scholarly journals Teaching Undergraduate Aerospace Engineering Students To Reason And To Communicate About Complex Design Choices

2020 ◽  
Author(s):  
Jennifer Craig
Keyword(s):  
Engineering Students ◽  
Aerospace Engineering ◽  
Complex Design

Integrated Product Teams at The University of Alabama in Huntsville

2011 ◽  
pp. 68-76
Author(s):  
Matthew W. Turner ◽  
Michael P.J. Benfield ◽  
Dawn R. Utley ◽  
Cynthia A. McPherson
Keyword(s):  
Text Messaging ◽  
Engineering Students ◽  
Instant Messaging ◽  
Aerospace Engineering ◽  
University Of Alabama ◽  
Senior Design ◽  
Phone Calls ◽  
The University ◽  
E Mail ◽  
Product Team

The capstone senior design class in the Department of Mechanical and Aerospace Engineering at The University of Alabama in Huntsville (UAH) is taught as a distributed Integrated Product Team (IPT) experience. Engineering students are teamed with students of different disciplines within UAH and with students at universities in other states and Europe. Because of the distributed nature of these teams, the IPT students must use a variety of technologies to communicate. The authors of this chapter found that the students prefer familiar, informal, contemporary forms of communication, including Google Groups/Sites, Skype, instant messaging, e-mail, phone calls, and text messaging for team communication and project management, and reject more formalized forms of communication, even if advanced features are offered. Most importantly, the authors found that the effectiveness of all forms of technology based communication tools is greatly enhanced when the students have the opportunity to personally meet prior to the design semester.

Flight tests and flight data analysis - teaching aerospace engineering students

2016 ◽  
Vol 6 (2) ◽  
pp. 136
Author(s):  
Grzegorz Kopecki
Keyword(s):  
Mathematical Model ◽  
Data Analysis ◽  
Engineering Students ◽  
Low Cost ◽  
Aerospace Engineering ◽  
Flight Tests ◽  
High Class ◽  
Flight Data ◽  
Aircraft Flight ◽  
The Mathematical Model

The ability to carry out in-flight tests and to analyse the flight data registered is, in the case of aerospace engineering  students, a vital aspect of education. Since aircraft flight tests are very expensive, frequently the funds allocated to them in the process of education are insufficient. The aim of this article is to present a relatively low-cost method of training students to carry out flight tests and to analyse flight data. The method relies on three consecutive steps. At first, simulation tests relying on the mathematical model of an aircraft are carried out.  During these simulations, students analyse aircraft behaviour. Next, flight data registered during previously held in-flight tests are analysed.  Finally, flight tests are performed by students.  As a result, having mastered the ability to analyse real flight data, the students trained will become high-class specialists being able to conduct flight tests and analyse flight data.

Complex Solutions for Complex Problems?: Exploring the Effects of Task Complexity on Student Use of Design for Additive Manufacturing and Creativity

2019 ◽  
Author(s):  
Rohan Prabhu ◽  
Scarlett R. Miller ◽  
Timothy W. Simpson ◽  
Nicholas A. Meisel
Keyword(s):  
Additive Manufacturing ◽  
Self Efficacy ◽  
Engineering Students ◽  
Task Complexity ◽  
Educational Interventions ◽  
Problem Statement ◽  
Design Task ◽  
Complex Design ◽  
Complex Solutions ◽  
Future Work

Abstract The integration of additive manufacturing (AM) processes in many industries has led to the need for AM education and training, particularly on design for AM (DfAM). To meet this growing need, several academic institutions have implemented educational interventions, especially project- and problem-based, for AM education; however, limited research has explored how the choice of the problem statement influences the design outcomes of a task-based AM/DfAM intervention. This research explores this gap in the literature through an experimental study with 222 undergraduate engineering students. Specifically, the study compared the effects of restrictive and dual (restrictive and opportunistic) DfAM education, when introduced through either a simple or complex design task. The effects of the intervention were measured through (1) changes in student DfAM self-efficacy, (2) student self-reported emphasis on DfAM, and (3) the creativity of student AM designs. The results show that the complexity of the design task has a significant effect on the participants’ self-efficacy with, and self-reported emphasis on, certain DfAM concepts. The results also show that the complex design task results in participants generating ideas with greater median uniqueness compared to the simple design task. These findings highlight the importance of the chosen problem statement on the outcomes of a DfAM educational intervention, and future work is also discussed.

scholarly journals Teaching electronics to first-year non-electrical engineering students

2017 ◽  
Vol 54 (2) ◽  
pp. 178-186 ◽  
Author(s):  
Naim Dahnoun
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Laboratory Experiments ◽  
Engineering Students ◽  
Course Delivery ◽  
Aerospace Engineering ◽  
First Year ◽  
Engineering Mathematics ◽  
University Of Bristol ◽  
The University

Teaching electronics is not only for electrical and electronics students but also for mechanical, aerospace, engineering design, civil and engineering mathematics programmes, which are likely to have electronics units as part of their curriculum. To teach electronics for these non-electronic programmes is very challenging in many aspects. First, the electronics unit has to satisfy the learning outcomes for each programme. Second, the student’s motivation is normally very low since electronics is not the career the students would like to pursue. Third, the timetabling can be an issue when a large number of students are enrolled; for instance, at the University of Bristol, over 340 students are registered for the electronics unit. Due to this large number and the capacity of the electrical laboratory, students will have laboratory experiments timetabled in different weeks and some may have laboratory experiments before the lectures are covered. Finally, a method of assessing this large number of students has to be put into place. In this paper, the content of the unit including the laboratory experiments, the methods of course delivery and the assessment methods are justified. Also, since students learn differently and have a variety of motivations, a combination of teaching methods has to be found to satisfy more students and improve the learning outcomes.

scholarly journals Helping aerospace engineering students develop their intercultural communicative competence

2021 ◽  
pp. 94-99
Author(s):  
Sofia Di Sarno-García
Keyword(s):  
Social Network ◽  
Qualitative Data ◽  
Engineering Students ◽  
Communicative Competence ◽  
Aerospace Engineering ◽  
Intercultural Communicative Competence ◽  
Final Project ◽  
Spanish Speaking ◽  
The Social ◽  
The University

This paper presents a six-week telecollaborative project carried out between B2 (Common European Framework of Reference for languages – CEFR) level learners of English from the Universitat Politècnica de València (UPV), Spain, and B1 (CEFR) level students of Spanish as a foreign language from the University of Bath (UK). The aim of the project was to help Spanish-speaking students develop their Intercultural Communicative Competence (ICC). Students carried out asynchronous discussions focusing on two cultural topics in groups of four through the social network MeWe and participated in synchronous Zoom sessions in pairs. To conclude the project, students completed a collaborative task with their overseas partners. Qualitative data was gathered through the analysis of the transcripts of the Zoom sessions, the students’ posts on MeWe, as well as a final project questionnaire. Results revealed that the students who engaged the most in the synchronous sessions and felt curiosity about their partners’ culture were also the same ones who contributed the most to the cultural discussions on MeWe. At the end of the course all participants felt they had learnt something about their partners’ culture.

Sign in / Sign up

Export Citation Format

Share Document