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|  | |  |\n|  |  |  |  |  |  |\n\nSUMMER 2014  \nEfficacy of an Online Resource for Teaching Interpersonal Problem Solving Skills to Women Graduate Students in Engineering  \nJENNIFER M. BEKKI  \nArizona State University Mesa, AZ  \nBIANCA L. BERNSTEIN Arizona State University Tempe, AZ  \nNATALIE FABERT University of California, Davis Davis, CA  \nNATALIE GILDAR Arizona State University Tempe, AZ  \nAND  \nAMY WAY  \nVillanova University  \nVillanova, PA  \nABSTRACT  \nInterpersonal problem solving skills allow engineers to prevent interpersonal difficulties more effectively and to manage conflict, both of which are critical to successful participation on teams. This research provides evidence that the CareerWISE online learning environment can improve those skills among women in engineering graduate programs. In a randomized controlled trial, N = 128 female doctoral students were randomly assigned to treatment and wait-list control (WLC) groups; treatment consisted of interacting for at least five hours with an online learning environment with comprehensive instruction in problem-solving applied to common interpersonal situations in the academy. A scenariobased assessment instrument measured participants’ ability to describe how they would apply that problem solving to a fictional scenario, and a rubric was used to score the responses. Results showed that treatment group members had better knowledge of interpersonal problem solving steps and were better able to describe how they would apply problem-solving skills to a relevant scenario.  \nKey Words: interpersonal problem solving; online learning environment; women graduate students  \nSUMMER 2014 1  \nADVANCES IN ENGINEERING EDUCATION  \nEfficacy of an Online Resource for Teaching Interpersonal Problem Solving Skills to Women Graduate Students in Engineering  \nINTRODUCTION  \nBroadly defined, problem solving is a process that both identifies multiple alternatives for addressing a problematic situation and facilitates the selection of the option most likely to be effective from among the alternatives (D’Zurilla and Godfried 1971) . Across disciplinary perspectivesand application areas, it is considered a higher order cognitive skill, requiring more than factual recall or the application of a single component of knowledge or skill. For example, the two highest levels of Bloom’s (1956) well-known taxonomy of cognitive skills deal with the ability to apply knowledge and skills to new domains and are often grouped together under the label of “problem solving”(Crooks 1988) . In the field of cognitive informatics, which combines ideas from cognitive science and informatics to investigate the human mind and its relation to associated engineering applications, problem solving is considered to be at the highest cognitive layer of the brain (Wang and Chiew 2010) .  \nIn engineering, problem solving is widely regarded as a skill necessary for adequate career preparation (e.g., Clough 2004; National Research Council 2007) . The majority of related work within the engineering education community focuses on the application of discipline specific skills to address technical problems (for recent examples, see Liberatore, Vestal, and Herring, 2012; Moreno, Ozogul, and Reisslein 2011; Steif, Lobue, Kara, and Fay 2010) . However, the development of effective interpersonal problem solving skills is also of great importance (Bancino and Zevalkink 2007; Shuman, Besterfield-Sacre, and McGourty 2005) . Such skills allow more effective prevention and resolution of interpersonal difficulties. Among graduate students in particular, they also allow students to manage natural conflicts that can arise, for example, through participation in research teams or interactions with academic advisors (Bernstein 2011) .  \nDespite the importance of problem-solving strategies for addressing interpersonal challenges, effective and easily a","cbCaipGc7aB0T2s6","https://ap.wps.com/l/cbCaipGc7aB0T2s6","pdf",1631553,27,"English","# Abstract\n## Introduction","[{\"question\":\"What problem does the study address in engineering education?\",\"answer\":\"The study focuses on improving engineers’ interpersonal problem solving skills so participants can prevent difficulties and manage conflict effectively.\"},{\"question\":\"How was the online intervention delivered to participants?\",\"answer\":\"Women doctoral students interacted for at least five hours in the CareerWISE online learning environment with comprehensive instruction applying problem solving to common interpersonal situations.\"},{\"question\":\"What assessment method was used to evaluate skill improvement?\",\"answer\":\"A scenario-based assessment instrument measured the ability to explain how participants would apply problem solving to a fictional scenario, and a rubric was used to score responses.\"}]","Efficacy of an Online Resource for Teaching Interpersonal Problem Solving Skills to Women Graduate Students in Engineering - Abstract | PDF",1792065625,68]