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Evaluating the Problem-Solving Studio Approach for Teaching Facilities Layout Planning & Design

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Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

Industrial Engineering Division Technical Session 2

Page Count

16

DOI

10.18260/1-2--41693

Permanent URL

https://peer.asee.org/41693

Download Count

206

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Paper Authors

biography

Dimantha Kottawa Gamage Montana State University - Bozeman

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Dimantha S. Kottawa Gamage is an Industrial Engineering PhD student at Montana State University. He received his bachelors degree in Management and Information Technology from University of Kelaniya, Sri Lanka. He has served in the industry for 5 years as a lean practitioner and a change agent.

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biography

Durward Sobek Montana State University - Bozeman

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Durward K. Sobek II currently serves as Vice Provost at Montana State University after many years as a Professor in Industrial and Management Systems Engineering. He holds Ph.D. and M.S. degrees in Industrial and Operations Engineering from the University of Michigan, and an A.B. degree in Engineering Sciences from Dartmouth College.

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Abstract

The Problem-solving studio (PSS) was designed with the objective of teaching students how to solve engineering problems without relying on rote memorization while attaining learning objectives related to course topics. Subsequent studies have supported this claim. Hence, an adapted PSS approach was used to teach facilities layout planning and design in a facilities design course which is a part of the senior year curriculum of an industrial engineering program. Attainment of learning objectives was measured using two sources, case studies which were developed and executed using PSS techniques, and quizzes. For case studies, an assessment of three real-world case studies was compared to an identical assessment of a similar case study utilized in a prior year. For quizzes, an assessment of quizzes was compared to identical assessments in the two prior years. Quantitative techniques were used to analyze the outcomes of the case studies and the quizzes, while a thematic analysis was used to analyze the post-case study feedback. This study analyzes the results of the three cohorts to understand the effects of using the PSS approach for teaching this subject.

Kottawa Gamage, D., & Sobek, D. (2022, August), Evaluating the Problem-Solving Studio Approach for Teaching Facilities Layout Planning & Design Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41693

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