2026 ASEE Annual Conference & Exposition

Integrating Turbojet Propulsion into Engineering Technology Education: An Independent Study Approach

Abstract
High-impact, project-based learning experiences are widely recognized as effective approaches for supporting student learning and professional preparation in engineering and engineering technology education. Within engineering technology programs, individualized projects aligned with ABET Engineering Technology Accreditation Commission (ETAC) student outcomes provide a practical pathway for introducing advanced aerospace topics—such as propulsion system design—through applied, simulation-driven approaches. This paper presents a case study of an independent study project conducted by a single undergraduate student, focused on the design and computational analysis of a small-scale turbojet engine for unmanned aerial vehicle (UAV) applications.
The project followed a preliminary aerospace propulsion design workflow based on the Brayton cycle, including centrifugal compressor design, combustion chamber integration, single-stage axial turbine sizing, and exhaust nozzle thrust estimation. Industry-grade turbomachinery software, computer-aided design tools, and computational fluid dynamics (CFD) simulations were used to model component geometries and evaluate key performance indicators such as pressure ratio, mass flow rate, and thrust. Due to limited laboratory access, budget and personnel constraints, restricted manufacturing capabilities, safety considerations, and graduation timelines, physical engine fabrication and experimental testing were not conducted; instead, the project emphasized simulation-driven design and analysis, supported by non-functional 3D-printed components used solely for visualization and design communication.
Educational outcomes were evaluated using a retrospective pre- and post-project survey instrument consisting of 17 items mapped to the five ABET ETAC baccalaureate student outcomes, supplemented by instructor observations and review of student-generated technical artifacts. Paired assessment results suggest perceived improvements across all outcomes, particularly in the application of modern engineering tools, system-level design, and analytical evaluation. Given the single-student scope and reliance on self-reported measures, these findings are exploratory and descriptive rather than generalizable. Nevertheless, the results indicate the potential for simulation-driven independent studies to support the integration of aerospace propulsion content within engineering technology programs, pending further implementation with additional students and expanded assessment approaches.