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

exploreperceptions of faculty members’ role in teaching leadership education for engineering students[2].Literature reviewTo be competent in the workforce, engineering graduates are expected to demonstrate bothtechnical and professional skills. Prior work has suggested that students are expected to acquirebreadth in professional skills and depth in technical skills, developing T-shaped competencies fortheir careers [10]. These expectations suggest that the combination of professional skills andtechnical skills fosters students’ competitiveness in the job market and increases theiremployability. Employability is defined as “having a set of skills, knowledge, understanding andpersonal attributes that make a person more likely to choose and secure occupations

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

role of leadership and culture in process improvement. His research is supported by the NSF and industry and has received numerous national and international awards. He is an elected Fellow of the American Society for Engineering Management and serves as an Associate Editor for both the Engineering Management Journal and Quality Approaches in Higher Education. Prior to his academic career, Schell spent 14 years in industry where he held leadership positions focused on process improvement and organizational development.Dr. Bryce E. Hughes, Montana State University Bryce E. Hughes is an Assistant Professor in Adult and Higher Education at Montana State University, and affiliate faculty member with the Montana

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

-run group whose objective is toinspire graduate students to develop their leadership skills as they contribute to the schoolcommunity and beyond. They realize their objective by empowering individuals, cultivating apositive environment, and making an impact. The group is led by an executive team of studentswho are passionate about personal growth and leadership. The team consists of two co-chairs,administrative directors, event coordinators, communication directors, treasurer, and webmaster.Each year, they host eight to ten events open to all graduate students and postdoctoral fellows,and typically reach between 250 to 500 participants. Some examples of events include panels onleading your career exploration, entrepreneurship, and law, skill

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

, opportunities, and threats (SWOT) to RCELflourishing. The survey also helped RCEL leadership assess whether or not RCEL’s impact waspervasive and inclusive of the diverse career plans of the students. The key lessons gleaned fromthe survey were three-prong: (i) RCEL needed to expand its training curriculum to match thediverse career interests of its students following graduation; (ii) RCEL needed to not solely focuson enabling its students to achieve management roles in the first 5 years, but it needed to cultivatea long-term organization-leading leadership mentality as well; (iii) RCEL needed to ensure thatthe school’s engineering faculty viewed RCEL’s students as attractive candidates to participate inthe various academic endeavors they valued (e.g

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

important, but so too were several other stakeholders. These includedengineers in industry, engineering faculty, engineering school deans and administrators, scienceand technology faculty, ABET, employers in industry, and society as a whole. At the time, wedid not consider the specific needs of undergraduate versus graduate students, but I amdiscovering that there are meaningful differences among them in terms of curriculum design(same holds for educating professions from engineering and technology). This exercise ofprioritizing stakeholders is a strategic decision and I think considering “who is our customer”will help us strengthen our capacities for generating high quality publications.Three opportunitiesOne of the benefits of being an officer in

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

given its title “Women, Naturally Better Leaders….”; 8 male students alsoread this paper. The reading prompts asked students to reflect on their personal strengths andweaknesses with regards to the leadership traits and attributes described in the paper. Thisprocess of metacognition hopefully allowed each student to develop self-efficacy aroundleadership (congruent with EVT), as well as personal plans for improvement. Many studentsspecifically planned to apply their leadership knowledge in the context of their upcomingcapstone design course.Summary and ConclusionsThis study began with an exploration of student opinions on the importance of leadership in theirfuture engineering career, relative to other knowledge/skills/attitudes. This is

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

provide a basic ELE education to all students within their capstone experiencewhere they immediately practice these skills, at less institutional expense, but at the cost of lessdepth and rigor.Current ApproachA faculty member in a Material Science and Engineering department initiated a partnership withthe Director of a Leadership Certificate program at the same university with the intention ofdeveloping a series of sequential modules on leadership and teamwork for the senior capstoneprogram. For development assistance, they relied on two leadership training and developmentprofessionals who had prior experience in managing, developing, and delivering leadershipdevelopment programs in industry (i.e., HP and Boeing). These three parties

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

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Engineering Leadership Development

Paper ID #32323An Overview of the Hornet Leadership Program in the College ofEngineering & Computer Science at California State University, SacramentoDr. Harindra Rajiyah, California State University, Sacramento Dr. Harindra (Raj) Rajiyah’s career spans six organizations from Academia to Industry. He currently teaches as an adjunct faculty in the college of engineering & computer science at CSU. • Raj started his career at Georgia Institute of Technology in Atlanta as an Assistant Professor in Engi- neering Science and Mechanics. He taught 5 undergraduate and graduate level courses, mentored graduate students and

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

position of authority within the group [8].The review paper on engineering leadership development programs by Crumpton-Young, et al.showed common agreement between professional engineers and engineering students about whichskills are most useful for an engineer in a leadership position [9]. But their work showed that thereis a need for richer qualitative data, which our study may be able to help provide. One such studyis by Cox et al., who asked engineering faculty members to assess students strengths, weaknesses,and future learning opportunities [10]. While leadership skills of engineering students maydevelop in many contexts, Knight, et al (2017) found that curricular emphasis on leadershipdevelopment is more reliable than student engagement in

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

. Bradford “So I tookthe T-group section and much to my surprise, found that it opened up a whole new life to me. Itexposed me to experiences that I had never had before or for that matter had never evenunderstood existed.” [31].With the help of faculty members from the Stanford Graduate School of Business, who have ledhundreds of T-Groups, the author created a modified version of Stanford’s InterpersonalDynamics course, considering the needs of an undergraduate student population. This newlydesigned course, with the T-Group method as its core element, was offered to the undergraduatestudents of Harvey Mudd College during the spring semester 2017 as a pilot and after a verypositive reception (course evaluations 6.77 out of 7) again during the fall

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian J. Novoselich, U.S. Military Academy; Russell P. Lemler, U.S. Military Academy

Tagged Divisions

Engineering Leadership Development

described above… capitalize on what currently exists and integrate those experiences. 3) Provide a progression of leadership responsibility. Practicing following and practicing leading go hand-in-hand. Good leaders are good followers first. 4) Early leadership experiences provide a personal readiness for leadership development. Provide those experiences early in the developmental process, prior to rigorous leadership coursework. 5) Create a cycle for challenges, support, and assessment. Leadership development is not a spectator sport. Students must wrestle with challenges to build their leader identity. 6) Encourage or force students to develop a mentor relationship with a faculty member or seasoned engineer. A

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

United States and coinedthe term “cosmopolitan” to characterize the professional orientations of professors who viewedthemselves as technical specialists. These participants measured themselves against an externalreference group of similarly trained academics in their discipline, and tended to express limitedloyalty to the college. In contrast, professors with a “local” orientation viewed themselves ascontributing members of the “Co-op College” faculty. They were aware of their disciplinarytraining, but tended to measure themselves against a reference group of colleagues and viewthemselves as primarily responsible to their students and employers. To the extent that theseorientations can be applied to engineers, we believe those with a

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

length. The de-identified, verbatim transcripts werethen systematically coded and organized using an inductive and iterative process of thematicanalysis, within a collaborative team environment. The data analysis team consisted of threeengineering graduates, all with industry experience and two of whom are academics and licensedengineers, as well as two social science researchers and an engineering student. Coding of the 29transcripts was divided among team members. Team meetings were planned around the thematicanalysis of each salient professional moment that was explored in the interviews (e.g., struggles,proud moments, salient growing up experiences). At the meetings, members presented the codesthat emerged from their subset of transcripts

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

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

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

to the welfare of people and societies. But thereare far too few institutions that are doing so. In addition, over 200 schools of engineering havepledged to become more diverse, equitable and inclusive in their enrollments at all levels and intheir hiring of staff, faculty, and administrators, but evidence of meaningful change is hard tofind. While there have been creditable increases in the numbers of women, there is still a paucityof African American, Latinx, and indigenous faculty members and graduate students inengineering in our major research universities.BackgroundThe work of engineering education is dedicated to making the world a better place. Aseducators, we are called to create classroom spaces that support this endeavor. The

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

. He has taught courses focused on first-year engineering students, materials science and engineering, en- gineering design, systems thinking and engineering leadership. He has a PhD in Polymer, Fiber Science from Clemson University. His research background is in the synthesis of polymer nanocomposites and engineering education. He was trained as a Manufacturing Process Specialist within the textile industry, which was part of an eleven-year career that spanned textile manufacturing to product development. c American Society for Engineering Education, 2018 Convergent Approaches for Developing Engineering Leadership in UndergraduatesAbstractHere we describe a shared approach to engineering