Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yazmin Montoya, LEAD; Aaron Eduardo Pacheco Rimada, University of Texas, El Paso; Erwin Ignacio Delgado, Univerity of Texas, El Paso ; Isaiah Nathaniel Webb; Meagan R. Kendall, University of Texas, El Paso

Tagged Divisions

Engineering Leadership Development Division

of the Engineering Leadership program (E-Lead). Inthis paper, the methods and outcomes are presented for how these pillars were put into practiceby the E-Lead students through experience-based learning in our Introduction to EngineeringLeadership course. This course is intended to introduce incoming student to both the culture ofthe E-Lead program as well as equip them for success in their college career. Piloted in the fallof 2013, the initial response from students was less than satisfactory and a change was needed.Relying on their personal experience and feedback from their peers and the E-Lead faculty, agroup of students that completed the pilot course proposed a major reform for the following year.In the summer of 2014, the group of now

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

Tagged Divisions

Engineering Leadership Development Division

prepared for a career in this global economy.In the U.S. education system, it has been recognized by many prominent engineering agenciesand educational leaders2,3,4,5,6,7 that the current model of engineering education will notadequately prepare students to be the engineers of the future and that change is needed in theway engineering education is done in the U.S. These reports and other calls for change all pointout that the key to effective curriculum development is building an engineering education modelthat meets both technical and professional needs of the field that graduates will enter. One actionfrom these calls resulted in ABET adoption of the ABET 2000 criteria, a set of eleven outcomesfor engineering graduates to possess.While many