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

assessment then becomes a part of the learning experience instead of simplyan exogenous metric.As mentioned earlier in this paper, a literature review revealed a paucity of investigation intoassessment linking student course expectations to instructor expectations; therefore, it is difficultto interpret the specific results of this work within the context of the current literature. Within thecontext of assessing student self-efficacy, various facets of this assessment instrument touchedon the students’ self-measure of ability to accomplish specific tasks (e.g. Judgment, Item 3, “Ican apply different ethical frameworks to analyze an ethical problem.”) and reach specific goals(e.g. Confidence, Item 10, “I feel I can do something when I hear about bad

Conference Session

Innovation in Engineering Leadership Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Robin Sacks, University of Toronto; Mike Klassen, Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

academicengagement among engineering students at four American universities and found that while therewas no significant relationship between student involvement and academic engagement for thesample as a whole, the relationship did reach statistical significance when they paid attention tostudent self-efficacy levels and co-curricular activity types 28. Academic activities (designcompetitions, faculty led groups, informal study groups and professional engineering societymembership) made more of a positive difference for engineering students with high levels ofacademic self-efficacy, while non-academic activities (music, social networks, religiousactivities, fraternities, sports, student government and international student groups) made more ofa positive

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 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

competencies. Reviewing research on self-confidence and self-efficacy may provide further insights into building confidence in engineeringleaders that can be easily demonstrated during a career fair event 34.Study Limitations The qualitative design of this study focused on generating themes from the perspective ofrecruiters regarding behaviors during a career fair that demonstrate the potential for engineeringleadership. The recruiters selected for this study were chosen based on their involvement inhiring engineers for entry-level positions and included large public companies. Collecting fromthis sample allowed for a greater diversity of engineering disciplines, but did not account for theneeds of smaller organizations. The data collection

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

of leadership identity, and, second, theywould be more likely to view themselves as a leader (Komives et al., 2005). The assumption thenis that the recognition required to view oneself as exercising leadership, regardless of position,requires both self-efficacy and sense of confidence built from developing competence inengineering knowledge and skills, as well as a strong sense of belonging in the community ofpractice. This sense of self-efficacy around engineering leadership then propels students into thefinal two stages of leadership identity development—generativity and synthesis—where theyhave assumed leadership roles and are now concerned with mentoring and preparing newstudents for entry into the engineering community of practice. At

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

microprocessors course. Pre and post data on students’ self-assessment of theircollaborative behaviors, ability to work with others to achieve a common purpose, ability tomaintain positive working relationships while respectfully disagreeing, ability to divide labor,fostering of a positive work environment, self-efficacy and reflection, approaching work withhonesty and integrity, commitment to task completion, empathy and understanding of others,along with self-assessment of their work to achieve technical competency are presented.Observations from a recorded hands-on lab period are also presented to categorize the behaviorsobserved by studentsThe following sections survey the literature on leadership skills necessary for success inengineering, discuss

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

, L. E., & Williams, C. R. (2012). A behavioral framework for highly effective technical executives. Team Performance Management, 18(3/4), 210–230. http://doi.org/10.1108/13527591211241033[4] McCormick, M. J. (2001). Self-Efficacy and Leadership Effectiveness: Applying Social Cognitive Theory to Leadership. Journal of Leadership & Organizational Studies, 8(1), 22–33. http://doi.org/10.1177/107179190100800102[5] Reddan, G. (2008). The benefits of job - search seminars and mock interviews in a work experience course. Asia Pacific Journal of Cooperative Educationacific Journal of Cooperative Education, 9(2), 113–127.[6] Butler, S. A., Sanders, D. E., & Whitecotton, S. M. (2000). Student And Recruiter