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)