Evaluating the design of a course in mathematical modelling and problem solving

Paper in proceeding, 2016

Mathematical modelling and problem solving constitute central aspects of everyday engineering work.
But how can we design courses that help students develop these key skills? In this paper we describe
the design and evaluation of an inquiry-based course in mathematical modelling and problem solving
for second-year engineering students. The course was evaluated using a qualitative research approach
based on reflective reports submitted by the students at the end of the course. The students report a
significant development in their mathematical modelling and problem solving skills, including
metacognitive skills, and their belief system. The authentic learning environment contributed to these
learning outcomes. The problems in conjunction with several other aspects of the course created this
authentic environment. We discuss a framework for designing authentic learning environments and its
significance for engineering education.