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)

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

learning." Understanding adult educationand training. 2 (2000): 225-239.[6] E. F. Crawley, W. A. Lucas, J. Malmqvist, and D. R. Brodeur, “The CDIO Syllabus v2.0: An UpdatedStatement of Goals for Engineering Education,”, Proceedings of the 7th International CDIO Conference,Technical University of Denmark, Copenhagen, June 20 – 23, 2011, [Online]. Available:http://publications.lib.chalmers.se/records/fulltext/local_143186.pdf. [Accessed: 25-April-2014].[7] R. J. Schuhmann, “Engineering Leadership Education – The Search for Definition and a CurricularApproach,” Journal of STEM Education: Innovations & Research, vol. 11, no.3 and 4, 2010:61-69.[8] NSPE, “NSPE Position Statement No. 1752 — Engineering Education Outcomes,” National Society

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

occurredoutside of the scheduled Friday classroom sessions. These activities included recorded lecturesand instructional videos that could be viewed at a time of the student’s choosing. They alsoincluded participation in specific campus events that were integral to success in the course.Students were generally expected to complete the distributed learning activities before the nextFriday class session.A syllabus for the course that details learning outcomes, and lists all learning activities andassignments, is provided in the Appendix to this paper. A style of problem-based learningpedagogy was utilized consistently throughout the course, in that content and pacing were drivenby the twenty-one (21) assignments listed on the syllabus. These consisted