Aldert Kamp, TU Delft


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New Curricular Framework - Short (APR)

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  • Ref. Study of Delft Aerospace Alumni, Saunders
  • We have courses, and thematic projects
  • Stap 1: Understand the problem, collect ideas Stap 2: Make a global concept design Stap 3: Detail design of subsystems, deeper level of detail Stap 4: Model, simulate, analyse, optimise Stap 5: Verify, validate, test flights
  • It puts the semesters in the context of the professional engineering world The courses and projects are tuned with these themes But, a process is not sufficient
  • The first project you will enter is about Exploration Within the theme, the projects and courses are related to each other. So follow them parallel In the projects you apply and practice the theory learned in the courses And your academic skills will be trained in the projects as well (working in a team, technical writing in English, scientific writing, presentation skills)
  • Significant fraction of the final grade is based upon individual defense and a digital test
  • Aldert Kamp, TU Delft

    1. 1. The new curricular framework Ir. Aldert Kamp, Director of Education Aerospace Engineering Aerospace Engineering
    2. 2. Faculty of Aerospace Engineering Facts and figures <ul><li>Largest aerospace engineering faculty in Western Europe </li></ul><ul><li>Covering almost all areas of aerospace engineering </li></ul><ul><li>High international orientation </li></ul><ul><li>“ Excellence” rating MSc graduates </li></ul><ul><li>Number of staff (fte) </li></ul><ul><ul><li>200 academic staff, incl: </li></ul></ul><ul><ul><li>85 teaching staff </li></ul></ul><ul><ul><li>100 PhD students </li></ul></ul><ul><li>Number of students </li></ul><ul><ul><li>2200 students ( 1700 BSc/500 MSc) </li></ul></ul><ul><ul><li>440 freshmen students </li></ul></ul>
    3. 3. Contents <ul><li>The stakeholders </li></ul><ul><li>Shaping the curricular framework </li></ul><ul><li>The new Bachelor Aerospace Engineering </li></ul><ul><ul><li>Thematic structure </li></ul></ul><ul><ul><li>Storylines </li></ul></ul><ul><ul><li>Theme: design </li></ul></ul><ul><ul><li>Student experience in 1 st year </li></ul></ul><ul><li>The new Master Aerospace Engineering </li></ul><ul><ul><li>Master track structure </li></ul></ul><ul><ul><li>Standard programme outline </li></ul></ul><ul><ul><li>Theme: research </li></ul></ul><ul><li>Conclusions </li></ul>
    4. 4. Stakeholders
    5. 5. External forces Students <ul><li>+ Enthusiastic, idealistic, inspiring </li></ul><ul><li>+ Familiar with powerful tools </li></ul><ul><li>+ Interacting, networking, communicating </li></ul><ul><li>- - Are focused on study points or grades </li></ul><ul><li>- - Don’t know what engineers do </li></ul><ul><li>- - Don’t see interconnection of courses </li></ul><ul><li>- Don’t use computational tools wisely </li></ul><ul><li>+ Aerospace master graduates find a job within 1-2 months </li></ul>(Ref.
    6. 6. External forces Students: how do they learn? <ul><li>Tactile: </li></ul><ul><ul><li>Touch, take apart, put together = Engineers </li></ul></ul><ul><li>Analytical: </li></ul><ul><ul><li>Math, equations, theory, analysis = Researchers , physicists, mathematicians </li></ul></ul>
    7. 7. External forces Alumni <ul><li>40% is employed in aerospace engineering </li></ul><ul><li>30% is engineering specialist; 50% engineering manager, 20% generalist </li></ul><ul><li>10% has a PhD degree </li></ul><ul><li>Most valuable constituents of the curriculum </li></ul><ul><ul><li>Master thesis and Internship </li></ul></ul><ul><ul><li>Foundational courses (mathematics, physics) </li></ul></ul><ul><ul><li>Design projects </li></ul></ul><ul><ul><li>Transferrable skill trainings </li></ul></ul>(Ref. promotion Saunders 2008)
    8. 8. External forces Labour market <ul><li>++ Aerospace master graduates are very skilled, have learned a profession with broad and deep knowledge and skills </li></ul><ul><li>++ Team work </li></ul><ul><li>- - Concerned about gap between engineering education and practice </li></ul><ul><li>- - Graduates </li></ul><ul><ul><li>show little organisational sensitivity </li></ul></ul><ul><ul><li>have difficulty in managing people </li></ul></ul><ul><li>Design-and-implement projects are very valuable </li></ul><ul><li>No interest to employ BSc graduates </li></ul>(Ref. Industrial Board 2008)
    9. 9. External forces Society <ul><li>Complex multidisciplinary problems require deep problem solvers in their home discipline who are also capable of interacting with and understanding specialists from other disciplines </li></ul>
    10. 10. External forces The technical university <ul><li>Teaching engineering in a research environment </li></ul><ul><li>Graduating engineers should appreciate the engineering process! </li></ul>(Ref. CDIO)
    11. 11. Shaping the curricular framework Educating all-round Aerospace Engineers
    12. 12. The new Bachelor curricular framework Preparing for the masters
    13. 13. New BSc curriculum in key words A stronger graduate student <ul><li>CONTENT: Foundational and balanced </li></ul><ul><ul><ul><li>balanced in terms of breadth and depth, in terms of topical coverage, in terms of theory and application </li></ul></ul></ul><ul><li>STRUCTURE: Coherent and integrated </li></ul><ul><ul><ul><li>life cycle, thematic structure, story lines, content & skills </li></ul></ul></ul><ul><li>EXPERIENCE: Compelling </li></ul><ul><ul><ul><li>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 </li></ul></ul></ul><ul><li>METHOD: Effective </li></ul><ul><ul><ul><li>more active teaching methods </li></ul></ul></ul>
    14. 14. The logical curricular structure (1) <ul><li>Making connections </li></ul><ul><ul><li>Each semester has a theme </li></ul></ul><ul><ul><li>Each semester has one thematic project </li></ul></ul><ul><ul><li>The themes are all related </li></ul></ul><ul><ul><li>Each semester has a storyline </li></ul></ul>
    15. 15. The logical curricular structure (2) <ul><li>One Introduction course, providing the framework for the practice of aerospace engineering </li></ul><ul><li>One Capstone project </li></ul><ul><li>From concrete to abstract </li></ul><ul><li>Lines of advancement for knowledge and skills </li></ul><ul><li>Content driven </li></ul><ul><ul><li>Stressing engineering fundamentals </li></ul></ul><ul><ul><li>Balance between Air and Space </li></ul></ul>
    16. 16. Metaphor of the curriculum (Ref. CDIO) Solve the right problem Solve the problem right
    17. 17. The curriculum structure
    18. 18. A curricular structure with a story The engineering design process
    19. 19. Thematic structure Engineering design life cycle 5 main steps = 5 semesters, culminating in a synthesis project
    20. 20. Storyline per semester <ul><li>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 </li></ul><ul><ul><li>Semester 1: Leonardo da Vinci </li></ul></ul><ul><ul><li>Semester 2: Anthony Fokker </li></ul></ul><ul><ul><li>Semester 3: Burt Rutan </li></ul></ul><ul><ul><li>Semester 4: Paul MacCready </li></ul></ul><ul><ul><li>Semester 6: Edwin Hubble </li></ul></ul>
    21. 21. First thematic project “Exploring Aerospace Engineering” <ul><li>A design-build-test project with a competition element </li></ul><ul><li>Student in the professional role: </li></ul><ul><ul><li>member of a feasibility team </li></ul></ul><ul><li>Subject: Solar Powered Flight Mission </li></ul><ul><ul><li>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? </li></ul></ul><ul><ul><li>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? </li></ul></ul>
    22. 22. Second thematic project “Design and Construction” <ul><li>Student in the professional role: </li></ul><ul><ul><li>structural engineer </li></ul></ul><ul><li>Subject: Light-weight box structure </li></ul><ul><ul><li>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? </li></ul></ul><ul><ul><li>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? </li></ul></ul>
    23. 23. MIT CDIO Engineering Education Initiative <ul><li>David C. Wisler during his visit to TU Delft Faculty of Aerospace Engineering 17 April 2009 </li></ul><ul><ul><li>MIT CDIO Engineering Education Initiative </li></ul></ul><ul><ul><li>Member US National Academy of Engineering </li></ul></ul><ul><ul><li>GE Aircraft Engines – retired </li></ul></ul><ul><li>“… This curriculum is the best CDIO implementation in an academic curriculum I have ever seen…” </li></ul>
    24. 24. The new Master curricular framework Preparing for an all-round aerospace engineer
    25. 25. Shaping the curricular framework Zoom in to Aerospace Engineering discipline
    26. 26. Master Tracks and Profiles
    27. 27. Concept programme outline The Standard 1st and 2nd year
    28. 28. The choice: mono-disciplinary Specialisation, deepening BSc Core courses Profile courses Elective courses (deepening Thesis project All in one (sub)specialisation
    29. 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. 30. Multi-disciplinary thesis projects in multi-disciplinary student teams Project teams Examples
    31. 31. Master theme: research <ul><li>Research Methodologies </li></ul><ul><ul><li>A systematic approach towards the design and implementation of research </li></ul></ul><ul><li>Master Orientation Project (1 month) </li></ul><ul><ul><li>To get a sneak preview of what it means to perform independent research </li></ul></ul><ul><li>Assignment “Engineering Profession” in Internship (3 months) </li></ul><ul><ul><li>Reflection on how well a company is meeting the professional standards in e.g. project management, risk management, value management, health and safety management </li></ul></ul><ul><li>Master Thesis project (7 months) </li></ul>
    32. 32. Conclusions <ul><li>The new curriculum framework of the Faculty of Aerospace Engineering implements the bachelors-masters degree structure (BaMa) as two programmes with dedicated objectives and profiles </li></ul><ul><li>The two programmes educate students to a T-shaped professional, with “breadth” and “design” as the main points in the bachelors, and “focus”, “expertise” and “research” in the masters </li></ul><ul><li>Both programmes stress the engineering fundamentals and have the optimum match between engineering practice and engineering teaching by integrated curricula that are organised around the technical disciplines of aerospace engineering, interwoven with design, research and intellectual skills </li></ul>