Conference Session

Aerospace Division Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael A. Swartwout, Saint Louis University; Sanjay Jayaram, Saint Louis University, Parks College of Eng.

Tagged Divisions

Aerospace

equipped to teach systems engineering, and that students should enter the workforce assoon as possible in order to learn to become good systems engineers. [3,4] One of the citedbenefits of the Air Force-sponsored University Nanosat spacecraft competition is that it givesstudents the chance to “fail” on their own, student-built satellites, and thus spare their futureemployers from having them learn the lesson on the job. [1] We applaud the University NanosatProgram’s approach; we want to formally integrate it into the curriculum at our university.We believe that hands-on, student-led projects provide a unique opportunity to provide relevanttraining in systems engineering, project management and related disciplines. The use ofengineering failures as

Conference Session

Aerospace Division Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alexandra Emelina Coso, Georgia Institute of Technology; Amy Pritchett, Georgia Institute of Technology

Tagged Divisions

Aerospace

focus of design was viewed as a technical problem that does notaffect “others” or “humans”38 (pg. 157). This is a narrow perspective of design, especially in thecontext of vehicle design, which impacts operators, passengers, etc. Page 23.1219.5SummaryStakeholder and operational context considerations can be incorporated into an aerospacecurriculum through a variety of mechanisms. Within an isolated course, students can begin toperceive the critical nature of humans in aerospace design. However, if it is not integrated into thecapstone design curriculum, this course may not be sufficient for providing students with abroader perspective of design

Conference Session

Aerospace Division Technical Session 4

Collection

2013 ASEE Annual Conference & Exposition

Authors

Narayanan M. Komerath, Georgia Institute of Technology

Tagged Divisions

Aerospace

extremes of depth versus breadth. AeroelasticityFigure 2: Compression of the Fluids/Aerodynamics curriculum demands mathematical and numerical insights and delving into basic theory.Aircraft Design, as the final course in the Capstone design track, spends little time on theory butapplies results from high speed aerodynamics. Thus AE3xxx must serve to integrate theknowledge gained from the entire fluid dynamics sequence, and prepare students to apply bothdepth and breadth. The basic content of AE3021 is distilled from the content of over

Conference Session

Aerospace Division Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

William Michael Butler, Lockheed Martin

Tagged Divisions

Aerospace

design provided anopportunity to see the impact of a controlled intervention on students (in a typical largeuniversity environment) who have had three years of training predominantly under the deductivelearning model where emphasis is often not placed on the application of theory to real worldproblems.The Experiment In the live simulation, the students experienced being an aircraft design engineer for afictitious aircraft company called Ace Aero. The students used a combination of electronic toolsand real world role playing in order to simulate the aircraft designer experience. These realworld industry level design tools included the computer CAD tool CATIA by Dassault Systems,the synthesis tool ModelCenter® by Phoenix Integration, and

Conference Session

Aerospace Division Technical Session 3

Collection

2013 ASEE Annual Conference & Exposition

Authors

Narayanan M. Komerath, Georgia Institute of Technology

Tagged Divisions

Aerospace

effective way of enhancingcomprehension and retention of lessons1,2,3 in the undergraduate curriculum. Coyle4 discusses avertically integrated curricular experience in electrical engineering, constructed from a projectrunning through a sequence of courses. Ohland5 discusses multiple approaches tomultidisciplinary design experiences in the undergraduate curriculum. Devgan6 discusses how Page 23.1037.2research experiences are used to meet ABET EC2000 criteria. Pionke7 describes using a NASAstudent competition as an intense multidisciplinary project experience. While the experiencediscussed in this paper was not designed as a curricular experience, it

Conference Session

Aerospace Division Technical Session 4

Collection

2013 ASEE Annual Conference & Exposition

Authors

Juan Pablo Afman Afman, Georgia Institute of Technology; Narayanan M. Komerath, Georgia Institute of Technology

Tagged Divisions

Aerospace

, initiative, and leadership traits are developed.There is a critical need to build excellence1,2 and enable our best students to perform much betterthan their predecessors. The case study documents the progression of the students’ learning froma core engineering course, to the capstone design experience, and on to the intensely challengingenvironment of an international design competition.The open-ended course assignment involved the conceptual design of a missile defense systemfor the continental United States with particular focus on aerodynamics aspects. Students weredivided into teams of two and given six weeks to complete the assignment with mandatoryweekly reporting. Discussion and integration of course material was learned just in time to do

Conference Session

Aerospace Division Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Trevor J. Bennett, Texas A&M University; Kristin D. Nichols, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

Aerospace

should be theprimary goal of engineering educational institutions. An important and effective part ofengineering education is the design process. Many, if not all, engineering programs require asenior design project in which the students apply their undergraduate coursework to a discipline-specific design challenge. While senior-level design is the capstone of a student’s undergraduateeducation, the authors believe that design education should not be restricted to the final year.Instead it should be integrated throughout the curriculum and follow the development of thestudent. Additionally, effective implementation of design education should be unique to thecurrent technical level of the student. At the freshman level, design education should