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

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Engineering Leadership Development Division

; Matsch, L. A. (1996). Desired attributes of an engineering graduate – An industry perspective, Proceedings of the 19th AIAA Advanced Measurement and Ground Testing Technology Conference, New Orleans, LA, 1996.3. Wisler, D. C. (2003). What you don’t necessarily learn in school, Mechanical Engineering Magazine Online, American Society of Mechanical Engineers, 2003.4. Nair, C. S., Patil, A., & Mertova, P. (2009). Re-Engineering Graduate Skills – A Case Study, European Journal of Engineering Education, 34(2), 131-139.5. Cox, M. F., Cekic, O., & Adams, S. G. (2010). Developing leadership skills of undergraduate engineering students: Perspectives from engineering faculty. Journal of STEM Education: Innovations and Research, 11(3

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Meghan Daly, James Madison University; Cairo Jahan Lakil Sherrell, James Madison University; Thomas Atcheson Ware; Diane L. Foucar-Szocki, College of Education, James Madison University; Justin J. Henriques, James Madison University

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Engineering Leadership Development Division

Page 26.539.1 c American Society for Engineering Education, 2015 Work in progress: Development of the James Madison University Undergraduate Engineering Leadership ProgramAbstractThe Department of Engineering (Madison Engineering) at James Madison University has asingle baccalaureate engineering degree program that is aimed at engaging students anddeveloping their engineering knowledge, skills, and values through a project-based curriculum.One recent development is the Madison Engineering Leadership (MadE Leadership) program.The engineering leadership idea grew from the first lines of the Harvard Business Review BlogNetwork June 7, 2010 article entitled “British Petroleum (BP)’s Tony Hayward and

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

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Engineering Leadership Development Division

. H. Church, eds., Jossey-Bass, San Francisco, CA, 48-62.3 Dunning, D. (2005). self-insight: roadblocks and detours on the path to knowing thyself, Psychology Press, New York, NY.4 Atwater, L. and Yammarino, F. (1992). “Does self-other agreement on leadership perceptions moderate the validity of leadership and performance predictions?” Personnel Psychology, 45.5 Bollich, K. L., Johannet, P. M., and Vazire, S. (2011). “In search of our true selves: Feedback as a path to self- knowledge.” Frontiers in Psychology, 2, 312, .6 Whetten, D. A., and Cameron, K. S. (2007). Developing Management Skills, 7th Ed., Pearson Education, Upper Saddle River, NJ.7 Fleenor, J. W., Smither, J. W., Atwater, L. E., Braddy, P. W., and Sturm, R. E

Collection

2016 ASEE Annual Conference & Exposition

Authors

Fu Zhongli, National University of Defense Technology; Huang Zhang, NUDT in China; Tong Wu, Center for National Security and Strategic Studies (CNSSS), National University of Defense Technology (NUDT); Lini ZHOU, Center for National Security and Strategic Studies, National University of Defense Technology; Jianchuan Li, National University of Defense Technology; Lian Lin, National University of Defense Technology; wang yang, Continuing Education College, National University of Defense Technolgy(NUDT)

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Diversity

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Engineering Leadership Development Division

of Defense Technolgy(NUDT) Mr. Wang Yang is an researcher of Center for National Security and Strategic Studies, National University of Defense Technology(NUDT). He received his double B.S.in 2004 and 2005. In 2012, he received his M.S. in Technology Philosophy from NUDT. His current research interests focus on continuous education. c American Society for Engineering Education, 2016 Achieving Excellence in Master of Engineering Education: A Case Study of National University of Defense Technology （NUDT）'s PracticeAbstract The profound societal impacts of technological developments call for a drastic change inthe education of engineering leadership

Conference Session

Innovation in Engineering Leadership Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Engineering Leadership Development Division

. (2012). Engineering Professionals’ Expectations of Undergraduate Engineering Students. Leadership and Management in Engineering, 12, 60–70.[5] Farr, J., & Brazil, D. (2009). Leadership Skills Development for Engineers. Engineering Management Journal, 21(1), 3. http://doi.org/10.1080/10429247.2009.11431792[6] Hartmann, B., Stephens, C., Jahren, C. (2015). Surveying industry needs for leadership in entry-level engineering positions. American Society for Engineering Education.[7] Male, S. a. (2005). Generic Engineering Competencies : A Review and Modelling Approach. Education Research and Perspectives, 37(1), 25–51.[8] Nair, C. S., Patil, A., & Mertova, P. (2009). Re-engineering graduate skills – a case

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine Agnew Trevey, Marquette University; Andrea L. Gorman, Marquette University; Kristina M. Ropella, Marquette University

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Diversity

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Engineering Leadership Development Division

program, Leading Oneself. In defining“leader”, student responses shifted from simplistic definitions that viewed leaders asauthoritarian figures with the responsibility for command and controlling others to morecomplex definitions that view leaders as those who have a positive and authentic relationshipwith and responsibility to those s/he is leading. There is a shift from a focus on the leader to afocus on the relationship the leader has with others. In defining “leadership”, once again thestudent responses shift from simple to more complex definitions. They started with a focus onthe leader him or herself, and moved to an understanding of leadership as a process that must bemarked by positive interactions and relationships with others. These

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

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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 Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

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Engineering Leadership Development Division

provides added value for the particular practicing engineer in his field? Why? 2. What experience(s) would be valuable for a new engineer in the field of practice for this particular engineer? Why? 3. How would you (the student) go about seeking a job in this particular field of engineering practice?Each question, at first glance, seems to point to a specific answer or set of answers, and thusseems “closed.” But upon further reflection, the second part of the question made them open-ended. The freshmen would have to understand potential classes and experiences to understandhow they would be useful in a future career environment. For freshmen, this was a dauntingchallenge. They were marginally familiar with the curriculum, but

Conference Session

Assessment of Engineering Leadership Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joshua C. Palmer, Southern Illinois University - Carbondale; Kenneth D. Birchler, Southern Illinois University; Joseph David Narusis, Southern Illinois University; Rhonda K Kowalchuk, Southern Illinois University - Carbondale; Bruce DeRuntz, Southern Illinois University - Carbondale

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Engineering Leadership Development Division

a specialized curriculumthat makes program graduates skilled and competent in their field upon graduation. The VicePresident of Human Resources for one large manufacturing company provided the followingstatement regarding leadership development program graduates they have hired. “(Institution’s name omitted)’s engineering leadership development program does an outstanding job of preparing the students to enter the workforce with the readiness to assume leadership positions quickly. (Manufacturing companies name omitted) utilizes this program as one of our key talent pools for leadership roles. Through the program’s rigorous academic and extracurricular requirements, I have found that these graduates have an exceptional work ethic

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

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Engineering Leadership Development Division

Cultures, Policies, and Practices”25, and Eckelet al.’s “On Change III Taking Charge of Change: A Primer for Colleges and Universities”19.Second, change agents should work to develop a group of partners, including change leaders,who will help coordinate the process; contributors, who will participate in change through de-fined and specific roles; resource providers, who will supply information or resources; constitu-ents, who may not participate but must be kept up-to-date regarding the process and vision; andconstructive skeptics, who will provide thoughtful and useful critiques. With the assistance ofthese allies, the change agent can manage resistors, those individuals who are invested in pre-serving the status quo19. Change agents should

Conference Session

Insights and Practices for Engineering Leadership Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ricky T. Castles, East Carolina University

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Engineering Leadership Development Division

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Clinton Stephens, Iowa State University; Katherine Lynn Friesen, College of Engineering, Iowa State University

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Engineering Leadership Development Division

leadership development within existingengineering curriculum. As more schools of engineering add leadership education this contributeto doing so in ways that make leadership education more accessible to more engineeringstudents. This will be necessary as graduates will need these skills to complement their technicalskills in order to be successful in industry.     References  Guthrie,  K.  L.,  Jones,  T.  B.,  Osteen,  L.  K.,  &  Hu,  S.  (2013).  Cultivating  Leader  Identity  and   Capacity  in  Students  from  Diverse  Backgrounds:  ASHE  Higher  Education  Report,  39:4.   Hoboken,  NJ:  Wiley.  Guthrie,  K.  L.,  &  Osteen,  L.  K

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

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Engineering Leadership Development Division

Consent. Annals of the American Academy of Political and Social Science, Vol.250, No. 1, Communication and Social Action, pp.113-120. 2. Denning, S. (2007). The Leader’s Guide to Storytelling. New York: Bantam) 3. Fairhurst, Gail Theus and Farr, Robert A. The Art of Framing: Managing the Language of Leadership. (Bloomington, IN: Jossey-Bass). 4. Gardner, Howard. (2011). Preface to Leading Minds: An Anatomy of Leadership. (N.Y.: Basic Books). Originally published in 1995. 5. Gavin, N.T. (2009). Addressing climate change: A media perspective. Environmental Politics, Vol. 18, No. 5, pp. 765-780. 6. Matthes, J. (2009). What’s in a frame? A content analysis of media framing studies

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric Scott Rebentisch, Massachusetts Institute of Technology; Stephen Townsend, Project Management Institute; Edivandro Carlos Conforto, Massachusetts Institute of Technology

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Engineering Leadership Development Division

Management Conferences in Brazil and U.S.A., and guest Professor in Executive MBAs and trainings in Brazil and Europe. He holds a Ph.D and a Master degree from University of S˜ao Paulo, EESC, EI2. Page 26.356.1 c American Society for Engineering Education, 2015 Collaboration Across Linked Disciplines: Skills and Roles for Integrating Systems Engineering and Program ManagementAbstractIn new product development programs, systems engineers and program managers must oftenwork together closely to define the product, the program structure and objectives, and allocateand define the focus

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

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Engineering Leadership Development Division

Management Executive, 1988, 2(2): 127-132 12. Russell, Jeffrey S., W. B. Stouffer, (2005), "Survey of the national civil engineering curriculum", Journal of Professional Issues in Engineering Education and Practice 131(2): 118-128 13. Toor, S., Ofori, G., Leadership versus Management: How are they different and why? Leadership and Management in Engineering, 8(2), April, 2008 14. Yoder, B.L., (2012), "Engineering by the Numbers." American Society for Engineering Education, Washington, DC. http://www.asee.org/papers-and-publications/publications/collegeprofiles/2011-profile-engineering- statistics.pdf

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Jennifer Karlin, South Dakota School of Mines and Technology; Ronald R. Ulseth, Iron Range Engineering; Dan Ewert

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Engineering Leadership Development Division

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

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Engineering Leadership Development Division

among students, and to provide constructivesuggestions to curriculum design. Future comparisons of current findings and priorstudies that were performed in a North American or a European context will also helpdeepen our current understanding of engineering leadership in different culturalcontexts.Acknowledgement This research was supported by Chinese Ministry of Education, Humanities SocialScience Study Program (15YJC880147).Bibliography[1] Kumar, S. & Hsiao, J. K. (2007). Engineers learn ‘soft skills the hard way’: Planting a seed of leadership in engineering classes. Leadership and Management in Engineering, 7(1): 18-23.[2] National Academy of Engineering (NAE). (2004). The Engineer of 2020: Vision of Engineering in the New

Conference Session

Assessment of Engineering Leadership Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mike Klassen, Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve, University of Toronto; Cindy Rottmann, University of Toronto; Robin Sacks, University of Toronto; Annie Elisabeth Simpson, Institute for Leadership Education in Engineering, University of Toronto; Amy Huynh, Institute for Leadership Education in Engineering, University of Totonto

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Diversity

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Engineering Leadership Development Division

Massachusetts Institute of Technology (MIT)’s Gordon EngineeringInstitute of Leadership program is a well-established co-curricular programTechnology targeting undergraduate students. Students work experientially to(2007) develop hands on leadership skills, building towards a competency model, and a small subset complete a second year as senior fellows, running leadership labs and mentoring younger students to “learn by doing.”Northeastern Northeastern’s Gordon Engineering Leadership program offers aUniversity (2008) customized masters degree or a stand-alone graduate certificate for master’s students. The program offers courses on leadership and

Conference Session

Curriculum Development in Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

David Niño, Massachusetts Institute of Technology

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Diversity

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Engineering Leadership Development Division

(1999)Management Challenges for the 21st Century. New York: HarperBusiness.10 Marcus Buckingham and Donald Clifton (2001) Now, Discover Your Strengths. New York: The FreePress.11 Laura Morgan Roberts, Jane E. Dutton, Gretchen M. Spreitzer, Emily D. Heaphy, Robert E. Quinn(2005) Composing the Reflected Best-Self portrait: building pathways for becoming extraordinary inwork organizations, Academy of Management Review, Vol. 30, pp. 712-736.12 Laura Morgan Roberts, Gretchen M. Spreitzer, Jane E. Dutton, Robert E. Quinn Emily D. Heaphy, andBrianna Barket (2005) How to play to your strengths, Harvard Business Review, January, pp. 1-6.13 David A. Whetten and Kim S. Cameron (2005). Developing Management Skills (6th Ed.) PearsonPrentice Hall.14

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

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Engineering Leadership Development Division

wasdeveloped to recognize the graduating student(s) who have made significant contributions to thementoring program. The students who receive the LSU Leadership Legacy Award must benominated by current mentors in the program and voted on by the faculty/staff advisors. Morethan one student can be selected for the Legacy Award each semester. All of the mentors are encouraged to join the LSU Distinguished Communicatorprogram, a university wide program that is listed as a special designation on students’ transcripts.The Distinguished Communicator program recognizes students’ exceptional abilities in fourareas of communication: verbal, written, visual and technological. Currently, every officer inSPM has been accepted into the program and is

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lynne Cowe Falls, University of Calgary; Robyn Paul, University of Calgary; Gord Aker P.Eng. PCC, Logical Leadership

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Engineering Leadership Development Division

with theopportunity to accelerate their leadership development and realise their full leadership potential. Thepower of the program comes from combining the practical leadership experience the students receive as aresult of their roles in various student societies and project teams with leadership training, mentoring andcoaching. This allows the students not only to learn new skills and knowledge but to apply and adaptthese elements in a real work situation all within the security of a safe learning environment.REFERENCES[1] Crawley E.F., Malmqvist, J., Ostlund, S., Brodeur, D.R., & Edstrom, K. (2014) RethinkingEngineering Education (2nd ed.). Springer.[2] Beyond Engineering. (n.d.). Retrieved June 26, 2014 from the Institution website[3

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

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Engineering Leadership Development Division

. (1994). Summary of innovations in electrical engineering curricula. IEEE Transactions on Education 37(2), pp. 131-135. 17. Schaub, J.H. and Dickison, S.K., Eds. With Morris, M.D. (1982) Engineering and Humanities. New York: John Wiley. 18. Spencer, D.B. and Mehler, G. (2013, Summer). Opportunities in engineering education: Pathways to better- prepared students. The Bridge, pp. 24-30. 19. Florman, S. (1968). The civilized engineer. Engineering and the Liberal Arts. New York: McGraw Hill. Page 26.631.7

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

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Engineering Leadership Development Division

engineering leadership learning outcomes were inspired and modified from the learningoutcomes in Cox et al.'s Engineering Professionals' Expectations of Undergraduate EngineeringStudents[9], to include aspects of the Gordon-MIT's Capabilities of Effective EngineeringLeaders[7] , the UCSD Gordon Center's Engineering Leadership Core Values[10], and Cox'sLeadership, Change, and Synthesis Survey[11]. These learning outcomes are not comprehensive.More learning outcomes will be added upon further research, particularly on how to effectivelyassess the new outcomes to be added. Page 23.1011.7 Student Learning

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

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Diversity

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Engineering Leadership Development Division

fromthose that were based on leadership as a process [13]. The former is based on traditional notionsof a leader as an individual with power and authority based on their position within anorganization or society. It was exactly this notion of leadership that was associated with theresistance encountered in our earlier studies. The latter, leadership as a process, has beenarticulated by many scholars, but we chose to use Northouse’s simple definition of leadership as“a process whereby an individual influences a group of individuals to achieve a common goal”(p.3) [13]. We also use Rottmann et al.’s orientations to engineering leadership: Technicalmastery - “shar[ing] their technical problem solving skills with others through informalmentorship” (p. 7

Conference Session

Interactive Panel on Perspectives and Practical Skills for Men as Advocates for Gender Equity

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lawrence J. Genalo, Iowa State University; Roger A. Green, North Dakota State University; Beth M Holloway, Purdue University, West Lafayette; Archie L Holmes Jr., University of Virginia; Brian P Kirkmeyer, Miami University; Klod Kokini, Purdue University, West Lafayette; Daniel Lopresti, Lehigh University; Adrienne Minerick, Michigan Technological University; Beena Sukumaran, Rowan University

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Diversity

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Engineering Leadership Development Division, Minorities in Engineering, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

et al.’s 2012 PNAS paper (Science Faculty’s Subtle GenderBiases Favor Male Students)8 and Sheltzera and Smith’s 2104 PNAS paper (Elite Male Facultyin the Life Sciences Employ Fewer Women)9.Dr. Kirkmeyer: I cannot honestly say I have considered what strategies to use to help othersbecome aware of these issues, because they are situation-dependent and usually reactive. Ipersonally use humor and self-deprecation to address many issues in a non-threatening manner,and so I know I have done so with these. The reality is that it depends on the context of thesituation related to these issues. In some situations, humor (and particularly sarcasm) hasworked quite well in making others aware of how these issues are being perceived by othersaround them

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

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Engineering Leadership Development Division

Interpretations.” Research in Higher Education, Vol. 7, pp. 67-78, 197713 Scherr, F. C., Scherr, S., Journal of Education for Business, v65 n8 pp. 356-58, 1990 11

Conference Session

Assessment of Engineering Leadership Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gary L. Winn, West Virginia University; Jeremy M. Slagley, Indiana University of Pennsylvania

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Engineering Leadership Development Division

appreciate that they will soon have subordinateswho will watch their behavior(s) carefully. Barring empirical results that show anything otherthan our experimental course is extremely popular, these students have shown that they will riseto the occasion of discussions of honor codes; writing values-consistent policy, doing self-assessments, finding and becoming role models, and storytelling. The results are certainlypromising.Acknowledgements The authors would like to thank CRC press/Taylor and Francis Group and specifically CindyCarelli for permissions to take material from the in-press book (reference 6.)Bibliography[1] Schein, E.H., “Organizational Culture and Leadership, 2nd Edition,” Jossey-Bass, San Francisco, 1992.[2] Schein, E.H

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

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Engineering Leadership Development Division

these specifications it would be nearly impossible to havesuccess in the successive steps due to the vagrancies of a poorly written objective. The followingrepresent the SMART specifications:  Specific – target a specific area for improvement.  Measurable – quantify or at least suggest an indicator of progress.  Assignable – specify who will do it.  Realistic – state what results can realistically be achieved, given available resources. Page 24.672.5  Time-related – specify when the result(s) can be achieved.Figure 3Portion of the LDP’s X-Matrix

Conference Session

Curriculum in Engineering Leadership Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steven W. Klosterman, Northeastern University; Steven T. McGonagle, Northeastern University; Simon Pitts, Northeastern University

Tagged Divisions

Engineering Leadership Development Division

of leadership o Concepts: Motivation, Management Style and Control, Work Organization, Rewards and Appraisals, Appropriate application of both styles• Culture and Climatexxv. Explores the impact that the natural forces of culture and climate have on an organization, particularly those attempting to go through transformational change. o Components of culture: Values, beliefs, myths, traditions, norms o Components of climate: Leadership, organizational structure, history, standards of accountability and behavior, communication, rewards, organizational connectedness, vision and strategy, trust and commitment• Followershipxxvi,xxvii. Mellinger’ s “The Ten Rules of Good Followership

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Roger V. Gonzalez P.E., University of Texas, El Paso; Richard T. Schoephoerster, University of Texas, El Paso; Jessica Townsend, Olin College of Engineering

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Diversity

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Engineering Leadership Development Division

that both Olin and UTEP seek to model, and that partnerships like the UTEP-Olin collaboration are necessary for educating a new kind of engineer. Yet, challenges remain ineducating the broader industry and academic community about E-Lead and its benefits. It is easyfor E-Lead to be misunderstood by potential employers, parents and prospective students. As a Page 26.635.12result, learning from the introduction of Systems Engineering in the 1970’s could benefit how wehelp form our message.Bibliography[1] National Academy of Engineering (NAE). (2007). Rising Above the Gathering Storm.Retrieved from http://www.nae.edu/Publications/Reports/25575