Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Becerra, Arizona State University; Jennifer Chen Wen Wong, Arizona State University; Tami Coronella, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

a sense of purpose that supports their decision to persist toward graduation [8], [9].Tinto’s theory of individual student departure, which encompasses the stages of separation,transition, and incorporation, is widely utilized to describe student success and underpinsnumerous intervention programs in higher education [10]. This theory underscores thesignificance of academic and social integration, highlighting that students’ perceptions ofinteractions with faculty, staff, and peers in both academic and extracurricular contexts arepivotal to their success [7].Nevertheless, critiques of Tinto’s theory point out its inadequacy in addressing the variedexperiences of students, emphasizing the importance for these students to feel a sense

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Boz Bowles, Louisiana State University and A&M College; Adrienne Steele, Louisiana State University and A&M College; Rebecca Acosta Burdette; Annemarie Galeucia

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

program for first-generation students and underrepresentedminorities in engineering. The Studio also became a new home for several existing programs,including engineering supplemental instruction and peer mentoring. It is also part of anarticulation plan with the college’s study-abroad program. The Studio has evolved into a hub ofstudent learning and leadership, which encouraged a significant investment from a major energycompany, and expanded the Studio and several other student services into a new entity: the LSUChevron Center for Engineering Education (Chevron Center).Students who participate in our programs do so voluntarily, as do the faculty who certify theircourses as C-I courses. Participation numbers indicate excellent buy-in by both

Conference Session

Evaluation and Assessment for Engineering Leadership Programs

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Myers, Air Force Research Laboratory; Robert Amponsah Ed.D, Vanderbilt University & Airforce Research Lab; Tammy M. Mattison Ed.D., Air Force Research Laboratory & Belmont University; Heather Marshall

Tagged Divisions

Engineering Leadership Development Division (LEAD)

institution supervisorydevelopment programs differ from this traditional format by not only focusing on competenciesand skills, but by also focusing on developing learners vertically, in an environment in whichlearners are embedded within peer cohorts over a nine-month span. Vertical development refersto the stages that adult learners progress through as they advance in their cognitive sophistication[2]. An important aspect of cognitive sophistication is widening one’s perspective throughinteraction with others in order to establish an inclusive viewpoint [3]. A learner cohort providesa community in which diverse members bring their unique challenges and perspectives to bearon group learning.As evidenced in educational theory, these supervisor

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Nakamura, University of Hawai'i at Mānoa Department of Mechanical Engineering; Corrisa Heyes, University of Hawai'i at Mānoa; Joseph J. Brown Ph.D., University of Hawaiʻi at Mānoa

Tagged Divisions

Engineering Leadership Development Division (LEAD)

with Multi-Level Mentorship and Vertically Integrated Projects in Research Groups: A Case StudyAbstractThis case study presents an integrated mentorship model within a mechanical engineeringresearch group to enhance engineering education and training through peer-led learning andcollaborative laboratory projects. The faculty advisor oversees PhD candidates, who mentormasters students, who in turn guide undergraduates, creating a continuum of knowledge transfer,leadership development, and task accountability. Integrated lab projects connect all levels,fostering collaboration and communication while addressing real-world engineering challenges.This structure motivates undergraduates to pursue graduate studies by