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Preparing Students to Incorporate Stakeholder Requirements in Aerospace Vehicle Design

Preparing Students to Incorporate Stakeholder Requirements in Aerospace Vehicle Design. Alexandra E. Coso Dissertation Defense Presentation Friday, March 28 th , 2014 Advisor: Dr. Amy Pritchett

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Preparing Students to Incorporate Stakeholder Requirements in Aerospace Vehicle Design

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  1. Preparing Students to Incorporate Stakeholder Requirements in Aerospace Vehicle Design Alexandra E. Coso Dissertation Defense Presentation Friday, March 28th, 2014 Advisor: Dr. Amy Pritchett Committee: Dr. Brian German, Dr. Wendy Newstetter,Dr. Jerry Seitzman, Dr. Robin Adams, and Dr. Alan Jacobsen

  2. Image references at end of presentation

  3. Stakeholders in Aircraft Design Pilots Ground Personnel Non-Users Manufacturers & Maintainers Design Firms Flight Attendants & Passengers Airlines Stakeholders: All those affected by the system. They may be users or non-users. They need not be clients or decision-makers. Stakeholders may be major or minor, and the ways in which they interact with a large-scale system are myriad.- Gibson, Scherer, Gibson 2007, p.315 Coso - Ph.D. Thesis Defense - March 28th, 2014

  4. Stakeholders in Complex System Design Stakeholders are critical to the successful design of products in many fields1,2 International Civil Aviation Organization (ICAO) has called for more integrated consideration of stakeholders, through social sustainability efforts3 Human-related design criteria are part of certification requirementsestablished by regulators AE industry members have explored a variety of tools and resources for better incorporating stakeholders Additional efforts are neededto examine how to better incorporate stakeholder requirements consistently within the design process4-6 1Maguire, 2001; 2Green & Jordan, 1999; 3Hupe, 2011; 4Chua & Feigh, 2011; 5Pew, 2008; 6Landsburg et al., 2008

  5. Engineering Design Education Accreditation Board for Engineering and Technology (ABET) defines program outcomes that include need to graduate engineers who understand impact of design solutionson environment, economy, and society1 • Recently, ASEE and NSF report based on a survey of industry representatives, highlights a need to improve how we prepare studentsto synthesize engineering, business, and societal perspectives in the design process2 • Studies of design and engineering students’ pathways support the need to determine how to better prepare students to incorporate stakeholder considerations into design3-5 Movementwithin some fields of engineering to design learning environments which place a higher value on the needs and limitations of stakeholders6-7 1ABET, 2011; 2ASEE, 2013; 3Hinkle, 2013; 4Dym et al., 2001; 5Ro et al., 2012; 6Jordan & Lande 2012; 7Zoltowski 2010; 8McMasters, 2003

  6. Engineering Design Education Research is limited in terms of how to improve students’ understanding of the broader context of design and ability to balance the performance and stakeholder-related considerations within a vehicle design8 Accreditation Board for Engineering and Technology (ABET) defines program outcomes that include need to graduate engineers who understand impact of design solutionson environment, economy, and society1 • Recently, ASEE and NSF report based on a survey of industry representatives, highlights a need to improve how we prepare studentsto synthesize engineering, business and societal perspectives in the design process2 • Research Goals and Contributions • Examine how stakeholder considerations are currently integrated into aerospace vehicle systems design • Examine how stakeholder considerations are currently integrated into aerospace engineering design education • Design empirically-informed and theoretically-grounded educational interventions and assessment tools that support students’ integration of stakeholder considerations • Isolate the characteristics of the interventions and learning environmentthat support students’ integration of stakeholder considerations • Studies of design and explorations of engineering students’ pathways in industry support the need to determine how to better prepare students to incorporate stakeholder considerations into design.3-5 There is a movementwithin some fields of engineering to design learning environments which place a higher value on the needs and limitations of stakeholders.6-7 1ABET, 2011; 2ASEE, 2013; 3Hinkle, 2013; 4Dym et al., 2001; 5Ro et al., 2012; 6Jordan & Lande 2012; 7Zoltowski 2010; 8McMasters, 2003

  7. Research Overview Phase I: Examination of Current Practice in Industry and Education RQ#1 – What conditions enhance or inhibit the integration of stakeholder considerations into the practice of aerospace vehicle systems design? RQ#3 – To what extent do aerospace engineering students understand and take into consideration the effects of design decisions on stakeholders? RQ#2 – To what extent and how does the aerospace engineering design curricula take into account stakeholder considerations? Phase II: Design of Educational Interventions and Assessment Tool RQ#4 - What educational interventions can enhance students’ understanding of and ability to integrate stakeholder considerations into the design of an aerospace vehicle? Coso - Ph.D. Thesis Defense - March 28th, 2014

  8. Research & Presentation Overview Practice of Aerospace Engineering Design Phase II: Design of Educational Interventions and Assessment Tool Phase I: Examination of Current Practice in Industry and Education Contributions and Future Work Aerospace Engineering Design Curricula Educational Intervention Specifications Aerospace Engineering Students’ Perceptions

  9. Examination of Practice of AE Vehicle Design Human factors & related research Addressed need and provided recommendations for how to integrate stakeholder considerations into complex system design Aircraft design research Examined stakeholder considerations within multidisciplinary design, aerodynamicanalyses, and studies of theoperational environment However, this literature has not empirically studied how stakeholder considerations are integrated within aerospace vehicle design industry’s multidisciplinary design teams RQ#1 – What conditions enhance or inhibit the integration of stakeholder considerations into the practice of aerospace vehicle systems design?

  10. Embedded Multiple Case Study Research Setting Aerospace Vehicle Design Firm Time Frame: 3 Months Units of Analysis Disciplinary Backgrounds Individuals Functional Groups Data Sources First Round Interviews Semi-Structured Protocol Second Round Interviews Remaining Questions Topics included: Overview of the design process at the firm Thechallenges affecting the integration of stakeholder considerations Previously used interventions to improve integration Coso - Ph.D. Thesis Defense - March 28th, 2014

  11. Results: Group/Team-Level Contributing Factors Group Structure That supports addressing stakeholder considerations Common Goal That addresses stakeholder considerations Pilot Compartment Group Human Factors Specialists Design Engineers In-House Pilots HF Specialists Design Engineers Other Functional Groups Coso - Ph.D. Thesis Defense - March 28th, 2014

  12. Results: Individual-Level & Interaction-Level Contributing Factors Differing Perspectives About collaborations with individuals from other disciplines Shared Language & Boundary Objects To support the exchange of ideas Image References included at end of presentation

  13. Educational Intervention Specifications From Industry Case Study Group/Team-Level ID1. Stakeholder-centric learning environment Interaction-Level ID2. Language and vocabulary for discussing stakeholder considerations ID3. Tools and resources to support integration of stakeholder considerations Individual-Level ID4. Cross-disciplinary problem-solving experiences ID5. Value of designs created from multiple perspectives Coso - Ph.D. Thesis Defense - March 28th, 2014

  14. Research & Presentation Overview Practice of Aerospace Engineering Design Phase II: Design of Educational Interventions and Assessment Tool Phase I: Examination of Current Practice in Industry and Education Contributions and Future Work Aerospace Engineering Design Curricula Educational Intervention Specifications Aerospace Engineering Students’ Perceptions

  15. Examination of AE Design Education A review of publically-available syllabifrom top aerospace engineering programs and relevant published work Review of the design processes presented in classical aerospace design textbooks(including Roskam; Raymer; Nicolai & Carichner) commonly used within aircraft design capstone course RQ#2 – To what extent and how does the aerospace engineering design curricula take into account stakeholder considerations? Coso - Ph.D. Thesis Defense - March 28th, 2014

  16. Components of AE Design Curricula Isolated Courses Elective course offerings & systems engineering courses Isolated course may be insufficient in training students to integrate these topics into in their capstone courses and in the future1 Quantitative approximations (i.e. surrogates) are used to model some stakeholder characteristics Mention of customer needs and certification at beginning of text, but not emphasized within the design processes themselves [with exception of Nicolai and Carichner, 2010] Design Textbooks Distinctive from product design due to life span, purpose, and size of traditional aerospace vehicles Impacts extent to which students experience entire design cycle Contact with clients or stakeholders is limited Design Projects 1Peet & Mulder, 2004

  17. Educational Intervention Specifications From Industry Case Study From Examination of Design Curricula and Students’ Prior Knowledge ED1. Awareness of contextual and stakeholder considerations ED2. Importance of considering broad context and wide variety of stakeholders ED3. Methods for incorporating novel or qualitative stakeholder considerations ED4. Interactions with clients or other stakeholders Group/Team-Level ID1. Stakeholder-centric learning environment Interaction-Level ID2. Language and vocabulary for discussing stakeholder considerations ID3. Tools and resources to support integration of stakeholder considerations Individual-Level ID4. Cross-disciplinary problem-solving experiences ID5. Value of designs created from multiple perspectives Coso - Ph.D. Thesis Defense - March 28th, 2014

  18. Research & Presentation Overview Practice of Aerospace Engineering Design Phase II: Design of Educational Interventions and Assessment Tool Phase I: Examination of Current Practice in Industry and Education Contributions and Future Work Aerospace Engineering Design Curricula Educational Intervention Specifications Aerospace Engineering Students’ Perceptions

  19. Engineering Students’ Prior Knowledge Design Understanding and Self-Efficacy Self-Efficacy in Design Scale1 and Design Ranking Test2 Understanding of Contextual Considerations Contextual Competence Scale3 and Open-Ended Follow-Up Question Perceptions of the Role of Stakeholders in Design Scenario-Based Design Task RQ#3 – To what extent do aerospace engineering students understand and take into consideration the effects of design decisions on stakeholders? 1Carberry et al., 2010; 2Adams & Fralick, 2010; 3Ro et al., 2012

  20. Senior Aerospace Engineering Students • Sample: 80 senior AE students enrolled in an aircraft design capstone course • 8 women (~10%) • 5 international students (~6%) • 30 students (~38%) completed a previous design course • 52 students (~65%) described having industry experience • 50 students (~63%) took a problem-based learning course within the department Coso - Ph.D. Thesis Defense - March 28th, 2014

  21. Design Understanding Important Design Activities Problem-Scoping Communication Not Considered “Most Important” Iteration Making Trade-offs Coso - Ph.D. Thesis Defense - March 28th, 2014

  22. Design Understanding Important Design Activities Problem-Scoping Communication Not Considered “Most Important” Iteration Making Trade-offs Consistentwith aircraft design students from other aerospace engineering departments Coso - Ph.D. Thesis Defense - March 28th, 2014

  23. Understanding of Contextual & Stakeholder Considerations Students consider… Technical and logistical considerations Design’s effects on customer Economic and mission constraints Important Design Activities Problem-Scoping Communication Not Considered “Most Important” Iteration Making Trade-offs Students do not see impact of… Broader context (i.e. political, historical considerations) Stakeholders other than customer(i.e. pilots, maintainers, passengers) Consistent with aircraft design students from other aerospace engineering departments Coso - Ph.D. Thesis Defense - March 28th, 2014

  24. Educational Intervention Specifications From Industry Case Study From Examination of Design Curricula and Students’ Prior Knowledge ED1. Awareness of contextual and stakeholder considerations ED2. Importance of considering broad context and wide variety of stakeholders ED3. Methods for incorporating novel or qualitative stakeholder considerations ED4. Interactions with clients or other stakeholders ED5. Importance of iteration and trade-offs Group/Team-Level ID1. Stakeholder-centric learning environment Interaction-Level ID2. Language and vocabulary for discussing stakeholder considerations ID3. Tools and resources to support integration of stakeholder considerations Individual-Level ID4. Cross-disciplinary problem-solving experiences ID5. Value of designs created from multiple perspectives Coso - Ph.D. Thesis Defense - March 28th, 2014

  25. Phase I Contributions Practice of Aerospace Engineering Design • Empirical evidence of conditions which enhance or inhibit the integration of human factors and stakeholder considerations into the aircraft design process. Phase I: Examination of Current Practice in Industry and Education Aerospace Engineering Design Curricula Educational Intervention Specifications Aerospace Engineering Students’ Perceptions • Evaluation method to explore engineering students’ perceptions of how stakeholder considerations are integrated into a complex system design

  26. Research & Presentation Overview Requirements Lab Phase I: Examination of Current Practice in Industry and Education Contributions and Future Work Phase II: Design of Educational Interventions and Assessment Tool Stakeholders in Design Labs Educational Intervention Specifications

  27. Requirements Lab GOAL: Introduce students to requirements, their importance, and how and why stakeholder-requirements should be incorporated into the requirements definition phase of the design process Design Process Coso - Ph.D. Thesis Defense - March 28th, 2014

  28. Requirements Lab Student Characteristics (from In-Class Evaluation) Wide spectrum of design knowledge and industry experience Nature of the Subject Design should be flexible for use within other aerospace courses and programs Context of Teaching/Learning Situation (Study-Specific) Two 50-minute lectures per week (80 students), One three-hour lab session (40 students per lab session) Design Process Coso - Ph.D. Thesis Defense - March 28th, 2014

  29. Requirements Lab LO#3 - Students will be able to identify different stakeholders affected by a design problem Based on ID3 & ED3 LO#4 - Students will be able to discuss how requirements affect design and the design process Based on ED1 LO#6 - Students will be able to breakdown a problem and write requirements for performance and stakeholder considerations Based on ID1 Design Process Coso - Ph.D. Thesis Defense - March 28th, 2014

  30. Requirements Lab Opportunities for Direct & Immediate Feedback Class-wide discussions about requirements and stakeholders “Forward-looking” Assessment/Check for Understanding Design case provides an open-ended, real-life context for students to practice developing requirements and selecting verification and validation procedures Further Opportunities to Assess Students’ Understanding Anonymous Student Feedback Forms Design Process Coso - Ph.D. Thesis Defense - March 28th, 2014

  31. Requirements Lab Adaptation of Kolb’s Learning Cycle1 Design Process 1Kolb & Kolb, 2009

  32. Requirements Lab Adaptation of Kolb’s Learning Cycle1 Designed such that students will create knowledge aboutstakeholdersand requirements through activities that require them to experience and reflect on the relationships between stakeholders, requirements, and design Design Process 1Kolb & Kolb, 2009

  33. Research & Presentation Overview Requirements Lab Phase I: Examination of Current Practice in Industry and Education Contributions and Future Work Phase II: Design of Educational Interventions and Assessment Tool Stakeholders in Design Labs Educational Intervention Specifications

  34. Stakeholders in Design Labs • GOALS: • Have students consider how stakeholder requirements and concerns can be integrated throughout the aircraft design process • Have students define how stakeholder requirements will be incorporated into the design process they will follow during their team design project Design Process Coso - Ph.D. Thesis Defense - March 28th, 2014

  35. Stakeholders in Design Labs Student Characteristics (from In-Class Evaluation) Wide spectrum of design knowledge and industry experience Nature of the Subject Design should flexible for use within other aerospace courses and programs Context of Teaching/Learning Situation (Study-Specific) Two 50-minute lectures per week (80 students), One three-hour lab session (40 students per lab session) Implemented several weeks into the semester Design Process Coso - Ph.D. Thesis Defense - March 28th, 2014

  36. Stakeholders in Design Labs LO#1 - Students will be able to identify relevant stakeholders of a fixed wing design and explain how their concerns affect (or affected) the design solution Based on specifications ID1, ED1, & ED2 LO#2 - Students will be able to assess methodsfor integrating stakeholder considerations into the design process Based on ID1, ID3, & ED3 Design Process Coso - Ph.D. Thesis Defense - March 28th, 2014

  37. Stakeholders in Design Labs Opportunities for Direct & Immediate Feedback Student-generated design processes Case study evaluations Class-wide discussions Additional Checks for Understanding Case study evaluations Student reflections Anonymous student feedback forms Design Process Coso - Ph.D. Thesis Defense - March 28th, 2014

  38. Stakeholders in Design Labs Social Constructivist Theory1Knowledge is constructed through social interaction Based on ID4 and ID5 Design as Reflective Practice2 Design requires negotiation among disciplines and perspectives Based on ED5 Design Process 1Kim, 2001; 2Bucciarelli, 1988

  39. Stakeholders in Design Labs Lab #1 • Pre-Lab Reflection • Individual Design Process Drawing Framing the Lessons Design Process Negotiation #1 Design Process Coso - Ph.D. Thesis Defense - March 28th, 2014

  40. Communicate Throughout! Stakeholders in Design Labs 1. Understand the Problem 2. Visualize & Brainstorm 3. Seek Information Identify Constraints Iterating Evaluating Planning Make Initial Decisions Generate Alternatives Making Trade-offs Testing Building Design Process Coso - Ph.D. Thesis Defense - March 28th, 2014

  41. Stakeholders in Design Labs Lab #1 • Pre-Lab Reflection • Individual Design Process Drawing Framing the Lessons Design Process Negotiation #1 Tool for isolating stakeholder considerations that can affect a design Introduction to Stakeholder Mapping Design Process Coso - Ph.D. Thesis Defense - March 28th, 2014

  42. Stakeholders in Design Labs Stakeholder Mapping Technique (adapted from a technique used in Civil and Environmental Engineering) Larger fuselage provides greater headroom when walking up and down the aisle Non-Users (e.g. people who live near an airport) Wider seat widths Pilots Passengers Passengers Improved Passenger Experience Government Regulators (e.g. FAA, EASA) Commercial Aircraft Flight Attendants Airlines Maintainers/ Ground Personnel Design Firm/ Manufacturers Suppliers Design Process Coso - Ph.D. Thesis Defense - March 28th, 2014

  43. Stakeholders in Design Labs Lab #1 • Pre-Lab Reflection • Individual Design Process Drawing Framing the Lessons Design Process Negotiation #1 Tool for isolating stakeholder considerations that can affect a design Introduction to Stakeholder Mapping Introduction to Case Study Assessment Real-world examples of aircraft design process and impact of stakeholders on design Case Study Assessment Wrap-Up Design Process Coso - Ph.D. Thesis Defense - March 28th, 2014

  44. Stakeholders in Design Labs • Student groups deconstruct an aircraft case study • Outcomes include a stakeholder mapping and a design process Lab #2 Framing the Lessons Case Study Presentations • Introduction to 5 HCD methods • Discussion of advantages and disadvantages of methods and applicability to aircraft design Human-Centered Design Methods • Modification of initial design processes based on lessons learned in labs • Indications of where stakeholders would be accounted for in the process Design Process Negotiation #2 Conclusion • Final reflections • Anonymous Student Feedback Design Process Coso - Ph.D. Thesis Defense - March 28th, 2014

  45. Contribution of Intervention Design Requirements Lab • Empirically-informedand theoretically-grounded instructional designs that can be easily integrated into an aircraft design capstone course or adapted for complex systems design course Phase I: Examination of Current Practice in Industry and Education Phase II: Design of Educational Interventions and Assessment Tool Stakeholders in Design Labs

  46. Research & Presentation Overview Requirements Lab Implementation and Evaluation of Educational Interventions Contributions and Future Work Phase I: Examination of Current Practice in Industry and Education Phase II: Design of Educational Interventions and Assessment Tool Stakeholders in Design Labs

  47. Evaluation of Educational Interventions: Research Questions RQ4.1 - What characteristics of the educational interventions support students’ abilities to integrate stakeholder considerations into the design of an aerospace vehicle? RQ4.2 - To what extent can the interventions help students integrate stakeholder considerations into the design of an aerospace vehicle? RQ4.3 - What characteristics of the engineering design learning experience and learning environment support or hinder students’ integration of stakeholder considerations into the design of an aerospace vehicle? RQ#4 - What educational interventions can enhance students’ understanding of and ability to integrate stakeholder considerations into the design of an aerospace vehicle? Coso - Ph.D. Thesis Defense - March 28th, 2014

  48. Research & Presentation Overview Evaluation of the Learning Environment Requirements Lab Contributions and Future Work Phase I: Examination of Current Practice in Industry and Education Phase II: Design of Educational Interventions and Assessment Tool Stakeholders in Design Labs Evaluation of Educational Interventions Stakeholders in Design Rubric

  49. Evaluation of Educational Interventions:Evaluation Framework1 RQ4.1 - What characteristics of the educational interventions support students’ abilities to integrate stakeholder considerations into the design of an aerospace vehicle? RQ4.2 - To what extent can the interventions help students integrate stakeholder considerations into the design of an aerospace vehicle? 1Adapted from Moon et al 2011 & Kaufman et al 1995

  50. Results Summary: Data from Interventions • Requirements Lab [data from design case & feedback forms] • Students formulated well-constructed high-level requirements and many students were able to identify a diverse group of stakeholders • Students considered both performance and stakeholder considerations and most groups included at least three different verification and validation procedures • Stakeholder-centric focus of the lab was not clear to students • Stakeholders in Design Labs [data from all activities & feedback forms] • Stakeholder-centric focus supported students’ integration of stakeholder considerations in a variety of different waysin final design processes • Case studies illustrated challenges of cross-disciplinary design • Misconceptions about HCD methods may have also developed over the course of these lab sessions Coso - Ph.D. Thesis Defense - March 28th, 2014

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