Modeling projects in differential equations and engineering courses create an authentic activity and an opportunity to attain the holy grail of "deeper" learning. However, what do we mean by "deeper" learning and how do we create an environment that encourages that? This article describes a proposal and case study in using Bloom's taxonomy as a model to elicit higher-order cognitive tasks through a project rubric. This approach requires further study on its effectiveness, but it shows promise as a systematic and consistent method for encouraging meaningful tasks through projects.