Most of the courses in the certificate program are introductory or application-oriented, such as Introduction to Drones, Drone Law, Part 107 License, or Fundamentals of Land Surveying and Photogrammetry. The program aims to equip students with the hands-on skills necessary for successful careers as versatile engineers and technicians. Later that year, the college also received a grant from the Federal Aviation Administration (FAA) to provide tuition-free early higher education for high school students, allowing them to complete the majority of the credits in the UAS more » certificate program while still enrolled in high school. In early 2021, the college applied for and was approved to offer a certificate program in UAS (Unmanned Aerial Systems) Designs, Applications, and Operations to college students by the Education Department of New York State. This course was designed by professors from Vaughn College of Aeronautics and Technology for high school students who work on after-school and weekend programs during the school year or summer. This paper proposes an approach to teach students the basic principles of drone aeronautics through laboratory programming. However, despite completing the programming course, students may still lack an understanding of the working principle of drones. In recent years, flying robots (or drones) have also gained popularity as teaching tool to impart the fundamentals of computer programming to high school students. Robotics has emerged as one of the most popular subjects in STEM (Science, Technology, Engineering, and Mathematics) education for students in elementary, middle, and high schools, providing them with an opportunity to gain knowledge of engineering and technology.
Overall, student-written problems inspired by YouTube videos can easily be adapted as homework practice and possess potential benefits in enhancing students’ learning experience. Although higher perceptions of problem difficulty correlated with lower problem-solving ability across both groups and problem types, students in the treatment group more » exhibited smaller decreases in problem-solving ability as a result of increasing difficulty in the Textbook problems. Students in the treatment group displayed 6% better problem solving when completing YouTube problems compared to Textbook problems. In the treatment group where students were assigned ten Textbook and nine YouTube problems, students reported an overall similarity in rigor for both YouTube and Textbook problems. Problem-solving ability was assessed using a previously-developed rubric with over 2600 student solutions scored. NASA Task Load Index survey was used to collect 1200 ratings that assessed rigor of homework problems. A quasi-experimental, treatment/control group design was employed, and data collected was evaluated using multiple instruments. This research focused on examining the rigor of YouTube problems as well as students’ problem-solving skills when solving YouTube problems compared to Textbook problems. Since the videos usually come from YouTube, the student-written problems are designated YouTube problems.
Here, problem solving was examined on problems written by previous students that applied course concepts by reverse engineering the actions in videos. Incorporating videos in engineering education has potential to stimulate multi-senses and further open new ways of learning and thinking. Problem solving is a signature skill of engineers. We were pleased to see that small changes in pedagogical approach can pay significant dividends encouraging students to situate analytic work in realistic engineering contexts. Future steps might consider other parameters of diversity, inclusion, or equity topics. This can be implemented by a wide variety of instructors without special training in pedagogy or in universal design, especially when a course already features interactive small group problem solving, even during a large lecture by having students’ pair to solve equations briefly. Initial evidence suggests this was successful in increasing students’ consideration of human variation and user needs in mathematical modeling and in increasing their mention of specific body parameters and parameter variation. Problems were solved for multiple body sizes. In the spring of 2019, one of three sections of an introduction to biomechanics course was modified to adopt interactive group problem solving and add human body parameter variation to the problems that students solved. Typically, this is not incorporated into mathematical and modeling focused courses. Engineers must be trained to include human variance when designing human-interactive systems. Human bodies vary widely: height, weight, blood volume, handedness, strength, and variations from disabilities, trauma, genetics, etc.
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