Collaborative Research: Impact of Model-Eliciting Activities on Engineering Teaching and Learning

工程-其他（59）这是一个合作项目，涉及加州理工州立大学、科罗拉多矿业学院、普渡大学、美国空军学院、匹兹堡大学、明尼苏达大学双城分校。 它是建立在和扩展模型引出活动（MEA），在数学教育研究中开发的一种行之有效的方法，最近引入工程教育。多边环境协定使用开放式的案例研究来模拟真实的，真实世界的问题，学生的小团队地址。本研究设计了MEA，旨在观察学生问题解决能力的发展和数学认知的发展。然而，它已越来越多地被记录为一种方法，以帮助学生成为更好的问题解决者，以及一种工具，以帮助教师和研究人员更好地设计情况，让学习者在生产性的数学思维。研究人员正在从数学教育的理论框架和一系列NSF资助的研究中获得研究成果，并为解决工程教育中的关键目标创建一种战略性，可扩展的方法。这些目标包括培养解决问题和创造力方面的有效、可转移的能力;更有效地学习和保留重要概念;更有效地查明误解和培养积极的道德框架。他们还在研究和扩展一套在最近的MEA研究中开发和测试的评估方法。 其具体目标是：（1）扩展MEA方法和应用，（2）研究学生的问题解决策略，并将MEA的使用扩展到本科生推理和解决问题的特定方面，（3）确定一年级工程专业学生解决MEA的解决途径，（4）执行全面的传播和灌输努力，以及（5）为本科教育中的模型和建模制定一个全面的研究议程。特别是，他们正在深化实施多边环境协定和相关的学生和教师的评估在本科课程在六个合作机构;扩大图书馆的可用多边环境协定，以不同的工程学科;和扩大多边环境协定的方法，误解，创新和道德决策在工程。 他们通过会议上的论文和已发表的期刊、通过链接到NSDL的CD和网络格式、通过针对工程教育工作者和K-12教师的许多研讨会以及通过针对学前教育工作者的特别计划来传播他们的材料和成果。几个参与机构的教师。 由一名外部独立评价员领导的评价工作正在监测所有五项目标的进展情况。 更广泛的影响包括材料和结果的传播，为其他教师，K-12教师推广研讨会，以及这种参与的方法对来自代表性不足的人口的学生的积极影响。

Engineering - Other (59)This is a collaborative project involving California Polytechnic State University, Colorado School of Mines, Purdue University, United States Air Force Academy, University of Pittsburgh, University of Minnesota-Twin Cities. It is building upon and extending model-eliciting activities (MEAs), a proven methodology developed in mathematics education research and recently introduced to engineering education. MEAs use open-ended case studies to simulate authentic, real-world problems that small teams of students address. MEA were developed to observe the development of student problem-solving competencies and the growth of mathematical cognition. However, it has been increasingly documented as a methodology to help students become better problem solvers, as well as a tool to help both instructors and researchers better design situations to engage learners in productive mathematical thinking. The investigators are taking the theoretical framework from mathematics education and research results from a series of NSF funded studies and creating a strategic, scalable approach for addressing crucial goals in engineering education. These goals include developing effective, transferable competencies in problem-solving and creativity; more effectively learning and retaining important concepts; and more effectively identifying misconceptions and nurturing positive ethical frameworks. They also are investigating and extending a suite of assessment approaches that have been developed and tested in recent MEA research. Their specific objectives are: (1) to expand the MEA methodology and application, (2) to study students' problem solving strategies and extend the use of MEAs to specific aspects of undergraduate reasoning and problem-solving, (3) to determine solution paths first-year engineering students use in solving MEAs, (4) to execute a comprehensive dissemination and infusion effort, and (5) to develop a comprehensive research agenda for models and modeling in undergraduate education. In particular, they are deepening the implementation of MEAs and related student and faculty assessment in undergraduate curriculum across the six partner institutions; broadening the libraries of usable MEAs to different engineering disciplines; and extending the MEA approach to misconceptions, innovation, and ethical decision-making in engineering. They are disseminating their material and results through papers at conferences and in achieved journals, through CD and web formats with links to the NSDL, through a number of workshops for both engineering educators and K-12 teachers, and through special programs for pre-service teachers at several participating institutions. The evaluation effort, which is led by an outside independent evaluator, is monitoring progress on all five objectives. Broader impacts include the dissemination of the materials and results, the workshops for other faculty, the K-12 teacher outreach, and the positive effects of this engaging approach on students from underrepresented populations.