Strategies for Creative Problem Solving

By H. Scott Fogler and Steven E. LeBlanc


Package Contents

This package includes the “Problem Solving” computer modules
developed under the NSF grant USE-9254354, “Interactive Problem Solving
in a First Year Engineering Course.” This booklet describes how to
install and run the modules, and contains a brief description of each
module. The description includes the material covered and references to
the appropriate chapters in Strategies for Creative Problem Solving
(Fogler and LeBlanc, Prentice-Hall, 2nd ed., 2007) for easy integration
into a problem solving course. An inset describes how to interpret the
performance numbers generated upon completion of each module to
evaluate the user’s performance.

 

The modules included on the CD-ROM are:

  • DEFINITION I

       Problem Statement Definition
Techniques

  • DEFINITION II     

       Problem Statement Definition
Techniques

  • BRAINSTORM      

       Methods of Solution
Generation

  • PLANNING       

       Implementation Methods

  • EVALUATE     

       Solution Evaluation
Techniques

 

Project History

Interactive computer instruction has been in use at the University
of Michigan’s Department of Chemical Engineering since the mid-1970s.
At that time, interactive computer modules that ran on our mainframe
computer were created for the kinetics course by Professor H. Scott
Fogler. These activities have become more sophisticated over the years,
always taking full advantage of the current state of the art computer
technology. Unfortunately, with the advent of Windows 2000 and XP, it
was found that the modules would not function on these systems. With
the aid of a grant from the National Science Foundation these modules
were upgraded in 2002-2004 under the supervision of Dr. Nihat
Gurmen.

 

Educational Benefits

It is becoming well established that students learn best when they
experiment with subject matter themselves and are actively involved in
the subject matter (Felder, R.M., Engineering Education, pp. 674-681,
April 1988). The current generation of interactive computer modules,
developed over a 16 year period, takes advantage of two of the unique
features of computer – interactivity and graphical animation – to
incorporate a variety of learning modes.

 

Module Components

The interactive computer modules typically include:

  • Menu
  • Introduction to problem solving techniques
  • Review of problem solving techniques
  • Interactive exercise
  • An example solution to the exercise
  • Evaluation

Module Features

Using interactive computer modules allows students to “review and
demonstrate mastery of the material at his/her own pace, [and] provides
them with immediate feedback to their responses,” (Fogler, Montgomery
and Zipp, Comp, Appl. in Eng. Educ., Vol 1(1), p. 11-12,
September/October 1992).

 

During the 6-year development process, we have incorporated the
pedagogical expertise we have gained during extensive testing both at
the University of Michigan and many other universities. This testing
has allowed us to ensure that the modules best address the issues that
ensure success in interactive computer learning:

  • Ease of use
  • Maintaining focus on the concepts
  • Minimal tediousness
  • Promoting learning
  • Individual guidance

 

Additional features in some modules include introductions to new
technologies using graphical animation and entertaining motivators,
which have been shown to increase the students’ interest in and
motivation for the module content (R. Snow and M. Farr, Aptitude,
Learning, and Instruction. Vol. 3: Cognitive and Affective Process
Analysis
, Erlbaum, Hillsdale, NJ, 1987).

 

Hardware Requirements

These modules run on a PC in a Windows environment.

 

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