Helping students make the transition from novice to expert problem-solvers

Engineers, by definition, need to be good problem solvers. This paper discusses a model for building on a traditional engineering curriculum to systematically develop students' problem solving skills. The curriculum structure consists of required courses that emphasize problem solving at distinct levels. The courses are broken down into introductory, intermediate and advanced problem solving courses. The type of problems utilized in each course differentiates the courses. The problems posed are qualitatively different, not simply harder, thus requiring the students to engage different skill sets for resolution. As a result, the courses develop different problem solving abilities. The model for teaching problem solving has been developed through Project Catalyst, which is an NSF funded initiative to improve undergraduate engineering education. This paper presents the details of the proposed model, discusses educational modules that have been developed to aid instructors introducing problem solving in their courses and provides some initial assessment of the results to date.