Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Seema C. Shah-Fairbank, California State Polytechnic University, Pomona; Jeyoung Woo P.E., California State Polytechnic University, Pomona; Kenneth Lamb P.E., California State Polytechnic University, Pomona; Jinsung Cho, California State Polytechnic University, Pomona

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Engineering Leadership Development

Paper ID #32338Students’ Teamwork Assessment based on Reflection, Peer Evaluations andPsychological SafetyDr. Seema C. Shah-Fairbank, California State Polytechnic University, Pomona Seema C. Shah-Fairbank is an associate professor in water resources at California State Polytechnic Uni- versity in Pomona. She teaches service courses, in addition to hydrology, hydraulics and environmental engineering. Seema is currently serving as the student section advisor for the American Societies of Civil Engineers (ASCE) and the President for ASCE LA Section. She obtained her BS in Environmental Engineering from California Polytechnic

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Donald, University of Guelph; Paul C. Hungler, Queen's University; Kaitlyn Brant, Queen's University ; Stephanie Diane Shaw, University of Guelph

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Engineering Leadership Development

Paper ID #28554Using a Structured Approach to Reflective Journaling in EngineeringLeadership DevelopmentDr. John Donald P.Eng., University of Guelph John Donald, Ph.D., P.Eng., is an Associate professor at the University of Guelph with over 25 years experience in leadership roles in engineering consulting and post-secondary education. A past President (2017-18) of the Canadian Engineering Education Association (www.ceea-aceg.ca), John is focused on excellence in engineering teaching practice, engineering leadership development and engineering design practice.Dr. Paul C Hungler, Queen’s University Dr. Paul Hungler is an

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

, collaborative in theirdecision-making, and humbly self-confident in their behaviors.The five-semester leadership program, commencing spring of sophomore year, is designed toprovide a cohort of students with a broader perspective of the world in which they will live andwork. Personal growth and self-improvement, rooted in reflection and dialogue, are thefoundation of the program. Engagement with industry professionals and development of self-awareness helps them discover a sense for how they will fit into this world, a deeper insight intotheir individual potential, and a specific view of how they want to begin their professionalcareers. Students earn a certificate in Holistic Leadership upon completion of the program.Students in the Zachry Leadership

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michele Norton, Texas A&M University; Behbood Ben Zoghi, Texas A&M University

Tagged Divisions

Engineering Leadership Development

pathways to developing those skills within anengineer’s educational experience [5]. This study seeks to explore the learner’s (highereducation students) perspective on utilizing emotional intelligence assessments, reflection andcoaching as a path to crossing the boundary between the need to develop both the technical andtransversal skills for achieving success in their professional career.Background With a call for engineering education to meet the evolving global and industry-focuseddemands of engineers, more research is needed to bridge the gap between what does industrydemand of its employees and leaders and what are the pedagogical approaches that supportbuilding that bridge within higher engineering education. Beder [6] states that

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angie Moussa, University of Massachusetts Lowell ; Yanfen Li, University of Massachusetts Lowell

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Engineering Leadership Development

University of MassachusettsLowell, an experiential learning project management course was developed in order to introducestudents to PM and to develop their leadership skills. In this course, upper-level BiomedicalEngineering students in a PM course are each paired with 3-4 first-year students in anIntroduction to Biomedical Engineering course as the team goes through a semester long projectto design, research, and prototype a need. These PMs are responsible for goal setting, planning,risk assessment, and conflict management. In this paper, the experiences of twenty-four PMs are analyzed qualitatively via analysisof end-of semester reflection assignments. Common themes that emerged included the need forgood communication, defining the PM’s

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

to accomplish the mission and improve the organization,” [26, p. 13]. Anyorganizational member, regardless of rank, can be an effective leader if she possesses theintellect, presence, and character (attributes) to lead, develop, and achieve (competencies). Figure 1: ADP 6-22 Logic Map [26, p. 9]Figure 1 visually displays the leader requirements model and highlights the Army’s Be, Know,Do framework which resonates with college students. Attributes (Be and Know) arelongstanding characteristics of the individual, refined through experience and reflection, whilecompetencies (Do) are learned skills developed through training and education. West Point’sapproach to leader development aligns with Army doctrine but has

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Brett Tallman P.E., Montana State University, Bozeman; Werner Zorman, Harvey Mudd College

Tagged Divisions

Engineering Leadership Development

, holistic, relational framework. The course consists of several separate-- butinterdependent—activities, such as group participation, readings, reflection, and a retreat.The purpose of this practice paper is to further interpret the (previously published) value of HILs,but within a leadership identity framework. Because of their positive impact on identitydevelopment, these Labs may hold promise as an environment in which students can develophealthy relational leadership processes. Three identity-based frameworks will be used tointerpret the influence of HIL structure and experiences: Leadership Identity Development(LID), self-authorship, and Community of Practice (CoP).This paper addresses the impact that experiential learning courses can have on

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 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

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

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Engineering Leadership Development

, and a practical leadershipexperience. We discuss the pedagogical approaches that: 1) foster reflective self-leadership; 2)support the emergence of personal vision; and 3) create learning communities. We conclude bysharing recommendations for engineering educators to implement engineering-graduate-student-specific, leadership development initiatives at their institutions.ContextThe Faculty of Applied Science and Engineering at U of T is home to approximately 3000graduate students and postdoctoral fellows and 5000 undergraduate students. The graduatestudent population is divided equally into three degree-programs, PhD, research-based Masters,and course-based, professional Masters. Of all graduate students, 29% identify as women and42% are

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

ClassroomLiterature reporting the implementation of coaching in engineering classrooms demonstratescurricular designs and learning outcomes with positive student outcomes. Stettina, Zhao, Back,and Katzy [26] implemented coaching practices in short stand-up meetings that focused onasking powerful questions to reflect and assess progress on project deliverables. Using a quasi-experimental approach, the researchers found that adding coaching into small stand-up meetingsprovided for successful information exchange and increased student satisfaction in courselearning. Knight, Poppin, Seat, Parsons, and Klukken [29] looked at the impact on teamorientation and team task performance of senior design course teams with graduate levelcoaches. The teams with graduate

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

design and implementation of a student-driven laboratory method which supports the development of authentic leadership skills. c American Society for Engineering Education, 2018 But how do you Feel?Authentic Leadership Development for undergraduate students through a student-driven,experiential, and emotion-laden course using a laboratory method addressing the whole person.AbstractBased on 324 reflections written by 27 undergraduate students from two independent cohorts,this study examines the effectiveness of a semester-long authentic leadership developmentcourse which is based on a student-driven, student-centered, and experiential laboratory method.This study shows firstly

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

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Engineering Leadership Development

student demographics and acontinuous improvement process. Key concepts, processes and outcomes developed during thecourse sequence include self-assessment and self-awareness, identifying their leader capabilities,developing a lifelong learning plan, authentic leadership, and reflection. The findings of thisstudy suggest that leadership development can be meaningfully facilitated among engineeringand technology graduate students through a graduate program course, setting the trajectory forsubsequent growth and enduring benefit. This paper primarily fits the Assess strategic initiativeof the LEAD division, and the presentation will meet the Inform initiative.INTRODUCTIONBACKGROUND – LAUNCH OF AN ENGINEERING LEADERSHIP COURSEOver the past two

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

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Engineering Leadership Development

leadership that have typically been a part of industry frameworks and arewell described within the organizational psychology literature [8]. We go on to further considerleadership in an engineering context, and how ideas of engineering leadership may, or indeedshould, be reflected in learning experiences for undergraduate students.Leadership in engineering practiceProfessional leaders and individuals leading engineering teams often resist conventionaldefinitions of leadership [10], [1], such as the definition in Northouse's well-known text:“Leadership is a process whereby an individual influences a group of people to achieve acommon goal” [7]. The emphasis on interpersonal influence runs counter to certain engineeringnorms that see decision-making

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

,Sacramento’s (Sacramento State) with the Hornet Leadership Scholars’ Curriculum. TheHornet Leadership Program (HLP), launched in 2018, addresses some of our potential gapsin engineering leadership education. The program includes instruction on principles ofleadership, seminars by industry leaders, leadership practice and reflection, discussions,one-on-one mentoring, leadership development in student organizations, and communityactivities. The program also reinforces the educational process by creating opportunities forparticipants to be coach/mentors for less experienced students as they progress in theprogram. The HLP allows students to enhance their engineering leadership training throughdirect application of leadership principles. As we grow the

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

existand might never be found” [10]. What this lack of definability likely means is leadership ismultifaceted, needing to be defined and bounded within the context in which the process is beingexamined. As such, the literature on leadership within particular domains (like engineering) tendsto reflect consensus, in spite of a lack of broader consensus across the field of leadership.While definitions of leadership vary widely, they can largely be placed into one of two groups.The first group, include those definitions that look at leadership as a set of traits that the mostsuccessful leaders have, the trait theories [11]. These theories of leadership have largely fallen outof favor in western cultures over the past one – two generations [12]. During

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael B. O'Connor, New York University; Elizabeth Zofia Bialek PE, American Society of Civil Engineers; East Bay Municipal Utility District; Susan Davis, American Society of Civil Engineers

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Engineering Leadership Development

degrees of access to decision-making power.” [15]ASCE’s Vision 2025 can only regain momentum if it identifies, recruits, and develops leadershipat all levels, based upon a constituency (professional members who are activated) from amembership community (members who are concerned but not active) and then facilitating theengagement of membership at higher and higher levels of leadership until the pinnacle ofchampionship is reached. “Thus, the ladder of engagement reflects a process “whereby individuals take on more and more leadership” (Sinnott & Gibbs, 2014, p. 28). The lower rungs are occupied by supporters and leadership prospects who support the cause but have not assumed ongoing roles or commitments

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

and program evaluator at University of Michigan. Also he taught an ”individual learning skills” as an assistant instructor in the University of Texas at Austin for five years. American c Society for Engineering Education, 2021 Inclusive Leadership in an Engineering Leadership CourseBackground Engineering educators have seen significant changes in the Accreditation Board forEngineering and Technology (ABET) criteria starting in the early 2000. Pre-empted byworkforce demands, these modifications seek to address changing workplace dynamics andglobalization. One change reflects the evolution of teamwork in ABET’s Criteria 3, studentoutcomes, which now states

Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meg Handley, Pennsylvania State University, University Park; Jeffery M. Plumblee II, The Citadel; Andrew Michael Erdman, The Pennsylvania State University

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Engineering Leadership Development

leadership within the civil engineering field.Using this approach this study sought to identify characteristics of leadership and leadershipeducation within the Civil Engineering discipline and then reflect on how this method could beused in a larger study across engineering disciplines. This section outlines the findings from theliterature related to leadership within the Civil Engineering discipline. 1. How has engineering leadership been operationalized or assessed in the discipline of civil engineering? 2. What methods have been used to teach or train leadership within the civil engineering discipline?The following sections will address the findings associated with each of the research questions.Operationalizing and

Conference Session

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

B. Michael Aucoin, Leading Edge Management, LLC; Dennis Arthur Conners

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Engineering Leadership Development

theirjobs, and 3) reflection on the tools through journaling. Student evaluations and feedback havedemonstrated the power of these tools for significant improvements and even transformation inorganizational behavior. Future work is needed to potentially isolate effects of such skilldevelopment for engineers as compared with other populations, and to gather data on the relativebenefits of this approach as compared with others. Given the extensive systems skills that engineers have, such systems thinking tools canprovide a powerful way for them to exercise leadership through improvement and optimizationof organizational behavior. Such an approach can complement and augment the prevalentinitiatives for communication, social, and business skill

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

material and in-class activities, a cognitivist approach. The final four semesters (n=152) were structured with aflipped classroom approach. Students accessed course material through weekly online modulesand class time was spent in reflective discussion and experiences based on the material offeredonline, a constructivist approach. The survey included 55 items that covered seven sub-scales:understanding of ethical issues, global awareness (world view), communication skills,organization/leadership skills, self-knowledge, creativity, and teamwork. Only student paired(pre and post) data were used in the analyses in this study. Most survey items had a significantincrease from pre to post course survey response in the desired direction. To evaluate

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark Jason Luchini; David J. Cribbs, Jackson; Dirk Joel-Luchini Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

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Engineering Leadership Development

research and foster discovery in science and engineering [6]. Consequently, the originalCyberAmbassadors curriculum incorporates activities, examples and exercises that are centeredin the context of exploratory research. This type of research is generally found in academicsettings, such as research universities and non-profit institutions, as well as in government-funded laboratories. Designing the curriculum to reflect the language and positions common tothese settings (e.g., investigator, research group, graduate student, postdoc) is an important partof the constructivist and sociocultural pedagogy embraced by the CyberAmbassadors project[7]–[9]. In this approach, learning takes place most effectively in contexts that are familiar andrelevant

Conference Session

Poster Session - Engineering Leadership Development Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Celena Arreola, American Society for Engineering Education; Crystal Fernandez-Pena, University of Texas, El Paso; Helen Elizabeth Geller, University of Texas at El Paso; Diane Elisa Golding, University of Texas, El Paso; Melissa Stearns; Daniel Santiago Torres, University of Texas, El Paso; Alejandro Rodriguez, UTEP Academic Technologies; Fernando Monroy, The University of Texas at El Paso; Sabastian Moncayo

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Engineering Leadership Development

: Reflections on two of the eight high-impact practices Attendance at six professional preparation workshops Résumé or curriculum vitae Cover letter Professionally Prepared Reflective Essay: a signature piece in the portfolio, describing how the integration of student assets with in-class, among-classes, and beyond-class experiences applies to their graduate school or employment goals. Presentation of portfolio in a campus forum showcasing student achievement (p. 24)UTEP Edge Experiences include:O Capstone Experiences O#84EA?8L!E<7:8F"4A74L8>!'<86

Conference Session

Advancing Research on Engineering Leaders’ Confidence, Careers, and Styles

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michele Fromel, Pennsylvania State University; Matthew Bennett; Lei Wei, ELIM program, Pennsylvania State University; Meg Handley, Pennsylvania State University, University Park; Dena Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, Pennsylvania State University, University Park

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Engineering Leadership Development

and qualities of engineers include creativity, leadership, teamwork, andinnovative thought [29-30]. Further, the nature of engineering work requires that engineers beaware of the social and cultural states of the world and the ways in which their work affectsothers [30]. Therefore, exploring leadership behaviors of engineers would lend insight into thenature of leadership within the engineering context. The primary research question in this studyis as follows: Which leadership styles are experienced by current engineers? This exploratorystudy reflects an effort to describe the lived experiences of current engineers and theirobservations of leaders with whom they have worked.Methodology The purpose and research question associated with

Conference Session

Continuous Improvement in Engineering Leadership Development Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Christopher McComb, Pennsylvania State University, University Park; Julie Rojewski, Michigan State University; Astri Briliyanti, Michigan State University; Dirk Joel-Luchini Colbry, Michigan State University

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Engineering Leadership Development

Objective Core Activities 1. Learn about other members in the group and begin 1. Introductions building a learning community 2. Reflect on group dynamics and ways to make the group 2. Examining constructive and functional destructive group behaviors 3. Establish ground rules for participation 3. Generate ground rulesSection 2: Equity and Inclusion: Diversity, in many dimensions, offers both challenges andopportunities to any relationship. Learning to identify, reflect upon, learn from, and engage withdiverse perspectives is essential to fostering effective relationships and vibrant intellectualenvironments

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

prepared for their careers, these studies have indicated that universityengineering students need more opportunities to develop professional skills.Professional skills are essential components of leadership development that industry expectsfrom engineering graduates [14], [15]. There is a growing body of literature that highlightsleadership as a key competency that students should practice and learn before their employment[3], [4], [16]. The importance of students’ leadership development has also been emphasized bythe National Research Council [17] and the National Academy of Engineering [1] forengineering graduates’ career preparation. Reflective of the importance of leadershipdevelopment and the professional competencies that enable it, the ABET

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John D. Stevens, The Pennsylvania State University ; Dena Lang, Pennsylvania State University; Meg Handley, Pennsylvania State University; John Jongho Park; Paul Mittan, Penn State Engineering Leadership Development

Tagged Divisions

Engineering Leadership Development

) prepared them for their professional career with respect to a number of leadershipcompetencies: 1) leading teams (lead meetings, identify personality preferences and adjustenvironment/style) 2) think strategically by applying mission, vision, and values statements to ateam or organization 3) work effectively in teams 4) apply project management processes toprojects 5) give and receive feedback 6) self-reflection on leadership skills and how to improve7) recognize ethical issues & practice ethical decision making 8) develop a culture that promotescreativity and innovation 9) cross cultural/ global competencies (appreciation of other cultures,understanding bias, working in a culturally diverse team) 10) emotional intelligence (regulateemotions

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

crucibles of leadership, and organizational culture tointerpret the experiences and learning of the engineering leaders. The significance andlimitations of the research are discussed. For engineering educators, the findings authenticate forstudents the complexity of leadership under adversity in the workplace.IntroductionTo struggle or to fail is to be human. How we reflect and learn from such universally humanexperiences is what ultimately contributes to our personal and professional growth anddevelopment. As part of a larger project on engineering leadership, and with a central focus onthe theme of “struggle,” this paper presents findings from a focused analysis of 29 career historyinterviews with experienced engineering leaders. The larger

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

discussions and incorporate that into classexamples. For example, I start every class by playing music from a playlist that contains all thestudents’ favorite songs and we promote discussions around that. I try to incorporate as much oftheir experiences as I can and to demonstrate that there are no good or bad examples, there arejust different examples.I think it is also important to help students learn how their own development of racialconsciousness is linked to mastery of professional competency. For example, if they weredesigning cars, I ask them to think about what problems they will face if they design the car forpeople that are exactly like them.All these practices also demand for me to work on myself. I need to actively reflect on my race

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

program and undergo an interview process. Factors considered in theselection of participants include academics, work experience, effective communication, andinvolvement in student or civic organizations. Since its inception, the program has always beenled by either the currently acting dean or a former dean of the College.The course is structured with the following elements:Curricular elements: 1. Leadership literature and leadership from history: Students were regularly assigned articles and books on leadership and leaders. Students then were required to write reflections on these and to discuss these within the class. 2. Learning from leadership journeys of alumni before: Successful alumni of the college were invited to

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

construction course, capstone design, and aprofessional issues course. Being introduced to leadership ideas early in the undergraduatecurriculum, which are reinforced in later courses, may be a good strategy to motivate studentsand encourage their interest around leadership topics. A number of students also identifiedinternships and other co-curricular activities as contributing to their leadership skills (e.g. ROTC,professional society president, sports activities). Instructors may want to consider the tenets ofEVT when integrating leadership education into the curriculum, explaining the utility value ofthese skills in the workforce and using metacognition to have students reflect on their ownleadership experiences so that they build self-efficacy