These modified results require a change in one of the conclusions highlighted in the abstract. In addition, the results are now consistent with a longer and more comprehensive assessment of the impact of engineering curriculum and pedagogy on the development of what Pistrui et al. (2012) describes as seven discriminating skills for engineers.Although these results are no longer statistically significant, we are confident that our approach to the development of twenty-first century competencies can be done concomitantly with the intellectual growth, the development of content knowledge, and the ability to think about systems. This study documents the use of business-based instruments, such as the TriMetrix® DNA, as part of a formative program-assessment process that can lead to major curriculum modifications and the integration of pedagogical approaches and educational practices that further promote student independence, selfdirected learning, and self-reliance.The online version of the original article can be found at http://dx.
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