Aldert Kamp, TU Delft

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New Curricular Framework - Short (APR)

Text of Aldert Kamp, TU Delft

  • 1. The new curricular framework Ir. Aldert Kamp,Director of Education Aerospace Engineering Aerospace Engineering

2. Faculty of Aerospace Engineering Facts and figures

  • Largest aerospace engineering faculty in Western Europe
  • Covering almost all areas of aerospace engineering
  • High international orientation
  • Excellence rating MSc graduates
  • Number of staff(fte)
    • 200academic staff, incl:
    • 85teaching staff
    • 100PhD students
  • Number of students
    • 2200students ( 1700 BSc/500 MSc)
    • 440freshmen students

3. Contents

  • The stakeholders
  • Shaping the curricular framework
  • The new Bachelor Aerospace Engineering
    • Thematic structure
    • Storylines
    • Theme: design
    • Student experience in 1 styear
  • The new Master Aerospace Engineering
    • Master track structure
    • Standard programme outline
    • Theme: research
  • Conclusions

4. Stakeholders 5. External forces Students

  • +Enthusiastic, idealistic, inspiring
  • +Familiar with powerful tools
  • +Interacting, networking, communicating
  • - - Are focused on study points or grades
  • - - Dont know what engineers do
  • - - Dont see interconnection of courses
  • - Dont use computational tools wisely
  • +Aerospace master graduates find a job within 1-2 months

(Ref. 6. External forces Students: how do they learn?

  • Tactile:
    • Touch, take apart, put together =Engineers
  • Analytical:
    • Math, equations, theory, analysis =Researchers , physicists, mathematicians

7. External forces Alumni

  • 40% is employed in aerospace engineering
  • 30% is engineering specialist; 50% engineering manager,20% generalist
  • 10% has a PhD degree
  • Most valuable constituents of the curriculum
    • Master thesis and Internship
    • Foundational courses (mathematics, physics)
    • Design projects
    • Transferrable skill trainings

(Ref. promotion Saunders 2008) 8. External forces Labour market

  • ++Aerospace master graduates are very skilled, have learned a profession with broad and deep knowledge and skills
  • ++Team work
  • - -Concerned about gap between engineering education and practice
  • - -Graduates
    • show little organisational sensitivity
    • have difficulty in managing people
  • Design-and-implement projects are very valuable
  • No interest to employ BSc graduates

(Ref. Industrial Board 2008) 9. External forces Society

  • Complex multidisciplinary problems require deep problem solvers in their home discipline who are also capable of interacting with and understanding specialists from other disciplines

10. External forces The technical university

  • Teaching engineering in a research environment
  • Graduating engineers should appreciate the engineering process!

(Ref. CDIO) 11. Shaping the curricularframework Educating all-round Aerospace Engineers 12. The new Bachelor curricular framework Preparing for the masters 13. New BSc curriculum in key words A stronger graduate student

  • CONTENT: Foundational and balanced
      • balanced in terms of breadth and depth, in terms of topical coverage, in terms of theory and application
  • STRUCTURE: Coherent and integrated
      • life cycle, thematic structure, story lines, content & skills
  • EXPERIENCE: Compelling
      • object-oriented (aircraft and spacecraft), from concrete to abstract, learning-by-doing (-together), design-build-test experience, student in professional role in projects, explicit skills development
  • METHOD: Effective
      • more active teaching methods

14. The logical curricular structure (1)

  • Making connections
    • Each semester has a theme
    • Each semester has one thematic project
    • The themes are all related
    • Each semester has a storyline

15. The logical curricular structure (2)

  • One Introduction course, providing the framework for the practice of aerospace engineering
  • One Capstone project
  • From concrete to abstract
  • Lines of advancement for knowledgeand skills
  • Content driven
    • Stressing engineering fundamentals
    • Balance between Air and Space

16. Metaphor of the curriculum (Ref. CDIO) Solve the right problem Solve the problem right 17. The curriculum structure 18. A curricular structure with a story The engineering design process 19. Thematic structure Engineering design life cycle 5 main steps = 5 semesters, culminating in a synthesis project 20. Storyline per semester

  • The biography of a famous person in aviation, aeronautics or space is tailored and tied to the knowledge and skills that are to be developed in the semester
    • Semester 1: Leonardo da Vinci
    • Semester 2: Anthony Fokker
    • Semester 3: Burt Rutan
    • Semester 4: Paul MacCready
    • Semester 6: Edwin Hubble

21. First thematic project Exploring Aerospace Engineering

  • A design-build-test project with a competition element
  • Student in the professional role:
    • member of a feasibility team
  • Subject: Solar Powered Flight Mission
    • Theoretically a flying wing is one of the simplest and most efficient aircraft possible. Why then most of the aircraft or flyers in planetary space missions do not have the shape of a flying wing?
    • How can it be built to fly the remote aerial survey mission we want it to fly; on Earth or elsewhere in the solar system?

22. Second thematic project Design and Construction

  • Student in the professional role:
    • structural engineer
  • Subject: Light-weight box structure
    • Box structures are common basic elements in aircraft, spacecraft, wind turbine blades. Why do they look different in different applications? Can you tune it to its application?
    • How do you design, build and test a box structure with minimum mass that sustains specified loads? Why does it fail and how can you improve it?

23. MIT CDIO Engineering Education Initiative

  • David C. Wisler during his visit to TU Delft Faculty ofAerospace Engineering 17 April 2009
    • MIT CDIO Engineering Education Initiative
    • Member US National Academy of Engineering
    • GE Aircraft Engines retired
  • This curriculum is the best CDIO implementation in an academic curriculum I have ever seen

24. The new Master curricular framework Preparing for an all-round aerospace engineer 25. Shaping the curricularframework Zoom in to Aerospace Engineering discipline 26. Master Tracks and Profiles 27. Concept programme outline The Standard 1st and 2nd year 28. The choice: mono-disciplinary Specialisation, deepening BSc Core courses Profile courses Elective courses (deepening Thesis project All in one(sub)specialisation 29. The choice: multi-disciplinary Cross-over with other discipline BSc Core courses Profile courses Elective courses (broadening) Thesis project Main point in one specialisation Cross-over with another one 30. Multi-disciplinary thesis projects in multi-disciplinary student teams Project teams Examples 31. Master theme: research

  • Research Methodologies
    • A systematic approach towards the design and implementation of research
  • Master Orientation Project (1 month)
    • To get a sneak preview of what it means to perform independent research
  • Assignment Engineering Profession in Internship (3 months)
    • Reflection on how well a company is meeting the professional standards in e.g. project management, risk management, value management, health and safety