This paper describes the development and assessment of a sophomore-level, aero-thermodynamics class structured to meet the needs of both the Department of Aeronautics and Department of Astronautics at the United States Air Force Academy. The course was developed following ABET EC2000 guidelines. Because of the large core class requirement placed on students at the USAF Academy, this single course was developed as an alternative to students taking traditional separate thermodynamics and gas dynamics courses. Benefits and tradeoffs of this approach are presented. The general philosophy in developing the course was to provide solid foundations in thermodynamics and compressible gas dynamics while motivating and inspiring students to their chosen engineering profession. To that end, the course is loaded with practical applications and hands-on laboratories. Engineering rigor was maintained by inclusion of an unsteady, three-dimensional control volume formulation of the governing equations, emphasizing assumptions and their implications, and enforcing engineering analysis methods. Quantitative assessment of specific performance criteria demonstrates achievement of educational outcomes. Student course critique scores provided additional quantitative data. Finally, an initial assessment of course impact on two different undergraduate propulsion classes demonstrates the intended result — improved understanding of fundamentals allowing for expanded coverage in other areas. In short, the propulsion tracks in both departments appear to be improved.

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