No abstract

No abstract

This article examines the state of assessment in simulation and gaming over the past 40 years. While assessment has come slowly to many disciplines, members of the simulation and gaming community have been assessing the educational effectiveness of their experiential activities for years, in part because of skepticism from more traditional quarters that gaming and simulation are appropriate techniques to use in the classroom. These past efforts to demonstrate educational value usually went by names other than “assessment.” This article reviews research published in this journal using the keyword “assessment” plus a sample of pre-1990 meta-studies on evidence of educational effectiveness. The authors conclude with a discussion of two games, one familiar (SIMSOC) and one new (GLOBAL JUSTICE GAME) that may assist the reader in thinking about assessment strategies and related issues that need to be considered, in particular the role of agency versus structure.

Electric aircraft pose a unique design challenge in that they lack a simple way to reject waste heat from the power train. While conventional aircraft reject most of their excess heat in the exhaust stream, for electric aircraft this is not an option. To examine the implications of this challenge on electric aircraft design and performance, we developed a model of the electric subsystems for the NASA X-57 electric testbed aircraft. We then coupled this model with a model of simple 2D aircraft dynamics and used a Legendre-Gauss-Lobatto collocation optimal control approach to find optimal trajectories for the aircraft with and without thermal constraints. The results show that the X-57 heat rejection systems are well designed for maximum-range and maximum-efficiency flight, without the need to deviate from an optimal trajectory. Stressing the thermal constraints by reducing the cooling capacity or requiring faster flight has a minimal impact on performance, as the trajectory optimization technique is able to find flight paths which honor the thermal constraints with relatively minor deviations from the nominal optimal trajectory.

This article updates and extends research by Baker and Chin, who tracked changes in studies published in Teaching Sociology from 1973 to 1983 (Baker) and 1984 to 1999 (Chin). The current study traces manuscripts published in Teaching Sociology from 2000 to 2009. We examine both who publishes in the journal and what gets published. In particular, we explore change in the systematic assessment of teaching methods and techniques since Baker’s and Chin’s studies and the extent to which publications in Teaching Sociology reflect improved assessment. We find that while there has been improvement, not all articles reflect the growing scholarship of teaching and learning (SoTL) movement. While the mission of Teaching Sociology is to publish materials that would be “helpful to the discipline’s teachers” (see the journal’s mission statement at http://asanet.org/journals/ts/index.cfm ), the most useful information is arguably that which is supported by the kind of systematic assessment that SoTL requires. We also discuss implications for assessment and sociological SoTL.