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An extension and refinement of the work of Moore and Kline (NACA TN 4080) is presented for the flow regimes found in straight-walled diffusers. A systematic map of flow regimes in curved diffusing passages is presented, in steps of ten degrees, for a range of flow turning angles from 0 to 90 degrees. Each curved diffuser geometry tested had a circular arc center line and a linear area distribution normal to the center line. The line of first appreciable stall showed a peak in divergence angle as a function of the ratio of center line length to throat width for all values of turning angle equal to, or greater than, fifty degrees. The divergence angle at the transition to the fully developed stall regime was found to decrease monotonically with increase in turning angle at fixed values of the ratio of center line length to throat width in all cases.

The four common optimum problems in diffuser design are defined. These optima are located in relation to the over-all flow regimes in terms of geometrical parameters for straight-walled units. Using an empirically derived transformation of variables between the conical and two-dimensional geometries, all available data for optimum recovery at constant ratio of wall length to throat width are correlated by a single straight line. This line lies slightly above and parallel to the line of onset of large transitory stall on the chart of over-all flow regimes. The correlated results are based on a literature survey. The range of conditions for each investigation is tabulated for convenient future reference.

In early 1990, motivated largely by concern for the highly structured nature of engineering education, the faculty of Purdue's School of Mechanical Engineering initiated a two‐year assessment of its curriculum. A principal conclusion of this assessment was that students should have more exposure to open‐ended, cross‐functional problems and that design, interpreted broadly, provided the best platform for launching appropriate curriculum changes. Specific plans for curriculum revision included a) early exposure to design and the product realization process, including issues such as marketing, manufacturing and economics, as well as concept generation, evaluation and documentation; b) integration of design and open‐ended problem solving experiences across the curriculum, including the core engineering sciences courses; c) development of the softer skills associated with communication and teamwork; and d) greater emphasis on engineering practice through increased linkages with industry. To varying degrees, progress has been made on each of the foregoing objectives, and the purpose of this paper is to describe the nature of the curriculum revisions, as well as the process by which an implementation plan was developed. A retrospective assessment of the revisions and the implementation process is also provided.

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