Ronald E. Terry

Enhanced Oil Recovery

Capillary pressure Difference in the pressure between two fluids measured at the interface between the two fluids. Interfacial tension Measure of the ease with which a new interface between two fluids can be made. Miscible When two or more phases become single phased. Mobility Measure of the ease with which a fluid moves through porous media. Permeability Measure of the capacity of a porous medium to conduct a fluid. Polymer Large-molecular-weightchemicalused to thicken a solution. Primary production Production of oil using only the natural energy of the formation. Reservoir Volume of underground porous media usually containing rock, oil, gas, and water. Residual oil Amount of oil remaining in a reservoir after primary and secondary production. Secondary production Production of oil when gas, water, or both are injected into the formation and the injected fluid immiscibly displaces the oil. Surfactant Molecule that is made up of both hydrophilic and hydrophobic entities and can reduce the interfacial tension between two fluids. Sweep efficiency Measure of how evenly a fluid has moved through the available flow volume in a porous medium. Viscosity Property of a fluid that is a measure of its resistance to flow.

Using learning style theory to improve learning and teaching in the engineering classroom

This workshop introduces a method for the enhancement of engineering education based on learning style theory. The material is presented in three parts. The first part describes four learning styles or preferences which are derived from the manner in which individuals perceive and process information. Part two of the presentation is designed to facilitate practical application of learning style theory in the engineering classroom. The third part of the presentation discusses the connection between learning style theory and Blooms taxonomy of cognitive objects and engineering design.<<ETX>>

Incorporation of technology based aids for teaching engineering ethics

A two credit hour engineering ethics course has been added to the engineering curriculum at Brigham Young University. The course uses several technology based instructional techniques to aid the students learning. These include: a world wide web ethics site; electronic dialogues; internet access to related engineering ethics sites; interactive computer case-study modules; and case-study videos. The newly developed ethics site includes significant articles on basic Judeo-Christian values, references to copyrighted articles, and connections to other ethics based internet sites. Electronic dialogue facilities furnishes a powerful means to communicate by allowing students to thoughtfully consider an idea, and then express the idea in writing in a relatively nonthreatening environment. Such interchange is invaluable in ethics courses that require individual thinking, expression of ideas, and interchange of these ideas among the class. Several internet sites that exist on the world-wide-web, e.g. home-pages for the technical societies, provide additional sources of information on ethics. Teaching helps produced under the sponsorship of NSF and others, such as the Western-Michigan University interactive engineering ethics case study modules, and case study videos provide significant, realistic learning experiences. In a class evaluation, students have expressed positive feedback concerning these technological aids.

Development tools for both pre- and post-tenure review

We have previously reported on a research-based framework developed by Professors Gene Dalton and Paul Thompson called the Four Stages Model to help faculty understand how their careers in academia will grow and develop. Building upon this framework, we have modified development tools traditionally used in industry for use in academia. These tools include a multirater feedback instrument, a development guide based on the Four Stages Model and the results of the feedback instrument, a development plan form, and a type of an annual stewardship interview, referred to as a development discussion. We advocate the use of the development tools for use in both pre- and post-tenure review. The tools find particular relevance for those who have reached a point in their career where they need help in renewed motivation or to find new ways to make contributions to their institutions and/or fields of technical expertise.

A nontraditional faculty development program

The authors have used a research-based framework developed by Professors Gene Dalton and Paul Thompson called the Four Stages/sub SM/ Model to construct a faculty development program. The program has been designed to teach faculty a method by which they can manage their careers to remain highly satisfied with their work and to experience growth that builds new skills and abilities throughout their lives and still meet the needs of their institutions.