Using Active Learning and Team Competition to Teach Gas Turbine Cycle Design

An elective, Analysis and Design of Propulsion Systems, has been a traditional lecture course teaching gas turbine engines from a design perspective. This past fall semester additional active learning modules were introduced to make the course more interactive. Students formed teams of four and each team was designated a company. The task was to design a replacement engine for the B-52H which served as the basis for learning about gas turbine engine design. The companies picked a name, developed a logo, and wrote a mission statement. Competition was encouraged and the “companies” were tasked to eventually design the lowest cost, most efficient high bypass turbofan engine to replace the existing engine. A three part design project led to a final report on the engine design. To conclude the process, each team presented their engine as if they were a company trying to sell their product to a customer. The customer, the professor, picked an overall winner based on the information presented. Assessment of the course showed that the students appreciated the competitive environment giving them insight into how a gas turbine company, such as Rolls-Royce, GE, or Pratt & Whitney, might operate. In conclusion, the active learning modules and the design project were effective in challenging and exciting the students about the design of gas turbine engines. The company context for teams prepares students for what they might encounter in industry.