Civic-mindedness is a central aim of higher education, but strategies for assessing civic-mindedness in engineering education are limited. Thus, engineering educators must build on strategies employed across higher education while ensuring these strategies are transferable to the engineering context. This study furthers efforts to validate the Civic-Minded Graduate Scale within engineering by using mixed methods to pursue multiple forms of validity evidence. Quantitative and qualitative data were collected from first-year engineering students and then integrated to evaluate how well the Civic-Minded Graduate Scale represented first-year engineering students' civic-mindedness. Findings from this study align with extant engineering education research, particularly in the domains of ethics, humanitarian engineering, and professional skills development. This article concludes with implications for teaching and assessing civic-mindedness within and outside of engineering education.