Browsing by Author "Wood, Zebulun"

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    Capstones IUPUI High-Impact Practice Taxonomy
    (2019) Pierce, David; Zoeller, Aimee; Wood, Zebulun; Wendeln, Ken; Bishop, Charity; Engels, Erin; Powell, Amy; Poulsen, Joan; Brehl, Nick; Nickolson, Darrell
    The capstone is a signature, culminating experience that requires students to integrate knowledge, skills, and dispositions acquired during college and apply them in a situation that approximates some aspect of disciplinary practice. Students are prepared to achieve excellence in the capstone when the unit has intentionally designed a pathway that strategically places the capstone at the end of the students’ journey. In this way, the capstone is integrated and connected to the undergraduate experience, and is not a stand-alone course or experience. The Capstones Taxonomy differentiates the five attributes of capstones along three dimensions of impact. The common thread that works across all five attributes is as follows: High Impact: The capstone impacts students in the short-term for the duration of the course. The positive impact of the capstone accrues to each individual student. Higher Impact: The capstone impacts the entire class as students share experiences with each other. The impact of the capstone should be felt after the class concludes. Highest Impact: The capstone supports or advances the engagement of students with their next steps and impacts their trajectory in a lasting way. Students see the interdependent connections between their work and the world.
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    Cellular Helmet Liner Design through Bio-inspired Structures and Topology Optimization of Compliant Mechanism Lattices
    (SAE International, 2018-12-28) Najmon, Joel; DeHart, Jacob; Wood, Zebulun; Tovar, Andres; Department of Mechanical Engineering, School of Engineering and Technology
    The continuous development of sport technologies constantly demands advancements in protective headgear to reduce the risk of head injuries. This article introduces new cellular helmet liner designs through two approaches. The first approach is the study of energy-absorbing biological materials. The second approach is the study of lattices comprised of force-diverting compliant mechanisms. On the one hand, bio-inspired liners are generated through the study of biological, hierarchical materials. An emphasis is given on structures in nature that serve similar concussion-reducing functions as a helmet liner. Inspiration is drawn from organic and skeletal structures. On the other hand, compliant mechanism lattice (CML)-based liners use topology optimization to synthesize rubber cellular unit cells with effective positive and negative Poisson's ratios. Three lattices are designed using different cellular unit cell arrangements, namely, all positive, all negative, and alternating effective Poisson's ratios. The proposed cellular (bio-inspired and CML-based) liners are embedded between two polycarbonate shells, thereby, replacing the traditional expanded polypropylene foam liner used in standard sport helmets. The cellular liners are analyzed through a series of 2D extruded ballistic impact simulations to determine the best performing liner topology and its corresponding rubber hardness. The cellular design with the best performance is compared against an expanded polypropylene foam liner in a 3D simulation to appraise its protection capabilities and verify that the 2D extruded design simulations scale to an effective 3D design.
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    Learning through virtual reality: Virtual Bethel case study
    (2018) Copeland, Andrea; Wood, Zebulun; Spotts, Lydia; Yoon, Ayoung; Library and Information Science, School of Informatics and Computing
    Focusing on the challenges of teaching virtual reality creation and preservation, our paper will present a case study involving the virtual recreation of the Bethel AME Church sanctuary. We were particularly interested in students’ skills, the technology, and costs associated with teaching and learning virtual reality, and how these factors influence overall student learning experiences. Two courses are explored: 3D Production and Digital Preservation. We have learned that teaching and learning in this space is technology and skill intensive. By assessing the skills and technology needed as well as the costs and student experiences, we are better able to communicate the needs of these projects to potential funders and collaborators. We’ve determined that without external funding, we are currently at capacity and will need funding for additional collaborative projects. The level of technical ability of the students influenced their level of satisfaction as well as their capacity to learn.