A framework for posing open-ended engineering problems:model-eliciting activities

H.A. Diefes-Dux, amp, amp, amp, D. Follman, 34 ASEE/IEEE Frontiers in Education Conference

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From Abstract: Integrating more engineering contexts,
introducing advanced engineering topics, addressing
multiple ABET Criteria, and serving under-represented
student populations in foundation engineering courses are
some of the opportunities realized by the use of a new
framework for developing real-world client-driven
problems. These problems are called Model-Eliciting
Activities (MEAs), and they are based on the models and
modeling perspective developed in mathematics education.
Through a NSF-HRD Gender Equity Project that has
funded the development, use, and study of MEAs in
undergraduate engineering courses for increasing women's
interest in engineering, we have found that the MEA
framework fosters significant change in the way
engineering faculty think about their teaching and their
students. In this paper, we will present the six principles
that guide the development of an MEA, detail our
motivation for using the MEA framework to construct
open-ended problems, and discuss the opportunities and
challenges to creating, implementing, and assessing MEAs.

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Subject: Economics
Resource Type: Pedagogic Resources:Overview/Summary