Conference Session

Aerospace Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Aerospace

, which is the goal in this paper for engineering education. If a researchercan first uncover how concepts are understood, then the researcher and educator can developappropriate learning interventions to move a learner to a higher or deeper understanding. F. Boundaries, Limitations, and Controversies The boundaries of phenomenography are related to several factors. First, the datacollection method of semi-structured interviewing of an individual is not the same asinterviewing a group, a team, or a project. Second, the participants reflect on their experiences,the account of which may vary from what a researching observer or another participant mayobserve. Experiences for which a person has deeply reflected may be communicated as a well

Conference Session

STEM Education Tied to Aerospace Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hansel Burley, Texas Tech University; Terrance Denard Youngblood, Texas Tech University; Ibrahim H. Yeter, Texas Tech University; Casey Michael Williams, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

does one evaluate such a program?Purpose This paper describes the evolution of an evaluation strategy for this unique approach toSTEM education. The reader should note that as a case study, this paper will have a differentorganizational format than one might normally expect. The focus of this report is on theevaluation strategy and methods, rather than program outcomes. After the introduction andpurpose here, 1) we report a summary of the program outcomes, 2) a description of the externalevaluation, 3) key analysis, and 4) conclusions. First we report the results, then the rest of thepaper is a description of how we produced the results. The true outcomes here are our methods. Clearly, systematic approaches to reflecting on and

Conference Session

UAV and other Team Projects in Aerospace Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Peter J. Schubert, Indiana University Purdue University, Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Aerospace

numbers were really so huge, I offered him a story, referencing the film The Matrix, and the overarching goal of our work to save the planet with clean energy. “Remember what the Oracle said to Nemo,” I began, then spoke to him directly: “You’re not The One, kid. Sorry.” He quipped, respectfully and with a lop-sided grin: “But he was The One.” Everybody on the team chuckled. It was a turning point for this student, and his progress accelerated after that and concluded with rock-solid engineering work.Almost every student had some level of anxiety which is reflected in the results of a surveyconducted 6 months after the conclusion of their internship. It is clear that the students did notfully appreciate that

Conference Session

Solid and Structural Mechanics in Aerospace Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gozdem Kilaz, Purdue University - West Lafayette; Ronald Sterkenburg, Purdue University - West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Aerospace

studied innovative teaching methodology inthe past forty years. Though, the definition of experiential learning has changed quite some overthe years, the main motivation stayed the same since was first defined by Dewey (1971):“thestudent learns by doing”. Therefore, if the students are immersed in an environment where theyare mentored to reflect, collaborate, and assess (Qualters, 2010), learning may then become alifelong process. According to Kolb and Kolb (2005), experiential theory allows students toapproach learning as a holistic process of adapting to the world. Hence, they, not only comprehendinformation more effectively, but also take active roles in creating further knowledge throughsynergistic interactions with their environment.One

Conference Session

STEM Education Tied to Aerospace Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hansel Burley, Texas Tech University; Casey Michael Williams, Texas Tech University; Terrance Denard Youngblood, Texas Tech University; Ibrahim H. Yeter, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

sustained motivation. It is with this motivation thatstudents will be more likely to reflect on their decisions within the group and persist throughdifficulties as they arise in STEM environments. Of course, motivation is one of the centralfeatures relating to reaching learning outcomes. This study was also informed by the Social Cognitive Career Theory (SCCT) (Lent,2005).17 SCCT’s roots can be found in Bandura’s (1986) Social Cognitive Theory.4 This theorysuggests that models are key to knowledge acquisition and subsequent behaviors of thoseobserving the model. Within this framework, SCCT argues that cognitive-person variables (self-efficacy, outcome expectations, personal goals) allow people to exercise personal agency when itcomes to