Abstract
Poor performing students in technical required courses tend to assume that their failure reflects lack of ability within the discipline. The suggestion made here is that tacit student strategies for learning and problem solving are also crucial factors, and when ineffective, function as concealed contributors to poor performance. It is further suggested that experts in various domains rely on some commonly held tacit strategies, and that these can be partially transferred to students through a set of implementable steps. This process benefits students by addressing some underlying issues and by providing useful interventions.
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