Helping first-year engineering students to embrace the iterative and open-ended nature of engineering problem solving is a challenge when their prior learning experiences have focused heavily on achieving a correct answer in a single attempt. In this paper, the authors will present a case study of student work from the Fall 2007 implementation of Model-Eliciting Activities (MEAs) to demonstrate the impact of the iterative process of feedback and revision on the quality of student products. They will also discuss some of the future research questions resulting from the iterative process used with MEAs
