-art fluid mechanics and biofluids research into the engineering education of students from the high school level to freshmen engineers. The model was implemented through a series of presentations and hands-on exercises. This previous effort showed much promise as a model for transferring engineering research to the high school and freshmen levels.

Pierrakos, O., & Charonko, J., & Williams, A., & Karri, S., & Stewart, K., & Vlachos, P. (2007, June), Using Fluid Mechanics Research Examples To Enhance And Stimulate Undergraduate Engineering Education: Part Ii Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/2637

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