Displaying all 22 results
- 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)
Paper ID #47450Enhancing Leadership Capabilities of Engineering Instructional Faculty Throughan ICVF-Based Reflection ActivityDr. Meagan R. Kendall, University of Texas at El Paso An Associate Professor at The University of Texas at El Paso, Dr. Meagan R. Kendall is a founding member of the Department of Engineering Education and Leadership. With a background in both engineering education and design thinking, her research focuses on how Latinx students develop identities as engineers and navigate moments of identity interference, student and faculty engineering leadership development through the Contextual Engineering
- Conference Session
- New Approaches and Leadership Development Frameworks
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Kim L Paige, Georgia Institute of Technology; Bianca Bernada Chuma, Georgia Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Leadership Development Division (LEAD)
, and develops student leaders to embody the principles of professional academic advising and leaders within their academic, professional, and social communities. These student leaders serve as invaluable resources for their peers, offering guidance, support, and insights into the biomedical engineering experience. Grounded in student development and servant leadership principles, the PALs program fosters ethical and inclusive leadership, building strong peer-to-peer relationships that facilitate knowledge transfer and personal growth. Dr. Paige’s unwavering commitment to guiding and educating students in higher education drives her to advocate for the development of critically reflective students, scholars, leaders
- Conference Session
- Mentorship in Engineering Leadership Development
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Yuting W. Chen, University of Illinois Urbana - Champaign
- Tagged Divisions
- Engineering Leadership Development Division (LEAD)
. The coursefocuses on leadership development through weekly interactive seminars, with guest speakersfrom different campus units sharing their areas of expertise. To apply their learning, studentsform cross-disciplinary teams so that they are working with peers from various engineeringmajors. Each team, mentored by a pre-service teacher, develops an interactive K-12 STEMlesson, concluding in a lesson delivery and final presentation at the end of the semester.Preliminary findings reveal that students were more enthusiastic about their team projectscompared to the earlier seminars and reflections, despite the additional time commitment neededoutside of class. They highly valued the opportunity to engage with the local community and hada deeper
- Conference Session
- Mentorship in Engineering Leadership Development
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Seth C. Sullivan, Texas A&M University; Maria Polyzoi; Sheila Rivera; Rachel Elizabeth Rice, Texas A&M University; Nicholas Aleczander Barrio, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Leadership Development Division (LEAD)
, indicating a need for broader acceptance and integration [10]. In engineering education, the integration of empathy takes several forms. Incorporatingempathy into engineering curricula can shift students' perceptions of their roles as engineers. Forinstance, empathy modules in first-year engineering courses have been shown to influencestudents' engineering identity and enhance their understanding of the social and culturalimplications of their work [11]. Empathy also plays a crucial role in fostering productivecooperative problem-based learning environments, where it aids in team dynamics and problem-solving [12]. Reflective thinking and social learning frameworks are used to develop empathy inteam settings, which is essential for effective
- Conference Session
- Engineering Leadership Development Division (LEAD) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Calvin Hawks, University of Colorado Boulder
- Tagged Divisions
- Engineering Leadership Development Division (LEAD)
the University of From Engineering Colorado Boulder, explored "street-smarts--skills beyond the technical or theoretical knowledge- -by engaging directly with alumni working in engineering industries. They then reflected on the conversation in an assignment, which were used as the data for this
- Conference Session
- New Approaches and Leadership Development Frameworks
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Lisa Bosman, Purdue University; Rhea Dutta
- Tagged Divisions
- Engineering Leadership Development Division (LEAD)
students to critically explore and reflect on learningexperiences with and through VR. Each week, students completed reflection activitiesresponding to the comparison of learning experiences (VR vs. traditional in-person instruction).The paper concludes by discussing lessons learned, offering practical recommendations foreducators, and suggesting additional instructional resources for institutions with or withoutaccess to VR technology. The guiding research question for this qualitative study is as follows:How do participant perceptions of virtual reality compare to in-person instruction, and how doesthis change over time?2. BackgroundThe demand for effective remote learning solutions has surged in recent years, largely driven bythe COVID-19
- 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)
institutions have attempted to track student success from their engineering leadershipprograms post-graduation, primarily through surveys. Researchers at U of T evaluated the impactof their curricular and co-curricular program through a survey of over 800 alumni with 25 followup interviews [8]. The ILead program at U of T program is relatively diffuse; students could takeacademic leadership courses or participate in various duration co-curricular programs, from 2-hour workshops to 30-hour cohort-based programs. There was no attempt to assess alumnileadership using any validated instrument; alumni were instead asked to reflect on how theirinvolvement in ILead programming had impacted their career. Alumni reported an impact ofleadership courses on their
- Conference Session
- Civil Engineering & Leadership Division Joint Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Kevin G. Sutterer, Rose-Hulman Institute of Technology
- Tagged Divisions
- Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)
. • Clearly indicate that the client was not charged a fee for this design work. • Identify benefits to your client and society because of the free services you provided in this specific project. • Identify benefits you received (might be esoteric) from providing free services for this specific project. • Describe any knowledge gained and/or skills acquired through service or volunteer experiences outside of your coursework during your undergraduate education.For these five responses, we prepared a rubric to rate the students’ reflections. I. Did the students/team actively participate? II. Were/was the students/team attending to a task?III. Did they identify a motivation to demonstrate “consideration of others” and was it about
- 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)
in the problem, identify one feedback loop to improve the solution, gather peer-reviewed articles to inform the solution to the problem, and engage with their stakeholders.Solution/Design/ Each group is asked to showcase their [17]Redesign design/redesign by generating a sketch, mockup, or infographic of the design to help depict the solution in a creative way.Final Systems Thinking Each group is asked to reflect on potential [17]Portion and Presentation risks that may arise from implementing their design or solution
- 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)
for Undergraduates at the University of Nebraska–Lincoln. His research interests include engineering identity, reflective learning, and innovative teaching practices. ©American Society for Engineering Education, 2025Exploring Integrated Peer and Reverse Mentoring in Engineering Education:A Work in Progress.AbstractThis Work-in-Progress (WIP) paper examines the introduction of integrated peer and reversementoring for first-year engineering students at a Hispanic Serving Institution (HSI). In thismentoring program, near-peer mentors—upperclassmen with relevant academic knowledge of thecourse—met weekly with mentees to provide guidance, share experiences, and address academicchallenges. These near-peer
- Conference Session
- New Approaches and Leadership Development Frameworks
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Boz Bowles, Louisiana State University and A&M College; Adrienne Steele, Louisiana State University and A&M College; Rebecca Acosta Burdette; Annemarie Galeucia
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Leadership Development Division (LEAD)
recent, launched in 2016. This program requires students to be successful in classes and write a prompted reflective essay regarding their experiences. The LSU Distinguished Communicator Award goes beyond the Certificate; in addition to requiring the courses and reflection, students are asked to work with a faculty advisor to build a developmental e-portfolio to demonstrate their discipline-specific communication skills. Students who complete the Distinguished Communicator program earn a medal and a notation added to their LSU transcript. 4) The Faculty Summer Institute was initially a 3-day faculty development program aimed at teaching C-I pedagogy, which included active learning techniques, as well as
- 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)
real” in practical situations such ascommunicating with one’s team, managing stakeholder relationships, and navigating projects. Senge [3] offers insight into developing one’s personal mastery through committing toface one’s current reality; this includes creating realistic appraisals of an individual’s currentsituation and leaning into creative tension which is the balance between one’s current reality andtheir vision for the future. This is achieved by reflecting on one’s own goals and aspirations andregarding oneself as an active participant in creating their reality. Personal mastery has limited representation in engineering education literature. A briefreview of available literature demonstrated it has been discussed in work
- Conference Session
- Civil Engineering & Leadership Division Joint Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Monica Pickenpaugh PE, United States Air Force Academy; Owen Sedej P.E., United States Air Force Academy; Brad Wambeke P.E., United States Air Force Academy; Joseph Pickenpaugh PE, PMP, NORAD and USNORTHCOM J4
- Tagged Divisions
- Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)
develop their skills through various levels. The major includes leadership in variousmethods from interpersonal, and self-reflection, to large teams to provide a multitude ofleadership opportunities in numerous arenas where the personal, interpersonal, team, andorganization (PITO) model is the framework for leadership. The model begins with personalleadership, builds interpersonal leadership, followed by team leadership, and culminates withorganizational leadership. Personal leadership focuses on mastery of primary duties, personalawareness, followership, and leading by example. Interpersonal leadership focuses on the abilityto coach others, effective communication, and develop planning skills. Team leadership ischaracterized by the ability 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)
(see Appendix, Figure 2). Based on the inflection point in the screeplot and each factor's explained variance, we chose a three-factor solution to account for as muchvariability as possible [10].We analyzed statements based on their factor array; this number represents the average loadingof individual Q sort statement positions related to the selected factors, using a rating scale of -6to +6. Statements identified as statistically significant (p < 0.01), are recognized as unique withinthe given factor. Each distinguishing set of statements reflects the overall viewpoint of thecorresponding factor, indicating how much each factor values or devalues a statement comparedto other factors. Twenty-nine distinguishing statements were identified
- Conference Session
- Mentorship in Engineering Leadership Development
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Matthew Nakamura, University of Hawai'i at Mānoa Department of Mechanical Engineering; Corrisa Heyes, University of Hawai'i at Mānoa; Joseph J. Brown Ph.D., University of Hawaiʻi at Mānoa
- Tagged Divisions
- Engineering Leadership Development Division (LEAD)
computational tools including CAD design software (Onshape andSolidWorks), simulation software (COMSOL, ANSYS, and the open-source FEniCS package),and programming languages such as Python and MATLAB for data processing, firmware,middleware, and GUI development. The findings presented below are based on survey responsesfrom 16 participants who have been involved in the lab, reflecting their experiences andoutcomes within the mentorship framework.Methods:The mentorship structure in this case study is a multi-level, vertically integrated frameworkdesigned to maximize knowledge transfer, leadership development, and student retention inengineering research environments. It consists of three hierarchical academic levels, Figure 1:PhD students, masters
- Conference Session
- Civil Engineering & Leadership Division Joint Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Binita Acharya, Colorado State University; Rebecca A Atadero P.E., Colorado State University; Mehmet Egemen Ozbek; Fawzi Khalife, Colorado State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)
integrate equity into theiracademic studies and professional work. Practitioners emphasized the importance of activelistening, effective communication, and openness to diverse perspectives, while educatorshighlighted the potential of community-engaged learning to enhance equity in transportationeducation. This study can help create a foundational framework for future researchers to exploredeeper questions about how equity is understood and taught. It also provides insights intocreating more inclusive educational strategies addressing diverse perspectives and learningneeds. 1. IntroductionSocial equity is commonly defined as fair distribution of benefits and costs [1]. In relation tocivil engineering and transportation, social equity is reflected
- Conference Session
- New Approaches and Leadership Development Frameworks
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Victoria Kerr, University of Toronto; Brandon Aldo Lista, University of Toronto; Patricia Kristine Sheridan, University of Toronto; Emily Moore P.Eng., University of Toronto
- Tagged Topics
- Diversity
- Tagged Divisions
- Engineering Leadership Development Division (LEAD)
members. Fig. 5. Predominant leadership interactions as described by students within the team. Tasks Assigned reflecting “Leadership as Management”, Help Requested and Support Providedreflecting “Leadership as Helping”, and all three actions reflecting “Leadership as Connecting”.Effects of “Leadership as Connecting” ConceptualizationsThe “Leadership as Connecting” conceptualization resulted in an increased connection of theteam members to Ahmed, and to each other through Ahmed. This is a critical piece of teamdynamics, as higher levels of interdependence is important for the development of healthy teams[33]. This conceptualization shows that students do understand the importance of connectednesswithin the team, even if Ahmed is the only
- Conference Session
- Civil Engineering & Leadership Division Joint Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Joel Sloan, U.S. Air Force Academy; Scott R Hamilton P.E., York College of Pennsylvania; Norb Delatte, Oklahoma State University; Tanya Kunberger P.E., University of Pittsburgh at Johnstown; Audra N. Morse P.E., Michigan Technological University; David A Saftner, University of Minnesota Duluth; Camilla M. Saviz P.E., University of the Pacific
- Tagged Divisions
- Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)
ask why aresponse is given, it is possible that the responses reflect culture and availability of resources atdifferent types of institutions.Survey respondents with and without department head experience identified the same top fourcharacteristics and attributes as “essential”: ethical behavior, professional attitude, clearcommunicator, and trustworthy. Figure 5 shows the eight characteristics and attributes that haveat least 10% difference between the two groups. When comparing results on the basis ofresponses from PhD and non-PhD granting institutions, three essential characteristics andattributes were common: ethical behavior, clear communicator, and trustworthy. Figure 6 showsthe nine characteristics and attributes that had at least 10
- 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)
theirrespective leadership roles as a way to give back to the communities that supported them. Asthese communities welcomed and supported them at the beginning of their college careers, theywanted to continue supporting and lifting these organizations as upperclassmen. As all studentparticipants were either juniors (third year) or seniors (fourth year), they were able to reflect ontheir experiences since their freshman year (first year) about the impacts of various communitieson their growth and development, either adjacent to or related to their engineering education. Forsome students, friends and family, as well as prior high school experiences, encouraged them tojoin organizations as freshmen: I was encouraged to apply because I had friends and a
- Conference Session
- Evaluation and Assessment for Engineering Leadership Programs
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Emily Myers, Air Force Research Laboratory; Robert Amponsah Ed.D, Vanderbilt University & Airforce Research Lab; Tammy M. Mattison Ed.D., Air Force Research Laboratory & Belmont University; Heather Marshall
- Tagged Divisions
- Engineering Leadership Development Division (LEAD)
greatest effect on participants perceived learning andconnectedness to their cohort community and the broader organization.IntroductionBackgroundRecognizing that supervisors are instrumental in shaping organizational climate and moredirectly the employee experience, an organizational development team at a military researchinstitution committed to the design and delivery of programming that would grow oursupervisors into people focused managers [1]. Traditionally, supervisor training is focused oncompetency and skill development, both critical to success on the job, but this content is oftendelivered unidirectionally, in an asynchronous model, not allowing for group reflection,feedback, collaboration nor community building. This military research
- 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)
segment learning outcomes measurements.Development of self-efficacy scale items for GELFollowing from the program’s capabilities-based curriculum [10], GEL utilized self-efficacy scaledesign guidelines [14] to develop assessment items that align with capability action descriptions. Inthe assessment model examined in this paper, these items, 29 in total (shown later in Table 2), areorganized into a hypothesized set of eight capability categories. The category scheme follows thatof the Capabilities [10], yet with the two largest original categories (by item count) divided intosmaller component categories that reflect how learning in related areas in the program is organizedin practice. This results in eight capability categories: Initiative and
- Conference Session
- Civil Engineering & Leadership Division Joint Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Juan M Cruz, Rowan University; Michael Venuto, Rowan University
- Tagged Divisions
- Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)
interviewee shared “new graduatesshould have a natural sense of curiosity and a desire to learn. They should not be afraid to ask forhelp or guidance”. One of the attitudes that graduates must develop is the drive to build a career, whichencompasses behaviors like showing initiative, asking thoughtful questions, and maintainingpassion for their work. This drive indicates to employers that a candidate is committed tocontinuous growth and taking responsibility for their professional development. One employernoted, “The willingness to take on challenges and show enthusiasm for learning is what setsapart candidates who thrive in the industry.” Such behaviors reflect an intrinsic motivation that isessential for navigating the complex and dynamic