A strategy for developing problem-solving skills in large undergraduate classes

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Abstract
Large first-year undergraduate classes are criticised for too often concentrating on lower level cognitive skills at the expense of higher level skills such as those involved in problem solving. A distinction is made between ‘pseudoproblems˚s and ‘problems of consequence˚s. A major undergraduate problem-solving exercise is described concerning a problem of foreign policy formulation. The teaching strategy is outlined and important issues in the process are identified and discussed. It is concluded that first-year undergraduate classes are capable of successfully tackling problems of consequence with minimal tutor support providing the correct strategy and organisation is used. Guidelines for improving the strategy described are included together with an outline plan for introductory sequences prior to the problem-solving exercise.