A unique experiment on remote sensing education has recently been undertaken involving an educational institution (University of Nebraska-Lincoln) and a government agency involved in remote sensing (NASA Goddard Space Flight Center). The centerpiece of this experiment is the assignment of an airborne radar system design project to students enrolled in a senior undergraduate and graduate level class on radar systems. The class was split into two competing teams. A fictitious request for proposal (RFP) was issued by NASA GSFC, and the teams responded to the RFP by proposing and defending competing designs. The teams also prepared final design reports, and made oral presentations on their designs during the final examination week. Individual and team scores assigned to each student was included in his/her overall grade for the course. The authors' experience shows that this technique was very successful, and the students came up with excellent designs. It also provided students with an opportunity for enhancing team work, addressing multidisciplinary science aspects, perfecting technical writing and presentation skills, and responding to agency RFPs.
展开▼
机译：最近，一个教育机构（内布拉斯加州大学林肯分校）和一个参与遥感的政府机构（美国宇航局戈达德航天中心）进行了一项独特的遥感教育实验。该实验的重点是向机上雷达系统的本科生和研究生课程的学生分配机载雷达系统设计项目。全班分为两个竞争的团队。 NASA GSFC发出了虚构的提案请求（RFP），团队通过提议和捍卫竞争性设计来回应RFP。团队还准备了最终设计报告，并在最终考试周期间对其设计进行了口头介绍。分配给每个学生的个人和团队分数都包括在他/她的课程总成绩中。作者的经验表明，这种技术非常成功，并且学生们提出了出色的设计。它还为学生提供了增强团队合作，解决多学科科学问题，完善技术写作和演讲技巧以及对机构RFP做出回应的机会。
展开▼
