Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kim Graves Wolfinbarger, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Divisions

Engineering Leadership Development Division

by n–1, where n = the number of people inthe group.4Team members listed as influential and receiving an indegree centrality score in the top half oftheir team were invited to participate in the Phase 2 interviews. First-year members listed asinfluential were also invited, regardless of indegree score. Additional potential interviewees werenominated by the team captains and/or were mentioned by team members during interviews.ParticipantsAt the time of the interviews, the Jets roster listed about 25 members and the Sharks roster listedabout 45 members. In total, fourteen students, all engineering majors, participated in individualrecorded semi-structured interviews exploring the team experience and their own leadershipdevelopment journeys. Six

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steven W. Klosterman, Northeastern University; Steven T. McGonagle, Northeastern University; Simon Pitts, Northeastern University

Tagged Divisions

Engineering Leadership Development Division

, students use the political lens to map out stakeholder and team member positions on their master’s project o Harvard Business School case: “Thomas Green: Power, Office Politics and a Career in Crisis” which describes the challenges a new employee faces when confronting company politics• Power and Influencexxx,xxxi . o From John Kotter’s, Power and Influence, methods for when one does not have positional authority on developing reserves of "unofficial" power and influence to achieve goals, reduce conflict and gain cooperation o Case from Cohan and Bradford, Influence Without Authority, covers the lifetime story of an influential leader, Nettie Seabrooks, within a

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Jennifer Karlin, South Dakota School of Mines and Technology; Ronald R. Ulseth, Iron Range Engineering; Dan Ewert

Tagged Divisions

Engineering Leadership Development Division

prepared for a career in this global economy.In the U.S. education system, it has been recognized by many prominent engineering agenciesand educational leaders2,3,4,5,6,7 that the current model of engineering education will notadequately prepare students to be the engineers of the future and that change is needed in theway engineering education is done in the U.S. These reports and other calls for change all pointout that the key to effective curriculum development is building an engineering education modelthat meets both technical and professional needs of the field that graduates will enter. One actionfrom these calls resulted in ABET adoption of the ABET 2000 criteria, a set of eleven outcomesfor engineering graduates to possess.While many

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Farah I. Jibril, Qatar University ; Bassnt Mohamed Yasser, Qatar University; Mahmoud Abdulwahed, Qatar University; Mazen O. Hasna, Qatar University; Mohieddine A. Benammar, Qatar University; Saud A. Ghani, Qatar University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

career and manage a project which requires developing anumber of soft skills, such as interpersonal, marketing, and communications 14. In order to be atrue engineering leader, engineering students must possess technical and nontechnical soft skills,which would give them an edge in the workplace 13. They must possess skills such as written andoral communication, customer relations, personal initiative, teamwork abilities, organizationalknowledge, and decision making that will facilitate the development of solutions to businesschallenges, to be effective leaders 15.According to the NAE (2004), “engineers must understand the principles of leadership and beable to practice them in growing proportions as their careers advance”. Engineers need

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lynne Cowe Falls, University of Calgary; Robyn Paul, University of Calgary; Gord Aker P.Eng. PCC, Logical Leadership

Tagged Divisions

Engineering Leadership Development Division

Leadership Coach and attended by the Director of Studentswho provides the student leaders with insight and context regarding the academic program and theoperating decisions of the school. The Leadership Coach creates the opportunity to look at leadershiproles and responsibilities in a different way. In addition, the Leadership Coach initiates dialog betweenthe students to ensure they recognize the opportunity to learn from one another on an on-going basis. Oneof the meetings is used to provide each of the participants with a Myers Briggs Type Indicator (MBTI®)assessment with the intention of providing the students with: o a better understanding of their personal personality preferences, o an awareness of differences in personality types

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph Louis, Purdue University; Amadin Osagiede, Purdue University, West Lafayette; Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Benjamin Ahn, Massachusetts Institute of Technology; Karan Sharma, Purdue University

Tagged Divisions

Engineering Leadership Development Division

value insystematically creating one’s portfolio of leadership experiences and self-tracking their owndevelopment. The detailed comparison of one’s leadership attributes in comparison with theirpeers is also valuable in leading discussions with faculty members or mentors, which could alsohelp to normalize any discouragement a student’s who compares poorly to her/ his peers mightfeel after taking the survey. The methodology described in this paper extends the utility of the survey instrumentcreated by Ahn et al.1, which has thus far been used in gaining insights into the general trends ofthe experiences and observables outcomes of undergraduate engineering students, by providingthem with a personalized assessment of their skillset and

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric Scott Rebentisch, Massachusetts Institute of Technology; Stephen Townsend, Project Management Institute; Edivandro Carlos Conforto, Massachusetts Institute of Technology

Tagged Divisions

Engineering Leadership Development Division

because the majority of today’s engineering graduates do not have the broadbackground necessary to understand, take charge of and drive large-scale projects to completionin an economic fashion” (5). To the end of correcting these perceived deficiencies, Gordon hasfunded a number of engineering leadership degree programs in universities. One of them is atNortheastern University (NEU) in Boston, MA. Key elements of the degree program at NEUinclude experiential learning; distinguished speakers from industry to discuss and modelleadership; mentoring from the program, an industry partner, and the technical faculty; cross-cohort learning (6). A similarly ambitious revision of engineering education has been on-going atthe Massachusetts Institute of

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Doug Reeve P.Eng., University of Toronto; Cindy Rottmann, University of Toronto, ILead; Robin Sacks, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

Education in Engineering (ILead) at the University of Toronto. Her research interests include engineering leadership, engineering ethics education, critical theory, teacher leadership and social justice teacher unionism.Dr. Robin Sacks, University of Toronto Dr. Sacks is an Assistant Professor in the Faculty of Applied Science and Engineering at the University of Toronto teaching leadership and positive psychology at both the graduate and undergraduate levels. Robin also serves as the Director of Research for the Engineering Leadership Project at the Institute for Leadership Education in Engineering which aims to identify how engineers lead in the workplace

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard J. Schuhmann, The Landing School; Andrew Michael Erdman, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Dean H. Lang, Pennsylvania State University, University Park; Jeffrey G. Soper, Montreux School of Business; Donald H. Horner Jr., Jacksonville University

Tagged Divisions

Engineering Leadership Development Division

Program approaches its 20th anniversary, retrospection, insight, and application of lessonslearned to formulate a vision of the future are appropriate. The past and current directors of theProgram have gathered together to create a joint retrospective. This retrospective is stronglyinfluenced by the authors personal experiences both in and outside of the classroom, paperspublished by the collective authors through the years, extensive reviews of current student Page 26.633.2learning through pre/post course surveys6 and discussions with graduates that considered boththe career impact of the Program as well as views of the strengths and areas where

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Logan Oplinger, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Engineering Leadership Development Division

Figure 3 was used by the researcher togive an example for each expression of leadership. The researcher then determined from theinterviews when a Maker expressed one of the leadership roles.In their Making, this person:___ 1. Listens to the problems of team members/subordinates. (Mentor)___ 2. Reviews and/or reflects upon project achievements. (Monitor)___ 3. Influences decisions made at higher levels. (Broker)___ 4. Does problem solving in creative, clever ways. (Innovator)___ 5. Clearly defines areas of responsibility for team members/subordinates. (Director)___ 6. Displays a wholehearted commitment to the job/project. (Producer)___ 7. Facilitates consensus building in work-group sessions. (Facilitator)___ 8. Protects continuity in day-to-day