Conference Session

Curriculum Development in Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

David Niño, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

Paper ID #17468Developing Engineering Leaders Using a Reflective Autobiographical Exer-cise ˜ Massachusetts Institute of TechnologyDr. David Nino, David Ni˜no, Ph.D., is a Senior Lecturer in the Bernard M. Gordon-MIT Engineering Leadership Program, where he has a strong commitment to the development of leadership among undergraduates and graduate students across MIT and among engineers, more broadly. In addition to MIT teaching, he is active in an international consortium of engineering leadership centers and a founding officer of the Engineering Leadership Development Division of the American Society of

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine Agnew Trevey, Marquette University; Andrea L. Gorman, Marquette University; Kristina M. Ropella, Marquette University

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Diversity

Tagged Divisions

Engineering Leadership Development Division

first course. Results of thisqualitative assessment were analyzed using a rubric developed to measure growth in perceptionsand attitudes. In addition, students wrote reflection papers about practical leadershipexperiences during their industry internships, using the guiding principles and themes of theprogram to illustrate what they learned. Students also synthesized their observations of industryleaders after shadowing each of two C-Level leaders.Early results from assessments conducted after the first year in the program indicate students aredeveloping significant self-awareness, building life-long skills and habits that will serve themwell as they assume greater leadership responsibility. Early results also indicate the necessity ofcreating

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

were the Engineering Disciplines Team Concept Map, Hand PumpLaboratory Team Report, Simply Supported Beam Laboratory Report, Alpine Tower StaticsLaboratory Wiki and Grand Challenges Video Project.A team leader was designated for each of these five assignments, which provided every studentwith an opportunity for an intentional leadership experience. As the first assignment was given,the instructor led a class discussion on the roles of team members and team leaders. After thedeliverables for team assignments were submitted and in order to reflect individually on theexperience, students were required to submit a Self-Reflection using a journaling tool inBlackboard. The intent of these structured reflections was to reinforce and foster

Conference Session

Innovation in Engineering Leadership Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dean H. Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, The Pennsylvania State University; Meg Handley, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

leadership and teamwork11.Developmental bibliotherapy (guided reading) is a tool that uses fictional written stories to helpdevelop social, emotional, or psychological growth at all levels of development12-13. In 1949,Shrodes identified four stages of developmental bibliotherapy: 1) identification - where thereader identifies with a character in a story; 2) catharsis - when a reader is able to experience theemotions of the character of the story; 3) insight – a deeper understanding which is achievedthrough reflection on the identification that the reader makes with the characters and situations ofthe story; and 4) universalization - when a reader is able to apply the insights the reader hasgained through reflection to situations they encounter in

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

hour experience inwhich they assume roles of leadership in a community, business or an organization. There areseveral major learning objectives of this simulation: i) students are introduced to differentleadership styles and forced to discover that many of the leadership assumptions that hold true inbusiness-as-usual situations are violated in a crisis; ii) students learn how to utilize and allocatelimited resources and make necessary trade-offs; iii) students are exposed to situations in whichthey have to question the ethical implications of their decisions and determine what risks areacceptable and tolerable. Through a post-simulation reflection activity led by volunteer facultyand staff, as well as the local Emergency Services personnel

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

Tagged Divisions

Engineering Leadership Development Division

of the strategic plans of the various engineering schools. Table1 provides a list of leadership-focused objectives and strategies within the strategic plans of theInstitute, College of Engineering and selected engineering schools reflecting the broad focus onthe development of leaders and expansion of global influence. These strategic plan elements arewell aligned with the National Academy of Engineers’ Vision for the Engineer of 2020, whichincludes the following attributes (1): (1) Technical proficiency (2) Broad education (3) Global citizenship (4) Ethical grounding (5) Ability to lead in business and public service.These strategic plans and the NAE vision were foundations for the development of the GELMinor

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)

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Diversity

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Engineering Leadership Development Division

-contained unit and generated labels to reflect its initial meaning. Third, we identifiedrelationships among labels and generated categories. These categories were constantlycompared to other categories, with the goal of grounding the categories in the data. Weconstantly compared responses for similarities and differences and asked questions: What isgoing on here? What category or what property of category does this incident indicate? Whatis actually happening in the data17? In the fourth phase of analysis, relationships between thecategories were examined and then collapsed under a construct (higher-level category) thatexplained most of the variation in the data3. The above steps led to the development of codebooks for Character, Technical

Conference Session

Assessment of Engineering Leadership Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Luisa Ruiz Mendoza, University of Texas - El Paso; Leonardo Orea-Amador, University of Texas - El Paso; Meagan R. Kendall, University of Texas - El Paso

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

experience, where students are expected to observe, apply, and reflect upon topicscovered academically5. The intent of this study, therefore, is to determine the level of leadershipdevelopment students’ benefit from during such an opportunity to practice their leadership skillsintegrated into their engineering curriculum.Method In the spring of 2015, four E-LEAD students were recruited for the internship with theH.O.T Summer Conference. The E-LEAD students were divided into pairs to prepare andimplement workshops for local minority middle and high school students - one pair focused onthe middle school program and the other on high school. The four male students were ofHispanic ethnicity and they had finished their first year in the E-LEAD

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

experienced than engineers in the country with a slightover-representation of chemical and mechanical engineers. The gender split reflects that ofCanadian engineering graduates over the past two decades. Please see Table 2 below for asummary of our demographic data.  T ABLE  2 :  S AMPLE  C HARACTERISTICS    Category Sub-Categories % of SampleSex Male 74 Female 26Age 20-29 43 30-39 33 40-49

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

thatexamines leadership transitions throughout the career trajectory of engineers. The first phaseinvestigated the engineering leadership transitions that take place during undergraduateeducation [17]. The current phase of research investigates the school-to-work transition ofengineering graduates, while subsequent phases will focus on the transition from technical tomanagerial roles, including the lifetime reflections on career trajectories of engineers who end upin positions of senior leadership.The current phase of the project analyzed the experiences of individuals as nested cases withinfour engineering companies. We used two main sampling criteria to select early career engineersfor the participation in the study: (1) they should have completed

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

< 1 hour commute: 20% variable > 1 hour commute: 21%Our sample reflects the population of undergraduate students enrolled in the faculty ofengineering in terms of year, program and sex. No population level data was available in thefaculty’s annual report on our other two demographic variables: ethno-cultural identity andcommuting distance.FindingsOverall, we found that undergraduate engineering students who engaged in a range of non-classroom activities reported significant gains in their engineering skills, leadership skills,engineering identity and leadership identity. We present our findings in greater detail

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

country, but it is a major barrier at my institution.I otherwise believe that advocacy needs to be a formalized institution-level mission and goal, andit must be genuine. If it is not for the right reasons (such as public relations), then thoseindividuals within the institution will see through it and potentially lose confidence and morale.It cannot simply be words or data; there has to be action, and institutions cannot fake this. I alsobelieve that it is a barrier if the leaders of the institution do not speak and act consistentlybetween their public and internal personas. These leaders cannot speak of how important equityis and then internally emphasize efforts that do not reflect this

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

social impact-focused programs werethe most likely to emphasize organizational forms of leadership (although not to anextreme), possibly reflecting a broader systems view of engineering’s potentialcontribution to society.Cluster 3 – Influencing core curriculumThe third and final cluster that was observable included the two programs explicitlyfocused on engaging all engineering students in leadership education. This involvesfaculty buy-in and relationships with key administrators that are fundamentally differentto developing small, targeted programs using self-selection mechanisms to recruitparticipants. Given the focus on undergraduate students, both of these programs are usinga wider range of strategies: teaching mandatory courses on leadership

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

few days later and included the two itemsshe had requested. The salary was not quite the level Sarai had hoped for, but given her interestin remaining in the region and her success in receiving funding for both of her requests, shedecided against negotiating for a higher salary. All in all, the negotiation workshop had, in hereyes, paid off. Without it, she reflected, she would have just accepted the verbal offer withoutarticulating what else she needed to help her succeed in this new position.Administrative Level NegotiationsCase 3: College level budget negotiationState U had just hired a new provost. He was a biologist and one of his platforms was to launch anew STEM program. The university had, however, been weathering budget crises for

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

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Diversity

Tagged Divisions

Engineering Leadership Development Division

professors was not specifically identified, typical estimates are reflected by a recent publication by the National Society of Professional Engineers which stated that … “few engineering faculty today have practical experience in design, analysis, review, or management of engineering projects.”18  22% of authors represent university leadership institutes, indicating these organizations are playing a significant role in contributing to the scholarship in this field.  Contributions from authors in nontraditional and nonacademic positions are also substantial with 38% of authors currently working in these areas. Again, this proportion is much higher than anticipated considering a recent study by the

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Roger V. Gonzalez P.E., University of Texas, El Paso; Richard T. Schoephoerster, University of Texas, El Paso; Jessica Townsend, Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

courses depends on minor.) • A focused area of study such as Pre-med, Pre-law, or preparation towards a Peace Corp assignment. Page 26.635.3 Figure 1: Track Options for the Bachelor of Science in Engineering LeadershipUTEP is uniquely poised to craft the first undergraduate program around this new discipline.With a motto of “Access and Excellence”, UTEP strives to attract a student demographic notwell represented in engineering today and arm them with the skills, mindset, and experience thatallows them to make a positive impact in the communities in which they live and work. UTEP’sstudent population is 80% hispanic and reflects

Conference Session

Assessment of Engineering Leadership Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

William J. Davis P.E., The Citadel; Dimitra Michalaka P.E., The Citadel

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

, engineering marketing, business development and proposal submittal. 6. Understanding of ethical and legal aspects of engineering. 7. Demonstration of management techniques, decision economics, engineering organization, and business accounting methods. 8. Understanding of value engineering and total quality management concepts.Eight CIVL 411 course goals are mapped to CEE Department outcomes and shown withaccompanying levels of Bloom’s Taxonomy as indicated in Table 7. The focus of the class isgenerally on lower levels of Bloom’s, even though this is a senior course. Higher levels ofBloom’s Taxonomy are used for course instruction and student assignments, even thoughassessment mapping has not been adjusted to reflect this more rigorous