Conference Session

Aerospace Division (AERO) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Taylor Tucker Parks, University of Illinois at Urbana - Champaign; Timothy Bretl; Alexander Pagano, University of Illinois at Urbana - Champaign

Tagged Divisions

Aerospace Division (AERO)

elements that included reflective activities, discussion of stakeholders and end-users, andevaluation of teamwork [4]. These were co-designed with the instructor and implementedthroughout the course’s series of four pair-based design projects.Knowledge-Building Communities in Engineering EducationCollaborative technologies and other means of supporting and assessing professional andacademic knowledge-building communities or communities of practice (CoPs) have been widelyexplored [10], [11], [12]. CoPs have also been explored in engineering education contexts, suchas for means of spreading assessment methods [13]. However, the impact of team formationstrategies on the spread of information through a knowledge-building community or classroomhas yet

Conference Session

Aerospace Division (AERO) Technical Session 5 - Pedagogy & Aviation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacob Joshua Shila, Bowling Green State University; Shantanu Gupta, Ph.D., Bowling Green State University; Catherine Smith, Bowling Green State University

Tagged Divisions

Aerospace Division (AERO)

knowledge before  Pre- and post-content assessments and after workshop  Reflective logs and teacher journals HS teachers’ interest level and attitudes  Attitude survey provided to the HS toward teaching aviation curriculum teachers before and after they are exposed to the workshop  HS teachers’ reflections on their own learning during the process Effectiveness of immersive hands-on  Pre- and post-topic-specific assessments

Conference Session

AERO 1: Rocketry and Space Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Megan Ennis, University of Michigan; Elizabeth Ann Strehl, University of Michigan; Aaron W. Johnson, University of Michigan; Corin L. Bowen, California State University, Los Angeles; Oliver Jia-Richards, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

program at theUniversity of Michigan. The lesson introduced students to one macroethics topic, orbital debris,that directly connects to the “technical” topics of the course. We believe this socio-technicalintegration stressed to students that engineering cannot be separated from its societal impact.This paper reviews previous macroethics work, context about the course, the content andstructure of the lesson, a distributed post-lesson survey and its results, and author reflections ofthe lesson.Previous workHekert offers a formal definition of macroethics after reviewing and combining severalengineering ethics frameworks: “‘macroethics’ applies to the collective social responsibility ofthe [engineering] profession and to social decisions about

Conference Session

Aerospace Division (AERO) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mollie Johnson, Massachusetts Institute of Technology; Rea Lavi, Massachusetts Institute of Technology; Olivier Ladislas de Weck, Massachusetts Institute of Technology; Prabhat Hajela, Rensselaer Polytechnic Institute; Luca Carlone, Massachusetts Institute of Technology; Siyi Hu, Massachusetts Institute of Technology; Marcus Abate, Massachusetts Institute of Technology; Zeyad Awwad, Massachusetts Institute of Technology; Yun Chang, Massachusetts Institute of Technology

Tagged Divisions

Aerospace Division (AERO)

Group Week Module F Humans in Space Both GroupCourse DesignAeroverse was offered as a for-credit, pass/fail course that focused on introductory fundamentaltopics and therefore had no pre-requisite requirement. As such, students were expected to attendevery class and submit assignments for grades. The assignments included pre-readings beforeevery class, a pre-reading quiz, a pre-class reflection, an in-lab worksheet, a post-class quiz, and apost-class reflection. The post-class reflection recorded how enjoyable students found the class andhow confident they were that the class allowed them to meet certain learning objectives. The latterresults were compared to the pre-class reflection that

Conference Session

Aerospace Division (AERO) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Glen Roderic Coates, Pennsylvania State University; Alyson G. Eggleston, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University

Tagged Divisions

Aerospace Division (AERO)

and retooling stated learning outcomes.PBL approaches across engineeringPBL is an instructional approach that platforms a student-centered classroom dynamic, andrequires teamed students to propose solutions for open-ended, discipline-specific problems andprocesses. Students produce results that can be assessed with outcome-based standards. As afinal project phase, students are invited to reflect on their problem-solving posture, identifyingopportunities and gaps in their knowledge [16]. As supported by findings in cognitive science,true learning requires higher energy cost for the brain. Connecting old and new informationsupports deeper integration, learning, and memory retrieval, a consolidation process that isstrengthened by self-reflection

Conference Session

Aerospace Division (AERO) Technical Session 1 - Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Djedjiga Belfadel, Fairfield University; Danushka Bandara, Fairfield University

Tagged Divisions

Aerospace Division (AERO)

analysisproject, concluding with survey results that reflect the program’s contribution to student development andinterdisciplinary learning. 1. Introduction and BackgroundUndergraduate research has become an essential component of higher education, offering studentsopportunities to apply classroom knowledge to real-world problems while developing critical thinking,technical skills, and professional competencies. At Fairfield University, the URSR program exemplifiesthis approach by providing a structured, immersive research experience. Now in its third year, theprogram continues to grow in scope and impact, fostering collaboration between students and facultywhile tackling a wide array of challenges.Undergraduate research (UR) has been consistently

Conference Session

Aerospace Division (AERO) Technical Session 3 - Student Papers 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Kennesaw State University

Tagged Divisions

Aerospace Division (AERO)

echolocationbehavior of a bat. High school and undergraduate students are involved in the entire design,fabrication and flight process. The UAS will navigate an urban environment using only ultrasonicspeakers and microphones, a more cost-effective alternative to the expensive cameras typicallyused in UASs. The vehicle features a 3D-printed bat head, modularly attached, containing anultrasonic speaker in the mouth and two microphones in the ears to capture reflections from thesound waves emitted. As part of the design, casings for the electronic speed controllers (ESCs),which regulate the motor speeds, as well as the bat head, are designed and fabricated.Throughout the development process, several challenges are encountered. Minimizing dead weightand drag

Conference Session

Aerospace Division (AERO) Technical Session 2 - Student Papers 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sabrina Olson, University of Michigan; Oliver Jia-Richards, University of Michigan; Aaron W. Johnson, University of Michigan

Tagged Divisions

Aerospace Division (AERO)

re-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Current projects include studying and designing classroom interventions around macroethical issues in aerospace engineering and the productive beginnings of engineering judgment as students create and use mathematical models. Aaron holds a B.S. in Aerospace Engineering from Michigan and a Ph.D. in Aeronautics and Astronautics from the Massachusetts Institute of Technology. Prior to re-joining Michigan, he was an instructor in Aerospace Engineering Sciences at the University of Colorado Boulder. ©American Society for

Conference Session

Aerospace Division (AERO) Technical Session 2 - Student Papers 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mollie Johnson, Massachusetts Institute of Technology; Rea Lavi, Massachusetts Institute of Technology; Olivier Ladislas de Weck, Massachusetts Institute of Technology; Luca Carlone, Massachusetts Institute of Technology; Yun Chang, Massachusetts Institute of Technology; Prabhat Hajela, Rensselaer Polytechnic Institute

Tagged Divisions

Aerospace Division (AERO)

a competitive edge, distinguishing themselves throughinnovative approaches to teaching and learning [20].Popular pedagogical theories associated with VR simulations are primarily based onconstructivist ideology [21, 22]. The most frequently cited theory is experiential learning theory,which posits that effective learning occurs when individuals engage in a cycle of experience,reflection, and application [23]. Additional theories that align with VR’s immersive propertiesinclude situated learning theory, which emphasizes learning within authentic contexts [24], anddiscovery learning theory, which suggests that learners gain a deeper understanding by drawingtheir own conclusions with minimal guidance [25]. While less commonly cited, other

Conference Session

Aerospace Division (AERO) Technical Session 4 - Teaching Methodology

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Kuester, University of Mary Hardin-Baylor; Maria Smith, University of Mary Hardin-Baylor

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

course for upper-level general engineering students. The project had threeobjectives: to apply the course material to a historical aerospace application, to encouragestudents to explore the societal and historical context of aerospace engineering, and to foster adesire for lifelong learning in engineering students. Each student (N = 16) selected a narrativenon-fiction book about aerospace history from a curated list of titles available at the campuslibrary in physical or electronic form. After reading their book, students wrote a short bookreview, answered reflection questions about the intersection of society and aerospace technology,and gave a short presentation to the class in which they related concepts taught in the course(aircraft top

Conference Session

AERO 4: New Technologies and Strategic Applications

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adeel Khalid, Kennesaw State University

Tagged Divisions

Aerospace Division (AERO)

instruction leads to student autonomy, constructive investigation, goal-settingcollaboration, and enhanced communication skills. Projects like this also address a wider set oflearning styles, promote critical and proactive thinking, and reflection. Mills et. al. [2, 8] argue thatthe current engineering programs do not provide sufficient design experience to students. Becauseof this, graduates often lack communication skills and teamwork experience. Engineeringprograms need to develop more awareness among students of the social, environmental, economic,and legal issues. These issues are better addressed in a project-based learning environment than inany other classroom setting. Mills et. al suggest that they are part of the reality of

Conference Session

Aerospace Division (AERO) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yilin Feng, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

students are not in the field and possessing expertise or specific working knowledge? 14 -Does the design reflect creativity and imagination on the student’s or team’s part?Overall Is the design well written? 5quality of Does the report effectively present the design solution? 3the designpackage Does the report follow the required format and reference citation requirement? 3Total points 115The course structure was not changed significantly when the ACRP University DesignCompetition was first

Conference Session

AERO 5: Student Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Benjamin Casillas, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

importance in the aerospace industry.With these points in mind, the Department of Aerospace Engineering at Texas A&M Universityis but one of many in the United States that do not adequately reflect the diversity of itspopulation as a whole. Women are heavily underrepresented as undergraduate students in thismajor, comprising just 8.3% of Bachelor’s degrees awarded during the 2020-2021 academic year[4]. Ethnic minorities were similarly underrepresented during this academic year, with whitesaccounting for 67.5% of awarded Bachelor’s degrees in aerospace engineering [4]. Enrollmentfigures reported by the university in fall of 2022 reflect slightly higher representation, withwomen comprising 14.1% of students in the aerospace engineering department

Conference Session

Aerospace Division (AERO) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

E. Tyler Young, The Ohio State University

Tagged Divisions

Aerospace Division (AERO)

walk. During this activity, students walk around the classroom and read their classmates’project results. For each assignment, they leave a comment – either an affirmation or asuggestion for improvement – on a sticky note. After this gallery walk concludes, students thentake turns presenting their homework results to the class. The instructional period shouldconclude with enough time left for students to write a brief reflection on how they mightincorporate feedback from their peers to improve their presentations. These reflections will beturned in as the final exit ticket of this mini-unit.ConclusionThe “Cool It!” mini-unit described above has been conceptualized following theories ofculturally-responsive and sustaining pedagogies, community

Conference Session

Aerospace Division (AERO) Technical Session 1 - Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Iftekhar Ibne Basith, Sam Houston State University; Syed Hasib Akhter Faruqui, Sam Houston State University; Ali Dinc, Sam Houston State University; Joice Hill, Sam Houston State University; Emma Elizabeth Robles; Addym Paul Jackson, Sam Houston State University; Francis Coker, Sam Houston State University

Tagged Divisions

Aerospace Division (AERO)

guidelines in [10]. The iterative refinement process, which included theoretical calculationsand simulation, reflects approaches from [11]. 1 L = 2 𝜌𝜌𝑉𝑉 2 𝑐𝑐𝑙𝑙 𝑆𝑆 (1) 1 D = 2 𝜌𝜌𝑉𝑉 2 𝑐𝑐𝑑𝑑 𝑆𝑆 (2)The formula for lift force includes air density (ρ), flight speed (V), lift coefficient (𝑐𝑐𝑙𝑙 ), and wingarea (S). It is typically assumed that the lift force is equal to the UAV's instantaneous weight duringcruise and loiter phases. The lift

Conference Session

Aerospace Division (AERO) Technical Session 5 - Pedagogy & Aviation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mabior Deng Kuer Mabior, Purdue University at West Lafayette (PPI); Caroline K Marete, Purdue University at West Lafayette (PPI)

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

Aviation Climate Action Plan, SACAA strategicplan, FAA, ICAO, SACAA, IATA and university websites. This literature, gleaned from thesesources, was thematically coded. The codes were derived from reviewed literature rather thanimposed a priori. These codes were used to answer the three key research questions of this study.The findings were triangulated with responses to open-ended questions in the survey tocontextualize survey data and evaluate the validity of findings obtained from the two researchmethods [21]. The researchers highlighted phrases related to epistemological frameworks (e.g.,technical competencies, hands-on experience, critical reflections), socioeconomic and politicalinfluences (e.g., resource gaps, regional disparities), and

Conference Session

AERO 5: Student Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brian D. Ritchie, The Ohio State University

Tagged Divisions

Aerospace Division (AERO)

generated a map of all the questions they had about theirproject. This tied Making Connections to Curiosity, helping them see that the 3C’s worktogether. At the end of the second semester, the students again generated concept maps for theirproject and combined them into one overall map for the team as well as reflecting on the changesfrom their initial map. Creating Value is also tied to an assignment done at the start of theproject as well as after it ended. In this case, teams filled out a stakeholder value matrix.In addition to the small assignments directly tied to one of the 3C’s, the TILT framework wasused for the major assignments (project proposal, proposal presentation, final report, finalpresentation) in the courses to explain how each of

Conference Session

AERO 3: Innovative Pedagogy and Hands-on Learning 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Craig Merrett, Clarkson University; J. W. Adams, Clarkson University; Aaron W. Johnson, University of Michigan; Jessica Swenson, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

problems. The students surveyed forStructures II 2022 had already completed Structures I and the survey was completed near the endof Structures II; therefore, the results reflect students who are at the end of the two courses. Thestudents surveyed for Structures I 2022 were surveyed twice throughout the course thus theirresults reflect students’ progression in handling OEMPs.What are the students’ initial responses to encountering an open-ended analysis project?From the affective pathway construction data collected in October 2022, the students initiallyhave a largely neutral response denoted by the Curiosity adjective. As the students progressthrough the project, they encounter negative feelings such as Confusion, Anxiety, Frustration

Conference Session

Aerospace Division (AERO) Technical Session 4 - Teaching Methodology

Collection

2025 ASEE Annual Conference & Exposition

Authors

Smail Guenoun, Ecole Polytechnique de Montreal; Huu Duc Vo, Ecole Polytechnique de Montreal

Tagged Divisions

Aerospace Division (AERO)

of the probes with respect to the jet centre.Finally, the last question for the students in the discussion is to propose a solution to makethermocouples measure the true total temperature when exposed to a high-speed flow. Inanswering this question, the students have to reflect upon how the measurement of the totalpressure was physically obtained in a Pitot-static tube in order to mimic the same effect in the caseof a temperature measurement.ConclusionThis article presents a laboratory designed for aerospace engineering students, allowing them toconnect their theoretical knowledge to a practical experience. By the end of this laboratory,students will understand, for example, that the choice of a thermocouple for measuring fluidtemperature is

Conference Session

Aerospace Division (AERO) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christian . Janke ., Embry-Riddle Aeronautical University - Worldwide; Yuetong Lin, Embry-Riddle Aeronautical University - Worldwide; Ghazal Barari, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

inthis regard. Through the use of a master course template, all instructors teaching the coursefollow a unified structure, ensuring consistency in content delivery. These templates are regularlyupdated to include new materials, reflecting advancements in the field, and course modules can beeasily expanded or modified to adapt to emerging educational needs. It is important to note thatlearning management systems, such as Instructure Canvas, also provide standardization andharmonization opportunities for in-person classroom teaching, allowing instructors to use thesame online lesson templates.Electric Propulsion Revolution within the Aviation SectorFard et al. reviewed the state-of-the-art advancements in aircraft electrification. Three

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Challenges and Coping Strategies of Engineering Graduate Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julie Aldridge, The Ohio State University; Nicole M. Else-Quest, University of North Carolina at Chapel Hill; Joseph Roy, American Society for Engineering Education (ASEE); So Yoon Yoon, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO), Graduate Studies Division (GSD)

aggression. As researchers have explicitly stated that individual attitudes toward diversity, personal experiences, and the presence or absence of specific practices do not reflect diversity climate [28], evidence of this climate was limited to emergent themes from qualitative studies [67][75][83]. Thus, we also excluded papers based on autoethnography or findings relying on unique statements reflecting the experience of a lone participant. Cultural mosaic beliefs climate: perceived cultural diversity [30][31] is a recent addition to the climate literature. We included it in our framework due to the high proportion of international students in engineering doctoral programs. Perceived cultural diversity climate is defined as how well

Conference Session

Aerospace Division (AERO) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rani W. Sullivan, Mississippi State University; Shuvam Saha, Mississippi State University; Masoud Rais-Rohani, University of Maine

Tagged Divisions

Aerospace Division (AERO)

!Because of the additional time allotted for the fabrication and testing phases, students were ableto reflect on their experience and discuss possible reasons why their predicted results weredifferent from the measured values. This discussion was required as a part of their final report.Table 5 lists excerpts from student team reports that give possible causes for the discrepanciesbetween experimental and analytical data.Table 5. Panel Project Report Excerpts Detailing Reasons for Differences in Measured and Analytical Data The team were able to see how variations and discrepancies in the manufacturing, however small, can cause large variations in performance. Some of the reasons behind some discrepancies between the data are human error

Conference Session

Aerospace Division (AERO) Technical Session 3 - Student Papers 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Huy Trung Huong, University of Bridgeport; Sushma Gudi, University of Bridgeport; Vamsi Sripada, University of Bridgeport; Juan David Urrea Vargas, University of Bridgeport; Mohammad Omar AL-Torzi, University of Bridgeport; Karissa Bird, University of Bridgeport; Jani Macari Pallis, University of Bridgeport

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

data transfer between theflight system and the ground station. This will ensure reliable transmission of real-time teleme-try during ascent and descent. Additionally, we plan to integrate three supplementary payloads:(1) a 5.7k resolution 360° camera for flight documentation, (2) a SPOT Trace GPS tracker forredundancy in tracking and recovery, and (3) a venting system to regulate internal pressure andtemperature of the balloon. These components were core elements of the University’s contribu-tions to the Nationwide Eclipse Ballooning Project from 2022 to 2024 [5].Result & Discussion The preliminary findings from this research reflect not only strong technical progress toward asuccessful flight in June 2025, but also highlight the

Conference Session

Aerospace Division (AERO) Technical Session 3 - Student Papers 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Taylor St. Fleur, Prairie View A&M University; Jianren Zhou, Prairie View A&M University; Minghui Xu, Clemson University; Yuhao Xu, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

exemplified how the internship allowed the student to experiencefirsthand the problems of structural strength testing. By participating in every step of the process,from conceptual design to final testing, she developed a holistic understanding of the technicaland procedural aspects of aerospace engineering. This captivating experience not only enhancedher technical skills but also prepared her for the collaborative and detail-oriented nature of acareer in engineering.Broader Picture of the InternshipThe broader impact of this NASA internship reflects a collaborative effort to expand access andopportunity for underrepresented students in STEM. Funded by the U.S. Department ofEducation, the internship was specifically designed to allow NASA and other

Conference Session

Aerospace Division (AERO) Technical Session 3 - Student Papers 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lukas Goodworth, Westmont College Engineering Department; Douglas Fontes, Westmont College

Tagged Divisions

Aerospace Division (AERO)

overall sense ofcommitment to something real and impactful. Similarly, an undergraduate engineering student’ssummer research reflects the significance of equipping education beyond the classroom,integrating methods such as literature review, programming, analyzing, and forming graphics.The undergraduate engineering research student referenced in this paper is one of the authorsrecounting their personal experiences and evaluating the educational benefits gained through theresearch process.The primary objective of this research is to determine optimal geometric characteristics anddesign features of deflector cones to improve the safety, efficiency, and economic feasibility oflunar rocket landings. This topic becomes increasingly more important as

Conference Session

Aerospace Division (AERO) Technical Session 5 - Pedagogy & Aviation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Waterloo Tsutsui, Purdue University at West Lafayette (COE); Yinchien Huang, Purdue University at West Lafayette (COE); Derek Carpenter, Purdue University; Jitesh H Panchal, Purdue University at West Lafayette (PWL) (COE); Daniel DeLaurentis, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

converting textualdata into numerical representations that machines can process. Fig. 4 depicts the fundamental ideabehind word embeddings, where words are mapped to high-dimensional vectors in a continuousspace, enabling mathematical operations on textual data. For instance, in a well-constructedembedding space, technical terms from related engineering domains would be positioned closertogether (e.g., clustering terms like “stress,” “strain,” “deformation,” and “mechanics” inaerospace solid mechanics) in proximity to reflect their interconnected conceptual relationships.This transformation allows LLMs to capture semantic relationships between technical vocabularyand process language in a computationally efficient manner.Example 3: Consider an

Conference Session

Aerospace Division (AERO) Technical Session 2 - Student Papers 1

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lani McGuire, The Ohio State University; Benjamin Ahn, The Ohio State University

Tagged Divisions

Aerospace Division (AERO)

thisframework, as it does still closely reflect the holistic experiences of engineering students ingeneral. The dimensions and their learning experiences are shown below in Figure 1. Professional Personal Academic industry internships familial support institutional culture and co-ops peers within research internships program design engineering peers outside co-curricular activities

Conference Session

Aerospace Division (AERO) Technical Session 5 - Pedagogy & Aviation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karen Martinez Soto, Syracuse University; David Gray, Virginia Polytechnic Institute and State University

Tagged Divisions

Aerospace Division (AERO)

-level listservs, and announced in classes led by the founding faculty. From the initial set ofproposals, five projects were selected, and a first cohort of ten students was invited to participatein the program.Since its inception, the program has served over 57 students from eight different majors acrossthe university. The current enrollment stands at 36 students. Notably, the acceptance rate for thepast two recruitment cycles has been below 25%, demonstrating the competitive nature of theprogram. Additionally, the program boasts a student retention rate of over 90% year-on-year,reflecting the value students place on their experience within the program.2.2 Student-Led Recruitment ProcessA unique aspect of the E2E program is its student

Conference Session

AERO 2: Innovative Pedagogy and Hands-on Learning 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Zachary Stein, Embry Riddle Aeronautical University; Bonnie Swan, University of Central Florida (Program Evaluation and Educational Research); Seetha Raghavan, Embry Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

papers published by the IRES student Alumni, patents granted, as well as researchawards, grants, and fellowships awarded to them. Table I summarizes these achievements. Table II expands upon the awards,grants, and fellowships, awarded to the 27 students since their participation within the IRES program. IV. A SSESSMENT RESULTS The following section are the results from the independent evaluator [13]. These results come from the pre-travel and post-travel questionnaire and interview questions given to an IRES Cohort of students who fully completed the program. It shouldbe noted that these results are reflective of a case study for the specific Cohort in the IRES project itself and cannot fully

Conference Session

Aerospace Division (AERO) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Scott Nguyen; Joshua Rovey, University of Illinois Urbana-Champaign; Heather Ruth Arnett, University of Illinois Urbana-Champaign

Tagged Divisions

Aerospace Division (AERO)

students' confidence and engagement after they have completed the technicalportion. This strategic sequencing ensures that students' mental bandwidth is not overlytaxed at the beginning of the exam, allowing for a more accurate reflection of their attitudesand motivations towards the subject matter. Overall, this theory of change aims to optimizelearning effectiveness, minimize testing fatigue, and provide a comprehensive assessment ofstudent understanding and engagement in the rocketry course.MethodsResearcher PositionalityOur research team is a collaborative effort that includes one master’s student and a professorin aerospace engineering, and one experienced educator with expertise in outreach andeducational research. This introductory rocketry