June 24, 2017
June 24, 2017
June 28, 2017
Work in Progress Paper. Aerospace engineering students frequently encounter difficulty in their upper division courses because the course material is not only advanced but strongly specific to aerospace technical details, compared to the general engineering content of the lower division courses. Consequently students must learn many new concepts and analysis techniques which are new to them. Some of these, such as the vector derivative technique popularly known as the Transport Theorem, directly build upon previously learned concepts and theories but are nevertheless difficult to master. Others, such as the numerical method for calculating the aerodynamic center location of aircraft known as the Multhopp Method, do not build directly upon any previously taught core concepts and must be mastered at the current time. The lectures which introduce and then develop these concepts are usually very detailed and technical dense by necessity. Students therefore audio record these lectures for repeated playback outside of class, but the associated derivations and diagrams cannot easily be captured unless take with cell phone video during lecture. This solution is not good since picture and audio quality can suffer, and many professors do not wish to be videotaped during a lecture. This situation has led students to request formally made and approved high quality videos (technical content and production values) which can be repeatedly viewed outside of lecture as needed.
The objective of the work described in this paper is improved student understanding and mastery of specific technical theories, concepts, and methods as defined by specific ABET outcomes. It will detail a three year university sponsored project to develop a series of Khan Academy style videos which are specific to aerospace engineering topics which students historically find challenging to understand and master. During the first year a set of three videos are being created for the junior level airplane stability and control course. During the second year a set of three videos will be created for the sophomore level dynamics course that is a prerequisite course for the junior course. In the third year a set of three videos will be created for the sophomore level Introduction to Aerospace Engineering course. The videos are being created in reverse curriculum order because the author has many years of experience with the junior level courses, but not as much experience with the sophomore level prerequisite courses. Starting with the terminal concepts videos will also ensure that essential nuances needed in the earlier videos will be included.
The author has identified the challenges faced by students in these courses from student questionnaire evaluations and his own experience in over a period of 22 years. Each video will be discipline specific and focused on only one technical concept or idea, and have a maximum length of ten minutes. The video content will be derivations, animations, case studies, and still photographs and short videos if necessary. Effectiveness of the project will be post-course student outcomes assessed with written exams, quizzes, and oral questioning that is compared to previously accumulated data over a 22 year period. Results, student comments, and faculty experiences and recommendations will be presented in the paper.
Valasek, J., & Fowler, D. A., & Poling, N. (2017, June), Khan Academy Style Videos For Sophomore To Senior Aerospace Engineering Courses (Work in Progress Paper) Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28599
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