To my colleagues and fellow readers,
I’ve recently been asked why my Personal Growth Building (Revision 2) focuses so heavily on the specific structural components for personal growth rather than just the “foundational” traits we all value: Curiosity, a Growth Mindset, the Passion for Solving Problems, and a Passion for Learning.
It is a fair question. The “foundational” traits we value in STEM and other fields are often considered the prerequisites for student achievement. However, from my perspective, having spent time in scientific labs and learning drafting and surveying with my Dad, a civil engineer, I see a crucial element that is often overlooked: As Dr. Walkup famously stated, “You can’t build a skyscraper on an outhouse foundation.”
1. “Readiness” vs. The “System.”
Curiosity and a Growth Mindset represent how prepared a student is; they indicate if a student is truly ready to jump into learning.
The elements in the Personal Growth Building, though, are all about what a student does. They’re the tools that turn that potential into real results.
Think about a student who’s “passionate about learning” but doesn’t have a solid understanding of the base of knowledge required to succeed. They’re like a car engine revving high but stuck in neutral. They have the “energy” necessary but no way to actually use it effectively. The “Building” provides the process and structure they need to shift a “simple interest” into “genuine understanding.”
2. The Sustainability of Growth
My intent is to prepare students for a 40-year career, not just a four-year degree. Traits like “Passion” can flicker and fade under the pressure of a professional environment.
The components and structure of the “Building” are designed to train and support students so they’re capable of “adapting.” When a chemist’s specific technical knowledge becomes obsolete, it is the structure of their learning – their ability to categorize new information and logically assess and apply it – that allows them to pivot to new challenges. We don’t just want “curious” students; we want intellectually sound professionals.
Closing Thought
We shouldn’t choose between “traits” and “frameworks.” We must recognize that the traits are what make the building possible, but the framework is what makes the student useful to the world and resilient to change.
