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