June 23, 2013
June 23, 2013
June 26, 2013
23.1129.1 - 23.1129.12
Problem Based Learning Exercises for Developing Systems Thinking SkillsConnecting curriculum to practice is one of the more difficult things to do in education andtraining. In manufacturing practice we must consider many aspects to a problem; whereas ineducation we often explore one topic at a time. Interdependence of the topics, however, is oftenmore important than the topics themselves. Engineering practice requires a systems orientation(Aung, 2012).In a recent survey of industry needs, researchers conclude that systems thinking is one of themost important characteristics sought in university graduates hired by manufacturing firms(Fliedner & Mathieson, 2009). Systems thinkers are adept at understanding dynamicinterdependence (Richmond, 1993). Manufacturing processes are linked and intertwined andchanges in one part of a system have effects and consequences that cascade through the entiresystem. As one factor changes, there are interactions across the system the leads to dynamiccomplexity.In order to facilitate the development of systems thinking in students, educational practice mustinclude activities that allow students to explore system dynamics and develop skills in theassessment of dynamic complexity. Traditional teaching methods that emphasize exploringindividual topics seldom help in the development of critical thinking skills essential in systemsthinking. Individual instructors face traditional faculty resistance to major curricular changes thatincorporate systems thinking. But, the authors suggest that incorporating inductive teachingmethods within the context of single topic courses is effective for developing systems thinkingskills.This study examines the use of a series of problem-based learning exercises within the context ofa single topic course, specifically manufacturing cost analysis, which requires students toconsider multiple subjects in order to solve a problem. The course exercises are broken downinto nine steps, incorporating such steps as reverse engineering, computing materials costs, anddrawing up a manufacturing plan, including tooling and labor costs. While doing these learningexercises, the students are developing a systems view of the problem. By incorporating systemsthinking exercises in several courses, students will be better prepared to meet the needs of futureemployers.
Steinlicht, C., & Garry, B. G. (2013, June), Systems Learning Within the Context of Subject Learning Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22514
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015