Conference Session

Aerospace Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wm. Michael Butler, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Aerospace

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

Tagged Topics

Diversity

Tagged Divisions

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

2015 ASEE Annual Conference & Exposition

Authors

Joseph Seering, Massachusetts Institute of Technology; Karen Willcox, Massachusetts Institute of Technology; Luwen Huang, MIT

Tagged Divisions

Aerospace

. Page 26.1130.2 Fig. 1: Visualization of all subjects and modulesFigure 1 shows an overview of the visualization tool developed to display the outcomes and theirconnections. Each subject shown here is a class that contributes to requirements for theaerospace engineering major. Each of these subjects is divided into a number of modules whicheach contain a varying number of outcomes. While there are hundreds of intra-moduleconnections (i.e., outcomes within a module connected to other outcomes within that module)and intra-subject connections (i.e., connections between modules within a subject), this figureshows the inter-subject connections. The visualization is interactive and can show differentlevels of the intra-module

Conference Session

Aerospace Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kristi J. Shryock, Texas A&M University; David B Kanipe, Texas A&M University

Tagged Divisions

Aerospace

Page 26.1343.2the first year, it was understood the process used to select the camp participants was offundamental importance to the success of the camp, and nothing about the student applicationprocess had changed in the three years of camp1. Student application packages for Camp SOARconsisted of the following: 1) high school transcript, 2) teacher recommendation, 3) honors andactivities, 4) essay 1, and 5) essay 2. Applicants were evaluated only on the basis of theinformation contained in the application. Aspects, such as gender, race, and ethnicity, were notconsidered during the evaluation of the application. In the first essay, students were asked toexplain their interest in AE, and the second essay asked for a description of the biggest

Conference Session

Aerospace Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Hüseyin Sarper, Old Dominion University; Linda Vahala, Old Dominion University

Tagged Divisions

Aerospace

discusses a major group project using model rockets in atwo-hour per week laboratory that is a part of a two-credit course in exploration of engineeringand technology at the Old Dominion University in Norfolk, Virginia.Introduction:A model rocket is a combined miniature version of real launch and space vehicles. Once amodel rocket leaves the launcher, it is a free body in air. Model rockets have been used asprojects before. Boyer et al. [1] report a similar project for sophomore aerospace engineeringstudents. Figure 1 shows a cross section of a ready to launch model rocket with a B6-4 solidengine. Page 26.1643.2Figure 1. Single stage model rocket with

Conference Session

Aerospace Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Masoud Rais-Rohani, Mississippi State University

Tagged Divisions

Aerospace

in the course, they are introduced to otherimportant aspects of engineering such as teamwork, communication skills, time management,personal responsibility and ethics. Details of the individual experiential learning activities andthe resulting outcomes are presented and discussed.1. IntroductionExperience shows that when students are engaged in activities that integrate both cognitive andsensory systems, they are more likely to maintain focus and have better retention of the subjectpresented. There is anecdotal and scientific evidence to support the positive impact ofexperiential learning that many experienced teachers know to be true through personalinteractions with students.The continuing interest in active, collaborative, cooperative

Conference Session

Aerospace Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher E Hartman, University of Maryland, Eastern Shore; Abhijit Nagchaudhuri, University of Maryland, Eastern Shore; Lei Zhang, University of Maryland, Eastern Shore; Abbas H Diab P.E., Research Assistant UMES

Tagged Divisions

Aerospace

, reflective observation,abstract conceptualization, and active experimentation framework of Kolb’s experiential learningparadigm. It is anticipated the paper will serve as a reference document for those experiencingsimilar issues with small UAV based aerial imaging efforts.Project based Interactive and Experiential LearningIn order to aid in the differentiation of learning activities Chi [1] proposed a taxonomy forclassification of active, constructive, interactive. Active learning activities have been defined asdoing something physically. Constructive learning activities include the overt actions ofhypothesis generation, explanation and elaboration, planning and prediction of outcomes, as wellas integration and synthesis of concepts. Cognitively

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

.” Students gained superficial procedural knowledge without understanding the “why’s”behind that knowledge. According to How People Learn “Superficial coverage of all topics in asubject area must be replaced with in-depth coverage of fewer topics that allows key concepts inthat discipline to be understood.” 1 At USAF TPS we now refer to his concept as “targeted depth.”The new integrated curriculum was designed with the idea that approximately 10 coremathematical concepts keep reoccurring throughout the flying qualities phase curriculum. Thoseconcepts are introduced at the beginning of the curriculum with minimal context. These conceptskeep reoccurring throughout the curriculum where their application is called out to a specificapplication. This

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

Developed from a Research-Informed FrameworkI. IntroductionThis document describes an introductory helicopter aerodynamics and design engineering coursefor undergraduates in aeronautical or aerospace engineering. The three major sections of thisdocument are Content, Assessment, and Pedagogy. These sections have been developedaccording to Engineering Education research principles and findings, such that the three sectionsare aligned with one another. Each section presents at least one tool to guide coursedevelopment. The course’s foundation is to provide authentic practice for meaningful learning.The primary purposes of this paper are to present a unified strategy and a toolkit for developingengineering courses in Figure 1 and to use helicopter

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

assessment data areincluded so that interested groups can begin their own programs.1.0 IntroductionSmall universities with primary undergraduate programs have historically been teaching-focusedwith research being a secondary priority or even non-existent. In recent years, there has been ashift toward involving undergraduate students in mentored research activities.1 The benefits andrewards for the students, faculty mentors, the institution, and the greater scientific andengineering community have been recognized. However, there are many challenges toimplementing a successful teaching research program at the undergraduate level. Within theengineering education community, the topic of undergraduate research, and in particular theissues facing

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

learning, students are able to make deeperconnections between what is being taught and how it is applied in the world beyond theclassroom. IntroductionEngineering is based on complex principles and in many of our classes, theory takes precedentover practical applications.1 Engineering classes, however, should help enable the application ofknowledge so that students can “know” and “do.” Students get to do and actively constructknowledge through problem-based learning,2 inquiry-based learning,3 or project-based learning.4No matter what the label or specific instructional strategies, these approaches all fall under theumbrella of “hands-on” learning and are described as student-centered.Teaching methods that

Conference Session

Aerospace Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael C. Hatfield, University of Alaska, Fairbanks; Keith W Cunningham; Samuel Vanderwaal; Eyal Saiet, University of Alaska Fairbanks

Tagged Topics

Diversity

Tagged Divisions

Aerospace

Paper ID #13909UAS Applications in Arctic Remote SensingDr. Michael C. Hatfield, University of Alaska, Fairbanks MICHAEL C. HATFIELD, Ph.D. Assistant Professor, Department of Electrical and Computer Engineer- ing University of Alaska Fairbanks; Fairbanks, AK 99775.5919 Email: mchatfield@alaska.edu; Office phone: 907.474.6098 1. PROFESSIONAL PREPARATION Ohio Northern University, Electrical Engineering (Math major), B.S. 1984 California State University Fresno, Electrical Engineering, M.S. 1987 University of Alaska Fairbanks, Electrical/Aeronautical Engineering, Ph.D. 1999 2. APPOINTMENTS 2013-present: Assis- tant

Conference Session

Aerospace Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steven H. Collicott, Purdue University, West Lafayette

Tagged Divisions

Aerospace

thatteaching and research duties generally overlap. For example, a professor’s research discoveriesor lessons learned give him or her deeper and unique insights into the topic which then lead toupdates of lectures and classes. One also sees that a well-presented topic or class can stimulatesome of the undergraduate students to consider graduate school and research as a career path for Page 26.1287.2the first time. Embracing this overlap can lead to a professor teaching research toundergraduates as an established, long-running class. In such a situation, the topics for the class Figure 1. Post-flight photograph of Armadillo team and two payload teams