Engineering Engineering Education A Catalyst for Change Incorporating a Problem Solving Methodology into your course.

Engineering Engineering EducationEngineering Engineering Education

A Catalyst for ChangeA Catalyst for Change

Incorporating a Problem Incorporating a Problem Solving Methodology into Solving Methodology into

your courseyour course

Possible Scenario:Possible Scenario:

You have decided to try PBLYou have decided to try PBL

You make up a great problemYou make up a great problem

You assigned it to the student teamsYou assigned it to the student teams

Due Date: Two weeksDue Date: Two weeks

What Happens Next?What Happens Next?

Take 4 minutes with your group to Take 4 minutes with your group to

determine determine what might go wrongwhat might go wrong after after

you assign the problemyou assign the problem

Things that may happenThings that may happen

The students are confused...The students are confused...

They don’t know how to get started...They don’t know how to get started...

They are floundering/rebelling….They are floundering/rebelling….

Don’t get going until the day before due date…Don’t get going until the day before due date…

What can we do about it:What can we do about it:

Take 4 minutes with your group and Take 4 minutes with your group and

develop 1-2 strategies to overcome the develop 1-2 strategies to overcome the

problem of getting started/flounderingproblem of getting started/floundering

What can we do about it:What can we do about it:

Structure Problems so that students must Structure Problems so that students must

implement a problem solving methodologyimplement a problem solving methodology

Embed methodology implicitly in the Embed methodology implicitly in the

assignment, with due datesassignment, with due dates

Outcomes for this sessionOutcomes for this session

You’ll be able toYou’ll be able to::

1.1. Recognize common problems that can Recognize common problems that can occur with PBLoccur with PBL

2.2. Describe a problem solving methodologyDescribe a problem solving methodology

3.3. Design a problem that incorporates a Design a problem that incorporates a problem solving methodologyproblem solving methodology

Session Overview:Session Overview:

Overview of Problem Solving Method (PSM)Overview of Problem Solving Method (PSM) WHY might you use a PSM?WHY might you use a PSM? WHAT is a problem solving methodology?WHAT is a problem solving methodology? HOW might you incorporate problem solving into HOW might you incorporate problem solving into

your course? your course? WHAT IF you want to develop materials to teach WHAT IF you want to develop materials to teach

problem solving in your courses beyond this problem solving in your courses beyond this workshop? workshop?

Overview of Problem Solving Method?Overview of Problem Solving Method?

A problem solving methodology is simply a A problem solving methodology is simply a framework or pathway for approaching a framework or pathway for approaching a problem and developing a solution as well as problem and developing a solution as well as reflecting and evaluating the solutionreflecting and evaluating the solution

Why teach problem solvingWhy teach problem solving

1.1. Gives a framework for problem solvers to Gives a framework for problem solvers to work through a difficult, ill-defined problemwork through a difficult, ill-defined problem

2.2. Helps to develop problem solving skillsHelps to develop problem solving skills

3.3. Helps them to “get started” or “get unstuck”Helps them to “get started” or “get unstuck”

4.4. Also provides a vehicle to require reflection Also provides a vehicle to require reflection or evaluation of the solutionor evaluation of the solution

5.5. ABET: “Graduates must demonstrate and ability to ABET: “Graduates must demonstrate and ability to identify, formulate and solve engineering problems.identify, formulate and solve engineering problems.

What does the data reveal?What does the data reveal?

Data for engineering students showed no significant change Data for engineering students showed no significant change in confidence in their ability to solve problems (despite in confidence in their ability to solve problems (despite having solved over 2500 “problems” during their 4 years) – having solved over 2500 “problems” during their 4 years) – WoodsWoods

Students receiving a seminar/instruction on problem Students receiving a seminar/instruction on problem solving did show increased confidence in ability to solve solving did show increased confidence in ability to solve problems and were less anxious about problemsproblems and were less anxious about problems

Incorporating PSM – Woods’ MethodIncorporating PSM – Woods’ Method

We recommend Woods’ for several reasonsWe recommend Woods’ for several reasons

1. Evidence/Research based1. Evidence/Research based

2. Intuitive and reasonable2. Intuitive and reasonable

3. Developed for engineers3. Developed for engineers

Overview of Wood’s MethodOverview of Wood’s Method

Woods Method:Woods Method:

1. Engage/Motivation (sometimes step 0)1. Engage/Motivation (sometimes step 0)

2. Define2. Define

3. Explore3. Explore

4. Plan4. Plan

5. Do it5. Do it

6. Check6. Check

7. Evaluate/reflect7. Evaluate/reflect

Steps in Woods Problem Solving MethodSteps in Woods Problem Solving Method

1. Engage/Motivation1. Engage/Motivation

-I can do it-I can do it

-I want to do it-I want to do it

Steps in Woods Problem Solving MethodSteps in Woods Problem Solving Method

2. Define2. Define

-define what the problem states-define what the problem states

-determine the given information-determine the given information

-determine constraints and -determine constraints and

-criterion for judging final product-criterion for judging final product

Steps in Woods Problem Solving MethodSteps in Woods Problem Solving Method

3. Explore3. Explore

-Determine the real objective of the problem-Determine the real objective of the problem

-- Sketch the problem (if appropriate)Sketch the problem (if appropriate)

-Make reasonable assumptions-Make reasonable assumptions

-Guestimate the answer-Guestimate the answer

Steps in Woods Problem Solving MethodSteps in Woods Problem Solving Method

4. Plan4. Plan

-develop a plan to solve the problem-develop a plan to solve the problem

-map out sub-problems-map out sub-problems

-select appropriate theory, principles, approach-select appropriate theory, principles, approach

-determine information need to gather-determine information need to gather

Steps in Woods Problem Solving MethodSteps in Woods Problem Solving Method

5. Do it5. Do it

-implement the plan-implement the plan

Steps in Woods Problem Solving MethodSteps in Woods Problem Solving Method

6. Check6. Check

-check the solution (units, accuracy)?-check the solution (units, accuracy)?

Steps in Woods Problem Solving MethodSteps in Woods Problem Solving Method

7. Evaluate/reflect7. Evaluate/reflect

-is it reasonable, does it make sense?-is it reasonable, does it make sense?-were the assumptions appropriate?-were the assumptions appropriate?-how does it compare to guestimate?-how does it compare to guestimate?-question built into the problem:-question built into the problem:

is it socially/ethically acceptable?is it socially/ethically acceptable?

Incorporating Woods Method in Incorporating Woods Method in course activitiescourse activities

1. Explain Woods to Students1. Explain Woods to Students

2. Require Woods approach for different problems2. Require Woods approach for different problems

a. Laboratory problemsa. Laboratory problems

b. Homework problemsb. Homework problems

c. Projectsc. Projects

3. Provide Practice, Feedback/Evaluation3. Provide Practice, Feedback/Evaluation

Example:Example:

CHEG300 Homework 1CHEG300 Homework 1

Incorporating Woods Method in Incorporating Woods Method in course activitiescourse activities

Feedback from the classroom-My ThoughtsFeedback from the classroom-My Thoughts

1. Effect of using PSM and PBL on learning:1. Effect of using PSM and PBL on learning:-worked well-worked well-gave them a reason to get started-gave them a reason to get started-gave them a framework to get unstuck -gave them a framework to get unstuck and think through the stepsand think through the steps

2. Did it improve their problem solving skills?2. Did it improve their problem solving skills?--93% agreed that the course was “more effective than 93% agreed that the course was “more effective than traditional course in developing ability to solve traditional course in developing ability to solve problems that are vaguely defined or have more than problems that are vaguely defined or have more than one acceptable solution.”one acceptable solution.”

Student Comments - The GoodStudent Comments - The Good

““I learned a lot more by doing the problems rather than sitting in a 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 “pre-class hearing how to do the problems and then putting the “pre-packaged” solutions into a homework problem…”packaged” solutions into a homework problem…”

“ “ Walking away from this class, I have a very strong understanding of Walking away from this class, I have a very strong understanding of heat transfer…”heat transfer…”

““I loved working with my team on problems…”I loved working with my team on problems…”

““I really enjoyed the set up of this class”I really enjoyed the set up of this class”

““I have learned more relevant material about chemical engineering I have learned more relevant material about chemical engineering this class than any other I have taken…”this class than any other I have taken…”

Student Comments - The BadStudent Comments - The Bad

““There were times when we could have used more There were times when we could have used more direction”direction”

““There were times when the course load seemed too much”There were times when the course load seemed too much”

““I was frustrated from time to time with the amount of I was frustrated from time to time with the amount of direction we got to begin each problem set, but only direction we got to begin each problem set, but only because it was uncomfortable, not because it was bad” because it was uncomfortable, not because it was bad”

Student Comments - The UglyStudent Comments - The Ugly

““Prince didn’t teach us anything! I had to learn everything Prince didn’t teach us anything! I had to learn everything on my own.”on my own.”

Student Comments - The GoodStudent Comments - The Good

““I’ve never before worked under this type of teaching style! I’ve never before worked under this type of teaching style! I really enjoyed working through problems with group I really enjoyed working through problems with group members”. members”.

““I feel I will remember more material because I had to I feel I will remember more material because I had to figure out how to use most of it”figure out how to use most of it”

SummarySummary

Problem solving is an essential skill for engineersProblem solving is an essential skill for engineers There is evidence to suggest that traditional There is evidence to suggest that traditional

engineering programs do not effectively develop engineering programs do not effectively develop problem solving skillsproblem solving skills

Using a methodology has advantages as a means Using a methodology has advantages as a means to provide guidanceto provide guidance

Reported methods are (for the most part) similarReported methods are (for the most part) similar We recommend Woods for many reasonsWe recommend Woods for many reasons

Summary: ContinuedSummary: Continued

Key to making it work is:Key to making it work is:

1.1. developing good developing good problemsproblems!!

2.2. providing the frameworkproviding the framework

3.3. practicepractice

4.4. evaluation and feedbackevaluation and feedback

Activity - Incorporating WoodsActivity - Incorporating Woods

Engage, Explore, and Plan:Engage, Explore, and Plan:

Using the problem you have developed for a course, Using the problem you have developed for a course, take some time and structure the problem so that you take some time and structure the problem so that you could incorporate a PSM as part of the assignment.could incorporate a PSM as part of the assignment.

Or, if you think it isn’t right for your class, continue Or, if you think it isn’t right for your class, continue your work on developing good problemsyour work on developing good problems

ResourcesResources

1.1. Woods, Donald (1995) Problem-based Learning: How Woods, Donald (1995) Problem-based Learning: How to gain the most from PBL. Available on website: 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

2.2. Wankat, P.C. and F.S. Oreovicz. (1993) Teaching Wankat, P.C. and F.S. Oreovicz. (1993) Teaching Engineering. Available on website: Engineering. Available on website: https://engineering.purdue.edu/ChE/News_and_Publications/teaching_engineering

ResourcesResources

1.1. Good link to many resources on PBL: Good link to many resources on PBL: http://www.adelaide.edu.au/ltdu/leap/leapinto/pbl/resources.html

2.2. More info on PBL - links, example problems etc..: More info on PBL - links, example problems etc..: http://www.udel.edu/pbl/