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

Ohio State University in Multicultural and Equity Studies in Education where she also earned an MA in Quantitative Research, Evaluation and Measurement. Dr. Patterson’s work in the educational field began as an elementary level inclusive special educator. She is committed to preparing educators who take up a critical lens to working with children and best serving their needs while seeking ways to deconstruct inequities woven into the US’s existing public school system and structure. To this end, Dr. Patterson serves as a co-coordinator for the newly (2020) established Social Justice in Education minor available to students across the University. Broadly, Dr. Patterson’s research interests consider intersections

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

throughout the five semesters, we were interestedin understanding the graduating seniors’ perceptions of the overall impact of the program. Wewere also interested in learning which activities or experiences they found most meaningful. Ourgoals in this analysis were to inform our own curriculum for future cohorts in our program and toshare lessons learned with faculty and staff involved in leadership development programs forengineering students at other universities.Program BackgroundThe Zachry Leadership Program is a joint effort between the Texas A&M University College ofEngineering and Zachry Group. The purpose of this program is to empower engineering studentsto become future leaders who are well versed in our free enterprise system

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

for Success (ECLIPS) Lab. His research focuses on contemporary and inclu- sive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of Latinx and Native Americans in engineering from an asset-based perspective. Homero has been recognized as a Diggs Teaching Scholar, a Graduate Academy for Teaching Excellence Fellow, a Global Perspectives Fellow, a Diversity Scholar, a Fulbright Scholar, and was inducted in the Bouchet Honor Society.Dr. Monica Farmer Cox, Ohio State University Monica F. Cox, Ph.D., is Professor in the Department of Engineering Education at The Ohio State Uni- versity. Prior to this appointment, she was an Associate Professor in the School of

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

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Diversity

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Engineering Leadership Development

learning, inquiry-based laboratory instruction, and any ini- tiative that empowers students to do hands-on learning. Additional service interests include teaching and leadership training for graduate students, enhancing communication education for undergraduate en- gineering students, developing evidence-based design project team formation strategies, and improving engineering design curricula.Dr. Molly H Goldstein, University of Illinois at Urbana - Champaign Molly H. Goldstein is an engineering design educator and researcher at University of Illinois, Urbana- Champaign. She previously worked as an environmental engineer specializing in air quality influencing her focus in engineering design with environmental

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

– in the absence of more in-depth research on the impacts of studentsorting effects upon EL learning environments – that cohort and team composition of these fourstudent group and demographic affiliations may be of concern to EL educators.AcknowledgementsThis paper came to fruition thanks to the support of several individuals and organizations. Theauthors would first like to thank Warren Seering for his help in coordinating sample acquisitionand in managing cross-university communications during the project. We are also indebted to theMechanical Engineering departments of Boston University, Carnegie Mellon University, MIT,Penn State University, Santa Clara University, Tufts University, Texas A&M University, theUniversity of Connecticut

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

, in part, by the US-based National Academy ofEngineering publication, The Engineer of 2020 [10]—engineering educators have begun todevelop and evaluate formal leadership learning opportunities available to undergraduate andgraduate engineering students. Most of this research involves program directors describing andassessing best practices in the context of their programs [11-20], with some taking a multi- 1institutional approach [21-25]. A smaller, but growing community of researchers has surveyedindustry leaders about the skills and traits necessary to become an effective leader, oftenconcluding their studies with recommendations for

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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Engineering Leadership Development

Education: A Review of Best Practices” 122nd ASEE Annual Conference and Exposition, June 14-17, 2015, Seattle, Washington, USA.[6] Bayless, David J. and T. Richard Robe, “Leadership Education for Engineering Students”, ASEE/IEEE Frontiers in Education Conference, Washington DC, Oct 27-30, 2010.[7] Farr, J. V., & Brazil, D. M. (2009). Leadership skills development for engineers. Engineering Management Journal, 21(1), 3–8.[8] Farr, J. V., Walesh, S. G., & Forsythe, G. B. (1997). Leadership development for engineering managers. Journal of Management in Engineering, 13(4), 38–41.[9] Goodale, M. J. (2005). The right stuff: Traits and skills of effective leaders. Leadership and Management in

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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Engineering Leadership Development

Paper ID #32495Exploring the Role of Ambiguity Tolerance in an EngineeringProfessional’s Identity as a LeaderDr. Michele Norton, Texas A&M University Michele Norton is a Postdoctoral Research Associate that is working with the METM program at Texas A&M on research related to narrative inquiry, engineering leadership education, leading technical teams, personal and team emotional intelligence, creativity, innovation and learnings on teams, coaching, uti- lizing design-based learning experiences to develop both individuals and teams, and a holistic view of designing and flourishing as the best-loved self and the best

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

learning goals and explore potential new learninggoals.Qualitative DataA total of 297 weekly reflection papers and 27 final papers from 27 undergraduate studentsacross two independent cohorts served as the source of data for this qualitative research study.For the weekly reflection papers, the students were asked to reflect on their experiences duringthe weekly T-Group. The students were asked to write a reflection about situations which had asignificant impact on them. The weekly reflection papers enabled the author to perform alongitudinal analysis in regards to the student’s development of their authentic leadership skillsand to conduct triangulation of the data between individuals, peers, and facilitator.For the final papers (min. 3,500 words