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An Experiential Introduction to Aerospace Engineering
... This starts with early experiences for freshmen and sophomores, includes integrating real-world experiences as part of traditional capstone major design experience courses, and promoting multi-semester experiences that span a complete design-buildtest (DBT) cycle (also including requirements definition and operational aspects of any creative engineering endeavor). The latter is a major part of a Minor in Multidisciplinary Design [7] now available at Michigan. In developing the new Multidisciplinary Design Program, we have been able to draw upon numerous examples of student-led DBT projects already in place at Michigan that have successfully attracted and integrated multidisciplinary groups of students to work on real-world projects. ...
... However, a goal of working with departments of the College of Engineering to integrate multidisciplinary and DBT experiences broadly in the undergraduate curriculum drives our overall efforts. For example, the College of Engineering, working with departments, has actively promoted the creation of sections of our required introductory freshman course (ENG 100, serving some 1,300 students each academic year) that have hands-on DBT activities (See for example [7]). Students who take these sections, automatically meet the first requirement of the MD Minor. ...
The need for 21st century engineers to be educated as creative innovators is discussed. Three complementary experiential learning programs that help engineering students learn to stretch beyond their comfort zones are described: a multidisciplinary design program; an entrepreneurship program; and an international engineering program. These three interdisciplinary programs each address common educational needs: to create flexible, creative, self-actualized change agents. The approaches we are taking to implement and institutionalize these in a large, comprehensive, research oriented university are described.
We evaluate the technical feasibility of creating pedagogically valuable, highly interactive content in eTextbooks for the purpose of education in computationally intense fields. This research was motivated by the observation that emerging eTextbook technologies could help enhance the education of engineering students. Engineers often want to experiment and to be able to quickly see meaningful results. They want to receive immediate feedback or response for their inputs. They want interactive learning tools. Engineers want trial-and-error with a realistic system, with which they can interact, even if it is a virtual one (think hands-on and minds-on). The most interactivity in many eTextbooks is clicking links, resizing and rotating images, or pausing/playing audio/video. Currently, emerging technologies associated with eTextbooks, and eBooks in general, are approaching a developmental level where it is possible to provide realistic virtual systems embedded in an eTextbook environment that could help build students' physical intuition. Since students may wish to interact with simulations in real-time, one of our feasibility tests involved the real-time rendering and simulation of different example cases of fluid flows within a sample eTextbook chapter. The simulation comes with controls that the student can use to manipulate key flow parameters to see the response of the flow field to student inputs.
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