Join us Feb. 15 as Karen Martinez Soto, Ph.D. student at Virginia Tech, presents research findings that contribute toward bridging the knowledge gap in the middle years of aerospace engineering curriculum.
Feb. 15, 2-3 p.m. CT
Zoom only: https://unl.zoom.us/j/99608581403
Topic: A Case Study of Conceptual Understanding in the Aerospace Engineering Middle Years
Abstract:
Atmospheric Flight Mechanics (AFM) is one of the cornerstones of aeronautical engineering, along with aerodynamics, structures, and propulsion. AFM includes subjects like aerodynamic prediction, stability and control, dynamics, and vehicle design, which are critical to the success of aircraft development and is considered one of the most important foundational knowledge areas for aerospace engineering. Unfortunately, students graduating from aerospace engineering programs are often underprepared to perform in AFM jobs. AFM specialists from industry, government, and academia acknowledge that deficiencies in new hires could be traced back to students’ inexperience with real-life data and modern aircraft design.
Despite existing literature showing the benefits of teaching for conceptual understanding in engineering classrooms, the aerospace engineering space has been slow to adapt to these teaching practices. In addition, aerospace courses in the middle years are severely understudied compared to capstone and design-focused courses. The current research gaps in the middle years of aerospace engineering include understanding how aerospace instructors perceive their students' conceptual understanding, how the design of middle-year aerospace courses affect conceptual understanding, and how assessment of conceptual understanding can be implemented in existing courses. The first step to bridge this gap is to explore the state of current students’ conceptual understanding of aerospace concepts, especially those students in middle-year courses. This understanding can lead to more studies exploring pedagogical implementations and assessment techniques that can be applied in the classroom.
The purpose of this research is to explore and analyze the conceptual understanding of AFM students as well as to identify the elements of the course that affect said understanding. The findings from this research contribute toward bridging the knowledge gap in the middle years of aerospace engineering curriculum. This research focuses on developing a blueprint for assessing conceptual understanding of AFM concepts. Since existing literature suggests that novices and experts organize knowledge differently, comparing students’ and experts’ mental models can shine a light on the naïve conceptions that students retain post-instruction. As such, framing the study around synthetic mental models can be advantageous. The findings of this research contribute to the knowledge on assessment for conceptual understanding, conceptual understanding in the aerospace middle years, and curriculum development of AFM courses.
Biography:
Karen Martinez Soto is a Ph.D. candidate in the Department of Engineering Education at Virginia Tech. She received her B.Sc. in Aerospace Engineering from the University of Oklahoma and her M.Sc. in Aerospace Engineering at Virginia Tech. Her research interests are focused on teaching and assessment for conceptual understanding, curriculum development for the middle years, and student cultural competencies.