Bursic, K. M., & Shuman, L. J., & Besterfield-Sacre, M. (2011, June), Improving Student Attainment of ABET Outcomes Using Model-Eliciting Activities (MEAs)  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18117

\bibitem{asee_peer_18117}
  Bursic, K. M., \& Shuman, L. J., \& Besterfield-Sacre, M. (2011, June), \emph{Improving Student Attainment of ABET Outcomes Using Model-Eliciting Activities (MEAs)}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18117

Karen M. Bursic, Larry J. Shuman, and Mary Besterfield-Sacre.  "Improving Student Attainment of ABET Outcomes Using Model-Eliciting Activities (MEAs)".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18117 Internet.  29 Jun, 2024

\bibitem{asee_peer_18117}
  Karen M. Bursic, Larry J. Shuman, and Mary Besterfield-Sacre.
  "Improving Student Attainment of ABET Outcomes Using Model-Eliciting Activities (MEAs)".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18117 Internet.  29 Jun, 2024

@INPROCEEDINGS{asee_peer_18117
author = "Karen M. Bursic, Larry J. Shuman, and Mary Besterfield-Sacre"
title = "Improving Student Attainment of ABET Outcomes Using Model-Eliciting Activities (MEAs)"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18117}
number = {10.18260/1-2--18117}
}

TY  - CPAPER
AB  -         Improving Student Attainment of ABET Outcomes Using Model-                         Eliciting Activities (MEAs)Model-Eliciting Activities (MEAs) are a proven educational methodology for presentingcomplex, realistic, open-ended problems to students. However, the methodology can also beused for classroom assessment. MEAs were originally developed by mathematics educationresearchers but have recently seen increased use in engineering curricula. These posed, realisticscenarios require the student team to provide a generalizable model as a solution. While researchhas demonstrated that they improve student problem solving and modeling skills as well asincrease their understanding of course concepts, we have identified additional benefits of wellconstructed MEAs in the engineering classroom. In particular, they can be used to improvestudents’ knowledge and understanding of important professional skills including professionaland ethical responsibility, understanding the impact of engineering solutions in a global andsocietal context, communication, as well as teamwork. Several experiments were conducted inindustrial engineering courses in which students in sections using MEAs were compared toparallel sections in which MEAs were not used. A series of assessments were performedincluding pre and post concept tests and student course evaluations. Analysis was also doneusing student reflections recorded after completing MEAs. Students’ in sections of the coursesthat used MEAs rated their knowledge and understanding of these professional skills higher thanstudents in sections that did not use the MEAs. We suggest that engineering should seriouslyconsider using MEAs as a tool to improve both student learning and the attainment of a numberof ABET outcomes as well as a means for assessing that attainment. This should proveespecially helpful in those areas where previous assessments may have shown weaknesses orinadequate attainment.
AU  - Karen M. Bursic
AU  - Larry J. Shuman
AU  - Mary Besterfield-Sacre
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Improving Student Attainment of ABET Outcomes Using Model-Eliciting Activities (MEAs)
UR  - https://peer.asee.org/18117
DO  - 10.18260/1-2--18117
ER  -