In-depth use of modeling in engineering coursework to enhance problem solving

Abstract

There has been recent interest among engineering educators in the use of models and modeling as a means to promote vertical skills integration and problem solving within undergraduate engineering curriculums. We have extended the MEA (Model Eliciting Activities) construct to upper division engineering courses, reformulated the resultant exercises as MIAs (Model Integrating Activities). These were introduced as part of a pilot course focused on enhancing problem solving abilities for junior and senior level industrial engineering students. The course focused on developing systems thinking in order to solve unstructured problems, some of which incorporated global and ethical considerations. The course challenged students to practice various behavioral and professional skills, including ad-hoc teaming, written and verbal communication, revision and refinement of group work, and reflection. We learned valuable lessons from this unique, non-traditional class, which serves as a lead-in to an upcoming four-year research effort by six institutions to expand the application of MEAs to five engineering disciplines. One important lesson learned was the potential of a well-constructed MIA to uncover subject-area misconceptions held by students. We discuss this, other lessons learned, and challenges identified that should be addressed to better achieve our pedagogical objectives. This chapter discusses our experiences with this unique engineering course. © 2010 Springer Science+Business Media B.V.