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Linear Programming across the Curriculum

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Bibliographic Details
Title: Linear Programming across the Curriculum
Language: English
Authors: Yoder, S. Elizabeth, Kurz, M. Elizabeth
Source: Journal of Education for Business. 2015 90(1):18-23.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 6
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Programming, Educational Practices, Engineering, Engineering Education, Administrator Education, Mathematical Models, Scientific Concepts, Concept Teaching, Science Achievement, Academic Ability, Cognitive Ability, Comparative Testing, Test Items, Higher Education, Problem Solving, Performance Based Assessment, Scores, Task Analysis, Interdisciplinary Approach, College Students
DOI: 10.1080/08832323.2014.968516
ISSN: 0883-2323
Abstract: Linear programming (LP) is taught in different departments across college campuses with engineering and management curricula. Modeling an LP problem is taught in every linear programming class. As faculty teaching in Engineering and Management departments, the depth to which teachers should expect students to master this particular type of modeling is often discussed. Does a student's understanding of this critical concept differ across the curriculum? The authors look at students' abilities to model LP problems in two different departments: Industrial Engineering and Management. The authors compare the results and look for differences and reasons for those differences.
Abstractor: As Provided
Number of References: 7
Entry Date: 2014
Accession Number: EJ1047661
Database: ERIC
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Abstract:Linear programming (LP) is taught in different departments across college campuses with engineering and management curricula. Modeling an LP problem is taught in every linear programming class. As faculty teaching in Engineering and Management departments, the depth to which teachers should expect students to master this particular type of modeling is often discussed. Does a student's understanding of this critical concept differ across the curriculum? The authors look at students' abilities to model LP problems in two different departments: Industrial Engineering and Management. The authors compare the results and look for differences and reasons for those differences.
ISSN:0883-2323
DOI:10.1080/08832323.2014.968516