This paper presents two major elements of a course redesign with the aim to strengthen the connection between engineering design and engineering analysis. The course, Aircraft Structural Design and Analysis, had previously been delivered with a heavy focus on mathematical analysis and solving complex problems. It was observed, however, that in later design projects within the curriculum, students were unable to apply these skills in a less constrained design context. To combat this, two-course elements were introduced. The first element was a design tutorial session that ran in parallel with the course and interfaced with real design activities being carried out within the AeroDelft Dream Team at Delft University of Technology. This session attempted to have students apply the skills they had learned in class to a less constrained design problem with more freedom than traditional practice problems, focusing on design thinking rather than reproducing an expected answer. The second element was a design-based final exam, where all of the questions within the exam were interconnected by a single design context. The first iteration of these design elements, including lessons learned and analysis of their impact on student success, will be presented within this paper.
