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

. She served as the founding Director of the Rose-Hulman Center for the Practice and Scholarship of Education, and is currently the Associate Dean of Learning & Technology as well as a founding member of the team that annually delivers Rose-Hulman’s ’Making Academic Change Happen’ workshop. Kay C has received a number of awards for teaching, research, and mentoring, including the Louisiana ”Professor of the Year” award from the Carnegie Foundation for the Advancement of Teaching, a CA- REER award from the National Science Foundation, the Tulane University ”Inspirational Undergraduate Professor” award; the Tulane University President’s Award for Excellence in Undergraduate Teaching; the Graduate Alliance for

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

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Engineering Leadership Development Division

higher-order thinking skills, amongmany other outcomes, are enhanced by experiences during their college years. The “collegeimpacts” framework by Terenzini and Reason 12; 13 brings coherence to that research andconceptually combines factors forming the “Undergraduate Experience” in an effort to explainstudent learning outcomes and persistence. Several research studies in higher education (e.g.30-32 ), including ones grounded within an engineering context (e.g.,33), empirically support theframework.Figure 1. Organizing college impacts framework for the “Engineering of 2020” learningoutcomes, which includes leadership skills (revised from Terenzini & Reason12; 13).Our study used a revised version of the framework, which was modified in light

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

Outcomes Criterion Professional Skills from ABET General Criterion 3 3d An ability to function on multidisciplinary teams 3f An understanding of professional and ethical responsibility 3g An ability to communicate effectively 3h The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context 3i A recognition of the need for, and an ability to engage in life-long learning 3j A knowledge of contemporary issuesABET outcomes clearly demonstrate a focus on core technical skills as well as other skillsincluding leadership as indicated in Table 1.Preparing engineering graduates with the leadership skills necessary for real

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

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Engineering Leadership Development Division

practicing engineer tobecome a project manager through a cohort-based professional program leading to a master’s ofscience in engineering management. eli2 support executive through communities of practicewhich provide a forum for executives to share challenges and best practices. This paper providesa detailed description of how eli2 intends to support the undergraduate student.Consistent with the overall eli2 mission, at the undergraduate level our goal is to transform theundergraduate engineer into a working professional. A new undergraduate student comes to theuniversity to become a new engineering graduate and professional. eli2’s role is to helptransform the students to lead their self and to act as professionals in the corporate environment.At

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

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Engineering Leadership Development Division

, Ruud de Moor Centrum, Open University of the Netherlands.21. Wessner C.W., & Wolff, A.W. (Ed.). (2012). Rising to the Challenge: U.S. Innovation Policy for Global Economy. National Academies - Committee on Comparative National Innovation Policies: Best Practice for the 21st Century. Board on Science, Technology, and Economic Policy, Policy and Global Affairs, National Research Council.22. Wilson, Z.S., Holmes, L., deGravelles, K., Sylvain, M.R., Batiste, L., Johnson, M., McGuire, S.Y., Pang, S.S., & Warner, I.M. (2011). Hierarchical mentoring: A transformative strategy for improving diversity and retention in undergraduate STEM disciplines. Journal of Science Education and Technology, 21(1), 148-156.23