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Baukal C.E.,John Zink Co. LLC | Song T.,John Brown University | Holmes W.C.,John Brown University | Crouse K.,John Brown University | And 2 more authors.
ASEE Annual Conference and Exposition, Conference Proceedings | Year: 2015

John Brown University (JBU) uses its engineering industrial advisory board in a unique fashion which is helpful for its students, fun for the board members, and useful for the faculty and university. During one of its regular Industrial Advisory Board meetings, JBU arranges an Open Forum Panel where students are encouraged to ask board members any questions they may have. These questions cover a very broad range of student interests including, for example, how to get an internship, what industry is looking for when hiring new graduates, the utility of getting a professional engineering license, and how to prepare for admission to graduate school. After a recent forum, a survey was given to the students with 61 responding. The overwhelming response was very positive and included suggestions for improving future forums. © American Society for Engineering Education, 2015. Source

Baukal C.E.,John Zink Co. LLC | Ausburn L.J.,Oklahoma State University
ASEE Annual Conference and Exposition, Conference Proceedings | Year: 2015

Using a quantitative descriptive research design, the learner characteristics of preferred learning strategy and verbal-visual preferences of 291 working engineers were studied in relation to the demographics of gender, age, job position, ethnicity, native country, and native language. Learning strategy and verbal-visual preferences were measured with the ATLAS and the VerbalVisual Learning Style Rating instruments, respectively. The overall learning strategy preference profile for the engineers was 26.8% Navigators, 57.7% Problem Solvers, and 14.4% Engagers. This profile is statistically significantly different from the established distribution for the general population which is an approximately even split among the three strategy types. This suggests that learning content for engineers should include problem solving. The overall verbal-visual preference profile was 4.1% more verbal, 46.0% no strong preference, and 49.1% more visual. This profile is also statistically different from the general population and suggests learning content for engineers should include highly visual instructional materials. This paper reports on the relationships found between learner characteristics and demographics. It also includes recommendations for instructional practice and future research. © American Society for Engineering Education, 2015. Source

Baukal C.E.,John Zink Co. LLC | Price G.L.,University of Tulsa | Silcox G.D.,University of Utah | Newton M.,University of Utah | Phipps T.L.,Terry L. Phipps and Company
ASEE Annual Conference and Exposition, Conference Proceedings | Year: 2013

Two unrelated universities and two companies partnered to deliver a chemical engineering elective course entitled Combustion Engineering. The course was taught by engineers from an industrial company. The course was taught face-to-face at a local university. The lectures were professionally videotaped by a multimedia company and put online for a distance course for students at a remote university. There were many benefits to the participants involved, but also some significant challenges. This paper discusses this unique multi-organization partnership including the lessons learned to improve future collaborations. ©American Society for Engineering education, 2013. Source

Baukal C.,John Zink Co. LLC | Basquez D.,HollyFrontier | Baker M.,HollyFrontier | Luginbill R.,John Zink Company
Hydrocarbon Processing | Year: 2014

As a part of an initiative to conserve energy and other valuable resources, an independent petroleum refiner began a two-year training program in the summer of 2013 for more than 900 operators at six plants. In addition to improving the operational safety and management of furnaces, the program created a single point of leadership for fired heaters at each facility, who has the expertise and knowledge to lead the organization’s efforts on every aspect of furnace operation and integrity. © 2014 Hydrocarbon Processing. Source

Baukal C.,John Zink Co. LLC | Newnham R.,OnQuest Canada ULC | Johnson B.,John Zink Hamworthy Combustion
Hydrocarbon Processing | Year: 2016

There are many potential “rules,” or guidelines, for the safe operation of process heaters. American Petroleum Institute (API) STD 5601 and API RP 5352 provide many useful recommendations for operating heaters and burners, respectively. Companies normally develop their own detailed procedures based on API recommendations and their own experiences. These best practices can be summed up in four simple and easy-to-remember rules for operating fired process heaters. These rules are intentionally broad to encompass many of the more detailed procedures that have been developed for a particular heater, and they are especially useful for new operators that are learning the many facets involved with safely running process heaters. These common-sense guidelines are not intended to replace company procedures, but to provide a framework to more easily remember some of the more important factors in the safe operation of fired heaters. The focus here is upon safety,3 and not specifically, for example, on minimizing pollution,4, 5 or in maximizing efficiency6, 7 or uptime. However, these are often corresponding results of following the principles presented here. Examples are also provided for the potential negative consequences of not following each rule. © 2015 Hydrocarbon Processing. Source

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