Integrating multidisciplinary design in an undergraduate curriculum

Cummings, Russell M.; Freeman, Herbert

doi:10.2514/6.1996-4065

Cited by 2 publications

(1 citation statement)

References 8 publications

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“…Major changes to the undergraduate curriculum were also implemented, including: an improved integration of design within engineering science courses, creation of more design content in non-design courses, creation of a graduate design course, and the integration of multi disciplinary approaches, especially manufacturing, business, human factors, and team dynamics into the aircraft design course. 7 The innovations offered through the AMDAF program were quickly followed by significant changes to the Accreditation Board for Engineering and Technology (ABET) criteria in the mid to late 1990s. Specifically, Robert R. Furgason These observations led ABET to require engineering programs to integrate design throughout their curriculums, and not just complete a student's engineering education with a capstone design experience.…”

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confidence: 99%

Decades of Innovation in Aircraft Design Education

Cummings

Hall²,

Sandlin

2009

47th AIAA Aerospace Sciences Meeting Including the New Horizons Forum and Aerospace Exposition

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Aircraft design has formed the foundation of the aeronautical engineering curriculum at Cal Poly since the inception of the department in 1927. While the focus and approach for teaching aircraft design has changed a great deal over the decades, the importance of the Cal Poly "learn by doing" philosophy has been a constant element. The end result of this decades-long history of innovation and improvement has been the continued success of Cal Poly students in the AIAA design competitions, especially the Undergraduate Team Aircraft Design competition. Details about how the design curriculum has evolved and grown will be discussed, including how non-technical issues have been integrated into the coursework.The details provided should supply insight to students and professional engineers about the aircraft design educational approach at Cal Poly, and hopefully lead to improved design education at other universities.

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confidence: 99%

Decades of Innovation in Aircraft Design Education

Cummings

Hall²,

Sandlin

2009

47th AIAA Aerospace Sciences Meeting Including the New Horizons Forum and Aerospace Exposition

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Multidisciplinary aerospace design optimization: survey of recent developments

Sobieszczanski

Raphael

1997

Structural Optimization

808

239

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The increased computational burden may simply reflect the increased size of the MDO problem, with the number of analysis variables and of design variables adding up with each additional discipline.A case of tens of thousands of analysis variables and several thousands of design variables, reported in Berkes (90) for just the structural part of an airframe design, illustrates the dimensionality of the MDO task one has to prepare for. Since solution times for most analysis and optimization algorithms increase at a superlinear. rate, the computational cost of MDO is usually much higher than the sum of the costs of the single-discipline In MDO of complexsystems we alsoface formidable organizational challenges. Theanalysis codes foreachdiscipline havetobemade tointeract withoneanother forthepurpose ofsystem analysis and systemoptimization. The kind andbreadthof interaction is affectedby the MDO formulation. Decisions on thechoice of design variables andon whether tousesingle-level optimization ormultilevel optimization have profound effects onthecoordination anddatatransferbetween analysis codesandthe optimization codeandon the degree of human interactions required. Theinteraction between the modules in thesoftware system ononesideandthe multitude of users organized in disciplinary groups on theothersidemaybecomplicated by departmental divisions intheorganization that performs theMDO.Onemaydiscern three categories ofapproaches to MDO problems,dependingon the way the organizational challenge hasbeen addressed. Twoof these categories represent approaches that concentrated on problem formulationsthat circumventthe organizational challenge, whilethethirddeals with attempts toaddress thischallenge directly.1. Thefirstcategory includes problems withtwo or threeinteracting disciplines where a single analyst canacquire alltherequired expertise. At theanalysis level, thismayleadtothecreation ofa newdiscipline that focuseson the interactionof the involved disciplines, suchasaeroelasticity or thermoelasticity. Thismayleadto MDOwhere designvariables in several disciplines have tobeobtained simultaneously toensure efficient design. Thepast twodecades have created thediscipline ofstructural control, withanalysts whoarewell versed in bothstructures andcontrol system analysis anddesign. There hasalsobeen much workonsimultaneous optimization of structures and control systems (e.g., Haftka, 90). Most ofthepapers inthiscategory represent asingle group of researchers or practitioners workingwith a singlecomputer program, so that organizational challenges were minimized. Because ofthis,it iseasier forresearchers working onproblems inthiscategory todeal withsome oftheissues of complexity of MDOproblems, such as theneed formultiobjective optimization (e.g., Gupta andJoshi, 90,RaoandVenkayya, 92,Grandhi etal., 92,and Dovi andWrenn, 90 In some applications, one may identify a cluster of modules in a system model that exchange very large volumes of data that are not amenable to condensation.In such cases, the computational cost may be subst...

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Integrating multidisciplinary design in an undergraduate curriculum

Cited by 2 publications

References 8 publications

Decades of Innovation in Aircraft Design Education

Decades of Innovation in Aircraft Design Education

Multidisciplinary aerospace design optimization: survey of recent developments

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