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51 This chapter provides an in-depth review of seven different aviation organizations that have found success and longevity in offering aviation educational opportunities for students (Grades Kâ12) as well as for professional educators. The case studies range from large museums in existence for more than 50 years to relatively new programs. Each case study will provide the reader with information regarding challenges and opportunities by using keywords collected during initial interviews. Because of the complexity of various activities and data collected, each case study is unique and therefore not identical in presentation in the individual write-up. In each case, those interviewed noted they faced challenges and opportunities in the develop- ment and implementation of their program. These challenges and opportunities were ranked as follows: (1) funding, (2) marketing, (3) programming and curriculum, (4) employees, (5) admin- istrative issues, (6) partnerships, and (7) insights for consideration. The case studies are not meant to be compared directly with each other but are meant to be viewed as a collection of exemplary examples. The chapter is organized as follows: 6.1 Purpose of the Case Studies 6.2 How the Case Studies Were Chosen 6.3 Summary of Case Study Challenges and Opportunities 6.4 Case Studies Case Study 1: Richland County School District OneâChallenger Learning Center, Columbia, South Carolina Case Study 2: Pima Air & Space Museum, Tucson, Arizona Case Study 3: Insitu RoboFlight Academy, Bingen, Washington Case Study 4: West Michigan Aviation Academy, Grand Rapids, Michigan Case Study 5: Gaetz Aerospace Institute and Embry-Riddle Aeronautical University, Daytona Beach, Florida, and Prescott, Arizona Case Study 6: Basic and Advanced Aerospace Educator Courses, Middle Tennessee State University/Tennessee Department of Public Instruction, Murfreesboro, Tennessee Case Study 7: Wings Over the Rockies Air & Space Museum, Denver, Colorado 6.1 Purpose of the Case Studies The case studies show how successful, largely homegrown programs have continued to evolve and add programming for their constituents. Many programs throughout the United States are successful, and these seven case studies represent organizations that began with humble roots and have found success. Some programs have identified benefactors, while many have not. This sampling provides a glimpse of different types of organizations and their C H A P T E R 6 Selected Case Studies of Entities Involved in Aviation Education
52 Developing Innovative Strategies for Aviation Education and Participation stories of success. The seven identified organizations can provide a template for other organiza- tions to learn from and help them develop their unique curriculum. 6.2 How the Case Studies Were Chosen The research team contacted more than 100 organizations engaging in aviation education activities across the United States. The contacts are identified as âlanding pages,â which are 1- or 2-page summaries of aviation education programming and curriculum. From those touchpoints, many challenges and opportunities were discovered during the interviews. As those challenges and opportunities were ranked, seven case study entities emerged as examples to further explore for their unique models of success. This group of seven was determined to be a unique sample that shows different successes in aviation education and provides a great learning opportunity for an educator or an organization to begin a program or refine a program. The case studies share advice, insights, and issues to avoid, which make them an integral, unique part of this resource. 6.3 Summary of Challenges and Opportunities from Review of the Case Studies In review of the seven case studies, certain parallels were readily drawn and differences high- lighted for further exploration. The following sections summarize the key findings from the seven case studies. 6.3.1 Funding Funding is most likely the greatest challenge for all the case study organizations. Some organi- zations have teamed with larger entities such as local or state departments of education or corpo- rations. A prevailing theme has been to develop a nonprofit foundation to support the aviation organizations. Some foundations are further along (Pima Air & Space Museum, established in 1969) and some foundations are just getting started (West Michigan Aviation Academy, estab- lished in 2016). The organizations not tied to schools usually host many non-aviation events annually to fund their aviation activities, as the admission or participation fees do not begin to sustain the infrastructure and needed resources for their organizations. 6.3.2 Marketing The case study organizations use various homegrown marketing techniques. Most of the efforts are through their own websites and word-of-mouth advertising. The museums use free community event calendars in their region. The organizations that have recurring events use their database of attendees and school district lists to advertise and mail or e-mail information about upcoming events. Because their funds are committed to running their educational activi- ties, little funding remains for any type of professional marketing. 6.3.3 Programming or Curriculum Each case study organization follows state-designated educational standards, along with the NGSS for their activities. In each case study, STEM education principles were referenced as being part of the activities. However, it appears the definition of STEM varies by entity, as The case studies share advice, insights, and issues to avoid, which make them an integral, unique part of this resource. Pima Air & Space Museum found success with community free advertising and e-mailing their data base of 7,000 members and past activity participants. The museum has found that many local âstay- at-home parents and travel bloggersâ write about their experiences at Pima Air & Space, which creates excellent free marketing.
Selected Case Studies of Entities Involved in Aviation Education 53 was mentioned in Chapter 2. STEM is more of a label than an educational standard. Each entity says they follow NGSS but rely mainly on their state standards. By aligning with state standards, the school-age programming is consistent and compatible with the current cur- riculum, so a teacher does not have to re-teach or add extra work for course content. This consistency and compatibility should ease the decision to engage with the museums and other centers that provide aviation education opportunities. 6.3.4 Educators and Volunteers The case study organizations use state-licensed or state-certified teachers for their activities and volunteers, pre-vetted by the organization. Finding volunteers with previous aviation or education industry experience is important, as they have a knowledge of, and passion for, aviation. Paying teachers, if possible, is also important to keep educators engaged, which in turn maintains consistency for the students. Volunteers, while valuable to every organization, can be difficult to manage and schedule as a program grows. The non-museum organizations have paid professionals (e.g., Challenger Center, West Michigan Aviation Academy, Insitu, Middle Tennessee State University, and Gaetz Aerospace Institute/Embry-Riddle Aeronautical University). 6.3.5 Key Case Study Insights The following insights highlight the key takeaways from the case studies that may be valuable for consideration. â¢ Maintain high expectations, as that sets the tone and culture. â¢ Provide teacher or educator support for development. â¢ Support innovation. â¢ Look at what others have done and adaptâdo not waste time re-inventing the wheel. â¢ Communicate with aviation industry experts in the area. â¢ Surround yourself with expertsâcollaborate. â¢ Plan for successâdo not just plan for this year, aim for the next five. â¢ Make good use of volunteersâ time and talents. â¢ Complement school curriculum and let them participate free. â¢ Stay focused on your activitiesâdo not chase everything, one new item per year. â¢ Develop a CORE team. â¢ Try to do it inexpensively and not in an overly complicated way. â¢ Use personal interaction because it keeps students engaged. â¢ Recruit volunteers who have a passion for aviation. 6.4 Case Studies This chapter explains why and how case studies were selected from the broader interview sample. By the inclusion of the reviews of the seven different successful programs that have demonstrated longevity in offering aviation educational opportunities for students and profes- sional educators, this report provides the reader with information regarding the challenges and opportunities keywords collected during initial interviews. The following seven case studies complete this chapter. In addition to the key findings out- lined in the previous section, each study includes a table that summarizes the findings for the respective organization.
54 Developing Innovative Strategies for Aviation Education and Participation Case Study 1: Richland County School District One Challenger Learning Center Summary The Challenger Learning Center in Columbia, South Carolina (www.thechallengercenter.net), is an exciting, hands-on aeronautics and space-themed educational program designed to pro- vide interactive learning experiences, integrating science and math curricula with information and technology. The Challenger Learning Center of Richland County School District One was established in February 1996 as a living memorial to the heroes of the Challenger STS 51-L Crew. This facility serves all of South Carolina and is supported by Richland County School District One. Organization Challenger Learning Center, Columbia, SC Financial Support School district, plus out-of-district visitorsâ admissions Venue Separate building/Learning center Staff 5 employees (director plus 2 paid teachers, 1 secretary, 1 custodian, no volunteers) STEM Yes, South Carolina State Science Standards Student Opportunities School year activities and camps Established 1996 Advisory Board Yes Contact Carolyn Donelan, Lead Flight Director Landing Pages 8 Funding Richland County School District One provides general fund revenue through the local, state, and federal government. The Challenger Learning Center charges out-of-district groups to attend Center activities. Summer camps generate additional revenue for the Challenger Learning Center. The Advisory Board recently established a foundation to sustain the Center financially. Professional development funding is allocated from the school districtâs federal Title II funds, and private citizens fund summer camp scholarships. All district students can use the Center for school activities at no cost. Marketing The Challenger Learning Center has a website, and the most successful marketing occurs when the Center staff participate in local events (e.g., STEM days) at area schools to showcase different activities at the Center. Spring events generate a higher level of student interest and participation for summer camps. Richland County School District One has a communications office. Working closely with local media outlets, the Challenger Learning Center is required to use the communications office prior to any marketing activities. The Center does not participate in any paid opportunities to market their programs and activities. The Challenger Learning Center has been featured in the state aviation newsletter, Palmetto Aviation, which has boosted the Centerâs marketing reach. The Challenger Learning Center indicated that informal, face-to-face marketing works well, and people spread the word.
Selected Case Studies of Entities Involved in Aviation Education 55 Programming and Curriculum The Challenger Learning Center ensures all activities align with South Carolinaâs education standards, so it is easy for school district classroom teachers to bring their students to the Challenger Learning Center for aerospace educational opportunities and not lose classroom instructional time. Activity Schedule Elementary PreKâGrade 3 1.5 hours or less Grades 4 and 5 3 hours Middle School Grades 6â8 3â4 hours Secondary Grades 9â12 If in their school: the length of the class period If at the Center: 3â4 hours Summer Events: Camps are Monday through Thursday School Year: Monday through Friday Standards South Carolina Curriculum Standards http://thechallengercenter.net/?page_id=63 http://thechallengercenter.net/?page_id=80 Educators and Volunteers The Challenger Learning Center employs state-licensed teachers, which lessens the need for volunteers. As of the writing of this report, the Challenger Learning Center has five full-time positions consisting of a director, two teachers, one secretary, and one custodian. These posi- tions are employees of the Richland County School District and the programming is supported within the local schools, which facilitates open lines of communication for activities and cur- riculum alignment. Other Information The Challenger Learning Center has existed since 1996; they received a NASA Science Engineering Mathematics Aerospace Academy grant in the early 2000s for the development of Aviation Education activities. The Challenger Learning Center is a nonprofit entity and is part of the local school district, and the Centerâs Foundation is a private, nonprofit, 501(c)(3) organization. The overall goal for the Richland County School District One Challenger Learning Center is continual improvement. The Center strives to initiate one new program or activity each year. The current goal (2017) is to develop activities and programming for the use of a 3D printer. Programming is focused and manageable, so the Challenger Learning Center can be the best at what the Center offers.
56 Developing Innovative Strategies for Aviation Education and Participation The Challenger Learning Center has formal partnerships with local higher education, regional Girl Scouts, and the South Carolina Aeronautics Commission. Informal partnerships (without written agreements) exist with higher education, businesses, and local government organizations. School groups provide their own transportation to the Center for activities. The Center provides teachers (mission commanders) all transportation costs when they pres- ent away from the Center in the district. The Center works closely with district teachers on space and activity limitations that may exist. Challenger Learning Center Insights 1. Get involved in the aviation community, even if you are not a pilot. Join organizations and go to their meetings. Talk about your programs and find synergies. Volunteer with their programsâso they volunteer with yours. 2. Align your activities with your state standards so it is easy for schools to participate. 3. Stay focused. Many programs try to do too much and say that they are STEM. No program can do all of STEM well and, if you try, you will be competing with other STEM programs. Find your niche and do it well.
Selected Case Studies of Entities Involved in Aviation Education 57 Case Study 2: Pima Air & Space Museum Summary The Pima Air & Space Museum in Tucson, Arizona (www.pimaair.org) is one of the largest nongovernment-funded aviation and space museums in the world. The museum features more than 300 historical aircraft, from a Wright Flyer to a Boeing 787 Dreamliner. The museum sits on 80 acres and opened its doors to the public in May 1976. Over the last 40 years, the museum has grown immensely and today encompasses five indoor exhibit hangars and three hangars of aircraft dedicated entirely to World War II. The Pima Air & Space Museum and the Titan Missile Museum are funded in part by the Arizona Aerospace Foundation, a 501(c)(3) organization founded in support of the museum, its activities, and its aircraft. Organization Pima Air & Space Museum, Tucson, AZ Financial Support Museum missions, retail sales, and Arizona Aerospace Foundation Venue 80 acres; 5 hangars and an outdoor exhibit area Staff 50 paid staff (20 full time and 30 part time), plus 300 volunteers STEM Yes Student Opportunities School year activities and camps Established 1966â1969 Advisory Board Yes Contact Mina Stafford, Education Curator Landing Pages 3 Funding The Pima Air & Space Museum was incorporated as the Tucson Air Museum in the state of Arizona on November 20, 1967, at the same time the Arizona Aerospace Foundation was established as a member-based, not-for-profit foundation, to provide a stable source of fund- ing. Gate admissions, concessions, and donations generate funding. The Arizona Aerospace Foundation operates the Pima Air & Space Museum, the Arizona Aviation Hall of Fame, and the Titan Missile Museum. At the time of the writing of this report, visitors access the Pima Air & Space Museum for a 1-day pass (2017) of $15.50 (adult) to $9.00 (ages 5â12), and children under 4 years of age are free. View the website for updates. The admission fee covers â¢ The Main Hangar (three hangars combined into one: Hangar 1, Spirit of Freedom, and Flight Central) â¢ Three World War II Hangars (Hangars 3, 4, and 5) â¢ The Dorothy Finley Space Gallery â¢ The Arizona Aviation Hall of Fame â¢ The 390th Memorial Museum (a separate museum on the grounds) â¢ 80 acres with more than 150 aircraft outdoors â¢ Kids âSoarinâ Saturdayâ programs (adult participation required) â¢ Two docent-guided walking tours: â The Highlights of Aviation â The World War II Aviation
58 Developing Innovative Strategies for Aviation Education and Participation Marketing The Pima Air & Space Museum has an in-depth website highlighting the venue, program- ming, camps, and the Arizona Aerospace Foundation. The website gives a complete history of the museum and shows how to become involved as a volunteer, a member, or a donor. Due to the massive size of this museum, the website offers a helpful tab to âplan your visit.â The museum markets its educational programming through many free community calendar opportunities throughout the Tucson area. The museum has a digital listing of 7,000 unique persons and uses e-mail to alert members, bloggers, previous visitors, and groups of upcoming educational activities or museum events. The museum has found success with the digital plat- form, as many bloggers pick up their events and further pass along the word. Programming and Curriculum The museum has many different educational activities aligned with STEM. Night program- ming has been adapted due to the heat the museum experiences in the summer months and the cost of cooling the facilities. â¢ Soarinâ Saturdays is a weekly event, with rotating topic matter for elementary children accompanied by parents. â¢ Family events range from an all-day paper airplane fly off in April, night wings three times in the summer, and a Night of Fright the Friday before Halloween. â¢ School tours range from self-guided tours to docent-led tours for elementary, middle, and high school (free admission with your school or youth group). â¢ Second Saturday Speaker series (except June through August). Activity Schedule PreKâKindergarten Up to 1 hour Grades Kâ2 Up to 2 hours (1 hour education plus 1 hour explore) Grades 3â5 2 hours to conform with school-day schedule Ages 10 and up All-day programming (5 hours contact time) Education Activities: A robust online calendar shows weekly events at the museum. School Year: School and youth groups Standards The museum follows the framework for the NGSS and aligns activities to meet the STEM initiatives. Educators and Volunteers The Pima Air & Space Museum has 50 paid employees (20 full time plus 30 part time) and up to 300 volunteers. Because of the mild weather in the winter months, the museum has a large retirement population, along with several military installations in the area, to assemble the volunteer cadre.
Selected Case Studies of Entities Involved in Aviation Education 59 Pima Air & Space Museum Insights 1. There are many organizations with which to collaborate or partner (e.g., Civil Air Patrol, universities, and industry), so if you do not have the resources to design and implement activities, look for area partners who most likely possess the expertise. 2. Make good use of volunteersâ time. Determine the talents of your volunteer cadre, and you will likely find retired aviation professionals who can assist you in programming needs. 3. Give school tours free access to the museum. Market your museum activities and tours as complementary to the school curriculum and not in competition for time in the school day.
60 Developing Innovative Strategies for Aviation Education and Participation Case Study 3: Insitu RoboFlight Academy Summary The RoboFlight Academy is offered each July in Bingen, Washington. Boeing Insitu and their employees volunteer countless hours in their communities to support a variety of educational programs. During this UAS camp, high school students spend a week working with world class engineers learning about the basics of flight, safety, and mechan- ics. Students build, fly, and race unmanned aircraft through obstacle courses and across the Columbia River. RoboFlight Academyâs objective is to encourage and demystify STEM careers with hands-on, fun, and practical activities using UAS. Organization RoboFlight Academy, Bingen, WA Financial Support Corporately sponsored by Boeing Insitu Venue Local school gymnasium and facilities Staff Volunteer Insitu staff and aviation mentors STEM Yes Student Opportunities One-week UAS camp Established 2012 Advisory Board No Contact Landing Pages David B. Laning, Principal Engineer and Solutions Architect 1 Funding Boeing Insitu has provided all funding. The budget for this camp is normally around $5,000 so it remains affordable for Insitu. Employees act as volunteers and manage the camp with assis- tance from previous campers who return to the camp as mentors. The camp also partners with other area aviation enthusiasts who are volunteers. Marketing The RoboFlight Academy and Insituâs websites are found at http://www.roboflightacademy.com/ and https://insitu.com/community/community-engagement. The quality of the program and of the volunteers has made Boeing Insituâs RoboFlight Academy a well sought-after program, with a maximum of 25 students per camp. Students must apply online and include an essay why they desire to attend RoboFlight Academy. Programming and Curriculum Each group consists of four-to-five students and is paired with experienced aviation enthusi- asts as well as mentors from previous camps. Each year the program and scenarios are updated to include new challenges and industry experiencesâfor example, the scenario of crossing the Columbia River in a quadcopter, which is a multirotor helicopter that is lifted and propelled by four rotors. Quadcopters are classified as rotorcraft, as opposed to fixed wing. Students had to accomplish the mission, on paper, and in real life. In 2015, teams were able to successfully trans- port small emergency rescue payloads over the Columbia River, which included a cell phone (for communication), purification tablets (for water), a âspaceâ blanket (for shelter and warmth), and matches.
Selected Case Studies of Entities Involved in Aviation Education 61 Activity Schedule RoboFlight Academy is 1 week and designed for students in Grades 10 through 12. Standards Meets generally accepted STEM standards. Educators and Volunteers The camp is staffed with volunteers from Boeing Insitu, former camp attendees, and aviation enthusiasts. Other Information RoboFlight Academy is a community effort. Since inception, aviation enthusiasts and gradu- ates from industry have assisted including partners from the FAA, Bureau of Indian Affairs, Embry-Riddle Aeronautical University, Clark College, Hood Technology, Harvest Market, Burning Man, National Transportation Safety Board, Oregon Institute of Technology, Uni- versity of North Dakota, Google, Aerovel, and others. RoboFlight Academy Insights 1. Get excited, committed volunteers and develop a core team. 2. Companies and money are not the driving force to make things happenâ people are, using advocacy and energy. 3. Keeping costs down improves sustainability.
62 Developing Innovative Strategies for Aviation Education and Participation Case Study 4: West Michigan Aviation Academy Summary The West Michigan Aviation Academy (www.westmichiganaviation.org) is a tuition- free public charter high school founded by Dick and Betsy DeVos. The charter school opened its doors in Fall 2010 and is located on the grounds of the Gerald R. Ford International Airport in Grand Rapids, Michigan. As a public charter school, students are not required to pay tuition. Students receive a top- of-the-world education from state-qualified teachers in all subjects offered at Michigan high schools, plus an intense focus on aviation, giving them an advantage in the aviation industry. The school is managed by Michigan Education Personnel Services, which is a charter school management organization based in Brighton, Michigan. West Michigan Aviation Academy (WMAA) began in 2010 with Grade 9 students, adding Grade 10 in 2011 and Grade 11 in 2012, and became a full college preparatory high school with an aviation theme serving Grades 9 through 12 in Fall 2013. Organization West Michigan Aviation Academy, Grand Rapids, MI Financial Support Tuition-free public charter high school Venue Located on the grounds of the Gerald R. Ford International Airport Staff Full teaching staff STEM Yes Student Opportunities High school (155 students) Established 2010 Advisory Board Yes Contact Pat Cwayna, CEO Landing Pages 1 Funding WMAA programs are 90% funded by the state for core subjects, and the Academy engages in fundraising for the remaining financial needs through their development office. WMAA is developing a 501(c)(3) foundation to engage in tax-deductible fundraising for the Academy. The development office hosts many fundraising events to supplement the Academyâs financial obligations. Marketing WMAA attracts students by using direct mail to those living in the surrounding coun- ties (Kent and Grand Rapids). WMAA holds four informational sessions each year between December and February to give tours and provide information to potential students and their families. The Academy also has intentional marketing efforts designed to increase the diversity of the student population. Outreach events are held in Grand Rapids, and currently 36% of their student body are related to a current or former WMAA student. Programming and Curriculum Like other high schools, WMAA curriculum includes core subjects such as English, Biology, Chemistry, Physics, Algebra, Geometry, Civics, World History, and Geography. As an
Selected Case Studies of Entities Involved in Aviation Education 63 aviation-themed high school, the added curriculum at WMAA is for students who have a pas- sion for aviation or an interest in STEM. Students at WMAA â¢ Experience hands-on instruction from caring and dedicated faculty. â¢ Become skilled in aviation, science, technology, engineering, and math. â¢ Excel with higher academic standards. â¢ Develop and demonstrate responsibility and accountability. â¢ Thrive in an environment of higher behavioral expectations. â¢ Understand the value of differences by experiencing a diverse student population. â¢ Acquire skills for effective leadership and lifelong learning. Activity Schedule Standard yearly high school schedule with an extended school day. Standards WMAA course outcomes are aligned to the Michigan High School Content Expectations, the Michigan Merit Curriculum, and the College Boardâs College and Career Readiness Bench- marks. Michigan has adopted the NGSS, and WMAA meets those standards too. The Academy offers advanced placement opportunities and honors courses for its students. State Standards Common Core State Standards Initiative http://www.corestandards.org/read-the- standards/ Michigan Science Standards https://www.michigan.gov/mde/0,4615, 7-140-28753_64839_65510---,00.html Educators and Volunteers The Academyâs teachers are licensed by the State of Michigan. WMAA is fortunate to have many industry (aviation and engineering) volunteers who assist, speak, and mentor students each year. They also enjoy a large civil air patrol unit in Grand Rapids, Michigan, with which the Academy routinely works. WMAA Insights 1. Maintain high expectations because it sets the tone and culture of the organization. 2. Ensure a holistic system of teacher support (support staff, materials, and time) to allow teachers time needed to develop and effectively teach their courses. 3. Support innovative ideas and assist individuals to develop ideas to fruition.
64 Developing Innovative Strategies for Aviation Education and Participation Case Study 5: Gaetz Aerospace Institute and Embry-Riddle Aeronautical University Summary The Gaetz Aerospace Institute is a division of Embry-Riddle Aeronautical University (https:// erau.edu/gaetz-aerospace-institute) and located in Daytona Beach, Florida, and Prescott, Arizona. The university offers more than 125 secondary schools the access to dual credit courses. Through this program, secondary school students can enroll in the universityâs courses and receive university credit or professional industry certification, while still in high school. Students can earn college credit by attending college-level classes at their respective high school, known as dual credit, funded by the Florida Department of Education. Organization University, Daytona Beach, FL, and Prescott, AZ Gaetz Aerospace Institute and Embry-Riddle Aeronautical Financial Support School district, state funding Venue Participating secondary schools Staff Embry-Riddle Aeronautical University encompasses 15-feet and has 175 school district employees and adjuncts STEM Developed SMART@ER Curriculum (Science, Math, Aviation/ Aerospace, Robotics, Technology@Embry-Riddle) Student Opportunities Concurrent enrollment, secondary courses, outreach, clubs, camps, and competitions Established 2004 Advisory Board Yes Contact Landing Pages Colleen Conklin, Assistant Professor and Director 0 Funding Grant funds allocated by the Florida Department of Education cover the costs of all technical training, travel for professional development, equipment, supplies, textbooks, teacher stipends, program management, student industry certification exams and programs in UAS, private pilot ground school, teacher industry certification exams and training programs in UAS and private pilot ground school, professional industry conferences when possible, and other aviation oppor- tunities as they arise. School districts enter into an agreement with Gaetz Aerospace Institute and Embry-Riddle Aeronautical University. Those agreements are developed and maintained yearly. They lay out a clear explanation of the funding mechanisms and cost structure for each class offered for concurrent or dual credit. Marketing Initial marketing to students is done at each partner high school. Additional schools are sought out by word-of-mouth advertising, presentations to superintendent groups, and educa- tional consortiums. Successful strategies include working with already-established organizations within the schools. Programming and Curriculum Gaetz Aerospace Institute uses aviation, aerospace, and engineering to capture studentsâ imaginations and motivate them toward their studies. College transcripts note students
Selected Case Studies of Entities Involved in Aviation Education 65 officially registered in the universityâs courses. The concurrent or dual enrollment courses administered at high schools reflect the pedagogical, theoretical, and philosophical orienta- tion of the universityâs collegiate courses. The course offerings increase yearly. Today concurrent enrollment programs offer 39 Embry- Riddle Aeronautical University courses from 15 disciplines. Activity Schedule Concurrent enrollment allows the courses to be taught on the high school campus and to follow the secondary school schedule. Standards â¢ The high school instructors are credentialed and meet the academic departmentsâ require- ments for teaching the universityâs courses. â¢ All high school classes are cataloged courses with the same departmental designations, course descriptions, numbers, titles, and credits as the courses offered at the universityâs campus. â¢ Courses are taught on the high school campus and follow a high schoolâs schedule. â¢ University faculty members visit the participating high schools to ensure that the Embry- Riddle Aeronautical University courses offered reflect the courses offered on campus. Educators and Volunteers The universityâs instructors provide discipline-specific training and orientation regard- ing course curriculum, assessment criteria, pedagogy, and course philosophy to high school instructors. Gaetz Aerospace Institute and Embry-Riddle Aeronautical University Insights 1. Speak with purpose and passion. 2. Plan for 5 years, not for 1 year. 3. Develop strong partnerships and relationships with key stakeholders that can be your biggest advocates when and if you need them.
66 Developing Innovative Strategies for Aviation Education and Participation Case Study 6: Basic and Advanced Aerospace Educator Courses, Middle Tennessee State University Summary Middle Tennessee State University in Murfreesboro, Tennessee (http://mtsu.edu/aerospace/ workshops.php) has been offering aerospace educator courses since 1958. It is one of the oldest continuous aerospace education courses in the country. This is a 3-credit graduate program offered through the university to Tennessee Kâ12 educators, with tuition funded by a grant from the Tennessee Department of Transportation (Tennessee DOT). Kâ12 educators can enroll in the basic or advanced course and have the credit earned apply toward the renewal of their teaching license or toward a Master of Science in Aviation Administration from the university. Organization Middle Tennessee State University, Murfreesboro, TN Financial Support Funded by the Tennessee DOT, Division of Aeronautics Venue The universityâs Aerospace Department and off-site field trips Staff 3: 1 director and 2 instructors STEM Yes Student Opportunities 3 credit hours of graduate credit at the university Established Basic course in 1958 and advanced course in 1961 Advisory Board No. Collaboration between the universityâs Aerospace Department Chair and Tennessee DOT, Division of Aeronautics Contact Phyl Taylor, Aerospace Education Director Landing Pages 1 Funding Tennessee DOT funds scholarships for any Tennessee Kâ12 educator, regardless of degree or position. The scholarship/grant provides the participant with tuition, parking fees, lodging, field trips, stipend, textbook, classroom supplies and materials, and curriculum guides. The basic course participants receive 2 hours of flight instruction in a Diamond DA40 aircraft and advanced course participants receive 3 hours. Kâ12 educators apply for either the basic or the advanced course. Applications for admis- sion to the graduate studies program and for admission to the aerospace education courses are handled by the university. The scholarship application can be found at http://mtsu.edu/ aerospace/workshops.php. The Aerospace Department at the university requests a grant each year from the Tennessee DOT to host the two courses. The instructor for the advanced course is a full-time Middle Tennessee State University faculty member, and the two instructors for the basic course are adjunct faculty members. The salary for the time of the courses is paid 50% by the Tennessee DOT and 50% by the university. Marketing During the school year, marketing is accomplished by sending out flyers, brochures, and personal letters to Tennessee educators. Those materials describe the Aerospace Education Program and application procedures. The universityâs course instructors also present at local schools and civic programs, as well as at state conventions. The universityâs website hosts the applications to both courses at http://mtsu.edu/aerospace/ workshops.php.
Selected Case Studies of Entities Involved in Aviation Education 67 Programming and Curriculum Instructors align the universityâs Graduate Aerospace Education curriculum to the standards of the Tennessee State Department of Education. Throughout the courses, participants learn about various aspects of the aerospace industry. Participants go on a 2-hour introductory flight lesson, make a âWright Flyer,â take quizzes, go on field trips, and have a final exam. Educators who work with students at all grade levels take the course, so course instructors ensure activi- ties and projects are suitable for the grade levels and educational content that correspond to the participants. The educator receives a flash drive containing numerous aerospace lesson plans, aerospace business contacts for guest speakers, and projects. Activity Schedule Basic Course 3 weeks 4 hours a day End of third week Field trips and flight Advanced Course 3 weeks 4 hours a day End of third week Field trips and flight Both courses are offered once a summer, typically in June. Standards Tennessee State Department of Education Academic Standards https://www.tn.gov/ education/topic/academic-standards Educators and Volunteers The university employs one program director and two instructors. Guest speakers are volun- teers and have various backgrounds in aviation and in the aerospace industry. Other Information Middle State Tennessee University provides facilities for the courses and handles billing, applications, tuition, credit, and clerical requirements. The biggest obstacle the course instruc- tors face is showing educators and administrators that aerospace and aviation activities are viable educational activities for school classes currently being taught. Because of the increasing obliga- tions of educators by state and local school systems, it is becoming more difficult to keep enroll- ment numbers high. Middle Tennessee State University Educator Workshop Insights 1. Students, who are the Kâ12 educators, love the course. 2. It is a fun course to teach. 3. Learning is increased proportional to student (educator) interest.
68 Developing Innovative Strategies for Aviation Education and Participation Case Study 7: Wings Over the Rockies Air & Space Museum Summary The Wings Over the Rockies Air & Space Museum (www.wingsmuseum.org) is a 501(c)(3) nonprofit located on the former Lowry Air Force Base in Denver, Colorado. The property transferred from the military to the museum in 1994. Wings Over the Rockies is in Hangar 1 and totals more than 182,000 square feet of space and 50 iconic aircraft dating from 1939 to 1990. The mission of Wings Over the Rockies is to inspire, educate, and entertain the public about aviation and space endeavors of the past, present, and future. Visitors can experience thrilling flight simulators, discover the learning center, Wings Aerospace Academy, and participate in dozens of museum-sponsored events. Organization Wings Over the Rockies Air & Space Museum Financial Support Admission, donations, and events Venue Hangar 1 on the former Lowry Air Force Base, Denver, CO Staff 57: 27 full time and 30 part time, and 169 volunteers STEM Yes Student Opportunities All grade levels plus summer camps (155 students) Established 1994 Advisory Board Yes Contact April Lanotte, Director of Education Landing Pages 4 Funding The museumâs annual operating budget for 2017 was $3.7 million. The sources of revenue for the museum are from admissions (28%), corporate events (17%), individuals (15%), corporate sponsorship (12%), state scientific and cultural facilities district (9%), other foundations (7%), museum store sales (6%), annual memberships (3%), and fees to use flight simulators (3%). Marketing The museum uses a variety of marketing tools, including a robust website that promotes all activities and functions, as well as a calendar of activities and events with links to various programs. The museum also uses a Facebook page, other social media, and local newspaper support of events. A local magazine features an education edition that includes the museumâs educational program offerings. The museum has continuing outreach to schools, to teacher organizations, and to the Science Educator Network, and is present at local airshows. The museum does not have any official marketing partnerships but is featured frequently in local newspapers, with stories chronicling its educational programming. Programming and Curriculum The director of education brings a wealth of education training and experience. The director holds two masterâs degrees, in science curriculum and instruction as well as in English litera- ture. In addition, she is a Space Foundation Teacher Liaison and an instructional designer for
Selected Case Studies of Entities Involved in Aviation Education 69 NASA Aeronautics and Space Technologies. The Wings Over the Rockies has several educa- tional activities from which to choose. The following educational activities are explained in detail within their respective landing pages: â¢ Wings Aerospace Academy â¢ Air & Space Summer Camp â¢ Teacher Flight Program â¢ Wings Aerospace Science Program Activity Schedule Elementary (Kâ5) 30 minutes Middle (Grades 6â8) 1.5 hours or 2 hours, multiple days Secondary (Grades 9â12) 2-hour blocks, multiple days Postsecondary (beyond high school) 2-hour blocks, multiple days The museum strives to hold an event each month. The museum also hosts non-aviation events that, inevitably, market the facility in the community and provide additional revenues. Standards The Wings Aerospace Academy meets state standards where applicable. On-site program- ming falls under elective credits and does not need to meet state standards. However, the museum staff follows Coloradoâs adoption of some Common Core Standards and the NGSS. Currently, Colorado has no career and technical education high school standards focused on aviation. Educators and Volunteers The museum staff consists of 27 full-time employees, 30 part-time employees, and a volun- teer corps of 169. Volunteers are retained by using incentives and giveaways. Each museum volunteer is subject to a background check. The instructors and teachers hold state-approved teacher licenses, and many have military aviation experience or are Airframe and/or Powerplant mechanics licensed by the FAA. The museum encourages teacher development opportunities and has several programs for teachers. The Wings Over the Rockies Air & Space Museum functions under a board of directors who advise and set policy for the organization. The museum is under the daily direction of a president/CEO. The board consists of aviation and space industry professionals from various public and private organizations, bringing a variety of management skills and expertise. Valu- able relationships with corporate, private, educational, and philanthropic organizations that financially support the museum are essential. Other Information Transportation for school-age children can be a hurdle to overcome. No public transpor- tation facilities are near the museum. Parents are responsible for transportation, and school districts rely on annual district field trip funds for transportation.
70 Developing Innovative Strategies for Aviation Education and Participation The museum is working with the Cherry Creek School District and a school management organization to build an aerospace charter middle school at the Denver Centennial Airport. The Denver area is expansive, and specific partnerships can create competition between dif- ferent school districts that are starting high school aviation programs. Aviation and aerospace industry partnerships with the museum have been successfully established and are providing long-lasting benefits. Industry partnerships have also led to financial support for the museum. Wings Over the Rockies Air & Space Museum Insights 1. Look at what other entities have accomplished (do not reinvent the wheel), become successful at what you are doing, and do not try to be everything to everyone. 2. Communication within the industry and staff is vital. 3. Surround yourself with experts, so you can leverage that expertise in many people. 4. Establish a program that can survive beyond the current peopleâsuccession planning.