An Experiment in Live Simulation-Based Learning in Aircraft Design and its Impact on Student Preparedness for Engineering Practice

In the near future, engineering practice in America will be at a crossroads as a large portion of the engineering workforce, the baby boom generation, retires. Filling the void created as a result of this exodus of talent and experience in a timely manner will be challenging. Coupled with this pending shortfall in talent and experience is a belief by some that the scientist engineer approach to training young engineers, developed in the early 20 century and followed by most American engineering programs today, does not fully meet the needs of the 21 century industrial environment. This creates a “gap” in engineering student preparation. Some in industry and academia feel that this model of engineer preparation needs to change in order to better address today’s industrial work world complexities. A new model for student preparation, centering on engineering design, called the Live Simulation Based Learning (LSBL) approach was developed based upon the theories of situated learning, game-based learning, epistemic frames, and accidental competencies. Quantitative and qualitative results of a study of the application of LSBL in a two term capstone design class in aerospace engineering aircraft design are discussed with emphasis on the impact of the approach on student’s design related professional and technical skills as measured by multiple survey applications and one-on-one interviews. Results indicate that the participants found the LSBL experience to be more engaging than the traditional lecture approach and did help students respond and begin to think more like aerospace engineering practicing professionals. It is felt that such efforts begin to address the “gap” between academia and industry.