A Professional Development Survey For Engineering Undergraduates

This article is the third in a series of ASEE proceedings covering the implementation and assessment of a hierarchical model of mental growth as the basis for developing critical thinking skills and engineering judgment in engineering undergraduates. Our assessment instruments track individual students, allowing us to monitor student growth and evaluate the effectiveness of these teaching and learning devices for populations with different exposures to experimental treatments. Here we detail the development and implementation of the Professional Development Survey for Engineering Undergraduates (PDS). The PDS reliably measures the students’ conscientiousness, perceived intellect, learning goal orientation, performance goal orientation, subject matter attitude, professional development attitude, and attitude toward the field of chemical engineering.