Since the demonstration phase, the HPPAE has retained its distinctive rotational field educational model, while also emphasizing other core educational components (NYAM/SWLI, n.d.-a; Volland & Berkman, 2004).
Previous studies have found that students value the ways in which the program afforded them with experiential learning opportunities, particularly through rotational field placements (Lawrance, Damron-Rodriguez, Rosenfeld, Sisco, & Volland, 2007; Naito-Chain, Damron-Rodriguez, & Simmons, 2005).
Previous studies have documented student participants' perception of challenges in implementing and coordinating the rotational field model (Ivry & Hadden, 2003; Scharlach & Robinson, 2005).
It is important to note, however, that the HPPAE not only emphasizes field education in a general sense, but specifically advances a rotational field education model.
Regarding areas for improvement, several previous studies on the HPPAE have emphasized challenges to implementing the rotational field placement model (e.g., Ivry & Hadden, 2003; Scharlach & Robinson, 2005).
A Carreau-type constitutive equation was employed, and the effects of the imposed rotational field on such process characteristics as the velocity profile, pressure drop, viscous ex-trudate swelling, material pathlines, and the deformation field are discussed.
The method was used to study the effect of an imposed rotational field in a wire coating process and a tube extrusion process.