Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard J. Schuhmann, Massachusetts Institute of Technology; James N. Magarian, Massachusetts Institute of Technology; Elizabeth Huttner-Loan, Massachusetts Institute of Technology

Tagged Divisions

Engineering Leadership Development Division

and leadership that argue perhaps for acontinuum approach to their distinction. Within the domain of management, some observe a spectrumthat distinguishes between successful managers at one end and effective managers at the other:successful managers receive quick promotions, while effective managers care for people, cultivateloyalty, and achieve high team performance.11 The behaviors associated with effective managementsound a great deal like the behaviors Bass (1990) associated with leadership. Further supporting thiscontinuum concept, the total work of engineering management is seen by some to be comprised of (1)technical work, (2) conceptual work, (3) human work (i.e. leadership);9 within this framework,engineering leadership exists as an

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Steve Chenoweth, Rose-Hulman Institute of Technology; Kay C. Dee, Rose-Hulman Institute of Technology; Jameel Ahmed, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Craig G. Downing, Rose-Hulman Institute of Technology; Donald E. Richards, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Leadership Development Division

Colleagues” segment focuses on building teams,garnering support, and maintaining effective relationships with others. The “Making ChangeHappen on Campus” segment targets developing measurable objectives and assessment for theproject, building and implementing partnerships, identifying sources of support and resistance,and creating action plans for moving the project forward. Each day is organized into four ses-sions. Every session includes time for learning, practice, and feedback from facilitators and par-ticipants (Table 1). In addition to the day’s activities, participants create community throughevening activities that help individuals move along a path toward becoming journeyman changeagents

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregg Morris Warnick, Brigham Young University; Joshua Schmidt, Brigham Young University; Anton E. Bowden, Brigham Young University

Tagged Divisions

Engineering Leadership Development Division

transitioning from a typicallecture-based approach to an experiential learning approach while describing associated benefitsrelated to engineering and technology student leadership outcomes.IntroductionIt is increasingly apparent that today’s engineering challenges require a higher order of thinking.The Accreditation Board for Engineering and Technology (ABET) states that engineeringprograms must demonstrate that their baccalaureate students attain certain outcomes forgraduation. A set of 11 student outcomes1 are described in General Criterion 3 that can bedivided into two primary categories: five “hard” technical skills and a second set of six“professional” or “soft” skills2 as indicated in Table 1 below.Table 1 - ABET General Criterion 3. Student

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

Tagged Divisions

Engineering Leadership Development Division

happen during professional practice. While not conclusive, this anecdotal evidencestrongly suggests that the engineering leadership development community must at least addressthe concern regarding assessing the long term potential effects of engineering leadershipdevelopment and if it really has any long term value.It should be noted that this long term effect is clearly differentiated in the survey from short-termeffects. When presented with assessment data of several engineering leadership programs thatwere presented at the 2013 ASEE Annual Conference [1-5], 42 of the 49 respondents indicatedthat there was sufficient data to indicate that key programmatic outcomes of leadershipdevelopment (including personal communication skills, development

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Engineering Leadership Development Division

subside”(p. 56). They argue that “scientists must learn to actively ‘frame’ information to make it relevantto different audiences” (p. 56) Nisbet and Mooney identify three fundamental functions offrames: 1. Organizing: “central ideas, defining a controversy to resonate with core values and assumptions,” 2. Paring down: “complex issues by giving some aspects greater emphasis,” 3. Efficiently orienting readers by identifying: “why an issue matters, who might be responsible, and what should be done” (p. 56).Morrone, Basta, and Somerville (2012 quoting Fletcher, 2009)7 describe the framing process thisway: “how social actors use language—inclusive of rhetoric, metaphors, and storylines—tomobilise key stakeholders

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. S.. Shelley, California State University, Long Beach; Kenneth Wayne Santarelli P.E., California State University, Long Beach; Christopher R. Warren, California State University, Long Beach; Amelia Bahrami, California State University, Long Beach

Tagged Divisions

Engineering Leadership Development Division

scaffold orframework for discussing personal preferences and communication behaviors without triggeringstereotype threat. The second reason for using MBTI is to introduce students to its proper useand limitations because it is highly likely they will see it again in their careers. Experience withweb-based assessment that implies career preferences based on MBTI-like results has shakenstudent confidence near to graduation20.The MBTI Personality Tool Table 1 shows sets of MBTI results for 70 program students from 2010 to 2016. Thetable is structured, as typical for MBTI tables, with the 16 grouping of the four dichotomiesarranged in a grid by first and last letter attitude, or orientation grouping, top to bottom andfunctional pair, the

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alan R. Parkinson, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Randall Davies, Brigham Young University

Tagged Divisions

Engineering Leadership Development Division

leadership, are some of the other studentbody characteristics. For example, 40% of the freshman class earned the Eagle Scout or GirlScout award; 27% served as the captain of a varsity athletic team, and 13% were a student bodyofficer in high school.1 A majority of the students serve as missionaries between the ages of 18and 19 for 18 months to two years. This voluntary service often involves living abroad orlearning a second language—about 70% of the students speak a second language as a result. Asthey become seasoned missionaries they also receive leadership experience in directing theefforts of younger missionaries.Establishing Leadership as a College DirectionA new college administration, which included the first author of this paper as dean

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aaron S. Gordon, Clemson University; Jeffery M. Plumblee II, Clemson University; Claire L. A. Dancz, Clemson University

Tagged Divisions

Engineering Leadership Development Division

oversight,project management, and project control. Once the water project was completed in 2012, CEDCmaintained the fledgling internship program so that further projects could be researched,pursued, and completed. The CEDC model for executing projects in Haiti is summarized inFigure 1 (Bargar, 2016). 3 Figure 1. The CEDC project model (Bargar, 2016)CEDC has three distinct levels of student engagement in the program, as seen in Figure 2. At theclassroom level, students enroll in CEDC for a one credit-hour course. They may participate inthe program every semester if they wish, from freshman year all the way through graduateschool. These students can move into leadership

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University

Tagged Divisions

Engineering Leadership Development Division

approaches to incorporating leadership development in engineeringeducation curriculum, describe the hands-on activities incorporated in this course, and analyzethe student survey data.BackgroundWhat constitutes authentic leadership has been debated by scholars for decades. Based upon anextensive search of the literature Walumbwa et al. [1] developed a framework for leadershipincluding several components: self-awareness, relational transparency, balanced processing, andinternalized moral perspective. This framework is based upon the idea that leaders are aware oftheir own strengths and weaknesses and their own goals, that they can present their true self toothers they have relationships with, that they can objectively analyze data and present

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

Tagged Divisions

Engineering Leadership Development Division

Page 1 Engineering Leadership Development using an Interdisciplinary Competition-based ApproachAbstractUse of experiential learning has been demonstrated to be an effective tool for engineeringleadership development. However, experiential learning involving the integration of disciplinesoutside of engineering, specifically leadership development experiences including businessmajors, seems to be an untapped area. This educational gap could be problematic, as anabundance of anecdotal evidence, documented by Rogers and Freuler, and calls by professionalengineering organizations, including ASEE and NAE, suggesting that engineers must learn towork with accounting, marketing, communications, and

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jiabin Zhu, Shanghai Jiao Tong University; Hu Yu, Shanghai Jiao Tong University; Tianyi Zheng, Shanghai Jiao Tong University

Tagged Divisions

Engineering Leadership Development Division

implementation of leadership training programs anddeepen our current understanding of engineering leadership in different culturalcontexts.Keywords: Engineering leadership; Chinese Industrial Context; Four CapabilitiesModelIntroduction Future engineers should not only serve as technical experts in their respectivefields, but also take the leading roles in the age of knowledge economy by possessingmultiple skills and attributes, in particular leadership [1]. Accordingly, new criteria forcompetent engineers have been proposed in recent years. For instance, The Engineer of2020-Visions of Engineering in the New Century in the U.S. indicated that futureengineers need to develop analytical skills, practical ingenuity, creative capability,communication

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

others, some argue that thediscipline has not been fully embraced by the engineering academic community. Rottman et al.argue that “legitimacy of the field depends on engineers recognizing themselves as members of aleadership profession.”.1 They further elaborate to summarize some reasons why engineers donot consider themselves as part of a leadership profession: it takes over five years beforeengineers reach a management level and technical people tend to think of people problems asnon-engineering, the traditional view of leadership goes against an engineering culture ofequality, leadership is a vague term which does not align with technical thinking and analysis,and because leadership curriculum is often optional, it is perceived as less

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Leadership Development Division

these non-technical skills but should alsoconsider how students are evaluated on leadership characteristics during on-campus interactionswith recruiters to ensure that our students are effectively communicating their abilities during therecruitment process. In a previous study1, the authors used a qualitative approach to explorerecruiters’ perspectives on determining engineering leadership potential during busy career fairinteractions. With employers consistently ranking leadership as an important characteristic todemonstrate during on-campus recruiting activities2, Handley, Lang, and Erdman sought tounderstand how a student could effectively demonstrate leadership during these busy recruitingactivities.1 The Handley, Lang, and Erdman

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mike Klassen, University of Toronto; Serhiy Kovalchuk, University of Toronto; Doug Reeve P.Eng., University of Toronto; Robin Sacks, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

affecting engineering education. One response by engineeringeducators has been to introduce leadership education [1],[2]. However, very little is known aboutthe development and practice of leadership among engineers in the workforce. Even less isknown about early career engineers, who are in the period of training before they gain theirprofessional license. To date most research has focused on investigating leadership behavioursand development among undergraduate students [3],[4] or senior engineers [5],[6]. We are fillinga gap by investigating leadership among early career engineers. Our specific research question is“What does leadership development look like at this career stage?”Through qualitative analysis of semi-structured interviews, we show

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sean Lauderdale King, STEM Talent Expansion Program at LSU; Samantha Noelle Fadrigalan; Adrienne Steele, Louisiana State University; Summer Dann , Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

Engineering Leadership Development Division

Peer Mentors is to facilitate the transfer ofknowledge and to allow for the change in leadership without a negative change in the culture of Page 24.1352.2the program. The leadership in the program changes once every two years, and this transitionwould remove some of the information that is gained by the students in the peer mentor program.Knowledge is passed from experienced mentors to the younger mentors through training andexperiential learning activities. The implementation of the hierarchical structure of leaders withinthe organization training new mentors is key to the organization’s success. See Figure 1 belowfor a flow chart of the

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University

Tagged Divisions

Engineering Leadership Development Division

their proposed extension of work in this area, which posits that leadership development is anidentity transition process focused on self change using a process of separation, transition andincorporation (Ibarra et al., 2010). For the purposes of this work, our interest rests in the identitytransition of college students, not working professionals. As such, the model of EngineeringLeadership Identity Development in this work leverages the Leadership Identity Development(LID) model (Komives et al., 2005), summarized in Figure 1. For a more complete discussion ofthe LID model and its relationship to Engineering Leadership, see our earlier work describinginitial development of the Engineering Leadership Identify model (Schell & Hughes, 2016

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Glen DePalma, Purdue University; Pouneh Eftekhari

Tagged Divisions

Engineering Leadership Development Division

what they might do to improve on their weaknesses.Results indicate that there is a discrepancy between peer mentors’ self-assessments on mentoring, leadership skills and instruction performance andtheir peers’ evaluation of mentors strengths and weaknesses. Our exploratorystudy also supported the linkages between the five dimensions of personalitytraits and leadership qualities. To help improve the course and mentorsexperience recommendations for further research are provided. 1. INTRODUCTION The National Academy of Engineering (2005) suggested in Educating theEngineer of 2020 that: The future engineers have to be technically proficient engineerswho are broadly educated, see themselves as global citizens, can be leaders in

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Carlson-Dakes, University of Wisconsin, Madison; Gregory W Harrington, Dept of Civil & Environmental Engineering, Univ of Wisconsin - Madison

Tagged Divisions

Engineering Leadership Development Division

underrepresented groups to itsranks”. The guiding principles of the NAE report also include keeping, “pace withtechnological innovations”, and expanding our capacity to appropriately contribute to an,“increasingly diverse and multidisciplinary” global community. More recently, in February2012, the President’s Council of Advisors on Science and Technology published a reportthat included three imperatives: 1) Improve the first two years of STEM education incollege, 2) Provide all students with the tools to excel, and 3) Diversify pathways to STEMdegrees (President's Council 2012).Without a doubt, these are challenging goals under any circumstances. Our current divisivepolitical climate and uncertain economic outlook make this an even more daunting task

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kirsten S. Hochstedt, Penn State University ; Andrew Michael Erdman, Pennsylvania State University; Richard John Schuhmann, Gordon–MIT Engineering Leadership Program

Tagged Divisions

Engineering Leadership Development Division

students took both the pre-course andpost-course leadership principles survey. The goal of this survey was to understand how studentsperceive their learning of characteristics related to leadership. Additionally, a studentexpectations assessment, whereby students were asked what three different leadership attributesthey would like to develop, was collected from the same student class cohorts. The five mostfrequently listed student-reported expectation attributes were: (1) confidence, (2) communicationability, (3) trust in team members, (4) ability to inspire-motivate, and (5) ability to exercisesound judgment. The average student response on the leadership principles survey from pre-course to post-course for all five student-identified learning

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Simon Pitts, Northeastern University; Steve McGonagle, Northeastern University; Steven W Klosterman, Northeastern University

Tagged Divisions

Engineering Leadership Development Division

making it happen in a real world environment. Figure 1: The focus of the Gordon Engineering Leadership Program - Educating at the Intersection of Engineering and LeadershipThis paper concentrates on the use of experiential learning as part of a deeper dive into theleadership portion of the program including the definition of leadership capabilities, a leadershipdevelopment framework and examples of how the framework is used, in conjunction withinteractive LLabs, to build competence and mastery of leadership skills. Candidates learn toapply these skills in their own industry and work environment.In prior papersii an overview of the complete structure of the GEL approach has been described,including the assessment of

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brian J. Novoselich, Virginia Tech; David B. Knight, Virginia Tech Department of Engineering Education

Tagged Divisions

Engineering Leadership Development Division

industry. 7 Countries such as China and India continue tooutpace the U.S. in production of STEM graduates. 1; 5; 8 Because globalization increases accessto less expensive technologically adept labor markets, 8 leadership—and professional skills ingeneral—is one skill that can increase the competitiveness and marketability of U.S. engineeringgraduates. 9 Currently, a U.S. company can hire at least five engineers from India for the cost ofone in the U.S.8 By demonstrating the ability to lead international and interdisciplinary teams oftechnical engineers, U.S. engineers can continue to remain at the forefront of industrydevelopment and set themselves apart from competitors in the labor market. To punctuate theimportance of leadership from among the

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Taylor Robert Smith, Brigham Young University; Rollin H. Hotchkiss P.E.,D.WRE, F.ASCE, Brigham Young University

Tagged Divisions

Engineering Leadership Development Division

an increase in a team’s level of trust and unity,and, in turn, its performance.Note: This paper is a condensed version of the author's Master's Thesis. For a more thorough andcomprehensive discussion of the issues surrounding this topic, refer to the original thesis.Research Questions 1. What effect does non-anonymity have upon a recipient’s level of self-awareness? 2. What effect does non-anonymity have upon the candor and honesty of those who provide feedback? 3. What effect does non-anonymity have upon a recipient’s level of defensiveness? 4. What effect does non-anonymity have upon a team’s level of unity and trust? 5. What effect does non-anonymity have upon a team’s performance?Literature ReviewSelf-awareness is the

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bruce DeRuntz, Southern Illinois University Carbondale; Rhonda K. Kowalchuk, Southern Illinois University Carbondale; John W. Nicklow, Southern Illinois University Carbondale

Tagged Divisions

Engineering Leadership Development Division

the programcontinues to mature. The implications of integrating the X-matrix into a technical leadershipdevelopment program are many; (1) it becomes a motivational tool that helps participants relatetheir efforts to become a leader and its impact on their chosen student organization, (2) itdevelops their understanding of their responsibility to the larger organization, (3) it developstheir leadership communication abilities and (4) it develops their skill in using a valuableorganizational management tool that can be applied throughout their professional career.Training future technical leaders to apply engineering management tools while in college shouldlead to greater success for student development, their projects, their college, the

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tim G. Kotnour, University of Central Florida; Charles H. Reilly, University of Central Florida; John A. Selter, University of Central Florida

Tagged Divisions

Engineering Leadership Development Division

. Page 24.774.3Students include: 1) traditional undergraduate students, 2) working professionals returning to theuniversity to pursue an advanced degree, or 3) executives looking to learn with other executives.eli2 aims to create a learning environment and experience where students can discover the desireand confidence to be an engineering leader throughout their career. Our mission covers anengineer’s complete career life-cycle. This life-cycle focus is consistent with the AccreditationBoard for Engineering and Technology’s (ABET) focus on the need for life-long learning7. eli2carries the mission across the entire life-cycle of an engineer’s career. eli2 offers programsunique to each of these three student populations. eli2 supports the

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Qin Zhu, Purdue University

Tagged Divisions

Engineering Leadership Development Division

members.AcknowledgementThis work was made possible by a grant from the National Science Foundation (DUE-112374).Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Gouran, D. S. (2003). Leadership as the art of counteractive influence in decision-making and problem-solving groups. Small group communication theory & practice: An anthology, 172-183.[2] Baker, D. C. (1990). A qualitative and quantitative analysis of verbal style and the elimination of potential leaders in small groups. Communication Quarterly, 38(1), 13-26.[3] Taggar, S., Hackew, R., & Saha, S. (1999). Leadership emergence in

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin Ahn, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Amadin Osagiede, Purdue University, West Lafayette

Tagged Divisions

Engineering Leadership Development Division

leadership case and analyzed a case with assistance from the courseinstructor. The case development and case analysis of another student’s case comprised 50% of astudent’s grade in the course. Information about the students and their cases are shown in Table 1.Table 1. Information about students’ cases and student disciplineCase # Case setting People involved Case description Student discipline 1 San Francisco Chief engineer and his Construction and fall of the Industrial Bay Area engineering team. Bay Bridge connecting San engineering Francisco and Oakland. 2 San Bruno

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anton E. Bowden, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Spencer P. Magleby, Brigham Young University

Tagged Divisions

Engineering Leadership Development Division

CurriculumAbstractLike many engineering programs, the Ira A. Fulton College of Engineering at Brigham YoungUniversity has recognized the need for cultivating leadership skills in its engineering students.In 2005, planning efforts were initiated for rolling out an inclusive, college-wide engineeringleadership curriculum. These efforts have resulted in a structured experience that providesgraduates with proficiency in leadership knowledge and skills starting with the freshmen yearand culminating in practiced leadership experiences in senior project courses 1. Implementationof an inclusive curriculum required substantial support from each of the individual college units,thus the roll-out was staged with strong consideration to department timelines. Each program

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew C. Hurt, Purdue University, West Lafayette; Robert C. Deadman, Ivy Tech Community College; Jenny Daugherty, Purdue University, West Lafayette; Daniel O. Lybrook, Purdue University, West Lafayette

Tagged Divisions

Engineering Leadership Development Division

. 1 to No. 5. In addition, the U.S. ranked 13thin “higher education and training,” 16th in “infrastructure,” and 20th in “technologicalreadiness.” 15Indiana, specifically, ranks low in terms of adults with a college degree - 42nd out of 50 states inadults with a Bachelor’s degree and 29th in adults with an Associate’s degree.18 This lack oftraining is of paramount concern for Indiana companies. In a 2012 survey of Indianamanufacturers, human resource development (i.e. education and training) “overshadowed capitalinvestment, information technologies, and improving organizational structures and processes as Page 24.973.2the top concern of

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amadin Osagiede, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette

Tagged Divisions

Engineering Leadership Development Division

exposed to formal studies in leadership which they aren’t[1]. Satisfying the societaldemand of engineering leadership education is, regrettably, commonly limited to introductory-level coursework in technical communication in most engineering curricula[1]. The purpose ofthis paper is to revisit the state of engineering leadership education in academia and to introducePurdue University's College of Engineering’s recently endorsed Engineering Leadership Minor.A potential model to address the shortfall of experiential engineering leadership education withintraditional engineering curricula, this minor, which is one element of a larger engineeringleadership program, will involve the use of coursework, discussions, one-on-one mentoring bydistinguished

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Toby Egan, Purdue School of Engineering & Technology

Tagged Divisions

Engineering Leadership Development Division

betweenleader/manager coaching-related behaviors and employee motivation to learn. 4 Despite thecontinued emphasis on teaming effectiveness, effective communication and the need for moreeffective management in engineering and technology, there were no such studies in engineeringcontexts were identified. Therefore this study has potential import for engineering educators in avariety of roles and for those training for, or currently positioned in, engineering- relatedleadership roles. Research Questions, Hypotheses and Related LiteratureTo investigate potential but unexamined outcomes of leader coaching in engineering contexts,answers to the following research questions were sought: (1) What is the relationship betweenleader coaching