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

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

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

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