Conference Session

Evaluation and Assessment for Engineering Leadership Programs

Collection

2025 ASEE Annual Conference & Exposition

Authors

James N Magarian, Massachusetts Institute of Technology; Alexander Rokosz, Massachusetts Institute of Technology

Tagged Divisions

Engineering Leadership Development Division (LEAD)

through exams and student deliverables, recent research suggests that EL programs’assessment approaches are often rooted in one of three measurements types: self-efficacymeasurement (e.g., [13, 19, 20]) skill or competency self-assessment (e.g., [5, 21 - 23]), or career- 22related outcomes assessment (e.g., [6 - 8]). The self-efficacy approach involves measuring students’ 7beliefs about their abilities to carry out designated types of performances, sometimes referred to as“task-specific self-confidence” [24, p.1]. Self-efficacy measures typically employ survey items with0%-100% confidence scales in 10% increments [14]. Items are

Conference Session

Evaluation and Assessment for Engineering Leadership Programs

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile; Camila Zapata-Casabon, Universidad Andres Bello; Vicente Valenzuela-Riquelme M.Sc., Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Engineering Leadership Development Division (LEAD)

challenges [15]. Additionally, teamwork competencies, often tied toleadership, correlate with higher GPA. The relationship between leadership and GPA iscomplex. Shamsi et al. found that lower assertiveness correlates with higher GPAs,indicating that traditional leadership traits may not always align with academic success.However, structured leadership initiatives foster self-efficacy, belonging, and retention,contributing to long-term academic achievement [12].This research aims to analyze the direct and indirect effects of leadership skills among agroup of senior engineering students, using measures of professional experience andacademic success, such as GPA and academic progress. To achieve this, data was collectedthrough the administration of the

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Becerra, Arizona State University; Jennifer Chen Wen Wong, Arizona State University; Tami Coronella, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

belonging, students may feel disconnected, therefore makingthem more likely to withdraw [3]. Understanding why students do not persist in engineeringprograms is crucial for designing effective solutions to bridge the gap between higher educationinstitutions and the engineering industry.A growing body of research has demonstrated that a strong sense of belonging correlates withbetter academic outcomes, higher engagement, and increased motivation to persist [4], [5].Similarly, engineering identity and self-efficacy are crucial factors that influence students’confidence and drive to succeed. Thus, the Fulton Accelerated Community Engagement (FACE)program aims to help students strengthen their engineering identity and sense of belonging, boosttheir

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brett Tallman, University of Texas at El Paso; Bryce E. Hughes, Montana State University - Bozeman; William J. Schell

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

, respectively). Strong effect sizes of .86 and .64were seen for lower- and upper-division students, respectively. Participants also indicatedsignificantly higher leadership interest (p < 0.001) and self-efficacy (p = 0.001), per Table 3.Moreover, effect sizes were high, ranging from .63 to .95. Further exploration of the resultsidentified how increases in identity varied by participant characteristics. Correlation analysiscompared change in leader identity with absolute measures in other outcomes (i.e., interest andself-efficacy). This analysis found two significant relationships for upper-division students;leadership interest (r (50) = -.454, p = 0.001) and self-efficacy (r (50) = -.535, p < 0.001) wereboth negatively correlated with identity

Conference Session

Joint Technical Session: Engineering Leadership Development Division and Engineering Management Division

Collection

2023 ASEE Annual Conference & Exposition

Authors

James N. Magarian, Massachusetts Institute of Technology; Reza S. Rahaman, Massachusetts Institute of Technology

Tagged Divisions

Engineering Leadership Development Division (LEAD), Engineering Management Division (EMD)

(EL), synchronized to the lab, where students study theacademic background underlying the leadership capabilities prior to the related Leadership Lab anddiscuss and reflect on the lessons learned following a given lab, and 3) one from a number ofelective courses that fulfill a Design and Innovation Leadership Requirement (D&ILR), whichfocuses on the engineering design process and the roles of teamwork and leadership therein.Incorporating alumni outcomes measurement in a longitudinal assessment planEarly in its history, GEL began periodically conducting pre-/post- program assessments rooted inmeasurement of students' self-efficacy beliefs [15] pertinent to learning objectives underlying theCapabilities of Effective Engineering Leaders (see

Conference Session

Evaluation and Assessment for Engineering Leadership Programs

Collection

2025 ASEE Annual Conference & Exposition

Authors

Estelle Oliva-Fisher, University of Toronto; Emily Moore, University of Toronto

Tagged Divisions

Engineering Leadership Development Division (LEAD)

elevate their self- awareness, confidence, and self-efficacy (Self) SELF-REPORT Fellows Pre-Survey Fellows Post-Survey IFellows Post-Survey II OBSERVATIONAL Coaches Pre-SurveyCoaches Post-Survey I Strongly Disagree Disagree Neither Agree or Disagree Agree Strongly Agree LO4: Fellows use a variety of tools and approaches to foster positive relationships (Relational) SELF-REPORT Fellows Pre-Survey Fellows Post-Survey IFellows Post-Survey II OBSERVATIONAL Coaches Pre-SurveyCoaches Post-Survey I Strongly Disagree Disagree Neither Agree or Disagree Agree Strongly Agree LO5: Fellows collaborate with others to

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Engineering Leadership Competencies and Skills

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohamed Razi Nalim, Indiana University-Purdue University Indianapolis; Danka Maric, Indiana University-Purdue University Indianapolis; Mohammadhossein Jamshidnejad, Indiana University-Purdue University Indianapolis; Sharon Miller, Purdue University; Lauren Christopher, Indiana University-Purdue University Indianapolis; Christine Krull, Indiana University-Purdue University Indianapolis; Eric W. Adams, Indiana University-Purdue University Indianapolis; Shahrzad Ghadiri, Indiana University - Purdue University Indianapolis; Richard Vernal Sullivan, Indiana University-Purdue University Indianapolis; Clifford Campbell, Indiana University-Purdue University Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

discipline-based educational research, including design self-efficacy, project-based learning, critical reflection in ethics, and high-impact practices.Lauren Christopher, Indiana University-Purdue University Indianapolis Dr. Lauren Christopher attended Massachusetts Institute of Technology, where she received her S. B. and S. M. in Electrical Engineering and Computer Science in 1982, specializing in digital signal processing and chip design. She worked at RCAˆa C™s David SaChristine Krull, Indiana University-Purdue University IndianapolisEric W Adams, Indiana University-Purdue University IndianapolisShahrzad Ghadiri, Indiana University - Purdue University IndianapolisRichard Vernal Sullivan, Indiana University-Purdue University

Conference Session

Evaluation and Assessment for Engineering Leadership Programs

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pamela Edith Campos Valles, University of Texas at El Paso; Stephanie Jimenez, University of Texas at El Paso; Lori Houghtalen, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso

Tagged Divisions

Engineering Leadership Development Division (LEAD)

in this Pilot Study 1. Adaptability 33. Mange conflict 2. Perceive emotions of others 34. Sensemaking 3. Recognize influence on others' 35. Planning emotions 36. Assign tasks 4. Emotional self-regulation 37. Coordinate member activities 5. Self-esteem 38. Communicate effectively 6. Stress management 39. Meet objectives 7. Exercise autonomy 40. Curiosity about others' perspectives 8. Recognize how assigned tasks are 41. Recognize strength in others relevant to me 42. Compassion 9. Self-efficacy (an individual's belief

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Helen Elizabeth Geller, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Annalisa Perez, University of Texas at El Paso; Diane Elisa Golding, University of Texas at El Paso; Victor Manuel Garcia Jr.; Sarah Huizar, University of Texas at El Paso; Christopher Isaac Camacho, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

performance, particularly those students struggling academically. Anotherstudy found that peer mentoring significantly improved the academic performance of first-yearstudents in a computer science course [9]. Other research identified that peer mentoring positivelyimpacted students' mathematics self-efficacy [10]. Additionally, peer mentoring enhancesstudents’ confidence and sense of belonging, critical for their overall success in university courses[11]. Another study found that peer mentoring provided students with a sense of community andsocial support, which helped them navigate the challenges of university life [12]. Similarly,another study found that peer mentoring improved the social integration of first-year students in alarge university [13

Conference Session

New Approaches and Leadership Development Frameworks

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Arsalan Ashraf, Virginia Polytechnic Institute and State University; Emad Ali, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Leadership Development Division (LEAD)

around students’ self-efficacy [10], [11], students professional skill development and self-directed learning inproblem-based learning contexts [11], attitudes, self-concept, and team dynamics of students[12], and student portfolio assessments in engineering courses [13]. While these topics are allrelevant in the discussion of using personal mastery as a framework for developing students, theydo not touch on the relevance of personal mastery in developing engineering leaders or students’commitment to lifelong learning. Personal mastery has been linked to general leadership development, which lends to itscapacity to do so in an engineering-specific context. Personal mastery has been explored inconnection with developing authentic

Conference Session

Engineering, Ethics, and Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

James N. Magarian, Massachusetts Institute of Technology; John M. Feiler, Massachusetts Institute of Technology; Leo McGonagle, Massachusetts Institute of Technology; Eileen Milligan, Massachusetts Institute of Technology; Alexander Rokosz, Massachusetts Institute of Technology; Elizabeth Schanne, Massachusetts Institute of Technology; Reza S. Rahaman, Massachusetts Institute of Technology; Olivier Ladislas de Weck, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS), Engineering Leadership Development Division (LEAD)

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Innovative Approaches to Teaching & Developing Engineering Leadership

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert Benjamin Simon, Georgia Institute of Technology; James Field; Lauren Stewart, Georgia Institute of Technology

Tagged Divisions

Engineering Leadership Development Division (LEAD)

their ability to manageprojects (over 73% of the class felt the class improved their confidence). There was someincrease in students’ comfort level with feedback, most notably in receiving feedback, where57% of the class said they were now more comfortable with receiving feedback. Curiously,there was less of an increase in sharing feedback, where less than half (42%) of students saidthey were more comfortable. Just over half the class felt the same with regards to sharingfeedback, with one student actually feeling less comfortable.Measuring confidence has been shown to be a better predictor of achievement than self-efficacy,concept of self, or anxiety [31]. As such, the results of this paper should be helpful to anyeducators teaching project

Conference Session

Mentorship in Engineering Leadership Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas at El Paso; Brett Tallman, Texas Christian University; Henry Salgado, University of Texas at El Paso; Gemma Henderson, University of Miami

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD), Faculty Development Division (FDD)

intrapersonalmechanisms: it engages self-efficacy as a determinant of action; it provides guidance on energyexpenditures; it illuminates perseverance thresholds; and it even guides emotional disposition inpotential challenges [6]. In sum, “[a]mong the types of thoughts that affect action, none is morecentral or pervasive than people’s judgments of their capabilities to deal effectively withdifferent realities,” [6]. Specifically, “[t]he metacognitive capability to reflect upon oneself andthe adequacy of one’s thoughts and actions is the most distinctly human core property of agency”that we seek to leverage in this faculty leadership development program’s design [5].The importance of reflection extends beyond theoretical frameworks into practical applicationsfor

Conference Session

Engineering Leadership Development Division (LEAD) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

. Xie, “A bamboo ceiling in the classroom?,” Proceedings of the National Academy ofSciences, U.S.A., vol. 119, no. 22, p. e2203850119, May 2022, doi: 10.1073/pnas.2203850119.[5] L. Akutagawa, “Breaking stereotypes: An Asian American’s view of leadershipdevelopment,” Asian American Journal of Psychology, vol. 4, no. 4, pp. 277–284, Dec. 2013,doi: 10.1037/a0035390.[6] C. M. Kodama and J. P. Dugan, “Understanding the role of collective racial esteem andresilience in the development of Asian American leadership self-efficacy,” Journal of Diversityin Higher Education, vol. 13, no. 4, pp. 355–367, Dec. 2020, doi: 10.1037/dhe0000137.[7] J. Hyun, Breaking the bamboo ceiling: career strategies for Asians: the essential guide togetting in, moving up, and

Conference Session

Special Session: Engineering Leadership—The Courage to Change

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marnie Jamieson, University of Alberta; John R. Donald P.Eng., University of Guelph

Tagged Divisions

Engineering Leadership Development Division (LEAD)

able to design things that workand manage high stress environments. In addition, key values surfacing in the literature include:achievement, adaptability, commitment, competence (technical, problem solving, people),collaboration, flexibility, innovation, negotiation, persistence, perseverance, self-efficacy, andwork ethic. Engineering education culture is constrained by the culture and regulations of thehigher education institution, degree requirements, and the research and service requirements forfaculty; accreditation requirements; graduate degree requirements; and the prevailing beliefssurrounding achievement, competition, difficulty, perseverance, collaboration, responsibility andmeritocratic ideology.4.2 Examining Culture in the