Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Delson, University of California, San Diego

Tagged Divisions

Design in Engineering Education

.      Off  the  six  groups  in  the  class,  only  two  did  a  complete  analysis  of  the  water  balloon  drop  incorporating  both  the  physical  device  and  video  footage.    While  all  groups  tested  their  devices  and  redesigned  them  for  second  and  third  attempts,  it  was  a  little  disappointing  to  see  only  two  groups  actually  incorporate  the  video  footage  into  their  design  recursion  process.    For  instance,  the  group  “Team  Six”  used  the  video  footage  from  the  first  drop  to  see  how  the  balloon  actually  broke.    One  member  of  Team  Six,  reflected  on  this  process  saying  “the  high  speed  camera  was  extremely  useful  in  the  process  of  designing  the

Conference Session

Best of DEED

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine Goodman, University of Colorado, Boulder; Hunter Porterfield Ewen, University of Colorado, Boulder; Jiffer W Harriman Jr, University of Colorado; Jean Hertzberg, University of Colorado, Boulder

Tagged Divisions

Design in Engineering Education

” were structured to encouragestudents to reflect, respond, and share new ideas. Early topics introduced different designaesthetics and covered broad background, such as the theory of design, a historical approach todesign, or how design paralleled art in the 20th century. Other class sessions explored theaesthetic properties of styles from Romanticism and Gothic Revival to current trends like 8-bitand steampunk. Case studies from art, industrial design, architecture, music, and engineeringincluded successful designs such as the Treepodb, Philips Pavillionc, Piaggio Vespad, BoxAppetite, REMLshelff, Paipei 101g, Soccketh, Zendrumi, Oyster Pailj, London Telephone Boothk,John Deere Tractorl, and the Apple IIm.a Two of the six Flow Vis assignments

Conference Session

Multidisiplinary Student Research Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martin Fevre, Elizabethtown College; Tomas Estrada, Elizabethtown College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

-up,educational goals, challenges and opportunities. In Part II, we then move on to a closer look atthe technical design of the project. Finally, in Part III, we revisit the educational goals set out atthe outset, make a reflective assessment of the experience, and propose insights andrecommendations for instructors working with similar experiences or sets of challenges. Page 26.468.2Part I: Educational Goals, Challenges, and OpportunitiesBefore diving more deeply into reviewing the educational goals, it would be important to explorethe background of the institution and other contextual matters that scaffolded the experience.The project was

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Sánchez-Parkinson, University of Michigan ; Shanna R. Daly, University of Michigan; James Paul Holloway, University of Michigan; Amy J Conger, University of Michigan; Kathleen H. Sienko, University of Michigan; Lorelle A Meadows, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

and varying models have been developed. For example, Crismond and Adams5present a robust matrix illustrating the design learning trajectories of K-16 students. Their matrixderives from existing literature and explores nine design strategies, from “understanding thechallenge” to “reflecting on the process.” Compared to beginners, informed designers aredescribed as continual learners who work creatively and make decisions based on their skills andknowledge. Similarly, Cross10 compares the behaviors of expert and novice engineeringdesigners. For instance, when solving a problem, expert designers focus on “breadth-first Page 26.1131.3approaches

Conference Session

Entrepreneurship & Engineering Innovation Division – Design and Entrepreneurship

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mona Eskandari, Stanford University; Barbara A. Karanian A., Stanford University; Ville Mikael Taajamaa, University of Turku

Tagged Divisions

Entrepreneurship & Engineering Innovation

answer these questions when she teaches some of these methods to engineering, design, business, and law students. Her courses use active storytelling and self-reflective observation as one form to help graduate students and leaders traverse across the iterative stages of a project- from the early, inspirational stages to prototyping, to prototyping some more - and to delivery. Barbara likes to paint pictures.Mr. Ville Mikael Taajamaa, University of Turku Ville M. Taajamaa, MSc (TECH) is in his fourth year of Ph.D studies focusing on engineering education reform. The main focus in the action based research is to create a new model for global interdisciplinary engineering education: O-CDIO where emphasis is more in the

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni H. Newton, CEISMC; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Stefanie A Wind, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.844.1 c American Society for Engineering Education, 2015 High School Engineering Class: From Wood Shop to Advanced Manufacturing (Evaluation)AbstractThe maker movements, a general term for the rise of inventing, designing, and tinkering, and theaddition of engineering standards to the Next Generation Science Standards (NGSS) havespawned a major evolution in technology classes throughout the country. At Georgia Institute ofTechnology, a new curriculum attempts to bring the maker movement to high school audiencesthrough both curricular and extra-curricular channels. The curriculum is structured aroundengineering standards and learning goals that reflect design and advanced

Conference Session

Best of DEED

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Wesley Teerlink, Penn State University; Seda Yilmaz, Iowa State University; Shanna R. Daly, University of Michigan; Eli M. Silk, Rutgers, The State University of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

seek to bring about change – helps us understand the different ways in which peoplesolve problems individually and as part of a team. When team members’ cognitive styles arediverse, creating an effect known as cognitive gap, the team may experience the advantages ofapproaching problems in diverse ways, but the likelihood of conflicts and misunderstandingsincreases6.This study investigated the relationship between cognitive style and the perceptions of studentsworking in teams about their own ideation. Through the analysis of reflection surveys from 202pre-engineering, engineering, and design students participating in an ideation study, we exploredthe following questions: (1) how does working in teams impact students' perceptions of theirown

Conference Session

Aerospace Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher E Hartman, University of Maryland, Eastern Shore; Abhijit Nagchaudhuri, University of Maryland, Eastern Shore; Lei Zhang, University of Maryland, Eastern Shore; Abbas H Diab P.E., Research Assistant UMES

Tagged Divisions

Aerospace

, reflective observation,abstract conceptualization, and active experimentation framework of Kolb’s experiential learningparadigm. It is anticipated the paper will serve as a reference document for those experiencingsimilar issues with small UAV based aerial imaging efforts.Project based Interactive and Experiential LearningIn order to aid in the differentiation of learning activities Chi [1] proposed a taxonomy forclassification of active, constructive, interactive. Active learning activities have been defined asdoing something physically. Constructive learning activities include the overt actions ofhypothesis generation, explanation and elaboration, planning and prediction of outcomes, as wellas integration and synthesis of concepts. Cognitively

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Zakzewski, The University of Scranton; Mark Robert Murphy Sr., University of Scranton, Director of Sustainability; Michael Mahon Ph.D., Abington Heights School District

Tagged Divisions

Community Engagement Division

serve community interests and to developcareer awareness. Lima1 describes key components of service-learning as: service for thecommon good, academic content, reciprocity, mutual learning, and reflection. Thus, effectivelearning can be accomplished through action, interaction, and reflection.Research has shown that well-designed service-learning experiences have a positive impact onlearning and developmental outcomes for students2,3,4. Astin et al (2000) provides acomprehensive study that shows participation in service positively impacts student academicperformance, self-efficacy, leadership, choice of career, and service participation aftergraduation3. Their report indicates that the positive effects of service-learning are strongly

Conference Session

Construction Project Delivery and Control

Collection

2015 ASEE Annual Conference & Exposition

Authors

MaryEllen C. Nobe, Colorado State University; Rodolfo Valdes-Vasquez, Colorado State University

Tagged Divisions

Construction

. Interestingly,the importance of evaluation to successful management of a construction project is very similarto the importance of self-evaluation to students’ academic success, especially during their firstyear of college7.During their first year of college, students are faced with many changes that they are often notequipped to handle2. Students’ academic success often depends on how successfully and quicklythey learn to navigate these changes during their first year of college6,8. The development of self-reflections skills has been identified as a significant contributor to both their academic andprofessional success7. However, it is often assumed that students will learn these skills while incollege and that no specific instruction is needed in this

Conference Session

Student Recruitment and Retention in ET Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert J Durkin, Indiana University Purdue University, Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

Theory (ELT). Experiential learning was introduced byJohn Dewey in 1938, and later refined by Kurt Lewin and David Kolb. Dewey describedlearning as a process of participating in an activity, reflecting on that experience and later usingthe conclusions when doing other activities.3 Lewin, a social psychologist, believed that thechallenge of modern education was how to implement “concrete experience” based on Dewey’sprocess.4 Kolb unified the process in 1984 as the “Experiential Learning Cycle”, which connectsthe four actions of learning.4 Kolb’s cycle depicts experience explained by reflection, reflectioncreating new concepts, and new concepts used to plan new experiences. He refers to the cycle asconcrete experience (CE), reflective observation

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine Agnew Trevey, Marquette University; Andrea L. Gorman, Marquette University; Kristina M. Ropella, Marquette University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

first course. Results of thisqualitative assessment were analyzed using a rubric developed to measure growth in perceptionsand attitudes. In addition, students wrote reflection papers about practical leadershipexperiences during their industry internships, using the guiding principles and themes of theprogram to illustrate what they learned. Students also synthesized their observations of industryleaders after shadowing each of two C-Level leaders.Early results from assessments conducted after the first year in the program indicate students aredeveloping significant self-awareness, building life-long skills and habits that will serve themwell as they assume greater leadership responsibility. Early results also indicate the necessity ofcreating

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau P.E., Duke University; David Schaad, Duke University; Michael M Barger, Duke University; Lisa Linnenbrink-Garcia, Michigan State University

Tagged Divisions

Educational Research and Methods

how it can be represented in a particularengineering discipline (Stages 1-3). Students then learn technical skills that can be applied to areal-world data derived from that same GC (Stages 4-5). Students end by reflecting on the skillsrequired for their problem solving and the relevance of those skills to other aspects of the GC(Stage 6). More details about each stage are provided in the following sections.Stage 1: Multi-Disciplinary Overview. The course instructor provides an overview of a GCtheme, often incorporating information from outside engineering (e.g., a guest technical expertfrom another field; general-interest or political/economic assignments; an in-class debate). Thisoverview (and the interactions with students) provides the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Julie Risien, Oregon State University ; David L. Little II, Oregon State University; Christina Smith, Oregon State University; john David ivanovitch, Oregon State university

Tagged Topics

NSF Grantees Poster Session

leading STEMeducation transformation by capitalizing on and challenging organizational norms to facilitateand secure meaningful change.9,10 We intend to foster co-establishment of new routines towardsSTEM education improvement that build on and attend to the social resources within theinstitution11 by uniting those possessing pertinent pedagogical and content knowledge and skillsand those with typical administrative power via a distributed leadership model.12 Our intent is tofoster a continuously growing “choir” that can enact and sustain change through their work atvarious organizational levels and structures via emergent change strategies to create reflective

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Claudia M Walter, DiZ - Center for Teaching and Learning in Higher Education; Christian H Kautz, Hamburg University of Technology

Tagged Divisions

Educational Research and Methods

bereplaced by new and scientifically correct ones. Most importantly, learners’ naive theories needto be taken into account. Some strategies therefore begin by triggering the learners’ priorconceptions and allowing them to reflect on their thinking. Next, students are provided withcontrasting evidence to generate a contradiction to their former naïve theories. In essence, theconceptual change framework suggests inducing a cognitive conflict between an individual’sideas and contrasting evidence.Research has shown that in science such instructional strategies are effective in changingstudents’ ideas. For example, Hake6 showed that student-centered learning methods improveconceptual understanding more than traditional learning methods. In this manner

Conference Session

Exploring Graduate Student Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natascha M Trellinger, Purdue University, West Lafayette; Brook Sattler, University of Washington; Jennifer A Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

engineering education.Dr. Brook Sattler, University of Washington Dr. Sattler is a Research Scientist for the Center for Engineering Learning & Teaching (CELT) and a Multi-Campus Coordinator for the Consortium to Promote Reflection in Engineering Education (CPREE) at the University of Washington. Her research interests include understanding and promoting self-authoring engineers.Dr. Jennifer A Turns, University of Washington Page 26.1783.1 c American Society for Engineering Education, 2015 “I realized that I myself am on the path to being a pioneer”: Characterizing the

Conference Session

Microcontrollers, Programming, and Data Acquisition

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sean Patrick Kirby, University Of Maryland, Eastern Shore; Julius Omokiniovo Ejenavi, Morgan State University; Payam Matin, University of Maryland, Eastern Shore

Tagged Divisions

Mechanical Engineering

components of a SHPB. The main four components are the Striker,Incident bar (Input bar), Transmitter bar (Output bar) and Specimen. The specimen is placedbetween the incident and transmitter bar. The striker acts as a projectile applying a high impactforce on one end of the incident bar creating a compressive stress wave. The wave propagates ina uniaxial direction into the incident bar reaching the interface of the incident bar and specimen.A part of the wave reflects back as a tensile wave traveling in the incident bar while the restcontinues to propagate into the transmitter bar as a stress wave. Striker Incident bar Specimen Transmitter bar Figure 1- Schematic of Split Hopkinson Pressure Bar (SHPB

Conference Session

Communication as Performance

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lydia Wilkinson, University of Toronto

Tagged Divisions

Liberal Education/Engineering & Society

insights not only into what engineering students gain fromHumanities immersion, but also what their engineering approaches may bring to this field.BackgroundLast year, these approaches were studied more formally through a paper delivered in a science and theatrepanel at a theatre studies conference, a setting that provided insights from scholars on the other side of thescience/theatre divide. This study used Kolb’s learning styles inventory as its theoretical framework toanalyze specific behaviours and strategies found in the Representing Science on Stage classroom. Kolbclassifies learners along two basic dimensions of abstract-concrete and active-reflective learningto generate four general profiles: the converger, diverger, assilimator and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Matthew W. Ohland, Purdue University; Monica E Cardella, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

. Page 26.1141.1 c American Society for Engineering Education, 2015 Measuring the Effects of Pre-College Engineering ExperiencesAbstractThe implementation of co-curricular and extracurricular pre-college engineering programs hasexpanded dramatically in recent years. Many states now include engineering as part of theireducation standards for both students and teachers, reflecting the increasing acceptance ofengineering at the K-12 level and its potential value to students. In addition to promotingoutcomes that benefit all students regardless of career aspirations such as increased math andscience achievement and greater technological literacy, K-12 engineering programs have beenidentified as a means of

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lauren Suzanne Wallace; Floraliza Bornilla Bornasal, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

be reflected in the different types of resourcesprevalent within these “worlds.” The research described in this paper aims to deepen insight ofengineering concept representation, description, and usage in academia and practice (i.e. theworkplace).Two specific issues guided the use of roundabout design as the medium for analyzing conceptuse, representation, and description: 1) roundabouts are specific transportation design facilities emerging in use and design within the United States, and 2) the design of roundabouts served as the larger context for an ongoing case study exploring concept use, representation, and interpretation in engineering activity and interactions.The application of roundabouts as a

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Alice L. Pawley, Purdue University, West Lafayette; Nicki Wendy Sochacka, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #12492Exploring Ethical Validation as a Key Consideration in Interpretive ResearchQualityDr. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Jessica Watkins, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

only one idea; and enact design as a sequence of steps in their searchfor a solution. Our review of the literature indicates a wide range in students’ abilities toengage in engineering: in some instances, students demonstrate an “uncannycompetence” to resolve ambiguities and “exploit the open-ended situations in aproductive way,” (Roth, 1995, p. 378), while at others, they “can be unaware or unwaryof the potential for cascading complexity” (Crismond & Adams, 2012, p. 747).Our research on the Novel Engineering project reflects similar contrasts in studentengagement11, 23. For example, we have found that some students may consider multipledimensions of the design situation and develop optimal solutions for their clients17, whileothers

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, Purdue University, West Lafayette; Krystal S Corbett, Cyber Innovation Center

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

, and Shake Table Survival. Engineering Design Process This process is used to guide students through the STEM EDA curriculum Build a prototype for the design chosen in Step 4 while encouraging teamwork, critical thinking, and creativity. and utilize the iterative nature of design. Test the prototype on the shake table and evaluate its performance. Reflect on the performance of the prototype and suggest improvements and redesigns of the

Conference Session

Curriculum Exchange

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Elissa C Milto, Tufts Center for Engineering Education and Outreach

Tagged Divisions

K-12 & Pre-College Engineering

other 21 Century Skills. • It meets common core and next generation science standards.More information and resources for implementation can be found at novelengineering.org. Page 26.1097.2 This project is funded by the National Science Foundation DRK-12 program, grant # DRL-1020243. Any opinion, findings,conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Conference Session

Civil Engineering Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey C. Evans P.E., Bucknell University; Michelle Oswald Beiler P.E., Bucknell University

Tagged Divisions

Civil Engineering

. Page 26.865.4 Figure 2: Integration of Humanities and Social Sciences into BOK and CEPCHumanities and Social Science in ABETInterestingly, the ABET9 General Criteria for the 1999-2000 accreditations cycle provided astatement about the curriculum (I.C.3.d (2)) which included the following:I.C.3.d. (2) Humanities and Social SciencesI.C.3.d.(2) (a) Studies in the humanities and social sciences serve not only to meet the objectivesof a broad education but also to meet the objectives of the engineering profession. Therefore,studies in the humanities and social sciences must be planned to reflect a rationale or fulfill anobjective appropriate to the engineering profession and the institution’s educational objectives.In the interests of making

Conference Session

Learning Through Service

Collection

2015 ASEE Annual Conference & Exposition

Authors

William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Katherine Schmotzer; Ana Paula Valenca, Purdue EPICS

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

technical and club advisors forthe EWB-USA. The local club already had professional mentors who travelled in-country theprevious summer on an assessment trip with a team of students. These mentors continued withthe class and supported the faculty for EPICS who was an added advisor and managed the courseand assessments along with a graduate teaching assistant. He was also added as an advisor for theclub to keep him informed about activities and also to make it easier on the student members toobtain required signatures within the university system. A second club advisor was kept from theprogram that had overseen EWB-USA previously and still had responsibility for the organization.This shared ownership has worked well.Student Reflections and

Conference Session

Teaching & Learning in Graduate Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Quintana M. Clark, Purdue University, West Lafayette Indiana; James L. Mohler, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

,internalize, and retain new and difficult information”10. The VARK Questionnaire Flemingmodel (2001) is a sensory model and is an extension of the neuro-linguistic model10.The Kolb Experiential Learning Theory model (ELT) defines learning as “the process wherebyknowledge is created through the transformation of experience”8. Kolb Experiential LearningTheory (ELT) reflects and extends the theories of notable 20th century scholars: “John Dewey,Kurt Lewin, Jean, Piaget, William James, Carl Jung, Paulo Freire, Carl Rogers, and others”8.These scholars developed their theories of learning and development with respect to learningstyles with an emphasis on personal experience8. From the theories of these scholars, a wholemodel of ELT was developed8.The

Conference Session

Civil Engineering Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kelly Brumbelow, Texas A&M University; Debra A. Fowler, Texas A&M University; James R. Morgan, Texas A&M University; Whitney L. Anthony, Zachry Department of Civil Engineering, Texas A&M University

Tagged Divisions

Civil Engineering

and growth through curriculum design and redesign, professional development of graduate students related to teaching and the influence of reflection and creation of eportfolios on student connections to learning and employment.Dr. James R. Morgan, Texas A&M University Jim Morgan is the father of two daughters and the spouse of an engineer. He has been at Texas A&M for 30 years, currently serving as an associate professor of civil engineering. Jim has been active in the fresh- man engineering program at A&M for nearly 20 years; was an active participant in the NSF Foundation Coalition from 1993 to 2003; also has received funding for his engineering education research from the Department of Education

Conference Session

Multidisciplinary Approaches to Sustainability and Grand Challenges

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard M. Goff, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

, carrying auseful load of at least four bags of groceries, and use the least amount of energy possible. Theperformance and fuel economy of the motorcycle was evaluated before and after streamlining.Examining data from several Vetter Challenges, dramatic improvement in the fuel economy ofmotorcycles after being streamlined is demonstrated. In parallel with the student team’s technicalresearch, their individual reflections before, during, and after the project were formally gatheredand analyzed. In this paper, the results of the Vetter Challenge competition are discussed alongwith students’ experience and reflections. Ongoing next steps and a pathway to implement thisresearch at other schools are revealed.Background & Introduction

Conference Session

Communication Across the Divisions III: Writing as Social–Technical Integration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tatiana Teslenko, University of British Columbia, Vancouver

Tagged Divisions

Computing & Information Technology, Liberal Education/Engineering & Society

American Society for Engineering Education, 2015 Focus on Social Learning in a First-Year Technical Writing Class: a Canadian Case-Study The University of British Columbia, CanadaAbstract: Incorporation of writing assignments into the first-year curriculum is a keyopportunity for engineering educators. The topics of sustainable consumption and design,environmental issues and global engineering were introduced into a first-year engineeringcommunication course in the Faculty of Applied Science at the University of British Columbia,Vancouver. This successful initiative was further expanded to include writing reflection papers,proposals and research reports on community service learning