  Well-developed problem-solving skills are essential for any student enrolled
in a science, technology, engineering or mathematics (STEM) course as well as
for graduates in the workforce. One of the most essential skills is the ability
to monitor one's own progress and understanding while solving a problem.
Successful monitoring during the entire solution allows a solver to identify
errors within a solution and make adjustments as necessary. To highlight this
aspect of problem-solving, we have developed a framework and associated
classroom activities that introduce students to monitoring (M) alongside the
more traditional aspects of problem-solving models: analyzing the task (A),
creating a plan (C), and executing the plan (E). This ACE-M framework has been
successfully implemented in lower-division chemistry, mathematics and physics
courses. Students enrolled in courses where ACE-M was used as the foundation
for problem-solving instruction reported improved problem-solving
self-efficacy, more monitoring while solving problems, and in many cases
improved course grades. With this explicit instruction on self-monitoring,
students are now introduced to expert problem-solving skills that will benefit
them in their STEM careers.
