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This paper describes a 25‐year project in which we defined problem solving, identified effective methods for developing students' skill in problem solving, implemented a series of four required courses to develop the skill, and evaluated the effectiveness of the program. Four research projects are summarized in which we identified which teaching methods failed to develop problem solving skill and which methods were successful in developing the skills. We found that students need both comprehension of Chemical Engineering and what we call general problem solving skill to solve problems successfully. We identified 37 general problem solving skills. We use 120 hours of workshops spread over four required courses to develop the skills. Each skill is built (using content‐independent activities), bridged (to apply the skill in the content‐specific domain of Chemical Engineering) and extended (to use the skill in other contexts and contents and in everyday life). The tests and examinations of process skills, TEPS, that assess the degree to which the students can apply the skills are described. We illustrate how self‐assessment was used.

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Over 150 published basic strategies for problem solving are documented and compared. "Nested" strategies are described. Research is summarized of the cognitive and attitudinal processing used when we solve problems. The connection between past problems that have been solved successfully, the subject knowledge, the current problem to be solved, and the problem solving process is described. "Problems" are distinguished from "exercises." Based on the research evidence, eleven criteria are posed for the creation of an evidence-based strategy. A resulting strategy is described. Suggestions are given about how to overcome the propensity to use the strategy as a series of linear, sequential steps. Evidence is summarized of the use and effectiveness of the proposed evidencebased strategy. Most successful problem solvers use a "strategy." In this paper, we survey published strategies, consider the research evidence about the appropriateness of using and teaching via strategies, summarize pertinent research evidence about the problem solving process and apply criteria to devise an evidence-based strategy for problem solving.

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