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

course. Not every individual on the team needed to possess all skills but theteam required at least one individual who possessed strength in each skill. Student teamswere approved following completion of a composite skill matrix, and an adequate plan toaddress areas of team weakness.Between 2010 and 2013 team and leadership development activities were instituted andelaborated. In 2014 funding was provided by the Provost’s Office for a majorredevelopment of the capstone course for blended learning delivery. During the transition,course level learning outcomes were examined and mapped to the twelve CanadianEngineering Accreditation Board Graduate Attributes (CEAB GA) and the results wereincluded in the course syllabus (Jamieson, 2015; 2016; Ivey

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

have been culturally and traditionally dominated by white males, inthe past they didn’t feel like there was a need to consider DEI issues, hence, engineeringprograms are perpetuating a dominant culture and a way of teaching engineering that does notrecognize nor value cultural, racial, linguistic, and economic differences.Q3: Alisha Sarang-SieminskiDrawing on the idea of stereotype threat developed by Claude Steele [21] and others, I thinkabout how students’ ability to thrive and succeed is impacted by their sense of belonging. Myown work in the classroom falls into 2 categories. First is what I think of as creating anaccessible and inclusive environment. This comes through intentional work in the course designand syllabus to make the