Jon Sticklen - US grants

This Small Grant for Exploratory Research will extend a model- based reasoning approach (Functional Reasoning) to large-scale biogeochemical modeling. Functional Reasoning is a methodology for device knowledge capture. Because it has the potential for allowing complex systems to be modeled from a quantitative, top-down perspective, it is ideally suited for addressing recalcitrant problems in biology in which more is known about the end result (e.g. atmospheric concentrations of biogenic trace gases) than is known about the biological interactions giving rise to the end result. Before Functional Reasoning can be used in real world settings, a method to allow simulation of highly interactive sub-systems of devices must be developed. This is the objective of the work. This research is interdisciplinary (between Computer Science and Ecological Modeling). It will provide a theoretical approach for attacking very pressing problems such as issues of global change.

9412783 Hawley ABSTRACT Education and Training Program in Composite Materials for DoD and Durable Goods Industries Michigan State University (MSU) and the University of Delaware (UD) will develop new courseware and software to advance the dual-use potential of low-cost composite manufacturing. Education delivery mechanisms to be used include computer-based simulations and interactive learning, broadcasting of classes over satellite networks, and workshops on design and processing of composites. Resources available to the universities include the National Science Foundation's Center for Polymer Processing at MSU and the Center for Composite Materials at UD, sponsored by the Army Research Office. These centers are also supported by large industrial consortia, and have excellent research and manufacturing facilities. Industry involvement in this effort will include guest lectures and planning workshops. ***

The project develops a virtual prototyping facility for the design of mechanical assemblies containing polymer composites. Design approaches are investigated for lowering the cost of manufacturing, especially methods which replace mechanical subassemblies by a unitary composite part. A suite of automated design tools is developed for virtual prototyping of assemblies made of polymer composite materials AND making these tools accessible on the Internet. Industrial relevance is insured by direct participation of a midsized company specializing in advanced polymer composites design and fabrication.

CCF-0722221

CPATH CB - Computing and Undergraduate Engineering: A Collaborative Process to Align Computing Education with Engineering Workforce Needs

PI: Thomas F. Wolff

American industries require employees with strong computation-based problem solving skills. Traditionally, industry needs have been couched in terms of proficiency with specific applications rather than around functional capabilities. Also traditionally, academic institutions have developed curricula that address disciplinary principles without regard to industry needs. These two "traditions" have hindered industries from meeting their needs, and academic institutions from meeting their societal responsibilities. This CPATH Community Building (CB) project addresses these problems.

Project investigators will develop, implement, and evaluate a process to create an academic/industry community as a lynchpin of curricular change. The specific project goal is to demonstrate the process in the context of meeting industrial needs for computational problem solving.

Project participants are Michigan State University (lead institution), Lansing Community College, the Corporation for a Skilled Workforce, Western Michigan University, and representatives of ABET, Inc. The project team consists of academic representatives from MSU and LCC and representatives from technology-based companies in mid-Michigan via CSW and the Mid-Michigan Innovation Team (MMIT), lead group in the mid-Michigan US Department of Labor WIRED initiative. WMU will evaluate the development process. Generalization of the process for aligning curricular change and industry needs is expected.

The project, a collaboration between Michigan State University and Lansing Community College, is developing programs to ease the transition of high school students into engineering undergraduate programs in order to increase the retention rate of these students. Close analysis of institutional statistics has revealed that key courses (early mathematics courses, first term physics, and a computational tools-for-problem-solving course) are pivotal in promoting retention. The project includes (a) a program to provide formative assessments in the key courses with follow-on "bootstrapping" tutorials, (b) a supplemental instruction program for the key courses that has proved to be effective at Lansing Community College, (c) a program to directly engage engineering faculty with early engineering students, and (d) a program to develop and exploit course material from one key course in another. The project goal is to increase the freshman-to-graduation success rate from its current value of 65% to at least 75%. Formal evaluation, with leadership from experts in the University's Institute of Public Policy and Social Research, is using institutional data, surveys of students and faculty members, focus groups and interviews of stakeholders, observations of project activities, and reviews of project materials and products. Instructional materials and approaches and evaluation results are being disseminated through website postings, conference presentations, and journal publications. Broader impacts include the dissemination of their materials and methods and assistance in the economic development of this region.

Abstract

This CPATH award funds an extension of a CPATH community building project between Michigan State University (MSU), Lansing Community College (LCC), and the Corporation for Skilled Workforce (CSW) to prepare a globally competitive engineering workforce that is able to apply Computational Thinking (CT) to a broad range of societal challenges and opportunities. Broadly defined in the context of the engineering practice, computational thinking involves solving problems and designing systems by making use of fundamental computer science concepts. The goal is to redesign the role of computing within the engineering programs at MSU and LCC to develop CT competencies informed by industry needs by infusing CT learning opportunities into the undergraduate engineering curriculum.

The project has several major activities. A primary focus is on developing and implementing instructional modules in Chemical Engineering and Civil Engineering at MSU and the pre-engineering courses at LCC. The approach is to identify and implement authentic problems for curricular revision in two engineering disciplinary curricula at MSU and the engineering transfer curricula at LCC and to identify the computational principles for each disciplinary epitome and use these principles to help design the instructional modules. The team plans to develop appropriate materials to support the disciplinary faculty who will be teaching the modules. Comprehensive evaluation is to be conducted including the design and implementation of quasi-experimental evaluation and assessment components to document CT competencies in the engineering students. Finally, the group plans to improve information and knowledge exchange via the CPACE Engineering Talent Development Network and dissemination and communication efforts.

The intellectual merit lies with the strong interdisciplinary team that plans to redefine the role of computing within engineering programs and the collaborative network including industry partners that are involved. The project includes identification of computational thinking concepts and correlation with engineering competencies. The research results should inform future innovation in multiple engineering disciplines.

The broader impacts include the diverse group of students and stakeholders involved and engaged. Transfer from Lansing Community College into engineering programs is to be facilitated and students should be better prepared using the resources of this project. Dissemination of the resources and model is broad, thus allowing for replication and adaptation on a national scale.