Displaying all 4 results
- Conference Session
- Integrative Projects in Aerospace Engineering
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Joel Weinstein, Northeastern University; Randy August, Northeastern University; Len Dow, Northeastern University; Jerome Tapper, Northeastern University; Francis Di Bella, Northeastern University
- Tagged Divisions
- Aerospace
accomplished by each student committing themselves to not only a timelycompletion of their part of the assignments but also completing a valued contribution tothe project as judged by the team members even before it has been submitted to theInstructor for his/her timely comments and suggestions. In fact, the need for timemanagement to accomplish the capstone project becomes very apparent to the student,more so than what is required of the classroom studies. The main difference is that thestudents must now provide sufficient time to not only complete the solution to a problembut must now reflect on what the problems are. This reflection period is not usuallypresent in a typical classroom assignment where the Instructor has clearly indicated whatend-of
- Conference Session
- Approaches to Emerging Topics
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Jennifer Craig, Massachusetts Institute of Technology
- Tagged Divisions
- Aerospace
based not only on what one knows but also how one comes to know it and how thatknowledge is tested and accepted and discussed in the context of time. Dorothy Winsornotes in Writing Like an Engineer “one has to use language as others do in order to beaccepted as a group member, and one has to think like a group member in order to uselanguage as the group does. 1 Solomon widens the range of ways in which professionalidentity is established. “Identity is experienced through . . . sharing a common enterprise,values, assumptions, purposes, and rules of engagement and communication.” 2 She goeson to argue that the transition from being a student (which she describes as compliant, notdeeply reflective, intent on the “right answer”) to being
- Conference Session
- Rethinking Aerospace Curricula and Learning
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Samer Tawfik, Georgia Institute of Technology; Serkan Ozbay, Georgia Institute of Technology; Erian Armanios, Georgia Institute of Technology
- Tagged Divisions
- Aerospace
review problems and examples from the textbook) to rectify any deficiency if neededThe “Test Evaluation Concept” will give feedback related to gained knowledge in lectures andweekly problem sessions. It also reflects each student understanding of basic and their progressthroughout the class. Page 11.179.5 4An illustration of the evaluation concept is provided by one problem assigned in a midterm testand shown in Figure 4.A beam with the T cross section is under a concentrated force and a uniformly distributed load asshown in figure, Determine
- Conference Session
- Rethinking Aerospace Curricula and Learning
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Thomas Hannigan, Mississippi State University; Carrie Olsen, Mississippi State University; David Bridges, Mississippi State University; Keith Koenig, Mississippi State University
- Tagged Divisions
- Aerospace
Aerothermodynamics and ASE 4343 Compressible Aerodynamics.Because of the similarities in aircraft and space structures, all students will take a commonaerospace structures sequence. The current sequence is ASE 3213 Aircraft Structures I, ASE3223 Aircraft Structures II, and ASE 4623 Aircraft Structures III. These will be renamedMechanics of Deformable Structures, Aerospace Structural Analysis, and Aerospace StructuralDesign, respectively, to more accurately reflect the specific content of the courses and thecommonality of the subject matter to both the Aeronautics and Astronautics concentrations.As stated above, each concentration will have two technical electives. The Department ofAerospace Engineering has decided to specify that any required course in one