Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Donald, University of Guelph; Paul C. Hungler, Queen's University; Kaitlyn Brant, Queen's University ; Stephanie Diane Shaw, University of Guelph

Tagged Divisions

Engineering Leadership Development

, June 2020.AbstractReflection is an active learning technique that can be used to encourage greater understandingand act as a metacognitive strategy to develop lifelong learning skills. This “Work-in-Progress-Assess” paper presents a research study related to a weekly leadership reflection journalassignment that is carried out in graduate level Engineering Leadership courses at two CanadianUniversities. The specific objectives of this study are to explore the impact of structuredreflection on engineering leadership development by: 1) examining the effectiveness ofstructured reflection for developing engineering leadership skills, and 2) identifying how theinsights gained through reflective practice will be applied in students’ careers.As a

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Daniel Knight, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Homero Murzi, Virginia Polytechnic Institute and State University

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Engineering Leadership Development

c Society for Engineering Education, 2020 Using Competing Values Framework to map the Development of Leadership skills as Capstone Design students Transition to the WorkplaceIntroductionAccording to the Engineers of 2020 report, one of the important attributes that will support thesuccess of engineering graduates when entering the workforce will be leadership skills [1].Engineering students’ development of leadership skills is highly acknowledged by industry whenlooking to hire new talent into the workforce [2]–[5]. Similarly, the Accreditation Board forEngineering and Technology (ABET) revised criteria for student outcomes have specificallymentioned effective team function when students are able to contribute in the team

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea Chan, Troost Institute for Leadership Education in Engineering (ILead); Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Emily Moore P.Eng., University of Toronto; Milan Maljkovic, Troost Institute for Leadership Education in Engineering; Emily Macdonald-Roach

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Engineering Leadership Development

have contributed to their leadership learning. We began by exploring thenature of the adversities faced in engineering leadership. Using situated learning theory as ourprimary analytical lens, two main themes on leadership learning emerged through our dataanalysis: (1) Contextual awareness in managing and navigating constraints, with subthemessuch as “think in terms of systems,”1 recognize when to walk away, and foster a culture thatpromotes organizational success; and (2) Leveraging personal resources and experiences inleadership, with subthemes such as learn from (painful) experience, and rely on personalstrengths such as integrity and tenacity for guidance in leadership. The study also draws fromtheories of emotional intelligence, the

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michele Norton, Texas A&M University; Behbood Ben Zoghi, Texas A&M University

Tagged Divisions

Engineering Leadership Development

leadership, people skills, and team-related skills are more important than the technical skillsrequired to perform their job-related tasks when looking at overall long-term success within thecorporation [1]. According to various surveys, transversal skills such as working in teams,communicating effectively, leading others, problem-solving and adaptability to be among themost desired traits employers are looking for [2]-[3]. The Engineering Competency Model(2015) developed through a collaboration between the American Association of EngineeringSocieties (AAES) and the U.S. Department of Labor (USDOL) outline many competencies thatwould fall within the transversal skills category: interpersonal skills, teamwork, creativethinking, critical thinking

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dena Lang, Pennsylvania State University; Travis Gehr; Meg Handley, Pennsylvania State University; John Jongho Park, Pennsylvania State University; Andrew Michael Erdman, Pennsylvania State University

Tagged Divisions

Engineering Leadership Development

, Agree, Strongly Agree) with the following statements: 1) The ELD program wasinstrumental in helping me get my first job. 2) The ELD program was instrumental in helpingme get one or more promotions. and 3) The ELD program helped me develop skills needed fortoday’s engineering work. These survey questions were intended to assess whether the alumniregarded their participation in the leadership development program as important in their initialhire and subsequent career progression. In addition, the third survey item was used to assesswhether alumni believed that the program’s developmental objectives were meeting the needs ofour graduates in the workplace. Results from the alumni survey indicated that respondents feltthat the ELD program was

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harold Ackler, Boise State University; Heidi Reeder, Boise State University; Abbey Louie

Tagged Divisions

Engineering Leadership Development

from the University of Oregon, an M.A. in communication from Stanford University, and a Ph.D. in communication from Arizona State University.Mrs. Abbey Louie c American Society for Engineering Education, 2020 Integrating Professional Skills and Leadership into an Undergraduate Engineering ProgramBackgroundProfessional skills have gained traction as an essential component of engineering education. Thecase for such skills among graduates has come from engineering education research and programdevelopment [1, 2, 3, 4], as well as from industry [5, 6]. Rick Stephens, a retired Senior VicePresident of Human Resources and Administration at the Boeing Company, states that

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian J. Novoselich, U.S. Military Academy; Russell P. Lemler, U.S. Military Academy

Tagged Divisions

Engineering Leadership Development

record of service. As a result, engineers and engineering educators may beunfamiliar with or misperceive the principles of leadership within the Army because 1) they haveno affiliation with the Army or 2) they have gained a perception of military leadership throughwhat they see in Hollywood.The purpose of this paper is to provide a comprehensive overview of Army leadership throughthe lens of the United States Military Academy at West Point (West Point). Leadershipprinciples, education, and training are reviewed from guiding doctrinal principles through aninstitution-level leader development system, and into specific coursework that focuses on leaderdevelopment. Finally, the paper situates these leadership principles in the capstone

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Blake Everett Johnson, University of Illinois at Urbana-Champaign; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Joe Bradley, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

curricula in project-based courses, whichmay be implemented earlier in the degree program rather than the senior year.Keywords: Leadership, Qualitative Methods, CapstoneIntroduction and MotivationThere are many definitions of leadership and numerous tools to assess leadership and relatedpersonality styles, such as DISC, KAI, Meyers-Briggs, and the Clifton Strengths assessment [1–4]. Rather than conducting one of these assessments, we are interested in the formation of the skillsthat help students to develop an effective leadership style, as well as the self-identification of saidleadership style. We observe individuals that are identified as good leaders by their capstoneproject adviser and attempt to understand and identify their personal