Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard J. Schuhmann, Massachusetts Institute of Technology; James N. Magarian, Massachusetts Institute of Technology; Elizabeth Huttner-Loan, Massachusetts Institute of Technology

Tagged Divisions

Engineering Leadership Development Division

and leadership that argue perhaps for acontinuum approach to their distinction. Within the domain of management, some observe a spectrumthat distinguishes between successful managers at one end and effective managers at the other:successful managers receive quick promotions, while effective managers care for people, cultivateloyalty, and achieve high team performance.11 The behaviors associated with effective managementsound a great deal like the behaviors Bass (1990) associated with leadership. Further supporting thiscontinuum concept, the total work of engineering management is seen by some to be comprised of (1)technical work, (2) conceptual work, (3) human work (i.e. leadership);9 within this framework,engineering leadership exists as an

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Steve Chenoweth, Rose-Hulman Institute of Technology; Kay C. Dee, Rose-Hulman Institute of Technology; Jameel Ahmed, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Craig G. Downing, Rose-Hulman Institute of Technology; Donald E. Richards, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Leadership Development Division

Colleagues” segment focuses on building teams,garnering support, and maintaining effective relationships with others. The “Making ChangeHappen on Campus” segment targets developing measurable objectives and assessment for theproject, building and implementing partnerships, identifying sources of support and resistance,and creating action plans for moving the project forward. Each day is organized into four ses-sions. Every session includes time for learning, practice, and feedback from facilitators and par-ticipants (Table 1). In addition to the day’s activities, participants create community throughevening activities that help individuals move along a path toward becoming journeyman changeagents

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregg Morris Warnick, Brigham Young University; Joshua Schmidt, Brigham Young University; Anton E. Bowden, Brigham Young University

Tagged Divisions

Engineering Leadership Development Division

transitioning from a typicallecture-based approach to an experiential learning approach while describing associated benefitsrelated to engineering and technology student leadership outcomes.IntroductionIt is increasingly apparent that today’s engineering challenges require a higher order of thinking.The Accreditation Board for Engineering and Technology (ABET) states that engineeringprograms must demonstrate that their baccalaureate students attain certain outcomes forgraduation. A set of 11 student outcomes1 are described in General Criterion 3 that can bedivided into two primary categories: five “hard” technical skills and a second set of six“professional” or “soft” skills2 as indicated in Table 1 below.Table 1 - ABET General Criterion 3. Student

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

Tagged Divisions

Engineering Leadership Development Division

happen during professional practice. While not conclusive, this anecdotal evidencestrongly suggests that the engineering leadership development community must at least addressthe concern regarding assessing the long term potential effects of engineering leadershipdevelopment and if it really has any long term value.It should be noted that this long term effect is clearly differentiated in the survey from short-termeffects. When presented with assessment data of several engineering leadership programs thatwere presented at the 2013 ASEE Annual Conference [1-5], 42 of the 49 respondents indicatedthat there was sufficient data to indicate that key programmatic outcomes of leadershipdevelopment (including personal communication skills, development

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Engineering Leadership Development Division

subside”(p. 56). They argue that “scientists must learn to actively ‘frame’ information to make it relevantto different audiences” (p. 56) Nisbet and Mooney identify three fundamental functions offrames: 1. Organizing: “central ideas, defining a controversy to resonate with core values and assumptions,” 2. Paring down: “complex issues by giving some aspects greater emphasis,” 3. Efficiently orienting readers by identifying: “why an issue matters, who might be responsible, and what should be done” (p. 56).Morrone, Basta, and Somerville (2012 quoting Fletcher, 2009)7 describe the framing process thisway: “how social actors use language—inclusive of rhetoric, metaphors, and storylines—tomobilise key stakeholders

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sean Lauderdale King, STEM Talent Expansion Program at LSU; Samantha Noelle Fadrigalan; Adrienne Steele, Louisiana State University; Summer Dann , Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

Engineering Leadership Development Division

Peer Mentors is to facilitate the transfer ofknowledge and to allow for the change in leadership without a negative change in the culture of Page 24.1352.2the program. The leadership in the program changes once every two years, and this transitionwould remove some of the information that is gained by the students in the peer mentor program.Knowledge is passed from experienced mentors to the younger mentors through training andexperiential learning activities. The implementation of the hierarchical structure of leaders withinthe organization training new mentors is key to the organization’s success. See Figure 1 belowfor a flow chart of the

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian J. Novoselich, Virginia Tech; David B. Knight, Virginia Tech Department of Engineering Education

Tagged Divisions

Engineering Leadership Development Division

industry. 7 Countries such as China and India continue tooutpace the U.S. in production of STEM graduates. 1; 5; 8 Because globalization increases accessto less expensive technologically adept labor markets, 8 leadership—and professional skills ingeneral—is one skill that can increase the competitiveness and marketability of U.S. engineeringgraduates. 9 Currently, a U.S. company can hire at least five engineers from India for the cost ofone in the U.S.8 By demonstrating the ability to lead international and interdisciplinary teams oftechnical engineers, U.S. engineers can continue to remain at the forefront of industrydevelopment and set themselves apart from competitors in the labor market. To punctuate theimportance of leadership from among the

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Taylor Robert Smith, Brigham Young University; Rollin H. Hotchkiss P.E.,D.WRE, F.ASCE, Brigham Young University

Tagged Divisions

Engineering Leadership Development Division

an increase in a team’s level of trust and unity,and, in turn, its performance.Note: This paper is a condensed version of the author's Master's Thesis. For a more thorough andcomprehensive discussion of the issues surrounding this topic, refer to the original thesis.Research Questions 1. What effect does non-anonymity have upon a recipient’s level of self-awareness? 2. What effect does non-anonymity have upon the candor and honesty of those who provide feedback? 3. What effect does non-anonymity have upon a recipient’s level of defensiveness? 4. What effect does non-anonymity have upon a team’s level of unity and trust? 5. What effect does non-anonymity have upon a team’s performance?Literature ReviewSelf-awareness is the

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bruce DeRuntz, Southern Illinois University Carbondale; Rhonda K. Kowalchuk, Southern Illinois University Carbondale; John W. Nicklow, Southern Illinois University Carbondale

Tagged Divisions

Engineering Leadership Development Division

the programcontinues to mature. The implications of integrating the X-matrix into a technical leadershipdevelopment program are many; (1) it becomes a motivational tool that helps participants relatetheir efforts to become a leader and its impact on their chosen student organization, (2) itdevelops their understanding of their responsibility to the larger organization, (3) it developstheir leadership communication abilities and (4) it develops their skill in using a valuableorganizational management tool that can be applied throughout their professional career.Training future technical leaders to apply engineering management tools while in college shouldlead to greater success for student development, their projects, their college, the

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tim G. Kotnour, University of Central Florida; Charles H. Reilly, University of Central Florida; John A. Selter, University of Central Florida

Tagged Divisions

Engineering Leadership Development Division

. Page 24.774.3Students include: 1) traditional undergraduate students, 2) working professionals returning to theuniversity to pursue an advanced degree, or 3) executives looking to learn with other executives.eli2 aims to create a learning environment and experience where students can discover the desireand confidence to be an engineering leader throughout their career. Our mission covers anengineer’s complete career life-cycle. This life-cycle focus is consistent with the AccreditationBoard for Engineering and Technology’s (ABET) focus on the need for life-long learning7. eli2carries the mission across the entire life-cycle of an engineer’s career. eli2 offers programsunique to each of these three student populations. eli2 supports the

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Qin Zhu, Purdue University

Tagged Divisions

Engineering Leadership Development Division

members.AcknowledgementThis work was made possible by a grant from the National Science Foundation (DUE-112374).Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Gouran, D. S. (2003). Leadership as the art of counteractive influence in decision-making and problem-solving groups. Small group communication theory & practice: An anthology, 172-183.[2] Baker, D. C. (1990). A qualitative and quantitative analysis of verbal style and the elimination of potential leaders in small groups. Communication Quarterly, 38(1), 13-26.[3] Taggar, S., Hackew, R., & Saha, S. (1999). Leadership emergence in

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin Ahn, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Amadin Osagiede, Purdue University, West Lafayette

Tagged Divisions

Engineering Leadership Development Division

leadership case and analyzed a case with assistance from the courseinstructor. The case development and case analysis of another student’s case comprised 50% of astudent’s grade in the course. Information about the students and their cases are shown in Table 1.Table 1. Information about students’ cases and student disciplineCase # Case setting People involved Case description Student discipline 1 San Francisco Chief engineer and his Construction and fall of the Industrial Bay Area engineering team. Bay Bridge connecting San engineering Francisco and Oakland. 2 San Bruno

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anton E. Bowden, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Spencer P. Magleby, Brigham Young University

Tagged Divisions

Engineering Leadership Development Division

CurriculumAbstractLike many engineering programs, the Ira A. Fulton College of Engineering at Brigham YoungUniversity has recognized the need for cultivating leadership skills in its engineering students.In 2005, planning efforts were initiated for rolling out an inclusive, college-wide engineeringleadership curriculum. These efforts have resulted in a structured experience that providesgraduates with proficiency in leadership knowledge and skills starting with the freshmen yearand culminating in practiced leadership experiences in senior project courses 1. Implementationof an inclusive curriculum required substantial support from each of the individual college units,thus the roll-out was staged with strong consideration to department timelines. Each program

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew C. Hurt, Purdue University, West Lafayette; Robert C. Deadman, Ivy Tech Community College; Jenny Daugherty, Purdue University, West Lafayette; Daniel O. Lybrook, Purdue University, West Lafayette

Tagged Divisions

Engineering Leadership Development Division

. 1 to No. 5. In addition, the U.S. ranked 13thin “higher education and training,” 16th in “infrastructure,” and 20th in “technologicalreadiness.” 15Indiana, specifically, ranks low in terms of adults with a college degree - 42nd out of 50 states inadults with a Bachelor’s degree and 29th in adults with an Associate’s degree.18 This lack oftraining is of paramount concern for Indiana companies. In a 2012 survey of Indianamanufacturers, human resource development (i.e. education and training) “overshadowed capitalinvestment, information technologies, and improving organizational structures and processes as Page 24.973.2the top concern of