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

meet at least 3-4 times over thecourse of the three-month semester, and had the option of continuing meeting if deemedmutually beneficial by both the coach and the participant. The students or graduates (hereafter“participants”) in the coaching program were all highly successful students or graduates, and allhad been selected for a highly-competitive leadership development program for engineeringstudents. The meetings between coaches and participants were allowed to develop organically,according to coaching best practices. [3] Participants were allowed to pick the areas they wantedto develop. Coaches then guided participants towards creating a vision and setting goals byasking questions, reflecting back observations, and facilitating

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

Tagged Topics

Diversity

Tagged Divisions

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

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

—engineeringfaculty, leadership faculty, and industry practitioners—brought their respective experiencetogether to determine the learning outcomes. The practitioners then developed teaching materialsusing their experience designing curriculum to help new college hires and interns succeed in theworkplace.This content was delivered by the practitioners, who were paid as adjunct instructors, in Fall2018 and Spring 2019. There were seven modules, described below, each of which consisted of atwo-hour lesson scheduled during the regular senior capstone lab period. Each module consistedof mini-lectures, applied learning activities, discussion and written reflection. During this year-long course, the 16 students were assigned to applied project teams and thus had

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kenneth Lamb P.E., California State Polytechnic University, Pomona; Werner Zorman, Harvey Mudd College; Alicia M. Kinoshita, San Diego State University; Natalie Mladenov, San Diego State University

Tagged Divisions

Engineering Leadership Development

, phone call), appreciating the differences amonggenerations. The conversation then turned to key attributes for leaders, and this groups stated,keywords such as consistent (stable), fair, open-minded, willing to question everything, and tocorrect errors early (which requires courage & trust), and recognize mistakes. This groupsuggested that to teach these attributes, the team needs to meet often and debrief after a project –take time to reflect on the process and make suggestions for improvements. Instructors couldcomplete this process through role-playing at the undergraduate level.A partner at a construction firm quickly mentioned the importance of self-awareness and socialawareness as key attributes of new hires as well as seasoned

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

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

(includingcommunicating, persuading others, setting goals, and problem solving), and suggest that futureresearch also evaluate cognitive and affective outcomes, as these have been shown to beimportant in shaping behaviors (Kahle & Berman, 1979). Their review also indicated that mostprograms used approaches to program implementation that were convenient and inexpensive andsuggest that programs should include more practice, such as reflective activities, role-play, goalsetting, and games. Given that the majority of programs used self-report assessments, Reyes etal. also suggest that researchers consider best practices for program evaluation, in particular, toavoid endogeneity concerns within the evaluation data. Through their meta-analysis, theyidentified

Conference Session

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Michelle Melvin, Louisiana State University; Boz Bowles, Louisiana State University; Adrienne Steele, Louisiana State University

Tagged Divisions

Engineering Leadership Development

majors. In the beginning, the program’s seminar-basedworkshop curriculum primarily enlisted the help of faculty from the College ofBusiness, and students received a $1,000 stipend upon completion of thesemester. Student participants attended lectures, discussed leadership topics withmentors from a variety of industries, and composed either a reflection essay orposter to conclude their participation.Chevron Leadership Academy redesignedSettling on specific goals and methods for creating a new leadership program isoften an iterative process, with a good deal of trial-and-error in the beginning [5].Voice-of-the-customer techniques determined in fall of 2017 that the program wasnot meeting corporate sponsor goals, nor was it effective in assessing

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

with delegation and Focus on wellbeing)Core incorporates the “Leader as Teacher” culture at Micron. Mid to senior level leaders areinvited to be a sponsor for each cohort training group. This includes participation in modules 1and 7 where they as sponsor share personal examples of how Micron’s core values andleadership attributes have made a difference in their life and helped them improve theirleadership capabilities. It also includes an open forum allowing participants to ask questions ofthese leaders.Amplifier (Empowering Leadership Practices)Amplifier is an immersive leadership development experience that merges theory and practicalskill development with personal reflection and a deep dive into the systems and processes thatdrive the

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

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

experiences are similar, or the participant used knowledge from capstone in the workplaceCapstone Advice The participant is providing advice for the capstone course (e.g., to better align it with work)Figure 2 shows the process of data analysis for this study starting from the interview data to theresults. One of the sub-codes from the coding scheme was “leadership” which was defined as anactivity where the participant described ‘acting as a leader or an action that reflected aleadership behavior’ while working in a team. For this study in particular, we used the dataexcerpts which were coded under ‘leadership’ and analyzed the data using the four leadershipprofiles of the

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

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

Tagged Topics

Diversity

Tagged Divisions

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

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

experientiallearning opportunities, including coaching other students and participating in an internship.Finally, they will learn the basic tools of project management. The following steps describe thedetermined flow of the curriculum:  Building self-awareness through assessments and personal reflection  Developing self-mastery through improved personal behavior modification to prioritize activities and set personal goals as well as building supportive communication skills  Growing followership and teamwork skills by working in small teams  Growing larger team leadership, innovation and organizational skills  Developing a sound understanding of the principles and practices of project

Conference Session

Assessment of Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., Virginia Tech; Nicholas Anthony Clegorne; Cassandra J McCall, Virginia Tech

Tagged Divisions

Engineering Leadership Development

expressedhere are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References1. Stevens, R., A. Johri, and K. O’Connor, Professional engineering work, in Cambridge Handbook of Engineering Education Research, A. Johri and B.M. Olds, Editors. 2014, Cambridge University Press: Cambridge, MA. p. 119-138.2. Dannels, D.P., Learning to be professional technical classroom discourse, practice, and professional identity construction. Journal of Business and Technical Communication, 2000. 14(1): p. 5-37.3. Faulkner, W., Nuts and Bolts and People'Gender-Troubled Engineering Identities. Social studies of science, 2007. 37(3): p. 331-356.4. Noble, D.F., Technology and the

Conference Session

Poster Session - Engineering Leadership Development Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robyn Paul, University of Calgary; Arindom Sen, University of Calgary; Emily Wyatt, University of Calgary: Schulich School of Engineering

Tagged Divisions

Engineering Leadership Development

) 6 b. Each of the concepts were compared and contrasted, similar concepts were combined (ex. positive environment and open input from everyone were combined to be safe, positive, and open environment). c. Each definition’s assignment of codes into concepts was reviewed again to ensure changes in the concepts were reflected. d. Any concepts with less than five codes were reviewed and combined (ex. encourage and empower were combined together)Finally, the last step of the analysis is abstraction, where similar concepts themes are groupedtogether into higher order headings. For example, mentor, set example, and trustworthy /authentic were grouped

Conference Session

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

Tagged Divisions

Engineering Leadership Development

, an alumnus who had beenCEO of several companies, for the purpose of helping them improve their team dynamics andoverall pitch quality. It is important to note that this alumnus also participated in earlier coachingdirected by the faculty and local mentors. Individual Leadership DevelopmentThe program was established to help engineering undergraduate students develop leadershipcapabilities in an experiential framework of a capstone effort. The engineering students wereassessed and graded on numerous activities showing the progress of their project and inindividual leadership reflections and essays. This placed an additional level of accountability forthe engineering students not entirely matched by the business students and scholars from

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

applied in both academic and non-academic settings.For example, the rubric development presentation covers how rubrics can be used to as-sess exams, homework, and quizzes as well as to conduct an employee’s annual review. Adean from the college of engineering gives instruction on enforcing academic integrity, andour research park and alumni network has provided panelists for panel discussions wherequestions about professional ethics are deliberated.Perhaps the single best practice that we employed was holding a weekly meeting to conductlecture reflection and planning. In these meetings we perform regular checks on our lecturecontent to ensure that we do not lose sight of the integrative approach. The culture of theteam is one that allows

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

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