Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kim Graves Wolfinbarger, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Divisions

Engineering Leadership Development Division

by n–1, where n = the number of people inthe group.4Team members listed as influential and receiving an indegree centrality score in the top half oftheir team were invited to participate in the Phase 2 interviews. First-year members listed asinfluential were also invited, regardless of indegree score. Additional potential interviewees werenominated by the team captains and/or were mentioned by team members during interviews.ParticipantsAt the time of the interviews, the Jets roster listed about 25 members and the Sharks roster listedabout 45 members. In total, fourteen students, all engineering majors, participated in individualrecorded semi-structured interviews exploring the team experience and their own leadershipdevelopment journeys. Six

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

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Engineering Leadership Development Division

, students use the political lens to map out stakeholder and team member positions on their master’s project o Harvard Business School case: “Thomas Green: Power, Office Politics and a Career in Crisis” which describes the challenges a new employee faces when confronting company politics• Power and Influencexxx,xxxi . o From John Kotter’s, Power and Influence, methods for when one does not have positional authority on developing reserves of "unofficial" power and influence to achieve goals, reduce conflict and gain cooperation o Case from Cohan and Bradford, Influence Without Authority, covers the lifetime story of an influential leader, Nettie Seabrooks, within a

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

Paper ID #9063Developing engineers who lead: Are student, faculty and administrator per-spectives aligned?Lt. Col. Brian J Novoselich P.E., Virginia Tech Brian Novoselich is an active duty Lieutenant Colonel in the United States Army and currently a Ph.D. student in the Department of Engineering Education at Virginia Tech. His is a former assistant professor at the United States Military Academy. His dissertation research interest is undergraduate student leadership development in capstone design teams.Dr. David B Knight, Virginia Tech Department of Engineering Education David Knight is an Assistant Professor in the

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

Paper ID #18746Engineering Leadership in a Chinese Industrial Context: An Exploration us-ing the Four Capabilities ModelDr. Jiabin Zhu, Shanghai Jiao Tong University Jiabin Zhu is an Associate Professor at the Graduate School of Education at Shanghai Jiao Tong Uni- versity. Her primary research interests relate to the assessment of teaching and learning in engineering, cognitive development of graduate and undergraduate students, and global engineering. She received her Ph.D. from the School of Engineering Education, Purdue University in 2013.Miss Hu Yu, Shanghai Jiao Tong University Yu Hu is a graduate student at the

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

and has a BASc in Engineering Science from the University of Toronto.Dr. Serhiy Kovalchuk, University of Toronto Serhiy Kovalchuk is a research associate at the Institute for Leadership Education in Engineering, Faculty of Applied Science and Engineering, University of Toronto.Dr. Doug Reeve P.Eng., University of Toronto Dr. Reeve is the founding Director of the Institute for Leadership Education in Engineering (ILead) estab- lished in 2010. Development of personal capability has been central to his work with engineering students for twenty-five years. In 2002 he established Leaders of Tomorrow, a student leadership development pro- gram that led to the establishment of ILead in 2010. He is also a Professor in the

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

visions for change, learn tools that can help them facilitate emergentchange from their work as change agents, and create plans for action on their home campuses.The MACH workshop develops strategies for emergent changes of institutional environmentsover three intensely focused, hands-on days. MACH is organized around three themes: “Know-ing Yourself,” “Cultivating an Allied Community of Colleagues,” and “Making Change Happenon Campus.” The “Knowing Yourself” segment helps participants focus on skills and changeaspects that an individual faculty member can control, including interactions with students andcolleagues. This segment considers personality assessment, communication, risk assessment andmitigation, and diversity. The “Community of

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sara Jansen Perry, Baylor University; Emily M Hunter, Baylor University; Ed Frauenheim, Great Place to Work Institute; Steven C. Currall, Southern Methodist University

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Engineering Leadership Development Division

Chair of the Board of Directors and member of the Executive Committee for the 10-campusUniversity of California system’s Global Health Institute. He also served on the Boards of Directors ofthe San Francisco Bay Area Council and the California Life Sciences Association Additional leadershipexperience included serving as the Dean of the Graduate School of Management at UC Davis, leading theSchool to the highest ranking in its history; Endowed Chair holder; founding Chair of an academic de-partment; leadership of seven centers/institutes, and campus-wide service roles as Chair of the Task Forceon Faculty Salary Equity, Chair of the Strategic Review of Human Resources, Chair of Board of Direc-tors of the Ecosystem for Biophotonics Innovation, Vice

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

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Engineering Leadership Development Division

Page 24.157.4not learned otherwise14. While there is certainly a place for good lectures in effective teaching,faculty need to involve students in discussions, team-based activities, laboratory experiences,peer-led learning, and hands-on participation to maximize learning outcomes.While the Kolb Experiential learning model is a good standard for experience-based learning, itis difficult for instructors to implement without further explanation. With more research havingbeen done on experiential learning, several elements of implementation stand out: 1. Leadership education should be implemented early on in an academic career – Early implementation gives more time for students to develop the leadership skills desired. Because the

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

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

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Farah I. Jibril, Qatar University ; Bassnt Mohamed Yasser, Qatar University; Mahmoud Abdulwahed, Qatar University; Mazen O. Hasna, Qatar University; Mohieddine A. Benammar, Qatar University; Saud A. Ghani, Qatar University

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Diversity

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Engineering Leadership Development Division

career and manage a project which requires developing anumber of soft skills, such as interpersonal, marketing, and communications 14. In order to be atrue engineering leader, engineering students must possess technical and nontechnical soft skills,which would give them an edge in the workplace 13. They must possess skills such as written andoral communication, customer relations, personal initiative, teamwork abilities, organizationalknowledge, and decision making that will facilitate the development of solutions to businesschallenges, to be effective leaders 15.According to the NAE (2004), “engineers must understand the principles of leadership and beable to practice them in growing proportions as their careers advance”. Engineers need

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

the emergent nature of leadership in an engineering education contextEngineering as a profession is increasingly a team-based and multidisciplinary endeavor,requiring not only technical skills but also the ability to work well with diverse groups of people.In engineering education, students often participate in project teams in which the members mustmake and execute decisions, relying increasingly on their own reasoning and abilities whilelearning to depart from the strictly teacher-led notion of learning.It is important to understand how students perceive leadership, how they understand a leader’srole and importance, and how leadership impacts the work of the team. This study offers a viewinto how leaders

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

Leadership Coach and attended by the Director of Studentswho provides the student leaders with insight and context regarding the academic program and theoperating decisions of the school. The Leadership Coach creates the opportunity to look at leadershiproles and responsibilities in a different way. In addition, the Leadership Coach initiates dialog betweenthe students to ensure they recognize the opportunity to learn from one another on an on-going basis. Oneof the meetings is used to provide each of the participants with a Myers Briggs Type Indicator (MBTI®)assessment with the intention of providing the students with: o a better understanding of their personal personality preferences, o an awareness of differences in personality types

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph Louis, Purdue University; Amadin Osagiede, Purdue University, West Lafayette; Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Benjamin Ahn, Massachusetts Institute of Technology; Karan Sharma, Purdue University

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Engineering Leadership Development Division

value insystematically creating one’s portfolio of leadership experiences and self-tracking their owndevelopment. The detailed comparison of one’s leadership attributes in comparison with theirpeers is also valuable in leading discussions with faculty members or mentors, which could alsohelp to normalize any discouragement a student’s who compares poorly to her/ his peers mightfeel after taking the survey. The methodology described in this paper extends the utility of the survey instrumentcreated by Ahn et al.1, which has thus far been used in gaining insights into the general trends ofthe experiences and observables outcomes of undergraduate engineering students, by providingthem with a personalized assessment of their skillset and

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

and participation for almost 20 years. A series of linked courses and an international service- learning project make up the minor.University of University of Toronto’s Institute for Leadership Education inToronto (2002) Engineering (ILead) began as a small co-curricular program in Chemical Engineering, and over time has grown into a faculty wide institute. Currently offers fourteen elective courses and numerous co- curricular programs on engineering leadership for undergraduate and post-graduate students. U of T also has a dedicated team doing research on engineering leadership.Massachusetts

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

because the majority of today’s engineering graduates do not have the broadbackground necessary to understand, take charge of and drive large-scale projects to completionin an economic fashion” (5). To the end of correcting these perceived deficiencies, Gordon hasfunded a number of engineering leadership degree programs in universities. One of them is atNortheastern University (NEU) in Boston, MA. Key elements of the degree program at NEUinclude experiential learning; distinguished speakers from industry to discuss and modelleadership; mentoring from the program, an industry partner, and the technical faculty; cross-cohort learning (6). A similarly ambitious revision of engineering education has been on-going atthe Massachusetts Institute of

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Doug Reeve P.Eng., University of Toronto; Cindy Rottmann, University of Toronto, ILead; Robin Sacks, University of Toronto

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Diversity

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Engineering Leadership Development Division

Education in Engineering (ILead) at the University of Toronto. Her research interests include engineering leadership, engineering ethics education, critical theory, teacher leadership and social justice teacher unionism.Dr. Robin Sacks, University of Toronto Dr. Sacks is an Assistant Professor in the Faculty of Applied Science and Engineering at the University of Toronto teaching leadership and positive psychology at both the graduate and undergraduate levels. Robin also serves as the Director of Research for the Engineering Leadership Project at the Institute for Leadership Education in Engineering which aims to identify how engineers lead in the workplace

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

of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt Univer- sity. Her teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in STEM education. Primary research projects explore the preparation of graduate students for diverse careers and the development of reliable and valid engineering education assessment tools. She is a NSF Faculty Early Career (CAREER) and Presidential Early Career Award for Scientists and Engineers (PECASE) recipient.Mr. Amadin Osagiede, Purdue University, West Lafayette Amadin Osagiede is an MBA candidate in the Krannert School of Management at Purdue University. He obtained a

Conference Session

Curriculum Development in Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eva Andrijcic, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology

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Diversity

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Engineering Leadership Development Division

, tension, and exchange rules governing changes in perceptions andunderstanding” (p. 2). From this perspective, leadership is an emergent outcome that is producedfrom the reality of interactions of decision-makers with each other and with their environment(Bradbury & Lichtenstein, 2000).” According to this theory a single individual might act as aleader in one situation, and as a follower in another, as they “experience tension in the form ofpressures on and challenges to their personal knowledge base (Carley and Hill, 2001)” (p. 5)7.Learning goalsThere are nine learning goals associated with our crisis simulation experience. As a result ofparticipating in the Crisis Simulation, students will: • Understand that many leadership assumptions

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

obtained a B.S. in Mathematics from Spelman College, a M.S. in Industrial Engineering from the University of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in science, technology, engineering, and mathematics education. Primary research projects explore the preparation of engineering doctoral students for careers in academia and industry and the development of engineering education assessment tools. She is a National Science Foundation Faculty Early Career (CA- REER) award winner and is a recipient of a Presidential Early Career Award for

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

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Diversity

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Engineering Leadership Development Division

communityinvolvement and academic engagement said that connecting with important communitiesprovided them with a sense of belonging which improved their affective state and allowed themto re-engage in their studies. The authors’ findings point out the personal and academic relevanceof community-based involvement for engineering students.Finally Cynthia Finelli, Brian Burt and their respective research teams examined the impact ofengineering students’ curricular and co-curricular experiences on their ethical development 29, 34.Finelli et al. found that 88% of engineering students reported some kind of co-curricular activitywith an average of three activities per student. When they were asked about ethics, most studentsreported encountering ethical dilemmas

Conference Session

Innovation in Engineering Leadership Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adjo A Amekudzi-Kennedy, Georgia Institute of Technology; Reginald DesRoches, Georgia Institute of Technology; Susan E Burns P.E., Georgia Institute of Technology; Laurence J. Jacobs, Georgia Institute of Technology; Janille A Smith-Colin P.E., Georgia Institute of Technology; Wes Wynens, Georgia Institute of Technology; Lisa Gail Rosenstein, Georgia Institute of Technology

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Diversity

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Engineering Leadership Development Division

Scientists and Engineers (PECASE) in 2002 — the highest honor bestowed upon scientists and engineers in the early stages of their careers. Most recently, he was a recipient of the 2007 ASCE Walter L. Huber Civil Engineering Research Prize, the 2015 ASCE Charles Martin Duke Lifeline Earthquake Engineering Award, the Georgia Tech Outstanding Doctoral Thesis Advisor Award (2010), and the Georgia Tech ANAK Award (2008). The ANAK award is the highest honor the undergraduate student body can bestow on a Georgia Tech faculty member. Dr. DesRoches earned his Bachelor of Science in Mechanical Engineering in 1990, a Master of Science in Civil Engineering in 1992, and a Ph.D. in Structural Engineering in 1998 — all from the

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard J. Schuhmann, The Landing School; Andrew Michael Erdman, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Dean H. Lang, Pennsylvania State University, University Park; Jeffrey G. Soper, Montreux School of Business; Donald H. Horner Jr., Jacksonville University

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Engineering Leadership Development Division

Program approaches its 20th anniversary, retrospection, insight, and application of lessonslearned to formulate a vision of the future are appropriate. The past and current directors of theProgram have gathered together to create a joint retrospective. This retrospective is stronglyinfluenced by the authors personal experiences both in and outside of the classroom, paperspublished by the collective authors through the years, extensive reviews of current student Page 26.633.2learning through pre/post course surveys6 and discussions with graduates that considered boththe career impact of the Program as well as views of the strengths and areas where

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Logan Oplinger, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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Engineering Leadership Development Division

Figure 3 was used by the researcher togive an example for each expression of leadership. The researcher then determined from theinterviews when a Maker expressed one of the leadership roles.In their Making, this person:___ 1. Listens to the problems of team members/subordinates. (Mentor)___ 2. Reviews and/or reflects upon project achievements. (Monitor)___ 3. Influences decisions made at higher levels. (Broker)___ 4. Does problem solving in creative, clever ways. (Innovator)___ 5. Clearly defines areas of responsibility for team members/subordinates. (Director)___ 6. Displays a wholehearted commitment to the job/project. (Producer)___ 7. Facilitates consensus building in work-group sessions. (Facilitator)___ 8. Protects continuity in day-to-day