Special session: Model eliciting activities - Instructor perspectives

Ronald Miller; Tamara Moore; Brian Self; Andrew Kean; Gillian Roehrig; Jack Patzer

Special session: Model eliciting activities - Instructor perspectives

Ronald Miller, Tamara Moore, Brian Self, Andrew Kean, Gillian Roehrig, Jack Patzer

Curriculum and Instruction

Research output: Contribution to journal › Conference article › peer-review

Abstract

As part of a larger NSF-funded project to develop Model-Eliciting Activities (MEAs) in engineering courses (MEDIA), the authors of this paper have piloted selected MEAs in their courses. This paper will describe their experiences within the context of available student learning data. An MEA is designed to present student teams with a realistic, thought provoking scenario that requires the development of a generalized mathematical model. A well-designed MEA is built around a main concept that the instructor wants students either to discover and/or better understand. Data from these experiments can be used to determine the value added for students completing MEAs compared with other types of problem-solving activities including problem-based learning exercises. Using an MEA also causes documented, positive change in the faculty members themselves.

Original language	English (US)
Journal	ASEE Annual Conference and Exposition, Conference Proceedings
State	Published - 2010
Event	2010 ASEE Annual Conference and Exposition - Louisville, KY, United States Duration: Jun 20 2010 → Jun 23 2010

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title = "Special session: Model eliciting activities - Instructor perspectives",

abstract = "As part of a larger NSF-funded project to develop Model-Eliciting Activities (MEAs) in engineering courses (MEDIA), the authors of this paper have piloted selected MEAs in their courses. This paper will describe their experiences within the context of available student learning data. An MEA is designed to present student teams with a realistic, thought provoking scenario that requires the development of a generalized mathematical model. A well-designed MEA is built around a main concept that the instructor wants students either to discover and/or better understand. Data from these experiments can be used to determine the value added for students completing MEAs compared with other types of problem-solving activities including problem-based learning exercises. Using an MEA also causes documented, positive change in the faculty members themselves.",

author = "Ronald Miller and Tamara Moore and Brian Self and Andrew Kean and Gillian Roehrig and Jack Patzer",

year = "2010",

language = "English (US)",

journal = "ASEE Annual Conference and Exposition, Conference Proceedings",

issn = "2153-5965",

publisher = "American Society for Engineering Education",

note = "2010 ASEE Annual Conference and Exposition ; Conference date: 20-06-2010 Through 23-06-2010",

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TY - JOUR

T1 - Special session

T2 - 2010 ASEE Annual Conference and Exposition

AU - Miller, Ronald

AU - Moore, Tamara

AU - Self, Brian

AU - Kean, Andrew

AU - Roehrig, Gillian

AU - Patzer, Jack

PY - 2010

Y1 - 2010

N2 - As part of a larger NSF-funded project to develop Model-Eliciting Activities (MEAs) in engineering courses (MEDIA), the authors of this paper have piloted selected MEAs in their courses. This paper will describe their experiences within the context of available student learning data. An MEA is designed to present student teams with a realistic, thought provoking scenario that requires the development of a generalized mathematical model. A well-designed MEA is built around a main concept that the instructor wants students either to discover and/or better understand. Data from these experiments can be used to determine the value added for students completing MEAs compared with other types of problem-solving activities including problem-based learning exercises. Using an MEA also causes documented, positive change in the faculty members themselves.

AB - As part of a larger NSF-funded project to develop Model-Eliciting Activities (MEAs) in engineering courses (MEDIA), the authors of this paper have piloted selected MEAs in their courses. This paper will describe their experiences within the context of available student learning data. An MEA is designed to present student teams with a realistic, thought provoking scenario that requires the development of a generalized mathematical model. A well-designed MEA is built around a main concept that the instructor wants students either to discover and/or better understand. Data from these experiments can be used to determine the value added for students completing MEAs compared with other types of problem-solving activities including problem-based learning exercises. Using an MEA also causes documented, positive change in the faculty members themselves.

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M3 - Conference article

AN - SCOPUS:85029067768

SN - 2153-5965

JO - ASEE Annual Conference and Exposition, Conference Proceedings

JF - ASEE Annual Conference and Exposition, Conference Proceedings

Y2 - 20 June 2010 through 23 June 2010

ER -

Special session: Model eliciting activities - Instructor perspectives

Abstract

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