Development of a proposed aerospace engineering curriculum for the twenty-first century

Walker, Bruce K.; Wade, James E.; Orkwis, Paul D.; Jeng, San‐Mou; Khosla, P. K.; Slater, Gary W.

doi:10.2514/6.1997-737

Cited by 6 publications

(6 citation statements)

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“…Interestingly, educators seem to hold the more conservative view here, with a small majority favoring a little of both approaches. Finally, on the question of adding a few specific nontraditional areas to the aerospace curriculum, the responses regarding the three areas listed on the questionnaire are presented below: Other areas that are mentioned in the comments accompanying the responses include (in approximate order by number of appearances among the responses, which are indicated in parentheses): manufacturing (11), economics/cost analysis (9), ethics (7), business and marketing (6), and systems engineering (5).…”

Section: Table 4 Distribution Of Responses Regarding Degree To Whichmentioning

confidence: 99%

“…These new curricula include team-taught, integrated engineering courses that integrate many of the technical and non-technical topics discussed above and introduce design material beginning in the sophomore year. 9 The new curricula were approved by UC in 1997, and their implementation began in the 1997-98 academic year.…”

Section: Journal Of Engineering Educationmentioning

confidence: 99%

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Redesigning an Aerospace Engineering Curriculum for the Twenty‐First Century: Results of a Survey

Walker¹,

Jeng²,

Orkwis³

et al. 1998

J of Engineering Edu

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This paper describes the development and results of a mail survey to determine the views of industrial, government, and academic aerospace professionals on the required content of future aerospace engineering curricula and on the skills that will be needed by aerospace graduates in the early twenty-first century. The survey is one step in an ongoing process by the Department of Aerospace Engineering and Engineering Mechanics at the University of Cincinnati (UC) to restructure its aerospace engineering curriculum. This paper discusses the development of the survey, its results, and the preliminary conclusions that have been drawn from the results. The survey included questions on such issues as introducing design experience to the students throughout the curriculum and presenting some topics using a more interdisciplinary approach than has traditionally been followed. While the survey was constructed primarily to gather information specific to the UC curriculum redesign effort, its results are relevant to other aerospace engineering programs considering or pursuing curricular redesign.

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Section: Table 4 Distribution Of Responses Regarding Degree To Whichmentioning

confidence: 99%

Section: Journal Of Engineering Educationmentioning

confidence: 99%

Redesigning an Aerospace Engineering Curriculum for the Twenty‐First Century: Results of a Survey

Walker¹,

Jeng²,

Orkwis³

et al. 1998

J of Engineering Edu

View full text Add to dashboard Cite

show abstract

“…2 Seebass and Peterson 9 provide a detailed discussion of the motivations and decisions made in creating the AE 2000. In particular, they acknowledge lessons learned from MIT, 3,4 the Universities of Maryland 1 and Cincinnati 11 , and an industry perception of desired attributes of engineering graduates. 5 They also discuss the enabling potential of the ITLL.…”

Section: Introductionmentioning

confidence: 99%

Proactive Teaching And Learning In The Aerospace Engineering Curriculum 2000

Argrow¹

2002 Annual Conference Proceedings

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The inception of the Aerospace Engineering Sciences, Aerospace Engineering Curriculum 2000 provided a unique opportunity to introduce the ProActive Philosophy for Teaching and Learning. The curriculum was reformed both in content and teaching methods. It shifted emphasis from compartmentalized basic science, mathematics, and engineering science courses to those designed to integrate topics, provide hands-on experiential learning, and a renewed focus on product design. The new curriculum employs the resources of the Integrated Teaching and Learning Laboratory to incorporate a hands-on component for core undergraduate courses. The ProActive Teaching and Learning Philosophy was implemented with the new curriculum. This philosophy enforces student preparation and capitalizes upon this preparation to replace the conventional, passive lecture with an interactive session in which all students actively participate in topical discussions. In addition, team teaching is now the standard in the sophomore and junior courses.

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“…These conferences strive to understand the full spectrum of job requirements by typically including representatives of academe, government, and industry. A common result of these conferences 1,2,3,4,5 has been lists of desired characteristics in newly hired technologists, including first and foremost the academic competency demanded by the technology job position. But they follow this need for technical competency with a need for proficiency in operational and interpersonal skills, skills that allows technologists to apply their academic training in an efficient manner in today's high tech work environments.…”

Section: Introductionmentioning

confidence: 99%

Graduate Student Practice Of Technology Management: The Cohort Approach To Structuring Graduate Programs

Vickers¹,

Salamo²,

Turner³

2002 Annual Conference Proceedings

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On the other end of the business size spectrum, small entrepreneurial technology startups are requiring their smaller employee base to not only develop the technology but also manufacture and market it. Robert Morgan has reported the results of a meeting of fifty leaders of the National Academy of Engineering (NAE) that "Engineering employment in manufacturing has moved somewhat from large companies to medium and smaller ones, including many start-up businesses. These workforce changes have created a demand for engineers who can fuse technical, managerial, financial, and industrial skills." 5 The same attendees noted that future technologists "… need a breadth of knowledge to handle complex objectives and multidisciplinary functions, to understand non-engineering issues, and to perform systems engineering in a loosely bound environment".

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Development of a proposed aerospace engineering curriculum for the twenty-first century

Cited by 6 publications

References 0 publications

Redesigning an Aerospace Engineering Curriculum for the Twenty‐First Century: Results of a Survey

Redesigning an Aerospace Engineering Curriculum for the Twenty‐First Century: Results of a Survey

Proactive Teaching And Learning In The Aerospace Engineering Curriculum 2000

Graduate Student Practice Of Technology Management: The Cohort Approach To Structuring Graduate Programs

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