Applying HOL/PBL to Prepare Undergraduate Students into Graduate Level Studies in the Field of Aerospace Engineering Using the Puerto Rico CubeSat Project Initiative

Abstract

This paper presents an educational perspective into the Puerto Rico CubeSat Project and its objective in preparing undergraduate students into graduate level studies in the field of aerospace engineering. The Puerto Rico CubeSat is a joint effort between the NASA Puerto Rico Space Grant, the University of Puerto Rico-Mayagüez, and other educational entities which promotes space science education. Among its many initiatives lies the Puerto Rico CubeSat project. CubeSats are miniature satellite originally designed for space science exploration. CubeSats are cube shaped micro scaled satellites of low mass and size targeted to perform a wide range of tasks, such as imaging, weather monitoring, gathering information collecting and transmitting data. Each group specializes in a specific engineering field: power, electronics, controls communications, electromagnetics and computing tasked with developing each components of the CubeSat. A project methodology was established and applied to the development of each subsystem of the CubeSat. This methodology consists of a combination of Hands on Learning (HOL) and Project Based Learning (PBL) approaches to help students acquire the necessary skills to succeed in a graduate level environment. The expected impact was not only to encourage and train undergraduate students into a graduate environment, but to develop a teaching platform that can be adapted by other institutions.

Full text

Applying HOL/PBL to Prepare Undergraduate Students into Graduate
Level Studies in the Field of Aerospace Engineering Using the
Puerto Rico CubeSat Project Initiative
Rachid Darbali-Zamora1, Nicolas Cobo-Yepes1, Eduardo I. Ortiz-Rivera1, Erick E. Aponte-Bezares1 and Amilcar A. Rincón-Charris2
1Electrical and Computer Engineering Department, University of Puerto Rico, Mayagüez Campus
Mayagüez, Puerto Rico 00682
2Mechanical Engineering Department, InterAmerican University of Puerto Rico, Bayamon
Bayamon, Puerto Rico 00957
Abstract – This paper presents an educational perspective into
the Puerto Rico CubeSat Project and its objective in preparing
undergraduate students into graduate level studies in the field of
aerospace engineering. The Puerto Rico CubeSat is a joint effort
between the NASA Puerto Rico Space Grant, the University of
Puerto Rico-Mayagüez, and other educational entities which
promotes space science education. Among its many initiatives lies
the Puerto Rico CubeSat project. CubeSats are miniature satellite
originally designed for space science exploration. CubeSats are
cube shaped micro scaled satellites of low mass and size targeted to
perform a wide range of tasks, such as imaging, weather
monitoring, gathering information collecting and transmitting
data. Each group specializes in a specific engineering field: power,
electronics, controls communications, electromagnetics and
computing tasked with developing each components of the
CubeSat. A project methodology was established and applied to the
development of each subsystem of the CubeSat. This methodology
consists of a combination of Hands on Learning (HOL) and Project
Based Learning (PBL) approaches to help students acquire the
necessary skills to succeed in a graduate level environment. The
expected impact was not only to encourage and train
undergraduate students into a graduate environment, but to
develop a teaching platform that can be adapted by other
institutions.
Index Terms – CubeSat, aerospace, HOL, PBL, interdisciplinary
research, electrical power supply
I. INTRODUCTION
or students to pursue a higher degree of learning, it is evident
that alternatives must be developed to help undergraduate
students transition into a graduate level environment [1]. Many
engineering universities engage in research projects as they play
an essential role in student development. For a research project
to have a long-lasting effect on students, teaching methods such
as Hands on Learning (HOL) and Project Based Learning (PBL)
are usually applied [2], [3]. Minds2Create is a research group
composed of undergraduate and graduate students from
electrical, computer and mechanical engineering. The objective
of this research group is to promote research in the fields of
electronics, automotive and aerospace systems. The groups
research projects include: micromouse robots, quadcopters and
small satellites. Minds2Create allows students to bring their
projects from design to reality, enabling them to incorporate
both technical and hands on skills to complete their projects. To
prepare students into the field of engineering, the Puerto Rico
CubeSat project was aimed at preparing undergraduate students
into a graduate level [4]. The concept was for undergraduate
students to combine material attained during courses, with the
practical side of engineering. This helps transform
undergraduate students into engineers capable of taking on
challenges that help develop their skills. HOL/PBL are applied
in an aerospace context, introducing basic skills required to
succeed in a graduate level environment by developing different
CubeSat components [5], [6]. The development of these
components was used as an example to validate the HOL/PBL
education method. There exist difficulties for an undergraduate
to adapt to a graduate level environment. HOL/PBL projects
serve as a transition from an undergraduate to a graduate level
environment, introducing research concepts that are key to
becoming a successful graduate student. To test the success of
the HOL/PBL theoretical framework, individual components of
a CubeSat were transformed from concept to reality, with a
variety of design tools. To illustrate how HOL/PBL plays a role
in motivating students into the field of engineering the Puerto
Rico CubeSat project was used as an example.
This article is organized in the following manner: section II
describes the academic background of the UPRM. Section III
gives a general description of the selected aerospace project.
Section IV describes the projects approach. Section V describes
the project management. Section VI presents the project impact.
Section VII shows the obtained results. Finally, section VIII
presents the projects conclusions.
II. ACADEMIC BACKGROUND AND COLLABORATIONS
As part of the Puerto Rico Space Grant Consortium
(PRSGC), the University of Puerto Rico-Mayagüez (UPRM) is
tasked with the design and development of CubeSat technology.
UPRM is a public university located in the municipality of
Mayagüez, Puerto Rico. It holds accreditations from the Middle
States Commission on Higher Education (MSCHE), the
Accreditation Board of Engineering and Technology (ABET)
and has been ranked among the top 10 U.S. universities in
engineering. One of the most notable educational initiatives in
the UPRM is the Industrial Affiliate Program (IAP), a year-long
project that allows undergraduate students to work alongside
industry affiliates and present their research work in front of
industry specialists [7]. This project was sponsored by IAP and
provided students research opportunities to learn skills that go
beyond the traditional classroom experience.
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III. THE PUERTO RICO CUBESAT PROJECT
A CubeSat is a miniature satellite originally designed for
space science exploration. They are cube shaped micro scaled
satellites of low mass and size, designed to perform a wide range
of tasks, such as imaging, weather monitoring, gathering
information, collecting and transmitting data [8]. Although,
initially conceived as an educational tool, they have managed to
challenge the concept of traditional satellites and are being
recognized for their potential utility by space and research
agencies around the world. These CubeSat projects are primarily
led by universities and non-US space groups [9], [10]. In most
cases government agencies, have sponsored the development of
these projects through organizations such as: NASA, National
Science Foundation, Department of Energy and Department of
Defense, among others.
A CubeSat is powered by solar energy from solar panel
modules located on each one of its sides. Solar panels absorb
solar energy and store it in batteries to power the CubeSat when
sunlight is not available. CubeSats are composed of several
subsystems: On-Board Computer (OBC), Electronic power
supply (EPS), Attitude Determination Control (ADCS),
communication (COMM) systems and a payload, among other
structural components. The EPS is a critical component in the
CubeSat design [11]. This subsystem supplies electricity to the
payloads by transforming the energy generated from the solar
panel module array to usable electrical energy. In addition, the
EPS charges the battery to provide auxiliary power when
needed. The OBC serves as the main computer of the CubeSat
and it controls all subsystems. The COMM subsystem receives
and transmits information to a ground station. The ADC adjusts
the CubeSats orientation. This is completely dependent on the
selected CubeSat mission objective. An additional subsystem is
the CubeSats physical structure, which houses all other CubeSat
subsystems. Each one of these components can operate
individually and can be incorporated step by step. Each group
takes part in the decisions made to design these subsystems.
The use of CubeSats as an educational tool has been
actively explored to promote a variety of engineering
fields [12], [13]. Although, the CubeSat platform serves as a
PBL educational platform, each subsystem serves as a HOL
development tool for students. This allows different student
groups to take part in developing a specific subsystem. The
successful interconnection between subsystems was the key to
develop a successful PBL/HOL experience. To design and build
each subsystem, a multidisciplinary/interdisciplinary approach
was adopted. For this task to be achieved, it was essential to
involve a wide variety of engineering groups, from different
disciplines that can tackle different challenges that may occur
during the project [14]. The development of accurate design
guidelines may help other universities to prepare their own
CubeSats platforms.
The Puerto Rico CubeSat was used as a tool that facilitates
aerospace engineering education. It was a 2-Unit (2U)
configuration, meaning that its dimensions are
10cm × 10cm × 20cm. Two educational concepts for
undergraduate student skill development are presented.
Primarily, the application of HOL/PBL was used to prepare
undergraduate students into aerospace graduate research,
providing them with both soft and technical skills needed for
graduate level studies. Secondly, a project management strategy
that facilitates the learning process throughout the course of the
project was presented to promote group activities and teamwork
between different engineering fields. This strategy places
undergraduate students along-side graduate student that help
mentor them throughout the course of the project. The
development of the CubeSats EPS and its structural housing are
used as an example for the development of both technical and
soft skills. Fig. 1 shows a Computer Aided Design (CAD) 3D
model of the Puerto Rico 2U CubeSat design, illustrating some
of its most vital components. Notice from
Fig. 1, the complexity of a CubeSat design, ranging from the
variety of electrical and structural subsystems as well as the
interconnections existing between them.
Fig. 1. Standard 2U CubeSat diagram. CubeSats are small scale
satellites composed of several subsystems. They are designed to
provide easy access to space science and space exploration.
ADCS
Payload
OBCD
Comm.
EPS
Solar Panel
Antenna

IV. PROJECT EDUCATIONAL CONTEXT AND APPROACH
PBL is a teaching method that gives students the
opportunity to participate in research projects that help develop
their skills [16]. The objective of applying this method was for
students to learn skills required to succeed in a research
environment by allowing them to become directly involved in a
projects development. To achieve this, another teaching method
known as HOL was applied [17]. This method allows students
to learn and apply hands on skills relevant to their field. The
differences between these two teaching methods was in the way
they were implemented. PBL was used as a means for students
to engage in a HOL experience. The combination of both these
learning strategies results in a project that teaches undergraduate
students how to become well organized leaders that can apply
technical skills to achieve a common project goal [18].
The combination PBL/HOL also enables students to
become engaged in critical thinking scenarios that help in
exploring their creativity in a problem-solving environment.
Using the Puerto Rico CubeSat project as an educational
platform allows students the opportunity to apply theoretical
principals taught in courses to real engineering problems. This
teaching method was used to prepare undergraduate students to
graduate studies in the field of aerospace engineering or related
fields by setting the project standards at a graduate level.
Students are expected to either have or develop a combination
of soft and technical skills [19]. Fig. 2 illustrates a diagram of
the minimum technical and soft skills encouraged throughout
the course of this project to help undergraduate students prepare
for graduate level projects.
Fig. 2. Hands on skills expected of students participating in the Puerto
Rico CubeSat project. These skills are a combination of technical and
soft skills students have either developed or will develop over the
course of the project.
As an example of how PBL was applied, the Puerto Rico
CubeSat Project was used as an example. Special attention was
given to the EPS subsystem of the CubeSat to demonstrate the
HOL teaching method. The structural subsystem was used to
illustrate skill learned related to teamwork and collaborations
between undergraduate students. One of the main challenges as
well as one of the main objectives of this project was
maintaining undergraduate student’s interest in the project long
enough for their participation to go from the beginning of the
project to its completion [20], [21]. For this to be accomplished,
the correct work environment must be enforced, not only by
ungraduated students but by graduate students, faculty and
advisors alike. One important detail to keep in mind was that
undergraduate students are full time students and are required to
manage between undergraduate research, course work, as well
as extracurricular activities. Time management as well as a good
distribution of tasks was an essential soft skill. Initially a
timeline was developed, listing milestones that must be achieved
at the end of the projects duration. A Gantt chart was established
to organize the projects expected progress throughout the
academic year. This includes the organization of available hours
to complete tasks and participate in group meetings.
A key element to prepare undergraduate students was
having a good role model to guide them throughout the course
of the project, providing an enriching research experience. For
this to be accomplished, graduate students take the mantle of
graduate advisors to help undergraduate students develop their
skills as well as to set an example concerning responsible
behaviors in the work environment. Graduate students are vital
in accessing each student’s strengths, identifying what new
skills can be learned and what old skills can be improved. At the
start of the project, graduate students provide undergraduate
students with basic understanding of the project details, such as
functionality and the physical architecture that goes into the
project. This includes each physical component assembly and
integration into the project. Graduate students assign
undergraduate students a wide variety of tasks that encourage
them to work alongside each other. This helps promote soft
skills related to management, collaboration and communication.
These skills are further explored in the project methodology and
group structure. Some technical skills that undergraduate
students initially learn are focused on research development,
performing literature reviews to identify background
information and project requirements as well as any
mathematical modeling and system simulations to establish a
solid theoretical platform.
It was expected that by the end of the project, students had
gained all necessary soft and technical skills expected of
successful graduate student. The end goal was for undergraduate
students to get a taste of what graduate level research was like.
In addition, the IAP program expects undergraduate students to
provide lectures, demonstrations, workshops, conference
presentations, and journal publications to share and document
the lessons learned during the project. A project methodology
was established to organize student groups. These project groups
are meant to apply learned and further develop technical and soft
skills necessary to tackle the design process of the CubeSat
subsystems.
Design
Develop
Research
Computational
Management
Collaboration
Communication
Creativity
Soft S kills
Technical Skills
PBL

V. PROJECT MANAGEMENT AND METHODOLOGY
The Puerto Rico CubeSat project was an opportunity for
undergraduate students to participate alongside graduate
students and learn new skills that prepare them for graduate level
studies. The methodology for this project was based on similar
CubeSat project schemes, from other successful universities that
have managed to influence undergraduate students. These
methodologies use a project group structure composed of three
groups: management group, supervisor group, as well as a
development group. The management group was composed of
university faculty and industrial affiliates. The supervisor group
was composed of graduate students tasked with providing
guidance to undergraduate student groups. This group oversees
the progress made by development group, tasked with the
progress of the project.
The Puerto Rico CubeSat project adapts a similar
methodology, joining together faculty, industrial affiliates,
graduate and undergraduate students. Faculty members and
industrial affiliates are involved in the overall management of
the project. Faculty participation in the project does not interfere
in the student’s development process. Graduate students are
encouraged to become a part of the mentoring and supervision
process. They provide undergraduate students with course work,
research articles and related material necessary to accomplish
tasks. They also oversee and keep a constant flow of information
between all engineering groups. Graduate students are also the
bridge between undergraduate students, faculty advisors and
industrial affiliates. The project team organization was designed
to place undergraduate students in charge of the project. Fig. 3
illustrates the organization of the team members for the Puerto
Rico CubeSat project.
Fig. 3. The CubeSat project team organization. Team includes faculty
advisors, graduate advisors as well as the integration of each
engineering discipline. The group was organized in a manner that
students have the responsibility of leading the project.
This project methodology was applied to the development
of the EPS, OBC, ADC, COMM and structural subsystems of
the CubeSat. This was an interdisciplinary/multidisciplinary
methodology, enforcing collaborations between different
engineering departments and fields as well as different
institutions by joining together the engineering departments of
the UPRM, industry members of the IAP, and aerospace experts
from the NASA PRSGC [22]. For the development of each
CubeSat subsystem, undergraduate students are assigned to
groups based on their academic experience and engineering
background. These groups are separated into electrical,
computer and mechanical engineering fields to develop different
segments of the CubeSat. It was essential that each group
possessed basic theoretical knowledge to tackle any engineering
challenges that may occur during the project. This teaching
method requires teams to work together for the duration of the
CubeSat project to learn the necessary technical and soft skills
required to complete their tasks.
The teams are managed by undergraduate students, assisted
by graduate student mentors and supported by industry
specialists. Graduate students are expected to mentor the groups
and to help develop necessary sets of skills that play an essential
part in the project. The purpose of the interaction was to teach
undergraduate students how to adapt to a graduate level research
environment [23], [24]. Skills learned by project groups are
meant to help them tackle the design, construction and testing
process of each CubeSat subsystem. An additional group,
known as the systems engineering group, consists of a student
representative from each engineering field. This group focuses
on tasks related to the interconnections made between all
CubeSat subsystems, and how these components interact with
each other as well as how they fit in the CubeSat structure.
Electrical engineering undergraduate students mainly focus
on the development of the EPS, COMM and ADC. This requires
students to have a solid background in circuit design and
analysis to assist all other groups in the development of the
subsystem PCB design. Undergraduate students from the
computer engineering group focus mainly on the OBC and are
expected to have enough programming background to assist in
the implementation of different types of algorithms necessary
for most CubeSat subsystem. These students are prepared to
attack any computational problems that may occur during the
project.
The mechanical engineering group was tasked with the
development of the CubeSat structure and mechanical
components. This also involves thermal testing (to validate
durability at different temperatures), pressure tests (to emulate
conditions present in the vacuum of space) and vibration tests to
simulate deployment conditions. Interdisciplinary projects help
students develop professional skills in ways traditional courses
are unable. These skills help build the bridge between
undergraduate learning and the social environment of graduate
research. Students are encouraged to document their progress by
preparing monthly presentations and progress reports. The idea
was to teach them how to present their work to experts,
professionals, colleagues and industry affiliates much like
graduate students would.
Faculty
Advisor
Graduate
Advisor
Graduate
Advisor
Systems
Engineering
Mechani cal
Engineering
Computer
Engineering
Electrical
Engineering

VI. PROJECT STUDENT IMPACT
As an example of how PBL/HOL was applied to the Puerto
Rico CubeSat project. The development of the EPS subsystem
was used as an example. Students are given the opportunity to
design their own PCB layout and electronics [25], [26]. This
involves electrical components selection and PCB design
considering weight and size limitations. To complete these
tasks, undergraduate students use design and simulation tools
during the development process. Some of the tools include
AutoCAD, Eagle CadSoft, MATLAB/Simulink, NI Multisim
and LabView among others. Software tools help bring the EPS
subsystem design from concept to reality. Once the CubeSat
EPS subsystem was designed, undergraduate students are now
able learn and apply hands-on skills for the manufacturing of the
PCB. These HOL skills include, soldering components and
testing their overall functionality. Fig. 4 illustrates a PCB design
made with the Eagle CadSoft software for the final version of
the CubeSats EPS.
The Puerto Rico CubeSat project provided undergraduate
student with the opportunity to design, innovate and create their
own subsystem designs. Fig. 5 illustrate the constructed CubeSat
EPS prototypes developed over the course of the project.
Fig. 5 (a) shows the first CubeSat EPS prototype designed on a
copper clad and traced using a CNC machining tool. The initial
prototype, although functional, does not comply with CubeSat
standards. Fig. 5 (b) illustrates the second prototype developed
on a traditional FR-4 material. Fig. 5 (c) illustrates the final
CubeSat EPS design. In a period of a year, undergraduate
students have taken the EPS design and transformed it into a
robust circuit that complies with both size and weight
limitations.
Fig. 4. The 9cm x 9cm PCB design of the CubeSats EPS, developed by
the computer engineering team of the UPRM. The project gives
students the opportunity to learn new design software that would not
normally use in traditional courses.
(a)
(b)
(c)
Fig. 5. The developed CubeSat EPS Prototypes. (a) The initial EPS
prototype developed for the second semester 2015-2016 with no weight
or size limitations. (b) The second EPS prototype developed for the first
semester 2016-2017. (c) The third EPS prototype developed for the
second semester of 2017-2018.

Two methods are taught for the development of the CubeSat
subsystem PCBs. Initially students use a CNC milling machine
which traces the circuit paths on a copper clad. Once the
functionality of this copper clad PCB was tested, the project can
move on to its next phase to improve the prototypes design. This
method was used to build initial low-cost prototypes for design
validation. Once a definite PCB design was achieved, the PCB
was sent to an external manufacturer that uses traditional FR-4.
The final process was improvement and optimization of the
design, taking into consideration efficiency and component size.
The construction and programming of the EPS teaches students
technical skills, such as: computation, design, development and
construction. Students had a one-year deadline to complete the
EPS subsystem. This encouraged soft skills, such as: time
management and creativity
To help further develop the creativity in undergraduate
students, the development of the CubeSat structure plays a
significant role. Not only does the CubeSat structure house the
subsystems, but also helps in adapting the solar panel array to
the structure. To build the CubeSat structure, several
components are designed using CAD Software tools. Fig. 6
illustrates various components of the CubeSat structure designed
using Siemens NX and AutoCAD design tools.
(a)
(b)
Fig 6. Developed CAD designs for the CubeSat structure. (a) Solar
Panel array housing. (b) Battery pack housing for the CubeSat storage.
The use of 3D printing technology plays an essential role in the
development of CubeSat based prototypes, enabling the use of
critical thinking skills [27]. This approach has been used to
improve student’s creativity and problem-solving skills in the
past [28]. It was a process that allowed students to take their
CAD designs from imagination to reality, encouraging an
interactive learning environment. This enables students to
develop something tangible, not just a design on a computer
screen. The use of a PBL/HOL methodology was applied by
exposing students to challenges that will require them to invent
and reinvent different CubeSat components, searching for a
variety of approaches to solve several design problems.
Since the development of the CubeSat structure houses
every other component of the CubeSat, the use of 3D printing
encourages communication between students from each
discipline, to guarantee that each component fits together
perfectly. Some of the soft skills strengthened through the
development of the CubeSat structure are: communication,
collaboration, management and creativity. Students also develop
technical skills such as: design, development and construction.
Despite the use of CAD software tools, this approach uses little
to no programming, hence there was little progress in the
development of computational skills. It was evident that a
CubeSat structure required a durable material that could
withstand the harsh environment found in earth’s orbit. The
CubeSat structure was developed using Polylactic Acid (PLA)
printed technology to create a quick, affordable and easy
alternative to prototyping [29]. As the project progressed, a
definite design was achieved, an aluminum frame will replace
the PLA printed prototype. Fig. 7 illustrates the developed
CubeSat EPS, ADCS and 3D printed battery pack housing.
Fig. 7 illustrates the developed CubeSat subsystems. This enables
students to familiarize themselves with CAD design tools.
ADCS
EPS
Battery Pack

VII. STUDENT OUTCOME AND RESULTS
To understand the progress achieved over the course of the
project, one undergraduate student member from each group
was given a questionnaire to provide insight into their own
personal development [30]. This questionnaire serves as a self-
evaluation into each student’s personal growth, by helping
students assess each of their strong points as well as what skills
have improved [31]. For the questionnaire, students were asked
to rank their technical and soft skill levels (0 through 5). Fig. 8
summarizes the self-evaluation of the skill level students had
before the start of the project. Fig. 9 summarize the
self-evaluation of skill level students had at the end of the
project.
(a)
(b)
Fig 8. Self-evaluation questionnaire before project commencement.
(a) Soft skills development. (b) Technical skills development.
(a)
(b)
Fig 9. Self-evaluation questionnaire after project completion.
(a) Soft skills development. (b) Technical skills development.
Notice from these self-evaluations, that for each student, there
was significant improvement in both technical and soft skills.
This demonstrates the confidence students have in their own
skills after the completion of this project. There was positive
feedback from students, expressing how skills developed in this
project were unavailable through traditional course work. It was
expected that students that were more involved in the structural
design of the CubeSat did not show significant improvement in
their programing skills. As part of IAP, additional activities,
such as oral and poster presentation, helped develop
communication skills. In general, students improved their skills
to a level that may facilitate the transition to a graduate
environment.
VIII. CONCLUSION
This paper describes the educational impact of the Puerto
Rico CubeSat project. CubeSats are an interdisciplinary project
that involves different aspects of all fields of engineering. This
project promotes and encourages undergraduate students into
the field of aerospace engineering, serving as an educational
tool. The Puerto Rico CubeSat project also employs existing
collaborations between the UPRM, the PRSGC, the IAP and
other participating institutions, establishing a formal link
between these entities. The desired impact of this project was to
prepare undergraduate students for graduate studies by engaging
them in a graduate research environment. This was achieved by
applying teachings methods such as PBL/HOL to help
undergraduate students learn a wide variety of soft and technical
skills needed to perform graduate level research.
As an example of how PBL/HOL has prepared
undergraduate students to graduate level research, the
development of the CubeSat EPS and structure was presented.
The integration of the CubeSat EPS onto the structural design
also indicates the interdisciplinary collaboration between
different engineering groups. The inclusion of both these
components results in the development of an educational tool
that combines PBL and HOL. The outcome was that
undergraduate students from electrical, computer and
mechanical engineering can take advantage of this educational
platform. The intellectual merit gathered by undergraduate
students lies in developing a CubeSats educational platform that
can be used to accommodate a variety of payloads. This
collaboration has influenced a growth in aerospace technologies
in universities in Puerto Rico and has helped create ties between
UPRM and agencies such as NASA and PRSGC. These efforts
have demonstrated that PBL/HOL in an interdisciplinary
research project can have a great educational impact on
undergraduate students, while at the same time influencing
institutions into adopting new tools and teaching methods that
can be applied to prepare students into graduate school in the
field of aerospace engineering. Results show that after the
completion of the project, students demonstrated noticeable
improvement in their technical and soft skills. The lessons
learned from this project can also be applied to topics outside of
the aerospace engineering field. It is expected that
undergraduate students interested in pursuing a master’s and
doctoral degree will base their thesis topic on aerospace
applications.
COMP UTATIO NAL RESEARCH DESIGN DEVELOPMENT
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ACKNOWLEDGMENT
The authors would like to acknowledge the support
provided by the NASA Puerto Rico Space Grant Consortium
(PRSGC) under the grant number NX15AI11H as well as to
Sandia National Laboratories (SNL), especially to the
Consortium for Integrating Energy Systems in Engineering and
Science Education (CIESESE).
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