Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian J. Novoselich, Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, which was comprised of thetheory’s transformational items as well as contingent reward items was named developing. Thisname articulates the notion that all items relate to leadership in a positive and constructive sense.Factor 2, comprised of both laissez faire and passive management by exception was namedpassive-avoidant/laissez faire, consistent with previous analyses of the MLQ (e.g.12). All of theitems of management by exception-active (MEA) loaded on Factor 3. Correspondingly, the factorwas renamed active management by exception (MEA) to reflect the fact that this factor maintainedthe same dimensions as the original MLQ sub-component. Table 6 shows the reliabilities of theresulting scales. The resulting three scales showed adequate

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University; Shannon Katherine Gilmartin, Stanford University; Helen L. Chen, Stanford University; Holly M Matusovich, Virginia Tech; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

ePortfolios and reflective practice in higher education; and 3) reimagining the traditional academic transcript.Dr. Holly M Matusovich, Virginia TechDr. Sheri Sheppard P.E., Stanford University Page 26.371.1 c American Society for Engineering Education, 2015 Comparing Disparate Outcome Measures for Better Understanding of Engineering GraduatesAbstractDespite a strong emphasis on increasing post-graduation engineering retention, few researchstudies have examined what it actually means to stay in or leave engineering work. This studyaddresses this limitation using a