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Empowering Students to Teach Flight Dynamics and Flight Simulation Enhanced Learning through Applied Modeling

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Efficient Authenticity: Modeling, Labs, Real-World Applications in Aerospace

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Muhammad Omar Memon University of Dayton

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Muhammad Omar Memon is a doctorate student and a part time instructor for Flight Vehicle Performance at the University of Dayton.

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Dathan Erdahl Ph.D. University of Dayton Research Institute

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Dathan Erdahl is a research engineer with the University of Dayton Research Institute and has been an adjunct faculty member with the School of Engineering since 2008. He received his M.S. (2000) and Ph.D. (2005) degrees from the Georgia Institute of Technology and has been working in the areas of nondestructive evaluation, system automation, robotics and controls. His current research interests are embedding NDE into integrated robotic systems for inspection, performance monitoring, feedback and control.

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Saad Riffat Qureshi University of Dayton

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Graduate Student at University of Dayton
Lecturer, Institute of Space Technology, Pakistan
Masters in Engineering in Aeronautical Engineering, University of Glasgow, U.K. (2011)

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Students saturated with theoretical classes are prone to disengagement from the instructor and course material. To increase student engagement and provide an enriched learning environment that combines practical experiences with theoretical knowledge, an alternative approach to a flipped classroom was explored. With a senior and graduate mix of 28 students, roles in the Flight Vehicle Performance (FVP) course were partially flipped, as students were asked to take ownership of their learning through two main efforts. First, integration of the Merlin Flight Simulator early in the course built off of previous use to provide a practical exposure to the course material, even before it was presented in class. Second, the students were required to prepare lectures that cumulatively covered around 25% of the core course material. These methods greatly enlarged the learning platform of the class. Assessment of the lecture assignments was uniquely based on active participation by the students, including the learning process, delivery of the assigned content, and students’ ability to keep the audience engaged. Class performance through projects and homework assignments revealed that students enhanced their knowledge of aircraft stability and control through flight simulator experience, iterative homework assignments, and by preparing and presenting assigned lectures. Reflections from the students showed that they greatly benefited from the intuitive theoretical learning through the use of flight simulator.

Memon, M. O., & Erdahl, D., & Qureshi, S. R. (2017, June), Empowering Students to Teach Flight Dynamics and Flight Simulation Enhanced Learning through Applied Modeling Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28220

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