Displaying all 3 results
- Conference Session
- Advancing Research on Engineering Leaders’ Confidence, Careers, and Styles
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University; Emma Annand, Montana State University; Romy M. Beigel, Montana State University; Monika B Kwapisz, Montana State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Leadership Development
role of leadership and culture in process improvement. His research is supported by the NSF and industry and has received numerous national and international awards. He is an elected Fellow of the American Society for Engineering Management and serves as an Associate Editor for both the Engineering Management Journal and Quality Approaches in Higher Education. Prior to his academic career, Schell spent 14 years in industry where he held leadership positions focused on process improvement and organizational development.Dr. Bryce E. Hughes, Montana State University Bryce E. Hughes is an Assistant Professor in Adult and Higher Education at Montana State University, and affiliate faculty member with the Montana
- Conference Session
- Continuous Improvement in Engineering Leadership Development Programs
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- C. Fred Higgs III, Rice University; Kaz Karwowski, Rice University; David Allen Van Kleeck, Rice University ; Thomas Edward Phalen Jr., Rice University; Gayle Moran; Cesare Wright, Rice University; James Philip Hennessy, Rice University
- Tagged Divisions
- Engineering Leadership Development
, opportunities, and threats (SWOT) to RCELflourishing. The survey also helped RCEL leadership assess whether or not RCEL’s impact waspervasive and inclusive of the diverse career plans of the students. The key lessons gleaned fromthe survey were three-prong: (i) RCEL needed to expand its training curriculum to match thediverse career interests of its students following graduation; (ii) RCEL needed to not solely focuson enabling its students to achieve management roles in the first 5 years, but it needed to cultivatea long-term organization-leading leadership mentality as well; (iii) RCEL needed to ensure thatthe school’s engineering faculty viewed RCEL’s students as attractive candidates to participate inthe various academic endeavors they valued (e.g
- Conference Session
- Continuous Improvement in Engineering Leadership Development Programs
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Marnie V. Jamieson, University of Alberta; John M. Shaw
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Leadership Development
design courses and are evaluated as graduate attributeoutcomes integral to the Canadian Engineering Accreditation Board (CEAB) evaluationprocesses. Continual course improvement processes require reflection on the success oflearning activities, the tools used for teaching, and alignment of learning outcomes,activities, and assessment. Peer evaluation and feedback tools can encourage studentlearning and leadership development. The method of data collection, the type of feedbackand the contextual validity of the feedback may impact students’ development of useful teambehaviours and personal strategies for working in team environments. Mixed methodsuccessive case study analysis provides insights enabling targeted improvements to learningactivities