Research-Based Learning as a Pathway to Prepare Students for Aerospace Careers: Clemson’s Creative Inquiry Program

Modern Aerospace engineering is rapidly evolving as new technologies and discoveries arise, while typical engineering curriculum may often lag. In addition, traditional instructor-led, lecture-based courses provide limited opportunities for student-led learning, which is a critical skill for rapidly evolving industries. This paper will explore how Clemson University’s Creative Inquiry program is an effective method for bridging this educational gap by cultivating an opportunity for undergraduate students to gain the research and independent learning skills required to be successful in the dynamic landscape of aerospace engineering. Specifically, the authors have leveraged the CI program to formalize the mentoring process and guide students to gain needed engineering skills and perseverance through a realistic design challenge via NASA’s Micro-G Neutral Buoyancy Experimental Design Team (Micro-g NExT) Challenge. The 2024-25 Clemson team advanced to Phase II of the challenge with a contact sampling device. The students gained hands-on experience in CAD, manufacturing, testing, and technical writing. Survey data collected from participants revealed the CI experience significantly enhanced students’ abilities in areas such as leadership, communication, and applying engineering theory–skills the students viewed as underdeveloped in lecture-based courses. Of the 17 ABET student outcomes evaluated, 11 were recognized by participants as strengths gained through the CI experience. Additionally, most students indicated they would participate in the program again, citing career preparedness and practical experience as key takeaways. The results highlight the value of integrating hands-on, challenge-based learning experiences like CI and Micro-g NExT into engineering education to better prepare students for careers in aerospace and other related industries.