Abstract
This poster presents an innovative virtual exchange (VE) program that connected students from universities in the United States and Nigeria in a collaborative STEM engineering design project. Using a web based applied STEM learning system, students engaged in a hands on process to design, analyze, and simulate wind turbines in a virtual environment before fabricating physical models. A key innovation of this initiative was the emphasis on cross cultural collaboration, as students worked in international teams using a custom CAD system to create 3D models on screen and easily design different turbine blades. Using tools built into the software, students could analyze how well their designs stand up to the scientific principles of wind turbine design. The experience culminated in a virtual wind farm siting competition, where groups used the wind turbine blades they designed, created virtual wind turbines, and optimized placement strategies on a simulated wind farm site for maximum energy output without exceeding the given budget. Teams were able to generate STL files for 3D printing turbine blades, assemble a wind turbine model, and test electricity output. Through this process, students developed not only technical competencies in engineering design but also essential global competencies, including cross cultural communication, teamwork, and problem solving. This case study showcases how VE can bridge geographical divides, foster innovation, and enhance STEM education through the integration of virtual simulations, hands on fabrication, and global collaboration. The poster highlights student experiences, key learning outcomes, and best practices for implementing similar initiatives.
Presenters
Margaret WorkmanInstructor, Environmental Science, DePaul University, Illinois, United States
Details
Presentation Type
Theme
KEYWORDS
Education, STEM, Science, Collaboration
