This full research-to-practice paper is a collaboration between researchers and instructors to examine the scaffolding of open-ended problems. Most assigned homework problems are closed-ended with one correct answer and are unlike the ill-defined problems practicing engineers solve in the workplace. To begin bridging this gap, our research team of engineering education researchers and instructors have been designing and implementing ill-defined, open-ended homework problems for the past three years. This study presents instructor reflections on considerations for scaffolding open-ended problems, made after examining survey data from their own students. We present the results in six practices of scaffolding that better support students in their solving of the problems
