Van Treuren, K. W. (2018, June), Applying Active Learning to an Introductory Aeronautics Class  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29812

\bibitem{asee_peer_29812}
  Van Treuren, K. W. (2018, June), \emph{Applying Active Learning to an Introductory Aeronautics Class}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--29812

Kenneth W. Van Treuren.  "Applying Active Learning to an Introductory Aeronautics Class".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/29812 Internet.  11 May, 2024

\bibitem{asee_peer_29812}
  Kenneth W. Van Treuren.
  "Applying Active Learning to an Introductory Aeronautics Class".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/29812 Internet.  11 May, 2024

@INPROCEEDINGS{asee_peer_29812
author = "Kenneth W. Van Treuren"
title = "Applying Active Learning to an Introductory Aeronautics Class"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29812}
number = {10.18260/1-2--29812}
}

TY  - CPAPER
AB  - Applying Active Learning to an Introductory Aeronautics Class
     
    An elective, Introduction to Aeronautics, has been a traditional lecture course at XXXX teaching aeronautics from a design perspective.  This semester active learning was introduced to make the course more interactive and hold students accountable for learning the material.  Students formed teams of four and each team was designated a “company.” The task was to design a low cost, lightweight utility fighter which served as the basis around which to learn aeronautics. Companies picked a name, developed a logo, and wrote a mission statement.  Competition was encouraged and the companies were tasked to eventually design the lowest cost, lightweight utility fighter aircraft.  

Active learning modules involved the use of Quick Think and Jigsaw techniques.  The Quick – Think on the first days of the class stimulated student interest in the design of an aircraft by asking them a series of questions such as “What is aircraft design?”  The Jigsaw technique used “experts” from each team that, meeting together as an expert team, went into depth on a topical area.  The experts, in turn, then returned to their teams and taught the team their topic.  Two Jigsaws were completed.  The first Jigsaw focused on four technology areas.  The second Jigsaw was organized around performance topics.  Expert teams developed point papers used to inform their teams on each of these subjects.  Team members depended on each other for the necessary information.  

An assessment of the course was accomplished by the students.  They commented on three parts of the course:  general questions about the course, the first two introductory lessons, and the Jigsaws.  Students enjoyed the introduction to the aeronautics course using the team concept and broad questions.  The Jigsaw exercises had mixed reviews but overall the students enjoyed the course and learned about aircraft and how they operated.  In conclusion, the active learning modules were effective in teaching aircraft design and challenged the students to take responsibility for their education in the course.  

AU  - Kenneth W. Van Treuren
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Applying Active Learning to an Introductory Aeronautics Class
UR  - https://peer.asee.org/29812
DO  - 10.18260/1-2--29812
ER  -