Displaying all 12 results
- Conference Session
- Learning in a Socially-Distanced Environment
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lucia Rut Capdevila, San Jose State University
- Tagged Divisions
- Aerospace
empathyice-breaker activity, a metacognition exam reflection exercise, and interactive zyBook exerciseswere incorporated and implemented in AE 30 to help mitigate the effects of the pandemic in thenew online environment. The current investigation presents the assessment of the activities andexercises as effective means of improving student engagement, participation, and performance inan online modality amid a pandemic during the Spring 2020 semester. Instructor observationsrevealed that the cognitive empathy ice-breaker was a powerful way to allow students to sharedifficult emotions but created a distracting and intimidating atmosphere. However, after thecognitive empathy ice-breaker, students were more engaged and participative than on other
- Conference Session
- Design Courses 1, Teaching Tools
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Justin Charles Major, Purdue University, West Lafayette; Tyler Tallman, Purdue University, West Lafayette
- Tagged Divisions
- Aerospace
) researchers must begin to study human cognition and affect as it relates toteaching and learning NDM methods. Following review, Justin reflects on the experience of beingan NDM learner in the second author’s class, more specifically how the Tyler’s class compared tothose themes above. To end, Tyler responds to Justin’s review and reflection from the viewpointof an NDM practitioner and researcher. There Tyler provides their thoughts as they relate toteaching and learning NDM, and thoughts relating to the future of NDM engineering educationmore broadly.1. IntroductionNondestructive evaluation (NDE), testing (NDT), and inspection (NDI) – nondestructive methods(NDM) for brevity – describe the process of inspecting the conditions of a part or material
- Conference Session
- Teaching Methodology & Assessment 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Zachary Nolan Sunberg, University of Colorado Boulder; Kathryn Anne Wingate, University of Colorado Boulder; Lara Buri, University of Colorado, Boulder
- Tagged Divisions
- Aerospace
2 for the fall 2019 (teams self-selected) and fall 2020 (teamsselected via optimization) semesters. For critical design review (CDR), teams give a detaileddesign presentation covering their project’s requirements, baseline design, and engineeringmodels. The presentation is given to a review board of 10 faculty members, with 30 minutes forthe presentation and 20 minutes questions. Faculty member grades are averaged into the finalteam CDR grade, shown above. Peer evaluations are conducted anonymously immediately afterCDR, where each team member evaluates all other team members on a scale of 1 to 5 on bothtechnical and professional contributions. The critical design review is conducted in mid-November and reflects the progress the team has
- Conference Session
- Learning in a Socially-Distanced Environment
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Waterloo Tsutsui, Purdue University; Eric J. Williamson, Purdue University; Kenneth Park, Purdue University; Michael David Sangid, Purdue University
- Tagged Divisions
- Aerospace
themselves with thehands-on lab in aerospace structural mechanics. Subsequently, we learned that Virtual Labs alsoallowed students to collect virtual data that prompted students to further reflect during the dataanalysis process in addition to the data obtained during the hands-on labs. Thus, the courseprovided students with both virtual and hands-on experiences to enhance their understanding ofthe subject matter. At the same time, the course promoted the learning of data analysis,modeling, equipment usage, error analysis, teamwork, and communication by engaging thestudents in both the virtual and hands-on labs. In Spring 2020, we experienced an extraordinaryevent: the school closures and remote learning caused by the COVID-19 pandemic. During
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Teaching Methodology & Assessment 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Connor Ott, University of Colorado Boulder; Kathryn Anne Wingate, University of Colorado Boulder; Aaron W. Johnson, University of Colorado Boulder
- Tagged Divisions
- Aerospace
, the University changed the end-of-semesterevaluation questions and they did not include questions on instructor effectiveness or coursedifficulty. We include this discussion of student evaluations to note a limitation of the study,which is that we compare two fundamentally different courses. Though the survey questions donot ask students about personal interest, intellectual challenge, or the instructors, differences inthese areas exist and contribute to students' overall perception of a class and may influence howthey perceive the goal structures we have asked them to reflect on.In addition to the goal structures a classroom presents to students, students themselves mayidentify more closely with some motivations than others. The box-and
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Personnel Development & Retention
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Thomas A. Ward, Cedarville University; Corinna Megan Ward, Capital Group
- Tagged Divisions
- Aerospace
Yale University’s School of Management. [Statements attributed to Corinna Ward were not made in her capacity as an associate of Capital Group and do not necessarily reflect the opinions of Capital Group or its affiliates.] American c Society for Engineering Education, 2021 A Comprehensive Review of US Minor Degrees in Aerospace, Aeronautical, and Astronautical Engineering and Unmanned Air SystemsAbstractThe demand for graduates with aerospace engineering skills is outpacing the annual number ofgraduates from US academic organizations. Minor degrees programs in aerospace engineering (orsimilarly titled) are less common than bachelor and postgraduate degree programs
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- 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
- Conference Session
- Design Courses 2, Aerospace Assets
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tobias Rossmann, Lafayette College
- Tagged Divisions
- Aerospace