Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary B. Vollaro, Western New England University; Robert R. Klein, Western New England University

Tagged Divisions

Engineering Leadership Development Division

individual ‘portrait’ of themselves, which is then used as a starting point fordiscussion, training, interaction with others, and conscious, insightful reflection. With the KGI,each student receives a personal profile comprised of numerous action items to develop groupskills at his or her own pace. Our work in this freshman course provides the basic training on theutilization of information provided by these instruments, asks each student to pick two skillsfrom their personal KGI profile, and has developed assignments to promote reflection on theirimplementation of KGI skills and personal behaviors.INTRODUCTION/ MOTIVATION“Today, the Myers-Briggs Type Indicator (MBTI) is the most widely used psychologyinstrument in the world for the normal

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine Agnew Trevey, Marquette University; Andrea L. Gorman, Marquette University; Kristina M. Ropella, Marquette University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

first course. Results of thisqualitative assessment were analyzed using a rubric developed to measure growth in perceptionsand attitudes. In addition, students wrote reflection papers about practical leadershipexperiences during their industry internships, using the guiding principles and themes of theprogram to illustrate what they learned. Students also synthesized their observations of industryleaders after shadowing each of two C-Level leaders.Early results from assessments conducted after the first year in the program indicate students aredeveloping significant self-awareness, building life-long skills and habits that will serve themwell as they assume greater leadership responsibility. Early results also indicate the necessity ofcreating

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

feedbackfor the student that would aid in his self-reflection and in charting a plan for incorporating habitsand activities into his daily life that would aid in the development of leadership traits. The next section of this paper offers formal coursework suggestions that would betterstudent leadership skills by taking advantage of classes in many different departments aroundcampus. However, the results of the personal leadership survey serves to recommend thatstudents to promote their own personal growth by joining strategic extracurricular activitiespromoting leadership. For example, since Ken needs work in his communication skills, perhapsthe Toastmaster’s club or other communication club might be an appropriate activity. Similarly,since

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Meghan Daly, James Madison University; Cairo Jahan Lakil Sherrell, James Madison University; Thomas Atcheson Ware; Diane L. Foucar-Szocki, College of Education, James Madison University; Justin J. Henriques, James Madison University

Tagged Divisions

Engineering Leadership Development Division

Seminar course was the engineering entry course for the first-yearengineering students in the first four years of the program. The first iteration of the coursefocused on the student gaining awareness about the multiple disciplines of engineering throughmini-design challenges and providing opportunities for students to meet and speak withprofessionals in field. Assignments ranged from information literacy to reflecting on practicingengineers and upper division students who shared experiences about the discipline and program.In 2012, the seminar course was not offered, leaving only one course in engineering for studentsto take in their first year. Fall 2014 saw the reintroduction of the course under the title,Engineering Opportunities, where the

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Clinton Stephens, Iowa State University; Katherine Lynn Friesen, College of Engineering, Iowa State University

Tagged Divisions

Engineering Leadership Development Division

and leadership. Students are asked to identify and interview aleader of their choice, analyzing the information gathered from the interview using their personaldefinitions. As a final reflection, students create a self-commitment plan consisting of personaldefinitions of a leader and leadership, personal values, vision statement, and identifiableleadership opportunities while in college.   We have implemented this module as a course facilitated by a graduate assistant.Discussions and the self-commitment plan were spread throughout half of the semester in aneight-week course. Students who have completed the module are invited as to serve as a peermentors that facilitate discussion and activities. A more abbreviated module could

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Engineering Leadership Development Division

, professionalism, dynamism, agility, resilience, flexibility, and Page 26.631.4capacity for lifelong learning (pp. 54-56). The emphasis on these attributes reflects anassumption that engineers of the future will no longer be able to rely solely on a core body ofexpertise throughout their careers. Perhaps more importantly, it reflects a desire to see engineersand engineering exercise appropriate influence for the public good and to attract talentedstudents to a profession that both pays well and provides personal fulfillment.Engineering leadership programs as they are portrayed through their websites appear focus oncurricula, requirements, and the benefits

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yazmin Montoya, LEAD; Aaron Eduardo Pacheco Rimada, University of Texas, El Paso; Erwin Ignacio Delgado, Univerity of Texas, El Paso ; Isaiah Nathaniel Webb; Meagan R. Kendall, University of Texas, El Paso

Tagged Divisions

Engineering Leadership Development Division

atmosphere of reflection and individual feedback that formsthe foundation for continuous improvement. Capacity is the various applications of one’s knowledge and the roles it enables one totake on. This is primarily developed in the classroom, first, by encouraging students andproviding them with diverse opportunities to contribute to extracurricular efforts, form part ofdiverse communities, or organizations. Secondly, classes teach students on the importance ofidentifying and assigning distinct roles within projects and team efforts. Students learn about allof the parts and roles required in the process of taking ideas to realities and producing a desiredoutcome. Students are presented with multiple opportunities to develop skills that

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

students to build on their strengths andovercome their weaknesses as they navigate their education.13A guiding principle for the IRE model is that students own the responsibility for their learning.At the beginning of each project cycle, students identify which outcomes will be addressedduring the project. Working with faculty, they determine which learning modes will be appliedand determine what types of evidence they will need to acquire in order to demonstrate outcomeattainment by the end of the project cycle. Learning activities include planning, resourceidentification, self-directed knowledge acquisition, peer conversation, help-seeking, reflection,and evaluation.15 Each project cycle concludes with the presentation of two reports: a

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robyn Paul, University of Calgary; Lynne Gradon Cowe Falls P.Eng., University of Calgary

Tagged Divisions

Engineering Leadership Development Division

observed across the goals was about helpingstudents learn how to be an independent learner. This is shown through statements such as“further engages students in their education”20, “offers students the opportunity to discover”14and develop “the student into an action-driver leader”21. These emphasize the fact that regardlessof how well designed an engineering program is, the responsibility to learn rests with thestudents7. It can also help students understand that they are capable and can succeed, but there isalways room for improvement and they must continue learning and improving3. Recent researchdiscusses the importance of reflection in the continued and independent learning process25,26.Experiential learning. The majority of the program

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

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

engineering and technology.This paper describes how the program builds awareness of the broad characteristics of leadershipleading up to this exercise, enriching the understanding of how leadership emerges and evolves,as a blueprint of a best practice in a nationally recognized curriculum. Included is an overviewand structure of the leadership program and brief descriptions of the leadership topics taught inthe class, including supporting literature, and outcomes.2 The Assignment – Personal Case StudyThe purpose of the assignment is to give students the opportunity to analyze the leadershipapproach and philosophies of historic figures and reflect upon how their styles match andcontrast with what they’ve been taught in the classroom, and then share

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

experienced than engineers in the country with a slightover-representation of chemical and mechanical engineers. The gender split reflects that ofCanadian engineering graduates over the past two decades. Please see Table 2 below for asummary of our demographic data.  T ABLE  2 :  S AMPLE  C HARACTERISTICS    Category Sub-Categories % of SampleSex Male 74 Female 26Age 20-29 43 30-39 33 40-49

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

as non-engineering courses in the College. Several members of the EngineeringFaculty Curriculum Committee thought the Minor was more appropriate in the Business School.The debate was heated, but the Minor was narrowly approved by one vote. The narrow successof the vote was a clear reflection of the views of the college. The domain of engineeringleadership was new at the time, and there were no other programs available to offer to faculty asbenchmarks of value or success. Reluctance, by many in the College of Engineering, to includenon-technical courses at that time was not unexpected. Industry champions, incased within theLeonard Center, were critical to the acceptance of the program.The hard work of figuring out the details of each course

Conference Session

Interactive Panel on Perspectives and Practical Skills for Men as Advocates for Gender Equity

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lawrence J. Genalo, Iowa State University; Roger A. Green, North Dakota State University; Beth M Holloway, Purdue University, West Lafayette; Archie L Holmes Jr., University of Virginia; Brian P Kirkmeyer, Miami University; Klod Kokini, Purdue University, West Lafayette; Daniel Lopresti, Lehigh University; Adrienne Minerick, Michigan Technological University; Beena Sukumaran, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division, Minorities in Engineering, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

country, but it is a major barrier at my institution.I otherwise believe that advocacy needs to be a formalized institution-level mission and goal, andit must be genuine. If it is not for the right reasons (such as public relations), then thoseindividuals within the institution will see through it and potentially lose confidence and morale.It cannot simply be words or data; there has to be action, and institutions cannot fake this. I alsobelieve that it is a barrier if the leaders of the institution do not speak and act consistentlybetween their public and internal personas. These leaders cannot speak of how important equityis and then internally emphasize efforts that do not reflect this

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay B. Brockman, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Gary Allen Gilot P.E., University of Notre Dame

Tagged Divisions

Engineering Leadership Development Division

Group GeneralManager, System Z Pat Toole, an engineering alumnus, speak on leading engineers and IgnatiusSpirituality-appealing to some of our quiet engineering student leaders in formation. Thewisdom shared clearly touched chords with our engineering students as evidenced in theirwritten reflections and post discussions with staff in mentoring sessions.As we begin our Spring 2015 program, students are being encouraged to compete inmultidisciplinary teams on a specific pilot scope on Bowman Creek as a community projectsuggested by the South Bend Department of Public Works to apply both technical and leadershipskills. These projects have a broader range of stakeholders and more complex constraints thantypical academic projects, and participants

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

Tagged Divisions

Engineering Leadership Development Division

objectives from #5 d. Reflection and feedback (coaching) in your small group of other leaders e. Any other leadership aspect you plan to employ 7. Explain the metrics that you must attain/assess in order to meet your objectives from #5 Page 26.534.4 8. Describe how you will hold your teammates (other leader) accountable for progress 12687The heart of the model is that the students address these objectives for the capstone leadershipexperience within a small group (a cadre of 3-5 students) while building the team

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Roger V. Gonzalez P.E., University of Texas, El Paso; Richard T. Schoephoerster, University of Texas, El Paso; Jessica Townsend, Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

courses depends on minor.) • A focused area of study such as Pre-med, Pre-law, or preparation towards a Peace Corp assignment. Page 26.635.3 Figure 1: Track Options for the Bachelor of Science in Engineering LeadershipUTEP is uniquely poised to craft the first undergraduate program around this new discipline.With a motto of “Access and Excellence”, UTEP strives to attract a student demographic notwell represented in engineering today and arm them with the skills, mindset, and experience thatallows them to make a positive impact in the communities in which they live and work. UTEP’sstudent population is 80% hispanic and reflects

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

William J. Davis P.E., The Citadel; Dimitra Michalaka P.E., The Citadel

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

, engineering marketing, business development and proposal submittal. 6. Understanding of ethical and legal aspects of engineering. 7. Demonstration of management techniques, decision economics, engineering organization, and business accounting methods. 8. Understanding of value engineering and total quality management concepts.Eight CIVL 411 course goals are mapped to CEE Department outcomes and shown withaccompanying levels of Bloom’s Taxonomy as indicated in Table 7. The focus of the class isgenerally on lower levels of Bloom’s, even though this is a senior course. Higher levels ofBloom’s Taxonomy are used for course instruction and student assignments, even thoughassessment mapping has not been adjusted to reflect this more rigorous