Shuman, L. J., & Besterfield-Sacre, M. E., & Yildirim, T. P., & Bursic, K. M., & Vidic, N. (2011, June), CCLI: Model Eliciting Activities: Experiments and Mixed Methods to Assess Student Learning  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17595

\bibitem{asee_peer_17595}
  Shuman, L. J., \& Besterfield-Sacre, M. E., \& Yildirim, T. P., \& Bursic, K. M., \& Vidic, N. (2011, June), \emph{CCLI: Model Eliciting Activities: Experiments and Mixed Methods to Assess Student Learning}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--17595

Larry J. Shuman, Mary E. Besterfield-Sacre, Tuba Pinar Yildirim, Karen M. Bursic, and Natasa Vidic.  "CCLI: Model Eliciting Activities: Experiments and Mixed Methods to Assess Student Learning".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17595 Internet.  11 Feb, 2025

\bibitem{asee_peer_17595}
  Larry J. Shuman, Mary E. Besterfield-Sacre, Tuba Pinar Yildirim, Karen M. Bursic, and Natasa Vidic.
  "CCLI: Model Eliciting Activities: Experiments and Mixed Methods to Assess Student Learning".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17595 Internet.  11 Feb, 2025

@INPROCEEDINGS{asee_peer_17595
author = "Larry J. Shuman, Mary E. Besterfield-Sacre, Tuba Pinar Yildirim, Karen M. Bursic, and Natasa Vidic"
title = "CCLI: Model Eliciting Activities: Experiments and Mixed Methods to Assess Student Learning"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17595}
number = {10.18260/1-2--17595}
}

TY  - CPAPER
AB  -                   CCLI: MODEL ELICITING ACTIVITIES:     EXPERIMENTS AND MIXED METHODS TO ASSESS STUDENT LEARNINGAs part of a seven university CCLI Type 3 collaborative effort focused on models and modeling,we have extended the model eliciting activity (MEA) construct to upper division engineeringprograms. Originally developed and validated by mathematics education researchers, MEAswere found to have significant value as an educational tool. Hence, our overall goal has been touse this construct as a means for enhancing engineering students’ problem solving and modelingskills as well as their conceptual understanding of certain engineering topics. Specifically, wehave pursued two main research avenues: MEAs as teaching tools and MEA as learningassessment tools. This paper summarizes our results for these two research thrusts as we enterour fourth project year.In using MEAs as a teaching tool – we have focused on three main activities:    Development of effective MEAs: We have created a series of over 20 MEAs for upper level    students that target students’ problem solving skills and conceptual learning. In doing this    we have found that MEAs also enhance such important professional skills as communication,    teamwork, and ethical understanding.    Implementation of MEAs: We have introduced and rigorously assessed our MEAs in    classroom settings as a means to further understand students’ problem solving, modeling and    teamwork processes.    Enhancing the learning benefits of MEAs: Our consortium has added new conceptual    dimensions to MEAs to further enhance student learning. In particular, we have introduced    an ethical dimension as a means for improving students’ ability to recognize and resolve    those types of ethical dilemmas that arise in the engineering workplace.In using MEAs as a learning tool - we have focused on two additional activities:    Assessing the effectiveness of MEAs in various dimensions including improving conceptual    learning and problem solving: We have developed a series of assessment instruments to    better understand and measure the educational benefits of using MEAs. Specifically, we are    triangulating across three assessment instruments, two of which we developed: (1) pre- and    post- concept inventories to assess gain, (2) an online reflection tool to assess process, and    (3) a grading rubric to assess the resultant artifact (general model and specific solution). We    have also developed an instrument to measure students’ self-efficacy scale related to their    modeling skills.    Assessing the MEA motivated problem solving process: Through the use of various data    collection tools, including PDAs and wikis, in combination with the mentioned assessment    instruments, we are identifying the various problem solving processes used by the student    teams, as well as the range of problems that can be addressed, to determine how effective the    various processes are relative to improved conceptual understanding.This paper summarizes our achievements in each of these five activities. Particular emphasis isplaced on our mixed measurements for student learning and achievement, and a discussion of therelative conceptual gain for a series of MEA experiments, including those where a comparisongroup was available.
AU  - Larry J. Shuman
AU  - Mary E. Besterfield-Sacre
AU  - Tuba Pinar Yildirim
AU  - Karen M. Bursic
AU  - Natasa Vidic
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - CCLI: Model Eliciting Activities: Experiments and Mixed Methods to Assess Student Learning
UR  - https://peer.asee.org/17595
DO  - 10.18260/1-2--17595
ER  -