Rose-Hulman Institute Of Technology Research Articles

The Curious Case of Geologic Hydrogen: Assessing its Potential as a Near-Term Clean Energy Source

Dr. Emily Yedinak currently serves as an ARPA-E Fellow. Her interests include employing life cycle analyses to capture the environmental impact of clean energy innovations, supply chain management related to materials required in green energy technology, and hydrogen production and storage. She has a B.S. in Chemical Engineering and a B.S. in Chemistry from Rose-Hulman Institute of Technology. After graduating, she was a Fulbright student finalist conducting research on CNT and electroceramic composite electrochemical sensors. She also has a PhD in Materials Science and Nanoengineering from Rice University where she designed and scaled reactors for CNT production from methane pyrolysis.

A new food engineering elective course for chemical engineering students

A degree in chemical engineering offers a variety of career paths, including petrochemical, pharmaceutical, pulp and paper, and food industries. However, chemical engineering students are rarely exposed to the application of chemical engineering principles to food processes. By providing the opportunity for students to acquire a deeper knowledge and the skill sets on the food industry, would possibly make them more comfortable in choosing the food and beverage sector as a career. This paper describes the development of a new food engineering class offered as elective for chemical engineering students at Rose-Hulman Institute of Technology. The course was developed based on backwards design where its principles and course structure are described followed by a discussion. Since the course was offered during Spring 2020, the initial design and assessments had to be slightly modified in order to accommodate remote teaching and such modifications are presented. The manuscript also presents suggestions on how to implement a minor in food engineering for chemical engineering students and educational research perspectives.

ISO 기반 캡스톤 디자인 수업 운영에 대한 탐색

The purpose of this study was to analyze on the operation of ISO-based capstone design classes. For the study, the related literatures were reviewed focusing on the operation of ISO-based capstone design classes in engineering. In addition, interviews with 5 project of capstone design classes in Kanazawa Institute of Technology, Rose-Hulman Institute of Technology, Michigan Technological University, The State University of New Jersey, and Domestic university were analyzed. The keys of analysis were the operation of ISO-based. The findings of this study were as follows; Kanazawa Institute of Technology and Rose-Hulman Institute of Technology, which all comply with ISO-based training program procedures, appeared in Kanazawa University and Rose-Hulman Institute of Technology, which are applying collaboration, convergence thinking, and creative problem-solving processes to derive creative products. Appeared. Summarizing these results, Kanazawa Institute of Technology and Rose-Hulman Institute of Technology provide successful examples of capstone design education, rather than just providing extraordinary empirical learning, to meet these international standards and to create creative products. It was suggested that it also included the necessary mediation process. Furthermore, as a result of analyzing the structural basis and relevance of ISO-based and capstone design classes as a basis for analysis, the overall process of capstone design classes is ① Defining training needs, ② Designing Planning training, ③ Providing for the training, ④ Evaluation the outcome of training, ⑤ Monitoring and improving the training process, and ⑥ Evaluation the Creative outcome of training.

Interview with Justin Davies and Andrew Tochterman.

Justin Davies and Andrew Tochterman speak to Adam Price-Evans, Commissioning Editor of Future Cardiology: Justin Davies is a Senior Research Fellow and Honorary Consultant Cardiologist at the National Heart and Lung Institute, Imperial College London (UK). His main research interests include the development and application of pioneering technologies in engineering to aid understanding of disease mechanisms, and in the diagnosis of pathological disease states. After completing his undergraduate training at Imperial College, he was awarded a prestigious British Heart Foundation research fellowship to undertake his PhD at Imperial College. Since then, he has trained in interventional cardiology with a specialist interest in physiological and structural assessment of coronary disease states. In 2008, he was appointed as a Walport Clinical Lecturer to support his research activities alongside his ongoing clinical commitments. Born in Greentown, Indiana (USA), Andrew holds a BSc in Chemical Engineering from Rose-Hulman Institute of Technology (IN, USA) and an MBA from the Wharton Business School (PA, USA). His experience includes roles in Quality Engineering, R&D, Clinical & Product Marketing, Marketing Management and Sales at Guidant Corporation/Abbott Vascular. Andrew joined Philips Image Guided Therapy (CA, USA) in 2012, helping launch the instant wave-free ratio (iFR) product in Europe and the United States before taking on greater responsibilities as the Physiology Segment Leader, and later assuming his current role as Coronary Segment Leader at Philips Image Guided Therapy (CA, USA).

Yueh-Gin Gung and Dr. Charles Y. Hu Award for 2016 to George Berzsenyi for Distinguished Service to Mathematics

The Mathematical Association of America presented the 2016 Gung and Hu Award for Distinguished Service to Mathematics to Dr. George Berzsenyi for his remarkable career promoting the art of problem solving, creating national and international mathematical talent searches, supporting mathematical competitions, and empowering generations of high school students to pursue their mathematical and scientific passions. George is a native of Hungary and came to the United States as a high school student in 1957 following the end of the Hungarian Revolution of 1956. He completed his education in Texas, including a Ph.D. in mathematics at Texas Christian University. He taught at universities in Texas and Louisiana prior to moving to Indiana to chair the Department of Mathematics at Rose-Hulman Institute of Technology (RHIT), where he is now Professor Emeritus.

Engineering Relief for Haiti

In January of 2010, Haiti suffered a 7.0-magnitude earthquake that killed 220,000 people, injured 300,000, and left over 1.5 million homeless. Recognized as the poorest country in the western hemisphere, the country has limited resources to rebuild the cities and villages damaged by the natural disaster. Since the earthquake, thousands of Haitians have continued to live in unsafe housing. A team of eight undergraduate students from the Rose-Hulman Institute of Technology (RHIT) Summer 2014 Grand Challenge Program team developed a project that addressed this housing crisis: plastic lumber. The Grand Challenge course is a teamtaught multidisciplinary design, build, and document class, with professors from the Mechanical Engineering, Physics and Optics, and Humanities and Social Sciences departments. While the three professors presented the students with the task of developing and designing a project for Haiti disaster relief, the concepts, solutions, ideas, and designs originated with the student team in just nine weeks.

North American Mammals and the American Black Bear, <i>Ursus Americanus</i>

In the Spring 2010 issue of RUSQ (volume 49, number 3), Stefanie R. Bluemle introduced an occasional series for The Alert Collector on delineated bibliographies, columns that illustrate the working method behind bibliographic creation. Ella L. Ingram and Kelly Myer Polacek offer The Alert Collector readers the second such column, explaining their process of collection building, working from the broad to the specific. Ingram and Polacek begin by creating a core list of works relating to North American mammals and end with a focus on the American black bear. Their model can be applied to a wide range of subjects and offers a framework for collection development librarians who must craft collections without the support of expert bibliographers. Ingram and Polacek met as graduate students at Indiana University in Bloomington. Ingram holds a PhD in Ecology, Evolution, and Behavior and works at Rose-Hulman Institute of Technology in Terre Haute, Indiana, where she is an associate professor of applied biology. She spent her sabbatical as a volunteer at the North American Bear Center in Ely, Minnesota. While there, she worked on a variety of projects relating to the available research and trade publications relating to black bears. Polacek combines her MLS and MS in biology with her work as a reference librarian at Montana State University. This work is her second contribution to the Alert Collector column. She has a special interest in understanding cognitive development as it relates to overcoming misconceptions students have in the sciences. Ingram and Polacek have published together in the education literature; however, this work is their first joint effort in librarianship.--Editor The diversity of North American mammals merits their consideration for inclusion in both small and large library collections. Here we summarize the best works of the late-1990s through the 2000s and note early works that remain as important now as in the past. This guide has a wide breadth of coverage that includes annotations of books, periodicals, reference materials, web resources, important publications, and videos. It includes instructions on how to build a general North American mammal collection, and provides an example of how to use the guide to develop a subcollection for the American black bear. It serves as an annotated bibliography, a collection development tool, and a springboard for scholars new to the field. Mammals large and small are among the most recognizable parts of the natural world. In urban areas, companion animals, residents of the local zoo, even various rodents can be identified by name; in rural areas, parents invariably point out cows, pigs, and sheep to children. Many individuals travel to protected or wild places specifically to encounter North America's remaining megafauna. This fascination with mammals is not new: indigenous Americans revered many mammals and our country's forefathers wrote extensively about America's mammalian richness. Today, some mammals flourish from human interaction (e.g., urban rats) while others suffer the consequences of human activity (e.g., the 36 mammals listed as endangered by the U.S. Fish and Wildlife Service). Americans are drawn to stories and images of North American mammals in a wide variety of contexts--children's books feature mammals as main characters, the polar bear is the symbolic representation of climate change, People for the Ethical Treatment of Animals (PETA) stages regular high-profile protests, and outdoor or nature magazines regularly include stories of close encounters with mammalian wildlife. The more than 400 mammals existing today compose a major component of the biological milieu and human history of North America. To provide insight into the general collection development process implemented, we targeted a single mammal for special treatment. The American black bear regularly makes the evening news or the morning newspaper--there have been almost one thousand articles referencing the black bear in U. …

The Crisis of “A Man's Man”: Neoliberal Ideology in Continental Drift

The Journal of American CultureVolume 34, Issue 3 p. 264-274 Articles The Crisis of “A Man's Man”: Neoliberal Ideology in Continental Drift Jessica Livingston, Jessica LivingstonSearch for more papers by this author Jessica Livingston, Jessica LivingstonSearch for more papers by this author First published: 14 September 2011 https://doi.org/10.1111/j.1542-734X.2011.00779.x Jessica Livingston is an assistant professor at Rose-Hulman Institute of Technology where she teaches literature, film, and technical communication. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume34, Issue3September 2011Pages 264-274 RelatedInformation

Framing the world: explorations in ecocriticism and film

The essays in this collection make a contribution to the greening of film studies and expand the scope of ecocriticism as a discipline traditionally rooted in literary studies. In addition to highlighting particular films as productive tools for raising awareness and educating us about environmental issues, the World: Explorations in Ecocriticism and Film encourages its readers to become more ecologically minded viewers, sensitive to the ways in which films reflect, shape, reinforce, and challenge our perceptions of nature, of human/nature relations, and of environmental issues. The contributors to this volume offer in-depth analyses of a broad range of films, including fictional and documentary, Hollywood and independent, domestic and foreign, experimental and indigenous. Drawing from disciplines including film theory, ecocriticism, philosophy, rhetoric, environmental justice, and American and Indigenous studies, Framing the World offers new and original approaches to the ecocritical study of cinema. The twelve essays are gathered in four parts, focusing on ecocinema as activist cinema; the representation of environmental justice issues in Hollywood, independent, and foreign films; the representation of animals, ecosystems, and natural and human-made landscapes in live action and animation; and ecological themes in the films of two eco-auteurs, Kiyoshi Kurosawa and Peter Greenaway. Willoquet-Maricondi's introduction provides an overview of the field of ecocriticism and offers both philosophical and theoretical foundations for the ecocritical study of films. ContributorsBeth Berila, St. Cloud State University * Lynne Dickson Bruckner, Chatham College * Elizabeth Henry, University of Denver * Joseph K. Heumann, Eastern Illinois University * Harri Kilpi, University of East Anglia * Jennifer Machiorlatti, Western Michigan University * Mark Minster, Rose-Hulman Institute of Technology * Robin L. Murray, Eastern Illinois University * Tim Palmer, University of North Carolina, Wilmington * Cory Shaman, Arkansas Tech University * Rachel Stein, Siena College * Paula Willoquet-Maricondi, Marist College

Research from a Different Perspective

This paper presented Elaine Houston, a disabled person who just finished here studies at Rose-Hulman Institute of Technology on her biomedical engineering program. Her aspirations were stated and dedication to excel in her studies despite of personal challenges or physical limitations with her with the aid only of her powerful wheelchair. Her impact in the institution was also enumerated.

Evaluating What Students Know: Using the RosE Portfolio System for Institutional and Program Outcomes Assessment Tutorial

Currently, colleges and universities have developed assessment systems that can collect student work products for evaluation in an effort to make student learning transparent and ensure accountability in higher education. At the Rose-Hulman Institute of Technology, we have developed a digital portfolio system, the RosE Portfolio System (REPS), that allows for efficient data collection; the results of portfolio evaluations are used by academic departments and programs to improve curricula and provide evidence to external accrediting agencies. The results of evaluations of student performance are also used to ensure the quality of academic curricula.

A MAN FOR ALL SEASONS IN THE JOURNEY FROM SLAVERY TO FREEDOM

Just days after the horrific assassination of Dr. Martin Luther King, Jr., on 4 April 1968,1 and two other African American students at Rose-Hulman Institute of Technology in Terre Haute, Indiana (there were only four of us out of a student body of 1,100) wrote a letter to the editor of the school newspaper.1 The letter declared that Dr. King's murder marked the end of the nonviolent phase of the Civil Rights Movement and the triumph of Black Power as the ideology that would determine the future trajectory of African Americans' struggle for justice and freedom in the United States. Perhaps if Wayne Patrick, Memphis Tufts, and I had been familiar then with John Hope Franklin's classic work, From Slavery to Freedom, we would have been somewhat more circumspect in our pronouncements.2 Howevefr, if we had allowed reason rather than passion to govern our actions, my introduction to Dr. Franklin's monumental scholarly treatise would very likely have been delayed for several years. The response to our declaration was rapid and vicious. The editor posted a heated rejoinder in the same issue in which our letter appeared, denouncing us for having the temerity to suggest that armed self-defense was justified. Tensions escalated and anonymous threats of physical violence forced us to accompany each other to class for the remainder of the semester. A white student who had the audacity to write a letter to the editor in support of our position was chased off campus two weeks later, never to return. The proverbial straw that broke the camel's back was the administrators' decision to invite the governor of Alabama, George Wallace, to campus to deliver a major address. Unfortunately (or fortunately as the case may be), neither I nor my two comrades were able to participate in the protest against Wallace's visit mounted by African American students from nearby Indiana State University. Wayne and I were members of Rose-Hulman's track team and we were attending an out-of-town meet on the day of Wallace's speech, which spared us the indignity of being subjected to his racist diatribe. Memphis, who was enrolled in advanced ROTC, was not so fortunate and was required to serve as a member of the honor guard associated with the event.3

A New Paradigm of Engineering Education for the 21st Century:Perspectives of Rose-Hulman Institute of Technology

Strategic initiatives for engineering education in the next decade as planned by the Rose-Hulman Institute of Technology are presented. The Rose-Hulman Institute of Technology is a private college in the United States that specializes in undergraduate engineering, mathematics and science education. The initiatives are in response to broad changes in the practice of the engineering profession in its modern global context. The initiatives comprise five strategic thrust areas and five programmatic themes. The thrust areas are: Energy and Environment; Health and Safety; Transportation; Materials; and Information, Computation, and Communication. The programmatic themes are: Excellence in Education; International Awareness; Business Awareness;Service Learning; and Life-long Learning. The objective of these initiatives is to prepare students to meet the challenges of the 21st century and to serve as leaders in society.

Integrating Extensive Functional Verification Into Digital Design Education

A different approach to teaching digital systems design using hardware description languages (HDLs) within a limited time budget is presented. The proposed approach modifies the content of the lectures, placing more emphasis on the functional verification of hardware designs as opposed to the established method of teaching HDL semantics and syntax. The educational research study conducted by the author and the Office of Institutional Research, Planning, and Assessment, Rose-Hulman Institute of Technology, Terre Haute, IN, suggests that the extensive coverage of functional verification: 1) improves the learning process and the achievement of concepts and skills in digital design; and 2) encourages a deeper approach to learning, producing highly qualified graduates for today industry's needs.

Low-Frequency Wireless Communications System— Infrared Laboratory Experiments

A communications systems course laboratory component using an infrared (IR) communication system has been developed as part of the wireless education initiative at the Rose-Hulman Institute of Technology (RHIT), Terre Haute, IN. Students build the system up over several laboratory periods from distinct subsystems, each of which illustrates specific communications concepts. The multiweek laboratory project has the features of being easy to implement on breadboards owing to the low modulation frequency and of being highly motivational to students because of their interest in building a "working system" with a familiar application. The course, the curricular context, and the laboratory experiments are described, along with student survey data on the perceived effectiveness of the laboratories. The students and instructors have found this laboratory project to be very effective in reinforcing classroom concepts, motivating students, and enhancing debugging skills.

日本，米国およびシンガポールの高等教育機関における工学設計教育の国際交流

An international joint program of Engineering Design has started in 2004 between Kanazawa Institute of Technology, Singapore Polytechnic in Singapore, and Rose-Hulman Institute of Technology in the United States. Students from the three institutions worked on the same engineering design project, the main theme of which was, “Bus Transportation/Urban Transportation System in the 21st Century”. Student teams chose their own project themes from specific design areas, which were related to the main theme. Their achievements were unique in their solutions due to the differences in society and culture in Japan, the United States and Singapore, although all the design teams followed the same engineering design procedures. In this paper, the international joint project is discussed in details.

Case Studies Can Fill a Critical Need in Environmental Engineering Education

Case studies are pedagogic tools that impart learning experiences through simulated problem-solving and discussion-provoking exercises that describe “real-world” situations. Edwin F. Gay, the first dean of Harvard Business School ~HBS!, is credited with adapting the case method of instruction in his college as early as 1911 ~Harvard Business School 2005!. HBS published its first case study in 1921, and today, the college develops approximately 350 cases each year and sells 6,000,000 cases for use in business courses across the world. Although case studies have clearly evolved into powerful and critical components of professional programs in business, medical, law, and military schools, they remain less utilized in modern engineering education. Incorporating the case method throughout a professional curriculum exposes students to a variety of practical situations applicable to their field of study. For example, a typical business student studies up to 500 cases in an MBA program. Case studies provide insights into the approach used by practicing professionals to resolve real-world issues and have a tendency to empower young graduates with a sense of deja vu when they encounter similar situations in the real-world. Such simulated experiential learning is a major component of most professional programs and can fill a critical need in the education of today’s environmental engineers. Case studies are not merely a professor’s stories. They utilize synthesis of knowledge and applied problem solving to illustrate how engineering works in a societal context, and they can serve as highly effective learning tools for preparing a modern environmental engineering workforce. An engineering case program was initiated at Stanford University in 1964 with help from the National Science Foundation and was later adopted by the American Society of Engineering Education ~ASEE!. Today, the program continues under the umbrella of ASEE and houses an Engineering Case Library jointly maintained by the Rose-Hulman Institute of Technology and Carleton University ~ECL 2005!. Perhaps due to its large scope, this resource remains regretfully underutilized by environmental engineering faculty. The Association of Environmental Engineering and Science Professors ~AEESP! has recently circulated a call for case studies and proposed compiling environmental engineering cases for instructional use by engineering educators. If successful, this effort by AEESP may be a modest establishment of a resource analogous to HBS’s library of business case studies. Kardos and Smith ~1979! described an engineering case as the narration of a “series of events, which reflects an engineering

Recirculation Models, Homogenized Milk, and Biotech Applications

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsMark BaileyMark Bailey (bailey_mark_r@lilly.com) graduated from Rose-Hulman Institute of Technology in 1976 with a B.S. in chemical engineering. He is an Engineering Consultant with Eli Lilly and Company in Indianapolis. Mark has been working in the area of bioprocess purification for the past eight years, focusing primarily on tangential flow filtrations and virus filtrations. He is Herb's son.Mike HilgertMike Hilgert (hilgert@lilly.com) graduated from Purdue University in 1978 with a Bachelor's degree in chemical engineering. He is currently an Engineering Consultant at Eli Lilly and Company, and he is also pursuing a Master's degree in Industrial and Applied Mathematics at IUPUI. He has been involved in start-up, process engineering, and trouble shooting in many of Lilly's large-scale bioprocess manufacturing plants.Herb BaileyHerb Bailey (herb.bailey@rose-hulman.edu) graduated in chemical engineering from Rose Polytechnic Institute in 1946. After additional education and employment in engineering and mathematics, he returned in 1966 to teach at Rose-Hulman until retiring in 1992. He tries to retain his youth by teaching algebra to home school students, playing racquetball, and learning from his nine grandchildren.

A COMPARISON OF CRYPTOGRAPHY COURSES

The author taught two courses on cryptography, one at Duke University aimed at non-mathematics majors and one at Rose-Hulman Institute of Technology aimed at mathematics and computer science majors. Both tried to incorporate technical and societal aspects of cryptography, with varying emphases. This paper will discuss the strengths and weaknesses of both courses and compare the differences in the author's approach.

The Old Hats Problem Revisited

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsHeba HathoutHeba Hathout is an 11th grader at the Westridge School for Girls in Pasadena, California. She has always loved mathematics, and has recently become interested in combinatorics. She has done research on derangements under the guidance of Dr. John Woo, a former IMO participant and fellow lover of mathematics, to whom she expresses her gratitude. She has presented various aspects of her work at the spring MAA section meeting held at Caltech, and at the University of Nebraska Mathematics Conference for Undergraduate Women, as well as on-line at the Rose-Hulman Institute of Technology. Besides mathematics, she enjoys running, reading and playing “movie-connections.”