Special session: Next generation problem-solving: Results to date - Models and modeling using meas

Abstract

This paper presents results from a series of learning experiments conducted across a seven university (California Poly San Luis Obispo, Colorado School of Mines, Minnesota, Pepperdine, Pittsburgh, Purdue and the US Air Force Academy) colloborative research effort focused on models and modeling. In particular, the collaborative effort has developed, implemented, and rigorously tested the model eliciting activity (MEA) construct as an innovative tool to improve student learning in undergraduate engineering education. This work has extended the MEA construct originally developed by mathematics education researchers to various areas of engineering including bioengineering, chemical engineering, electrical engineering, environmental engineering, industrial engineering and mechanical engineering. In doing this we have specifically designed three MEA extensions to: Identify and repair misconceptions; Introduce ethical dilemmas of the workplace; and Require laboratory experimentation in order to develop more robust models. Examples of each category will be presented. When applied at the upper undergraduate level, MEAs require students to integrate previously learned concepts into their new understanding. We have been testing MEA effectiveness through a series of experiments that attempt to measure improved conceptual learning. Results to date suggest that MEAs do, in fact, provide engineering educators with at least two benefits: (i) improved conceptual understanding by the students and (ii) a mechanism for assessing student problem solving and modeling processes. A well constructed MEA, properly implemented, can inform educators concerning students' achievements of the large majority of ABET 3a-k out-comes, including professional skills. This is the fourth paper in a special models and modeling session. The paper summarizes the various MEAs that we have developed, the experiments that we have conducted, the assessment instruments that we have used, and results to date. In doing this, we provide engineering educators with a series of both proven MEAs and assessment tools that can be implemented in the classroom. © American Society for Engineering Education, 2010.