Abstract
This paper represents an instructional experience to teach formulation skills to upper level students in the thermal-fluids concentration area following a synthesizing and reinforcing approach. Common deficiencies in student performance are discussed and linked to the background context. This work establishes a systematic feedback loop for instructors teaching lower level courses and provides guidelines for the graduate emphasis. Examples are presented from a collection of four upper level courses in Fluid Mechanics. The paper also furnishes motivational techniques, observations, results and comments that can strengthen future administration of this approach.
Published Version
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