Transcript Problem Solving

Engineering Engineering Education
A Catalyst for Change
Incorporating a Problem
Solving Methodology into
your course
Possible Scenario:
You
have decided to try PBL
You
make up a great problem
You
assigned it to the student teams
Due
Date: Two weeks
What Happens Next?

Take 4 minutes with your group to
determine what might go wrong after you
assign the problem
Things that may happen
The
students are confused...
They
don’t know how to get started...
They
are floundering/rebelling….
Don’t
get going until the day before due date…
What can we do about it:

Take 4 minutes with your group and
develop 1-2 strategies to overcome the
problem of getting started/floundering
What can we do about it:

Structure Problems so that students must
implement a problem solving methodology

Embed methodology implicitly in the
assignment, with due dates
Outcomes for this session
You’ll be able to:
1.
Recognize common problems that can
occur with PBL
2.
Describe a problem solving methodology
3.
Design a problem that incorporates a
problem solving methodology
Session Overview:
Overview of Problem Solving Method (PSM)
 WHY might you use a PSM?
 WHAT is a problem solving methodology?
 HOW might you incorporate problem solving into
your course?
 WHAT IF you want to develop materials to teach
problem solving in your courses beyond this
workshop?

Overview of Problem Solving Method?
A problem solving methodology is simply a
framework or pathway for approaching a
problem and developing a solution as well as
reflecting and evaluating the solution
Why teach problem solving
1. Gives a framework for problem solvers to
work through a difficult, ill-defined problem
2. Helps to develop problem solving skills
3. Helps them to “get started” or “get unstuck”
4. Also provides a vehicle to require reflection
or evaluation of the solution
5. ABET: “Graduates must demonstrate and ability to
identify, formulate and solve engineering problems.
What does the data reveal?

Data for engineering students showed no significant change
in confidence in their ability to solve problems (despite
having solved over 2500 “problems” during their 4 years) –
Woods

Students receiving a seminar/instruction on problem
solving did show increased confidence in ability to solve
problems and were less anxious about problems
Incorporating PSM – Woods’ Method
We recommend Woods’ for several reasons
1. Evidence/Research based
2. Intuitive and reasonable
3. Developed for engineers
Overview of Wood’s Method
Woods Method:
1. Engage/Motivation (sometimes step 0)
2. Define
3. Explore
4. Plan
5. Do it
6. Check
7. Evaluate/reflect
Steps in Woods Problem Solving Method
1. Engage/Motivation
-I can do it
-I want to do it
Steps in Woods Problem Solving Method
2. Define
-define what the problem states
-determine the given information
-determine constraints and
-criterion for judging final product
Steps in Woods Problem Solving Method
3. Explore
-Determine the real objective of the problem
- Sketch the problem (if appropriate)
-Make reasonable assumptions
-Guestimate the answer
Steps in Woods Problem Solving Method
4. Plan
-develop a plan to solve the problem
-map out sub-problems
-select appropriate theory, principles, approach
-determine information need to gather
Steps in Woods Problem Solving Method
5. Do it
-implement the plan
Steps in Woods Problem Solving Method
6. Check
-check the solution (units, accuracy)?
Steps in Woods Problem Solving Method
7. Evaluate/reflect
-is it reasonable, does it make sense?
-were the assumptions appropriate?
-how does it compare to guestimate?
-question built into the problem:
is it socially/ethically acceptable?
Incorporating Woods Method in
course activities
1. Explain Woods to Students
2. Require Woods approach for different problems
a. Laboratory problems
b. Homework problems
c. Projects
3. Provide Practice, Feedback/Evaluation
Incorporating Woods Method in
course activities
Example:
CHEG300 Homework 1
Feedback from the classroom-My Thoughts
1. Effect of using PSM and PBL on learning:
-worked well
-gave them a reason to get started
-gave them a framework to get unstuck
and think through the steps
2. Did it improve their problem solving skills?
-93% agreed that the course was “more effective than
traditional course in developing ability to solve
problems that are vaguely defined or have more than
one acceptable solution.”
Student Comments - The Good
“I learned a lot more by doing the problems rather than sitting in a
class hearing how to do the problems and then putting the “prepackaged” solutions into a homework problem…”
“ Walking away from this class, I have a very strong understanding of
heat transfer…”
“I loved working with my team on problems…”
“I really enjoyed the set up of this class”
“I have learned more relevant material about chemical engineering this
class than any other I have taken…”
Student Comments - The Bad
“There were times when we could have used more
direction”
“There were times when the course load seemed too much”
“I was frustrated from time to time with the amount of
direction we got to begin each problem set, but only
because it was uncomfortable, not because it was bad”
Student Comments - The Ugly
“Prince didn’t teach us anything! I had to learn everything
on my own.”
Student Comments - The Good
“I’ve never before worked under this type of teaching style!
I really enjoyed working through problems with group
members”.
“I feel I will remember more material because I had to
figure out how to use most of it”
Summary
Problem solving is an essential skill for engineers
 There is evidence to suggest that traditional
engineering programs do not effectively develop
problem solving skills
 Using a methodology has advantages as a means
to provide guidance
 Reported methods are (for the most part) similar
 We recommend Woods for many reasons

Summary: Continued

Key to making it work is:
1.
2.
3.
4.
developing good problems!
providing the framework
practice
evaluation and feedback
Activity - Incorporating Woods
 Engage, Explore, and Plan:
Using the problem you have developed for a course,
take some time and structure the problem so that you
could incorporate a PSM as part of the assignment.
Or, if you think it isn’t right for your class, continue
your work on developing good problems
Resources
1. Woods, Donald (1995) Problem-based Learning: How
to gain the most from PBL. Available on website:
http://www.chemeng.mcmaster.ca/pbl/pbl.htm#Books%
20and%20Resources%20to%20Help%20you%20with%
20PBL
2. Wankat, P.C. and F.S. Oreovicz. (1993) Teaching
Engineering. Available on website:
https://engineering.purdue.edu/ChE/News_and_Publicat
ions/teaching_engineering
Resources
1. Good link to many resources on PBL:
http://www.adelaide.edu.au/ltdu/leap/leapinto/pbl/resour
ces.html
2. More info on PBL - links, example problems etc..:
http://www.udel.edu/pbl/