Faber, C. J. (2018, July), Documenting the Redesign and Scaling-up of an Ill-Structured Problem  Paper presented at 2018 FYEE Conference, Glassboro, New Jersey. 10.18260/1-2--31393

\bibitem{asee_peer_31393}
  Faber, C. J. (2018, July), \emph{Documenting the Redesign and Scaling-up of an Ill-Structured Problem}
  Paper presented at 2018 FYEE Conference, Glassboro, New Jersey.
  10.18260/1-2--31393

Courtney June Faber.  "Documenting the Redesign and Scaling-up of an Ill-Structured Problem".  2018 FYEE Conference, Glassboro, New Jersey, 2018, July.  ASEE Conferences, 2018.  https://peer.asee.org/31393 Internet.  23 Apr, 2024

\bibitem{asee_peer_31393}
  Courtney June Faber.
  "Documenting the Redesign and Scaling-up of an Ill-Structured Problem".
  \emph{2018 FYEE Conference, Glassboro, New Jersey, 2018, July}.
  ASEE Conferences, 2018.
  https://peer.asee.org/31393 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_31393
author = "Courtney June Faber"
title = "Documenting the Redesign and Scaling-up of an Ill-Structured Problem"
booktitle = "2018 FYEE Conference"
year = "2018"
month = "July"
address = "Glassboro, New Jersey"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/31393}
number = {10.18260/1-2--31393}
}

TY  - CPAPER
AB  - Engineering education strives to prepare students to solve complex problems within rapidly changing, multi-disciplinary environments. One approach to address this need is to provide students with the opportunity to experience ill-structured problems throughout their undergraduate studies. The goal of this work was to redesign and scale-up an ill-structured problem within a first-year physics for engineers course with 130 students. The ill-structured problem assignment was initially piloted in the spring of 2017 with a smaller group of students. The outcomes of the pilot informed revisions to the problem and development of a robust assignment packet to scaffold students as they tackled the problem. One of our major concerns with scaling the assignment for a larger course was the ability for the instructor to assess all of the students’ work in an appropriate amount of time. As such, we looked to the problem solving literature where we identified and modified a rubric to assess each step of the problem solving process. The outcomes of this work can provide other instructors with steps, resources, and ideas about how to incorporate ill-structured problems in their classes.
AU  - Courtney June Faber
CY  - Glassboro, New Jersey
DA  - 2018/07/24
PB  - ASEE Conferences
TI  - Documenting the Redesign and Scaling-up of an Ill-Structured Problem
UR  - https://peer.asee.org/31393
DO  - 10.18260/1-2--31393
ER  -