The 2009 ASHS Annual Conference

Problem-based learning has become a popular pedagogical strategy for teaching problem-solving skills as well as subject content.  Ill-structured problems, like those typically found in case studies, provide a realistic simulation of real-world problem-solving. The objectives of this study were to: 1) determine how juniors and seniors perceive their own problem-solving skills in relation to an ill-structured problem presented as an online case-study; and 2) if they perceived that problem-solving skills in general were important. Students were assigned a series of four ill-structured case study problems based on a realistic residential landscape.  Data were collected via surveys and group discussions from students enrolled in a landscape management course during the fall semesters of 2007 and 2008, 24 and 21 students respectively. In general responses between the two groups of students were similar. Students rated nine steps in a generic problem-solving sequence on a scale from 1 to 5 (1=not at all important; 5=very important). Fall 2007 students rated both determining the problem that needed solving and determining the best solution the highest (4.75), while fall 2008 students rated determining the best solution and  determining the variables involved in creating the problem the highest (4.90). Students ranked the statement about determining what standards and judgment criteria should be used to evaluate a decision the lowest, 3.75 (fall 2007) and 4.20 (fall 2008). Students were asked nine additional questions about decision-making on the job. Students identified the value of the solution to the customer/client (fall 2007: 4.63, fall 2008: 4.80), how well the cause of the problem was addressed by the solution (fall 2007: 4.46, fall 2008: 4.30), and any potential negative consequences (fall 2007: 4.33, fall 2008: 4.40) as the most important factors that influence decision-making on the job. Results indicated students understood the need for developing problem-solving skills, especially as they relate to future employment opportunities.  However, students were concerned with obtaining the right answer to a specific problem, not with developing a strategy for solving problems.