June 15, 2019
June 15, 2019
October 19, 2019
Engineering Leadership Development
Applied track – _This abstract will describe a paper that addresses successful educational practices that develop leadership competencies and motivations among engineers, especially those supported by evidence of effectiveness, with a primary focus on application.
Abstract Teaching innovation, teamwork, leadership, and sustainable design are key deliverables for engineering programs and capstone design courses are often key evaluation targets for Canadian Engineering Accreditation Board (CEAB) site visits. The continual course improvement process requires reflection on the success of learning activities, the tools used for teaching, and alignment of learning outcomes, activities, and assessment. Peer evaluation and feedback tools can encourage student learning and leadership development. The method of data collection, the type of feedback and the contextual validity of the feedback may impact students’ development of useful team behaviours and personal strategies for working in team environments. Mixed method successive case study analysis provides insights enabling targeted improvements to learning activities, outcomes, assessment and the student and instructor course experiences. The method employs case based study of each iteration of the course with the intent of identifying key areas for continual improvement for learning efficacy and or course experience. Study assessment tools include student self-evaluations, peer and team evaluation and feedback tools, instructor evaluations, observations and reflections, and assessment of student results. These tools provide data for both qualitative and quantitative assessments for each course iteration and inform ongoing course and aligned learning activity development. At a major Canadian university, instructors with a diverse mix of industrial and academic experience teach chemical process design as a team. The instructors work in close collaboration with practicing professional engineers including industrial technical specialists, entrepreneurs, and academic colleagues with an industrial focus to prepare unique process design projects and to advise student teams. This community of practice offers students a window on engineering design practice, leadership, and innovation as they transition to the professional community. This paper explores the contribution of a community of practice to student leadership development, the achievement of CEAB graduate attributes, continual course improvement and the development of an innovation ecosystem.
Jamieson, M. V., & Shaw, J. M. (2019, June), A Continual Improvement Process for Teaching Leadership and Innovation Within a Community of Practice Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--31950
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