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

, conflict mediator and restorative justice facilitator and trainer. Annie is committed to transformative education that engages the whole person. She is inspired to cultivate the emotional intelligence and leadership effectiveness of students, staff and professionals. She is a certified Search Inside Yourself teacher; a mindfulness-based emotional intelligence program for leaders.Dr. Doug Reeve P.Eng., University of Toronto Dr. Reeve was the founding Director (Emeritus) of the Troost Institute for Leadership Education in Engi- neering (ILead) (2010-2018) at the University of Toronto. After a lengthy career as a consulting engineer he made development of personal capability central to his work with engineering students

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

organizations, low levels ofretention and promotion of racial minorities and women in the workplace indicate a lack ofinclusion within workplace cultures (Cook & Glass, 2013; Giscombe & Mattis, 2002; Hom &Ellis, 2008). With this in mind, ABET’s approach to Criteria 3 specifically identifies the abilityto create inclusive environments in engineering teams. Creating these inclusive environments requires individuals to practice behaviors thatfoster individuals’ feelings of belonging. Shore, Randel, Chung, and Dean (2011) go one stepbeyond belongingness in their definition of inclusion to include “the degree to which anemployee perceives that he or she is an esteemed member of the work group throughexperiencing treatment that satisfies

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

must help engineering leadership studentsdevelop a growth mindset and discover the sophistication of mind to celebrate diversity, equity,and inclusion in their daily lives, school, and workplace. This requires us to consider inclusiveleadership as a foundational approach to engineering leadership development.Inclusive leadership has been shown to positively impact team performance, decision-making,collaboration, innovation, and motivation. Inclusive leaders celebrate differences and recognizeand challenge attacks on DEI. As engineering leadership educators, we must lead by example,model inclusive leadership behavior, and have courage to infuse these concepts into ourcurriculum.This paper assembles the collective thoughts, perspectives

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

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

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

Global Leadership and Associate Teaching Professor of Engineering Leadership within the Ira A. Fulton College of Engineering at Brigham Young University (BYU). His research and teaching interests include leadership, global agility, globalization, project management, ethics, and manufacturing processes. Gregg has lived in numerous locations within the USA and Europe and has worked in many places including North America, South America, Europe, Asia, and Africa. Gregg previously worked for Becton Dickinson, a Global Medical Technology fortune 500 Company in various engineering and leadership positions. Gregg is currently the Past Division Chair within the Engineering Leadership Development Division (LEAD) within the

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ronald J. Bennett F.ABET, University of St. Thomas; Eugene Joseph Audette, University of St. Thomas; Elaine R. Millam, WorkWise Coaching & Consulting; Alanna K. Moravetz JD, Alanna Consulting LLC; Sheryl Niebuhr, University of St. Thomas and Sheryl Niebuhr Consulting LLC

Tagged Divisions

Engineering Leadership Development

respondents the opportunity to reflect on the impact of the courses overtime. They perceived that the course series had benefited them both in their personal andorganizational lives. “It challenged my view toward my career in general.” “The course helpedme drive change in my organization….” “This is something that will stick with students for theirentire career. While you might think that some of this will be forgotten it will always be in theback of your mind.” “A major life changer.”Though all respondents valued the first course, one comment was that the second and thirdcourses were not as useful.One person believed that the first course should be taken by undergraduate engineering students.Question 5 The three courses were separated so that there