2025 ASEE Annual Conference & Exposition

The history of aerospace engineering is the story of humans pushing technological boundaries, and chronicles of this rich and engaging history can capture the imagination of engineering students. Most aerospace engineering textbooks include historical anecdotes; however, textbooks are typically expository in nature and may not effectively engage and motivate students. Students who neglect learning the history of aerospace engineering miss an important lesson – that technological innovation does not spring from a void but instead is tied to the historical and societal context in which it occurred.

One approach to bridging this gap is to encourage students to read about aerospace engineering history through narrative (or creative) non-fiction books. Reading outside of the textbook has several potential benefits. By learning about the history of this field, students can more easily contextualize and apply technical course content. Additionally, reading about engineering in its historical context produces well-rounded engineers that understand the social and ethical implications of their work. Reading about other engineers can also inspire students in their vocation, especially if the engineers featured in the books are diverse and representative of the students in culture, gender, and ethnicity. Finally, reading engaging narratives about the history of aerospace engineering can create an interest in further reading on the topic, resulting in a desire for lifelong learning.
This paper describes the incorporation of non-fiction reading about aerospace history into an Introduction to Aerospace Engineering course for upper-level general engineering students during the Fall 2024 semester. The project had three objectives: to apply the course material to a historical aerospace application, to foster a desire for lifelong learning in engineering students, and to encourage students to explore the societal and historical context of aerospace engineering. Each student (N = 16) selected a narrative non-fiction book about aerospace history. Students selected their books from a curated list, with all titles available at the campus library in physical or electronic form. After reading their book, students wrote a short book review and answered reflection questions about the intersection of society and aerospace technology. Finally, students gave a short presentation to the class in which they related concepts taught in the course (aircraft top speed, aircraft range, orbital mechanics, etc.) to the content of their book. Because each student selected a different book, the class learned about a wide range of aerospace vehicles throughout history. The presentations also provided a valuable peer-learning opportunity for the students. Comparisons between pre- and post-project questionnaires showed that students gained a better understanding of the historical context of aerospace engineering and were inspired to continue learning about aerospace history.