In Response to The Deans for Impact Report: How Do Students Solve Problems? Practical Applications for Educators


  • Tracey Carney University of North Carolina at Charlotte
  • Joey Moree University of North Carolina at Charlotte
  • Yolanda Kennedy University of North Carolina at Charlotte


Problem-solving, self-regulation, cognitive load theory, feedback, problem-based learning, working memory


The Deans Key Question for Impact report (DFI) presented cognitive and practical applications that support six questions posed by the authors. This article will focus on the key question, “How do students solve problems?†in regards to practical applications. Although the DFI provided strategies and suggestions for application, there were a few areas lacking. The purpose of this paper is to expand on the DFI findings with strategies that can be generalized and utilized across settings. Self-regulation, problem-based learning, and effective feedback are three areas not addressed in the DFI paper. This article focuses on the three areas not addressed by providing practical applications for educators. A variety of strategies that address how students solve problems is presented with samples and examples for educators to reference. Although this paper provides specific strategies that focus on problem solving, the list is not exhaustive and should be used as a foundational tool for educators.






Problem Solving