The underlying science/engineering of the solution is identified and
A thorough explanation of how the solution addresses the wicked
problem and an analysis of possible barriers to implementing each
solution (eg., cultural, economic, etc) is identified and described
An evidence-based decision of which solution is optimum, based
on prioritized criteria, analysis of the strengths and weaknesses of
each solution, and barriers to overcome is identified and described
A description of which parts of the problem are not fully corrected
even if the solution is implemented is identified and described
The final product of many students surpassed the hopes of teachers and
during moderation of grades we found our team captivated by the work
we evaluated. The two students highlighted in the paper produced very
different final products that demonstrate the individual nature of this project
that can be found at: http://bit.ly/2iQL1rc and http://bit.ly/2i5OhQP. In our
second run through of this project, our largest modification will be adding in
specialists from the community to aid students during day 5 and 6.
“Environmental Crisis – Why integrating architecture to its surroundings
...”. (2013, May 12). Retrieved from Wordpress: <https://ipreca.wordpress.
Catherine Hill, P. C. (2010). Why So Few? Women in science, technology,
engineering, and mathematics. Washington, DC: AAUW.
Chang, L. (2014, March 3). International Student Mobility Trends 2014: The
Upward Momentum of STEM Fields. New York City: World Education News