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Abstract
Transforming an observable phenomenon into a tractable model is a challenging process, from determining the appropriate modeling scale to making realistic simplifying assumptions. However, many modeling texts are anchored around problems that have already been synthesized into a digestible format, which inhibits an opportunity to engage students in the decision-making process that leads to a model's design. In this paper, I discuss course elements that provide opportunities for students to participate in the early stages of a model's construction. These include open-ended projects and deconstructed textbook problems, which I explore within the context of an applied mathematical modeling seminar that emphasizes models from the life sciences.
ACKNOWLEDGEMENTS
The author would like to thank Justin Dunmyre, Nick Fortune, and Csilla Szabo for their feedback on drafts of the paper, Marta Brunner for her assistance with questions regarding appropriate citation practices, and Rachel Roe- Dale for her encouragement and support.
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Notes on contributors
Lucy S. Oremland
Lucy Oremland is an assistant professor at Skidmore College. She received her Ph.D. from the University of Pittsburgh and completed her postdoctoral fellowship at the Mathematical Biosciences Institute at The Ohio State University. Lucy's research focuses on mathematical models of biological systems. She is passionate about providing active learning experiences and incorporating life sciences in her classroom.