Method of making carbon fiber-carbon matrix reinforced ceramic composites

A method of making a carbon fiber-carbon matrix reinforced ceramic composite wherein the result is a carbon fiber-carbon matrix reinforcement is embedded within a ceramic matrix. The ceramic matrix does not penetrate into the carbon fiber-carbon matrix reinforcement to any significant degree. The carbide matrix is a formed in situ solid carbide of at least one metal having a melting point above about 1850 degrees centigrade. At least when the composite is intended to operate between approximately 1500 and 2000 degrees centigrade for extended periods of time the solid carbide with the embedded reinforcement is formed first by reaction infiltration. Molten silicon is then diffused into the carbide. The molten silicon diffuses preferentially into the carbide matrix but not to any significant degree into the carbon-carbon reinforcement. Where the composite is intended to operate between approximately 2000 and 2700 degrees centigrade for extended periods of time such diffusion of molten silicon into the carbide is optional and generally preferred, but not essential

Economical Fabrication of Thick-Section Ceramic Matrix Composites

A method was developed for producing thick-section [>2 in. (approx.5 cm)], continuous fiber-reinforced ceramic matrix composites (CMCs). Ultramet-modified fiber interface coating and melt infiltration processing, developed previously for thin-section components, were used for the fabrication of CMCs that were an order of magnitude greater in thickness [up to 2.5 in. (approx.6.4 cm)]. Melt processing first involves infiltration of a fiber preform with the desired interface coating, and then with carbon to partially densify the preform. A molten refractory metal is then infiltrated and reacts with the excess carbon to form the carbide matrix without damaging the fiber reinforcement. Infiltration occurs from the inside out as the molten metal fills virtually all the available void space. Densification to 41 ksi (approx. 283 MPa) flexural strength

Student Monks – Teaching Recursion in an IS or CS Programming Course Using the Towers of Hanoi

Educators have been using the Towers of Hanoi problem for many years as an example of a problem that has a very elegant recursive solution. However, the elegance and conciseness of this solution can make it difficult for students to understand the amount of computer time required in the execution of this solution. And, like many recursive computer programs, students often find it difficult to follow a trace of the solution. Research in computer education has shown that active learning exercises achieve positive educational results. In line with this research, an active learning exercise was employed in the classroom to assist students in gaining a better understanding of the recursive solution to the Towers of Hanoi problem. This demonstration can be used in an introductory IS or CS programming class, independent of the language used. The demonstration involves using student volunteers, who, in the demonstration, are referred to as “monks,” a reference to the original problem that had monks moving the golden rings in the Towers of Hanoi. An anonymous student survey revealed that students felt strongly that the demonstration helped them better understand recursion, and that the demonstration was a good use of class time. In addition, an analysis of a small sample of students’ computer programs following the demonstration, suggests that there may be pedagogical benefits to use of the student monk demonstration

Adapt and Change: Stories of Moving from Face to Face Teaching to Online Teaching

In the spring of 2020, many instructors had to suddenly change from in-person teaching to online teaching. This required instructors and students alike to adapt to the new environment. This editorial essay includes the personal stories of four instructors who had to make the quick change from in-person to online as well as five instructional designers who supported instructors in making the change. These stories are snapshots of how individuals experienced the sudden, necessary adaptations they had to go through.  It is instructive to read these individual accounts because even in their specificity, they are reflective of the experiences of many of their colleagues.&nbsp

Personal Essays of Teaching Innovation: Good stories that take a deal of telling

As teachers, we can learn from each other’s experiences, and as professionals, we can adapt principles to our personal contexts.  We hope that these personal essays of negotiating innovation in teaching can help our readers create changes in their own teaching, or at least readers might feel some support by reading about the struggles of others.  And if you don’t learn something new, then at least you will be entertained

ePortfolios: A never-ending innovation

 A transformational change in my teaching came when I learned to use eportfolios in my English composition courses

Bridging Perspectives: How policy makers and classroom instructors can collaborate for a more equitable and inclusive classroom

The Journal for Research and Practice in College Teaching put out a call for college classroom instructors to share personal narratives of how they implemented the call to create equity and inclusion in the classroom. Thirty-six instructors answered the call from across the United States and Canada. In these very personal narratives, instructors discussed their strong desire to support students in their courses and connect with them to create a supportive classroom community. In every case, the instructor expended significant effort to adapt the course content, structure, and practice to embrace student perspectives, individual skills, and individual experiences. This focus on student belonging and agency seems to be at the core of instructors’ realization of equity and inclusion at the classroom’s personal level. The instructors who discuss their choices in this issue narrate their personal progression through these steps, describing their decisions to implement interventions. Policymakers need to support the people in the classroom with resources and information but also with the translation of 10,000 foot ideas into ground-level applications. Policymakers can also explain how the small applications fit into the larger view of systemic approaches to equity and inclusion. In turn, classroom instructors can show policymakers the real-life challenges of the students in the classroom

Editorial: The Academy of Fellows for Teaching and Learning, Its Continuing Growth and Future Directions. Discussing.

In the fall 2016 issue of The Journal for Research and Practice in College Teaching, Bryan, Hall and Heuther reviewed the history of the University of Cincinnati’s Academy of Fellows for Teaching and Learning (AFTL).  In this editorial, they asked key questions about the achievements of the AFTL and its place in the university.  These key questions echo concerns of faculty development and the value of teaching and the Scholarship of Teaching and Learning (SoTL) in the academy that continue to be asked by teaching and learning centers in academia. Bryan, Hall, and Heuther (2016) ask how the AFTL has raised the status of teaching at the university, developed relationships with other faculty development organizations, and cultivated support in the university administration.  At the root of these questions is whether the AFTL is being effective in its mission to place students at the center, grow research excellence in the scholarship of teaching and learning, achieve academic excellence, and forge key relationships that advance pedagogy at the University of Cincinnati.

Cultural Products and Practices Leading to Cultural Perspectives: Practical Applications

Incorporating cultural products and practices is a standard part of most foreign language courses. Achieving the final learning goal, perspectives, presents more of a challenge. Yet, perspectives are the gateway to students being able to advance their intercultural development. This paper will show how instructors can gain an understanding of alternate methodologies to teach the target culture and help students make personal connections through reflection on their own experience. A background in cultural humility and cultural competence informs foreign language assignments for culture acquisition. Templates of assignments are recommended that support instructors to personalize assignments that incorporate reflection and alignment of cognitive domains. Sample activities are offered that scaffold student reflection on cultural products and practices to achieve a more nuanced perspective of the target culture as well as potential assessments of these critical thinking questions