Conference Session

Concurrent Virtual Sessions

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2016 ASEE International Forum

Authors

Raymond Colin Lewis, University of New South Wales at the Australian Defence Force Academy; Matthew Garratt, University of New South Wales

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fewlives” 1. However, flight simulation for engineering training in an academic environment is arelatively recent development 6. It is maintained that “there is little detailed information onhow flight simulators have been implemented in coursework, how effective they are inlearning improvement, or how this has been assessed” 6 (p.429). Accordingly, the aim of thispaper is to describe and compare the learning outcomes of two teaching paradigms of anaeronautical engineering course on aircraft dynamics and control - the airborne flightlaboratory and a more ‘contained’ learning environment – the Aviation Studio.The Flight LaboratoriesThe airborne flight laboratory was conducted in a specially instrumented Cessna 182RG lightaircraft (Figure 1). In

Conference Session

Concurrent Virtual Sessions

Collection

2016 ASEE International Forum

Authors

Jeffrey R Seay, University of Kentucky; John Christopher Higgins, University of Kentucky; Chandni A Joshi, University of Kentucky ; Sarah Frances Willett, University of Kentucky

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International Forum Virtual Presentation

service learning projects can be terrific learningexperiences for students, the level of planning is much greater than for a traditional study abroad program.In addition, numerous other challenges are encountered when working in developing regions, as will bedescribed. 1  Cultural challengesObviously the potential for a language barrier is perhaps the biggest challenge, but other cultural normssuch as style of dress, local cuisine, religious preferences, alcohol use and gestures vary greatly from placeto place. It is important not to inadvertently upset or offend residents of the host country. Often socialnorms, particularly with regard to

Conference Session

Concurrent Virtual Sessions

Collection

2016 ASEE International Forum

Authors

Christoph Matthies, Hasso-Plattner Institute, University of Potsdam, Germany; Thomas Kowark, Hasso Plattner Institute; Matthias Uflacker, Hasso Plattner Institute for IT Systems Engineering

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through the course, and a final one at the end of the course. The Product Owners,with help by team members, present the system to the entire course as well as the teachingteam and other stakeholders, i.e. the future users of the system, and receive feedback.Within the project, a custom-tailored version of the Scrum process is used as a frameworkfor development efforts (see Figure 1). The teams follow the Scrum process as closely aspossible, with necessary adaptations being made to account for the fact that students arenot full-time developers. XP (eXtreme Programming) practices are also taught, as their1 https://www.codeschool.com/courses/rails-for-zombies-reduxfocus on engineering complements the management practices of Scrum and we agree

Conference Session

Concurrent Virtual Sessions

Collection

2016 ASEE International Forum

Authors

Nailya Sh. Valeyeva, Kazan National Research Technological University; Roman V. Kupriyanov, Kazan National Research Technological University; Elvira R. Valeyeva, Kazan National Research Technological University

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International Forum Virtual Presentation

; help them prepare for academic success and future careers. References[1] Hutorskoy, А.V. (2003) Didakticheskaya evristika. Teoriya i tehnologiya kreativnogo obucheniya [Didactic heuristics. Theory and Creative Learning Technology] Moscow: Publishing House in Moscow State University, 416 p.[2] Karimov, A., & Kazakova, V. (2015) Intellectual Virtues and Education Practice. The Social Sciences, 10 (6): 1317-1323.[3] Khalid, A., Chin, C.A., Atiqullah, M.M., Sweigart, J.F., Stutzmann, B., Zhou, W. (2013) Building a Better Engineer: The Importance of Humanities in Engineering Curriculum Paper presented at ASEE Annual Conference, Atlanta, Georgia. https://peer.asee.org/19270