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

, collaborative in theirdecision-making, and humbly self-confident in their behaviors.The five-semester leadership program, commencing spring of sophomore year, is designed toprovide a cohort of students with a broader perspective of the world in which they will live andwork. Personal growth and self-improvement, rooted in reflection and dialogue, are thefoundation of the program. Engagement with industry professionals and development of self-awareness helps them discover a sense for how they will fit into this world, a deeper insight intotheir individual potential, and a specific view of how they want to begin their professionalcareers. Students earn a certificate in Holistic Leadership upon completion of the program.Students in the Zachry Leadership

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

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Diversity

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Engineering Leadership Development

design courses and are evaluated as graduate attributeoutcomes integral to the Canadian Engineering Accreditation Board (CEAB) evaluationprocesses. Continual course improvement processes require reflection on the success oflearning activities, the tools used for teaching, and alignment of learning outcomes,activities, and assessment. Peer evaluation and feedback tools can encourage studentlearning and leadership development. The method of data collection, the type of feedbackand the contextual validity of the feedback may impact students’ development of useful teambehaviours and personal strategies for working in team environments. Mixed methodsuccessive case study analysis provides insights enabling targeted improvements to learningactivities

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

ClassroomLiterature reporting the implementation of coaching in engineering classrooms demonstratescurricular designs and learning outcomes with positive student outcomes. Stettina, Zhao, Back,and Katzy [26] implemented coaching practices in short stand-up meetings that focused onasking powerful questions to reflect and assess progress on project deliverables. Using a quasi-experimental approach, the researchers found that adding coaching into small stand-up meetingsprovided for successful information exchange and increased student satisfaction in courselearning. Knight, Poppin, Seat, Parsons, and Klukken [29] looked at the impact on teamorientation and team task performance of senior design course teams with graduate levelcoaches. The teams with graduate

Conference Session

Assessment of Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Werner Zorman, Harvey Mudd College

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Diversity

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Engineering Leadership Development

design and implementation of a student-driven laboratory method which supports the development of authentic leadership skills. c American Society for Engineering Education, 2018 But how do you Feel?Authentic Leadership Development for undergraduate students through a student-driven,experiential, and emotion-laden course using a laboratory method addressing the whole person.AbstractBased on 324 reflections written by 27 undergraduate students from two independent cohorts,this study examines the effectiveness of a semester-long authentic leadership developmentcourse which is based on a student-driven, student-centered, and experiential laboratory method.This study shows firstly

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

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Diversity

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Engineering Leadership Development

existand might never be found” [10]. What this lack of definability likely means is leadership ismultifaceted, needing to be defined and bounded within the context in which the process is beingexamined. As such, the literature on leadership within particular domains (like engineering) tendsto reflect consensus, in spite of a lack of broader consensus across the field of leadership.While definitions of leadership vary widely, they can largely be placed into one of two groups.The first group, include those definitions that look at leadership as a set of traits that the mostsuccessful leaders have, the trait theories [11]. These theories of leadership have largely fallen outof favor in western cultures over the past one – two generations [12]. During

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

and program evaluator at University of Michigan. Also he taught an ”individual learning skills” as an assistant instructor in the University of Texas at Austin for five years. American c Society for Engineering Education, 2021 Inclusive Leadership in an Engineering Leadership CourseBackground Engineering educators have seen significant changes in the Accreditation Board forEngineering and Technology (ABET) criteria starting in the early 2000. Pre-empted byworkforce demands, these modifications seek to address changing workplace dynamics andglobalization. One change reflects the evolution of teamwork in ABET’s Criteria 3, studentoutcomes, which now states

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dean H. Lang, Pennsylvania State University, University Park; Meg Handley, Pennsylvania State University, University Park; Andrew Michael Erdman, The Pennsylvania State University

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Diversity

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Engineering Leadership Development

material and in-class activities, a cognitivist approach. The final four semesters (n=152) were structured with aflipped classroom approach. Students accessed course material through weekly online modulesand class time was spent in reflective discussion and experiences based on the material offeredonline, a constructivist approach. The survey included 55 items that covered seven sub-scales:understanding of ethical issues, global awareness (world view), communication skills,organization/leadership skills, self-knowledge, creativity, and teamwork. Only student paired(pre and post) data were used in the analyses in this study. Most survey items had a significantincrease from pre to post course survey response in the desired direction. To evaluate

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

discussions and incorporate that into classexamples. For example, I start every class by playing music from a playlist that contains all thestudents’ favorite songs and we promote discussions around that. I try to incorporate as much oftheir experiences as I can and to demonstrate that there are no good or bad examples, there arejust different examples.I think it is also important to help students learn how their own development of racialconsciousness is linked to mastery of professional competency. For example, if they weredesigning cars, I ask them to think about what problems they will face if they design the car forpeople that are exactly like them.All these practices also demand for me to work on myself. I need to actively reflect on my race

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

program and undergo an interview process. Factors considered in theselection of participants include academics, work experience, effective communication, andinvolvement in student or civic organizations. Since its inception, the program has always beenled by either the currently acting dean or a former dean of the College.The course is structured with the following elements:Curricular elements: 1. Leadership literature and leadership from history: Students were regularly assigned articles and books on leadership and leaders. Students then were required to write reflections on these and to discuss these within the class. 2. Learning from leadership journeys of alumni before: Successful alumni of the college were invited to

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Serhiy Kovalchuk, University of Toronto; Mike Klassen, University of Toronto; Milan Maljkovic; Emily L. Moore, University of Toronto

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Diversity

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Engineering Leadership Development

groups with noviceengineers. Career history interviews of experienced engineering leaders, interspersed with guidedreflection, provided us with an interesting way to access implicit leadership learning over thecourse of participants’ three-to-four decade career histories [9, 54, 55]. It allowed us to askquestions about career transitions—something most engineers have a relatively easy timerecalling—with follow up reflection questions about the leadership insights they gained along theway—something many of us struggle to define, particularly busy, task-oriented professionalsfacing pressure to complete projects in time and on budget.When we asked direct questions about how participants learned to lead, most of them said one oftwo things; either

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Mike Klassen, University of Toronto; Serhiy Kovalchuk, University of Toronto; Qin Liu, University of Toronto; Alison Olechowski, University of Toronto; Madeleine Santia

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Diversity

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Engineering Leadership Development

paths were: 1) technical analyst!supervisor! senior leader and 2) technical analyst!supervisor! project manager. Jobperformance records suggest that engineers who struggled with supervision tended to move intoproject management rather than senior leadership roles. While Roberts and Biddle’s studyincludes valuable insights about engineers’ long-term career paths, they conducted it in aparticular era at a single organization and thus their findings may not reflect the experiences ofthe engineering profession as a whole.More recently, Tremblay and his colleagues surveyed 900 engineers in Quebec, Canada andfound that their career paths were multiple and divergent, not homogenous or linear as might beexpected by a dual (technical/managerial) career

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

organizations across campus: “People use it as a springboard more often thannot. Most of our mentors are a part of multiple clubs, both within engineering and outside… I’malso a part of clubs for chemical engineering, so I’m also in leadership in one of our science peerorganizations on campus that’s not associated with the College of Engineering.” Another benefit most often noted by the peer mentors was improved communicationskills. Amber reflected: “Public speaking and putting presentations together and learning how topresent myself in a meeting or interview, over the phone, I guess, just presenting in front of agroup of people and to speak loudly and be well versed.” Paul discussed how this benefit wasmore than a matter of being an

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

/false/unsure). This measure reflects pilot studyfeedback about the measure’s validity and reliability: students were likely to know, with greaterconfidence, whether or not they would carry some substantive amount of student debt comparedto knowing about their exact student loan value or about specifics of their family’s wealth. Thequestion on athletics asks: “have you participated in a collegiate varsity athletics program?”(yes/no), and, “if yes, how many seasons will you have participated before graduating?” We thenconstructed a dichotomous variable of varsity athletics participation based upon 2 or moreseasons of participation. The Greek Life participation question asks: “as an undergraduate, wereyou a member of a fraternity or a sorority

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

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Diversity

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Engineering Leadership Development

leadership identity that could be further tested using structural equationmodeling.Significant results were also observed among engineering fields and institutional characteristics.Students in computer engineering and electrical/electronics engineering scored significantly loweron the leadership construct than mechanical engineering students. Students who attendedinstitutions where women comprise a higher percentage of engineering students scored higher onthe leadership construct. It does make sense that some differences among engineering fields mightbe observed, reflecting cultural differences among engineering fields. In terms of the latter finding,it’s encouraging that attending a program with higher gender diversity might indirectly

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

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Engineering Leadership Development

publics • Engineering incorporates many domains beyond technical • Engineers impact the worldColes [12] described his view of professional practice with 10 lessons for practice: • professionals engage on society’s behalf, with people who present them with complex, indeterminate problems • professionals work with high levels of uncertainty • professional practice fundamentally involves making judgement • professional judgement is based on ‘practical wisdom • professional judgement is acquired through experience and conversations with respected peers • the learning process that underpins this is the critical reconstruction of practice • this involves ‘deliberation,’ which is more than ‘reflection • deliberation

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

engineering students acrossdemographic and academic variables, we do not know the extent to which our data and therebyfindings are representative of the total population. Second, the findings should also be taken withcaution because of the potential social desirability issue. Some respondents may have rated theimportance of the 11 skills and their confidence in them in ways that do not reflect their truevalues and ability beliefs about these skills. We did not have any means to triangulate thecollected data. Lastly, given that the leadership ability item was loosely defined in the survey, itis not immediately clear what the survey respondents thought of leadership when completing thesurvey, which may have influenced their importance and confidence