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

Assessment of Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca Komarek, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Angela R Bielefeldt, University of Colorado, Boulder

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Diversity

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Engineering Leadership Development

industry-sponsored projects. Leadership behaviors were reported by students usingthe Competing Values Framework which focuses on student behaviors in four orientations:Collaborate, Create, Control, and Compete. The results show that there were some significantdifferences among self-perceptions at the beginning, middle, and end of the class, especially inthe Create, Control, and Compete leadership orientations. Differences in self-perception amongmen and women were more prominent in the Create orientation at the beginning of the coursewith women starting lower but nearly matching men at the end of the course. Implications of thisstudy generate insights into a potential method of assessing leadership development through thelength of a

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

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Diversity

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Engineering Leadership Development

design teaching and learning, program content and structure, student assessment, and continuous course improvement techniques. She managed and was a key contributor to a two-year pilot project to introduce Blended Learning into Engineering Capstone De- sign Courses, and is a co-author with John M. Shaw on a number of recent journal, book, and conference contributions on engineering design education.Dr. John M. Shaw John M. Shaw obtained his B.A.Sc. degree in Chemical Engineering and his Ph.D. in Metallurgy and Ma- terial Science at the University of British Columbia, Vancouver, Canada, in 1981 and 1985 respectively. In 1985, he joined the Department of Chemical Engineering and Applied Chemistry at the University

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

Engineering (ILead). She completed her PhD at the Massachusetts Institute of Technology (MIT) studying product development decision-making during complex industry projects. Dr. Olechowski completed her BSc (Engineering) at Queen’s Uni- versity and her MS at MIT, both in Mechanical Engineering. Dr. Olechowski studies the processes and tools that teams of engineers use in industry as they design innovative new products. She has studied engineering products and projects in the automotive, electronics, aerospace, medical device and oil & gas industries.Ms. Madeleine Santia c American Society for Engineering Education, 2018 Examining the Engineering Leadership Literature: Community of

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

betweenengineers’ professional and organizational work values, it is not possible to neatly dichotomizetheir careers using mutually exclusive tracks. Nearly a quarter of the sample valued technicalAND managerial orientations, while another quarter scored low on both orientations.More recently, a small but growing body of literature has begun to highlight a wider range ofengineers’ workplace realities. For example, Tremblay and his colleagues surveyed 900engineers in Quebec, Canada in the early 2000s and found multiple, divergent career paths—technical, managerial, project-based, hybrid and entrepreneurial [8]. Compared to engineers onthe two traditional paths, they found that project managers and those on hybrid paths quicklyreached a pay plateau, and

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dean H. Lang, Pennsylvania State University, University Park; Meg Handley, Pennsylvania State University, University Park; Andrew Michael Erdman, The Pennsylvania State University

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Diversity

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Engineering Leadership Development

and molecular biology approaches to the study of the skeletal response to mechanical loading. As a Mechanical Engineer, she worked on facility design projects involving mechanical systems that included heating, ventilation, air conditioning, and energy conservation systems, as well as R&D of air conditioning equipment for Navy ships. Additional research interests have included the investigation of relationships among components of the indoor environment, occupants, and energy usage. Specifically, the effects of the indoor environment on occupant health and well-being and in parallel, how socially-mediated energy-saving strategies can increase awareness of energy use and/or in- crease energy saving behaviors. Dr

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

the importance of leadership within a team, specifically creatingcollaborative and inclusive environments (Commission, 2016). These newly added studentoutcome requirements are directly related to research signifying the positive effects of diversityand inclusion efforts on various workplace features including creativity and knowledge sharing(Bell, 2006; Bright et al., 2019; Cox & Blake, 1991), innovation (Mayer, War, & Zhao, 2018),project success (Rehman, 2020), work engagement (Choi, Tran, & Park, 2015) and financialperformance in the workplace (Carter & Wagner, 2011; Herring et al., 2009). In spite of the positive impacts to organizational bottom line and innovation that havebeen identified, a lack of diversity and

Conference Session

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

Meg Handley, Pennsylvania State University, University Park; Dena Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, Pennsylvania State University, University Park; John Jongho Park, Pennsylvania State University, University Park

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Diversity

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Engineering Leadership Development

the study of the skeletal response to mechanical loading. As a Mechanical Engineer, she worked on facility design projects involving mechanical systems that included heating, ventilation, air conditioning, and energy conservation systems, as well as R&D of air conditioning equipment for Navy ships. Additional research interests have included the investigation of relationships among components of the indoor environment, occupants, and energy usage. Specifically, the effects of the indoor environment on occupant health and well-being and in parallel, how socially-mediated energy-saving strategies can increase awareness of energy use and/or in- crease energy saving behaviors. Dr. Lang’s current research interests

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

Assistant Professor, Teaching Stream, in the Department of Mechanical & Indus- trial Engineering and the Institute for Leadership Education in Engineering (ILead). She completed her PhD at the Massachusetts Institute of Technology (MIT) studying product development decision-making during complex industry projects. Dr. Olechowski completed her BSc (Engineering) at Queen’s Univer- sity and her MS at MIT, both in Mechanical Engineering. Dr. Olechowski studies the processes and tools that teams of engineers use in industry as they design innovative new products. c American Society for Engineering Education, 2018 Engineering Students and Group Membership: Patterns of Variation in

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

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Engineering Leadership Development

introduction to engineering course (ENGR 1050). By2012, the program had grown so large that the mentors sought to form their own studentorganization, the Society of Peer Mentors (SPM), to work closely with project staff [6]. SPM had170 active mentors in 2019 who continue to serve as leaders in the freshmen bridge camp, helpwith the ENGR 1050 course, perform over 100 hours of K-12 outreach per year, mentor roboticsteams in local K-12 schools, and work as Supplemental Instructors. The organization has beengrowing every year, with 211 members inducted in 2020. Understanding the benefits of activeengagement, the SPM officers developed a point system to quantify the mentors’ involvement. Itis also used as an accountability measure for those seeking SPM

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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Engineering Leadership Development

Mechanical Engineering from Cornell. Prior to his academic career, he worked in the biotech (Lead Engineer), product design, and automotive (Toyota) sectors for 14 years, and is a licensed Professional Engineer. He has also taught high school and attended seminary. You can find more of his engineering education work at educadia.org or on his YouTube channel.Emma Annand, Montana State University Emma Annand is striving for a B.S. in Industrial and Management System Engineering at Montana State University – Bozeman. Emma is a research assistant for MSU’s NSF supported engineering leadership identity development project. She is also the fundraising team lead for MSU’s chapter of Engineers With- out Borders (EWB@MSU

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 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

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Diversity

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Engineering Leadership Development

growth to interdependence thatis tied to identity is the most advanced measure of growth. In this stage, a person understandsleadership roles as essential to project success and is willing and able to engage with such rolesgoing forward. Some influences on leadership identification and success, hence the negotiationprocess, are their creative contributions, complex thought, commitment, and ability to empowerteammates [53].Using the combined literature of leadership development and leadership development in collegestudents discussed above, this study utilized the data collected in an existing national survey ofcollege students to identify 30 potential contributors to the development of leadership. Appendix Acontains the full list of the

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

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Diversity

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Engineering Leadership Development

skills. Inparticular, her study revealed that out of 24 outcomes the participants viewed the following eightas the most important to engineering: problem-solving, teamwork, communication, ethics,design, project management, technical specialization, and leadership. Although leadership wasthe eighth most frequently cited outcome, it aligned closely with four higher-rated outcomes:teamwork, communication, ethics, and project management.Studies that examine the perceived importance of technical and professional skills among recentengineering graduates produce similar findings to those of Bielefeldt (2018): while graduatesvalue technical skills, they consider some professional skills more important than technical skills.For instance, in his study of

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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Diversity

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Engineering Leadership Development

position, four percent indicated a sales position, and seventy percent indicated that their position included some engineering responsibility. Students who indicated “other” positions listed research, CEO, business analyst, business development, professor, and physician as responses. 4. Leadership Experiences: Eighty-seven percent of the respondents indicated that their work duties since graduation included some leadership responsibility. The most frequent responses indicated that respondents were either project, team or committee leaders. Two respondents indicated that they were CEOs of startup companies, and another was a General Manager level. Seventy two percent of the respondents indicated that they

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

hearing what [they] had to say and interacting with people’s opinions that differed from my own such as theirs. I recognize this is a major hindrance and flaw in myself, as I believe one of the great problems of our world today is not listening and hearing what others have to say, which often differ than our own opinions. By the end of our class, I gained a new respect for [named student] and [their] viewpoints. I believe that the T-Group has helped me to become a significantly more effective leader, in that I’m attempting to more fully consider everyone’s needs and working styles as the project goes on. It is nice to know that I can be influenced in positive ways like that. That could also explain why I have influence in the