National Academies Press: OpenBook

Developing Innovative Strategies for Aviation Education and Participation (2019)

Chapter: Chapter 7 - Summary of Landing Pages

« Previous: Chapter 6 - Selected Case Studies of Entities Involved in Aviation Education
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Suggested Citation:"Chapter 7 - Summary of Landing Pages." National Academies of Sciences, Engineering, and Medicine. 2019. Developing Innovative Strategies for Aviation Education and Participation. Washington, DC: The National Academies Press. doi: 10.17226/25528.
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Suggested Citation:"Chapter 7 - Summary of Landing Pages." National Academies of Sciences, Engineering, and Medicine. 2019. Developing Innovative Strategies for Aviation Education and Participation. Washington, DC: The National Academies Press. doi: 10.17226/25528.
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Suggested Citation:"Chapter 7 - Summary of Landing Pages." National Academies of Sciences, Engineering, and Medicine. 2019. Developing Innovative Strategies for Aviation Education and Participation. Washington, DC: The National Academies Press. doi: 10.17226/25528.
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Suggested Citation:"Chapter 7 - Summary of Landing Pages." National Academies of Sciences, Engineering, and Medicine. 2019. Developing Innovative Strategies for Aviation Education and Participation. Washington, DC: The National Academies Press. doi: 10.17226/25528.
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Suggested Citation:"Chapter 7 - Summary of Landing Pages." National Academies of Sciences, Engineering, and Medicine. 2019. Developing Innovative Strategies for Aviation Education and Participation. Washington, DC: The National Academies Press. doi: 10.17226/25528.
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Suggested Citation:"Chapter 7 - Summary of Landing Pages." National Academies of Sciences, Engineering, and Medicine. 2019. Developing Innovative Strategies for Aviation Education and Participation. Washington, DC: The National Academies Press. doi: 10.17226/25528.
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Suggested Citation:"Chapter 7 - Summary of Landing Pages." National Academies of Sciences, Engineering, and Medicine. 2019. Developing Innovative Strategies for Aviation Education and Participation. Washington, DC: The National Academies Press. doi: 10.17226/25528.
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Page 77

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

71 The study findings were compiled into individual activity landing pages that can be searched by keywords within categories. This chapter provides an explanation of how to use this tool, as well as a listing of the keywords that can be used in a search. The categories and key- words selected provide the most comprehensive breakdown of filters for resources. Although a diverse assortment of activities is given, it is expected that each organization will need to adapt the activities to best fit the enthusiasts’ or educators’ needs and those of their students and participants. The PDF documents can be used to review the resources in several ways: presorted tables and individual activity landing pages. Readers can search the PDFs by keyword to find an activity they wish to view. As an example, to find a type of activity, the user can use the search function (Ctrl + F) to type in “camps,” and all the landing pages that are identified as camps will appear in the search. If the user wants to find activities that would be free to the participants, the keyword to search would be “free.” A PDF user guide has also been created as a standalone document to aid readers in under- standing and using these resources. Presorted Tables: The three primary categories that participants in the study noted as being key for consideration were the type of activity, the target age group (age of the participants), and the cost of the activity to the participant. The summary of the landing pages has been sorted by these three criteria, each criterion listed as a separate table for easier review by the reader within the PDF titled Presorted Tables: • Table Sorted by Activity Type • Table Sorted by Target Age Group • Table Sorted by Cost per Person The three tables are also at the end of this chapter for reference. The tables only summarize the landing page information for cursory reference. Should readers want additional information on a specific activity, they should consult the PDF titled Individual Activity Landing Pages. Individual Activity Landing Pages: The individual activity landing pages PDF contains more than 100 activities for review. Each organization interviewed that provided information about offered activities is summarized in what have been dubbed landing pages. The first section of the landing page is a quick review of the categories and keywords related to this activity. A description of the activity is listed next, along with contact information and attachments of related material if applicable. C H A P T E R 7 Summary of Landing Pages Although a diverse assortment of activities is provided for consid- eration, it is expected that each organization will need to adapt the activities to best fit the enthusiasts’ or educa- tors’ needs and those of their students and participants.

72 Developing Innovative Strategies for Aviation Education and Participation If the material is too lengthy, a web address is provided to the location where the material can be found online. In some cases, the source website provided an excellent description of the activity or activi- ties offered. In those instances, the text provided in the corresponding landing page has been directly pulled from the source. 7.1 How to Use the PDFs The PDFs can be used as standalone pieces of information or as a complement to each other. The presorted tables provide readers with an easy-to-navigate listing of the activities found in the landing pages, sorted by the three key categories. Once a reader reviews the table and identifies an activity of interest, he or she can reference the landing page PDF to review the specific pages related to the activity. This can be done by finding the activity and clicking the hyperlink located within the table at the beginning of the landing page PDF. Specific pages can also be located by using the Bookmark function to reach the desired landing page or by using the search feature (Ctrl + F) and typing in the landing page’s title. The landing page PDF allows a reader more flexibility in searching, since he or she can review the bookmarks for specific activity names that may be of interest. Readers may also use the Ctrl + F search feature to search by keywords that will reference all of the landing pages contain- ing the searched word or text. The PDFs include multiple tools to find information. In the PDF titled Presorted Tables, activities are listed in tables sorted in three different ways: by activity type, by target age group, and by cost per person. In the PDF titled Individual Activity Landing Pages, a reader can click on an activity title in the table located at the beginning of the document to go to that activity’s page within the PDF. See Sections 7.2.2 through 7.2.6 for definitions of terms and abbreviations used in the tables. E = elementary school, M = middle school, H = high school, PS = postsecondary, FT = full time, PT = part time, O = operational, and V = volunteer.

Summary of Landing Pages 73 This PDF also includes Bookmarks, which function like a table of contents. There are links to each table and each activity. A reader can click on the bookmark to go to that specific page in the PDF file. 7.2 Explanation of Categories and Keywords More than a dozen different categories and keywords have been used to catalog the informa- tion collected from the aviation program providers. They cover a range of topics that describe their individual programs and provide a reader with a way to sort the data to find activities that may be of interest. Each of the categories has several subsections that provide more detail within that category and that are explained as follows. 7.2.1 Activity This category focuses on defining the type of activity that is offered by the provider. Because of the range of different activities and the diversity of each program, a general framework was created that all activities could fit within, resulting in eight keywords that best describe them in a broad context. • Camp. This is an event typically lasting more than 1 day in length. • Class or Workshop. This is an event that occurs once or more, with each meeting lasting 8 hours or less. • Tours. Tours include site visits and tours of facilities such as airports, museums, and so forth. • Internship. Internships offer opportunities for longer-term interaction with the provider. • Flight. Flight offers opportunities to obtain flight training or free aircraft rides. • Club. This is a group meeting on a regularly scheduled basis. • Grant or Scholarship. This is funding provided for aviation education. • Contest. Contest is an aviation-related competition. 7.2.2 Target Age Group There are many ways to segment the activities by target age group. They range by ages (e.g., 5 to 10 years old or 16 to 18 years old) as well as grades in school (Grades 5 and 6 or high school). The chosen method to segment the activities was to use general school classifica- tions, as noted below. • Elementary School: Kindergarten to Grade 5 students • Middle School: Grades 6 to 8 students • High School: Grades 9 to 12 students • Postsecondary: Beyond high school 7.2.3 Title The title is the name of the event or activity used by the local provider to describe the event. There are no subsections for this category. 7.2.4 Duration The duration of an activity ranges from just a few hours to multiple days, often depending on the type of activity and the age group of the participants. Many Looking for an activity that will only take up a few hours? Use the Ctrl + F function to search for activities that are < 3 hours.

74 Developing Innovative Strategies for Aviation Education and Participation programs geared toward younger children were under 3 hours, while older participants often experienced multiday events. • Less than 3 hours • 3–8 hours • 1–3 days • More than 3 days 7.2.5 Emphasis Many providers focus their programs on more technical subjects that allow providers to include STEM topics, while other providers have also included art and even operational topics in their programs. Including art and operational topics can often allow them to market their programs to a wider audience, because they can offer a STEM-focused curriculum. • Science • Technology • Engineering • Art • Math • Operational 7.2.6 Staff The method used to staff a program is important for what can be offered. In many instances, having several full-time paid employees charged with managing the programs on a day-to-day basis is necessary for some of the larger providers, while other providers are successful with largely volunteer or part-time staff support. • Full-time staff • Part-time staff • Volunteers • Parents 7.2.7 Venue The facility used to house or host the activity ranges greatly and often relates to the type of event and emphasis. • Classroom • Hangar, which is often used as a classroom or if aircraft are involved in the learning event • Airport • Laboratory • Online • Auditorium, which is often used when the groups are larger • Museum 7.2.8 Providers The providers range from state level agencies to local community organizations. Icons iden- tify each landing page by the provider of the activity. These icons represent the following:

Summary of Landing Pages 75 • State • Museum • University or College • School • Organization • Airport 7.2.9 Specialized Equipment In some instances, equipment beyond what would typically be available in a classroom envi- ronment (such as pencils, paper, or books) may be required to facilitate the activity provided in the program. • Aircraft • Simulators • UAS • Computers 7.2.10 Cost per Person The cost per person focuses on the amount charged to participate in the activity and not on the cost to host the event. In many cases, the event is offered to the participants at no cost yet the expenses for putting on the event are paid through various sources, as noted in the next category. If a cell in the cost table has been left blank, then no cost data were provided. • Free: No charge • $: Under $25 • $$: $26–$100 • $$$: More than $100 7.2.11 Funding Source Funding comes from an array of sources. Often providers are drawing from more than a single source to fund their specific activities. • Self-funded • Grants • Donations • Admission fees • Tuition fees • Membership fees

76 Developing Innovative Strategies for Aviation Education and Participation 7.2.12 Number of Participants The number of participants often varies greatly depending on the type of activity, the avail- able funding of the venue, and even the number of staff. • Small (S): 0–20 participants • Medium (M): 21–50 participants • Large (L): 51–100 participants • X-Large (XL): 101 or more participants 7.2.13 Year Established In some instances, providers shared the year in which the activity was established; however, many of the programs have evolved over time, and no specific date was given. Because of the number of programs that were unable to provide this information, the year appears on the indi- vidual landing pages, where applicable, but not within the presorted tables. This category can still be used as a search item in the landing pages document. 7.2.14 FAA Region To provide a geographic context for each activity, the FAA region in which the activity takes place is noted. If no entry is reported, then the activity is part of a national organization. The FAA regions follow: • AK: Alaskan, Alaska • CE: Central, IA, KS, MO, NE • EA: Eastern, DC, DE, MD, NJ, NY, PA, VA, WV • GL: Great Lakes, IL, IN, MI, MN, ND, OH, SD, WI • NE: New England, CT, MA, ME, NH, RI, VT • NW: Northwest Mountain, CO, ID, MT, OR, UT, WA, WY • WP: Western–Pacific, AZ, CA, HI, NV • SO: Southern, AL, GA, FL, KY, MS, NC, PR, SC, TN • SW: Southwest, AR, LA, NM, OK, TX Source: FAA

Summary of Landing Pages 77 7.2.15 Website To allow a reader to find more information about the activity, the website address for the organization at the time of writing has been provided in the individual landing pages when avail- able. The websites are not listed in the presorted tables. 7.2.16 Attachments In many instances, the organizations provided some resource materials for this project. The resources have been attached at the end of their corresponding landing page. If there are 2 pages or less, the resources have been labeled as “simple.” If there are more than 2 pages, they have been labeled as “complex.” The resources do not appear in the presorted tables. 7.3 Presorted Tables The three primary categories that participants in the study noted as being key for consider- ation were the type of activity, the target age group (age of the participants), and the cost of the activity to the participant. The summary of the landing pages has been sorted by these three criteria, each criterion listed as a separate table for easier review by the reader in the PDF titled Presorted Tables. • Table sorted by activity (Pages 80–86) • Table sorted by target age group (Pages 87–93) • Table sorted by cost per person (Pages 94–100) In addition to being located in a standalone PDF, the tables are located in Appendix A.

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Resources to help promote interest in aviation among younger populations ranging from 10 years old to 25 years old are detailed in TRB’s Airport Cooperative Research Program (ACRP) Research Report 202.

The report is designed to help educators and aviation enthusiasts understand the need for encouraging interest in aviation. It offers guidance on developing a program of activities to fit particular needs and provides activities for developing a program that can be scaled and tailored for various age groups and resource availability.

The report is designed to help develop intentional pathways for promoting interest in aviation. These pathways are seen as the process for engaging students at an early age to pursue aviation at some level and then have them, in turn, continue the cycle by promoting aviation to others.

The report addresses the challenges to establishing and maintaining these pathways—such as resource limitations, lack of programming or curriculum, competing interests for kids, and administrative or organizational issues—and identifies opportunities to overcome them.

The report also provides support for developing and executing single events and activities when they are the most practical means for exposing young people to the aviation industry. Finally, the report includes three summary listings of the landing pages. The landing pages are a collection of activities that can engage young people in aviation and be adapted to any particular group or organization. They are sorted by activity type, target age group, and cost per person. A searchable list, by keyword, of these landing pages can be found in the Presorted Tables PDF.

There is also an individual activity landing pages PDF, which is an alphabetical listing of organizations and the types of activities they offer. The PDF User Guide explains how to use and search the PDFs. A microsite with the Presorted Tables PDF, the Individual Activity Landing Pages PDF, and the PDF User Guide may be found at http://www.trb.org/acrp/acrpreport202.aspx.

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