Development of professional skills—both technical and non-technical—is an integral part of engineering undergraduate programs. The ABET 2000 student outcomes criterion involves several non-technical skills including teamwork and communication1. Several examples of instructional efforts to foster development of non-technical skills have been published2"5. Assessing non-technical skills is a more of a challenge than implementing strategies focused on building these skills3. Here, we discuss the adoption of a rubric for non-technical skills assessment called the self-evaluation rubric6 in an undergraduate junior-level chemical reaction engineering course at a large, public state university through a series of essays called the self-reflection assignments. The assignments are designed to promote self-awareness of students through evaluation of their current non-technical skill levels and goal setting for future development followed by instructor feedback and periodic updates on progress for accountability.
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