Learning in Transport Phenomena Related Engineering Courses Through Web-accessed Computational Thermal-Fluid Modeling Tools

H. S. Udaykumar, Department of Mechanical and Industrial Engineering, was awarded $25,000 to develop a powerful and intuitive user interface for an existing world-class thermal and fluid flow solver and seamlessly integrate these powerful tools into formal and informal teaching activities within these engineering programs. This interface will be built so students can easily access and use a well developed computational code called pELAFINT3D.

Web-Based Augmented and Virtual Reality Flood Simulation Platform for Game-based Learning of Hydrological Concepts

Ibrahim Demir, IIHR Hydroscience and Engineering, received $12,000 for a project aimed at developing a web-based interactive simulation environment to introduce hydrological concepts in engineering and science curriculum. This project builds upon the preliminary work done by a project supported by Google Summer of Code 2013 program. This project will integrate new web-based technologies and developments in teaching hydrological concepts in a game-style fun and engaging educational simulation environment. The platform will have two simulation options to support virtual and augmented reality technologies. Dr. Demir is offering ‘Information Systems for Resource Management’ course in Fall 2013 which is cross-listed in 4 departments (IE:3129, ME:3129, CEE:3129, ECE:3129, GEOG:3129). The proposed simulation environment will be integrated to the curriculum, and provide an interactive learning environment and hands-on experience in hydrological concepts for students from various engineering and science backgrounds.

The Acquisition and Integration of Unpiloted Aerial Vehicles in Spatial Analyses Courses

Marc Linderman, Department of Geographical and Sustainability Sciences, received $5,230 to engage students in novel methods of spatial analysis through the use of Unpiloted Aerial Vehicle (UAV) technology and a set of related research opportunities. UAVs are an ideal platform for collaborative learning, since they provide the opportunity to engage students across disciplines through start-to-finish projects and applications.

Transforming Content Delivery in Advanced Chemistry Laboratory Courses

Renee Cole, Department of Chemistry, and Scott Shaw, Department of Chemistry, were awarded $33,100. The current laboratory instruction approach, which is common across institutions with large enrollments in advanced laboratories, has students perform experiments in a rotating fashion, which entails multiple experiments running simultaneously each week. A challenge in this approach is delivering pre-laboratory lectures to ensure all students are prepared for each experiment. Traditionally this is accomplished by presenting pre-laboratory lectures for all experiments to all students at the beginning of the semester. This creates a significant disconnect between when students learn about the experiment, the instrumentation, and the data analysis and when they actually need to implement it.

The objective of this proposal is to circumvent this disconnect by creating digital content modules for each experiment in Analytical Measurements (4:143) and Physical Measurements (4:144). Content for each experiment will be scripted, choreographed, and recorded, allowing the 30 to 40 students in these courses each semester to access and review key information as needed.

Making Algorithmic Thinking Concrete via Collaboration with the Performing Arts Year 2

Alberto Segre, Department of Computer Science, and George De La Pena, Department of Dance, received $10,000 to purchase five programmable NAO robots to support interdisciplinary collaborative learning in computer science. The primary use for these robots will be to support a new class, jointly offered with the Department of Dance, exploring "algorithmic thinking in the performing arts." This new project-based course will team equal numbers of performing arts (with an emphasis on dance) majors with CS and informatics majors to design, choreograph, direct, and produce a robotic dance performance while teaching core computational concepts.