Abstract
Engineering students are challenged with implementing and developing systems within STEM disciplines. The dialectic design approach and comparative performance analysis were created for undergraduate engineering students as a teaching method to facilitate and improve student-learning experiences in STEM disciplines. We had found in our study that both the dialectic design approach and comparative performance analysis are critical to the theoretical development and the fundamental practices for engineering education in course learning objectives. These teaching methods were created for undergraduate engineering students to support specific interdisciplinary practices such as aviation sciences and course objectives focused on emerging issues concerning the design process and performance analysis. An undergraduate engineering course must promoted student-learning experiences for innovative practices through engineering models and performance analysis. The integration design in this course supported areas that include complex aviation science projects and the requirement constraints for system development.
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