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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Diversity

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Aerospace

systems problems.In this paper, the hands-on activities were designed for the students to immerse themselves into asystem, participate in the system, and experience the behavior of an operating system first-hand.These activities are sometimes thought of as games; however, these games were connected to thefirst three of the learning objectives. The students led games and participated in games. The teamthat led the games was responsible for obtaining structured written feedback from theparticipants, developing their own reflective feedback and developing a full written report of thegame.Roadmap for Using Hands-on Discovery Activities (HODA) in a CST CourseIn 2017, Hands-on Discovery Activities (HODA) were incorporated into an existing CST

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

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Aerospace

26.840.2The content reflects the commonly held understandings that multiple leading universitiesdocument in their course descriptions. The assessment strategies reflect the varied results thatstudents may generate with higher level thinking. The pedagogy reflects the established trend ofcooperative learning as the “best” form of active, student-centered learning, where the instructorscaffolds the student’s learning process and develops the student’s ability to pursue self-guidedinquiry, which is the highest goal of teaching.It is expected that the institutional setting will be an ABET-accredited engineering college thatoffers aerospace engineering at the bachelors level. For example, the rotorcraft centers ofexcellence are Georgia Tech, University of

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

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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

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

information sharing has demonstrated a need to examine theeffects of the relevancy and newness of the information exchanged among teams and teammembers to support group decision-making and overall performance of the team.32Beyond formal meetings and tag-ups, continuous, informal communications across immediateworking groups increase design team effectiveness and synchronous reflection on goalaccomplishment.3,24 Unprompted design discussions stimulate peer review opportunities andcontemporaneous sharing of design tasks.24 Moreover, these informal gatherings promotecontinuous awareness of and reflection on design issues, increasing response time to addressingand solving these challenges.24Previous research has investigated the exchange of information

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

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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

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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Aerospace

-2018 academic year, ACRP newlyincluded enhancing sustainability and resilience of airports as a topic in the challenge area ofairport operations and maintenance, and in the challenge area of airport environmentalinteractions [4]. The 2018-2019 design guidelines include these two topics as well [4]. However,the motivations for 2013 to 2017 winning teams to include sustainability in their designproposals have not been investigated. Because one of the evaluation criteria for this competitionis interaction with industry (12 out of 122 points), these motivations may reflect the demand ofairport industry for including sustainability or may reflect the inclusion of sustainability intodesign courses as recommended by ASEE.Student teams at U.S

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

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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

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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Diversity

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Aerospace

, 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

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

. Overall, students enjoyed completing theOEMPs with 27 of the 36 respondents (75%) saying they agreed or strongly agreed with thestatement “I enjoyed completing the open-ended problems” (Figure 3). Figure 3. Students enjoyed the open-ended problemsTo assess the degree to which students enjoyed the OEMPs, we asked “I like the open-endedproblems more than the typical [course] homework problems.” 20 respondents strongly agreed oragreed with that statement (55.5%), 8 strongly disagreed or disagreed (22.2%), and 8 remainedneutral (Figure 4). This mix of responses is reflected in the open-ended comments, wherestudents said they enjoyed the problems but experienced some frustration because they wereunsure about the correctness of

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

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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

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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Diversity

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Aerospace

questions, three map to the environment. Gendered effects of performance in CS areinfluenced by the social environment, whereas programming experience in high school or undergraduateeducation beyond introductory CS is reflective of the opportunity that students have in their pre-collegeenvironment. We also take students’ grades in the linear algebra course to be reflective of theirenvironment, rather than their ability, because the programming assignment we study involved forming anAx = b matrix from a set of equations. Based on students’ difficulty with this concept in class, wehypothesized that having prior knowledge of linear algebra would be helpful on this programmingassignment. And therefore, students who had the opportunity to take advanced

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

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Aerospace

1 Ask someone (question 1 options k and l combined compared to question 4 option j) 8SummaryThe incorporation of lifelong learning into a hands-on, technology focused, standards driven,engine systems laboratory course was explored in this study. The current assignment of atechnical video was used as the structure to assess lifelong learning in the participants. Thestudent activity was to prepare a reflective assessment of their video assignment and drawconnections to a real-life industry problem that they may face in their first few years in theircareers. The results of the assessment show that students are able to identify resources used in aclass assignment and are able to project which resources

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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actual labs and give a good visual of what to expect on the actual lab day.”Instructor Reflection about the VL ImplementationThe AAE 20401 instructor shared his experience during the VL implementation. The instructorspecifically talked about the challenging issues that he faced during the implementation. “When we first received the Virtual Lab software (Spring 2018), we received the prototype version of the software. Thus, it needed some work before implementing it in the student learning environment. In Spring 2018, we had graduate student lab TAs run the prototype VL program so that we can get a proper feedback. Then, during Summer 2018, I hired one graduate student to go through all the functionality of VLs

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

the HODA and practice the systems tools they learn from CST course byexplaining their experience and observations. The original debriefing has four steps [10]: “tellthe story; graph the variables; make the system visible; and identify the lessons” (pp.7-9). Anadditional step, which is to explore the connection between the HODA and the aviation industry,is included in the CST course by the instructor. In the CST course, the debriefing includes in-class debriefing and an after-class full report.In-class debriefingThe in-class debriefing led by the team leaders is conducted immediately after the HODA. Theleaders guide students to discuss their observations and reflections on the system structureexisting in the HODA using a series of steps.Step 1

Conference Session

Aerospace Student Projects, Engineering Design and Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kuldeep S Rawat, Elizabeth City State University; Chandra Bhushan Asthana P.E., Elizabeth City State University

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Aerospace

statistically significant effect ontheir self-efficacy, matched-pairs t-tests were performed on the six items. The results, shown inTable 4, revealed statistically significant increases in self-efficacy after the hands-on experiencefor each item. Not surprisingly, the students were very confident in their general knowledgeabout the drone assembly/building process but somewhat less confident in detail knowledgeregarding specific components. Given that all of the students reported being more interested inSTEM-related areas as a result of this camp and 64% were interested in participating in a similarcamp, this lack of confidence reflects a desire to learn more about drones to gain that confidence.Students responded on a three-point Likert Scale to each

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

' proactivity in socialization (e.g., [20], [23]), theresearch in the context of engineering organizations was largely untouched. Morespecifically, there is rare research about newly hired engineers' proactivity in the aerospace &defense (A&D) industry. A&D organizations employ engineering graduates from multipleengineering majors and offer a wide variety of positions [20]. In particular, A&Dorganizations recruit electrical, mechanical, manufacturing, computer-related engineers,along with recruiting graduates with explicit aerospace engineering degrees. Therefore,organizations in the A&D industry reflect the features that many organizations may haveacross different engineering disciplines. Hence, to address the above-mentioned gaps

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

material.These methods greatly enlarged the learning platform of the class. Assessment of the lectureassignments was uniquely based on active participation by the students, including the learningprocess, delivery of the assigned content, and students’ ability to keep the audience engaged.Class performance through projects and homework assignments revealed that students enhancedtheir knowledge of aircraft stability and control through flight simulator experience, iterativehomework assignments, and by preparing and presenting assigned lectures. Reflections from thestudents showed that they greatly benefitted from the intuitive theoretical learning through theuse of flight simulator.Introduction In the field of engineering, development of both

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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Diversity

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Aerospace

) providing energy for the future, (2) restoring andimproving urban infrastructure, (3) improving the environment, (4) improving healthcare, (5)improving education through personalized learning, and (6) securing personal and organizationalinformation more so than when they began the course (tables 3 and 4). However, significantdifferences between time points were not observed given our small sample size. Tables 1 and 2are broken up by gender to show the comparison of men and women’s interest in topics withinaerospace, while tables 3 and 4 reflect the knowledge all students of both genders felt they hadbefore and after the class.Table 1: Women’s reported interest in application of aerospace engineering at Time 1. Note: N=3 Provide en

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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Diversity

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Aerospace

on the quality of the work they produce and the actual project product itself. Inaddition, students also receive a number of reflection assignments so that the instructor main gaininsight into how the students are viewing the course and their performance (positives and areas forimprovement) as students/employees [22]. In a corporate environment, such information can begleaned by a supervisor with an employee during a yearly performance appraisal discussion. Theseitems provide some insight into student readiness to work in industry through how the studentdiscusses the experience and through the choice of subjects the student chooses to discuss in someassignments.Pilot runs of the courseThe course was piloted in 2018, 2019 and 2020. The 2018

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

topic of interest tothe student. The use of problems framed as technical challenges to report to a supervisor ortechnical peers provides context to inspire students to recognize the independent learning skillsthey will need to be successful engineers.Alignment to Workplace CompetenciesIn addition to the seven defined ABET student learning outcomes, there have been numerousworks to define additional workplace competencies that would be expected by the modern globalengineer [17,24,25]. The National Academy of Engineering (2004) [17] notes that an engineerworking in an interdisciplinary global workforce requires leadership, teamwork, communication,reflective behavior practice, interdisciplinary skills, disciplinary perspective, contextualawareness

Conference Session

Aerospace Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wm. Michael Butler, Virginia Tech

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Aerospace

480 0.206 0.405 0-1 Ethnicity 476 0.264 0.441 0-1 Family/Friends Engineers. 561 0.597 0.491 0-1 First Interest in Aerospace 551 0.080 0.271 0-1 Co-op Internship 520 0.325 0.469 0-1 Page 26.114.6 Table 2 shows the means and standard deviations for the variables used in this study.Since all respondents did not answer all items, the number of responses for each item varies andthe statistics reflect those varying sample sizes

Conference Session

Aerospace Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Aerospace

internally on a more efficient level. To map the FAAlearning levels to Bloom’s Taxonomy the flying qualities phase created learning objective verbsfound in Table 1. Page 26.193.5The new learning objectives are designed to reflect increased student learning as students progressthroughout the flying qualities phase . As new topics and concepts are introduced in academics ')* (&!""#&!(#"&%)& ###"(&- -"(''$)(("$&('(#(& &('"$ "#&". "&(&($("(!$&()&'#& (##&

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

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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

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

approaches related to airport challenges. The design competitionrequires student teams to interact with airport operators and industry experts to get input on theirdesign ideas and solution [2]. This paper explores the number and value of these interactions byevaluating the winning design proposals.Statistics are used to analyze trends in the winning design proposals which may reflect theimportance of number of the experts contacted by student teams and their demographics. Thewinning design proposals contain written sections that discuss the team’s reported benefits oftheir interactions with industry experts. Thematic analysis is used to identify themes for designproposals from first, second, and third place teams. The paper presents a study of