Besterfield-Sacre, M. E., & Self, B. P., & Shuman, L. J., & Christ, J. A., & Miller, R. L., & Moore, T. J. (2012, June), Models and Modeling in Upper Division Classrooms: Impacting Conceptual Understanding and the Professional Skills  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21703

\bibitem{asee_peer_21703}
  Besterfield-Sacre, M. E., \& Self, B. P., \& Shuman, L. J., \& Christ, J. A., \& Miller, R. L., \& Moore, T. J. (2012, June), \emph{Models and Modeling in Upper Division Classrooms: Impacting Conceptual Understanding and the Professional Skills}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21703

Mary E. Besterfield-Sacre, Brian P. Self, Larry J. Shuman, John Anthony Christ, Ronald L. Miller, and Tamara J. Moore.  "Models and Modeling in Upper Division Classrooms: Impacting Conceptual Understanding and the Professional Skills".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21703 Internet.  25 Apr, 2024

\bibitem{asee_peer_21703}
  Mary E. Besterfield-Sacre, Brian P. Self, Larry J. Shuman, John Anthony Christ, Ronald L. Miller, and Tamara J. Moore.
  "Models and Modeling in Upper Division Classrooms: Impacting Conceptual Understanding and the Professional Skills".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21703 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_21703
author = "Mary E. Besterfield-Sacre, Brian P. Self, Larry J. Shuman, John Anthony Christ, Ronald L. Miller, and Tamara J. Moore"
title = "Models and Modeling in Upper Division Classrooms: Impacting Conceptual Understanding and the Professional Skills"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21703}
number = {10.18260/1-2--21703}
}

TY  - CPAPER
AB  -   Models and Modeling in Upper Division Classrooms: Impacting Conceptual Understanding                               and the Professional SkillsFollowing their development by K12 mathematics educators, MEAs were first introduced intofreshmen engineering. This paper describes the migration of the MEA construct from freshmanengineering into upper division engineering courses, specifically: chemical, civil, electrical, in-dustrial, and mechanical engineering fields. During this migration, the MEA construct was ex-panded to introduce laboratory, conceptual and ethical components. In doing so, students areforced to confront and repair certain misconceptions acquired at earlier stages of their educa-tion, to utilize laboratory experiments to gather additional data, and to recognize and then re-solve ethical issues. The use of open-ended MEAs has also occasionally elicited modeling mis-conceptions that had not been identified by the research team. Concomitantly, MEAs were in-itially intended to expand students’ understanding of particular mathematics and engineeringconcepts; however, we have learned through development, implementation, and testing thatMEAs are actually an effective way to influence and assess students’ acquisition of several pro-fessional skills including: problem solving, teamwork, ethical understanding, and communica-tions. Hence, much of the work we have done has been to focus on models and modeling as anintegrating approach for learning particular professional skills within the undergraduate curricu-lum. By extending the MEA construct to ethical and laboratory domains, student teams mustalso integrate prior knowledge and concepts in order to solve the problem at hand.
AU  - Mary E. Besterfield-Sacre
AU  - Brian P. Self
AU  - Larry J. Shuman
AU  - John Anthony Christ
AU  - Ronald L. Miller
AU  - Tamara J. Moore
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Models and Modeling in Upper Division Classrooms: Impacting Conceptual Understanding and the Professional Skills
UR  - https://peer.asee.org/21703
DO  - 10.18260/1-2--21703
ER  -