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

. Joe earned his bachelor’s in Aerospace Engineering from the University of Michigan-Ann Arbor, his master’s in Mechanical Engineering (minor Electrical Engineering) from Iowa State University, and his MBA and PhD in Systems Engineering both from the University of Illinois, Urbana-Champaign. c American Society for Engineering Education, 2020Work-in-progress abstract: Identifying Effective Student Leaders to Improve Capstone Design Team AssignmentsAbstractEngineers in industry are required to work in teams to accomplish large goals. Similarly,engineering students often work in teams in course projects cornerstone through capstone. Thestakes of capstone design projects are often high as teams work

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

Tagged Divisions

Engineering Leadership Development

is no study that explores the change in leadership behaviors among engineering students asthey are transitioning from their senior year to workplaces. Even though CVF has not beenwidely used in identifying leadership behaviors in the engineering education context, throughthis study CVF offers a valuable way to compare different leadership behaviors amongengineering students as they progress into their early careers.MethodologyThe participants in this study are drawn from a larger study of capstone design courses from fourdifferent universities across the United States [25]. There were 62 participants recruited fromCapstone courses from these universities. Sequential mixed methods analysis was carried out inthe larger project. The full data

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

of Georgia [12].The current approach was motivated by two primary goals: 1. Provide this education and training to all engineering students in the major without requiring additional courses. 2. Provide this education and training within the context of their team engineering capstone projects to improve their ability to apply what they have learned.These goals highlight perhaps the two main differences between explicit and non-explicit ELEprograms. The former programs are a separate course of study with the benefit of being muchmore rigorous, thorough and resulting in a certificate or minor, but at the cost of more selectparticipation and loss of elective courses as well as greater institutional expense. The latterprograms can

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

cadets at WestPoint is their capstone design project. This project spans two semesters and is encompassed bythe courses Mechanical Engineering Design (ME404) and Mechanical Systems Design (ME496).Starting in ME404, mechanical engineering cadets are assigned to a capstone design project teamconsisting of five to seven other cadets. Over half of these projects are multi-disciplinary,collaborating with one or more other academic departments within the Academy. Across thetwo-course sequence, the cadets review the design process first taught in ME201 and apply thedesign process to an externally sponsored engineering design problem primarily fororganizations within the Department of the Army or Department of Defense.The team chartering process sets