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)

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Diversity

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Aerospace Division (AERO)

inprecise relationship mapping and maintaining consistency regardless of dataset size, LLMs canidentify subtle conceptual connections that might not be explicitly coded in the ontology. Thiscomplementarity suggests that an integrated approach using both paths could provide the mostcomprehensive tool for curriculum development and academic advising. The SPARQL pathensures rigorous logic-based course relationships, while the LLM path enriches this structure withsemantic context and potential relationships that traditional prerequisite structures might overlook.These complementary strengths of both approaches become particularly evident when examiningtheir applications from different user perspectives, as discussed in the following sections.6.2 Bottom

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

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Aerospace Division (AERO)

Paper ID #47216Student-centered success: Exploring student-led recruitment in an aerospaceundergraduate research programDr. Karen Martinez Soto, Syracuse University Karen Martinez Soto is an Assistant Teaching Professor of Mechanical and Aerospace Engineering at Syracuse University. She holds a Ph.D. in Engineering Education from Virginia Tech supplemented by a M.Sc. and B.Sc. in Aerospace Engineering from Virginia Tech and the University of Oklahoma respectively. Her research interests are focused on teaching and assessment for conceptual understanding, curriculum development for the middle years, and student cultural

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

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Aerospace Division (AERO)

social andhistorical context [8], and narratives can help learners form complex connections betweentechnical and non-technical content. For example: Halada and Khost [9] used narrative shortstories and case studies to encourage student reflection on the interactions between engineering,technology and society. Finally, narratives put humans at the center of the story, instead oftechnical content. Stolk and Martello [10] showed that integrating a human-centered approachinto their course project increased student motivation and encouraged higher use of criticalthinking. All of this supports ABET student outcome #4: “an ability to recognize ethical andprofessional responsibilities in engineering situations and make informed judgments, which

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

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Aerospace Division (AERO)

systems for flight dynamics [27], interacting with turbofanassembly and engine structure [28], and serving as an introduction to turbomachinery and fluidflow [29]. Despite the promising applications outlined in the previous subsection, the integrationof VR into full courses remains uncommon at the university level. The problem is two-fold: VRis rarely implemented, and impacts on students are not documented comprehensively.This paper examines the exploratory Aeroverse course, which seeks to address theaforementioned literature gap by providing a structured, ongoing implementation of VR-basedlearning for aerospace education. Through this approach, Aeroverse aims to demonstrate thevalue of VR as a core component of a curriculum rather than a one

Conference Session

Aerospace Division (AERO) Technical Session 4 - Teaching Methodology

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julie B. Coder, The Pennsylvania State University; James G Coder, Pennsylvania State University; Mark D. Maughmer, The Pennsylvania State University

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Aerospace Division (AERO)

Paper ID #48756Aerospace Engineering Education in the Era of Generative AIJulie B. Coder, The Pennsylvania State University Julie B. Coder is a Ph.D. candidate in the Department of Curriculum and Instruction in the College of Education at Penn State University.Dr. James G Coder, Pennsylvania State University Dr. Jim Coder is an Associate Professor of Aerospace Engineering at Penn State University, specializing in applied aerodynamics and computational fluid dynamics.Dr. Mark D. Maughmer, The Pennsylvania State University Dr. Mark D. Maughmer is a professor of Aerospace Engineering at Penn State University, specializing in

Conference Session

Aerospace Division (AERO) Technical Session 4 - Teaching Methodology

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jason Andrew Roney, University of Denver

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Aerospace Division (AERO)

Engineering Tools of Scientific Discovery in Popular Culture, Part I in a Series of Thematic Courses Introducing Non-Majors to Space Exploration Concepts and TopicsThe University of Denver (DU) has a Common Curriculum which provides students with a well-rounded education by creating a context for major or minor courses of study and introducesstudents to new areas of interest. One of the main elements of the common curriculum is a seriesof elective courses which cover “Scientific Inquiry: The Natural and Physical World” (SI-NPW).If a student is not an engineering or science major, they must choose one of these series whileattending DU. Most of these electives are given by the School of Natural Science andMathematics (NSM

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)

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Aerospace Division (AERO)

Aviation embodies crucial progress in human advancement. It is a cardinal component ofglobal mobility that facilitates the movement of people, essential commodities, and services andstrengthens socioeconomic links. Consequently, it has emerged as an integral part ofcontemporary society, contributing significantly to cultural interchange and the global economy. However, in recent decades, aviation has undergone steady growth. In 2025, theInternational Air Transport Association (IATA) projects that passenger demand (RevenuePassenger Kilometers) will increase by 8.0 percent [1]. Additionally, IATA predicts that for thefirst time in the history of commercial aviation service, the number of passengers is anticipatedto surpass an unprecedented

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shantanu Gupta, Ph.D., Bowling Green State University; Jiansen Wang, University of Houston-Victoria; Mary E. Johnson Ph.D., Purdue University at West Lafayette (PPI)

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Aerospace Division (AERO)

turning point where shifts need to be made to better satisfy theindustry’s needs. This paper proposed a new framework of implementing the emergingtechnologies into an introductory level aviation course to better prepare students for furthereducation and careers. Institutions and accrediting bodies may consider the proposed frameworkto better align with the industry needs and shifting. Future research may consider using longitudinal studies to measure the effectiveness ofthe new curriculum. Similar frameworks can also be adapted to other entry-level courses inengineering or management fields. Case studies can be conducted in collaboration with industrypartners for curriculum development. The concept of involving emerging technologies

Conference Session

Aerospace Division (AERO) Technical Session 4 - Teaching Methodology

Collection

2025 ASEE Annual Conference & Exposition

Authors

Russell William Mailen, Auburn University; Jeffrey LaMondia, Auburn University; Sushil Adhikari P.E., Auburn University; Katharine H. Brown, Auburn University; Christopher Ryan Basgier, Auburn University; Jordan Harshman, Auburn University

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Diversity

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Aerospace Division (AERO)

student writing self-efficacy, embodied contemplative pedagogies, and welcoming practices in writing centers. She has published in venues including The Writing Center Journal, WAC Clearinghouse, and Composition Forum. She is a co-PI in the NSF IGE project, ”The Writing SySTEM: A Systemic Approach to Graduate Writing Instruction and Intervention.”Dr. Christopher Ryan Basgier, Auburn University Christopher Basgier is Director of University Writing at Auburn University. In that role, he consults with departments about integrating writing and high-impact practices throughout undergraduate and graduate curricula. His research, which spans writing across the curriculum, writing centers, genre, threshold concepts, and

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

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Aerospace Division (AERO)

less than one in sixpilots are either women or other minority personnel [7].This work therefore proposes an educational framework to help faculty in creating and deliveringa sustainable aviation curriculum to be taught to high school students. Specifically, theframework is designed to deliver a meaningful education to high school teachers, who in turnwill teach high school students, with the goal of attracting them to become aircraft and UASoperators. The sustainability of this project lies in the fact that the participating HS teachers willcontinue to teach the aviation curriculum in their respective classes, with frequent updates fromthe university faculty.BACKGROUNDIntroduction of aviation-related curriculum in high schools has shown not

Conference Session

Aerospace Division (AERO) Technical Session 1 - Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Steven Chene Chetcuti, United States Military Academy; Brodie Hoyer, United States Military Academy; Aaron T Hill Jr. P.E., United States Military Academy; Drew Alan Curriston

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Diversity

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Aerospace Division (AERO)

labs and experimentation in a separate course. At West Point, the labs aretypically integrated into the appropriate course with an additional 0.5 credit hours. Finally, thebiggest difference was the significant emphasis on hands-on experiences at West Point, toinclude the academic flight program. This is an important feature that will continue to make ourprogram unique. Given the nature of what our graduates will do after graduation compared toaspirant institutions, the decision was to retain it within the program. During the second round of benchmarking, the team focused on the programs offered atUSAFA and USNA, primarily because they operate under similar constraints with a high numberof required courses in the core curriculum. USNA’s

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Favour Ocheja, Purdue School of Aviation Transportation Technology; Tracy L Yother, Purdue Polytechnic Institute, Purdue University – West Lafayette

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Aerospace Division (AERO)

, xmeasurements, and experiments and toanalyze and interpret the results toimprove processes; and5. an ability to function effectively as a x xmember as well as a leader ontechnical teams.Alignment with ABET (Accreditation & Curriculum Recommendations) Curriculum RecommendationsThe integration of hydrogen-related competencies into aviation education requires a restructuringof existing curricula to accommodate the technical, safety, and sustainability challengesassociated with hydrogen-powered flight. One possible adjustment is the inclusion of specializedcourses on hydrogen propulsion systems. Such courses should provide students with an in-depthunderstanding of hydrogen

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

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Diversity

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Aerospace Division (AERO)

enables greater innovation in aircraft design and certification while maintaining safety.It is expected that the educational requirements for professionals in this field also need to adapt tomeet these new demands.Drones as Innovative Educational ToolDrones and Uncrewed aircraft systems (UAS) serve as an effective educational tool to teachstudents the principles of electrical engineering by providing a hands-on and interdisciplinaryapproach. Using drones as a teaching tool can make electrical engineering concepts tangible andengaging for students. These devices integrate key electrical engineering concepts, such as circuitdesign, power systems, motor control, and signal processing, into a tangible, real-worldapplication. For instance, students

Conference Session

Aerospace Division (AERO) Technical Session 1 - Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael C. Hatfield, University of Alaska Fairbanks; Denise Thorsen, University of Alaska Fairbanks

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Diversity

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Aerospace Division (AERO)

Paper ID #49461Hands-On Aerospace Engineering – Learning By Doing: RocketryDr. Michael C. Hatfield, University of Alaska Fairbanks Dr Michael Hatfield is an Associate Professor in the Department of Electrical & Computer Engineering at the University of Alaska Fairbanks, and Associate Director for Education at the Alaska Center for Unmanned Aircraft Systems Integration. He earned a BS in electrical engineering from Ohio Northern University (’84); an MS in electrical engineering from California State University Fresno (’87), and a PhD in Electrical/Aeronautical Engineering from the University of Alaska Fairbanks (’99