Conference Session

Advanced Aerospace Student Projects

Collection

2011 ASEE Annual Conference & Exposition

Authors

Narayanan M. Komerath, Georgia Institute of Technology

Tagged Divisions

Aerospace

production comes down, LH2 becomes an evermore attractive option. As planned there, the concept exploration results from last year havebecome the starting point for this year’s course assignments. The gaps in learning seen last yearare being addressed this year.The new paper for 2011 extends prior work through a second cycle of iteration, bringing in theexperiences of developing a paper for professional peer review, presenting to visiting technicalexperts from industry, and hopefully, presenting to the airline industry in 2011. It also discussesthe experience from a current experiment to close the iterative cycle of improvement: refiningthe undergraduate high speed aerodynamics course, incorporating the lessons and capabilitieslearned from the

Conference Session

Rethinking Aerospace Curricula and Learning

Collection

2006 Annual Conference & Exposition

Authors

Thomas Hannigan, Mississippi State University; Carrie Olsen, Mississippi State University; David Bridges, Mississippi State University; Keith Koenig, Mississippi State University

Tagged Divisions

Aerospace

Engineering Lab II ASE 1023 Intro to Flight Mechanics ASE 4413 Aerospace Propulsion ASE 2013 Astro, Propulsion, Structures ASE 4623 Aircraft Structures III ASE 3333 Aerothermodynamics ASE 4513 Aerospace Vehicle Design I Page 11.1118.4 ASE 3123 Static Stability and Control ASE 4523 Aerospace Vehicle Design II ASE 3213 Aircraft Structures I 3 hours Technical Electives*General Topics (6 hours) GE 3513 Technical Writing CO 1003 Fundamentals of Public Speaking Total

Conference Session

Aerospace Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tian Tian, University of Central Florida; Ronald F. DeMara P.E., University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Aerospace

benefits of both unproctored and proctoredassessment depending on the level of Bloom’s taxonomy. First, unproctored preliminaryformative assessments including reading assignments and homework assignments are deliveredvia McGraw-Hill’s LearnSmart and Connect tools, which allows multiple attempts and isweighted to impart 12% of the course grade to encourage knowledge acquisition and offerrudimentary feedback. Next, a semester-long project consisting of biweekly labs is weighted20% of course grade to assess higher orders of learning such as engineering design, technicalreport writing and teamwork ability. Finally, the subsequent assignment for 45% of the coursegrade are conducted in a proctored computer-based testing center in the forms of quizzes

Conference Session

Aerospace Division Technical Session 4

Collection

2013 ASEE Annual Conference & Exposition

Authors

Narayanan M. Komerath, Georgia Institute of Technology

Tagged Divisions

Aerospace

Paper ID #8072A Case Study on Advancing Learning in An Upper-Level Engineering CourseDr. Narayanan M. Komerath, Georgia Institute of Technology Professor Dr. Narayanan Komerath is a professor of Aerospace Engineering at Georgia Institute of Tech- nology, and director of the Experimental Aerodynamics and Concepts Group and the Micro Renewable Energy Systems Laboratory. He has over 300 publications, over 120 of them peer-reviewed. He holds three U.S. patents, and has guided fifteen Ph.D.s, more than 50 M.S.s and more than 160 undergraduate research special problem projects. He is a former chair of the Aerospace Division

Conference Session

Aerospace First-Year Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leslie Olsen, University of Michigan; Peter D. Washabaugh, University of Michigan

Tagged Divisions

Aerospace

22.879.2The impetus for this study is to compare this course against its peers and attempt to identify ifthere is a quantitative change in the academic performance of alumni of the course. Anothermotivation has been to quantify anecdotal evidence of changes in the spectrum of the studentpopulation taking the course and the means for this change: the number of students taking thecourse that express an interest in Aerospace Engineering has not been keeping pace with thegrowth in the course. In particular, in diagnosing team dynamics, we found that students withsome type of passion for the activity were mostly like to find the time to be available andparticipate. We have used course surveys and interviews7, but in an attempt to obtain quantitativeproof

Conference Session

Aerospace Technical Session

Collection

2010 Annual Conference & Exposition

Authors

Narayanan Komerath, Georgia Institute of Technology; Marilyn Smith, Georgia Institute of Technology

Tagged Divisions

Aerospace

aerospace students2. GIT AE alumni3. NASA and industry new employees getting oriented4. Engineers refreshing pre-requisites for Distance Learning graduate school5. GIT AE graduate students taking courses across technical disciplines6. Graduate students preparing for PhD Qualifying Examination7. NASA and industry experienced engineers working on new proposals/ projects8. Cross-disciplinary project teamsEXTROVERT GatewayAs planned, the first two years of the project are devoted to intense resource development, whilethe final year will be devoted to user and peer assessment, refinement and publication. A basicstructure to facilitate content addition and user experience has been designed and implemented.The EXTROVERT gateway serves as the portal to the

Conference Session

Aerospace Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathy Schmidt Jackson, Pennsylvania State University, University Park; Mark D. Maughmer, Pennsylvania State University, University Park; Benjamin T. Pipenberg, The Pennsylvania State University; Nicholas Jared Grasser, The Pennsylvania State University; Stephen Van Wert, The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

aerospace topics. Thus the course ishorizontally integrated across the curriculum. Likewise, a unique aspect of the Sailplane Class isthat it is also vertically integrated, with students entering as freshman and remaining throughtheir senior years, allowing for students to interact across their experience levels. All are requiredto give presentations and reports to promote both peer and expert feedback of their efforts.While the class focus is on the fabrication of a sailplane (or, for the past several years, on ahuman-powered airplane), two years ago radio-controlled airplanes were introduced into theprogram to augment student experiences.Course StructureTypically, the course enrollment is approximately thirty-five students. The objectives for

Conference Session

Aircraft Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

David B. Kanipe, Texas A&M University

Tagged Divisions

Aerospace

enough toprepare the students for the work environment. Toward that end, the first semester typicallyprovides the foundational principles the student teams will use to produce their design at thecompletion of the second semester.Initially, the first semester is relatively heavy in terms of lectures, discussions, anddevelopmental assignments designed to provide the students with the fundamental principles ofSystem Engineering, Project Management, the Project Life Cycle, and the tools of ProjectDesign including such topics as requirements definition, concept of operations, workbreakdown structure, schedule management, and configuration management. Coveringrequirements definition alone (as well as how to write a good requirement) could consume

Conference Session

Laboratory Courses and Programming in the Aerospace Curriculum

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Waterloo Tsutsui, Purdue University at West Lafayette; Ruben D. Lopez-Parra, Purdue University at West Lafayette (COE); Genisson Silva Coutinho, Instituto Federal de Educação, Ciência e Tecnologia da Bahia; Alberto W. Mello, Embry-Riddle Aeronautical University; Michael David Sangid, Purdue University; Tamara J. Moore, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Aerospace

pressure vessel by applying the thin-walled structure theory.In addition to enduring outcomes (Table 2), the labs will educate students on the “important toknow” topics (Table 3). These are specific (i.e., more detailed) topics that students learn whenthey participate in the lab and write a lab reports afterwards.In addition, students confirm lab results with the theoretical results as a part of lab report writeup so that students will be able to understand the theories behind the lab activities and also tounderstand potential errors associated to each activity during the lab.In addition to the contents of Table 3 for specific topics, students must become proficient withthe equipment usage to conduct hands-on experiments all labs. Also

Conference Session

Aerospace Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sidaard Gunasekaran, University of Dayton

Tagged Divisions

Aerospace

it to provide context for the concepts, especially in a theory-rich,math-heavy classes such as Aerodynamics. In each class, students and the instructor writes several pages1 Assistant Professor, Mechanical and Aerospace Department, University of Dayton. gunasekarans1@udayton.edu Page 1 of 44of equations deriving the above-mentioned theories. With the plethora of modern active learning techniquesavailable, the instructor faces another challenge to select an appropriate technique which can be used in thistype of class not only to keep the students engaged but also to convey the significance of the equations andmake relevant connections to foster understanding. Even when active learning

Conference Session

Aerospace Technical Session

Collection

2010 Annual Conference & Exposition

Authors

Kenneth Van Treuren, Baylor University; Daniel Kirk, Florida Institute of Technology; Tein-min Tan, Drexel University; Sridhar Santhanam, Villanova University

Tagged Divisions

Aerospace

. and international universities to key elements and the business realities of industry by enabling them to "look over the shoulder" of working professionals at several levels of the technical, business, and management career paths. They will leave the program with an understanding of Boeing's business including its research needs, with an improved understanding of the practical application of technical and business skills and with a network of contacts within Boeing and among their faculty peers that can form the basis of long-term relationships”1In all, 149 faculty from around the globe have participated in this program since its inception.The objectives of the Welliver Program are1: 1. To

Conference Session

Aerospace Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Flaten, MN Space Grant / Univ. of Minnesota

Tagged Divisions

Aerospace

team)  Oral Proposal/Conceptual Design Review, distribute requested hardware for payloads  Solder one Verhage BalloonSat EAsy flight computer and 3-sensor weather station7  Watch move “BLAST” then write an essay on science/engineering, work with peer editor  Construction of payload shell – integrate camera, HOBO, flight computer, heater, etc.  Program HOBO and flight computer, test camera, conduct “Day in the Life” testing in lab  Intersperse building with mini-lectures on Spacecraft Systems and Systems Engineering  Submit “Rev. A” of Team Project Doc. – includes Design, Predicted Budgets, Test Plan  Structural/strength testing (drop test, yank test) and thermal testing (cold soak) of payload  Oral

Conference Session

Aerospace Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Aerospace

student will identify in-plane motion of the blade from the lead-lag hinge. The student will identify feathering motion from the pitch links.The student may choose to draw swashplate pictures showing a tilt change from neutral position,or an elevation from neutral position, as indicators of cyclic inputs or collective pitch inputs.The student may draw before-after pictures of blade coning, blade flapping, and blade feathering.The student may draw pictures of lift distribution and Mach number distribution across the spanof the rotor blade in hover. The student may write equations for the conservation of momentum,with the Coriolis Effect and rotor speed or RPM.Alternatively, the student may choose to use a physical model of an articulated rotor

Conference Session

Undergraduate Spacecraft Design I

Collection

2007 Annual Conference & Exposition

Authors

Michael McGrath, University of Colorado at Boulder

Tagged Divisions

Aerospace

graduatecurriculum. The class is intended primarily for aerospace engineering students, but mechanicaland electrical engineers along with engineering physics majors have taken the class. The oneprerequisite for the class is senior standing. Students are graded on the quality of their Phase Aspacecraft proposal, along with their formal presentation of the design at the end of the semester.The student’s individual grade comprises their individual contribution to the proposal, the overallquality of the completed proposal itself, and peer evaluations from their team. Ten years agothere was a homework component to the class, and each lecture had an assignment pertaining tothe lecture, but not related to the proposal effort. That homework has been removed in

Conference Session

Aerospace Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Masoud Rais-Rohani P.E., University of Maine; David S. Rubenstein, University of Maine; Wilhelm A. Friess, University of Maine

Tagged Divisions

Aerospace

the course, the designproject required the students to design an amphibious light sport aircraft for recreational flying inthe state of Maine. The course serves as preparation for more advanced coursework and foraeronautics related projects in MEE 478 – Capstone I and 488 – Capstone II as well as the AIAADesign-Build-Fly competition.Methods of instructionWeb-basedThe principal courses (MEE 445, 446, 547, and 548) are taught live remotely using AdobeConnect Pro software, although students require only the appropriate web link. The resultingvirtual classroom features electronic whiteboard (controlled via a writing tablet), a full accesschat window, a webcam window (for the instructor primarily), audio access for instructor andstudents as needed

Conference Session

Laboratory Courses and Programming in the Aerospace Curriculum

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary E. Johnson Ph.D., Purdue Polytechnic Institute; Tracy L. Yother, Purdue University - Purdue Polytechnic Lafayette

Tagged Topics

Diversity

Tagged Divisions

Aerospace

groups of students work together on a technically focusedvideo. The video transfer the learning they have gained in the course in both the lecture and thelaboratory, and translate that into a short video they create on their tablet computers supplied bythe academic department. All equipment in the laboratory space is available for their use tocreate the video. Example topics of videos are: manifold gauge operation, propeller nick repair,and carburetor icing. The students present their video to their peers during a classroom period.The students are assessed by both the course instructor and other faculty that are not part of thecourse. The assessment of the project is a rubric that includes the major sections of introduction,video content

Conference Session

Aerospace Curriculum and Collaborations

Collection

2011 ASEE Annual Conference & Exposition

Authors

Valana L. Wells, Arizona State University; Jenefer Husman, Arizona State University; Praveen Shankar, Arizona State University; Wen-Ting Chung, Arizona State University

Tagged Divisions

Aerospace

an external reviewer for doctoral dissertations outside the U.S. She publishes regularly in peer-reviewed journals and books, and has held both elected and appointed offices in the American Psychological Association (APA) and the European Association for Research on Learning and Instruction. Dr. Husman was a founding member and first President of the Southwest Consortium for Innovative Psychology in Education. She currently serves as the elected Co-Coordinator of the Motivation Special Interest Group of the European Association for Research on Learning and Instruction.Praveen Shankar, Arizona State University Praveen Shankar is a lecturer of mechanical and aerospace engineering in the School for Engineering of

Conference Session

Aerospace Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Hank D Voss, Taylor University; Jeff F Dailey; William A Bauson, Taylor University; Bill Chapman, Taylor University

Tagged Divisions

Aerospace

prepare graduates well. Traditional“small stepping” lab and project classes serve a real purpose but can be limited and geared morefor workforce literacy (“Cubicle” engineers). Challenging projects give students freedom andownership while driving and amplifying their problem solving skills with some failure andcreative feedback solutions. Appropriate and inspiring big projects better prepare students foradvanced leadership by doing advanced engineering and “swimming with the Big Boys” innational competitions, peer reviewed publications, and selective job interviews.AdvantagesReal world and challenging experiences for students have many advantages: • improved student resume and career opportunities • are significant for attracting top students

Conference Session

Aerospace Technical Session

Collection

2010 Annual Conference & Exposition

Authors

Edward Crawley, MIT; Robert Niewoehner, United States Naval Academy; Jean Koster, University of Colorado, Boulder

Tagged Divisions

Aerospace

groups and group size, initial organization, and ongoing management) 4.3. Assessment 4.3.1. Criteria (e.g., to judge the quality of student products, processes, or performances relative to the learning outcomes and activities) Page 15.267.15 4.3.2. Methods and materials (e.g., rubrics for oral/written reflection methods, peer/team self-evaluation, assignments, lab reports, and standard quizzes embedded in the learning activities)4.4. Resources 4.4.1. Budget (e.g., recurring and non-recurring expenses) 4.4.2. Equipment and tools 4.4.3. Materials and supplies (e.g., reusable and

Conference Session

Hands-on Activities and Student Learning in Aerospace Engineering - II - Student Papers

Collection

2019 ASEE Annual Conference & Exposition

Authors

James Cook; Maxim G. Strehle; Jonathan William Schaefer , Saint Louis Rocket Propulsion Lab; T. Alex Ambro, Saint Louis University; William Hiser; Andrew Riddle; Sanjay Jayaram, Saint Louis University

Tagged Divisions

Aerospace

sciences courses. He has published several peer reviewed journal and conference papers in these areas. His research areas are space systems, robust fault tolerant control, nonlinear control, adaptive control, small spacecraft design, high performance spacecraft components, mechatronics, real-time health monitoring, and diagnostic methodology. c American Society for Engineering Education, 2019 Student Activities, Research and Development in High-Power Rocket Propulsion and Systems EngineeringAbstractThe Rocket Propulsion Laboratory at Saint Louis University primarily focuses on student-run,undergraduate research in high-power propulsion system design and development as well asdesign

Conference Session

Space Side of Aerospace

Collection

2016 ASEE Annual Conference & Exposition

Authors

Thomas W. Arrington, Texas A&M University; Nicolas Federico Hurst, Texas A&M 2015 Capstone Design Spacecraft; David B. Kanipe, Texas A&M University; Joanna M. Schiefelbein , Texas A&M University; David Charles Hyland, Texas A&M University

Tagged Divisions

Aerospace

and integration of the teams. Even though the PM is a peer, he/she must act as anauthority. In general, this has not been a problem because the teams quickly recognize thebenefit of the PM provides. The DPM is a backup for the PM, but he/she also provides theconfiguration management for the project. The organization is shown below in Figure 1. HALO Project Manager Deputy Project Manager Communications, Architecture Construction Electrical Power Life Support Command & Robotics

Conference Session

Aerospace Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

M. Christopher Cotting, United States Air Force Test Pilot School

Tagged Topics

Diversity

Tagged Divisions

Aerospace

adopt principles only after they have been vetted within their peer group. 14‘The instructor’s role is no longer that of a teacher, but more a facilitator. Guidance for methodsof facilitation can be found outside of traditional academia in programs that are designed to buildhigh performance teams. Rohnke and Butler state that “the leader/facilitator doesn’t provide allthe answers to the group; primarily the participants learn from each other.” 15 The authors go on tocontrast leading versus facilitating by stating “leading the group – helping them to learn – orfacilitating – helping them to learn from each other.” 15Role-based learning also lends itself well into integration with problem based learning. Byintroducing students to an environment

Conference Session

Aerospace Teaching and Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hadi Ali, Purdue University; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Aerospace

. Page 22.1537.4 Different suggested teaching strategies for each pattern in the Matrix of Informed Design arealso discussed as examples of ways to move design students from being beginning designers tobeing informed designers1. For Pattern H, these include: 1. Design storyboards: Students are asked to document how challenges have been overcome over time through sketches or digital snapshots accompanied by short verbal descriptions. 2. Project and time management: Students develop a timeline with special milestones where feedback and peer evaluations on prototypes or presentations are provided. 3. Instruction and scaffolding for systematic design: Students can be asked to simply read a book on design process as well as