Conference Session

Teaching Methodology & Assessment 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amelia Greig, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Aerospace

assessing the course through observing student progress and theoccasional written report or presentation, all assessment items for the course were designed toreplicate preparation for and participation in a peer-reviewed technical conference. A call forpapers was distributed which students responded to by submitting a short abstract. The abstractswere ‘accepted’ and the students then had to write a full technical paper. A double-blind peerreview was performed within the class to include critical analysis practice for students. Thecourse culminated in a ‘two-day’ conference, but to fit within a standard course schedule the twodays were not sequential nor were they full day lengths. The first ‘day’ was oral presentationsheld during regular class time

Conference Session

Personnel Development & Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Devayan D. Bir, Loras College

Tagged Topics

Diversity

Tagged Divisions

Aerospace

Paper ID #33453Migrator Stories in an Aerospace Engineering ProgramDr. Devayan D. Bir, Loras College Prior to teaching at Loras College, Devayan pursued his doctorate in Aerospace Engineering at Iowa State University and has worked as a Computer Aided Analyst in India. He earned his B.E. in Aeronautical Engineering, and has been passionate about Aerospace Engineering all his life. Hobbies include playing the guitar, soccer, and photography. Research interests include innovative pedagogies (Active, Flipped, and Online instruction) and applied numerical methods. Devayan has published peer reviewed papers, presented at

Conference Session

Design Courses 2, Aerospace Assets

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tobias Rossmann, Lafayette College

Tagged Divisions

Aerospace

utilizing experimental measurement, computational simulation, scale flight tests, andprototyping. The course design allows students to feel adequately prepared to tackle the relativelycomplex design space associated with scale model rockets as well as give them ampleopportunities to practice project management, data analysis, and technical writing skills. Using alongitudinal survey, students report that they valued such a deep design experience early in theiracademic career, felt more prepared for later courses in the curriculum, and were better able totackle future complex design challenges in their senior capstone.Introduction This paper details the design and use of as design/build fly (DBF) experience as a semester-long activity to develop

Conference Session

Learning in a Socially-Distanced Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lucia Rut Capdevila, San Jose State University

Tagged Divisions

Aerospace

individually and then in groups Ask questions to peers and/or discuss in groups Study in groups Other (please specify)4) How did you prepare for AE 30 Exam 2? (Please select all that apply) Go over everything (pre-lecture activities, textbook, quizzes, notes, slides/lecture notes, and labs) Watch videos Review previous class material Made flash cards Review notes Re-write notes Review slides Read the textbook Study a few hours Rework examples and/or labs Problem solving in groups Study in groups Search for related videos on Youtube Review Solutions Other (please specify)5) Based on your AE 30 Exam 2 grade, did your preparation/study methods work? ◦ Yes ◦ NoThe following question, # 6

Conference Session

Teaching Methodology & Assessment 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

George Frederick Halow, University of Michigan; Maia E. Herrington, University of Michigan; Melanie Spare, Siemens Digital Industries Software; Shannon O'Donnell, Siemens Digital Industries Software; Gilbert Morris, Retired (formerly Siemens)

Tagged Topics

Diversity

Tagged Divisions

Aerospace

ways to incorporate input from all team members. Later in the semester, students learn about the performance management process, including completing self- and peer evaluations to provide constructive feedback on individual and team performance improvement. Peer review results are factored into students’ grades. ● Risk Management—Students learn the importance of hazard identification, risk analysis- informed prioritization, and decision making that enhance design robustness, tools, and processes including a Risk Management Plan and a Failure Modes & Effects Analysis (FMEA). Students then apply the teachings to develop their own Risk Management Plan, FMEA, and preliminary Verification and

Conference Session

Design Courses 1, Teaching Tools

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Justin Charles Major, Purdue University, West Lafayette; Tyler Tallman, Purdue University, West Lafayette

Tagged Divisions

Aerospace

engineering education written for a graduate-level NDM class that was taught by thesecond author (Tyler) in Spring of 2020. From a review of 22 peer-reviewed journal articles andconference papers, the student suggests that there is evidence that: 1) practitioners need to teachabout a broader range of NDM, 2) universities need to clearly identify and articulate their role indeveloping NDM theorists versus technicians, 3) universities need to facilitate partnerships inindustry that provide both entities the resources they need to proceed with high-level NDMeducation and methodological-execution, 4) researchers need to find meaningful ways to educateadministrators and faculty about NDM and its benefits in order to support growing NDMprograms, and 5