Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Seema C. Shah-Fairbank, California State Polytechnic University, Pomona; Jeyoung Woo P.E., California State Polytechnic University, Pomona; Kenneth Lamb P.E., California State Polytechnic University, Pomona; Jinsung Cho, California State Polytechnic University, Pomona

Tagged Divisions

Engineering Leadership Development

andprofessional skills within the teaching framework to train successful future engineers [1]. Mostengineering programs define the core of engineering curricula as mathematics, science,engineering analysis, and design; however, students need more than just technical skills [2]. In2004, the National Academy of Engineering indicated that engineering graduates need to beprepared to address the complex technical, social, and ethical questions raised by emergingtechnologies [3]. In addition, at a recent department Industry Advisory Council (IAC) meeting,professional engineers indicated that entry-level engineers from our university have the technicalskills, but need further training in interpersonal and professional skills. However, developingstandalone

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Niño, Massachusetts Institute of Technology

Tagged Divisions

Engineering Leadership Development

for those that we serve.Our origins: 2012-2014The founding of our division can be traced to the work of a few engineering educators and arecognition of the importance of educating engineers in leadership. As Ohio University’s David(Dave) Bayless noted in a short essay in the Appendix of our division’s first strategic plan [1],the Engineering Leadership Development Division was officially approved to become a newASEE division on Wednesday, June 18, 2014. But the inspiration and efforts to build support forthis new division started at least three years prior. Dave was partly inspired by an article byRichard (Rick) J. Schuhmann on “Engineering Leadership Education” [2], which described theorigins and evolution of Penn State’s engineering

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

Tagged Divisions

Engineering Leadership Development

theirbelief in their ability to perform but do not see a correlation between their belief in ambiguitytolerance with their belief in the ability to perform or their self as a leader. The narrativeselicited from the study provide additional context around why that correlation between ambiguitytolerance and self as leader does not exist. As leaders today need to navigate the volatile,uncertain, complex, and ambiguous (VUCA) landscapes, understanding leaders and futureleaders' perceptions of how this belief in ambiguity tolerance becomes part of their identity as aleader is critical to knowing how to develop leaders in the engineering field.Introduction Engineering leadership research has been expanding since the turn of the century [1],with a

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hwangbo Bae, University of Florida; Madeline Polmear, University of Florida; Denise Rutledge Simmons P.E., University of Florida

Tagged Divisions

Engineering Leadership Development

hired for your technical skills, fired for your lack of people skills,promoted for your management skills.” Participants were asked to contextualizethis statement in their own discipline and describe their perceptions of leadershipgiven the conceptualization of industry as a people business. The interviewtranscripts were analyzed deductively to ascertain perceptions of technical,management, and people skills and understand faculty members’ perspectives onstudents’ preparation. The findings suggest that faculty members (1) believed thatstudents are under-prepared for the professional skills required in the engineeringindustry, (2) promoted students’ experiences outside the classroom as a way toimprove professional skills, and (3) expressed mixed

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brett Tallman P.E., Montana State University, Bozeman; Werner Zorman, Harvey Mudd College

Tagged Divisions

Engineering Leadership Development

for more preparation in professionalskills amongst engineering graduates. In particular, leadership has emerged as an importantquality in new graduates as they engage with the workforce. This is reflected in current ABETstandards and the core goals of the National Academy of Engineering (NAE) Grand Challenges.Increasingly, higher education institutions are responding to these demands. For example, thereis an increasing number of engineering leadership development programs, as well as increasingresearch in the topic [e.g., 1, 2]. However, there is concern that these leadership programs maynot be contributing to leader development effectively. Moreover, without clear agreement (andmetrics) about what constitutes effective engineering leadership

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Meg Handley, Pennsylvania State University; Mihee Park, Pennsylvania State University; Ashley N. Patterson, Pennsylvania State University; John Jongho Park, Pennsylvania State University

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Diversity

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Engineering Leadership Development

his or her needs for belongingness and uniqueness” (p.1265). Team member perception of belongingness and uniqueness creates feelings of inclusivitywithin a team setting; behaviors related to these areas are described in Shore et al.’s (2011)framework for inclusion as shown in figure 1.Figure 1Shore et al. 2011 Inclusion FrameworkFrom “Inclusion and Diversity in Work Groups: A Review and Model for Future Research”, byShore, Randel, Chung, Dean, Ehrhart, and Singh, 2011, Journal of Management, 37(4), p. 1266.The Authors 2011. Promoting feelings of inclusiveness requires intentional behaviors, and leaders are in aposition to practice these behaviors to foster inclusive environments within teams. Their uniquepositions within the workplace

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hyun Hannah Choi, University of Illinois at Urbana - Champaign; Selim Havan, University of Illinois at Urbana-Champaign; Charlotte Hathaway; Blake Everett Johnson, University of Illinois at Urbana - Champaign; Mattox Alan Beckman, University of Illinois at Urbana - Champaign; Yuting W. Chen, University of Illinois at Urbana - Champaign; Lucas Anderson, University of Illinois at Urbana - Champaign

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Engineering Leadership Development

1 2 1.6 - - Domestic International 119 60 74 57.4 45 65.2 Domestic 79 40 55 42.6 24 34.8 Degree Masters 100 51 61 47.3 39 56.5 Doctoral 98 49 68 52.7 30 43.5 N 198 129 69Table I shows the demographics of the students who participated in the study. Overall,more students from the comparison group (n = 129, 65%) than students from the treatmentgroup (n = 69, 35%) participated in the study. There were more male students (n = 150,76%) than female

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gregg Morris Warnick, Micron Technology Inc.; Blandon Prowse, Micron Technology Inc.; Wai-Leong Mook, Micron Technology Inc.; Arthur Beng Chuan Lam, Micron Semiconductor Asia

Tagged Divisions

Engineering Leadership Development

within the company.This approach enables leaders to construct a customized development plan to enhance andincrease their leadership attributes and capabilities as they take responsibility for their ownleadership development. Opportunities exist at Micron to strengthen senior leader sponsorshipand involvement in the establishment of a sustainable leadership development culture.Literature ReviewLeadership development is defined as expanding the collective capacity of organizational leadersand team members to more effectively engage in leadership roles and processes [1]. Theseleadership roles include those that come with and without formal authority within anorganization. Leadership processes are those that enable groups to work together in a

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Seth C. Sullivan, Texas A&M University; Maria Polyzoi, Texas A&M University

Tagged Divisions

Engineering Leadership Development

videoconferencing softwarelike Zoom or Teams. In the first meeting, the coaches asked the participants to complete aleadership wheel in which they rated their level of satisfaction in ten competencies:academics/work; communication; assertiveness/confidence; organization skills; work/schoolrelationships; self-regulation; clarity/focus; building networks; conflict management; andresilience. The participants scored each competency on a scale of 1-10, based on how satisfiedthey were with their ability in that area. The coach and participant then talked over the scoresand identified competencies to work on together. Subsequent meetings were organic in nature,as participant and coach together discussed current challenges or growth competencies, what

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adrienne Steele, Louisiana State University and A&M College; Warren N. Waggenspack Jr., Louisiana State University and A&M College; Joseph Learned Odenwald

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Diversity

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Engineering Leadership Development

universities [1], it’s important to examine all aspects and impacts ofthese programs on all students served. Over several years, it became apparent that the mentoringprogram had quite a positive effect on the mentors themselves as well as the protégés. Intriguedby higher graduation rates of former peer mentors, the researchers sought to discover andexamine the academic and social benefits peer mentors found by participating in this program. Arandom number generator was used to select twenty people from a list of all mentors who servedat least two years in the program (n=101) since 2010. Many of these mentors had graduated andworked in various engineering positions, while others were current students. Phone interviews ofeight current and former mentors

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael B. O'Connor, New York University; Elizabeth Zofia Bialek PE, American Society of Civil Engineers; East Bay Municipal Utility District; Susan Davis, American Society of Civil Engineers

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Engineering Leadership Development

Rapid Transit district’s 1990’s expansions in the East Bay and SFO Airport at three billion to the New Starts program for the Federal Transit Administration with over a hundred projects and $85 billion in construction value. At the latter, he also acted as source selection board chairman and program COTR for $200 plus million in task order con- tracts for engineering services. Working for the third-largest transit agency in the United States, the Los Angeles County MTA, Michael managed bus vehicle engineering for $1 billion in new acquisitions and post-delivery maintenance support for 2300 vehicles with some of the most complex technology (natural gas engines and embedded systems) in the US transit industry in the

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Harindra Rajiyah, California State University, Sacramento; Lorenzo M. Smith Ph.D., California State University, Sacramento; Susan L. Holl, College of Engineering & Computer Science, California State University, Sacramento

Tagged Divisions

Engineering Leadership Development

: 1) Self, 2) Interpersonal, 3) Team, and 4) Organizational/Societal. • Common themes in curriculum consisted of leadership theory, practice and reflection, team building exercises, seminars by industry leaders, leadership capability assessments, and student leader coaching, all with continuous improvement of curricular components. • Leadership learning outcomes were measured by: 1) Effective leadership, 2) Synthesis and problem solving, 3) Practical competence and 4) Change agility. • Consistent with the trends in industry, topics such as Ethics [16], Systems Thinking [17,18,19], Innovation [20] and Peer Coaching [21] have gained emphasis in the leadership curricula

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angie Moussa, University of Massachusetts Lowell ; Yanfen Li, University of Massachusetts Lowell

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Engineering Leadership Development

problems. These non-technical skills allowstudents to understand the social, political, economic, cultural, environmental, and ethical aspectsof their future jobs[1]. The development of leadership is especially important for students whowish to pursue management careers including project management (PM) which is a highlyneeded and promising career path. Few undergraduate students are exposed to PM during theirundergraduate curriculum, and most PM courses are based on literature and reading. TheNational Research Council Board on Engineering education noted that undergraduate curriculumneeds to be reformed in order for undergraduates to get extensive exposure to interdisciplinary,hands-on skills, creative design, and systems thinking[2]. At the

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Meg Handley, Pennsylvania State University; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; John Brooks Slaughter P.E., University of Southern California; Meagan C. Pollock, Engineer Inclusion; Homero Murzi, Virginia Polytechnic Institute and State University; Monica Farmer Cox, Ohio State University

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Diversity

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Engineering Leadership Development

AmericanSociety for Engineering Education (ASEE) sets as its vision, “Excellent and broadly accessibleeducation empowering students and engineering professionals to create a better world” [1]. Yet,often, the better world we are working to create as engineering educators is not modeled in ourclassrooms. Marginalized groups describe the “chilly” and unwelcoming atmosphere ofengineering spaces [2], [3], [4]. This unwelcoming culture is characterized by ineffectivepedagogical approaches, microagressions, and competitiveness [5], [6], [7]. Faculty withprivileged/majority identities are generally unaware of the issues minoritized populations face aswell as the training available to build awareness [6].The vision to create a better world must startwith how we

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John D. Stevens, The Pennsylvania State University ; Dena Lang, Pennsylvania State University; Meg Handley, Pennsylvania State University; John Jongho Park; Paul Mittan, Penn State Engineering Leadership Development

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Engineering Leadership Development

assistant instructor in the University of Texas at Austin for five years.Mr. Paul Mittan, Penn State Engineering Leadership Development American c Society for Engineering Education, 2021 1 Evaluating the Effectiveness of an Undergraduate Engineering Leadership Development Minor on GraduatesAbstractLeadership development programs aim to meet the professional development needs of ourgraduates while aligning program curriculum to the needs of our graduates’ employers. Thisresearch paper reports assessment results from a

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Didiano, University of Toronto; Annie Elisabeth Simpson, Troost Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve P.Eng., University of Toronto

Tagged Divisions

Engineering Leadership Development

, undergraduate and graduate. In 2002 he established Leaders of Tomorrow, a student leadership development program that led to the establishment of ILead in 2010. He is a Professor in the Department of Chemical Engineer- ing and Applied Chemistry and ILead. American c Society for Engineering Education, 2021 A Leadership-Development Ecosystem for Engineering Graduate StudentsAbstractThere is a rapidly growing body of literature on engineering leadership education forundergraduate students [1, 2, 3]. However, there is little published about leadership developmentfor graduate students. There have been calls from national bodies to create and expandprofessional development

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ronald J. Bennett F.ABET, University of St. Thomas; Eugene Joseph Audette, University of St. Thomas; Elaine R. Millam, WorkWise Coaching & Consulting; Alanna K. Moravetz JD, Alanna Consulting LLC; Sheryl Niebuhr, University of St. Thomas and Sheryl Niebuhr Consulting LLC

Tagged Divisions

Engineering Leadership Development

decades there has been abundant discussion, research and subsequentpublication about the need for leadership skill development both for newly minted and seasonedengineers. The calls have come from both engineering practice [1] and academic communities[2], and the expectations have been codified by ABET for engineering academic preparatoryprograms [3].At the recommendation of our School of Engineering Industry Advisory Board late in the 1990sit was decided to develop a new graduate program to address a changing manufacturing andindustrial environment in our state. Increasing use of technology in this environment called for adifferent set of skills needed for engineers. A Master of Science in Technology Managementdegree (MSTM) was introduced in the

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark Jason Luchini; David J. Cribbs, Jackson; Dirk Joel-Luchini Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

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Engineering Leadership Development

department of a US-based locationof an international company that provides financial services. The original curriculum wasdesigned for live, in-person training, but was adapted for virtual delivery after the companyadopted a 100% remote workforce in response to the COVID-19 pandemic. The training wasconducted in four phases: (1) train-the-trainer to create internal evangelists; (2) trainmanagement to build buy-in and provide sponsorship; (3) phased rollout of training to individualmembers of the engineering department, contemporaneous with (4) specific and intentionalopportunities to apply the skills in normal business activities including Joint Architecture Design(JAD) sessions.Effectiveness was measured through surveys at the engineering

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

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

B. Michael Aucoin, Leading Edge Management, LLC; Dennis Arthur Conners

Tagged Divisions

Engineering Leadership Development

with the NASA Johnson Space Center. He received the IEEE Third Millennium Award, and projects he helped lead re- ceived the NSPE Outstanding Engineering Achievement Award and R&D 100 Award. He is a Registered Professional Engineer and earned the Project Management Professional Certification.Prof. Dennis Arthur Conners c American Society for Engineering Education, 2019 Systems Thinking Concepts and Applications for Engineering Leadership DevelopmentAbstract Many important and worthwhile initiatives in engineering leadership development focus onthe development of communication, social, and business skills among engineers [1]. Theobjective of this paper

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

The Challenges of Developing Engineering Management and Leadership Curriculum for Students Planning RIPE Careers. David VanKleeck, Kazimir Karwowski, Tom Phalen, Gayle Moran, Cesare Wright, Jim Hennessey, *C. Fred Higgs III1,2 Rice University Rice Center for Engineering Leadership (RCEL) 1 Mechanical Engineering Department, 2Bioengineering Department Proposed ASEE LEAD Track: Work in progressIncreasingly, engineering leadership and programs are seeing broad ranges of students interestedin pursuing grand challenge and blue-sky type opportunities to ‘change the world

Conference Session

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Engineering Leadership Development

University of Michigan. Alsohe taught an ”individual learning skills” as an assistant instructor in the University of Texas at Austin forfive years. c American Society for Engineering Education, 2019 Engineers as Leader-CoachesBackgroundDemands on engineering leaders require an ability to navigate solutions for ill-defined problemsagainst tight deadlines, to effectively deal with global challenges, and to work within complexand diverse social-technical team environments [1]–[3]. Many organizations have adoptedcoaching programs to address these challenges in leader performance and improve effectivenesswithin the work place [4], [5]. The application of coaching skills is essential for

Conference Session

Continuous Improvement in Engineering Leadership Development Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Seth Claberon Sullivan, Texas A&M University; Beth Koufteros, Texas A&M University

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Diversity

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Engineering Leadership Development

determinewhich activities or experiences were most meaningful to the students’ development and whatthemes emerge in student descriptions of the program’s impact. This paper adds to thecommunity’s body of knowledge on the types of leadership development experiences deemedmost impactful to students, as well as on the use of portfolios as an assessment method.In spring 2018, each student in the Zachry Leadership Program in Texas A&M’s college ofengineering created a personal leadership portfolio describing which experiences or activities inthe program were most meaningful to them and how the program impacted their leadershipdevelopment. In this study, we review the portfolio text using Hay’s iterative coding process [1]to identify and quantify common

Conference Session

Advancing Research on Engineering Leaders’ Confidence, Careers, and Styles

Collection

2019 ASEE Annual Conference & Exposition

Authors

Serhiy Kovalchuk, University of Toronto; Qin Liu, University of Toronto; Cindy Rottmann, University of Toronto; Mike Klassen, University of Toronto; Jamie Ricci, Indspire; Doug Reeve P.Eng., University of Toronto; Emily Moore P.Eng., University of Toronto

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Diversity

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Engineering Leadership Development

professional engineer, first as an R&D engineer in a Fortune 500 company, and then leading innovation and technology development efforts in a major engineering firm. c American Society for Engineering Education, 2019 1 Perceived Importance and Confidence in Leadership Ability: A National Survey of Final Year Canadian Engineering StudentsIntroductionEngineering leadership as a field of study has grown rapidly in the last two decades (Handley etal., 2018; Klassen et al., 2016), but there is limited understanding of how engineering studentsview the importance of leadership skills

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

Assessment of Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lawrence Holloway, University of Kentucky; Thomas Ward Lester, University of Kentucky; Joseph Anthony Colella, University of Kentucky College of Engineering

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Diversity

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Engineering Leadership Development

. In this program, he is tasked with organizing all guest speaker visits, coordination of the student selection process, organizing the course capstone experience and any additional student affairs interactions required in the program. Prior to joining the UK College of Engineering, Tony served 24 years on active duty as a United States Air Force Commissioned Officer. c American Society for Engineering Education, 2018 Engineering Leadership Development Program: A Tenth Year Review and AssessmentAbstractIn 2007, the University of Kentucky College of Engineering created the Pigman LeadershipDevelopment Program. The program had the following three objectives: (1

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

James N Magarian, Massachusetts Institute of Technology; Alison Olechowski, University of Toronto

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Diversity

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Engineering Leadership Development

assessing cohort composition within such courses, for methods employed incourses’ learning outcomes assessment, and for course or program degree-credit and recruitmentapproaches.IntroductionDespite their increasing prevalence, most Engineering Leadership (EL) courses are still optionalor elective for engineering undergraduates [1]. Herein, we present data showing variation amongengineering students in key attributes related to leadership and career development – and,correspondingly, related to learning experiences in EL courses. This variation appears to be atleast partly systemic: attributes vary, on average, in association with student group affiliationsand demographics. This paper discusses how knowledge of these patterns of student variationcan