Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Richard J. Schuhmann, Massachusetts Institute of Technology; James N. Magarian, Massachusetts Institute of Technology; Elizabeth Huttner-Loan, Massachusetts Institute of Technology

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Engineering Leadership Development Division

). Moreover, at the ten universities graduating the largest number of civilengineering undergraduates, two (of eight) engineering leadership criterion emerged as the most widelyintegrated within the current curriculum: “The Ability to Conceive and Design within RealisticConstraints,” and “Understand Economic, Environmental, Global and Societal Contexts and Impacts.”One criterion emerged as entirely absent from the ten universities: “Reflection and Lifelong Learning.”Introduction and BackgroundMuch has been written on the distinctions between management and leadership. Bass (1990) separatesmanagement from leadership in the following way: leaders facilitate interpersonal interactions andpositive working relations and generate excitement at work

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tim G. Kotnour, University of Central Florida; Charles H. Reilly, University of Central Florida; John A. Selter, University of Central Florida

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Engineering Leadership Development Division

provides awareness to all students whileproviding avenues for other students to self-select a deeper understanding. This concept ofoperations is developed to reinforce key skills (create, innovate, collaborate, and deliver) andsupport a student’s accountabilities for becoming a leader (Learning the Most from TheirEngineering Courses, Joining the Journey Expanding Their Resources, Experimenting withCreating and Innovating, Learning from Experiences, Gathering With Other Engineers &Disciplines, Learning from Leaders/Courses, Gaining Work Experiences, Reflecting onThemselves and Their Experiences). This paper provides the foundation for further impactassessment in the future. A person responsible for developing and running an

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gregg Morris Warnick, Brigham Young University; Joshua Schmidt, Brigham Young University; Anton E. Bowden, Brigham Young University

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Engineering Leadership Development Division

learning is commonly referred to as learning by doing and typically involvesdiscovery and exploration with a focus on learning through experience. Extensive research hasbeen done regarding the need to shift toward experiential learning. Kolb originally identified fourmain components of experiential learning as shown in Figure 1 and also described below:11 1. Concrete Experience – The key to learning is active involvement. Kolb’s research indicates that an individual can’t simply read, watch or listen but to learn effectively they must do. 2. Reflective Observation – Reflection on the new experience while focusing on any inconsistencies between experience and understanding. 3. Abstract Conceptualization – Reflection gives

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Bayless, Ohio University

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Engineering Leadership Development Division

, reflections on the class, and recommendations. Learn to be better observers and learners of leadership lessons in current and future venues.Class Assignments and ActivitiesBefore the first day of class, students are given electronic access to the class information andtheir own electronic journal (e-board) for their daily leadership reflections. The class informationincludes the syllabus and structure of the seminar, expected daily activities, brief biographies ofthe visiting speakers, and resumes and pictures of the scholars. Course booklets since 2008 havebeen kept as .pdf files and are available from the author via email request.Students are also asked to prepare an autobiography of themselves before the first day of class.The autobiography is the

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin Ahn, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Amadin Osagiede, Purdue University, West Lafayette

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Engineering Leadership Development Division

professional leadership plan tailored to students’current and future career goals. Particular focus was made upon ways that students can aligntheir technical interests with leadership. The class involved a combination of lecture (based onarticles or papers by Kotter11, and Northouse12), experiential exercises (e.g., attending leadership Page 24.863.2seminars and writing reflections), discussions, in-class presentation, videos, individualassignments, and team assignments. Seven students took the course in Fall 2013 and were eitherfreshmen or sophomores in the College of Engineering. As part of their requirement in the course,each student developed a

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Taylor Robert Smith, Brigham Young University; Rollin H. Hotchkiss P.E.,D.WRE, F.ASCE, Brigham Young University

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Engineering Leadership Development Division

self-awareness are self-reflection (internal) andfeedback from others (external). Although introspection may provide some self-knowledge,relying too heavily on oneself can be problematic.5 Harris articulated this well when he stated: In order to know oneself, no amount of introspection or self-examination will suffice. You can analyze yourself for weeks, or meditate for months, and you will not get an inch further – any more than you can smell your own breath or laugh when you tickle yourself.6On the other hand, receiving feedback from others is the most effective way to attain self-awareness.1,2,3,5 This is because "others" make their observations from a more objective position,and likely have more factual insight

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Steve Chenoweth, Rose-Hulman Institute of Technology; Kay C. Dee, Rose-Hulman Institute of Technology; Jameel Ahmed, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Craig G. Downing, Rose-Hulman Institute of Technology; Donald E. Richards, Rose-Hulman Institute of Technology

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Engineering Leadership Development Division

nearly 200 reports of STEM change, they found that the combination of emergentoutcomes and institutional focus (a category they call “Developing: Shared Vision”) was theleast described. This observation revealed a key question for the MACH development team: per-haps the absence of emerging systemic change in STEM education reflects pervasive error inchange agents’ chosen focus and intended outcome. Borrego et al. agree in part with this conclu-sion—they found that diffusion of innovation required “plans that promote transitions to stagesof adoption beyond awareness” (pg. 202)2 and a focus on stakeholders rather than on a specificactivity to be implemented. In designing our workshop, we decided to help faculty and adminis-trators develop shared

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bruce DeRuntz, Southern Illinois University Carbondale; Rhonda K. Kowalchuk, Southern Illinois University Carbondale; John W. Nicklow, Southern Illinois University Carbondale

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Engineering Leadership Development Division

Page 24.672.6step to ensure everyone’s complete understanding of our vision and mission and to affirm buy-infor each of the student participants. The LDP’s vision and mission statements have beendeveloped over the past seven years.Vision Statement: To become the premier university program that develops the United States of America’s future technical leaders.Mission Statement: Through teamwork, we push harder, faster and further than anyone thought possible, achieving world-class resultsKey Strategic ObjectivesThe team is then asked what kind of Key Strategic Objectives would reflect our proficiency inachieving our vision and mission. The students have the opportunity to amend the current KeyObjectives

Conference Session

Engineering Leadership Development Constituent Committee Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew C. Hurt, Purdue University, West Lafayette; Robert C. Deadman, Ivy Tech Community College; Jenny Daugherty, Purdue University, West Lafayette; Daniel O. Lybrook, Purdue University, West Lafayette

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Engineering Leadership Development Division

technology students and then will be used todevelop/modify curriculum at the community college and university partner. Page 24.973.6Technology Leadership Certificate and CurriculumUtilizing the Technology Leadership competency model, we will develop the content for aTechnology Leadership certificate. Course content of the certificate will reflect those essentialcompetencies, allowing all students who complete to develop a technology leadership skill set.Further, we will use the working competency model to develop and refine courses in the AS /AAS programs at the statewide community college and the university program, with a focus onstudents

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anton E. Bowden, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Spencer P. Magleby, Brigham Young University

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Engineering Leadership Development Division

importance and benefit of additional leadership development, but some studentsfeel they already have enough leadership experience or that leadership is not necessary forstudents graduating in engineering and technology. This sentiment is also reflected in a smallportion of the faculty who have been passive or resistant to the college-wide effort of leadershipdevelopment. Mitigating of these perceptions is still an on-going challenge in implementation.Developing capable instructors for the Foundations course has been a key aspect of the courseimplementation. To get started the college sought our faculty with some passion for leadershipthat would be willing to invest in course development. By sharing with each other and studyingindividual aspects of

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Qin Zhu, Purdue University

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Engineering Leadership Development Division

members.AcknowledgementThis work was made possible by a grant from the National Science Foundation (DUE-112374).Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Gouran, D. S. (2003). Leadership as the art of counteractive influence in decision-making and problem-solving groups. Small group communication theory & practice: An anthology, 172-183.[2] Baker, D. C. (1990). A qualitative and quantitative analysis of verbal style and the elimination of potential leaders in small groups. Communication Quarterly, 38(1), 13-26.[3] Taggar, S., Hackew, R., & Saha, S. (1999). Leadership emergence in