Abstract
The “core” of an engineering degree program typically comprises the concepts, equations, and technical skills needed, as well as their practical application to common problems of the profession. This core is then divided into the “content” that must be covered in each course. It is widely recognized, however, that successful individuals do not thrive as professionals on content alone. Thus, there is significant and increasing emphasis across higher education to “educate the whole person.” These efforts aim to develop “deep” qualities like grit, critical thinking, perseverance, learning from failure, valuing diversity, teamwork, leadership, curiosity, recognizing opportunity, creating value, and acting ethically and sustainably. Assessment is crucial as educators seeking to continuously improve our pedagogical practices and as researchers motivated to generate evidence of efficacy. In this manuscript, I describe specific efforts, tools, and modules aimed at developing an inclusive and entrepreneurial mindset in engineering students, as well as practices for fostering an inclusive learning environment. Finally, I reflect on the value of qualitative and quantitative approaches in assessing the development of “deep” qualities in students.
Recommended Citation
Pirlo, Russell Kirk
(2023)
"Teaching to Develop Perspective, Skills, Confidence, and Identity as Problem-Solving Engineers,"
Research and Reflection on Learning and Teaching in Higher Education: Vol. 1, Article 6.
Available at:
https://ecommons.udayton.edu/rrlthe/vol1/iss1/6
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Contemplative Education Commons, Educational Assessment, Evaluation, and Research Commons, Engineering Education Commons, Higher Education and Teaching Commons, Holistic Education Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Scholarship of Teaching and Learning Commons