June 24, 2017
June 24, 2017
June 28, 2017
Entrepreneurship & Engineering Innovation
Educators, in particular, are interested in better understanding how students perceive their own intelligence so that programs and instructors might use that knowledge to help support learning. If students insist that intelligence and talent are fixed traits that cannot be influenced via instruction or practice, institutes of higher education become less able to promote the learning and achievement necessary in today’s marketplace. Certainly in today’s engineering landscape, flexibility seems to be a requirement of the technical world, and one would hope the mindset of students could shift to better situate them for the challenges of tomorrow.
The investigation of student mindsets utilized a survey dedicated to typifying students’ frames of minds in terms of preconceptions based on fixed versus malleable interpretations of traits including intelligence and talent. In order to properly investigate the mindset of 276 engineering students, we utilized an instrument based on the Dweck protocol. We developed three working research questions that aim at the heart of student mindset: first, what mindsets to do engineering candidates bring to higher education; second, is there a difference across groups of students; and third, how to student perceive talent and intelligence. We note a number of interesting patterns among all three research questions, but also make a number of pleasant discoveries. For instance, the nature of mindset differences between the sexes was not generally apparent in our results. Also, we note that certain types of questions seem to divide groups of student respondents more than others. Finally, we address the increasingly fixed perceptions of mindset that seems to occur as students mature in their studies.
Ricco, G. D., & Girtz, S., & Silliman, S. E. (2017, June), Exploring Engineering Mindset Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28328
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