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Development of the James Madison University Undergraduate Engineering Leadership Program

Conference Session: Curriculum in Engineering Leadership Development
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Kyle G. Gipson, James Madison University; Meghan Daly, James Madison University; Cairo Jahan Lakil Sherrell, James Madison University; Thomas Atcheson Ware; Diane L. Foucar-Szocki, College of Education, James Madison University; Justin J. Henriques, James Madison University
Tagged Divisions: Engineering Leadership Development Division

, promotes collaboration, inspires generosity, and encourages life-longlearning.In this paper, we present the framework of the program focusing on the structure of the summerworkshop (MadE Leadership Mentoring Program) and the introductory course (EngineeringLeadership I: Theory and Practice). The MadE Leadership Mentoring Program is a summerworkshop that allowed students to conduct individual introspection while developing the coreidentity of the program and the leader peer group. Engineering Leadership I permitted theexploration into how leadership theory can inform and direct the way leadership is practiced anda platform for feedback during the semester as matters pertain to leading first-year students. Thecourse is constructed to advance our

Relevance Score: 0.026211588

Lessons Learned: Teaching Engineering Leadership in an Undergraduate Class Using Case Studies

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

and energy-related issues as GMO has the potential to be used as alternative fuel and vaccines) and the natural environment (impact on living organisms located close to areas where GMO foods are grown).This last case showed the student’s ability to think broadly about the impact of GMO products interms of economic, social, and environment issues.Common themes in assessment questions posed by the studentsAfter writing their cases, students randomly selected a peer’s case to analyze. Students createdassessment questions and submitted their cases and corresponding questions to a peer. Onecommon theme found in the student assessment questions was students’ ability to recognize thatone of the engineering leaders’ roles is to make trade

Relevance Score: 0.025366127

Leadership Development in Tight Times: Scaling up courses without watering them down

Conference Session: Engineering Leadership Development Division Technical Session
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Chris Carlson-Dakes, University of Wisconsin, Madison; Gregory W Harrington, Dept of Civil & Environmental Engineering, Univ of Wisconsin - Madison
Tagged Divisions: Engineering Leadership Development Division

earlier in their college career – ideally their first year.In response to this feedback, with the support of the Pieper Foundation(srpieperfamilyfoundation.com), and under the leadership of an endowed professorship forServant Leadership, we created and launched a pilot course in Fall 2011 for 25 incomingfirst year students. One course enrollment slot was open during each summer orientationsession until the course filled. Quickly we had a waiting list of additional students wantingto enroll, so in Spring and Fall 2012, the enrollment cap expanded to 35. Each time thecourse filled to capacity. As we write this paper, we are considering feasible models to

Relevance Score: 0.023163695

Developing a Professional and Personal Network as a Method for Deepening Lessons in Engineering Leadership

Conference Session: Curriculum Development in Engineering Leadership
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Steven W Klosterman, Northeastern University
Tagged Divisions: Engineering Leadership Development Division

Leadership Capability Spider Chart was used as a tool for feedback and self-assessment.Entering the program, supervisors and peers rate the student, and the student rates themself oneach of the capabilities, on a scale between 0 (“no competency”) and 10 (“acknowledgedmastery”). Upon completion of the program, this exercise was repeated.While change and improvement all of the 14 capabilities are collected, this paper concentrates onfive specific capabilities, targeted by exercises in the area of “developing a professionalnetwork.”5 Why networking in an engineering program?The value of developing a personal network has been a staple in leading business schools forover a generation as a method for building business relationships, sharing ideas and

Relevance Score: 0.021629624

Listening and Negotiation

Conference Session: Listening and Negotiation
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Janet Callahan, Boise State University; Mary E. Besterfield-Sacre, University of Pittsburgh; Jenna P. Carpenter, Campbell University; Kim LaScola Needy P.E., University of Arkansas; Cheryl B. Schrader, Missouri University of Science and Technology
Tagged Topics: ASEE Diversity Committee, Diversity
Tagged Divisions: Continuing Professional Development, Engineering Leadership Development Division, New Engineering Educators, Student, Women in Engineering

Professor NegotiationsCase 1: Starting offer at a top-ten engineering research programDr. Taylor Smith, having completed a two-year international post-doctoral experience at a majorinternational laboratory – and having proved worth by already having several externally fundedgrants in addition to numerous peer-reviewed papers, applied for two top-ten engineeringprogram assistant professor positions. The candidate was selected for campus interviews at eachplace, and the interview experiences consisted of the typical two full days of interview, includingbreakfasts, lunches and dinners, with various combinations of faculty, graduate students and staff– rigorous interviews designed to vet future colleagues for their ability to take on the research

Relevance Score: 0.020748757

Curricular and Non-Curricular Factors Impacting Development of Leadership Competencies in Undergraduate Civil Engineering and Construction Students

Conference Session: Curriculum in Engineering Leadership Development
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Mohammadreza Ostadali Makhmalbaf, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech
Tagged Divisions: Engineering Leadership Development Division

Holliday (2007), in a qualitative approach, data are gathered from various sources and evaluatedin a hierarchy to provide new concepts.18 In addition, the nature of this type of research isexploratory and open-ended.19 In the review of ASEE papers it was found that the range ofreferences used in literature review papers was between 30 to 40 papers.20,21 Therefore, more than30 peer-reviewed research papers published after the year 2000 were extracted from fourdatabases: Web of Science, Scopus, Engineering Village, and ASCE Library. The key words usedin search engines include: leadership development in civil engineering, leadership in civilengineering, leadership in construction education, leadership and civil engineering curriculum. Wenarrowed the

Relevance Score: 0.020138785

How are Social Media, Engineering and Leadership Related to One Another from a Student Perspective?

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

engineering leader, and why?” After two minutes ofreflective writing, students were grouped by common communication styles (see above) andasked to discuss their papers and to come to a consensus on the dimension that each group feltmost important. These were shared with the class, discussed, and captured on the chalkboard.Design Applications CardsApplication cards prompt students to think about possible applications, connect newly learnedconcepts with prior knowledge, and see more clearly the possible relevance of what they arelearning16. In this study, application cards were used on the last day of class as part of the reviewfor the final exam. As part of the review, the instructor provided notes on the chalkboard thatincluded a flowchart of the

Relevance Score: 0.018597677

Hoshin Kanri X-Matrix Drives Engineering Leadership Program Success

Conference Session: Engineering Leadership Development Constituent Committee Division Poster Session
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Bruce DeRuntz, Southern Illinois University Carbondale; Rhonda K. Kowalchuk, Southern Illinois University Carbondale; John W. Nicklow, Southern Illinois University Carbondale
Tagged Divisions: Engineering Leadership Development Division

in 2007 (i.e., theprogram was conceived in 2006, and the first cohort began in 2007). The students represent across-section of two technology and five engineering majors. Participants choose a studentorganization in the College of Engineering (e.g., Society of Women in Engineering) in whichthey would like to lead. A student then has their peers assess their leadership effectivenessthrough the results of the organization’s projects. This information is then recorded in the LDP’sX-matrix.The LDP has used the X-matrix over the past three years and the results illustrate a progressiveimprovement in the overall efficacy of the program each year. The quantitative resultsdemonstrate that students are improving their engineering leadership skills as

Relevance Score: 0.018591568

Developing a New Generation of Leadership at the University of Calgary: Case Study of the Maier Student Leadership Program

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
Tagged Divisions: Engineering Leadership Development Division

have demonstrated an interest inleadership with the opportunity to accelerate their leadership development and realise their fullleadership potential. This includes students involved in engineering students’ societies,competitive teams and student clubs. This paper will describe the program structure, the contentpresented, and some of the feedback received from participants.Elements of the program include individual coaching, formal learning in classroom andworkshop settings, and two annual conferences. The conferences include sessions on leadership,guest panels or keynotes from industry, interactive workshops, and networking with peers. Thepower of the program comes from combining the practical leadership experience the studentsreceive as a

Relevance Score: 0.017755283

Values-Congruent vs. Values-Artifact Leadership: How Are They Different?

Conference Session: Assessment of Engineering Leadership Skills
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Gary L. Winn, West Virginia University; Jeremy M. Slagley, Indiana University of Pennsylvania
Tagged Divisions: Engineering Leadership Development Division

organization its leadership and reflexive Used with permission from CRC/Taylor and Francis Group, New York.6 In Crandall’s 2006 book, Leadership Lessons from West Point, Sean Hannah reflects somewhattongue in cheek about ‘spotlight Rangers.’ These are young Army Rangers-in-training who doand say exactly the right thing when the instructor is around, but who act irregularly otherwise.The spotlight Ranger represents true Ranger values only when the spotlight is on him, but asHannah says, he is soon found out, rejected through peer-evaluations and washed out of Rangerschool.Hannah further notes: “[Authentic leaders] are highly aware of social cues and followers needs, expectations, and desires. This

Relevance Score: 0.017294802

Building Piece by Piece: Teaching Engineering Leadership through Integrated Modules

Conference Session: Curriculum in Engineering Leadership Development
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Clinton Stephens, Iowa State University; Katherine Lynn Friesen, College of Engineering, Iowa State University
Tagged Divisions: Engineering Leadership Development Division

leader and leadership,identifying that leadership is a process and a leader engages individuals in the process (Guthrie,Jones, Osteen, & Hu, 2013). Students also evaluate the role of followers in the leadershipprocess. Challenging students to consider personal values and beliefs about leadership, they areasked to design personal vision statements that will demonstrate their commitment to ongoingtechnical and leadership development. Professional outcomes include technical success, degreeprogram completion, resume development, and resume building. Individual outcomes includecongruence of values and actions. Assessing the individual learning module, we recommend students write and justify theirpersonal definition of a leader

Relevance Score: 0.01585383

Engineering Leadership: Faculty Perceptions and Profiles

Conference Session: Assessment of Engineering Leadership Skills
Collection: 2016 ASEE Annual Conference & Exposition
Authors: William J. Schell IV P.E., Montana State University; Paul J. Kauffmann P.E., East Carolina University
Tagged Topics: Diversity
Tagged Divisions: Engineering Leadership Development Division

were in an influential position to help undergraduates understand the importance of leadership to their careers and that it was important for these students to see leadership in an engineering context. It is a point of concern that only 18% felt engineering educators were well qualified to teach leadership to their students.  58% of the high importance group thought that at least half of their peers would agree that EL is of high importance. By comparison the group that thought EL was of little importance felt significantly less confident that their opinion was in the social norm, with only 15% thinking that at least half their peers would agree with their position (Fisher’s exact

Relevance Score: 0.015553058

An Experiential Learning Approach to Develop Leadership Competencies in Engineering and Technology Students

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

Relevance Score: 0.013608926

Development of Leadership Through Hands-On Learning Activities in a Flipped Microprocessors Classroom

Conference Session: Insights and Practices for Engineering Leadership Development
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Ricky T. Castles, East Carolina University
Tagged Divisions: Engineering Leadership Development Division

level. For twosemesters, the Microprocessors course at East Carolina University (ECU) has been taught in aflipped classroom format allowing students to watch online lectures before attending each lectureperiod and to allow students more opportunities to ask questions and complete learning activitiesin class. During the scheduled lecture period students are encouraged to work with each other tocomplete hands-on in-class exercises allowing them to evaluate their understanding of thematerial presented in the online lecture and the assigned reading. Such in-class exercises mayinvolve answering conceptual questions, writing code, or building circuits. It was observed bythe instructor in previous semesters that some students who had a good grasp of

Relevance Score: 0.0133170895

LEADing The Way: A Review of Engineering Leadership Development Programs

Conference Session: Assessment of Engineering Leadership Skills
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Joshua C. Palmer, Southern Illinois University - Carbondale; Kenneth D. Birchler, Southern Illinois University; Joseph David Narusis, Southern Illinois University; Rhonda K Kowalchuk, Southern Illinois University - Carbondale; Bruce DeRuntz, Southern Illinois University - Carbondale
Tagged Divisions: Engineering Leadership Development Division

were asked to answer questions regarding all of theengineering/technical leadership programs utilized at their university (i.e., includes all degrees,minors, certificates and other coursework). The questions asking about all program componentsexamined areas such as team-based applied projects, leadership coursework, mentorship, andcorporate sponsorship. Several items provided open-ended text boxes that allowed participants todescribe unique features of their programs (We elaborate on the open-ended responses in theconclusions section)Results We used IBM SPSS to calculate frequencies of the data collected. The results section willfeature frequency tables for each item followed by a brief write-up describing key findings.Further

Relevance Score: 0.013316462

Purdue University’s Engineering Leadership Program: Addressing the Shortfall of Engineering Leadership Education

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

a two-part initiative where students willhave the opportunity to receive mentoring from an industry-based or academia-based leader oftheir choosing. This way, students may engage proactively with individuals who may or may notbe in their current professional networks. This may then reinforce the knowledge and skillsstudents learn from their mentors and allow students to serve as peer mentors to otherengineering students.The mentoring system is a personal development relationship between students and their chosenmentors and mentees, which involves routine activities and interactions. Students' activities withtheir mentors and mentees are expected to be in-person, or as direct as possible, and will befacilitated by technological means such as

Relevance Score: 0.012683064

Completing the Pass: Leadership 'On' and 'In' the Field

Conference Session: Curriculum Development in Engineering Leadership
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Mary B. Vollaro, Western New England University; Robert R. Klein, Western New England University
Tagged Divisions: Engineering Leadership Development Division

professionalsettings.The beauty of working with the football team is the critical nature of peer leadership on thesquad, so instrumental to success. Since the team wins or loses each week, there are immediateresults to assess performance. With a different opponent each week, there is always a need tomake new adjustments, and for captains to play a role in preparing the position players toperform well. In addition, there were ten first-year engineers on the football team, part of thenew crop of ‘rookies’. This enabled us to also examine their experience with the KGI/MBTItraining model in our seminar, and see how it might begin to connect to their involvement withthe team.So our study looks at two different populations of engineers, highlighted by our three upper

Relevance Score: 0.010559684

Engineering Leadership Education - The Path Forward

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
Tagged Divisions: Engineering Leadership Development Division

case studies. Lastly, the ability to effective communicate verbally, in writing andvia presentations, as well as providing candid constructive feedback – both positive and negative– was stressed in each of the courses and became somewhat of a hallmark of the programamongst employers. Page 26.633.6Early attempts were made to assess the impact of the program. The first attempt was to utilizethe Perry Scheme of Intellectual Development which was based on student's attitude towardsknowledge. Our idea was that students in the Minor would trust more their "inner voices" andnot external authority and come to understand there were no right answers to

Relevance Score: 0.009720661

Interactive Panel on Perspectives and Practical Skills for Men as Advocates for Gender Equity

Conference Session: Interactive Panel on Perspectives and Practical Skills for Men as Advocates for Gender Equity
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Lawrence J. Genalo, Iowa State University; Roger A. Green, North Dakota State University; Beth M Holloway, Purdue University, West Lafayette; Archie L Holmes Jr., University of Virginia; Brian P Kirkmeyer, Miami University; Klod Kokini, Purdue University, West Lafayette; Daniel Lopresti, Lehigh University; Adrienne Minerick, Michigan Technological University; Beena Sukumaran, Rowan University
Tagged Topics: Diversity
Tagged Divisions: Engineering Leadership Development Division, Minorities in Engineering, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

Sukumaran, Rowan University Beena Sukumaran has been on the faculty at Rowan University since 1998 and is currently Professor and Chair of Civil and Environmental Engineering. Under her leadership, the Civil and Environmental Engi- neering Program has seen considerable growth in student and faculty numbers. Her area of expertise is in micro-geomechanics and has published over 100 peer reviewed conference and journal papers including several papers on engineering education and the unique undergraduate curriculum at Rowan University, Page 26.1006.2 especially the Engineering Clinics. She has been involved in