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

appropriate since individual student cases are grouped by schools, and predictorvariables include both student-level and institution-level variables. The leadership construct,referred to as leadership self-efficacy in this work, includes self-rated growth in leadership ability,self-rating of leadership ability relative to one’s peers, participation in a leadership role and/orleadership training, and perceived effectiveness leading an organization.The primary independent variable of interest was a factor measuring engineering identitycomprised of items available on both the TFS and CSS instruments. Including this measure ofengineering identity from two different time periods in the model provides the relationshipbetween engineering identity in the

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Engineering Leadership Development

, social responsibility, ethics, and diversity. c American Society for Engineering Education, 2018 Perceived Importance of Leadership in their Future Careers Relative to Other Foundational, Technical and Professional Skills among Senior Civil Engineering StudentsAbstractMany demands are placed on undergraduate students to possess a broad range of foundational,technical, and professional knowledge and skills when they graduate. Expectancy value theory(EVT) indicates that students will be more motivated to learn topics that they believe will beimportant in their future, due to utility value. Self-efficacy beliefs also contribute to learning.Given this framework, the research

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

, 2002, p. 110). In the context of this study, the expectancy-value theorypredicts that students’ motivation to develop and practice leadership will be influenced by theirperceived level of importance of, and their subjective competency in, this skill. Understandingstudents’ perceived importance of leadership ability and their confidence in it can therefore shedlight on their motivation to develop and practice this skill (Chan et al., 2017).In the expectancy-value theory, expectancies can also be understood in terms of self-efficacy, inthat “an individual’s beliefs about their abilities influence their motivation to engage in relatedlearning activities” (Chan et al., 2017, p. 303). In other words, students’ perception of theircompetency in

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

college andstudent demographic characteristics, as well as aspects of the college environment and otherexperiences during college that also affect development. The review of the literature on factorsthat affect leadership development, presented next, is organized according to this framework.Demographics and leadershipStudents arrive to college with a variety of characteristics and experiences shown to influence theirleadership development before college. Gender in particular has been shown to affect leadershipattributes in a number of ways and is a source of extensive research [32], even if findings in thisareas are not entirely uniform [33]. For example, male leaders report greater self-efficacy, whilefemale leaders demonstrate higher competency

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

conceptualizations and measures of leadership confidence and risk orientation. Somestudies of leadership applied to students, for example, use a self-efficacy approach [16, 17] oremploy broad multi-dimensional assessment instruments [18], while others use more focusedmeasures of certain skills or abilities [19, 20]. Our data collection was subject to practicalconstraints that led us to employ simple, generalized measures, as described in the Methodssection alongside a more detailed discussion of the rationales behind our conceptualization ofthese variables.Literature ReviewResearch suggests that students’ confidence in their leadership abilities correlate with theirparticipation in various voluntary student groups or activities, such as athletics

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

, 2018.Park, J., Lang, D.H., Handley, M.H., & Erdman, A.M. (2019) Developing undergraduates’ self- efficacy for engineering leadership: relations among leadership attributes, teamwork skills, and creativity. Conference Paper and Presentation: American Educational Research Association Annual Conference, Toronto, Canada, 2019.Powell, K. S., & Yalcin, S. (2010). Managerial training effectiveness: A meta-analysis 1952– 2002. Personnel Review, 39, 227–241.Reyes, D.L., Dinh, J, Lacerenza, C.N., Marlow, S.L., Joseph, D.L., and Salas, E. (2019) The state of higher education leadership development program evaluation: A meta-analysis, critical review, and recommendations. The Leadership Quarterly Vol. 30(5

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

. (2010). Engineering leadership development programs: A look at what isneeded and what is being done. Journal of STEM Education: Innovations and Research, 11(3).[10] Cox, M. F., Cekic, O., & Adams, S. G. (2010). Developing leadership skills of undergraduateengineering students: Perspectives from engineering faculty. Journal of STEM Education:Innovations and Research, 11(3).[11] Knight, David B., and Brian J. Novoselich. "Curricular and co‐curricular influences onundergraduate engineering student leadership." Journal of Engineering Education 106.1 (2017):44–70.[12] Schell, et al. “Exploring the relationship between students’ engineering identity andleadership self-efficacy. 126th ASEE Annual Conference and Exposition. 2019. Tampa, FL.Paper

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

Tagged Divisions

Engineering Leadership Development

using the pre-survey data before the program implementation fromFall ’18. Theory-driven evaluation assesses not only whether an intervention program iseffective or not (program outcomes), but also utilizes program theory to frame the evaluation.The program has achieved its intended outcomes of the program—an increase of students’teaching self-efficacy—and an outcome study has been reported 17 . As a next step, theobjective of this paper is to understand how a program theory based on the programdesigner’s assumptions are shared or not shared. Program theory as defined in the communityof program evaluation incorporates program designers’ and stakeholders’ assumptions onhow the program would work 18 . The understanding of the program theory will

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

teamwork throughout the course. Wefocus on the concept that leadership starts with self-knowledge (Sosik, 1999; Atwater, 1992;Colcleugh, 2013). A reflective self-evaluative process with respect to social intelligence iscorrelated to the development of leadership skills (Condon, 2011). The team and leadershiplearning activities begin with learning about self and are extended to how to inspire and leadothers. Reflection based on observing the impact of team and leadership decisions isincluded. Self-efficacy and accountability are foundational for leadership, professional, andlife long learning development. Assessment of individual skills, conflict managementstyles, and personality feed self-knowledge and reflection on how one's own actions

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas at El Paso; Debbie Chachra, Olin College of Engineering; Kate Roach, UCL; Emanuela Tilley, University College London; Kyle G. Gipson, James Madison University

Tagged Divisions

Engineering Leadership Development

involving students in curriculum development and teaching through Peer Designed Instruction.Prof. Debbie Chachra, Olin College of Engineering Debbie Chachra is a Professor of Engineering at Olin College of Engineering. Her education-related research interests include self-efficacy, design, intrinsic motivation, and gender. She speaks and consults on curricular design, student-centered learning, and gender and STEM.Dr. Kate Roach, UCLMrs. Emanuela Tilley, University College LondonDr. Kyle G. Gipson, James Madison University Dr. Kyle Gipson is an Associate Professor at James Madison University (United States) in the Department of Engineering (Madison Engineering) and the Director of the Madison Engineering Leadership Program

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development