Conference Session

Teaching Methodology & Assessment 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amelia Greig, University of Texas at El Paso

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Aerospace

developed. Thelearning is deductive only and provides no context for students on why they are learning thematerial or how it will apply to their future engineering careers [1]. Many pedagogical tools thataim to establish connections between the engineering curriculum and industry practices havebeen investigated and implemented with varying degrees of success, such as project basedlearning (PBL) [2,3] competency based learning (CBL) [4], and inductive teaching [1]. However,adjustments to the curriculum to support these alternate pedagogical tools may still overlook theformat of the corresponding assessment items. Assessment techniques that have not beendesigned specifically to complement the course remain in a generic format that is only relevantto

Conference Session

Design Courses 1, Teaching Tools

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary E. Johnson Ph.D., Purdue University, West Lafayette; Shantanu Gupta, Purdue University, West Lafayette; Caroline K. Marete, Purdue University, West Lafayette

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Aerospace

a semester that is already packedwith other course requirements and activities. With other priorities demanding student andfaculty time, realizing interaction between industry experts and students in design courses may ormay not be achievable. Research to understand the value of expert interactions may informeducators as to the pedagogical value and provide support for including these activities in designcourses.In this paper, the Airport Cooperative Research Program (ACRP) Design Competition wasselected for three reasons: 1) interaction with experts is part of the competition requirements, 2)winning design proposal packages are available on a website for the ACRP Design Competition[1], and 3) the authors have participated in the

Conference Session

Design Courses 1, Teaching Tools

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Fernando Sesma, Texas A&M University; Eghosasere Alao, Texas A&M University; Hannah Stroud, Texas A&M University; Kristi J. Shryock, Texas A&M University

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Aerospace

ofunconventional aerospace concepts, might naturally increase diversity in the field. The developed game,Space (Traffic) Jam!, teaches K-12 (specifically aimed towards K-6) students about aerospace engineeringthrough a basic analog by relating the familiar subject of road traffic management to the likely unfamiliarsubject of space traffic management. By playing the game, students are able to absorb concepts in avirtual format, one that is more easily digestible than being given the information plainly.IntroductionNationwide data shows that approximately 85% of aerospace engineers are male. Additionally,approximately 15% of all aerospace engineers (regardless of gender identity) comprise underrepresentedethnic groups [1]. Thus, the industry, and

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

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Aerospace

for instructors are providedto increase the likelihood of successful assessment delivery, along with lessons learned.1.0 IntroductionTo address the substantial enrollment increases within undergraduate Mechanical and AerospaceEngineering (MAE) degree programs, new suitable and scalable means of assessing studentachievement are urgently sought. Across the United States, the number of Bachelors degrees inMechanical Engineering degrees conferred annually has increased 42.7% during the academicyears from 2009-2010 to 2014-2015, which constitutes the most recent five year period forwhich data is available from the National Center for Education Statistics [1]. These significantenrollment increases, along with a continual quest to sustain and

Conference Session

Aerospace Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sharanabasaweshwara Asundi, Tuskegee University

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Aerospace

a PNMSat program at an engineering institution in India.KeywordsSystems Pedagogy, PNMSat/CubeSat Mission/Program, Engineering Education in India, DiverseEngineering Careers, Space Systems Engineering and Pedagogy1. IntroductionThere is a growing need in India to educate the youth as engineers, doctors, scientists, and mostimportantly, responsible citizens [1], [2], [3]. In particular, there is a growing need for educatedaerospace engineers who can complement the untiring efforts of organizations like the IndianSpace Research Organization (ISRO). Over the decades, ISRO has established itself as apremiere space organization and enabled India to be one of the elite nations to explore thefrontiers of Mars and other space missions [4], [5], [6

Conference Session

Aerospace Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Kennesaw State University; Christopher Douglas Roper; J. Andrew Pirrello Jr., Kennesaw State University ; Alain J. Santos

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Diversity

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Aerospace

have access to literature beforehand and receive a lecture prior to the flight perform better than thosethat only review the literature or only receive a lecture before the simulation. Also, the efficacy of the hands-on learning in a laboratory environment is discussed.Keywords: Flight Training, Simulation, Hands-on Learning, Laboratory learning, Retention 1. IntroductionIn this IRB-approved (Institutional Review Board) study, student learning and retention is assessedusing a motion-based fixed-wing flight simulator. Students are given introduction to the principlesof flight. Then they fly the aircraft flight simulator and are asked to complete a pre-defined mission.Points are given for successfully completing several legs of the mission

Conference Session

Aerospace Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wm. Michael Butler, Virginia Tech

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engineering or science. Is this a validassumption and does it apply to aerospace engineering students?Literature Review In engineering education, the number of studies exploring professional persistence islimited. Studies by Amelink and Creamer (2010), Eris et al. (2010), and Lichtenstein et al.(2009) indicate that a number of factors impact professional persistence. Between these differentstudies it was found that1,6,7: 1. respect from both peers and instructors was very important in keeping students satisfied with the engineering field and intending to work in the field for years in the future1. 2. the desire to pursue an engineering career increases throughout the education of the student in the case of persisters (those

Conference Session

Aerospace Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elizabeth Scott Fleming, Georgia Institute of Technology; Amy Pritchett, Georgia Institute of Technology

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Aerospace

Page 26.1129.2identified and interpreted.Aerospace Engineering Design ContextTo discuss coordinating knowledge within aerospace engineering design teams, we must firstdefine critical features of the engineering design context. Engineering design is a structuredapproach to developing, validating, and implementing complex systems.2 Aerospace engineeringdesign, specifically, can be characterized by many different representations of the engineeringdesign process.1, 12, 13 One methodology commonly used by aerospace engineering design firmsis the system engineering design approach. Systems engineering is an interdisciplinaryengineering management process that seeks to provide a balanced set of design solutions capableof meeting specified customer

Conference Session

Aerospace Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kuldeep S Rawat, Elizabeth City State University; Ellis Eugene Lawrence, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University

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Aerospace

NextGeneration Science Standards and contained a strong emphasis on math and science literacy for21st century learners. Evaluation data was gathered through Student Feedback Survey. Topicsdiscussed in the paper will include implementation of K-12 Aerospace Academy program atECSU, program components, participant demographics, student activities, and projectevaluation.IntroductionOver the next ten years, more than half of all jobs will require some education beyond highschool [1]. While adopting the Common Core State Standards should lead to more college-readystudents over time, students will still need programmatic supports from secondary andpostsecondary educational institutions to better prepare them for a successful transition topostsecondary

Conference Session

Learning in a Socially-Distanced Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wm. Michael Butler, Virginia Polytechnic Institute and State University; Kenneth Reid, University of Indianapolis

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Aerospace

talent by both industry and government entities. The workof talented inventors, engineers and scientists of the past have permitted the United States to bethe first country to have a piloted, powered, heavier-than-air machine to achieve controlled,sustained flight; break the sound barrier with an aircraft; land rovers on Mars; and land a man onthe moon [1]. As we move into the third decade of the 21st century, we approach a time wherethere will be a shortfall of engineering talent in industry due in part to the large number of pendingretirements by those in the Baby Boom generation [2].To address this issue, there have been efforts to recruit students into the engineering professionand increase the talent pool [3] and provide students industry

Conference Session

Personnel Development & Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yun Dong, Iowa State University; Subhanwit Roy, Iowa State University; Lorenzo D. Baber, Loyola University, Chicago ; Benjamin Ahn, Iowa State University

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Aerospace

, in the contextof engineering organizations, are not well explored. This study examines the actions newlyhired engineers take during organizational socialization and identifies the actions from newlyhired engineers working in the U.S. aerospace and defense (A&D) industry. By followingMorrison's framework of new employees' primary tasks in socialization, we present theproactive actions taken by 10 participants. Specifically, we identified 13 actions andclassified them into four categories: Relationship Developing, Knowledge Acquiring, RealTask Training, and Positive Attitude Cultivating. This study expands the research literature asit 1) explores new employees' proactive actions in the context of engineering organizations,2) discusses and

Conference Session

Personnel Development & Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Devayan D. Bir, Loras College

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Aerospace

theAE industry and efforts are needed to counter this sentiment to keep students motivated topursue a career in AE.Keywords: persistence, aerospace engineering, undergraduate, career choiceProblem Definition and Literature ReviewThe Dire Requirement of AE Graduates in the WorkforceNumerous government and university level initiatives have increased the enrollment andgraduation in engineering over the past decade. These initiatives were spurred by lowpersistence in undergraduate engineering, addressing the gender gap in the workforce andundergraduate engineering, and the requirement of engineers for maintaining the status ofU.S. as a leader [1, 2]. While these initiatives have increased the overall enrollment andgraduates in engineering (figure 1

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)

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) Shannon O’Donnell, Americas Zone Strategy Lead, Academic Programs Melanie Spare, Portfolio Development Executive, Academic Enablementumich mbse asee filed -- 2021-05-24.docx Page 1 of 27 Date Created: December 17, 2020 Date Modified: May 24, 2021 Redefining Student Preparation for Engineering Leadership Using Model-Based Systems Engineering in an Undergraduate Curriculum May 24, 2021 – FiledAbstractUS colleges and universities confer over 130,000 engineering degrees each year. However, whilegraduating students from top universities possess

Conference Session

Design Courses 2, Aerospace Assets

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cristhian David Coronel, Nihon Gakko University; Mayra Luján Mosqueda, Nihon Gakko University; Blas Fernando Vega BV, Agencia Espacial del Paraguay; Diego Herbin Stalder, Universidad Nacional de Asunción; Jorge H. Kurita, Universidad Nacional de Asunción

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appointedto lead the research department of the School of Engineering. From 2017 he is appointed to be the head ofthe Mechanical Engineering Department at Universidad Nacional de Asuncion. He is currently workingas the director of the Planning Directorate of the Paraguayan Space Agency. American c Society for Engineering Education, 2021 Building 1U CubeSat as a Tool to Promote Project-Based Learning in Paraguay, a case studyIntroductionIn Paraguay, various higher education institutions such as universities do not have properlyequipped engineering laboratories because it requires a significant investment [1]. Also, theselaboratories may require extensive infrastructure

Conference Session

Teaching Methodology & Assessment 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary E. Johnson, Purdue University at West Lafayette ; Yilin Feng, California State University, Los Angeles

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Aerospace

lectures, modeling,and case studies. Research has indicated that real-life experiences and other life experiences arecrucial to enable students to learn system thinking principles [1]. Traditional teaching methods ina classroom environment may not provide these experiences. Hands-on discovery activities(HODAs), as a potential substitute for real-life experiences, may provide students an opportunityto enhance CST learning in the classroom [2]. By leading and participating in hands-ondiscovery activities in class, students may experience the CST principles they were exposed to inlectures and case studies. One key principle of this CST course design is that the lectures andstructured hands-on activities should reinforce each other.This paper presents

Conference Session

Personnel Development & Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Corin L. Bowen, University of Michigan; Aaron W. Johnson, University of Colorado Boulder; Kenneth G. Powell, University of Michigan

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this is the case.This study takes place at a highly selective public research university in the Midwestern UnitedStates. As can be seen in Figure 1, the aerospace engineering department at this institution doesnot seem to have a significant retention problem. The common pathway also appears to be quitetraditional; the vast majority of the students enter the department with their cohort (not as transferstudents), initially declare aerospace engineering as their major within the engineering college,and successfully finish their aerospace engineering degrees. However, these results do not answerquestions about who is joining and who is succeeding in the aerospace engineering program.This study follows the authors’ previous investigation of

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

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Aerospace

educators who seek to integrate virtual technologies into their new orexisting laboratories.1. IntroductionThe School of Aeronautics and Astronautics (AAE) at Purdue University recently experienced adramatic surge in new undergraduate student enrollment. One of the difficult tasks is toaccommodate the increased number of students with physical facilities that were built for fewerstudents. To this end, we proposed a countermeasure to cope with the situation withoutincreasing the physical lab space by creating a virtual lab (VL) space. We had several thoughtson the possible positive outcomes as a result of the VL implementation. First, VLs couldimprove the educational efficiency during the hands-on lab if students complete VLs as a part ofpre-lab

Conference Session

Aerospace Hot Topic: Unmanned Aerial Systems

Collection

2017 ASEE Annual Conference & Exposition

Authors

Subodh Bhandari, California State Polytechnic University, Pomona

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Aerospace

used in conjunction with other unmanned vehicles such asunmanned ground vehicles (UGVs)1 and unmanned underwater vehicles (UUVs). The UAVindustry is the fastest growing sector of the aerospace industries and the use of UAVs has beengrowing significantly for civilian applications.2Also, because of their cheaper costs, UASs can also be used as the entry point for manyadvanced concepts in aerospace and other engineering disciplines. For example, UASs can beused for testing many advanced control concepts such as neural network based adaptivecontrollers.3Many universities and R&D organizations have been conducting research on UASs in manyareas ranging from dynamics and control, obstacle and collision avoidance, multi-vehiclecoordination, and

Conference Session

Efficient Authenticity: Modeling, Labs, Real-World Applications in Aerospace

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kuldeep S. Rawat, Elizabeth City State University; Ellis Eugene Lawrence, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University

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Aerospace

the 21st centuryworkplace that is readily accessible in more urban areas of the state. However, with recentgrowth in the aviation, aerospace, and manufacturing industry in the region, there now exists thepotential to link K-12 STEM education to these industries. The hands-on learning activities,integrate modern educational technology tools to expose students to the potential careeropportunities that exist in aviation/aerospace fields and why background in advanced science andmathematics is crucial to achieve these careers. The initiative will extend laboratory resourcesbeyond the classroom in the form of a travelling demonstration to engage and inspire people todiscover STEM learning and careers [1]. Staffed by ECSU faculty, lab instructor

Conference Session

Efficient Authenticity: Modeling, Labs, Real-World Applications in Aerospace

Collection

2017 ASEE Annual Conference & Exposition

Authors

Muhammad Omar Memon, University of Dayton; Dathan Erdahl Ph.D., University of Dayton Research Institute; Saad Riffat Qureshi, University of Dayton

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Aerospace

derivatives that allow linearization ofsolutions near specific operating conditions. As part of aircraft performance analysis, thestudents consider various operations in the flight envelope to characterize the behavior of anaircraft model they created to mimic an existing aircraft. All of these topics are pulled togetherto create a simulation of the vehicle in the final project, based on original code. Learning through practice was implemented in the FVP course by two methods;integration of Merlin Flight Simulator early in the course and partially flipping instructor roles inthe classroom. Figure 1 shows the flow of the FVP course starting with the hands-on experienceto the Flight Simulator followed by the theoretical knowledge given in the

Conference Session

Hands-On Activities and Student Learning in Aerospace Engineering - I - Student Papers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yilin Feng, Purdue University-Main Campus, West Lafayette; Lorraine E. Holtaway, Purdue Polytechnic Institute; Mary E. Johnson Ph.D., Purdue Polytechnic Institute; Sarah Ryann Congdon, Purdue Polytechnic Institute

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Aerospace

entirely different level as opposed to being a participant. The student team leaders are nowpeer-teachers that must be able to lead the activities and probe the students for understanding ofthe models and system behavior demonstrated in the activities. This paper presents a roadmap forusing hands-on discovery activities that may better engage students of the current generation.The paper presents the learning objectives, two of the successful activities, student perspectiveson leading and learning, and lessons learned on how to implement these activities in theclassroom.Literature ReviewSystems thinking [1], [2], [3] is applied to understand complex system behavior in many settingssuch as tourism [4], nursing [5] and education [6]. There continue

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael C. Hatfield, University of Alaska, Fairbanks; Dawson Lewandoski

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, including the increased use of cubesats, aircraft aerodynamicefficiency and noise reduction efforts, as well as the explosion in the field of UAS [1]. In additionto these are the potential for the aerospace workforce to suffer reductions of current personnel asa result of retirements over the next decade [2], [3], [4]. As a result of these factors, aerospaceengineering remains a strong area of interest for many students today [6].Local experience reflects this same desire by students from Alaska and in the Pacific northwest.UAF counselors have provided feedback that new opportunities, including the school’s recentlyinstituted aerospace engineering minor, AIAA student chapter, and UAS-related courses are themost sought-after experiences by

Conference Session

Aerospace Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

M. Javed Khan, Tuskegee University; Chadia A. Aji, Tuskegee University

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Aerospace

and academic success[1], specially of students from underrepresented groups [2]-[5]. Identity is neither a monolithicconstruct nor its development is a one-dimensional process. An individual may have severalintersecting identities such as a personal identity (individual characteristics), social identity (groupcharacteristics, cultural characteristics), and professional identity [6]-[8]. The development ofprofessional identity has been studied in context of various professions such as medicine [8], healthcare [9], pharmacy [10], and higher education [11], [12]. One definition of professional identity is“internalization of the norms of the profession into the individual’s self-image . . . [and] theacquisition of the specific competence in

Conference Session

Hands-On Activities and Student Learning in Aerospace Engineering - I - Student Papers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hannah Rose Stroud, Texas A&M University; Kristi J. Shryock, Texas A&M University; Darren John Hartl, Texas A&M University; Isaac Emmanuel Sabat, Texas A&M University; Kelly K. Dray, Texas A&M University

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published in Journal of Business and Psychology, Journal of Organizational Behavior, Journal of Vocational Behavior, and Harvard Business Review.Ms. Kelly K. Dray, Texas A&M University Kelly K. Dray is a Ph.D. student in Industrial/Organizational Psychology at Texas A&M University. Her research interests include (1) how various stigmatized identities relate to occupational health outcomes and (2) best conflict management and confrontation techniques to use within organizations. c American Society for Engineering Education, 2019 Unconventional Applications of Aerospace Engineering: Effects of a Design Elective on Perception of

Conference Session

Aerospace Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

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Aerospace

science andmathematics in comparison to other industrialized nations of the world. According to the Programfor International Students Assessment (PISA) report of 2015, U.S. 15-year-olds placed 24th inscience while students from 17 countries scored significantly higher than the U.S. students [1]. Inmath, the U.S. students were placed 39th which is which is significantly lower than the averageperformance of students from the 36-member countries of the Organization for Economic Co-operation and Development (OECD) who took part in the assessment as reported in the PISA 2015[1]. A comparison of data from PISA scores of 2000-2015 did not indicate any significant changein the performance of U.S. students in science, while in math the score in 2015 was

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yue Gu, Purdue University, West Lafayette; Mary E. Johnson Ph.D., Purdue Polytechnic Institute

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airports todevelop sustainability programs, the FAA has encouraged airports to incorporate sustainabilityconcepts into their planning process and daily operations [1]. The FAA funded 44 U.S. airportsto develop their own airport sustainability plans via Airport Improvement Program (AIP) grants[1]; however, the FAA did not issue a definitive standard for the initiatives, goals, or metrics tobe used to plan and measure airport sustainability. Airports that commit to enhancingsustainability need to track and measure the performance made toward achieving theirsustainable goals. However, it is a challenge to convert sustainability concepts into quantitativemeasuring tools, and to select appropriate performance metrics [2].The ASEE Board of Directors

Conference Session

Innovations in Curriculum, Projects, and Pedagogy in Aerospace Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Jessica E S Swenson, University of Michigan

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Aerospace

University ofMichigan, students are required to take 41 credits of engineering science courses (32% of thetotal credits required for graduation) and only 19 credits of design and laboratory courses (14.8%of total credits). Furthermore, of the 11 current ABET Student Outcomes only one of these, a) anability to apply knowledge of mathematics, science, and engineering, directly speaks to thecontent of these engineering science courses [1].Despite the prominence of engineering science courses in the curriculum, these courses havebeen studied less in engineering education research than design courses [2]. Ideally, theseengineering science courses should give students the theoretical background that they can applyin engineering design courses, on student

Conference Session

Student Success, Learning Strategies, and Retention in the Aerospace Industry

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sharanabasaweshwara Asundi, Old Dominion University

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Aerospace

material in a single classroom sitting, significantly limits their ability todemonstrate their competency. Engineering at its core is largely applied mathematics andphysics. A good engineer is one who can look at a real-world problem, translate it to anengineering problem, apply the principles of physics & mathematics to formulate & seek anengineering solution and perceive it in the real world. The following stages are fundamental toany engineering discipline and should be the focus of any engineering program:1. Perceive a real-world problem as an engineering problem2. Apply the laws of physics to formulate the engineering problem as a mathematics expression3. Seek a mathematics solution by applying engineering mathematics (a) Solution

Conference Session

Laboratory Courses and Programming in the Aerospace Curriculum

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathryn Anne Wingate, University of Colorado at Boulder; Aaron W. Johnson, University of Colorado Boulder; Lyndsay Rose Ruane; Dennis Akos

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Aerospace

scripts over three weeks, and scripts were auto-graded using MATLAB grader. 1 Figure 1.​ Histogram showing individual student grades in statics programming assignment. N = 237.Overall, students generally did well in the programming assignment. However, as can be seen in Figure 1,roughly 10% of students did not pass the lab, scoring a ‘D’ (70%) or lower. We are interested in whysome students struggled with the lab while others succeeded. In this paper we conduct statistical analysesto answer the following research questions:Is there a relationship between students’ grades on the programming assignment and their RQ1. Gender? RQ2

Conference Session

Aerospace Student Projects, Engineering Design and Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael C. Hatfield, University of Alaska Fairbanks; Catherine F. Cahill, University of Alaska Fairbanks; Peter W. Webley, University of Alaska Fairbanks

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activities. As a result, many colleges andprecollege schools are beginning to actively partner with various government agencies, industry, andcorporate sponsors to bring UAS STEM educational experiences to interested students. One example ofthis is a program instituted at the University of Alaska Fairbanks (UAF) this past year, in partnershipwith the FAA and the local school district.This program, titled Drone Camp, provided 5th and 6th grade students from the local community anopportunity to learn how to build and pilot small quadcopters, such as those commonly seen in popularDrone Racing League (DRL) events across the country. Held at UAF and taught by the Alaska Centerfor Unmanned Aircraft Systems Integration (ACUASI) personnel, the 1-week camp