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

Tagged Divisions

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

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 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

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

Tagged Divisions

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

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

—engineeringfaculty, leadership faculty, and industry practitioners—brought their respective experiencetogether to determine the learning outcomes. The practitioners then developed teaching materialsusing their experience designing curriculum to help new college hires and interns succeed in theworkplace.This content was delivered by the practitioners, who were paid as adjunct instructors, in Fall2018 and Spring 2019. There were seven modules, described below, each of which consisted of atwo-hour lesson scheduled during the regular senior capstone lab period. Each module consistedof mini-lectures, applied learning activities, discussion and written reflection. During this year-long course, the 16 students were assigned to applied project teams and thus had

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Engineering Leadership Development

(includingcommunicating, persuading others, setting goals, and problem solving), and suggest that futureresearch also evaluate cognitive and affective outcomes, as these have been shown to beimportant in shaping behaviors (Kahle & Berman, 1979). Their review also indicated that mostprograms used approaches to program implementation that were convenient and inexpensive andsuggest that programs should include more practice, such as reflective activities, role-play, goalsetting, and games. Given that the majority of programs used self-report assessments, Reyes etal. also suggest that researchers consider best practices for program evaluation, in particular, toavoid endogeneity concerns within the evaluation data. Through their meta-analysis, theyidentified

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Daniel Knight, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Homero Murzi, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Leadership Development

experiences are similar, or the participant used knowledge from capstone in the workplaceCapstone Advice The participant is providing advice for the capstone course (e.g., to better align it with work)Figure 2 shows the process of data analysis for this study starting from the interview data to theresults. One of the sub-codes from the coding scheme was “leadership” which was defined as anactivity where the participant described ‘acting as a leader or an action that reflected aleadership behavior’ while working in a team. For this study in particular, we used the dataexcerpts which were coded under ‘leadership’ and analyzed the data using the four leadershipprofiles of the