Brian M. Argrow

Department of Aerospace Engineering Sciences

University of Colorado, Boulder

PROACTIVE TEACHING AND LEARNING IN THE AEROSPACE ENGINEERING CURRICULUM 2000

ASEE Annual Conference

Montreal, Canada

23 May 2002

KNOWLEDGE & CURRICULUM

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Knowledge & Curriculum

• A technical curriculum must address each component of knowledge: Conceptual Operational Integral

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Conceptual Knowledge

• Basic facts and observations

“Heavy” objects fall faster than “light”

objects

• Physical laws and principles

Force Acceleration

• Diagrams and schematics

• Mathematical representation

2

2i

ii

m

d xf m

dt

F a

x1

x2

W

T

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Operational Knowledge

• Formulation and Analysis Conceptual Requirements? Constraints? Initial conditions? Symmetries?

• Methods and Strategies Analytical (closed-form or approximate?) Computational

• Skills and Resources Computing Group dynamics Library Internet

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Integral Knowledge

• Conceptual + Operational = Integral Synthesis enables design Practicum provides opportunity to build and test

• Integral knowledge is essential for design The foundation of new technology

• Unique to the engineering profession Given the why and how—what?

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Knowledge & Technology

Conceptual KnowledgeConceptual Knowledge

Objects fall to earth

The rate of change in the falling speed is independent of the object weight

:

Operational KnowledgeOperational Knowledge

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Integral KnowledgeIntegral Knowledge

TechnologyTechnologyconstV t

mF a

yD W ma

mF a

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A Proactive Philosophy

Instruction and learning begin with teacher and student preparation. The classroom is not the place for teachers to display how much they knowit is the place to learn what students do not know so those things become known.

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Teacher Motivation

• Faculty are motivated…

…to minimize load, maximize quality

…by a tangible reward structure

…by professional respect

…by student respect

…by self respect

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Student Motivation

• Many students...

…are not motivated to do what is good for them

• reading in preparation for lectures

• homework

• early exam preparation

…are motivated to avoid negative consequences, particularly if the consequences are immediate

• low grades

• negative peer pressure

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Teacher Preparation

• Pick the appropriate text Criticizing the text is a waste of time

• Know the text and know your stuff Prepare to ad-lib (oxymoron?)

• Definite, but flexible, plan Syllabus contract Learning goals instead of material coverage

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Student Preparation

• You are responsible for your learning Being Smart is not Enough* Reading is fundamental—not intended for homework excerpts

• Work outside the proverbial box Don’t be constrained by “coverage” Why are there references at the end of the chapter?

*D. Dilaura

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Teachers in the Classroom

• Learn last names

• Ms. & Mr. for “friendly” formality

• Emphasize good character, integrity, and ethical behavior

• Discuss engineers’ social responsibilities

• Require attendance

• Respect students (those that deserve it)

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Students in the Classroom

• Respect your teacher (we deserve it)

• Bring necessities, e.g., book, calculator, pencil, good attitude...

• Respect your classmates

• Respect property

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Sensors & Tools

• Unit Quiz Preparation is serious because it counts

Gives immediate feedback (get ‘em while they’re hot)

Outlines the “lecture” by promoting discussion

Helps teacher prepare to ad-lib

Keep it simple, but fundamental

Conventional lecture still appropriate

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Sensors & Tools

• Group exercises Integral knowledge through synthesis Group dynamics Exciting and contemporaneous Professional identity Reduces grading

• Biweekly Exams Test individual mastery Discourage “cramming”

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Sensors & Tools

• Homework Minor portion of course grade

• Question of the day Reconnects the math-science-engineering disconnect

• Class log and e-mail updates Summary of the day’s activities Reflection and hindsight Complete account of course activities Complements class website

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A Proactive Classroom

• Preparation reduced, satisfaction increased

• Classroom is energized

• Students appreciate your effort and, more importantly, their effort

• Students more responsible and responsive

• Students display greater depth of knowledge

THE AES CURRICULUM 2000

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Need for Reform

• Emphasis on basic science, mathematics, and engineering science in the early cold-war years 1945-65

• Renewed hands-on, product design focus

• A good engineer… must strike a balance between knowing and doing*

*Seely, B. E., “The Other Re-engineering of Engineering Education, 1900-1965,” Journal of Engineering Education, 88 (3), Jul. 1999, pp. 285-294.

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Traditional EngineeringEducation Model*

• Students enter discipline tracks and proceed through distincts steps to graduation

• Little interaction with other disciplines

• Little interaction between graduate and undergraduate programs

• Little interaction with industry or K-12

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Integrated Teaching and LearningLaboratory Model

• Create interdisciplinary learning through team projects

• Building as a laboratory

• Learning by exploring

HORIZONTAL INTEGRATION

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Discovery LearningCenter Model

• Create industry partnerships

• Do first-class research

• Expose all students to research

• Promote inreach and outreach opportunities

• Create knew knowledge

VERTICAL INTEGRATION

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AES Curriculum 2000 Objectives

• Establish a core curriculum

• Integrate topics in this core

• Make the curriculum relevant to applications

• Make the curriculum experiential hands-on

• Integrate communications and teamwork skills

• Provide more curricular choice in upper division

• Implement continuous improvement procedures

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Curriculum 2000 Lower Division

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Curriculum 2000 Upper Division

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Sophomore Year: 2000-Series (Fall)

• ASEN 2001 Intro to Statics Structures and Materials Analytical tools for statics and structural analysis in context of the

physics of aerospace materials Force/moment equilibrium, truss analysis, beam theory, stress and

strain, material structure, alloy phase diagrams, polymers, ceramics, composites, and aerospace structural design

• ASEN 2002 Intro to Thermodynamics and Aerodynamics Fundamental concepts and principles of thermodynamic and fluid

systems Properties of a pure substance, conservation of energy: 1st law for

closed systems and flow systems, aerodynamic forces and dimensional analysis, 1-D incompressible and compressible flow, two-dimensional flow: lift and drag, viscous flow

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Sophomore Year: 2000-Series (Spring)

• ASEN 2003 Intro to Dynamics and Systems Introduces the principles of particle and 2-D rigid-body dynamics,

vibrations, systems, and controls Kinematics, kinetics, energy methods, systems modeling, and

simple feedback control

• ASEN 2004 Aerospace Vehicle Design and Performance Introduces design and performance analyses of aircraft and

spacecraft Aircraft: wings, propulsion, cruise performance, stability and

control, structures, and preliminary design Spacecraft: orbital mechanics, orbit and constellation design,

rocket equation and staging, launch systems, and spacecraft subsystems

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2000-Series TypicalBi-weekly Curriculum Block

• Unit quiz basis for preparation and classroom activities

• Group exercises synthesise concepts and methods in a relevant applications

• Conventional homework

• Individual exam

• Concurrent experimental and design laboratories

Week Monday(110 min)

Tuesday(75 min)

Wednesday(110 min)

Thursday(75 min)

1Experiment

&Design Lab

Unit Quiz, Discussion and

Lecture Experiment&

Design Lab

Group Exercise, Discussion and

Lecture

2Homework Solutions,

Consolidation and Review

Exam

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Upper Division Courses

• To maximize multidisciplinary opportunities, no professional electives required to be AES courses

• All junior AES courses include a laboratory component

• Capstone Senior Projects is a year-long synthesis and practicum course with design, build, and test requirement

• Senior Projects sequence is focus of proposed vertical curriculum integration

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Challenges and Compromises

• Team teaching A rewarding new paradigm for AES

• Assessment Graduate surveys, student review team Spreadsheet tool for mapping assignments according to desired

outcomes and learning goals, and conventional grade assignment Diligence

• Resources and Facilities Unilateral reform at a state university ITLL space limitations and laboratory expendibles Increased TA need—quantity and quality External funding

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Conclusions and Future Initiatives

• Opportunity to employ a proactive teaching and learning philosophy

• Increased student-faculty contact hours

• Curriculum lauded by academic peers, industry, advisory boards, and students

• Improved national ranking

• Vertical integration based on the Senior Projects courses

• Discovery Learning Initiative

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Acknowledgements

• AES Colleagues Penina Axelrad, Robert Culp, David Kalahar, Dale Lawrence, Lee Peterson

• David Dilaura, John Dow, Michael Lightner (Univ. Colorado)

• Ronald Blackwelder (Univ. Southern California), Adele Howe (Colorado State Univ.)

• Dedicated to the memory of Professor A. Richard Seebass