Mission-framed Project-based Learning and Teaching Integrating an Electric Powertrain into a Motor Glider

Technische Hochschule Ingolstadt (THI) started in 2015 implementing missionframed project-based learning (PBL). Instead of getting a task, which can be completely finished in a typical one-semester period, the students are working on a small part of a complex and interdisciplinary system. More genuine to professional life, they are required to meet a strict time-frame with expected results. Such mission-framed projects create an industrial working environment for project modules to deepen practice-oriented technical knowledge. As case study, THI initiated the cross-faculty project E-Falke (e-falcon). Goal of this project is the substitution of the internal combustion engine of a glider airplane with an electric motor. Over 130 students were involved in this project, reaching for the fulfilment of pre-defined goals, such as the feasibility evaluation of the project, ground bench testing, integration of the system into the airframe and the official flight certification from the German Federal Aviation Office. Like in conventional projects, students learned the handling of technical tasks in teams and developed their personal competences. The extensive technical complexity of the airplane required practical knowledge and thorough documentation for ensuing groups. This challenged the students and highlighted the need for intensive supervision and technical support during the semester projects. This paper outlines diverse goals of all stakeholders (teachers, university, external partners) and advantages and disadvantages experienced during the implementation of this mission-framed teaching method. The lessons learnt through the years with planned optimizations for the ongoing project are presented to allow other educators to improve PBL.