Integrated teaching model: A follow-up with fundamental aerodynamics

Abstract

The integrated teaching model was implemented for the second time in the undergraduate fundamental aerodynamics class at the University of Dayton. As with any aerospace classes, the fundamental aerodynamics relies heavily on mathematics. The integrated teaching model is specially designed to let the students think beyond the equations and understand through experience the applications and impact of the concepts and equations in real life. Both student-centered and teacher-centered experiential learning was heavily incorporated in each aspect of the class which made a monumental difference in the students' understanding of the subject. The scaffolding of the class structure and the open-ended homework assignments helped students to acquire multiple technical skillsets in experimental and computational aerodynamics. Some of the skillsets include designing airfoil using Joukowski transformation, performing inviscid flow simulation using panel methods on the airfoil, 3D printing the airfoil and testing it in the wind tunnel, numerically determining vorticity and circulation of wingtip vortex, leading edge vortex, etc. Through the passion project component of the class, students were able to perform experiments on plethora of applications of aerodynamics such as golf drivers, speed chutes, sailboats, golf ball, propellers, drones, delta wings, airplanes, etc. (goo.gl/lvJwGF). Coupled with an assessment technique where the students are required to integrate homework, projects, activities, lectures and independent studies on a single platform (portfolio), the model promotes sustainable learning (long-term learning), communication skills, technical skills and critical thinking skills in a way that a conventional lecture-based model wouldn't. Multiple Likert scale assessments of the modules and qualitative feedback from the students will be shared in this paper along with homework assignments and projects.