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Teaching practical leadership in MIT satellite development class: CASTOR and Exoplanet projects

机译：在MIT卫星开发课程中教授实践领导力：CASTOR和系外行星项目

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For more than a decade, the Aeronautics and Astronautics Department at MIT has offered undergraduate students the opportunity of conceiving, developing, implementing and operating new spacecraft's missions. During a three term class, junior and senior students experience all the challenges of a true engineering team project: design, analysis, testing, technical documentation development, team management, and leadership. Leadership instruction is an important part of the curricula; through the development of leadership skills, students learn to manage themselves and each other in a more effective way, increasing the overall productivity of the team. Also, a strong leadership education is a key factor in improving the abilities of future engineers to be effective team members and leaders in the companies and agencies in which they will work. However, too often leadership instruction is presented in an abstract way, which does not provide students with suggestions for immediate applicability. As a consequence, students underestimate the potential that leadership education can have on the development of their projects. To counteract that effect, a new approach for teaching "practical" leadership has been developed. This approach is composed of a set of activities developed to improve students' leadership skills in the context of a project. Specifically, this approach has been implemented in the MIT satellite development class. In that class, students experienced the challenges of building two satellites: CASTOR and Exoplanet. These two missions are real space projects which will be launched in the next two years, and which involve cooperation with different entities (MIT, NASA, and Draper). Hence, the MIT faculty was interested in developing leadership activities to improve the productivity of the teams in a short time. In fact, one of the key aspects of the approach proposed is that it can be quickly implemented in a single semester, requiring no more than 4 h of activity. Data collected show that the approach improved the ability of students to interact productively with each other. This suggests that the activity can also be used in different contexts where a rapid and effective way of improving leadership and team membership is required. The article presents an overview of MIT satellite development class and of the two missions used as test cases, a detailed description of the leadership approach implemented, and of the results obtained.
机译：十多年来，麻省理工学院的航空航天系一直为大学生提供构思，开发，实施和操作新航天器任务的机会。在为期三个学期的课程中，初中和高年级学生会经历一个真正的工程团队项目的所有挑战：设计，分析，测试，技术文档开发，团队管理和领导能力。领导力指导是课程的重要组成部分；通过领导能力的发展，学生学会了更有效地管理自己和彼此，从而提高了团队的整体生产力。此外，强大的领导力培训是提高未来工程师成为其工作所在的公司和机构中有效的团队成员和领导者能力的关键因素。但是，太多时候以抽象的方式呈现领导力指导，这不能为学生提供立即适用性的建议。结果，学生低估了领导力教育对项目开发的潜力。为了抵消这种影响，已经开发了一种教学“实践”领导的新方法。这种方法由一系列活动组成，旨在提高学生在项目背景下的领导能力。具体来说，该方法已在MIT卫星开发课程中实施。在那堂课上，学生们经历了建造两颗卫星的挑战：CASTOR和系外行星。这两个任务是真实的太空项目，将在未来两年内启动，涉及与不同实体（麻省理工学院，美国宇航局和德雷珀）的合作。因此，麻省理工学院的教师有兴趣开展领导力活动，以在短时间内提高团队的生产力。实际上，提出的方法的关键方面之一是它可以在一个学期内快速实施，不需要超过4小时的活动。收集的数据表明，该方法提高了学生彼此进行有效互动的能力。这表明该活动还可以用于需要快速有效地提高领导能力和团队成员资格的不同环境中。本文概述了MIT卫星开发课程以及用作测试用例的两个任务，详细介绍了所采用的领导方法以及所获得的结果。

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