The Collegiate Aviation Review International

The Underrated Value of Incremental Research in Aviation

Stephen Rice — 2024-11-06

In the aviation industry, the excitement of groundbreaking discoveries often overshadows the significant impact of incremental research. This paper argues that small, continuous improvements are just as crucial as revolutionary innovations in advancing aviation research. First, we illustrate how incremental steps have collectively transformed aviation research—such as the evolution of jet engines, winglet technology, and composite materials. We further explore the role of incremental research in addressing modern aviation challenges while highlighting this approach's economic and practical benefits. Finally, we discuss how to establish a research agenda/platform that considers these issues while emphasizing the importance of maintaining a balanced focus on both incremental and revolutionary research. This approach provides a reliable path to continuous improvement while fostering a successful research future for aviation.

Enhancing Insight into Air Traffic Controller Fatigue: A Dynamic Quantitative Examination through Biological Rhythms

Xiaofu Fan — 2024-08-06

To scientifically and effectively predict fatigue risk among air traffic controllers, the authors developed a dynamic evaluation model tailored to the routine activities of traffic controllers. By considering biorhythms and workload, we identified causes of fatigue and quantitatively analyzed their impact. Our study involved 24-hour sleep deprivation experiments, collecting electroencephalogram (EEG) data to track fatigue over time. Expert scoring determined workload coefficients for different periods and positions. Using experimental data, we established and validated a mathematical model for dynamic fatigue risk assessment during various work periods. Results align with controllers' actual fatigue levels and self-assessment scores, indicating the proposed method's effectiveness in early fatigue detection and ensuring aviation safety.

Analysis of VTOL Downwash and Outwash to Establish Vertiport Safety Standards: A Theoretical Approach

David Ison — 2024-08-12

VTOL aircraft are expected to play a crucial role in the air transportation sector, fulfilling various use cases similar to helicopters. However, they also present a significant safety hazard, downwash, which is the concentrated and powerful airflows generated by the rotors or propellers. To mitigate downwash risks, clear communication, proper training, and the establishment of safe operating zones are essential. The study suggests that existing FAA vertiport design criteria are insufficient as they lack minimum standards for downwash and outwash safety. This study identified the dangers of VTOL downwash and developed potential mitigation strategies and basic safety guidelines. The study used existing VTOL aircraft data to calculate theoretical airflow characteristics and then compared these to wind speed comfort and safety scales. Equations based on design dimension “D” as described in existing vertiport literature were provided. In addition, equations accounting for variations in VTOL design and propulsion configurations were developed. A resultant process for determining safety zones and buffer areas around vertiports is provided. The findings of this study can assist advanced air mobility stakeholders in the development of vertiport safety guidelines and protections.

Safety in Focus: Analyzing Aviation English Competency Among Ab-Initio Pilots

Petek Sirin — 2024-08-20

The proficiency in Aviation English among ab-initio pilots raises significant concerns within the aviation industry, prompting the need for thorough research to explore the root causes, issues, and consequences. This investigation specifically concentrates on the competence of ab-initio pilots in Aviation English within a Turkish foundation university, utilizing a mixed-methods sequential explanatory design. The results obtained from the modified 'Competency in Aviation English' questionnaire, encompassing responses from 90 student pilots, along with focus group interviews involving 45 participants, highlight notable apprehensions, particularly in speaking and listening skills. The study aims to evaluate the competency of ab-initio pilots in Aviation English and shed light on existing issues by identifying root causes and their extensive impacts. Participants underscore challenges in maintaining fluent speech during emergency situations, comprehending diverse accents, and managing workload and noise. Root causes encompass language proficiency, cultural factors, fear of making mistakes, teaching styles, and a lack of practice materials. Adverse consequences involve stress, compromised flight performance, and safety concerns. The study advocates for tailored pedagogical approaches, proposing enhancements in proficiency exams, customized programs for ab-initio pilots’ better integration of flight and language training. In addition, realistic fluency goals, stress management, and technology integration are crucial for effective training.

Effect of Integrated Method of Flight Instruction on Student Pilot Performance

Timothy Sweeney — 2024-08-30

With the prevailing use of integrated cockpit displays in flight training, flight students have shown to have difficulty controlling the aircraft and maintaining situational awareness. The integrated method of flight instruction is a proven tool to help transfer the skills necessary from visual to instrument flying, but it may also distract the student and lead to the formation of dangerous habits. This research study looked at whether the integrated method of flight instruction helps or hinders a student at the beginning of flight training. A quantitative experimental research design was used to measure situational awareness, reaction time to a traffic conflict, and ability to maintain the altitude and heading of participants instructed with visual and instrumental cues. Participant scores were analyzed using independent samples t-tests to measure the expected results that students exposed to visual and instrumental cues have significantly different scores. The results showed that participants instructed with visual cues had a significantly higher level of situational awareness in the subcategory of orientation, an overall higher level of situational awareness, and a quicker reaction time to a potential mid-air collision. The results showed that the very onset of training may not be the appropriate time to introduce instrumental cues.

An Evaluation of Artificial Intelligence Chatbots Ethical Use, Attitudes Towards Technology, Behavioral Factors and Student Learning Outcomes in Collegiate Aviation Programs

Daniel Adjekum — 2024-09-03

Despite the potential opportunities of Generative Artificial Intelligence (AI) Chatbots in higher education, ethical concerns surrounding their use, such as biased data assumptions and plagiarism, have been raised. Despite studies examining these concerns in higher education, there seems to be a gap in evaluating perceptions of constructs: ethical use, attitudes towards technology, behavioral factors, and student learning outcomes relating to Generative AI Chatbots in Collegiate Aviation Programs in the U.S. Using perceptions of aviation students from six universities in the U.S. (n=271), a modified Technology Acceptance Model (TAM) of the constructs fit the empirical data well; most hypothesized relationships were significantly supported. The most substantial direct relationship was between attitude towards AI Chatbot use and behavioral intention to use AI Chatbots. Despite deep concerns about the ethical use of AI Chatbots in collegiate aviation programs, the model could explain about 59% of the variances in user behavior, suggesting relatively good user behavior among respondents. Graduate respondents had higher user behavior than first—and second-year undergraduates, who had higher scores on ethical use concerns. Male respondents showed higher user behavior than female respondents. By understanding students’ perceptions, administrators can create well-informed policy guidelines and strategies for the responsible and effective integration of AI Chatbot tools in collegiate aviation programs pedagogy.

A Comparative Analysis of Learning Outcomes in Introductory Unmanned Aircraft Systems Education Across Three Instructional Modalities

Collin McDonald — 2024-10-11

During the COVID-19 pandemic, educational institutions transitioned traditional face-to-face classes to online or remote modalities to maintain academic continuity and revenue. This shift has persisted in some cases due to reduced overhead and increased flexibility. Additionally, compressed or accelerated courses have become popular for students seeking expedited degree completion. Previous research, including studies by Miller and Bliss (2023, 2024), indicated no significant difference in learning outcomes between traditional and compressed classes based on final exam scores and Student Learning Objectives (SLOs). In 2010, the FAA emphasized the importance of identifying effective educational methods to enhance aviation safety. This study aims to determine whether traditional face-to-face instruction is the most effective modality compared to accelerated and online options for Unmanned Aircraft Systems (UAS) education. Given the rising popularity and certification of UAS, understanding the optimal instructional modality is crucial. This quantitative study examines the performance outcomes of students in a Part 107 Remote Pilot Certification preparatory course delivered via three modalities: traditional 16-week face-to-face, 7-week accelerated face-to-face, and 16-week asynchronous online. The study analyzed two classes per modality over three years, using the same content and instructor. Performance was measured by quiz scores and the FAA UAG knowledge exam. Findings from this research will inform best practices for UAS education, contributing to the broader discourse on instructional modalities in aviation training. The results could have significant implications for the design and delivery of all aviation courses, potentially influencing curriculum development and instructional strategies in collegiate aviation programs.

An Exploratory Review of Transfer Policies for Certified Private Pilots in Collegiate Flight Programs

Gail Avendano — 2024-10-11

Research problem: Universities often admit students who have already completed a portion of their flight training outside the collegiate environment and who want to transfer in their previous flight experience in fulfillment of a flight degree. There is no widely-published standard by which to evaluate or successfully integrate transfer flight students into a collegiate flight training curriculum. This research aims to learn how common it is for students to enroll in a flight program with a Private Pilot Certificate, how university flight programs are evaluating and integrating these students into their existing curriculum, and whether or not there are any differences between ab-initio and transfer students in terms of graduation rates or other measures of success. Research questions: (1) What are common ways that flight programs award credit for private pilot certificates earned outside of the university? (2) What, if any, supplemental instruction or evaluation actions are transfer students required to complete before they start post-private training? (3) If supplemental instruction or evaluation actions are being completed, are those actions working as intended? (4) When considering two suggested measures of success, are universities finding any differences between ab-initio flight students and transfer flight students? Summary: This study explores why students may want to complete Private Pilot training before entering a collegiate program, shares how some collegiate flight programs are managing the flight transfer process, reports how successful these transfer processes are, and identifies additional areas of needed research in order to identify best practices.