Gunasekaran, S. (2018, June), Integrated Teaching Model: A Follow-Up with Fundamental Aerodynamics  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30677

\bibitem{asee_peer_30677}
  Gunasekaran, S. (2018, June), \emph{Integrated Teaching Model: A Follow-Up with Fundamental Aerodynamics}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30677

Sidaard Gunasekaran.  "Integrated Teaching Model: A Follow-Up with Fundamental Aerodynamics".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30677 Internet.  24 Jun, 2025

\bibitem{asee_peer_30677}
  Sidaard Gunasekaran.
  "Integrated Teaching Model: A Follow-Up with Fundamental Aerodynamics".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30677 Internet.  24 Jun, 2025

@INPROCEEDINGS{asee_peer_30677
author = "Sidaard Gunasekaran"
title = "Integrated Teaching Model: A Follow-Up with Fundamental Aerodynamics"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30677}
number = {10.18260/1-2--30677}
}

TY  - CPAPER
AB  - The integrated teaching model was implemented for the second time in the undergraduate fundamental aerodynamics class at the University of Dayton. As with any aerospace classes, the fundamental aerodynamics relies heavily on mathematics. The integrated teaching model is especially designed to let the students think beyond the equations and understand through experience the applications and impact of the concepts in real life. Experiential learning was heavily incorporated in each aspect of the class which made a monumental difference in the students’ understanding of the subject. 

The scaffolding of the class structure and the homework assignments helped students to acquire the skillset of designing their airfoil using Joukowski transformation and perform inviscid analysis using panel method code they wrote and compare the results with experimental data by 3D printing the wings. Multiple experimental data taken by the author was given to the students to determine vorticity, circulation, streamlines, streaklines and pathlines, and many other aerodynamic concepts which translated the equations to a tangible outcome which had a great impact on the students.  

Through the passion project component of the class, students were able to perform experiments on plethora of applications of aerodynamics such as golf drivers, speed chutes, sail boats, golf ball, propellers, drones, delta wings, airplanes, etc. (goo.gl/1vJwGF). 

Coupled with an assessment technique where the students are required to integrate homework, projects, activities, lectures and independent studies on a single platform (portfolio), the model promotes sustainable learning (long-term learning), communication skills, technical skills and critical thinking skills in a way that a conventional lecture based wouldn’t be able to. Multiple Likert scale assessments of the modules and qualitative feedback from the students will be shared in this paper along with homework assignments and projects. 
AU  - Sidaard Gunasekaran
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Integrated Teaching Model: A Follow-Up with Fundamental Aerodynamics
UR  - https://peer.asee.org/30677
DO  - 10.18260/1-2--30677
ER  -