Session
Session VII: Educational Programs - Research & Academia
Location
Salt Palace Convention Center, Salt Lake City, UT
Abstract
The Laboratory for Advanced Space Systems at Illinois (LASSI) at the University of Illinois Urbana-Champaign (UIUC) trains students from diverse engineering disciplines in CubeSat design and mission development. Despite offering hands-on experience and industry-like training, LASSI previously faced challenges retaining students, particularly after the first semester. Knowledge gaps in these students and the loss of expertise in technical areas, such as software development and electrical engineering, in graduating senior members contributed to retention losses. This paper discusses strategies implemented to address these challenges, their measurable impacts, and the lessons learned during implementation. In 2019, LASSI transitioned from a student organization to a new curriculum-based model, creating a more structured learning environment to foster accountability and responsibility. Foundational CubeSat principles were introduced through lectures and coursework targeted at first-, second-, and third-year students, with students encouraged to pursue lab work independently. By 2021, LASSI split course time between classroom instruction and laboratory work, dedicating one day each week to applied learning. Students were expected to complete lab assignments outside of class hours, encouraging active engagement. Since restructuring, retention rates have increased from 11% in 2019 to 73% in 2025, and lab participation rates have improved significantly. The Protege Program was introduced in 2021 to address knowledge retention and expertise continuity. This mentorship initiative assigns students to subsystem teams (e.g., flight software, communications, structures, etc.), each led by a senior student or graduate mentor. Team leaders provide direct mentorship, ensuring expertise is passed down as senior members graduate. The program has grown from seven students in 2019 to fifteen students in 2025, with 100% of students indicating in surveys that mentorship enhanced their confidence and ability to contribute meaningfully to projects. While these efforts have produced measurable improvements, challenges remain. Balancing classroom and lab time has been difficult for students managing heavy course loads, leading to occasional drops in engagement. Additionally, team leaders reported struggles with the added responsibility of mentoring while managing their own tasks. To address these challenges, LASSI has allowed more flexibility with student's schedules. Students can now meet with their separate groups outside of class time. These adjustments have contributed to sustained engagement and knowledge retention without overburdening participants. Results show that 88.9% of students feel that their work contributes meaningfully to real missions, and retention after the first semester of the Protégé Program being implemented has increased from 42.8% in 2021 to 73% in 2025. Students also report greater confidence in their technical and leadership skills, which better prepares them for aerospace careers. This paper provides a detailed overview of LASSI’s curriculum and mentorship programs, highlights implementation challenges, and demonstrates the broader impact of these strategies on university CubeSat mission success. The model serves as a blueprint for other academic programs seeking to improve retention, engagement, and knowledge continuity in aerospace education.
Document Type
Event
Improving Retention and Knowledge Continuity in University CubeSat Laboratories
Salt Palace Convention Center, Salt Lake City, UT
The Laboratory for Advanced Space Systems at Illinois (LASSI) at the University of Illinois Urbana-Champaign (UIUC) trains students from diverse engineering disciplines in CubeSat design and mission development. Despite offering hands-on experience and industry-like training, LASSI previously faced challenges retaining students, particularly after the first semester. Knowledge gaps in these students and the loss of expertise in technical areas, such as software development and electrical engineering, in graduating senior members contributed to retention losses. This paper discusses strategies implemented to address these challenges, their measurable impacts, and the lessons learned during implementation. In 2019, LASSI transitioned from a student organization to a new curriculum-based model, creating a more structured learning environment to foster accountability and responsibility. Foundational CubeSat principles were introduced through lectures and coursework targeted at first-, second-, and third-year students, with students encouraged to pursue lab work independently. By 2021, LASSI split course time between classroom instruction and laboratory work, dedicating one day each week to applied learning. Students were expected to complete lab assignments outside of class hours, encouraging active engagement. Since restructuring, retention rates have increased from 11% in 2019 to 73% in 2025, and lab participation rates have improved significantly. The Protege Program was introduced in 2021 to address knowledge retention and expertise continuity. This mentorship initiative assigns students to subsystem teams (e.g., flight software, communications, structures, etc.), each led by a senior student or graduate mentor. Team leaders provide direct mentorship, ensuring expertise is passed down as senior members graduate. The program has grown from seven students in 2019 to fifteen students in 2025, with 100% of students indicating in surveys that mentorship enhanced their confidence and ability to contribute meaningfully to projects. While these efforts have produced measurable improvements, challenges remain. Balancing classroom and lab time has been difficult for students managing heavy course loads, leading to occasional drops in engagement. Additionally, team leaders reported struggles with the added responsibility of mentoring while managing their own tasks. To address these challenges, LASSI has allowed more flexibility with student's schedules. Students can now meet with their separate groups outside of class time. These adjustments have contributed to sustained engagement and knowledge retention without overburdening participants. Results show that 88.9% of students feel that their work contributes meaningfully to real missions, and retention after the first semester of the Protégé Program being implemented has increased from 42.8% in 2021 to 73% in 2025. Students also report greater confidence in their technical and leadership skills, which better prepares them for aerospace careers. This paper provides a detailed overview of LASSI’s curriculum and mentorship programs, highlights implementation challenges, and demonstrates the broader impact of these strategies on university CubeSat mission success. The model serves as a blueprint for other academic programs seeking to improve retention, engagement, and knowledge continuity in aerospace education.
