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

Tagged Divisions

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 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

Tagged Divisions

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

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

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

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

Tagged Divisions

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

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

Tagged Divisions

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