Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. S.. Shelley, California State University, Long Beach; Kenneth Wayne Santarelli P.E., California State University, Long Beach; Christopher R. Warren, California State University, Long Beach; Amelia Bahrami, California State University, Long Beach

Tagged Divisions

Engineering Leadership Development Division

scaffold orframework for discussing personal preferences and communication behaviors without triggeringstereotype threat. The second reason for using MBTI is to introduce students to its proper useand limitations because it is highly likely they will see it again in their careers. Experience withweb-based assessment that implies career preferences based on MBTI-like results has shakenstudent confidence near to graduation20.The MBTI Personality Tool Table 1 shows sets of MBTI results for 70 program students from 2010 to 2016. Thetable is structured, as typical for MBTI tables, with the 16 grouping of the four dichotomiesarranged in a grid by first and last letter attitude, or orientation grouping, top to bottom andfunctional pair, the

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alan R. Parkinson, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Randall Davies, Brigham Young University

Tagged Divisions

Engineering Leadership Development Division

leadership, are some of the other studentbody characteristics. For example, 40% of the freshman class earned the Eagle Scout or GirlScout award; 27% served as the captain of a varsity athletic team, and 13% were a student bodyofficer in high school.1 A majority of the students serve as missionaries between the ages of 18and 19 for 18 months to two years. This voluntary service often involves living abroad orlearning a second language—about 70% of the students speak a second language as a result. Asthey become seasoned missionaries they also receive leadership experience in directing theefforts of younger missionaries.Establishing Leadership as a College DirectionA new college administration, which included the first author of this paper as dean

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aaron S. Gordon, Clemson University; Jeffery M. Plumblee II, Clemson University; Claire L. A. Dancz, Clemson University

Tagged Divisions

Engineering Leadership Development Division

oversight,project management, and project control. Once the water project was completed in 2012, CEDCmaintained the fledgling internship program so that further projects could be researched,pursued, and completed. The CEDC model for executing projects in Haiti is summarized inFigure 1 (Bargar, 2016). 3 Figure 1. The CEDC project model (Bargar, 2016)CEDC has three distinct levels of student engagement in the program, as seen in Figure 2. At theclassroom level, students enroll in CEDC for a one credit-hour course. They may participate inthe program every semester if they wish, from freshman year all the way through graduateschool. These students can move into leadership

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University

Tagged Divisions

Engineering Leadership Development Division

approaches to incorporating leadership development in engineeringeducation curriculum, describe the hands-on activities incorporated in this course, and analyzethe student survey data.BackgroundWhat constitutes authentic leadership has been debated by scholars for decades. Based upon anextensive search of the literature Walumbwa et al. [1] developed a framework for leadershipincluding several components: self-awareness, relational transparency, balanced processing, andinternalized moral perspective. This framework is based upon the idea that leaders are aware oftheir own strengths and weaknesses and their own goals, that they can present their true self toothers they have relationships with, that they can objectively analyze data and present

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

Tagged Divisions

Engineering Leadership Development Division

Page 1 Engineering Leadership Development using an Interdisciplinary Competition-based ApproachAbstractUse of experiential learning has been demonstrated to be an effective tool for engineeringleadership development. However, experiential learning involving the integration of disciplinesoutside of engineering, specifically leadership development experiences including businessmajors, seems to be an untapped area. This educational gap could be problematic, as anabundance of anecdotal evidence, documented by Rogers and Freuler, and calls by professionalengineering organizations, including ASEE and NAE, suggesting that engineers must learn towork with accounting, marketing, communications, and

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jiabin Zhu, Shanghai Jiao Tong University; Hu Yu, Shanghai Jiao Tong University; Tianyi Zheng, Shanghai Jiao Tong University

Tagged Divisions

Engineering Leadership Development Division

implementation of leadership training programs anddeepen our current understanding of engineering leadership in different culturalcontexts.Keywords: Engineering leadership; Chinese Industrial Context; Four CapabilitiesModelIntroduction Future engineers should not only serve as technical experts in their respectivefields, but also take the leading roles in the age of knowledge economy by possessingmultiple skills and attributes, in particular leadership [1]. Accordingly, new criteria forcompetent engineers have been proposed in recent years. For instance, The Engineer of2020-Visions of Engineering in the New Century in the U.S. indicated that futureengineers need to develop analytical skills, practical ingenuity, creative capability,communication

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rebecca Komarek, University of Colorado Boulder; Daniel Knight, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

others, some argue that thediscipline has not been fully embraced by the engineering academic community. Rottman et al.argue that “legitimacy of the field depends on engineers recognizing themselves as members of aleadership profession.”.1 They further elaborate to summarize some reasons why engineers donot consider themselves as part of a leadership profession: it takes over five years beforeengineers reach a management level and technical people tend to think of people problems asnon-engineering, the traditional view of leadership goes against an engineering culture ofequality, leadership is a vague term which does not align with technical thinking and analysis,and because leadership curriculum is often optional, it is perceived as less

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meg Handley, Pennsylvania State University, University Park; Dena Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, The Pennsylvania State University

Tagged Divisions

Engineering Leadership Development Division

these non-technical skills but should alsoconsider how students are evaluated on leadership characteristics during on-campus interactionswith recruiters to ensure that our students are effectively communicating their abilities during therecruitment process. In a previous study1, the authors used a qualitative approach to explorerecruiters’ perspectives on determining engineering leadership potential during busy career fairinteractions. With employers consistently ranking leadership as an important characteristic todemonstrate during on-campus recruiting activities2, Handley, Lang, and Erdman sought tounderstand how a student could effectively demonstrate leadership during these busy recruitingactivities.1 The Handley, Lang, and Erdman

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mike Klassen, University of Toronto; Serhiy Kovalchuk, University of Toronto; Doug Reeve P.Eng., University of Toronto; Robin Sacks, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

affecting engineering education. One response by engineeringeducators has been to introduce leadership education [1],[2]. However, very little is known aboutthe development and practice of leadership among engineers in the workforce. Even less isknown about early career engineers, who are in the period of training before they gain theirprofessional license. To date most research has focused on investigating leadership behavioursand development among undergraduate students [3],[4] or senior engineers [5],[6]. We are fillinga gap by investigating leadership among early career engineers. Our specific research question is“What does leadership development look like at this career stage?”Through qualitative analysis of semi-structured interviews, we show

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University

Tagged Divisions

Engineering Leadership Development Division

their proposed extension of work in this area, which posits that leadership development is anidentity transition process focused on self change using a process of separation, transition andincorporation (Ibarra et al., 2010). For the purposes of this work, our interest rests in the identitytransition of college students, not working professionals. As such, the model of EngineeringLeadership Identity Development in this work leverages the Leadership Identity Development(LID) model (Komives et al., 2005), summarized in Figure 1. For a more complete discussion ofthe LID model and its relationship to Engineering Leadership, see our earlier work describinginitial development of the Engineering Leadership Identify model (Schell & Hughes, 2016