Critical Review and Refinement of a Professional Development Survey for Engineering Undergraduates, Toward an Integrated Tool for Reflection Across the Curriculum

In this evidence-based practice paper, we aim to explore considerations for supporting the professional skill development of students in engineering education particularly when surveys are utilized as the reflection and data collection intervention. Surveys are commonly used as mediums for programming or instructional change but are not necessarily approached through a research lens. We use an annual Professional Development Survey (herein referred to as PDS) developed at a large North American institution as a frame of analysis. The PDS was established in 2015 and implemented each year to enable student reflection on their role, responsibilities, and professional skill development for each of their active co-curricular experiences. By adopting a critical analysis methodology from medical education, we draw from educational literature and best practices of research design to investigate the PDS and inform additional considerations and alternatives for future rounds. Our motivation is to highlight areas of change in surveys such as the PDS that can contribute to a more transparent understanding of professional development in engineering education for the students, institutions, administrators, and researchers.