where she received her Ph.D. in Workforce Education and her M.S. in Architectural Engineering. She is co-PI on the NSF-sponsored Toys'n MORE grant and currently manages several retention programs targeting over 2000 women and underrepresented technical students at all levels of the academic and career development pipeline. She is also an executive member of the National Association of Multicultural Engineering Program Advocates (NAMEPA) organization.
There is growing recognition of the value of having engineering design projects in the freshman curriculum 1 . The Windmill Project described here not only provides a design challenge, but incorporates elements of team-building, laboratory data collection, engineering design calculations and optimized testing procedures. If desired, the project can be expanded to include significant research and writing on the history of windmills or on ecological issues.A key element of this project is a windmill test stand that enables simultaneous measurement of torque and speed. This test stand can be built from readily-available materials, at reasonable cost, with simple tools. It can be collapsed quickly into a small bundle convenient to transport or store.
Equipment needed:Wind source (100W fan will suffice; larger is better) Windmill test stand (chuck to hold windmills, torque-loading system, speed-measuring system) Adjustable windmill(1-6 blades, variable angle & radius) Windmill materials (hubs, shafts, blade materials, etc.) Tools (Scissors, pliers, glue, etc.
Shortly after beginning my teaching career, I had the opportunity to spend a summer conducting research at a government lab. It meant packing and relocating for three months. It was an interesting summer followed by a second summer that was equally interesting. I also spent several summers at a government lab where I did not relocate. It is the question of relocation, and whether it is worth it that is being addressed here. This paper provides a light-hearted, personal look at several issues one might encounter while balancing one's personal and professional life during a summer-relocation. Each relocation brought with it different issues. The first summer I "went-off"…to do research. I was about to be granted tenure. Recently, when a leading computer manufacturer invited me to spend the summer at their facility, I again packed and relocated. This time the "summer foray" was for the purposes of answering questions such as, "Can I still do it, and do I still have what it takes?" What I learned and what I experienced is something that new ASEE educators may find helpful. I shall briefly cover issues from salary to taxes to the forwarding of mail. I shall cover professional issues as well as personal. There will also be a sprinkling of humor and listing of suggested resources. This is a paper written for the newcomer by someone who has "been there" and "done that." Types of Temporary Relocations During my academic career, I have experienced four separate relocations: one long-term and three short-term. The long-term was a one-year sabbatical followed by a one-year leave of absence. The combination sabbatical/leave of absence, extending over two years, was with the National Aeronautics and Space Administration (NASA) in Cleveland, Ohio. Geographically, the relocation was from Philadelphia to Cleveland.
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