Engaging High School Women in Engineering Design Using Cyberinfrastructure

English, Kenneth; Hulme, Kevin F.; Lewis, Kemper

doi:10.1115/detc2008-49896

Cited by 3 publications

(3 citation statements)

References 36 publications

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“…The facilities available to universities give them the ability to run projects for high-school students which address this problem. Several universities have designed projects, and based them in schools [5][6][7], but bringing students into the university environment [8][9][10][11][12] gives them a more immersive experience.…”

Section: Introductionmentioning

confidence: 99%

“…Compromising the approach by cutting costs, for instance using craft materials for design construction instead of realistic materials [15], reduces the relevance to real-world applications. Instead, "Students should have the opportunity to use leading edge tools and technologies to experience the excitement of ongoing research" [8]. Along with the associated financial resources, projects for high-school students often require a high staff/student ratio (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…The increased accessibility of 3D printing technology has allowed school and university projects to provide students the opportunity to see their work realised in physical form [9][10][11]14,24], while avoiding the expense of alternative methods such as machining [22,23]. This allows a complete design life cycle (from theory, through analytical design, computer simulation, computer aided design (CAD), and 3D printing to experiment [9][10][11]14]) to be covered in a way that was not possible a few years ago [8,18]. Such a complete process is appreciated by students [14] and is implemented in this project.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A Computational and Experimental Compressor Design Project for Japanese and British High-School Students

Grimshaw

Sequeira

Hewkin-Smith

2017

Journal of Engineering for Gas Turbines and Power

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This paper describes an innovative, three-day, turbomachinery research project for Japanese and British high-school students. The project is structured using modern teaching theories that encourage student curiosity and creativity. The experience develops teamwork and communication and helps to break down the cultural and linguistic barriers between students from different countries and backgrounds. The approach provides a framework for other hands-on research projects that aim to inspire young students to undertake a career in engineering. The project is part of the Clifton Scientific Trust's annual UK–Japan Young Scientist Workshop Programme. This work focuses on compressor design for jet engines and gas turbines. It includes lectures introducing students to turbomachinery concepts, a computational design study of a compressor blade section, experimental tests with a low-speed cascade, and tutorials in data analysis and aerodynamic theory. The project also makes use of 3D printing technology, so that students go through the full engineering design process, from theory, through design, to practical experimental testing. Alongside the academic aims, students learn what it is like to study engineering at university, discover how to work effectively in a multinational team, and experience a real engineering problem. Despite a lack of background in fluid dynamics and the limited time available, the lab work and end-of-project presentation show how far young students can be stretched when they are motivated by an interesting problem.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Computational and Experimental Compressor Design Project for Japanese and British High-School Students

Grimshaw

Sequeira

Hewkin-Smith

2017

Journal of Engineering for Gas Turbines and Power

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The Creation of Design Modules for Use in Engineering Design Education

Foster

Holland

Ferguson

et al. 2012

Volume 7: 9th International Conference on Design Education; 24th International Conference on Design Theory and Methodology

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Industry demands that graduating engineers possess the ability to solve complex problems requiring multidisciplinary approaches and systems-level thinking. Unfortunately, current curricula often focus on analytical approaches to problem solving. Further, adding courses focused solely on engineering design is often unachievable due to the large amount of material covered in today’s undergraduate engineering curricula. Combined, these prevent a comprehensive focus on engineering design education from being realized. To overcome these time and resource constraints, this paper proposes the use of computational modules within current courses. The investigators hypothesize that the modules would eliminate the repetitive analysis barrier in design problems, thus allowing for design-related experiences to be included earlier in the curricula as opposed to postponing it to a capstone experience. Four major hurdles that hinder successful integration of modules in current engineering courses are: a) engaging students such that they will want to use the modules; b) ensuring the modules are easy to use; c) reducing the complexity of deploying the modules into the classroom; and d) providing educational value. To address these issues, this paper treats the design of the modules as a product design problem. This paper presents the redesign process followed to improve two different design modules planned for implementation in the engineering curriculum at North Carolina State University. Additionally, this research indicates that using a formal redesign process enhances a module’s ability to overcome the hurdles listed above.

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A Computational and Experimental Compressor Design Project for Japanese and British High-School Students

Grimshaw

Sequeira

Hewkin-Smith

2016

Volume 6: Ceramics; Controls, Diagnostics and Instrumentation; Education; Manufacturing Materials and Metallurgy

View full text Add to dashboard Cite

This paper describes an innovative, three-day, turbomachinery research project for Japanese and British high-school students. The project is structured using modern teaching theories which encourage student curiosity and creativity. The experience develops team-work and communication, and helps to break-down cultural and linguistic barriers between students from different countries and backgrounds. The approach provides a framework for other hands-on research projects which aim to inspire young students to undertake a career in engineering. The project is part of the Clifton Scientific Trust’s annual UK-Japan Young Scientist Workshop Programme. The work focuses on compressor design for jet engines and gas turbines. It includes lectures introducing students to turbomachinery concepts, a computational design study of a compressor blade section, experimental tests with a low-speed cascade and tutorials in data analysis and aerodynamic theory. The project also makes use of 3D printing technology, so that students go through the full engineering design process, from theory, through design, to practical experimental testing. Alongside the academic aims, students learn what it is like to study engineering at university, discover how to work effectively in a multinational team, and experience a real engineering problem. Despite a lack of background in fluid dynamics and the limited time available, the lab work and end of project presentation show how far young students can be stretched when they are motivated by an interesting problem.

show abstract

Engaging High School Women in Engineering Design Using Cyberinfrastructure

Cited by 3 publications

References 36 publications

A Computational and Experimental Compressor Design Project for Japanese and British High-School Students

A Computational and Experimental Compressor Design Project for Japanese and British High-School Students

The Creation of Design Modules for Use in Engineering Design Education

A Computational and Experimental Compressor Design Project for Japanese and British High-School Students

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