Applying Project-based Learning with an Emphasis on Engineering Communication for First-Year Students

David Alan Degenhardt; Brian S. Woodard

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Conference: 2019 ASEE Annual Conference & Exposition
Location: Tampa, Florida
Publication Date: June 15, 2019
Start Date: June 15, 2019
End Date: June 19, 2019
Conference Session: First-Year Programs: Professional Skill Development
Tagged Division: First-Year Programs
Page Count: 14
DOI: 10.18260/1-2--32100
Permanent URL: https://peer.asee.org/32100
Download Count: 423

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Paper Authors

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David Alan Degenhardt University of Illinois, Urbana-Champaign

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David Degenhardt is currently pursuing a master's degree in aerospace engineering at the University of Illinois. His work focuses on improving introduction-level classes for aerospace students. In August 2018 he was awarded the Aerospace Engineering Graduate Teaching Assistant Fellowship by the Department of Aerospace Engineering at the University of Illinois, under the supervision of Dr. Brian Woodard.

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Brian S. Woodard University of Illinois, Urbana-Champaign

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Dr. Woodard received his Ph.D. in Aerospace Engineering from the University of Illinois at Urbana-Champaign in 2011. His Aerospace research interests currently focus on the effects of icing on the aerodynamics of swept-wing aircraft. In engineering education, he is also interested in project-based learning and spatial visualization. He teaches courses at the University of Illinois where he serves as the Director of Undergraduate Programs for the Department of Aerospace Engineering.

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Abstract

This complete evidence-based paper summarizes work performed to modify and improve AE 100, an introductory course in the Department of Aerospace Engineering at the University of Illinois Urbana-Champaign. This project was motivated by the desire to redesign the class around project-based learning, which research has shown improves learning outcomes for students. Additional changes were identified to improve education in engineering presentation and technical writing skills. This freshmen-level course has been offered for more than a decade, although it has traditionally been used to introduce only a few specific concepts in aerospace engineering. Previously, freshmen were made to choose between two versions of this course, one focused on aeronautical engineering and the other on astronautical engineering. This project aimed to unite the two subjects and introduce a goal-oriented design project for each subject: a model rocket and a hand-thrown glider. Both projects featured a final report designed to emphasize different communication skills. The model rocket project required students to submit a narrated video presentation that included video of their rocket’s flight, analysis of their trajectory, and various images and videos collected during the design and construction phases of the project. For the glider project, the student teams were required to submit a written technical report detailing design decisions, construction, and flight performance. Prior to the changes, students wrote similar written reports which the authors deemed generally unimpressive, so the structure of the class was changed to address this deficiency. Students now submit two individual written assignments prior to the final technical report, which are returned with inline feedback from the instructor. Additionally, students are assigned to blind peer review reports from classmates. Evidence has been collected to compare similar final reports between offerings of the course, and evaluations show a drastic improvement in the quality of the final reports with these additional writing assignments and feedback as part of the course. Surveys are taken at the beginning and end of the semester to assess student perceptions of their skills in several areas. The results of these surveys are compiled and presented in this paper, and show broad improvement across a variety of subjects. The introduction of project-based learning with an emphasis on engineering communication skills in AE 100 has improved the experience of the students in the Aerospace Engineering Department at the University of Illinois.

Citation
Format

Degenhardt, D. A., & Woodard, B. S. (2019, June), Applying Project-based Learning with an Emphasis on Engineering Communication for First-Year Students Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32100

TY  - CPAPER
AB  - This complete evidence-based paper summarizes work performed to modify and improve AE 100, an introductory course in the Department of Aerospace Engineering at the University of Illinois Urbana-Champaign. This project was motivated by the desire to redesign the class around project-based learning, which research has shown improves learning outcomes for students. Additional changes were identified to improve education in engineering presentation and technical writing skills. This freshmen-level course has been offered for more than a decade, although it has traditionally been used to introduce only a few specific concepts in aerospace engineering. Previously, freshmen were made to choose between two versions of this course, one focused on aeronautical engineering and the other on astronautical engineering. This project aimed to unite the two subjects and introduce a goal-oriented design project for each subject: a model rocket and a hand-thrown glider. Both projects featured a final report designed to emphasize different communication skills. The model rocket project required students to submit a narrated video presentation that included video of their rocket’s flight, analysis of their trajectory, and various images and videos collected during the design and construction phases of the project. For the glider project, the student teams were required to submit a written technical report detailing design decisions, construction, and flight performance. Prior to the changes, students wrote similar written reports which the authors deemed generally unimpressive, so the structure of the class was changed to address this deficiency. Students now submit two individual written assignments prior to the final technical report, which are returned with inline feedback from the instructor. Additionally, students are assigned to blind peer review reports from classmates. Evidence has been collected to compare similar final reports between offerings of the course, and evaluations show a drastic improvement in the quality of the final reports with these additional writing assignments and feedback as part of the course. Surveys are taken at the beginning and end of the semester to assess student perceptions of their skills in several areas. The results of these surveys are compiled and presented in this paper, and show broad improvement across a variety of subjects. The introduction of project-based learning with an emphasis on engineering communication skills in AE 100 has improved the experience of the students in the Aerospace Engineering Department at the University of Illinois.
AU  - David Alan Degenhardt
AU  - Brian S. Woodard
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Applying Project-based Learning with an Emphasis on Engineering Communication for First-Year Students
UR  - https://peer.asee.org/32100
DO  - 10.18260/1-2--32100
ER  -